Pragyan Vol-06,issue-01

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\¹à NøÑzt à¹ìÒ, [A Úì>à ë³à¹ &Òü W tå >¢¯[t t ³ô ¤ÚÎt ® ã³¹[t ¹ NøàÎt š[¹ ëJàºà ¤å[‡ý Òã> ÒÚ, ëJì>à\ì> "àìA ï >A [¹¤ºKãÚà A à³ A ì¹ ú ëA àì>à ëA àì>àì¯ ¤×¤» ã íÒ ëW ƒô-ë® ƒô ë>àìÒà¯àîA A =à* šàìt , ëºìJ* ú t àìA ë¤àìº ¤õ‡ý à¯Ñ‚๠Senility "γãÚàt ëÒ t ๠šø[t Ŧìi à ¤¹ ¤à¹ç >åÇ [>, --- š¹[A [t º¹à ú ë³àì¹à ëÎÒüìi à š™¢¸àÚ šàÒüìáîK ë™> šàÒüìáà ú "àìA ï Qè[¹ íK &[¹ "Òà "òàt ‹ì¹à ú ‘šø` à>’ >à³A ¹oìi à ë™ì>îA ÎåÅàø ¤¸ , šà[¹® à[ÈA "=¢ìi à t ๠ëÅøË t à šø[t šÄ íÒìá ú ‘šø` à>’& šàk A ¹ ΖµåJt ¤×³åJã ÎåJ šàk ¸¹ ëšàÒ¹ ë³[º¤îº ÎÛ ³ íÒìá ú \ºA-tšA WAå ì¹ "àiàÒüì¤à¹ š[Øn ¤ ë>à¯à[¹ìº*, =[šÚà=[šîA [™ ƒåÒü &i àt W Aå óå ¹àìºà, t ๠[® t ¹t ‘"à³à¹ [ÅÛ à ¤¸¯Ñ‚à- "t ãt "à¹ç ¤t¢ ³à>’ (šèo¢ A àA [t ) "à¹ç ‘® àÈ๠"š³õtå ¸’ (®è ‹¹ óå A >) ÅãÈ¢A ëºJà ƒåi à --- "à>¹ A =à A ’¤ ë>à¯àì¹à --- ë³à¹ [A ”ñ ³>JàÒü ë™à¯à šø¤Þê ú.... &i à ® à¹Îà ... [š[¹Ú’[l ìA ºJ> Quarterly A [¹ ¹à[JìÚÒü, t ๠õ"[¹Òoà ëó ¹à [A [e t ¤Øn àÒü, A 캯¹ìi à ™=à δ±¯ ¤[‹¢t A [¹ìº áày-áàyã¹ ³à\t ëºJA ¹ Î}J¸à ¤õ[‡ý ëÒà¯àt ÎÒàÚ Ò’¤ ë>[A ? ® à[¤ W ठë>à¯à[¹ì> A =àìi à? [A ³ô[‹A [³[t ú "à>–ƒ W –ƒø ëKàѬà³ã ("¯Î¹šøàœ [ÅÛ A ) A –ƒ[º Îy, [³áà³¹à l àA -³åîƒKà*ò, 냹Kà*ò ú

[ÅÛ A ëKài ¹ ® ຠšøìW Ê à ... Ζµà> ÎÒA àì¹ "àìšà>àA \>à*ò ë™ --- "àìšà>๠‡à¹à ëšø[¹t ‘šø` à>’¹ \à>å¯à¹ã "à¹ç ³àW¢ , 2008 Î}J¸à ƒåi à šàÒü "àìšà>àìºàA îº >î= ‹>¸¤àƒ ™à[W ìºà ú ³àW¢ ¹ Î}J¸àt ë³à¹ &[i šø¯Þê "àìšà>àìºàìA šøA àÅ A ¹àt ³Òü ¤¹ "à>[–ƒt Ò’ìºà ú "àìšà>àìºàA ¹ A ìº\¹ [ÅÛ A ëKàìi &ì> šøìW Ê à ëºà¯àt "à[³ źàK >îº =à[A ¤ ë>à¯àì¹à ú ‘šø` à>’¹ ƒãQ¢\ã[¯ A à³>àì¹ --Åøã®è ‹¹ óå A > ("¯Î¹šøàœ šø¤v û à) ³à‹¯ìƒ¯ A ìº\, >à¹àÚošå¹ º[J³šå¹

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Surjya Chutia, Lecturer in Economics.

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ACTA's Diamond Jubilee Year Programme at Tinsukia College

The Assam College Teachers’ Association (ACTA) can be called an organisation of organic intellectuals, which dreams for a better and seeks to respond to the need of the changing society. ACTA has a well built net work of nearly 8000 lecturers working in 189 provincialised colleges of Assam. The Association has stepped into it’s diamond Jubilee Year on 26th February, 2008. On the eve of this diamond jubilee celebration, the association has been able to add a golden feather to its cap by securing pensions and other retirement benefits to the retired college teachers and employees which was a long standing demand of the association. Apart from the agitational programmes, ACTA is equally concerned with 2

academic and other social issues of the society. Tinsukia College teachers’ unit is one of the strongest units of the ACTA and it performs all the programmes and activities of the association successfully in time. As the association stepped its diamond jubilee year on last 26th February, 2008 the unit organized a day long celebration programme on the day in response to the call of the ACTA central committee. The programme started by hoisting the ACTA’s flag in the morning by Mrs. Bontimala Devi, president of the college unit and the day’s programmes ended with lighting of sixty (60) earthern lamps at the college campus in the evening.

Health Counselling Programme by Womens’ Cell A s per U.G.C. Guidelines the Cell for

Womens’ Study and Development of Tinsukia College was set up in the year 2005. Since its inception the cell has been organizing various programmes like health camps, awareness camps, workshops and counselling programmes on various women related issues in different time at different places.

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Such a counselling programme was organized by the cell on last 12th March, 2008 at the Makum G. K. Girls’ High School. Apart from the members of the cell, the counselling programme was attended by reknowned gynaecologists Dr. Khritendra Chakraborty and Dr. Chandralekha Saikia as the Chief Cousellors. Health consciousness among girl childs and

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difficulties in their adolescene age were mainly higlighted in the counselling. About 300 girl students and female teachers of the school took part actively in the programme. Various problems faced by several girl students in their adolescence age group were discussed freely and friendly and many valuable suggestions were also given by the counsellors in this regard. In the discussion of women related issues, social norms have been identified as the main factor hindering the development process of girl’s child in our society. The counselling programme ended with the vote of thanks offered by Mrs. Bantimala Devi, president, Womens’ Cell, Tinsukia College.

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Seminar on ‘Environment and Climate Changes’ Tinsukia College authority in collaboration with

the Assam Bijnan Lekhok Santha (ABLS) organized a seminar on 8th May, 2008 at the Tinsukia College. The main topic of the seminar was ‘Environment and Climate Changes’. The seminar had two sessions. Inaugural Session was presided over by Principal Tinsukia College Dr. Bhuban Ch. Gogoi. Welcome address was given by Shri Dhiren Deka of Doomdooma. In the session Dr. Pramod Ch. Neog, Secretary, ABLS gave a brief description about their organization. Second session was the seminar session and the session was presided over by Dr. Amol Ch. Tamuli, Ex Scientist (Jorhat) and the Chairperson of the ABLS. There were three appointed speakers in the seminar session. They were — Dr. Bhuban Ch. Gogoi, Principal, Tinsukia College; Mr. Hiralal Verma, HoD, Geography

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International Science Day Observed T insukia Science Society observed

international Science Day on 28th February, 2008, with a day long programme. The

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Dept., Tinsukia College and Dr. Rupali Gogoi, Senior Lecturer, Zoology Dept., Tinsukia College. Resources persons highlighted various factors and issues of present climatical changes and its effect on our environment. The seminar was well attended by teachers, students guardians and other dignitaries from different parts of the district.

programme started with hoisting the Assam Science Society’s flag by Shri Dilip Kalita, President Tinsukia Science Society, in the

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morning in front of the society’s office at the Tinsukia College campus. Then a popular lecturer session was held on ‘Science is Fun’ at the ‘A New High School’ where Dr. Rajib Bordoloi, HoD, physics Dept. Tinsukia College and Shri Dhurjyoti Prasad Mazumdar, retired head master, Tinsukia Railway High School and prominent social worker was the resource person. Shri Mazumdar displayed various models made by him and showed a few scientific tricks which entertained the gathering present there very much. A good number of students, teachers from different schools and colleges were present there. The lecturer session was followed by an interaction session which was very interesting. The day long programmes ended with the vote of thanks by Dr. Dipika Bhattacharya, Secretary, Tinsukia Science Society.

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Inauguration of KKHSOU Centre at Tinsukia College

The Tinsukia College Study Centre of Krishna Kanta Handique State Open University (KKHSOU) was officially inaugurated on 30th March, 2008. In this respect an inaugural meeting was held at the college under the chairmanship of Principal, Dr. Bhuban Gogoi. Earlier Shri Kanak Kr. Chanda, coordinator of the study centre explained the purpose of the meeting and also described the aims and objectives of the centre. Mrs. Banuma Borthakur former principal and present GB member of the college, while speaking as a guest of honour of the inaugural meeting stated that present society and the education system are responsible to a large extent for the moral degradation of the youths and remedies must be found out by society. She also expressed hope that the students of entire Tinsukia District who could not complete their education, would be 6

benefited through this centre. Other speakers who took part in the discussion included Shri Amulya Khatoniar, President, Tinsukia Press Club; Ajit Ch. Phukan, Sushanta Kar, Surjya Chutia, Nilimjyoti Senapati, Bhadreswar Choudhury (All are lecturers of Tinsukia College) etc. The inaugural meeting was well attended by students, guardians and other dignitaries of the district. Study materials were also distributed among the students at the end of the meeting. Now classes are being held every Sunday regularly.

Tinsukia College Students Shine in BBA Exam

Keeping in view of the challenges of rapidly changing academic world, Tinsukia College introduced a career oriented three years

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Bachelor of Business Administrative (BBA) course under Dibrugarh University three years back. The first batch of the BBA course of the

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college shown spectacular performance in the final examination, the results of which were declared on last 24th July, 2008. Out of 5 candidates appeared in the final exam, all the five have secured 1st class rank. Beside this, the college has bagged the top position in the university. The topper in D.U. from the College is Smt. Peenaz Iftekhar Hussain who has secured 76.44% of marks. The whole college community along with the people of the locality have

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Career Counselling Programme at CME

A counselling programme on preparation for CAT/ MAT Entrance Examination was organised by the Centre for Management Education of Tinsukia College on 5th August,

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2008. Two experts on CAT/ MAT Entrance examination Sri Gaurav Khemka and Sri Harsh Khemka from the Institute of Management Studies (IMS), Guwahati were present as the resource persons. Apart from all the students of BBA, most of students and all the teachers of commerce department were present in that programme and they were very much impressed by the counselling programme. It is mentionable that the Guwahati Branch of IMS is agreed to offer regular coaching in this regard if our students desire. The programme was ended with vote of thanks offered by Dr. Chaytanya Bora, co-ordinator, CME.

Freshers’ Social Held It is a tradition of Tinsukia College to

organize Fresher’s Social, a function of friendship and merriment during the 1st month of beginning of new session every year. The main objectives of the function is to welcome the new comers into the college officially. In this year the much awaited Fresher’s Social function was organized by the college students union on 25th July, 2008. The day long programme started ceremoniously with the unfurling of the college flag by Principal, Dr. Bhuban Gogoi in the

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expressed satisfaction over the performance of the BBA Dept. of the college. The new session (2008-09) of BBA course was formally inaugurated in a meeting held on 15th July, 2008 at the Centre for Management Bhawan of the College. Principal, Dr. Bhuban Ch. Gogoi; VP, Mrs. Kiron Goswami, Former G.B. Chairman Advocate Sujit Roy were present in the meeting besides the students and faculties of CME and Commerce Dept. of the college.

morning followed by hoisting the students’ union flag by Shri H.S. Tomar, HoD, Hindi Dept, of the college. Shri Binod Kr. Lohia HoD of Commerce Dept. formally initiated the programme of floral tribute at the Martyrs Column. Then the college wall magazine ‘Bhaskar’ was inaugurated by Shri Kanak Chanda, HoD Bengali Dept. This issue of the Wall magazine was edited by Sri Kamal Gogoi, magazine secretary of the college students union this year.

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In the occasion of the Freshers’ Social, a general meeting was also held under the presidentship of the principal, Dr. Bhuban Gogoi at the college auditorium. Dr. Abdul Qadir, Principal, Doomdooma College was the Chief Guest of the meeting. Mr. Dipak Changmai, Director, Civil Defence, Tinsukia and Dr. J.P. Chaliha, retired Vice

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UGC Cluster Programme at Chemistry Dept.

As per the UGC Guidelines and Cluster Programme Mrs. Monika Devi, HoD, Chemistry Dept., Tinsukia College arranged the departmental major classes during the last summer vacation for the first time. The academic programme was held from 16th May, 2008 to 8th June, 2008, where Mrs. Jonali Dutta, senior lecturer from the department of Chemistry, 10

Principal, Tinsukia College attended the meeting as guest of honour. Distinguished guests and teachers welcomed the new comers in the meeting with their encouraging words. In the afternoon an interaction session (Antoranga Alap) amongst the new comers was held at the college auditorium which was very interesting.

Digboi College took part as the Resource Person. Major students of the department specially 3rd year students were benefited a large by the programme. The Chemistry department will continue to arrange such programmes in future course of time. It is hoped that other department will also take initiative in this respect.

NCC Unit Adjudged the Best Tinsukia College NCC (‘D’ Coy) Unit is

one of the best NCC Units under 10th Assam Bn, NCC Dibrugarh. The Unit regularly participates in the Independence Day and Republic Day parades organised by the district authority. It is also remarkable that the unit takes home the first prize regularly in its

category. The 62nd Independence Day wasn’t an exception. The cadets of the unit performed well there again and got the first prize. In response to the growing importance of NCC, the women’s wing is also introduced in the college this year under the ANO, Shri Dipankar Baidya.

Surjya Chutia (1st from the left in the pic) one of the founder editors of Pragyan is busy in final editing of the 15th Issue of Pragyan in one evening in the month March, 2008. The journal completed 5th years of its successful existence by the issue. Rajarshee Gogoi (3rd) and Krishna Borah (4th) of 'The Assam Computers' are busy with their respective computers with all their enthusiasm to celebrate 5 years of their company with the journal.

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Campus Update Adit Goel made Tinsukia College proud this year by securing 1st class 1st position in B.Com final examination under Dibrugarh University. He had Major in Accountancy. He is now eyeing for MBA. To get properly couched for CAT he is these days staying at Delhi. Thinking that his experience will motivate his juniors we did contacted him there & took an interview through telephone. This is what he has to say about his achievement. – Editor

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How do you feel after securing 1st class B.Com Final? Literally, I was on cloud nine. It was like a dream come true. I felt like finally I have achieved something in my life. However, it’s a long way to go. To whom you give the credit for your success ? The credit goes to my family members who gave me much needed support to come with flying colours. In fact, it was with their immense support that I didn’t lose my determination at any point of time. But above all it’s the Almighty who gave me strength to cross the hurdles at every phase of success. What is your mantra for success ? My mantra for success is — to learn, to love studying and make it interesting. Work hard, be sincere, trust God, give quality time to your reading and the success will touch your feet. Who is your inspiration ? My parents are my source of inspiration. Their eyes full of dreams motivated me to work harder and prove myself as their pride. I wanted my parents to be the happiest and proudest persons in whole world. What are the advantages of having from an educated family ? Well, it’s a sort of trump card for me. I was awfully benefited with my studies in degree course as my uncle, Shashi Goel (ex-lecturer in Commerce, Tinsukia College : Editor-Prag.) is a Chartered Accountant and my cousin presently staying in Delhi is a Company Secretary who extended their helping hands in each step of my education. Moreover, belonging to an educated family gives me a sense of proud and somewhere my inner voice encourages me to bring pride to my family. But weighing the pros and cons, belonging to an educated family also creates a pressure of standing up to the expectations of people in and around me. How a business family background helps student of Commerce ? A business family background enhances a student’s theoretical and practical knowledge simultaneously. As such I could excel in answering explorative questions in a much polished and technical way. What are your future plans ? Right now I am looking forward to pursue MBA and hope to attempt CAT in the coming November. What is your suggestion for improvement in the curriculum ? I would like to suggest the management to change the college timings (10 am – 3 pm) and instead shift them in the morning classes thereby making the timings flexible for the students and allowing them to do part-time jobs which would enhance their practical knowledge as well. Moreover attendance should be made compulsory. What is your opinion about the faculties ? The faculties are very supportive and understanding and in my opinion they are the best in their business.

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Karmashree Hiteswar Saikia College, Guwahati

Seminar to foster exchange of info on NE Tai studies Eastern Tai Literary Association, Purbanchal Tai Sahitya Sabha in collaboration with Tai Literary and Cultural Council, Society for Traditional Knowledge and Karmashree Hiteswar Saikia College of Guwahati is going to organise a threeday international seminar on ‘Ethnics of North East India’ from February 15 next. The theme of the seminar include all the ethnic tribes of North East India, including all Tai ethnics like Ahom, Khamti, Phake, Aiton, Turung, Khamyang and others of SE Asia, Southern China and all the tribal and non-tribal ethnic communities of North East India along with others in eastern Indian provinces, and also of Bhutan, Nepal, Bangladesh etc. Organisers have invited papers from the college and university teachers and other

scholars. The scholars, who get interested, may contribute papers on history, culture, literature, language, politics, economics and other aspects of these ethnic communities. Papers will have to reach the convenor before September 30, 2008. Circulars and formal invitation letters would be issued immediately after the arrival of interested participants’ letters seeking participation. The communicating address is Dr Puspadhar Gogoi, chief convenor and president of Purbanchal Tai Sahitya Sabha, Chao Siba Buragohain Bhavan, Dhemaji Tiniali, Dhemaji787057. Another address for communication is Dr Sikhamoni Konwar, Principal, Karmashree Hiteswar Saikia College, Panjabari, Guwahati.

(©”Buljit Buragohain”, [email protected], [email protected] & The Assam Tribune,15.07.2008)

NERIM, Guwahati

Lecture on “Entrepreneurship — The American way of life” Ramgopal Sarangapani, an NRI Assamese, did his MBA from Sam Houston State University, Texas and Masters in Hotel and Restaurant Management from Hilton School, now works as senior analyst of Texas Workforce Commission, USA. He recently visited the NERIM campus at Khanapara on June 19 and delivered a lecture on “Entrepreneurship — The American way of life”. Swapon Jyoti Sarma, reader and chief administrative officer of NERIM, welcomed him. Sarangapani made a brilliant speech on Entrepreneurship in America. In his presentation, he highlighted various aspects of

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successful entrepreneurship. He said the spirit of entrepreneurship in India was not as vibrant as in the US. During his speech, Sarangapani emphasised how the spirit of entrepreneurship could bring economic prosperity and industrialisation to the Northeast. Students and faculty members of NERIM had a lively interactive session with Sarangapani. (Anyone who wants to interact with Ramgopal Sarangapani may subscribe to assam-request@ assamnet.org –a yahoo group. He is a regular participant there.)

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Two-day Conference on Higher and Technical Education T he two-day Conference of Ministers of State Governments of Higher and Technical Education concluded at Delhi on 24th July,’08. The following broad consensus points emerged at the end of the deliberations in the two days Conference: Participants felt that discussions over the two days were very useful, and there were suggestions that such a conference should be organized by way of follow up every 6 months. States have also suggested the need for a common platform, where they could discuss medical and other institutions along with the other higher and technical education sectors. It is gratifying to note that all states subscribe to the objectives of Access, Equity and Excellence in Higher and Technical Education. Most of the states conceded the need to strive for 6 percent of GDP and the Ministers have promised to go back and take it up appropriately. In respect of enhancing access, many states want higher allocations to states with low Gross Enrolment Ratio (GER) without insisting their full share - however, it has been pointed out that in view of the limitations on the overall availability of funds, this could be possible only if some other schemes to such states are dropped, because of the non-availability of any additional funds. However, for the States in the North-East Region, the MHRD will coordinate with the DONER to reduce

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the burden on the NE States. There was considerable agreement on the critical need to pay attention to quality of institutions and programmes. States were unanimously of the view that bad institutions with poor infrastructure should be closed down. There is a need to prepare a perspective plan for balanced development of the regions. AICTE should finalise this perspective plan urgently in consultation with State Governments. Thereafter the permissions of professional institutes may be granted by the regulatory authority considering State G o v e r n m e n t s recommendations. The AICTE should also permit diploma level courses to be run in engineering colleges during the second shift subject to availability of required faculty and other infrastructure. Some states have mentioned about the delays in approvals by the AICTE and also pointed to divergence in assessment of standards of some institutions by the AICTE and that of the affiliating universities. The Council would look into all such cases In respect of States’ involvement, it was resolved that States should be kept fully informed of the releases of grants to universities and colleges in the respective States, which are made by the

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UGC, and also the various approvals being granted by the AICTE. This would enable States to monitor the proper utilization of funds as well as the functioning of institutions. States also agreed to lay down transparent guidelines for dealing with applications of institutions applying for “Deemed University” status. It was discussed and agreed that States would make efforts to bifurcate and trifurcate the existing big universities so as to bring down the number of affiliated colleges to a manageable level of about 150 colleges. The UGC would give suitable assistance for starting Post Graduate Courses for the new universities. States also agreed that all universities must prepare perspective plans (academic, research and infrastructure) for their future growth and utilization of resources made available to them. States agreed to persuade State Universities to give permanent affiliation to colleges so that they become eligible for release of grants under Section 12 B of UGC Act. States agreed to set up State Councils of Higher Education, wherever there is no such Council at present, and also to set up a Committee to assess the requirement of faculty. States also agreed to have a clear plan of action for filling up all vacant positions of faculty. The MHRD would once again write to State Governments, not to have any direct/ indirect ban on teaching faculty and essential laboratory/ technical staff etc. Planning Commission would also be requested to review this at the time of Annual Plan discussions. The Conference endorsed the view expressed by Prof. Yash Pal on having porous boundaries and not water tight compartments between various disciplines, as knowledge / technological innovations take place only on the boundaries of disciplines. In regard to reforms in technical education, it was resolved that AICTE should permit the co-existence of other non-AICTE mandated

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courses in the same premises (like B.Sc., BBA, BA etc.) with a view to optimize capacity utilization. States have endorsed the urgent need to exploit opportunities through the use ICT, Many States have shown their willingness to share 25% of costs relating to Broad Band Connectivity, but the States in the NER expressed that their share be limited to 10% of the costs. States have shown great interest in the National Mission on Education through ICT, and have by and large agreed to support providing of Broad Band Connectivity and encourage convergence between Open and Distance Learning and the Conventional System. In regard to the Public-Private-Partnership (PPP) model of investments and management of Higher and Technical Education, most of the States indicated their enthusiasm to tap not for profit private investment, for implementing the various XI Plan initiatives, ensuring that PPP should not lead to any erosion of access to poor sections of society. However, NER States were of the opinion that the PPP mode should not be insisted upon for the region. Some States have indicated their willingness to their share and to give land free of cost for the IIITs. However, the NER States expressed the view that the proposed IIITs should be established by the Central Government as they did not have industry required to participate in such projects. While unanimously endorsing the scheme to establishing colleges in districts with lower than the national average GER, some States wanted that the Central share may be made available through the CSS route, some other States felt that the UGC route of assistance to universities would be easier, while a few States preferred the Additional Central Assistance for the purpose. States also expressed the need for the Central Government to pursue legislative initiatives for ensuring access with equity and controlling the fee charged by private institutions

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and institutions deemed to be universities. States also drew attention to the need for regulating Foreign Education Providers and also regulation of distance education. States also want UGC to have suitable regulations for admissions and fee structure in deemed to be universities. It was also pointed out that in some states; some of the Minority Educational Institutions were really not acting in the best interests of the minorities. It was pointed out that the National Commission for Minority Education (NCME) was empowered to look into all such instances and take action All States unanimously agreed to bring “Research” into focus in the university system and pay due emphasis and encourage Research in all universities and also encourage affiliation of institutions desirous of taking up new emerging frontier areas of knowledge. About Rs.20,000 crores is going to be earmarked for incentivising States for 373 degree colleges, new Universities, expansion, 1000 Polytechnics, bringing hitherto uncovered institutions under 12 ‘B’ of UGC Act etc. This would be allocated between the States/UTs based on population, GER and backwardness, who should send proposals for CSS/or through UGC. States agreed to encourage and depute their

teachers for summer training and other Refresher programmes being organised by AICTE & UGC for teachers and also agreed to take up the other faculty development measures on the lines indicated by MHRD. State Governments expressed their support and agreement to the need for reforms in examination system, introduction of semester system, streamlining of admission procedures, introduction of credit system to facilitate spatial and temporal movement of students. States also agreed to work towards voluntary/mandatory accreditation. States agreed to increase their efforts in eliminating ragging. States agreed to take immediate action against ‘fake’ universities and dubious institutions under the Indian Penal Code. States also agreed to instruct Registrars of Societies to consult UGC, whenever an application is received under the title of “University” or its regional synonyms; and to create public awareness against fake and dubious institutions and to accord priority in ensuring closure of these institutions that are defrauding gullible students and bringing the entire system into disrepute. © www.indiaedunews.net

Exam Reforms Yield Best-ever HS Results The Assam Higher Secondary exams 2008 this year threw up the best results in the history of the state, thanks to wide-ranging reforms brought in by the Assam Higher Secondary Education Council (AHSEC) on the recommendations of the Council of Boards of School Education (CoBSE). The results saw the highest ever pass percentage in science stream — 80.73 — an almost 12 per cent jump from previous year’s 68.44 per cent. The Arts and 11

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Commerce streams fared well enough — with 69.96 and 65.33 pass percentages respectively. The Assam education council attributed the stupendous show to its serious efforts to follow CoBSE’s recommendations to bring about examination reforms. The CoBSE provides a common platform for mutual consultation to ensure quality school education. It all started in May, 2005. CoBSE called a meeting in New Delhi, which was attended by AHSEC officials. Various recommendations were adopted at the end of the meeting to ensure quality education. The AHSEC decided to follow the recommendations. First they decided to do away with the stress factor from the examination and accordingly chalked out a new question paper module. The council started setting question papers, which students could finish quite early and get adequate time for revision to avoid mistakes. The results are showing now.

Besides, a pep talk to examiners to drop their “ego” before starting evaluation also contributed to the success. Last year, just before evaluation of answer scripts started, the AHSEC convened a meeting of examiners and requested them to shed their ego and their conservative mentality of not giving full marks. They were told that no student should be deprived of his deserving marks. The CoBSE’s “stress-buster” suggestions included allowing candidates 15 minutes’ time before the start of an examination to read the question paper thoroughly. Besides, the syllabi of Classes XI and XII were de-linked. The exam was based on questions only from the Class XII syllabus. The first rank holder of this year in the Arts stream, Mukul Haloi of Nalbari, attributed his success to the improvement in education standards in small towns. [PEB]

A Toast to Women’s Liberation in Rural Assam A sari-clad group in Dhubri is beginning to look beyond domestic chores and perhaps for the first time, taking its political and economic rights seriously. It was the women’s organizations of rural Dhubri which have worked overtime to ensure that the district unit of the Asom Mohila Samata Society tasted a convincing victory in the panchayat elections last year. Seventy-three members belonging to various women groups affiliated to Asom Mohila Samata Society won the elections from the district. The amazing story began a few years ago, when 458 mahila sanghas (women’s bodies), spread across six blocks of the district, began inspiring coy housewives to step out of their huts and take up “income-generating” ventures.

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Soon “micro-credit” and “finance” and “entrepreneurship” became a part of everyday parlance for these village women. Of late, they realised that empowerment of women will remain incomplete and meaningless if our 25,000 members do not take part in panchayat polls. So they encouraged women members to contest elections and now we have strong 73 members in the panchayat — Anju Moni Gogoi, the Dhubri district unit programme co-ordinator of Asom Mohila Samata Society said so to the media. She also told that for months, the 25,395 strong mahila sanghas were explained how all attempts at empowerment would be rendered futile if women were not in a position to take decisions in the panchayat. The rest, as they say, is history.

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The brave and desperate programme coordinator now hopes that the panchayat members in Mahamaya, Rupshi, Debitola, Bilasipara, Gouripur and Birsingh Jarua

development blocks would help the women’s organisation raise awareness about various issues — from sanitation, domestic violence to the right to information. [PEB]

Garbage Power Project Near Guwahati Assam’s first public-private partnership project, a multi crore waste-to-energy venture between the government and the Ramky Group has been approved and is ready for initialization. The project involves door to door collection of daily garbage, sorting, processing and conversion of the inorganic waste into electric energy. A 6 MW power plant will be set at Borgaon near Guwahati for the purpose. The organic waste will be used for composting. Ramky, a leading environment and waste management group of India will invest over 65 crores on the 102 crore project while the rest will be provided by the Assam government. A new venture called the Guwahati Waste Management Company Limited (GWMCL) has been floated with the Assam Government and Ramky Enviro

Engineers Limited, the R a m k y subsidiary that will execute the project, as partners and an agreement has been signed with the Guwahati Municipal Corporation ( G M C ) . According to the agreement GWMCL has been authorised by the GMC to collect, transport and process municipal waste for a period of twenty years. © www.allaboutassam.com

Einstein Letter Shows He Didn’t Believe on God Albert Einstein regarded religions as “childish” and “primitive legends”, a private letter he wrote a year before his death has revealed. The great scientist’s views on religion have long been debated, with many seizing upon phrases such as “He [God] does not throw dice” as evidence that he believed in a creator. But the newly-unveiled letter, a response to the philosopher Eric Gutkind, has cast doubt on the theory that Einstein had any belief in God at all. In the letter, dated January 3, 1954, he wrote: “The word god is for me nothing more than the expression and product of human weakness, the Bible a collection of honourable, but still primitive legends which are nevertheless pretty childish. No interpretation no matter how subtle can (for me) change this.” Einstein, who died the following year aged 76, did not spare Judaism from his criticism, believing Jewish people were in no way “chosen” by God. He wrote: “For me the Jewish religion like all others is an incarnation of the most childish superstitions. And the Jewish people to whom I gladly belong and with whose mentality I have a deep affinity have no different quality for me than all other people.” 13

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All Things Equal, Girls Score in Math : Study links gender gap in performance with discrimination

New research has revealed that girls’ performance in mathematics is related to gender inequality in society, demolishing a popular notion that boys are inherently better at mathematics than girls. A team of economists in Italy and the US has found that girls’ under performance in mathematics relative to boys — observed historically across several countries — disappears in cultures with greater gender equality. The researchers analysed the scores of 276, 165 15-year-olds from 40 countries who took identical tests in mathematics and reading, and correlated them with measures of gender equality in those countries. Their findings, which recently (May,’08) appeared in the journal Science, show that girls’ scores in mathematics were on an average 10.5 lower than boys’ scores, but displayed wide variations from country to country. In Turkey, girls scored 22.6 below boys, but in Iceland, they scored 14.5 higher than boys. In countries with high gender equality such as Sweden and Norway, the gender gap in performance disappeared. According to Paola Sapienza, an economist at the Kellogg School of Management, who led the research, “The gap doesn’t exist in countries where men and women have access to similar resources and opportunities,” The gender gap in mathematical skills had long fuelled a debate whether it could be attributed to biology or the social environment. Some scientists had argued for a biological explanation, pointing out studies that

indicate men perform better in spatial tests, while women do better in verbal tests. The new findings shift the burden of evidence from biology to culture. The Study shows culture is among factors that influence performance. So it’s implied that policies aimed at greater gender equality in society are likely to have impacts on educational achievements. India was not part of the 40-country analysis, but its findings hold lessons for Indian students, parents and teachers .If the country can create the right environment, girls will perform as well as boys. The study also revealed a gender gap in reading skills. In every country, girls performed better than boys — with average girls’ scores 32.7 points higher than boys’. In more gender equal societies, girls are likely to gain an absolute advantage over boys. In gender equal societies, the findings suggest, girls and boys appear to deliver better performance. “There’s a positive spill-over effect on men. It doesn’t happen at the expense of men. [PEB]

Politicians are Most Unscientific, Says Indian Scientist They may be taking decisions that affect millions, but politicians are a most unscientific lot in India, says a new study based on the opinions

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of 1,100 Indian scientists. The study, ‘Worldviews and Opinions of Scientists in India’, carried out by Trinity College of the US with the help of the

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Centre for Inquiry (CFI) India, a non-profit organisation, has found that politicians have a very low level of scientific literacy. On a scale of one to seven, the 1,100 scientists surveyed said the scientific literacy of politicians in the country is ‘very low’ at 1.9. Interestingly, they believe schoolteachers are scientifically the most literate. They rank schoolteachers as having the highest rate of scientific literacy while ranking politicians the lowest, the study found. Interestingly, the media scored the third highest, just below young men and above young women. Media people scored 3.1 points as against 3.6 points by school teachers. While young men got 3.4 points, scientists gave 2.3 points to the Indian population as a whole. Government officials and business people too were better aware of scientific principles than politicians, according

to the scientists. ‘It is unfortunate that our policy makers are unscientific. It’s bad for the growth of science in a country,’ the scientist told IANS requesting anonymity. The study also found that 75 percent of Indian scientists believe that under representation of women in the scientific community is due to cultural influences and learning rather than any biological or genetic reasons. Governed by faith, social values and ethics, 64 percent of the scientists said they would refuse to design biological weapons and 29 percent said they would not go for human cloning. The study that sampled participants from 130 universities and research institutes in India between July 2007 and January 2008 found that Indian scientists are very secular but are firm believers in god. (© IANS)

Baby : the first known photograph of the great grandfather of modern digital computers –

A room sized, one ton jumble of wiring, valves and racks that was 640 million times less powerful than its descendant, the pocket-sized iPod. The ‘Baby’ was the first machine that had all the components now classically regarded as characteristic of the basic computer. Most importantly it was the first computer that could store not only data but any user program in electronic memory and process it at electronic speed. Baby made its first successful run of a program on June 21st 1948 ©www.telegraph.co.uk (Contd. on page 79)

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Panorama

Do you Know ? ... That : Coca Cola was originally green. The most common name in the world is Mohammed. The name of all the continents ends with the same letter that they start with. The strongest muscle in the body is tongue. Women blink nearly twice as much as men! You can’t kill yourself by holding your breath. It is impossible to lick your elbow. People say, ‘‘Bless you’’ when you sneeze because when you sneeze, your heart stops for a millisecond. It is physically impossible for pigs to look up into the sky. The ‘‘sixth sick sheik’s sheep’s sick’’ is said to be the toughest tongue twister in the English language. If you sneeze to hard, you can fracture a rib. If you try to suppress a sneeze, you can rupture a blood vessel in your head or neck and die. Each king in a deck of playing cards represents great king from History. ‘‘Spades’’ — Kind David; ‘‘Clubs’’ — Alexander the Great; ‘‘Hearts’’— Charlemagane; ‘Diamonds’ — Julius Ceasar. If a statue of a person in the park on a horse has both front legs in the air, the person died in the battle. If the horse has one front leg in the air, the person died as a result of wounds received in battle. If

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the horse has all four legs on the ground, the person died of natural causes. Honey is the only food that doesn’t spoil. A crocodile cannot stick its tongue out. A snail can sleep for three years. All polar bears are left handed. Butterflies taste with their feet. Elephantsaretheonlyanimalsthatcan’tjump. In the last 4000 years no animals have been domesticated. Shakespeare invented the word ‘assassination’ and ‘bump’. The ant always falls over on its right side when intoxicated. The electric chair was invented by a dentist. Rats multiply so quickly that in 18 months, two rats could have over million descendants. Wearing headphones for just an hour will increase the bacteria in your ear by 700 times. The cigarette lighter was invented before the matchbox. Most lipstick contains fish scales. Like fingerprints, everyone’s tongue print is different. What do bullet proof vests, fire escapes, wind shield wipers and laser printers all have in common ? — All invented by women. A simple but interesting number game. 11 11 = 121 111 111 = 12321 1111 1111 = 1234321 11111 11111 = 123454321 111111 111111 = 12345654321 1111111 1111111 = 1234567654321 11111111 11111111 = 123456787654321 111111111 111111111 = 12345678987654321 Compiled by Rajeev Mohan, Lecturer in English

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James Manktelow [It’s a online article posted to [email protected] by James Manktelow, editor of www.mindtools.com. Pragyan is subscriber to this site.]

Are you motivated to achieve what you really want in life? And how hard do you push yourself to get things done? Wanting to do something and motivating yourself to actually do it are two different things. So, what’s the difference between those who never reach their goals, year after year, and those who achieve one goal after another? Often, it’s their self-motivation. Selfmotivation is the force that keeps pushing us to go on - it’s our internal drive to achieve, produce, develop, and keep moving forward. When you think you’re ready to quit something, or you just don’t know how to start, your self-motivation is what pushes you to go on. With self-motivation, you’ll learn and grow - regardless of the specific situation. That’s why it’s such a fundamental tool for reaching your goals, achieving your dreams, and succeeding, Questions 1. 2.

3. 4.

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I’m often unsure of my ability to achieve the goals I set for myself. When working on my goals, I put in maximum effort and work even harder if I’ve suffered a setback. I regularly set goals and objectives to achieve my vision for my life. I think positively about setting goals and making sure my needs are met.

in this journey of life. So, how self-motivated are you? We’ve put together a short quiz to give you a better understanding of how self-motivated you are. After the quiz, we’ll discuss some specific tips for improving your self-motivation, so that you can achieve still more in your life. The Self-Motivation Quiz Instructions: For each question, circle the answer that most applies to you. Please note: This tool is designed to help you understand your current levels of selfmotivation and identify techniques that will help you improve it. While we hope it will be useful, it has not been validated through controlled scientific tests. Therefore, please use common sense to interpret results. © Mind Tools Ltd., 2008. Not at all

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I use rewards (and consequences) to keep myself focused. For example, if I finish my report on time, I allow myself to take a coffee break. 6. I believe that if I work hard and apply my abilities and talents, I will be successful. 7. I worry about deadlines and getting things done, which causes stress and anxiety. 8. When an unexpected event threatens or jeopardizes my goal, I can tend to walk away, set a different goal, and move in a new direction. 9. My biggest reward after completing something is the satisfaction of knowing I’ve done a good job. 10. I often tend to do the minimum amount of work necessary to keep my boss and my team satisfied. 11. I tend to worry about why I won’t reach my goals, and I often focus on why something probably won’t work. 12. I create a vivid and powerful vision of my future success before embarking on a new goal. Score Intepretation : Now add up the numbers you’ve circled, and apply the results to the scoring table below. Your Score : Out of 60 Score Comment 44 - 60 Wonderful! You get things done, and you don’t let anything stand in your way. You make a conscious effort to stay self-motivated, and you spend significant time and effort on setting goals and acting to achieve those goals. You attract and inspire others with your success. Treasure this - and be aware that not everyone is as selfmotivated as you are! You’re doing OK on self-motiva28 - 43 tion. You’re certainly not failing however, you could achieve much

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Comment more. To achieve what you want, try to increase the motivation factors in all areas of your life. Read the relevant sections below, and work on them to strengthen your self-motivation. You allow your personal doubts and fears to keep you from succeeding. You’ve probably had a few incomplete goals in the past, so you may have convinced yourself that you aren’t self-motivated - and then you’ve made that come true. Break this harmful pattern now, and start believing in yourself again. The tools and tips below will help you get back your motivation.

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Factors in Self-Motivation : Self-motivation is complex. It’s linked to your level of initiative in setting challenging goals for yourself; your belief that you have the skills and abilities needed to achieve those goals; and your expectation that if you put in enough hard work, you will succeed (or at least be in the running, if it’s a competitive situation). Four factors are necessary to build the strongest levels of self-motivation: 1. Self-confidence and self-efficacy. 2. Positive thinking and positive thinking about the future. 3. Focus and strong goals. 4. A motivating environment. By working on all of these together, you should improve your motivation very quickly. Let’s look at each of these factors individually. 1. Self-Confidence and Self-Efficacy (Questions 1, 2, 6, 8) For questions in this category, fill in your scored answers in the table below, and then calculate your total. Score Question 1 Question 2 Question 6 Question 8 Total Out of 20 Part of being self-motivated is having good levels of self-assurance, self-confidence, and self-efficacy. More on these below! Being highly self-assured means you will set challenging goals for yourself, and it’s also a resiliency factor for when you encounter setbacks. If you don’t believe in yourself you’ll be much more likely to think, “I knew I couldn’t do this” instead of, “This one failure isn’t going to stop me!” Albert Bandura, a psychologist from Stanford University, defined self-efficacy as a belief in our own ability to succeed, and our ability to achieve the goals we set for ourselves. This belief has a huge impact on your approach to goal setting and your behavioural choices as

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you work toward those goals. According to Bandura’s research, high self-efficacy results in an ability to view difficult goals as a challenge, whereas people with low self-efficacy would likely view the same goals as difficult as beyond their abilities, and might not even try to achieve them. It also contributes to how much effort a person puts into a goal in the first place, and how much he or she perseveres despite setbacks. By developing a general level of selfconfidence in yourself, you will not only believe you can succeed, but you’ll also recognize and enjoy the successes you’ve already had. That, in turn, will inspire you to build on those successes. The momentum created by selfconfidence is hard to beat. Take these steps: Think about the achievements in your life. Examine your strengths, to understand what you can build on. Determine what other people see as your strengths and key capabilities. Set achievable goals for yourself, work to achieve them, and enjoy that achievement. Seek out mentors and other people who model the competencies, skills, and attributes you desire. As you begin to recognize how much you’ve already achieved – and understand how much potential you have – you will have the confidence to set goals and achieve the things you desire. The more you look for reasons to believe in yourself, the easier it will be to find ways to motivate yourself. (1) 2. Positive Thinking and Positive Thinking about the future. (Questions 4, 9, 11, 12) For questions in this category, fill in your scored answers in the table below, and then calculate your total. Score Question 4 Question 9 Question 11 Question 12 Total Out of 20

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“Your life today is the result of your attitudes and choices in the past. Your life tomorrow will be the result of your attitudes and the choices you make today.” - Author Unknown. Positive thinking is closely related to selfconfidence as a factor in self-motivation. It’s important to look at things positively, especially when things aren’t going as planned and you’re ready to give up. If you think that things are going to go wrong, or that you won’t succeed, this may influence things in such a way that your predictions will come true. This is particularly the case if you need to work hard to achieve success, or if you need to persuade others to support you in order to succeed. Your thoughts can have a major influence on whether you succeed or fail, so make sure those thoughts are “on your side.” Positive thinking also helps you think about an attractive future that you want to realize. When you expect positive results, your choices will be more positive, and you’ll be less likely to leave outcomes to fate or chance. Having a vivid picture of success, combined with positive thinking, helps you bridge the gap between wanting something and going out to get it. To apply “the power of positive thinking”, do the following: Become aware of your thoughts. Write down these throughout the day. Challenge your negative thoughts, and replace them with positive ones. Create a strong and vivid picture of what it will be like to achieve your goals. Develop affirmations or statements that you can repeat to yourself throughout the day. These statements should remind you

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of what you want to achieve, and why you will achieve it. Practice positive thinking until you automatically think about yourself and the world in a positive way, every day.2 2. Strong Goals and Focus (Questions 3, 7) Fill in your scored answers in the table below, and then calculate your total. Score Question 3 Question 7 Total Out of 10 As we’ve said above, a key part of building self-motivation is to start setting strong goals. These give you focus, a clear sense of direction, and the self-confidence that comes from recognizing your own achievement. First, determine your direction through effective goal setting. (3) When you set a goal, you make a promise to yourself. Part of the strength of this is that it gives you a clear direction. Part is that you’ve made this promise to yourself, and you’ll want to keep this promise. And part is that it’s a challenge, and it’s fun to try to meet that challenge! But don’t set just any goal. According to Locke’s goal-setting theory, your goal should have the following characteristics: Clarity - Effective goals are clear, measurable, specific, and based on behaviour, not outcomes. Challenge - Goals should be difficult enough to be interesting, but not so difficult that you can’t reach them. Commitment Goals should be attainable, and should be relevant - that is, they should contribute in a significant way to the major objectives you’re trying to achieve. Regularity of Feedback Monitor your progress towards your goals regularly, This helps you maintain

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your sense of momentum and enthusiasm, and enjoy your progress towards those goals. Sufficient Respect for Complexity - If the goal involves complex work, make sure that you don’t over-commit yourself. Complex work can take an unpredictably long time to complete (particularly if you have to learn how to do the task “on the job”). When you have a variety of goals, be sure to schedule your time and resources effectively. You can achieve the “focus” part of selfmotivation by prioritizing and establishing a schedule that will help you succeed. It doesn’t make sense to work until you’re exhausted or give up one goal to achieve another. (4) Using Premium member tools like the Urgent/Important Matrix and the Action Priority Matrix, you can quickly and easily see how each goal activity fits into the bigger picture of your overall objectives. If you fully understand your priorities, you probably won’t feel as pressured to do everything at once. This can reduce stress and help you to concentrate on the most important strategies. Premium members can see our article on Prioritization for a summary, and for links to our top time management and prioritization tools. 4. Motivating Environment (Questions 5, 10) Fill in your scored answers in the table below, and then calculate your total. Score Question 5 Question 10 Total Out of 10 The final thing to focus on is surrounding you with people and resources that will remind you of your goals, and help you with your internal motivation. These are external factors they’ll help you get motivated from the outside, which is different from the internal motivation we’ve discussed so far. However, the more factors you have working for you, the better. You can’t rely on these “environmental” or outside elements alone to motivate you, but you

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can use them for extra support. Try the following: Look for team work opportunities. Working in a team makes you accountable to others. Ask your boss for specific targets and objectives to help you measure your success. Ask for interesting assignments. (5) Set up some goals that you can easily achieve. Quick wins are great for getting you motivated. Tell people you trust to be enthusiastic about your goals, and ask them to help keep you accountable. Try not to work by yourself too much. Balance the amount of time you work from home with time spent working with others. When you start your self-motivation program, you may tend to rely heavily on these external factors.As you get more comfortable and confident with your self-motivation, you’ll probably use them only as needed, and for a little extra help. Key points: Self-motivation doesn’t come naturally to everyone. And even those who are highly self-motivated need some extra help every now and then. Build your self-motivation by practising goal-setting skills, and combining those with positive thinking, the creation of powerful visions of success, and the building of high levels of self-efficacy and self-confidence. Your attitude and beliefs about your likelihood of success can predict whether or not you actually succeed. Set goals, and work hard to achieve them. Examine ways to improve your self-motivation, and regularly reassess your motivation levels. If you actively keep your internal motivation high, you can significantly increase the likelihood of achieving your hopes, dreams, and visions of the future. PS: If you know anyone who might benefit from this newsletter, please tell them about it! Just go to http://www.mindtools.com/pages/ main/newMN_TAFN.php and let them know. I’d really appreciate it! Note : 1. Our article on Building Self-

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2.

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Confidence teaches you how to develop this self-confidence, and gives you steps you can use to start feeling great about yourself. It will also put you firmly on the path to self-assurance and self-efficacy. For even more tips, see our article on Rational Positive Thinking. You can also take our short quiz, Are You a Positive or Negative Thinker?. To set comprehensive goals in all areas

She was the biggest success story of a matric exam that set another record: of the highest-ever pass percentage. She conquered ovarian cancer to clinch a top 20 slot Neelakshi Baruah, who wrestled with painful ovarian cancer and diminishing selfconfidence to clinch the 17th position on the merit list. She is daughter of Kanak Chandra Baruah, an official of Gauhati University. Her journey don’t ends here. Rather it has gained speed and momentum. The student of St Mary’s English High School at Maligaon is saying with full motivation “I am determined to fight on now. I want to become a doctor and give life to those who are suffering like me,” She got letter marks in Assamese, English, General Science, General Maths, Social Studies and Advanced Maths. When she was detected with ovarian cancer last May, it was as if the sky had fallen on her family. But she showed great courage and determination to fight on. Over three months, Neelakshi underwent three rounds of chemotherapy at the Apollo Hospitals in Chennai. As her father reported to the media, “When the effects started to show, like hair loss,

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4.

5.

of your life, use our Life Plan Workbook. (Worth US$27, this is one of the bonuses you get when you join the Mind Tools Career Excellence Club.) to use this tool you will have to subscribe first to www.mindtools.com using your e-mail address. See our article on Maximizing Job Satisfaction for tips on getting the most from your job.

she started losing confidence. But all those who care helped her overcome her fear. Despite her ill health, she studied for 12 to 14 hours a day to prepare for the examination. As a father, I could not have asked for more,” Sister Lissy, headmistress of St Mary’s School, from where six other students were placed among the top 20 on the merit list rightly said , Neelakshi’s success story would serve as an inspiration to all students to excel even in the midst of extreme adversity. “We are all proud of Neelakshi as well as the other successful students,” she said while approached by the media. If Neelakshi’s story is heartwarming, so is the stupendous show by Assamese-medium schools, especially for those who have been lamenting the decline in standard of vernacular educational institutions. Students from at least 35 Assamese-medium schools found space in the top 20 list, led by Monimoy Buzarbaruah of Axam Jatiya Vidyalaya in Guwahati. Monimoy, who wants to be an astrophysicist and work for NASA, is among four rank-holders from the school.

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\ã¯> ‘Îõ[Ê-³õtå ¸’ &[i ¹Òθ \>A Îòà=¹ú ëAàì>* Î[kAîA >à\àì> ë™ ³à>åÒ¹ ëA[tÚà ³õtå ¸ ÒÚú \–µtîAìÚà ³à>åÒ¹ ³õtå ¸¹ [™ ¹Òθ [Î "à¹ç "ÑšÊú tàìtàîAìÚà làR¹ A=à ³à>åÒ¹ Τ¢à[‹A \ã¯>Aຠ[A³à> ? ¤à ³à>åÒ Î¤¢à[‹A [A³à> [ƒ> \ãÚàÒü =àìA ú &[tÚàîºìA šøàœ &ià γãÛà ³ìt, \àšà>ã ¤¸[vû &\> Τ¢à[‹A 120 ¤á¹ 273 [ƒ> \ãÚàÒü "à[Ạ"à¹ç ëtìJt¹ ³õtå ¸ íÒ[Ạ1985 W>t ú [A”ñ "à³à¹ ®à¹t¤È¢¹ ëÛyt ëtì> ëAàì>à Î[kA t=¸ >àÒü ú "¯ìŸ ¹à\Ñ‚à>¹ \Úšå¹¹ ³Ò³ƒ Jà> >à³¹ ¤¸[v û &\> 138 ¤á¹ \ãÚàÒü =A ๠t =¸ "ºšìt ëšàÒ¹îº "à[Òìá ú γà\ [¤`à>ã, ³ì>à[¤`à>ã, šøàoã [¤`à>ã "à[ƒ¹ [¤[®Ä Î}Ñ‚à, ¤¸[vû "à[ƒìÚ "à[\ ¤×[ƒ>¹ š¹à ³à>åÒ¹ \ã¯>Aູ tà¹t³¸ ëÒà¯à¹ Aà¹o δ¬ìÞê [¤[®Ä Kì¯Èoà WºàÒü "à[Òìáú lüƒàÒ¹oѬ¹ê ìš, KØl [ÒWàšt lüÄt ëƒÅγèÒ¹ ³à>åÒ¹ \ã¯>Aຠ"[‹A "=¢à; 70 ¹ š¹à 80 ¤á¹¹ [®t¹t ú "à>Òàìt l üÄÚ>Å㺠"=¤à ">åÄt ëƒÅ¹ ³à>åÒ¹ \ã¯>Aຠ³ày 50 ¹ š¹à 60 ¤á¹ú ÒüÚ๠lüš[¹* &Òü KØl [ÒWàš¹ ³à\¹ š¹àÒü [Aáå³à> ¤¸[vû 100 ¤á¹¹ *W¹ ¤à tàìtàîA* "[‹A Aຠ\ãÚàÒü =Aà ëƒJà ™àÚú [AÚì>à ët*òìºàìA &Òü ÎåƒãQ¢ \ã¯> ÎåìJ-Åà[”zì¹ "à¹ç Îå-ѬàÑ‚¸ì¹ "[t¤à[Òt A[¹¤ šàì¹ tàA ™[ƒ ®àºîA [¤ìÅÃÈo A¹à ™àÚ, ëtì>Òìº ëAÒüi à³à> A=à ®àºîA ÑšÊ íÒ šì¹ú &Òüì¤à¹¹ [®t¹t ëAÒüi à³à> A=à W³åîA "àìºàW>à A¹à Òº @ 1ú "àÅà¤àƒ @ ³à>åìÒ ‘"àÅà’ íº \ãÚàÒü =àìA ú "àÅà "[¤Òì> ³à>åÒ Åà[”zì¹ \ãÚàÒü =A àìi à A [k > íÒ šì¹ ú "àÅàÒã> ³à>åÒ¹ \ã¯>ìi à &i à l à[R ¤ ë>à¯à¹à [ź¹ ƒì¹ ú ‘"àÅàÒü’ ³à>åÒ¹ ³ì>஠ठë™àKàuA A [¹ ët àìº, A ³¢¹ šø[t "àNøÒã A [¹ ët àìº ú \ã¯>¹ šø[t

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ë³àÒ "à¹ç \ãÚàÒü =A ๠ëšø¹oà ë™àKàÚ ú ëÎìÚ, "àÅà¤àƒã ³> &i à Kk > A [¹¤ šà[¹ìº ƒãQ¢A ຠÎå-ѬàÑ‚¸ì¹ \ãÚàÒü =Aàìià ™ì=Ê ÎÒàÚA ÒÚú "àÅà¤àƒã ³> &ià Kk> A[¹¤îº Òìº Îà‹à¹o ë™àK® ¸àÎ "à¹ç ÎÒ\ ¤¸àÚàì³ ™ì=Ê ÎÒàÚ Aì¹ú "ì>A ¤¸Ñzt àÒü ³à>åÒA ÒtàÅ๠š¹à ³åv û A[¹ "à³àA "à>–ƒt \ãÚàÒü =A àt ÎÒàÚ A ì¹ ú 2 ú ÎÒ\ [³º> @ ÎÒ\ [³º> íÒìá ¤¸[v û &\>¹ A à¹ìo "àÒ¹o A [¹¤ºKãÚà ">¸t ³ P o ú ™ìt -t ìt [™ìA àì>à š[¹[Ñ‚[t ìt [>\ìA Jàš ëJà¯àÒü ¤å[‡ý ³v ì¹ [>\ìA "àK¤Øn àÒü íº ™à¤ š¹àìiàìÒ ¤å[å ‡ýÚA¹ Aà³ú ÎAìºà A =àìt [>\¹ ³>ìi àìA Ç ‡ý ¤å[º "àìAò à¹-ëKà\àîA ‹[¹ =A àìi à l [ü W t >ÒÚ ú ¤× γÚt [>\¹ ®å º ³t šø[t Ë à A [¹¤îº íK ¤× A Ê JऺKãÚà ÒÚ ú ëÎìÚ š[¹ì¤Å "à¹ç š[¹[Ñ‚[t "‹¸Ú> A [¹ t ๠Îìt ÎÒ¤àÎ A [¹¤ šà[¹ìº,

/ Vol. VI, ISSUE - I, Sep.'08

\ã¯> "[‹A Îå–ƒ¹îA l šü ì® àK A [¹¤ šà[¹ ú 3 ú "àu-Δñ[Ê @ "àu-Δñ[Ê íÒìá ÎÒ\-\ã¯> ™àš>¹ &i à l vü ³ l šü àÚ ú A ³ A =à, A ³ γº A ³ ë® àKìt ΔñÊ Ò¤ š¹àìi à &i à l àR ¹ P o ú ³à>åìÒ ë™[t Úà [™ìA àì>à ¤Ññ ë¤[áîA šà¤îº Òà[¤ÚàÎ A [¹¤, ët [t ÚàÒü yû ³àÞìÚ "àuΔñ[Ê A ³ íÒ "àìÒ ú ëÎìÚ ÎÒ\ìt ΔñÊ Ò¤îº ëW Ê à A [¹¤ ºàìK ú "àuà Δñ[Ê ìÚ ³à>åÒA ƒãQ¢\ã¯> šøƒà> Aì¹ú 4 ú "àuÇ [‡ý @ ³à>åÒ ³àìyÒü ®å º ÒÚ ú ®å º ëÒà¯àìi à l àR ¹ A =à >ÒÚ ú [A ”ñ [>\¹ ®å ºìi à l üšº[§ A [¹ t àA Ç ‹¹àÒü [>\ìA Ç ‡ý š=îº "àK¤Øn àÒü [>¤ šà[¹ìº \ã¯>ìi à Îå–ƒ¹ íÒ l üìk "à¹ç ƒãQ¢ \ã¯> \ãÚàÒü =A àt ëšø¹oà ë™àKàÚ ú "àuàÇ [‡ý Òº ³à>åÒ¹ &[i ³Ò; P o ú "àu Ç [‡ý ìÚ [>\¹ ºKìt γà\J>ìA à Îå-š=îº íº ë™à¯àt ¤¹R [o ë™àKàÚ ú 5 ú "àu l üƒK[> @ ƒãQ¢\ã¯> ÎåìJ-Îì”zàìÈ \ãÚàÒü =à[A ¤îº ³à>åÒA "àu-l ƒü K[> ºà[K¤Òü ú ³à>åÒ ™[ƒ [>ì\ [>ì\ Òt àÅàt ®å [K =àìA , ët ì>Òìº ëA àì>à A =à "à¹ç A à³ìt ³> >¤ìÒ ú ëÎìÚ ƒåJ ¤à Òt àÅà =à[A ìº* [A áå š[¹³àìo [>\ìA ‘"àu-l üƒK[>’ [ƒ¤ šà[¹ìº ™ì=Ê š[¹³àìo ºà® ¤à> Ò¤ š¹à ™àÚ "à¹ç l àR ¹ [¤šƒ¹ γÚìt à í‹™¢¸ ‹¹àt ÎÒàÚ ë™àKàÚ ú 6 ú ιº "à>–ƒ l üšì® àK @ ® ຠóå º, ® ຠQ¹, Contd from Page 47 .... Career

Tabloid

IIT hopefuls can no longer afford to ignore school and focus entirely on coaching classes. From next year, they may need to score at least 70 per cent in their Class XII board exams. Students seeking admission to the Indian Institutes of Technology are required not only to clear the IIT Joint Entrance Examination (JEE) but also to score a certain percentage in their Class XII exams. The IIT’s are gearing up to raise

/ Vol. VI, ISSUE - I, Sep.'08

® ຠA =à, ® ຠëÎà¯àƒ, ® ຠƒõŸ "à[ƒ¹ š¹à ÎÒì\ "à>–ƒ ºà® A [¹¤ šà[¹ìº, ëƒÒ³> Ît ìt šåº[A t ÒÚ "à¹ç "[‹A ³àyàt Δñ[Ê ºà® A [¹¤ š¹à ™àÚ ú &ì>ƒì¹ [>\ìA ÎåJt ¹J๠ºKìt š[¹Úຠ"à¹ç ƒÒìA à "à>–ƒ [¤ºà¤ š¹à ™àÚ ú 7 ú "A ºÅ¹ãÚà \ã¯> t ¸àK @ ³à>åÒ Î}K [šøÚ ú ³à>åìÒ Î}K [¤W àì¹ ú Î}K Ò¤ ºàìK Î; [>Ѭà=¢š¹ ú Î; Î}K ‘"³õt ’ γà> ú &A àA ãâ«Òü ³à>åÒA Åà[¹¹ãA "à¹ç ³à>[ÎA ® àì¯ "šè¹oãÚ Û [t Îà‹> A ¹àÚ ú ëÎìÚ ÎåJ Åà[”zt \ã¯> ‹à¹o A [¹ [>\ìA šø[t Ë à A [¹¤îº Î; Î}K¹ ¤¹ šøìÚà\> ú 8 ú Òòà[Ò ë³ïÈ[‹ @ Òòà[ÒìÚ ³à>åÒA \ãÚàÒü ¹àìJ ú Òòà[Ò ÎA ìºà ë¹àK¹ +È‹ ú [™ ³à>åìÒ ³åJJè[º Òòà[Ò¤ ë>à¯àì¹, ëÎÒü ³à>åÒA šõ[=¤ãt [¤šƒ\>A ³à>åÒ [ÒW àìš ³ì>à[¤` à>ã, γà\[¤` à>ã "à[ƒìÚ [Ò[Òû t A [¹ìá ú Òòà[ÒìÚ ³à>åÒA Åà[¹¹ãA "à¹ç ³à>[ÎA ѬàÑ‚¸¹ Ñ•àÚ[¤A ">åìšø¹oà šøƒà> A ì¹ ú &J> ÎÒà>å®è [t Å㺠š[¤y Òê ƒÚ¹ K¹àA ã A [¹ ët àìº ú l šü ì¹àv û P oγèÒ¹ *š[¹* ³à>åÒ [ÒW àì¤ \ãÚàÒü =à[A ¤îº Î; ÎàÒÎ, Î; [W ”zà, Î; \ã¯> ™àš> ">åÅãº>¹ ¤¹ šøìÚà\> ú "àW ºìt , "àu Ç [‡ý * "àu Δñ[ÊìÚ ³à>åÒA &Òü šõ[=¤ãìt ÎåìJ-ΔñìÈ ƒãQ¢[ƒ> \ãÚàÒü =à[A ¤îº ëšø¹oà ë™àKàÚ ú

this cutoff from the current 60 per cent to 70 per cent. On the other hand the Union HRD ministry is considering raising the eligibility (board) marks for the All India Engineering Entrance Examination from 50 to 60 per cent. This move to raise the eligibility marks to 70 per cent for IITJEE is aimed at discouraging students from depending purely on their coaching classes, neglecting school.

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yû ãt ƒàÎÎA º¹ *š¹t =A à "t ¸à[‹A [>®¢ ¹t àÒü ‹¤}Î A [¹[ẠNøãA ή ¸t àA : ‘‘NøãA ÎA º¹ [¤` à> ºKt "à‹å[>A [¤` à>¹ ë³ï[ºA šà=¢A ¸ &Òü[J[>ìt Òü ë™ NøãA ÎA ìº [¤` à>¹ š¹à ëšà¯à ` à>¹ ë™àìK[ƒ ëA ¯º šøAõ [t ¹ ¹Òθ ¤å[\¤îº ëW Ê à A [¹[Ạ; [¤` à>¹ ÎÒìÚì¹ šøAõ [t A \Ú A [¹ t àA ³à>åÒ¹ ëίàt ºìKà¯à¹ ‹à¹oàìi àA ët *òìºàìA "[t Òã> W Aå ì¹ W àÒü[Ạú NøãA ή ¸t ๠QàÒü ë® [i "à[ẠƒàÎ šø=à ú ÎA ìºà Åà¹ã[¹A š[¹Åø³ ƒàÎÎA ìº A [¹[Ạú ƒàÎ "à¹ç KõÒ ®õ t ¸¹ íƒ>[–ƒ> A à³-A à\ ºKt \[Øl t ÎA ìºà ‹¹o¹ γθ๠š¹à NøãA š[r t "à¹ç ƒàÅ¢[>A ÎA ìº ([¤` à>ìA à ƒÅ¢> ¤å[º ëA à¯à íÒ[áº) [>\ìA Ιt ì> ƒè¹t ¹à[J[Ạú ó ºt ët *òìºàA ¹ ³à\t \ã¯>¹ ¤¸¯Òà[¹A šøìÚà\>t ºKà >à>à[¤‹ Îò\[å º "à[¤ÍH๠A ¹à ³à>åÒ ëA àì>à >à[Ạú "=W &Òüì¤à¹¹ "[¤Òì> šøAõ [t ¹ ëKàš> ¹Òι [¤ÈìÚ Î´šèo¢ ` à> "àÒ¹o A ¹à ëA [t Úà* δ±¯ >ÒÚ ú NøãAÎAº¹ Aà[¹A¹ã šø[t®à "à[Ạ[>ìWÒü >K>¸ú óºt ët *òìºàìA ëº>á (Lens) l Šü à± ¯> A [¹¤ ë>à¯à[¹ìº ú W Aå ì¹ ³[o¤ ë>à¯à¹à Ûå ‰ ¤Ññ W à¤îº ët *òìºàA ¹ "oå¤ãÛ o ™”| >à[áº, ƒè¹¹ ¤Ññ W à¤îº >à[Ạƒè¹¤ãÛ o ™”| ú ëAì³¹à "à¹ç ëÑšAiöÑ’H šá ƒè¹¹ A=à, ët*òìºàìA ™à[”|A QØl ã, =à³¢[³i๠"à¹ç ë¤ì¹à[³i๠"à[¯ÍH๠A[¹¤ ë>à¯à[¹ìº ú ó ºt ƒàÎ-šø=๠[¤ºå[œ "à¹ç šøàW ã> "[‹[¤ƒ¸à š[¹t¸vû ë>àìÒà¯àîºìA ³à>¯-³>¹ [¤AàŹ A à¹ìo [šá¹ìià ëJà\ 뚺à¤îº Òül ìü ¹àìš "à¹ç ¤× ™åK "ìšÛ à A [¹¤ ºKà Ò’º ú [¤` à>¹ &Òü [‡t ãÚ ™åKìi๠ÎèW >à Ò’º ³ày Wà[¹Å ¤á¹¹ "àKìt ú’’ ë\³áô Òà쮢 ¹[¤>á>¹ &Òü ³”z¤¸¹ l ìü ÀJ A [¹ìá [¤J¸àt ëºJA Îà}¤à[ƒA ëÒàì³> ¤¹ìKàÒà[d ìÚ ët ìJt ¹ Îà´ß[tA ‘Aà³ A¹à¹ "à>–ƒ’ [AtàšJ>ìt (šõ: 58-

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59) ú &ì>ƒì¹Òü ët *ò ¤¸àJ¸à A [¹ìá Îåή ¸ NøãA ή ¸t ๠št >¹ A à¹o ú &[¹Ê ’i º¹ ‹à¹oà "à[Ạšå¹ç Èt îA [t ì¹àt ๠ƒòàt ¹ Î}J¸à A ³ú &Òü δšìA¢ ¤øài à¢ö r ¹àìẹ ³”z¤¸ l ìü ÀJ A [¹ ët *ò [º[Jìá : ‘‘¤ài¢ àö r ¹àìáìº ¤¸}K A[¹ [º[Jìá ë™ &[¹Ê’iìº ët*ò¹ šâ—ã¹ ³åJJ> ë³[º ët*ò¹ ƒòàt ¹ Î}J¸à Ko>à A [¹ ëW à¯à Ò’ìºÒü &ì> ®å º A =à [º[J¤ ë>à¯à[¹ìºìÒòìt >ú "=¢à; Åà¹ã[¹A š[¹Åø³¹ šø[t &[¹Ê’iº¹ Òü³àì>Òü "[>Òà "à[áº ë™ ët*ò "à>[A [>\¹ šâ—ã¹ ³åJJ> š¹ãÛ à A [¹ [t ì¹àt ๠ƒòàt ¹ Ç ‡ý Î}J¸àìi à \à[>¤îº ëW Ê à A ¹à >à[Ạ!’’ [¤Kt ái à "‹¸àÚ \å[¹ "à[³ ‘ëW t >à šø¯àÒ’A îº A =à íA "àìáà ú [A t àš¹ ¤à[Ò¹ìt š[¹ =A à A ¿>àt ãt [¤Åຠ` à>¹ l ;ü ÎA íº ú ÒüÚàìA "à[³ ‘[W Òû [¤Å«’¤å[º* [º[J[áìºà ú [º[J[áìºà, ëÎÒü [W Òû [¤Å«¹ ºKt "à³à¹ Î}ì™àK K[Øn l üìk šòàW Òü[–ƒøÚ¹ \[¹Úìt "à¹ç [W Òû t =à t =¸¹ Î}NøìÒì¹ ® [¹ l ìü k "à³à¹ t =¸ìW t >à¹ìA àÈ t =à ³[ÑzÍH ú šòàW Òü[–ƒøÚ¹ Î[yû Út àì¹Òü ">¸ "=¢ ‘A ³¢’ ú "à[³ [º[J[áìºà, \>à ³àì> A à³ A ¹à --- A ³¢A &[¹ ` à> Ò’* Å[v û A &[¹ [ů¹ ƒì¹, ¹à‹à "[¤Òì> Aõ Ì ë™ì> ú [º[J[áìºà, [™\> [™³à> l àR ¹ A ³¢ì™àKã ët *ò [γàì>Òü l àR ¹ ` à>ì™àKã ú "=¢à; [™³àì>Òü "à[³ Òü[–ƒøÚ¹ Î[yû Út à t =à A à³¹ š[¹³ào ¤Øn àÒü ™à³ [γàì>Òü ¤à[Øn íK =à[A ¤ "à³à¹ "[\¢t ` à>¹ š[¹³ào ú ‘[W Òû t =à ëW t >à’¹ t â« ">å™àÚã ëA àì>à t â«Òü [¤[ZáÄ "à¹ç &A A >ÒÚ ú "[¤[ZáÄt ๠ë™àKÎèyìi à ÎA ìºà Î³Ú ÑšÊ >Ò’¤ šàì¹ ú "à³à¹ [W ”z๠ΚìÛ "à[³ [™ [W ”zà[¤ƒÎA º¹ l ü‡ýõ [t l üìÀJ A [¹ìáà ëÎÒüì¤à¹t &Òü ë™àKÎèyìi à ëƒJà ëšà¯à ™àÚ ú "à³à¹ "àK¹ìi à "‹¸àÚ šøA àÅ šàÚ ³àW¢ ³àÒ¹ ëÅÈ Îœ àÒt ú "à¹ç &[šøº¹ ëÅÈ Îœ àÒt "à³à¹ Òàt îº "àìÒ &ÒüJ> Îå–ƒ¹ [A t àš ‘A à³ A ¹à¹ "à>–ƒ’ ú &ìA Òü [ºJA ¹ ‘[A t àš šØn ๠"à>–ƒ’

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[A t àšJ> "à³à¹ áày-áàyãÎA º¹ *W ¹t š[¹[W t ú [A Úì>à, ët *òìºàA ¹ ¤×t ì¹ ÑH溹 šàk ¸ "à[Ạú "à[³ "¤àA íÒ ºÛ ¸ A [¹ìáà ë™ "à³à¹ šø¯Þê ¹ "àK¹ ƒåi à "‹¸àÚt [™ì¤à¹ A =à [º[J íKìáà, ëÎÒüì¤àì¹Òü "à¹ç Îå[W [”zt -Îåš[¹A [¿t "àA à¹t t =¸ "à¹ç íźã γõ‡ý íÒ ëÎÒü [A t àšJ>t š[¹ì¤[Åt íÒìá ú [A t àšJ>¹ šø=³ šø A àÅ A ຠ"ìC ह, 2007 W > ú "=¢ à ;, "àÆW ™¢\>A ® àì¯ "à[³ ƒåìÚà\ì> šøàÚ &ìA Òü γìÚ šøàÚ &ìA Òü A =à [ºJ[áìºà ú "=W , "à³à¹ ³à\t >àÒü ëA àì>à šøt ¸Û [W >àA ã ú ³Òü ™[ƒ* ët *ò¹ ® v û šàk A , ët ìJìt ë³à¹ ¹W >à š[Øn ¤ ët ì> δ±à¯>à ¤×ƒè¹îºìA A ¿>à A ¹àìi àìÒ i à> A à³ ú ® ௤à[ƒÎA ìº ÒüÚàA 'Å«[¹A ë™àKàì™àK ¤å[º ¤¸àJ¸à A [¹¤ šàì¹ ú "à³à¹ ƒõ[Ê t , &Òü Qi >àÒü "à³à¹ ëÎÒü l üšº[§ A ëA ¯º šø³ào A ì¹ ë™ šøAõ [t ¹ ë™[t Úà ëA àì>à A =à ëA à¯à¹ ÒüZáà ÒÚ Òü ët [t Úà ³à>åÒ¹ ³åìJì¹Òü ëÎÚà l üZW à¹o A ì¹ ú šø³ào A ì¹ &Òü l üšº[§ ë™ "à[³ ¤àÎ A ì¹à &A Îå[¤Åຠ[W ”z๠šø¤àÒ¹ γè‰t , "à³à¹ ³[ÑzÍHì¤à¹ ëÎÒü šø¤àÒ¹ &ìA à &ìA ài à Î}ì™àK[¤–ƒå ³àì=à> ú ">åÎÞê à> A [¹ìº ÒÚìt à ëƒJà ™à¤ ëƒìÅ [¤ìƒÅ "à¹ç ¤×ìt à ³à>åìÒ "à³à¹ "` àt Îàì¹ "à³à¹ ƒì¹Òü ® à[¯ìá "à¹ç [º[Jìá ú "¯ìŸ &i à A =à ÑšÊ A [¹ ëºà¯àìi à ® ຠҒ¤, Åø㤹ìKàÒà[d ¹ [A t àšJ> ‘ìW t >à ¤à [W ”zà šø¤àÒ’ Î}yû à”z >ÒÚ ú A à³ A ¹à¹ δšìA¢ ú t àt ët ìJìt ¹ç ìá๠‘ѬãA àì¹à[v û ’ Nø”¹‚ ÈË š¤¢¹ š¹à l ƒü àÒ¹o [ƒ ëƒJå¯àÒüìá ëA ì>îA ³õtå ¸ [W ”zàÒü "à³àA A ³¢t ">åšøà[ot A ì¹ ú (šõ: 16) "à[³ [º[J[áìºà, \–µ-³õtå ¸ ‡à[–‡A δšA ¹¢ A =à ú ët *ò ëÒ>[¹ ël [® l =ì¹à¹ l [ü ‡ýõ [t [ƒìá, ‘‘³à>åìÒ š[Øn &ìA à [Å[A ¤ ë>à¯àì¹, ëA ¯º A [¹ìÒ [Å[A ¤ šàì¹ú’’ (šõ: 46) t๠šàáìtÒü Åø㤹ìKàÒà[dìƒì¯ [>\¹ \ã¯>¹ "\Ñ÷ ιç l àR ¹ A à³¹ l ìü ÀJ A [¹ìá, ™à¹ š¹à ët *ò [A ¤à >ÒÚ [A ¤à &i à [Å[A ¤îº šàÒüìá ú "à[³ šøÅì— ¹ ëW ìºg \>àÒü [º[J[áìºà, ‘‘ëA à> ³åJ¢ [Î? ëA àì> A Ú ë™ [™ÎAìº [Atàš [ºìJ "à¹ç šìØn ët*òìºàìAÒü `à>¹ ¹à\â« "Aìº ƒJº A[¹ í=ìá? [Atàšìtà [>ì\* &ìAà-&ìAàià [W Òû --- [W Òû [¤Å«t ³à>åÒ¹ ít Ú๠A ¹à "[t ιç ιç Îà³à>¸ NøÒà>åšg å ¹ ΃θ ³ày ú’’ ("‹¸àÚ 11, šø` à> 5-2) ú [¤ÅõTº [W”zàšø¤àÒ¹ &A "àAÈ¢oãÚ ƒõÊ à”z Ò’º &Òü\>à &ìA ëºJA ëÒàì³> ¤¹ìKàÒà[d ¹ ÒüÚ๠"àK¹ [A t àš¹ >à³ "à[Ạ‘[A t àš šØn ๠"à>–ƒ’ !! "à[³* [šát îK [A t àš

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šØn ๠lüšàÚ-š‡ý[tA íº [º[J³ú ët*ò [º[Jìá, ‘‘[W[A;Îà [¤` à>ãÎA º¹ ³ìt &\> ³à>åÒA ™[ƒ &ìA à A à³-¤> A [¹¤îº [>[ƒ [t [>³àÒ ëA ¯º Ç Òü =à[A ¤îº ¤à‹¸ A ¹à ÒÚ, ët ì”z ³ày [t [>³àÒ Î³Ú¹ [® t ¹ìt ët *ò¹ Ź㹹 "¯Û Ú Òü³à> ‰ç t K[t ì¹ Ò’¤îº "๴± A ì¹ ëÒ ët *ò¹ ¤ÚÎ ƒÒ ¤á¹ ¤à[Øn ™àÚ ú’’ "à[³ [º[Jìáà, ‘‘.... "àW º A =àìi à Ò’º ëA àì>à ³à>åìÒÒü A à³ ¹à¹ ¤à ` à> "\¢> A ¹à¹ ëW Ê à >A [¹ ët *ò¹ ÎåƒãQ¢ \ã¯> ™àš> A [¹¤Òü ë>à¯àì¹ ú \–µ ³õt帹 [™ ‡à[–‡A δšA¢¹ A=à Òü[t³ì‹¸ "à[³ [º[Jìáà, ëÎÒü δšA¢ Òü ³à>åÒA šøì¹à[W t A ì¹ t ๠³õtå ¸A šøº[´¬t A [¹¤îº t =à \ã¯>A [>ì\ KØn [ƒÚàt ú ™àA "à[³ ÎÒ\ "γãÚàt A *ò ‘\ãÚàÒü =A à’ ú &Òü ÒüZáà ët *ò¹ \–µKt , [™ìA àì>à ³à>åÒì¹ \–µKt ú [A áå Î}J¸àA ¤¹šøàœ [¤[ÅÊ "[® \àt ÎA º¹ >ÒÚ ú’’ ("‹¸àÚ 12, šø` à>, 5-3) "à³à¹ ¹W >๠ºKt Åøã ¤¹ìKàÒà[d ¹ ƒì¹ J¸à[t ³à> [ºJA ¹ ¹W >๠tå º>à A [¹ ¤àÒô¤à ëºà¯à¹ Ñš‹¢à "à³à¹ >àÒü ú "à[³ ³àì=à "à³à¹ ‘ëW t >à šø¤àÒ¹ t â«’ "à¹ç "à³à¹ A à³¹ ³àì\ì¹ íK ` à>à\¢>¹ ÎÒ\ š=¹ šÛ t ët *ò¹ [W ”z๠l üìÀJ A [¹ [>\ìA A [k > [® i ๠*š¹t [=Ú A ¹àìºà ú "à¹ç "àP ¯àÒü ë™à¯à¹ "àKìt >àÒü¤à &Òü "‹¸àÚ šØn ๠šàáìt à Òìº* "à[³ ÎA ìºà áày-áàyã t =à Îà‹à¹o šàk A ÎA ºA ‘A à³ A ¹à¹ "à>–ƒ’ >à³¹ ëÎÒü "àÆW ™¢ [A ”ñ ιç [A t àšJ> &¤à¹ š[Øn ëšìºà¯à¹ ¤àì¤ ">åì¹à‹ A [¹³ ú &[t Úà "à[³ ÒüÚ๠"àK¹ Î}J¸àt ™’t [=Ú íÒ[áìºà t ๠š¹à ëJà\ [ƒ¤ šàì¹à ú \ã¯>t ™à¹ Îìšà> [¤Åຠët*ò¹ Aà³ì¹à ëÛy [¤Åຠ@ ....[A ”ñ "à[³ [¤W à[¹ìºÒü A à³ ¤Øn àÒü ™à¤ ë>à¯àì¹à ú A à³¹ [šát "à³à¹ šøìÚà\>¹ &A ëšø¹oà =àìA ú ëÎÒü šøìÚà\>ì¤à¹¹ Ñ‚à>-A ຠ"àìá ú ë™ì> ë® àA ºà[Kìº ëJà¯à¹ "à>–ƒ A ì¹à ú š¹ãÛ à *W ¹ W à[šìº š[Øn ¤îº ¤ìÒà ú šøìÚà\ì> "à³àA A à³t ">åšàø [ot A ì¹, A àì³ "à³àA ` àì>ì¹ Î³õ[‡ý A ì¹ ú &Òü A =à ë™ì> ƒì¹ ¤¸[v û Kt ¹ ëÛyìt ÎòW à, γà\¹ ëÛyìtà Ît¸ú ³à>åÒ¹ ë™[tÚà Î}NøÒ A ¹à¹ ƒì¹ Jàƒ¸ ëÅÈ íÒ "à[Òº, ët [t ÚàÒü ët *ò ëJà¯à¹ l ;ü šàƒ> š‡ý [t "àÚâ« A [¹ 뚺àìº ú ³à>åìÒ ë™[t Úà Òຠ¤à¤îº [Å[Aìº "à¹ç \[³ ³à[i¹ "àÚt>¹ [ÒWàš ¹Jà ët*ò¹ ¤àì¤ šøìÚà\>ãÚ íÒ š[¹º, ët[tÚàÒü \¸à[³[t [¤ƒ¸à¹ lüŠà± ¯> Qi àìº ú l ;ü šà[ƒt ó W º¹ l ‡ü võ ë™[t Úà ƒè¹[oîº š[k ÚàÒü ">¸ δšƒ Î}NøÒ¹ šøìÚà\> ëƒJà [ƒìº ët [t ÚàÒü ët *ò šø=ì³ >à* "à¹ç [šáîº \àÒà\ ít Ú๠A [¹ 뚺àìº ú

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[A ”ñ ëÎÒü še ³ ëÅøoã¹ áày\ì> ÒüÚàA &A ºÛ ¸ [ÒW àìš º’¤ šàì¹ ë™ [Î ë™[t Úà A ìº\îº ™à¤ ët [t Úà "¯ìŸÒü ëƒl üt àA A íA &J> ³i ¹ W àÒüìA º "àƒàÚ A [¹ º’¤ ú [Î Îìšà> ëƒ[J¤ šàì¹ ë™ [Î [™³à> [ƒì> A ìº\¹ šàk ¸yû ³ ëÅÈ A [¹ *ºàÒü "à[Ò¤ [γà>[ƒì> A ¿[¤` à>t šØn à ‘óà àÒü} W W ๒ ít Ú๠A ¹à¹ &J[> δšèo¢ šøA ¿ ët *ò¹ Òàt ìt =à[A ¤ ú ™àìt [Î ³i ¹ W àÒüìA ìºì¹ [™³à> ÎÒì\ A ìº\îº "àìÒ [γà> ÎÒ\ìt Òü [>\à Q¹¹ ëW ïÒƒ¹ š¹à šø[t [ƒì> P ¯àÒài ã >àÒü¤à ëW ÄàÒü¹ "àÒü."àÒü.[i . "Òàë™à¯à A [¹¤ šàì¹ ú &ì> &i à Îìšà> ¤×[ƒ> \å[¹ ³à>åìÒ ëƒ[J "àìá ú ÒüÚ๠šøìÚà\>ì¤à‹ A ¹à ³à>åÒ¹ Î}J¸à* Jål ¤ü &i à A ³ >Ò’¤ ú ‘óà àÒü} W W ๒ ít Ú๠A ¹àìi à "à[\¹ [l ÑH® à[¹-A º[´¬Ú๠ƒì¹ ³ÒàA àÅ™à>¹ ™åKt "δ±¯ &ìA à >ÒÚ ú [A ”ñ ¹à\î>[t A -"=¢î>[t A ">¸à>¸ >à>à ">åÎUÒü ÒüÚàA &[t ÚàÒü δ±¯ A [¹ l ü[k ¤ š¹à >àÒü ú [A ”ñ Îìšà>ìi à "àìá ú t ๠šø³ào Îà´ß[t A ³å[v û ëšà¯à ¤[ºl ül á[¤ ‘Love Story 2050’ ú ëÎìÚìÒ &[ƒ> ëÎÚà 䱤* Ò’¤ ú ˜ [È ¤à[µA ãA º¯ "à¹ç Aå ìÅ ë™[t Úà Îå[‹ìº, ‘ÎàK¹¹ [Κàì¹ [A "àìá ?’ ët *ò¹ l üv ¹ "à[Ạ‘&ìA à >àÒü ú ÎàK¹¹ *šì¹[ƒ "àP ¯àÒü íK =à[A ìº t ºt š[¹ ™à¤ ºà[K¤ ú t ºt šàt ຠú’ "=¢à; ÎàK¹¹ δšìA¢ ët *ò¹ Jå¤ ® ຠ‹à¹oà >à[Ạú ëÎÒü ¤à[µA ãìÚ [A ”ñ ÎàK¹¹ [Κàì¹ &J> ëƒÅ¹ A ¿>à A [¹[áº, [™J> ëƒÅt ³à>åÒ ë>=àìA , =àìA ¹àÛ Î ú ëÎÒü ¹àÛ Î¹ ¹\àA ™[ƒ ΃àÒü \àÒà\ >àÒü¤à >à*t "à[Ò ³à>åÒ¹ šõ[=¯ã "=¢à; ® à¹t ¹ \>šƒì¤à¹t "àyû ³o W ºà¤ ºKãÚà ÒÚ ët ì”z [Î [γà> š¹àyû ³ã íÒ l ü[k ¤ ë>à¯àì¹, [™³à> šø¹àyû ³Åàºã Ò’ìº t àA ¤‹ A ¹à¹ ¤àì¤ [¤Ìå A ³à>åÒ¹ ¹ê št "¯t à¹îº šõ[=¯ãîº "à[Ò¤ºKãÚà ÒÚ ú K[t ìA ët *ò¹ A [¤ ³ì> ët [t ÚàÒü &A ‘šåÍšA [¤³à>’¹ A ¿>à A [¹ 뚺àÒü[Ạú ëÎÒü [¤³à> A ¿>à A ¹à¹ ¤àì¤ [γà> ëA àì>à l üÄt Kà[o[t A "à[Ò¢ ët *ò¹ "àKt >à[Ạú A स &J>¹ ¤àì¤ t ๠šøìÚà\ì>à >à[Ạú [A ”ñ ëQòà¹àì¹ i >à ¹= ëƒ[J "® ¸Ñz "à[Ạú ët *ò¹ ëÎÒü [¤³à> ët [t Ú๠ëÎï ¹=¹ ƒì¹Òü "à[Ạú ¤×ìt ‘šå ÍšA [¤³à>’A ë\àì¹ì¹ &A '[t Òà[ÎA ¤àÑz¯t à ¤å[º A ’¤ [¤W àì¹, [A ”ñ ëÎÒü [¤³à> ít Ú๠A ¹à¹ Kà[o[t A šø™å[v û ìi à [A "à[áº, ëÎÚà ëÒ¹àÒü K’º ëA ì>îA t ๠ëA àì>à ™å[v û ÎUt ¤¸àJ¸à [>[ƒìÚ ú Òül ìü ¹àšt [A ”ñ &\> K[ot [¤ìƒ ëÎÒü A à³ìi àìA Òü A [¹[Ạ¤×[ƒ> šàáìt ú ë™[t Úà ³ÒàA सt >ÒÚ, ³à>åÒ¹ ¤àÑz¯

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"[® ` t àt \àÒà\ W ºàW º ¤×P ìo ¤à[Øn íK[Ạú ÎàK¹ šà¹ A [¹ šàt àºîº š[¹ ë™à¯à¹ ® Ú ë™ "³èºA ëÎÚà A º´¬àW ¹ ƒì¹ ¤× "[® ™àyã¹ °³ìoì¹ šø³à[ot íÒ ë™à¯à¹ [šáìt \àÒàì\ì¹ °³o¹ ë¹à³àe >àÒüA ãÚà íÒ íK[Ạú ³à>åìÒ ët [t Úà \àÒà\t l ük ๠® Ú >ÒÚ, Aà à[”z ƒè¹ A ¹à¹ l üšàÚ ® à[¤¤îº "๴± A [¹ìº ú [º*>àìƒ¢à ƒ¸ [® [e ìÚ [¤³à> ít Ú๠A ¹à¹ &[i Kà[o[t A >Gà ít Ú๠A [¹ 뚺àìº ú ÒüÚ๠[šát W à[¹i à Åt à¦ã ‹[¹ [¤³à> ít Ú๠A ¹à¹ ¤× ¤¸=¢ ëW Ê à Ò’º ú [A ”ñ ¤àÑz¯t ëÎÚà δ±¯ A [¹ìº, ëÎï [Î[ƒ>à ë™à¯à Åt à¦ã¹ "๴±oã¹ó àìº ¹àÒüi ® àtõ ‡ìÚ ú "=¢à;, ¤à[µA 㹠γڹ š¹à ‹[¹ìº A ì³* "àîØn ÎÒÑ÷ঠ"à¹ç [® [e ¹ γڹ š¹à ‹[¹ìº "”zt @ W à[¹i à Åt à¦ãt l ü¹à\àÒà\ ³à>åÒ¹ Îìšà>ìt "à[Ạú &[t Úà, &Òü ‘Îìšà>’ A =àìi ๠³àì> [A ? A =àìi à "à[³ "๴± A [¹ìºà ‘šøìÚà\>’A [ƒ ú "à[Ò [=Ú Ò’ìºà Îìšà>t ú >à[Ò l üšàÚ >à[Ạú [A Úì>à ‘Îìšà>’ ³à>åÒ¹ ƒãQ¢A àºã> šøìÚà\>¹ ">¸ >à³ ú ÒüÚàA íº "à[³ "à³à¹ &Òü šø¯Þê ¹ šø=³ ái à "‹¸àÚ \å[¹ "t ¸”z ÎÒ\ ® àÈàt "à¹ç ¹Î ºKàÒü [A áå A =à [º[J[áìºà ú "àW ºìt [ºJàšØn àA íº "à[³ "à³à¹ &Òü šø¯Þê ¹ šø=³ ái à "‹¸àÚìt Òü t à;Û [oA A à³¹ A =àì¤à¹ [º[J Îà³[¹ í=ìáà ú ÒüÚ๠[šW ¹ ái à "‹¸àÚ \å[¹ &A ‹¹o¹ ¤àì\ ¤A ¤A A [¹ìáà ú "”zt @ Îà‹à¹o áày-áàyã, šàk A ÎA ìº ët ì>Aå ¯à ëA àì>à ">å ì ™àK \>àìº "à[³ "Ѭ ã A ๠>A ì¹à ú áàyšàk A ÎA ìº ëÎÒüì¤à¹ "àìA ï š[Øn W ठšàì¹ ú [¤ìÅÈîA &Òü [ºJ๠šø=³ "‹¸àÚ, [™ìi à šøA àÅ šàÒü[Ạšø` à>¹ [‡t ãÚ ¤á¹¹ šø=³ Î}J¸àt ú &Òü šø¯Þê ¹ šø=³ "‹¸àÚt "à[³ [º[J[áìºà, ëA àì>à ³à>åìÒÒü &ìº×¯à >ÒÚ ú ³à>åìÒ A à³ A ì¹ t ๠šøìÚà\>¹ šøà=[³A t à ">åÎ[¹ ú šøìÚà\>ìi à šè¹o A ¹à¹ A à³t ë™[t Úà >àì³ ët [t Úà ëÎÒüìi à ºÛ ¸îº š[¹ot ÒÚ ú šøà=[³A t à ">åÎ[¹ "à[³ ºÛ ¸ [t [>i à ® àKt ® àK A [¹ º*ò ú t à;Û [oA , ³‹¸A àºã> "à¹ç ƒãQ¢A àºã> ºÛ ¸ ú &Òü ƒãQ¢A àºã> ºÛ ¸ìi àì¯Òü Îìšà> ú "à[³ Îà‹à¹oìt íƒ>[–ƒ> t =à t à;Û [oA šøìÚà\>ìA ‘šøìÚà\>’ ¤å[º [W [Òû t A ì¹à ú ™à¹ ¤àÑz¯ ¹ê šàÚ>¹ δ±à¯>à δšìA¢ ® ຋¹ìo ÑšÊ &A ³à>[ÎA á[¤ "à³à¹ ³>ìt =àìA ú šøìÚà\>ìi à "ºš ƒè¹¤t¢ ã Ò’ìºÒü t àA "à[³ ‘ºÛ ¸’ ¤å[º [W [Òû t A ì¹à ú ºÛ ¸¹ ¤àÑz¤àÚ>¹ δ±à¯>à δšìA¢ á[¤J> ΃àÚ ÑšÊ >ÒÚ, [A ”ñ ÎA ìºà "ÑšÊ * >ÒÚ ú K[t ìA

/ Vol. VI, ISSUE - I, Sep.'08

¤àÑz¤àÚ>¹ δ±à¤>à δšìA¢ "à³à¹ [™ [¤Å«àÎ t ๠&A [¤ÈÚ³åJ (Objective) [® [v * >=A à >ÒÚ ú Îìšà>¹ δšìA¢ šøàÚ ÎA ìºàì¯ "ÑšÊ ú Îìšà> ™[ƒ &ì\àšà Ká ÒÚ ët ì”z t ๠[Åšà "à³à¹ ¤t¢ ³à>¹ ¤àÑz¯t ๠³à[i t =à[A ìº, l àº, ó º-³èº¹ šøàÚ Î³Nøìi àì¯Òü A ¿>à ú K[t ìA Îìšà>¹ ¤àÑz¯àÚ>¹ δ±à¯>à δšìA¢ "à³à¹ [¤Å«àι ³èº [® [v [¤ÈÚã³åJ (Subjective) ú "=¢à;, ÒüÚ๠¤àÑz¯àÚ>¹ δ±à¯>à ³èºt @ [>®¢ ¹ A ì¹ "à³à¹ "àu[¤Å«àι *š¹t ú "à[³ [™³àì> "àK¤à[Øn íK =àìA à ¤àÑz¯t ๠ºKt &A ‡à[–‡A δšA¢ ¹ ³à\t ëÎà³àÒü "à³à¹ Îìšà>ì¤à¹ š[¹Åã[ºt íÒ íK =àìA , "à¹ç ºÛ ¸îº ¹ê šà”z[¹t íÒ íK =àìA ú šø=³ "‹¸àÚt "๠[šát "àìA ï W tå =¢ "‹¸àÚt , "à[³ ¹à[t ¹ &Þê à¹t ¤Þêå ¹ Q¹¹ š¹à Q¹îº Qè[¹ "Ò๠&A l üš³à ¤¸¯Ò๠A [¹[áìºà ú Ŧ [t [>i ๠šøì® ƒ ¤å\à¤îº ëÎÒüìi à "à³à¹ &[t Ú๠šøìÚà\> ú "ºš ƒèî¹t "ÑšÊ ëšàÒ¹t &A ιç í>¹ *š¹t [™J> ÎòàìA à ëƒJà íKìá ëÎÒüJ> "à³à¹ ºÛ ¸ ú "ºš [šáìt Òü ëÎÒü ÎòàìA àJ>¹ *šì¹[ƒ "à³à¹ ™à¤ºKà Ò’¤ ú [A ”ñ "à³à¹ ëÅÈ ºÛ ¸ Q¹îº Qè[¹ ë™à¯à ú Q¹ &[t Úà ëƒJà ë>™àÚ ú Òü &[t Úà "àìá "à³à¹ Îìšà>t ú "à[³ ¤å\ह ¤àì¤ Å¦ [t [>i ๠&ì> &A A à[ºA šà=¢A ¸¹ A =à [º[Jìºà ú &ì> "à[³ ëºï[A A ¤¸¯Òà¹t šøàìÚÒü &i ๠"=¢t ">¸ Ŧ¹ ¤¸¯Ò๠A [¹ =àìA à ú "=¢à;, Ŧ [t [>i àA š¹Ñš¹ šø[t Ŧ ¤å[º A ìº* Jå¤ &i à ®å º ¤å[º ëA à¯à >Ò’¤ ú [™ Î³Ú šøì® ƒ¹ A =à [º[Jìºà t ๠ëA àì>à [>[ƒ¢Ê š[¹³ào >àÒü ú "à[³ ™àA íƒ>[–ƒ> šøìÚà\> íA ìáà, ëÎÒüìi à* [ƒ>¹ šøìÚà\> >îÒ áÚ ³àÒ¹ šøìÚà\> Ò’¤ šàì¹ ú [W Òû [¤Å«¹ ëA àì>à [W Òû Òü ιº í¹[JA "àW ¹o >A ì¹ ú íƒ>[–ƒ> t à;Û [oA šøìÚà\>ì¤à¹¹ *š¹t "à³à¹ [>Ú”|o Jåì¤Òü A ³ =àìA ú [A Úì>à ëÎÒüì¤à¹ l üš[Ñ‚t ú šøìÚà\>ì¤à¹ šè¹o A ¹à¹ ¤àì¤ [™ A à³ì¤à¹ A [¹¤ ºà[K¤ ëÎÒüì¤à¹ P ¹ç â« ">åÎ[¹ A [¹¤ šà[¹ "=¤à >A [¹ 뚺àÒü =¤ šà[¹ ú [A ”ñ šøìÚà\>ì¤à¹A š[¹¤t¢ > A [¹¤ ë>à¯à[¹ ú Ѭ஠à[¯A "¯Ñ‚àt "à[\ ® àt >àJàÒü A à[º ® àt Jठë>à¯à[¹, [ƒ>t A ìº\îº >à[Ò ¹à[t "à[Ò¤ ë>à¯àì¹à ú ºÛ ¸ì¤à¹ìt à š[¹¤t¢ >¹ šøÅ—Òü >åìk ú [A Úì>à ëÎÒüì¤à¹A "à[³ìÚÒü [Ñ‚¹ A [¹ìáà ú "à[³ ëA ¯º ¤à‹à-[¤[Q>ã, Îåì™àK-Îå[¤‹à ">åÎ[¹ l üšàÚ ÎàºÎº[> A [¹ ™à¤ šàì¹à >àÒü¤à ¤à‹à¹ ΖµèJìt Òt àÅàt "àuγš¢> A [¹¤ šàì¹à ú [A ”ñ Îìšà>A íº "à[³ [™ ÒüZáà ëÎÚàÒü A [¹¤ šàì¹à ú

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A [¹ìº ë™ [Î ëÒàì³> ¤¹ìKàÒà[d ¹ ƒì¹ l àR ¹ Îà}¤à[ƒA Ò’¤ t;Ûoàt t๠ºà[Kº ¤á¹¹ š¹ãÛ๠¤àì¤ Î³Ú Jåì¯Òü A ³ "àìá, "=W A ¹à¹ ¤àì¤ A à³ "àìá ¤×t ë¤[á ú A =àì¤à¹¹ δšìA¢ "à¹ç ë¤[áîA [ºJ๠"=¢ šå>¹ç [v û ¹ ëƒàÈt ƒåÊ ëÒà¯à ú "à[³ ëÎÚà >A ì¹à ú "à³à¹ A=๠ëšà>šiãÚà "=¢ Ò’º "à³à¹ Îìšà>ì¤à¹ Jåì¯Òü \¹ç ¹ãú ëÎÒüì¤àì¹Òü >tå >îA [Ñ‚¹ A[¹ [ƒìÚ "à³à¹ ºÛ¸ t=à ³‹¸¤t¢ ã ºÛ¸ì¤à¹ [A Ò’¤ú ëÎÒü ºÛ¸ì¤àì¹ "àìAï >tåå >îA [Ñ‚¹ A[¹ [ƒ¤ "à³à¹ íƒ>[–ƒ> šøìÚà\> ëAì>ƒì¹ Ò’¤ú [>ìtï Q¹ WàóàÒü A¹à¹ ƒì¹ Îìšà>ì¤àì¹ "à³à¹ At¢ ¤¸A³¢¹ *š¹t &A‹¹o¹ WàóàÒü "[®™à> WºàÚú &ì>îA *ºià[š>¹ š¹à "à[³ "à³à¹ íƒ>[–ƒ> šøìÚà\>¹ *š¹t ÒÑzìÛš A[¹¤ šàì¹àú A¿>à A¹à ™à*A ë™ ³ÒàAस¹ Ò>å³à>¹ ƒì¹ "à[³ "à³à¹ Źã¹ìiàA [¤ÅàºAàÚ A[¹ tå [ºìáàú ÎàK¹¹ šà¹t [=Ú íÒ [™³à> ƒè¹îº δ±¯ &A [¤ÅຠÎìšà>¹ [źP[i ƒ[ºÚàÒü [ƒìáòà ú \ºt¹Uì¤àì¹* ët[tÚà *ºià[š>¹ š¹à "à³à¹ óàìºÒü "à[Ò =à[A¤ú [™³à> ƒè¹îº íK ëÎÒü [źP[i š[¹¤ [γàì> ë¤[á ƒèî¹¹ š¹à, [γàì> ë¤[á Î}J¸àt, [γàì> [¤Åຠ"àAà¹t ú ¹à³àÚo¹ K¿ [A”ñ ëtì>Aå ¯àÒü "àK¤à[Øn [Ạú 냯t à ÎA ìº íK "๴±oãìt Òü ÎàK¹t [¤Åøà³¹t [¤Ìå ¹ *W¹t íK &A Îìšà>¹ [źP[i ƒ[ºÚàÒü [ƒìºú ëÎÒü Îìšà> "à[Ạ¹à¤>¹ Òàt¹ š¹à ³å[vû ú ¹à³ \– µ NøÒo A[¹[Ạt๠šàát ú ¹à³àÚo ëÎÒü Ѭš— šè¹o¹ ³ÒàAसú t๠"àKtìtà ët*ò 냯㠺Ûã¹ ºKt ëšø³àºàšìt ¤¸Ñz "à[áºú [A”ñ ëÎÒü ëšø³ [A³à> ÎòW à "à[Ạt๠"[N—š¹ãÛà íÒ[Ạ¹à³àÚot ú "à³à¹ [™³à> [¤ÅຠÎìšà>, [γàì> [¤Åຠ"à¹ç [¤[Wy ºÛ¸ì¤à¹ú [™³àì> [¤[Wy ºÛ¸ [γàì> [¤[Wy íƒ>[–ƒ> šøìÚà\>ú [γàì> [¤Åຠ"à¹ç [¤[Wy Aà³¹ š[¹³àoú tìtà[‹A [¤[Wy "à³à¹ t=¸ t=à [WÒû ¹ Î}NøÒ ú yû ³àÞìÚ š¹¤t¢ ã Aà³ "à¹ç ®à¯>๠³àì\[ƒ [™ì¤à¹ γõ‡ý A[¹ ™à¤ "à³à¹ `à>¹ ®àrà¹, lüÄt A[¹ ™à¤ "à³à¹ A³¢ ëAïźú "à³àA ®àº áày ëÒà¯à¹ š¹à ¹JठëAàì> ? &¹à, Îìšà> ëƒ[J¤ ºàìKú "à[³ ë™ì> Îìšà> ëƒìJà &[ƒ> ‘šø` à>’ ®à¹t¤È¢¹ γÑz [¤ƒ¸àÚt[>A "àìºàW>ãtîA ëÅøË "àìºàW>ã Ò’¤ú ëtì>ƒì¹ [¤Åຠ[¤ÅຠÎìšà> ! t๠[šá¹ Aà³ì¤à¹ &ì>Òü Ò’¤ú ëWt>à šø¯àìÒ Aì¹à¯àÒü º’¤ú ƒàƒà ³‹åÎèƒì> ¤òà[Ò ¤\àÒü íK "àìá ú "à³à¹ Ò’¤Òü Ò’¤ !!! ëA ì>îA Ò’¤, ëÎÚà íº [šá¹ "‹¸àÚt [ºJà ™à¤ ú "àšàt t @ ÒüÚàìt Òü .....

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Dr. Akhil Ranjan Dutta, Reader in Peace & Conflict Studies, Dept. of Political Science, GU.

The contemporary period in history is marked by unbridled greed for accumulation in almost all spheres of our life. There has been steady penetration of the logic of commodification both into the material and non-material domains of our life. The domain of education- at all levels- is not free from these trends. Obsession with knowledge, knowledge of whatever kinds- has been one of the important fall outs of these trends. Knowledge in the contemporary world has also been perceived as impartial and class neutral inputs for ‘development’. The world of higher education has also been forcefully pushed into this knowledge syndrome. Go and acquire knowledge, enrich yourself as well as the society has become the fashion. Privatization, collaboration, university-industry relationship etc. are the new mantras that we often hear today in the universities and other higher 31

educational institutions. Academic exchange is getting new impetus. Projects, workshops, seminars, lectures are also becoming the parameters of ranking the universities. However, there have emerged cautious skepticisms in different quarters regarding the very motive of this obsession with ‘knowledge’. Many of we are familiar with the phrase knowledge is power. Michael Foucault originally conceived this phrase. He, of course, had very specific context and contention while phrasing it out. Let us not delve into the details of the Foucault’s arguments on the interrelationship between knowledge and power. Let us just keep in mind that Foucault was trying to understand the complex nature of domination and subjugation in the society in which knowledge is also used as a means of domination. Discourse on domination and subjugation is not, however, very new. Before Foucault, both

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Marxism and Liberalism had already developed extensive discourses on domination, exploitation and subjugation etc. These discourses identified the important institutions that perpetuate domination and subjugation in the society. Marx referred to the institution of private property and liberalism referred to the all-powerful feudal state or the church or any collective agency enjoying the power of social intervention as important institutions engaged in domination and subjugation. However, it was the theorists on deconstruction and post-modernism who unveiled more avenues/domains of domination and subjugation in the society. Foucault, who is one of the pioneers of postmodern thinking, unveiled multiple domains of domination and subjugation. Knowledge is such a domain. When we say knowledge is power, what we usually imply is that you acquire more knowledge, you will find out more ways of liberation and empowerment. But, the important question to be raised is, has knowledge been a neutral/impartial category helping every one equally to achieve liberation and power? Or, it is just the opposite. In other words, does knowledge have no class dimension; caste dimension and also a gender dimension? Do not we encounter with such knowledge paradigms in our society? Why do we use the words like man to mean both man and woman or he to mean both he and she in general contexts? How is this patriarchal knowledge paradigm constructed and whose interests does it serve? Why does the Brahmins enjoy different social position and respect, and why not the Shudra’s? Is it merely due to the economic factor? Yes, economic factor is all-important. But, along with the economic factor, many other factors are equally important. And among them the kind of knowledge that the society develops is very important. To be very specific, in a hierarchical society the knowledge is developed in a way so that it serves the interests of the dominant class/ caste/ gender. (Bold letter by us - Edr)

Why is it so? Why do the dominant classes penetrate into the knowledge system? It is for the

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simple reason that ruling in the society as well generating legitimacy for that is very challenging. It becomes more challenging when different social strata develop consciousness about their due rights and engage in a war against the dominant classes/ castes/gender indulging in violation of their rights. We are living in such a situation. Theoretically we can call our moment as hegemonic moment. The Italian Marxist Antonio Gramsci first used the word hegemony. Without delving into the detail debate on what exactly hegemony is all about, this will suffice to say that hegemony means total domination. It is a combination of economic, intellectual, ideological, and moral and other possible means of domination. The dominant classes use all these means to mitigate the dissent in the society or it endeavours to eliminate the grounds of dissent ventilation by penetrating into every domain of social life. Is not higher education too a domain of domination and subjugation? Or, is this domain also not being used as a means for that purpose? Search for a convincing answer for this question will invite a comprehensive debate. However, without going into the details, it can be well asserted that this domain has always been used for this purpose. Some time it was very naked and aggressive, some time very sophisticated and cunning. But, it has always happened in a hierarchical society. A very simple and familiar example can be given. Why did the NDA government attempt to incorporate Astrology as a part of higher education? Why did they try to give astrology an equal status to that of astronomy? Or why did they try to temper with the school texts on history? Or, why did they temper with the facts of the freedom movement? The answer is simple. They wanted to insert the values in education/higher education that conforms to the political ideology that they are pursuing for political mileage. It was not happening only in case of the NDA government. It happens to all regimes in the society. Of late, as we are aware of, there has been change in global economy. All of we, irrespective

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of differences in interpretation, name this change as globalization. Some people call globalization a spontaneous economic process arising out of unprecedented development in science and technology. For them globalization is a class neutral, value neutral process. However, a critical discourse on globalization reveals that it is the latest incarnation of capitalism or another stage of capitalist development. It is more sophisticated and cunning than all preceding phases of capitalism. This phase of capitalism has emerged in such a historical moment when oppressed people around the world have already gained unprecedented political insights and consciousness. They are already well experienced with a lot of historic people’s struggles. So, legitimization of globalization is a big challenge. Keeping in mind these tough challenges, the ethics of globalization has been inserted into almost all domains of our social life including in the domain of education/higher education. Now, let us see the ethics on which the current phase of globalization is based on. (d) First of all, current phase of capitalist globalization believes that everything in this globe could be converted into commodity. (e) Second, unbridled individual freedom is all-important for the fullest growth of personality as well as of the society. Society is rather an unwarranted concept. What needs to be understood is that all individuals are separate category- they need separate existence. Former Prime Minister of Britain coined it very eloquently: There is no society as such, only individuals and individuals (f) Third, collective agency like the state puts hindrance towards the freedom of individuals and so it is an enemy of freeliving, freethinking. What F. A. Hayekthe renowned philosopher on freedom reminds us is that the authority of the state to intervene in the social life will

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ultimately lead us towards Serfdom- the state of feudalism. (g) Market is an alternative to it. Market, through competition, can bring solution to many of the problems that we are facing today. Market is a sphere where everybody can acquire the technique of survival and prosperity through competition without being patronized by anyone. So, market is never obsolete. It is always new and capable of delivering the latest norms and know-how to face the emerging challenges. (h) What those ethical principles imply is that the state should not control and patronage the socio-economic-cultural and educational activities in the society. Let us see the implication of these ethical principles on higher education. (i) Education, like any other commodity, is also a commodity that can be bought and sold out in the market. (j) There is no necessary link between qualitative change in the society and that of education. Education is a means for the pursuit of individual freedom and prosperity. It does not necessarily have a collective dimension or social well-being. (k) State should do away with its involvement in education/higher education. Let private initiative take place in this sphere. Education should neither be a burden on the national exchequer nor should state be an unwarranted interfering agency in the freethinking /free sailing of higher education. (l) Let, like any other commodity, education to move globally. There should be no restriction on free movement of ideas, free movement of educational institutions. In accordance with those new ethics, there has been a consistent move towards commodification of higher education that can be exchanged like any other commodity, which does not necessarily involve any moral and value

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judgment. This is evident, apart from others, in the wave of correspondence learning consolidating in the country in the recent past. Universities from abroad have opened their branch offices. Any body can enrol and get the degree. The only requirement is money. You pay and you will get the degree. You need not know the teachers and need not interact too. Reading materials are available. (This is a different issue that our own universities are poor even in managing correspondence/distance education) You need not even know who is the author of the reading materials that are sent to you. It is an extremely impersonal and uncritical learning. Of late, this has emerged as one of the profit making industries with regional outlets here and there. Under this new notion, education does not have any organic link with social transformation that can bring into force qualitative change in different domains of social life. On the other, new courses, which are promarket, have been introduced. Among the courses in higher education MBA is increasing its popularity today. Technological education is getting new hype. Students are becoming crazy about computer. And accordingly, the courses, which engage the students in critical discourse on social reality, are becoming irrelevant day by day. On the other, it has also been suggested that state should gradually withdraw from this sphere of education. Let the domain of education evolve, sustain and prosper at its own. So, the issues of autonomy and self-financing have come up. Issue of disinvestments in higher education is a part of it. Dismantling of state sponsored research institutions in the country is also a part of these new ethics. Global movement of education is also a part and parcel of the new market ethics on education. What has been suggested is that there should not be any national boundary of framing educational policy. Let global market forces decide what kind of education we need to make it relevant and demanding in the changing world. Let the global market forces decide whether course on tourism is

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important or a course on history or political science. As stated, as per the ethics, education should not be a burden on national exchequer too. So, do not talk about regular appointment sponsored by the state. Let the respective educational institutions generate its own money; appoint faculty; decide whether to employ permanently or on part time basis. Forget about gratuity and pension. These future protective measures make people inactive and in different. These principles, in appearance, are very noble. But, once we look at the real motive behind, then we come back to Foucault’s phraseknowledge is power. These new ethics in education is also a part of the new knowledge paradigm, which can generate legitimacy for the emerging global economy. The main feature of the global economy today is endless accumulation of profit under private entrepreneurship. This endless accumulation in the long run generates gross discontent in the society, because, this is based on deprivation and exploitation. Look at Annual Human Development Reports published by UNDP. It has extensively documented the huge negative fallouts of globalization. These negative fallouts are bound to generate huge political and social mobilization against globalization. Mobilization against globalization is already taking place. But, the global economic forces have tried to fragment and weaken these mobilizations. Or, they have tried to prove that all these mobilizations are misleading as globalization has huge potentialities to do away with poverty and deprivation. Market is the most conducive means for this. Accordingly, to spread these values of market and globalization to the greater society, these forces have penetrated into the domain of higher education. It has achieved tremendous success. But, this success they have achieved at the cost of higher education as a domain of critical thinking that keeps on questioning the existing the social reality.

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Dear friends 12-3-2007

The AIFUCTO POLICY ON HIGHER EDUCATION has been in the making for the past one year. The policy document in its present form is the result of contributions made by teachers and educationalists from within and outside the fold of AIFUCTO. We have also freely borrowed from authoritative texts. There is no claim to originality, either in form or content. The attempt has not in fact been to craft an entirely new policy on Higher Education, but to reassert and redefine the traditional values. We felt that such an exercise is especially needed today to counter the efforts being made to restrict access, deny equity and vulgarize excellence in higher education at a time when knowledge is emerging as the most important engine of development. The latest example of such a neo-liberal project is to be found in the Report on Higher Education submitted by the National Knowledge Commission to the Prime Minister on the 29th of November, 2006. We have prefaced our policy paper with an expose of the callousness of the report, which, if implemented, would have serious adverse implications on the very development of the country .We demand a national debate on the NKC Report before its adoption. AIFUCTO is placing before the nation its ALTERNATIVE POLICY ON HIGHER EDUCATION .WE bet that our policy is better suited to address the challenges of inclusive development in a knowledge driven economy. AIFUCTO affiliates are requested to translate the policy document into regional languages and hold elaborate campaigns to ensure maximum people’s participation in the dissemination of the AIFUCTO POLICY ON HIGHER EDUCATION. We believe that such an exercise would facilitate an informed national debate on the debilitating impact of the recommendations of NKC and pave the way for the appointment of a new NATIONAL EDUCATION COMMISSION on the lines of Kothari Commission. All affiliates are requested to apprise the AIFUCTO leadership about the progress in the campaigns on the policy document in different parts of the country from time to time. Prof. Thomas Joseph Dr. V.K. Tewari President & General Secretary

EXECUTIVE SUMMARY 1.

2.

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Development in future is linked up with acquisition, production and dissemination of knowledge. Equitable distribution of the benefits of “knowledge revolution” is premised on universalization of both primary and secondary education and making provision for qualitative higher education to all young men who have the aspiration for higher learning. The formal acceptance of the ideology and practices of globalization by the Indian Government in the nineties led to the progressive withdrawal of public funds from higher education on the one hand and privatization and commercialization of

3.

higher education on the other and consequent marginalization of the masses from the sphere of higher education . The new policy was sought to be justified by pitting primary and secondary education against higher education showing an inadequate understanding of the synergic relationship among various levels of education. Though the apologists of globalization have now formally abandoned their earlier thesis that higher education is a non–merit good and acknowledged the concept of inclusive development in principle, they still refuse to accept equity as an integral component of excellence.

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4.

5.

6.

They concede it only as a concession to excellence in a democratic society. In practice, the new thinking results in the perpetuation of inequities by concealing its grossness through marginal concessions to the poor. The reforms suggested by the National Knowledge Commission in the Note submitted by it to the Prime Minister is informed by this new strategy of containing the opposition to inequitable development ,even while expanding the space for inequities. The lessons from the global scenario and hard Indian realities dictate that a sustainable agenda for higher education give equal attention to equity and excellence by conceiving them as complementary to each other. For this, reservation is not enough, though it is a must, to begin with. A more comprehensive scheme for equitable sharing of enlarging opportunities in higher education with the SC/ST/OBC/ Minorities/Physically Challenged / Women/ the poor and deprived of the rest of the society will have to be worked out. This alone will enable the country to emerge as one of the most developed countries by 2020 by reaping to the full the benefits of its demographic advantage of having the youngest population in the whole world. The practical implications of the above are (1) greater public investment at all levels of education and (2) greater social control on private initiatives. The neo-liberal mythology of the shortage of resources actually amounts to an unwillingness of the State to ensure that the rich foot their rightful share in taxes and the willingness of the State to come to terms with the neoliberal practices. A minimum of 6 % of the GDP, 10% of the Central Budget and 30% of the State Budget should be set apart for education, of which higher education should receive its due share. The challenge in privately provided higher education is to harness the benefits

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7.

8.

9.

10.

of a larger educational system while restraining the profiteering of private players. Regulation in the field of private higher education should include measures to ensure equity and excellence, by regulating admission, fees, content, infrastructure and the salary and service conditions of the staff. India should refuse to join the GATS regime, which is intended to facilitate commercialization of education. Instead, there should be greater efforts for bilateral academic exchanges among the universities at the international level. The funding agencies with in the country should show greater sensitivity to federal principles and autonomy of higher education institutions. The drawback of the existing UGC and centrally sponsored funding schemes is that they tend to overlook institutional autonomy in designing and implementing projects. We should be able to devise a system of institutional autonomy that is compatible with social accountability. The concept of quality in education has to be defined comprehensively by taking into account the individual and social dimensions of education. UNESCO. Report “Learning: The Treasure Within” has identified the four pillars of learning namely, learning to know, learning to do, learning to live together and learning to be ,which could form the bedrock of all pedagogic reforms aiming at qualitative improvement of education. Universities and other institutions of higher learning should perform three key functions; viz, (1) Teaching (2) Research (3) Extension in a manner that is complementary to one another. While specialization is inevitable in higher education and every one cannot be expected to excel in all three fields, the attempt should be to combine all three roles, perhaps at different periods in the career of both students and teachers.

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11.

12.

Higher education institutions have a responsibility to create “organic intellectuals” and to enable the learners to earn a decent living, either through wage employment or self-employment. This implies that we have to design a curriculum that will inculcate critical ,creative and communicative competencies among our young men and women. This would also imply that we continue to give importance to traditional disciplines in languages, social sciences and general sciences and engage ourselves in interdisciplinary explorations even as we focus on professional disciplines in emerging areas. While attempts should be made to ensure maximum possible diversification in content, delivery modes and evaluation methods, there should be a certain amount

13.

14.

of uniformity in the structure of the courses to ensure comparability of programmes offered in more than 18000 institutions of higher education across the country. The goal of democratization of human welfare through democratization of higher knowledge can be realized by democratizing the governance structures of educational institutions and making them internally autonomous and socially accountable. The democratic transformation of the system of higher education to counter the debilitating impact of globalization cannot be ensured unless the rights and responsibilities of higher education teaching personnel are properly defined and acted upon. AIFUCTO stands by the resolution of the General Conference of the UNESCO held in Paris in 1997 in this regard.

(Note: for Complete text please log on: http://teacherunionist.wordpress.com/aifucto-policy-on-higher-education. You can write to: [email protected] or to [email protected] )

[It’s a [email protected] article posted to [email protected] on June 4, 2008 . Pragyan is online subscriber to that blog.]

When you’re thinking of becoming a writers you want to emulate and use what you freelance writer, you will find a lot of advice about startingawritingcareer.However,there’sonething that you should do above anything else. That’s to write. If you don’t write, you are not a writer.

Skills Development There are several reasons why it’s a good idea to form the writing habit. First of all, you get to practice your writing skills. The more you write, the better your writing will become. It’s as simple as that. Writing every day is a good opportunity to try out different types of writing and see what you like best. It’s also a chance to study the

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learn as a basis for developing your own style and writing voice.

Creative Freedom Another good reason to write is to enjoy the creative freedom of writing what you want. When you start writing for clients, you won’t be able to do that as often. I find that most of my writing time is taken up with clients’ work, with very little time left for my own creative pursuits. However, it’s essential to spend some time on your own projects. That will keep you motivated to write and creatively fulfilled, helping to stave off the burnout that affects many freelance writers.

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Forming the Writing Habit

Building Your Confidence

Third, writing gets you in the writing habit. I recommend writing every day, even if it’s only for a little while. It makes writing part of your daily routine and it makes it easy to draw on the skills you have built up even if a particular writing project isn’t very inspiring. The great thing about writing for practice is that you don’t have to show it to anyone if you don’t want to. However, once you feel confident, try showing your work to a critical friend or a group of fellow writers who will give you constructive criticism on where to improve. This will make you a better writer.

As you get more confident, you will begin to find freelance writing opportunities that appeal to you. You have nothing to lose by trying to get a freelance writing commission. In fact, there’s everything to gain. Since you have been practicing every day for the last little while, you have the skills you need to do the writing and you will be able to deliver a competent job. I’m not saying that freelance writing is always easy. At first, there may be rejections and days when you doubt your own worth. But forming a writing habit and sticking to it will help you to overcome these obstacles and start a successful freelance writing career.

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

About Daily Writing Tips Whether you are an attorney, manager, student or blogger, writing skills are essential for your success. Considering the rise of the information age, they are even more important, as people are surrounded by emails, wikis, social networks and so on. It can be difficult to hone one’s writing skills within this fast paced environment. To solve this problem a team of five American Writers decided to create Daily Writing Tips, a blog where you will find simple yet effective tips to improve your writing. It’s a year since, the blog has thousands of subscriber worldwide including PRAGYAN. Any reader of PRAGYAN can search online for [email protected] and can subscribe the blog through email. He or she will get one writing tips daily in their inbox. The Team of Daily Writing Tips Daniel Scocco, Editor: Born in Brazil, Daniel has lived and studied in several places around the world, including Italy and Chile. After receiving a degree in International Economics and working for a year within a multinational company, he decided to quit and pursue entrepreneurial projects on the Internet. When he is not blogging or involved with these projects, he likes to write in the third person about himself. Maeve Maddox, Writer: “Maeve,” aka Margaret (Peggy) Maddox, holds a B.A. (Hons) in English from the University of London, and a Ph.D. in Comparative

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Literature from the University of Arkansas. Recently retired from teaching Freshman Composition and World Literature, she divides her time between writing fiction and observing the changes in English usage. At the AmericanEnglishDoctor she provides information and teaching tips to parents and others who want more than vague definitions of “literacy.” Michael Moser, Writer: Michael has been a magazine editor, a website copywriting consultant, and an English teacher for Chinese students. Currently he writes and edits test preparation materials for high school language arts. He is also a US correspondent for the London-based telecommunications blog Inbabble.com. Michael lives in Texas with his wife and son. Colin Galbraith, Writer: Colin Galbraith has been writing for as long as he can remember, and is a prolific published writer of non-fiction articles, fiction and poetry. He is an editor for two magazines, and has published one novel, two chapbooks and several e-books.Born and raised in the west of Scotland, he now lives in Edinburgh where he splits his time between his family, his growing freelance writing business, and getting his next novel published. He also has a freelance writing website. Sharon Hurley Hall, Writer: Freelance writer and ghostwriter, Sharon has been working in writing related occupations for 20 years. She also blogs at Get Paid To Write and Sharon’s Writing Lab.

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ëÛ yìt Îã³à¤‡ý >ÒÚ ú t =àA [=t š¹´š¹àKt Conventional [¤ÈÚγèÒ "‹¸Ú> A ¹à áày-áàyãìÚ* [>\¹ ¤¸[v û Kt ƒÛ t à "à¹ç "‹¸¯ÎàÚ¹ ë™àìK[ƒ "àA È¢oãÚ ëA [¹Ú๠K[Øn ¤ šàì¹ ú ëA ¯º ‘\>[šøÚ’ ëA [¹Úà¹Î³èÒ¹ šàát >ìƒï[¹ [>\¹ ¹ç [W , "àNøÒ t =à Îà³=¢¸ ">å™àÚã &J> ëÛ y ¤àW [> A [¹ &A àNøt àì¹ "àK¤à[Øn ìº Îàó º¸ [>[ÆW t ú Îà‹à¹o [ÅÛ à¹ šø[t áày-áàyãÎA º¹ ³>t [™ ë>[t ¤àW A ‹à¹oà KØn íº l [ü k ìá [Î [A ”ñ Ç ® ºÛ o >ÒÚ ú [ÅÛ A t à, Kì¯Èoà "à[ƒ ëÛ yt Òü[t ³ì‹¸ &A Åèo¸t à Îõ[Ê íÒìá ú ëƒÅ¹ "àKÅà¹ã¹ Kì¯Èoà šø[t Ë à>, A à[¹A ¹ã [ÅÛ à šø[t Ë à> "à[ƒt l üš™åv û šøà=¢ã¹ "® à¯t ¤× šƒ Jàºã íÒ í¹ìá ú ΃õÅ Qi >à Q[i ìá šø[t ¹Û à ¤à[Ò>ã (NDA) ¹ ëÛ yt ú K[t ìA [>¤>å¯à γθ๠&Òü [¤š¹ãìt [W y ƒåJ> ³>t ¹à[J "à³à¹ áày-áàyãÎA º Îå[Ñ‚¹ š[¹A ¿>àì¹ "àK¤à[Øn ¤ ºàìK ú "à>A ">åA ¹o ¤à ">åιo >A [¹ [>\¹ šì=ì¹ "àK¤à[Øn ìº Òü[›t ºÛ ¸t l šü >ãt ëÒà¯àìi à Jài à} ú MBA ¤à Engineer t =à IT Professional Ò’¤ ë>à¯à[¹ìº \ã¯>¹ š= ¤Þê íÒ ë™à¯à ¤å[º >à® à[¤ [>\¹ [™ [ƒÅt šø[t ® à "àìá t ๠[¤A àÅ Qi ह ¤àì¤ ™â— š¹ Ò’¤ ºàìK ú šø[t \> ¤¸[v û ¹ [A ¤à &i à [ƒÅt ƒÛ t à =àìA ú [™ \ì> ëÎÒü ƒÛ t à l üšº[§ A [¹ t àA šøA àÅ A [¹¤ šà[¹¤ ët *òìÒ "à[\ šõ[=¯ãt [\[º[A l [ü k ¤ ú "àu[¤Å«àÎ =à[A ìº &\> ¤¸[v û ìÚ \ã¯>t Îó ºt à ºà® A ¹àìi à [>[ÆW t ú l üƒàÒ¹o Ѭ¹ê ìš [¤J¸àt ‘¹Þê > A ºà’ [¤ìÅÈ` (Chef) Îg㯠A àšå¹¹ A =à A ¤ šà[¹ ú &\> ‘¹àÞê >ã’* ë™ W º[W y t à¹A ๠ƒì¹ ‘ëNóà¹àW ’ Ò’¤ šàì¹, &\> Management ¤à IT [¤ìÅÈ` t îA "[‹A l šü à\¢> Û ³ Ò’¤ šàì¹ t àA A àšåì¹ šø³ào A [¹ ëƒJå¯àÒüìá ú K[t ìA , "à³à¹ áày-áàyãÎA ìº [>\¹ Î}yû ãot à, Òã>³>¸t à "òàt ¹àÒü ™åK¹ š[¹¤t¢ >¹ ºKt Jàš Jå¯àÒü "àP ¯àÒü ™à¤ ºà[K¤ ú "à[\¹ šõ[=¯ãt [>\¹ ƒÛ t à šø³ào A [¹¤Òü ºà[K¤, t ๠Kt ¸”z¹ >àÒü ú

>tå > ¤\๠.. >tå > "àÅà : Retail Management ¤\๠A ¹à¹ ‹à¹oàìi àì¹Òü "à[\ δšèo¢ κ[> íÒ íKìá ú ³åv û "=¢>ã[t ¹ l üƒà¹ š¹Åt γNø [¤Å«\å[¹ [™ >tå > ¤\๠K[Øn l ü[k ìá t ๠šø® ௠"à³à¹ ëƒÅì¹à ÎA ìºà šøà”zìt [¤Ú[š š[¹ìá ú >tå > ¤\๠¤¸¯Ñ‚๠šøt ãA Ѭ¹ê š / Vol. VI, ISSUE - I, Sep.'08

Îå-¤õÒ; Å«[š}³º "à[\ "γ¹ ƒì¹ [šáš¹à ¹à\¸ì¹à Wå ìA -ëA àìo K[Øn l ü[k ìá ú [A áå[ƒ>¹ "àKîºìA Å«[š}³º¹ ‹à¹oàìi à šø‹à>t @ l üÄt ëƒÅ[¤ºàA ¹ ³à\ìt Îã³à¤‡ý "à[Ạú ³º (Mall) ¤å[ºìº ¤å\à íK[Ạ‘Harrods’¹ 40

Mudra Institute of Communications, Ahmedabad (MICA) "àÒ쳃à¤àƒt "¯[Ñ‚t ³å‰à Òü>[Ê [i l iü "¯ A[³lü[>ìAW>Wô (MICA) ë™àKàì™àK "à¹ç ¤à[o\¸ [¤ÈÚ¹ [ÅÛ à "à¹ç Kì¯Èo๠&A "àKÅà¹ã¹ [ÅÛà>åË à> [ÒWàì¤ Òü[t³ì‹¸ šø[t[Ët íÒìá ú ƒÛ "à¹ç "[® ` [ÅÛ A ¹ ë™àìK[ƒ tà[â«A "à¹ç šøàìÚà[KA lü® Ú [ƒÅì¹ [ÅÛà ƒà>¹ ¤¸¯Ñ‚ à A [¹ MICA Òü Òü [ t ³ì‹¸ [>\¹ ëÛ yJ>t ™ì=Ê Îå>à³ "\¢> A [¹¤îº ÎÛ ³ íÒìá ú ÒüÚ๠[ÅÛ à=¢ãÎA ìº* Ko³à‹¸³, [¤`àš> t=à ÒüÚ๠ºKt \[Øl t ¤à[o\¸ ëÛyt [>\ìA šø[t Ë à A [¹¤îº ÎÛ ³ íÒìá ú MICA t "àK¤ìØ n à¯à [¤[® Ä šàk ¸yû ³Î³èÒ¹ [® t ¹t l üìÀJ¸ Ò’º ---

ƒì¹ "[® \àt [¤š[> ™’t "à³à¹ ëƒÅ¹ "[t ‹>ã, [W yt à¹A à "à[ƒ ëºàA ÎA ìº ¤\๠A ì¹ ú ® à¹t ¤È¢¹ ¤õÒ; W ҹγèÒìt à Å«[š}³º¹ šøì¤Å Qi à ë¤[á[ƒ> ëÒà¯à >àÒü ú ëÎï [Î[ƒ>à íºìA "γt P ¯àÒài ã¹ Shoppers’ Point --- ëA Òü ¤õÒ; t =à "[® \àt [¤š>ã¹ šøt ãA [ÒW àì¤ ³>à íÒ[Ạú [A ”ñ "[t A ³ γڹ [® t ¹ìt [A áå³à> ¤õÒ;ìKàË ã¹ ¤\๠Åõ}Jº (Market Chain) ¤¸¯Ñ‚àÒü ëKàìi Òü 1. 2 yrs. PG Diploma Course in ëƒÅJ>ìA W à[> 뚺àìº ú [¤Åàº, [¤K-¤à\๠"à[ƒ¹ \>[šøÚt à Communications Management. ëƒ[J [¹ºàìÚX, i ài à "à[ƒ¹ ƒì¹ ¤õÒ; ëKàË ãìÚ* Jåáå¹à [¤yû ã¹ 2. PG Certificate Programmes in ëÛ yJ>t šøì¤Å A [¹ìá ú ëA ¯º ëƒÅãÚ ëKàË ãìÚÒü >ÒÚ, ¯àº³ài¢ (i) Retail Management (ii) De(Wallmart), ë¤[¹Ê à, ë³A l ’>àÁ "à[ƒ "à”z:¹àÊ öãÚ ¤\๠Åõ}Jºà sign (iii) Crafting CommunicaγèìÒ* ® à¹t ãÚ ¤\à¹t [>\¹ JåWå ¹à [¤yû ã šø[t Ë à> ëJàºà¹ tions šø[t ì™à[Kt àt >à[³ìá ú 3. 6 months Certificate Course in ³åk ìt ιç -¤¹, ëƒÅã-[¤ìƒÅã ¤¸¯ÎàÚ ëKàË ãγèÒ¹ ëÎï\>¸t Creative Communications "à³à¹ ëƒÅt "à[\ ‘Jåáå¹à [¤yû ã’ (Retail)¹ &J> [¤Åຠ¤\๠ÒüÚ๠¤à[Òì¹* MICA Òü [A áå³à> K[Øn l ü[k ìá ú "[t ÅÚ šø[t ì™à[Kt à³èºA &Òü ¤\à¹t [t [Ê =A ๠On-Line šàk ¸yû ³ "àK¤Ø n àÚ ú A ³¢ ¹ t ¤àì¤ ¤¸¯ÎàÚã ëKàË ãγèìÒ ƒÛ t à [>ìÚàK A [¹¤ [¤W à[¹ìá ú ó ºt ¤¸[v û ÎA º¹ ¤àì¤* ÒüÚàt [¤[® Ä íƒQ¢¸¹ Retail Management Îà´ß[t A γÚt &J> δ±¯>àšèo¢ [>ìÚàK [A áå³à> ÒùѬA àºã> šàk ¸yû ³ "àK¤ìØn à¯à ÒÚ ú ëÛ y íÒ š[¹ìá ú ¤t¢ ³à> t =à ® [¯È¸t ¹ δ±à¯>๠šø[t ƒõ[Ê ¹à[Jìº MICAt PGD šàk ¸yû ³t >à³ ® [t¢ ¹ "à³à¹ ™å¯A ™å¯t ãÎA ìº Retail Management ¹ ëÛ yJ>A ¤àì¤ [º[Jt "à¹ç ë³ï[JA š¹ãÛ àt l üv ão¢ [>@Îì–ƒìÒ [>\¹ Î}Ñ‚àš> ëÛ y¹ê ìš ¤à[á º’¤ šàì¹ ú Ò’¤ ºà[K¤ ú Îà‹à¹oìt \à>å¯à¹ãt ">å[Ë t Retail Management ¹ ëÛyJ>t ¤× ‹¹o¹ Aà³ =àìA ú ë™ì> &Òü šøì¤Å š¹ãÛ àt "¯t ão¢ Ò’¤¹ ¤àì¤ šøà=¢ã --- yû Ú, [¤yû Ú š[¹Wàº>à, A³¢W à¹ã t=à [¤vãÚ š[¹Wàº>à, ëyû t ๠[™ ëA àì>à ÅàJ๠ѕàt A Ò’¤ ºà[K¤ ú "àW¹o Kì¯Èoà t=à Wà[Òƒà šè¹o "à[ƒú ët*òìºàìA t=¸ šø™[å vû ¹ šøìÚàìKì¹ ¤¸¯ÎàÚ ëÛyJ>t >tå > lüŠà± ¯> t=à [¤AàŹ Aà³ A[¹¤ ºKà ÒÚú ëÎÒü¤àì¤ ¤õÒ;ìKàËãγèìÒ Retail Management ¹ `à> agement ¹ [¤ìÅÈ šàk¸yû ³ NøÒo A¹àìià ¤àf>ãÚú =Aà ƒÛ "[®`ìºàAA "àAÈ¢oãÚ ë¤t> [ƒ [>\¹ ¤¸¯ÎàÚt [>™å[vû [™ ëAàì>à ÅàJ๠ѕàtA (Graduate in any disci[ƒìÚú K[tìA, &Òü ëÛyt šøì¤Å A[¹¤ ëJà\àÎAìº Retail Man- pline) ÎAìº &Òü šàk¸yû ³t >à³ ®[t¢ A[¹¤ šàì¹ú

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&Òü ëÛy¹ "àKÅà¹ã¹ [ÅÛà>åË à> Ò’º: 1. 2.

Mudra Institute of Communication, Ahmedabad. Indian Inst. of Social Welfares and Business Management, Kolkata.

3. 4. 5.

Asian School of Business Management, Bhubaneshwar Indian Retail School, Delhi K.J. Somaiya Inst. of Management Studies and Research, Mumbai.

Ŧ¹ šõ[=¯ãt A ³¢¹ ÎÞê à> : Audio Engineering ³ì>à¹g>¹ [™ ëA àì>à ³à‹¸³ìt Ŧ ®è [³A à "[t P ¹ç â«šoè ¢ ú [W ì>³àÒü Ò*A ¤à Î}Kãìt Òü Ò*A , Ŧ¹ ³à> (Audio Quality) ë¤Úà Ò’ìº [Î l š ü ì® àK¸ íÒ >à=àìA ú "àK¹[ƒ>t [Wì>³à¹ Wàlür ìiöA ¤à Î}Kãt¹ ë¹Al¢ / ëA ìW i ¹ Ŧ¹ ³à> "à[\¹ ƒì¹ l üÄt >à[Ạú [A ”ñ >¯ šø™å[v û ¹ "àK³ì> Ŧ NøÒo "à¹ç š[¹ì¤Å> l ®ü Ú [ƒÅìt í¤šÃ[¤A š[¹¤t¢ > "à[> [ƒìá ú ¤t¢ ³à>¹ Cinemax \àt ãÚ "t ¸à‹å[>A ëšÛ àKõÒγèÒt &ì>Aå ¯à l Äü t ³à>¹ Ŧ ™”| Ñ‚àš> A ¹à íÒìá ë™ [™ ëA àì>à [W ì>³à¹ Ŧ}Å "[¤A º š[¹ì¤[Åt ÒÚú Î}ºàš, Î}Kãt "=¤à ™”|Î}Kãt¹ Îà³à>¸ [¤Wå ¸[t * ƒÅ¢A ¹ A àot ‹¹à šì¹ ú &ìA ƒì¹ "à‹å[>A "[l "’/ [³l [ü \A [W ìÊ ³Î³èÒìt à &ì> šø™[å v û šøìÚàK A ¹à íÒìá ë™ Å¦¹ ³à>¹ Îà³à>¸ tà¹t³¸* ëÅøàt๠¤àì¤ NøÒoãÚ >ÒÚ ú Ŧ š[¹ì¤Å>¹ (Sound Reproduction) l Äü t šø™[å v û ìÚ ëÎìÚìÒ ³ì>à¹g> ³à‹¸³¹ ºKt \[Øl t ÎA ìºàìA Ŧ¹ ³à> δšìA¢ ÎìW Ê Ò’¤îº ¤à‹¸ A [¹ìá ú ÒüÚ๠ó ºt ³ì>à¹g> l ìü ƒ¸àKt ƒÛ t =à šø[Å[Û t Ŧ ™”|ã (Audio Engineer/ Sound Recordist)¹ P ¹ç â« t =à W à[Òƒà "® à¯>ãÚ ¹ê št ¤õ[‡ý šàÒüìá ú W º[W y, Î}Kãt t =à "[l "’/ [® [l "’ &º¤à³¹ [>³¢ào Î}J¸à [ƒì> [ƒì> ¤õ[‡ý šàÒüìá "à¹ç [Îì¤à¹¹ Î}Kãt / Ŧà}Å ¤àoã¤Þê >¹ ¤àì¤ [>ìt ï >tå > Ê å[l "’ Ñ‚àš> íÒìá ú "γìt ¤t¢ ³à> P¯àÒàiãA ¤àƒ [ƒ* ">¸à>¸ Ñ‚à>ìt à ¤× Ê [å l "’ K[Øn l [ü k ìá ú &Òü Ê [å l "’γèÒ¹ ¤àì¤ Å¦[¤` à>¹ ` à> =A à ëºàA ¹ šø ì Úà\> ú ™à¹ ¤àì¤ "à[\ "[l "’ / Vol. VI, ISSUE - I, Sep.'08

Òü[g[>Úà¹ÎA º¹ W à[Òƒà tå }Kt ú ÒüÚàt "[‹A ÒüÞê A ë™àKàÒüìá >tå >îA K[Øn l kü à ¤¸[v û Kt Jr ¹ FM Radio Station γèìÒ ú γNø ëƒÅ\å[¹ "à[\ FM Radio¹ [¤šåº \>[šøÚt à ú "γìt à Òü[t ³ì‹¸ &A à[‹A FM Channel š[¹ì¤[Åt íÒìá ú &Òüì¤à¹t A à³ A [¹¤¹ ¤àì¤ Audio Engineer ÎA º¹ šøìÚà\> ú "[l "’ Òü[g[>Úà¹ÎA º ¤t¢ ³à> FM Studio t ëA ¯º Ŧ NøÒo/ š[¹ì¤Å>¹ ëÛ yìt Î㳤‡ý >à=à[A ¤× ëÛ yt RJ "à¹ç DJ [ÒW àì¤ ëÅøàt ๠"àKîº *ºàÒü "à[Òìá ú ³åk ìt "[l "’ Òü[g[>Úà¹ÎA º¹ ¤àì¤ "à[\ &A [¤ÅຠëÛ y l ü–µåv û íÒìá, ™’t Î}Ñ‚àš> ºìK ºìK ³à>[ÎA Δñ[Ê º® àì¹à ™ì=Ê Îå[¤‹à "àìá ú [¤` à> "à¹ç Î}Kãt ƒåìÚài à [ƒÅìt ƒÛ t à t =à "àNøÒ =A à "à³à¹ áày-áàyãÎA ìº Å¦¹ [¤Åຠ\Kt t šø ì ¤Å A [¹ "=¢ "à¹ç ëNó๹ l ü® Úì¹ ëÎà¯àƒ º¤ šàì¹ ú Ŧ™”| ã Ò’¤ ëJà\àÎA º¹ ¤àì¤ ëƒÅ¹ ÎA ìºà "e ºìt ¤× [ÅÛ >/ šø[ÅÛ o ëA –ƒø K[Øn l ü [ k ìá ú "¯ìŸ &Òü ëÛ y¹ ëA –ƒøÑ‚º ³å´¬àÒü ú t àîº Kìº áàyáàyãÎA ìº l ü Ä t ³à>¹ [ÅÛ à º® ๠*š[¹* t t à[ºìA A à³¹ Îå [ ¤‹à ºà® A ì¹ ú "¯ìŸ ">¸à>¸ k àÒüt "à>[A "γìt à &Òü [¤ÈÚ¹ [ÅÛ à ëºà¯à¹ t =à Î}Ñ‚ à š> º® ๠™ì=Ê Îå ì ™àK "àìá ú "[l "’ 42

Òü[g[>Ú๹ A ³¢ìÛ y "à[\ ëA ¯º Ê å[l "’¹ [® t ¹ìt "ேý >ÒÚ ú ët *òìºàA ¹ ¤àì¤ [>t ¸ >tå > A à³¹ Îå[‹¤à Îõ[Ê íÒìá ú [¤[® Ä ‹¹o¹ Î}Ñ‚à šø[t Ë à> "à[ƒt "[l "’ Òü[g[>Ú๹ šøìÚà\> ÒÚ ú ÎA ìºà [³[º Òü ëA [¹Ú๠ÎÞê à>ãÎA º¹ ¤àì¤ >tå > [ƒÅ¹ ÎèW >à A [¹ìá ú Audio Engineer ¹ šàk ¸yû ³ "àK¤ìØn à¯à ¤× [ÅÛ à>åË à> [¤[® Ä k àÒüt "àìá ú šåì>¹ Film and Television Institute of India (FTII), A ºA àt ๠Satyajit Ray Film and Television Institute, P¯àÒàiã¹ Jyoti Chitraban Film Institute "à[ƒ ¹à\ׯà Jr ¹ [ÅÛ à>åË à>t Audiography ¹ šàk ¸yû ³ "àK¤ìØn à¯à ÒÚ ú "à>Òàìt ¤¸[v û Kt Jr t &ì> šàk ¸yû ³ "àK¤ìØn à¯à

ë³[l Úà ë³ì>\ì³–i

¤× [ÅÛ à>åË à> "àìá ú ÒüÚ๠[® t ¹t Zee Institute of Media Arts (ZIMA), Digital Academy, SAE "à[ƒ¹ [¤ìÅÈ Îå>à³ "àìá ú &Òü [ÅÛ à>åË à> ëA Òüi àÒü [¤[® Ä ëA – ƒø¹ ë™àìK[ƒ [¤[® Ä íƒQ¢¸¹ šàk ¸yû ³ "àK¤Øn àÚ ú l ƒü àÒ¹o Ѭ¹ê ìš, SAE ¹ "‹ã>t "àK¤ìØn à¯à ÒÚ BA in Digital Film and Sound ¹ 3 ¤á¹ãÚà šàk¸yû ³ ú "à>Òàìt ZIMA Òü "àK¤Øn àÚ 9 ³àÒ¹ &i à [¤ìÅÈ šàk ¸yû ³ ú ÒüÚ๠¤à[Òì¹* &Òü [ÅÛà>åË à>γèìÒ [¤[®Ä A³ íƒQ¢¸¹ [Aáå³à> Certificate šàk¸yû ì³à "àK¤Øn àÚú "γìtà P¯àÒàiã¹ &Aà[‹A ¤¸[vû Kt ">åË àì> (Auditek, MK Studio ofAudio) "à[ƒ Sound Recording ¹ šàk ¸yû ³ ³å A [º A [¹ìá ú [l ¤ø ç KØ l [¤Å«[¤ƒ¸àºÚìt à MeidaArts ¹ [¤® àK ³åA [º A ¹à íÒìá ú

: Media Management

Îà´ß[t A γÚìW à¯à¹ "[t ÅÚ ‰ç t [¤A à[Åt ëÛ yγèÒ¹ ">¸t ³ Ò’º ë™àKàì™àK "à¹ç šøW ๠³à‹¸³ ú Òü[t ³ì‹¸ &Òü ëÛ yJ> ™ì=Ê [¤Åຠ¹ê št "àušøA àÅ A [¹ìá "à¹ç ® [¯È¸ìt "à¹ç "[‹A [¤A àŹ šèo¢ δ±à¯>à ëƒJå¯àÒüìá ú [i .[® ., ë¹[l "’, Òü–i à¹ì>i , [W ì>³à, ášà³à‹¸³ ÎA ìºàì¹ Î}[³Åø>t ‘ë³[l Úà’¹ ëÛ yJ> &A [¤Åຠl ü샸àKt š[¹ot íÒìá ú ‘t =¸’ "à¹ç ‘[¤ì>àƒ>’ ƒå ì Úài àìA &ìA ºìK [ƒ¤¹ ¤àì¤ [™ ‘Òü>ó ’ìi Òü>ì³–i ’ (Infotainment)¹ ëA ïź l üŠ±à¯> A ¹à íÒìá t ๠ó ºt ë³[l Úà ëÛ yJ>¹ šø[t ìi à ® àìKÒü "®è t šè¤¢ ® àì¤ \>Ko¹ ³à\t ëÎà³àÒü š[¹ìá ú &Òü yû ³[¤A à[Åt ë³[l Úà l ü샸àKt Òü[t ³ì‹¸ šøWå ¹ ‹> [¤[>ìÚà[\t íÒìá ú "ƒè¹ ® [¯È¸ìt &Òü [¤[>ìÚàK "à¹ç ¤õ[‡ý ëšà¯à¹ δšèo¢ δ±à¯>à "àìá ú &ì> š[¹[Ñ‚[t t ‘ë³[l Úà’¹ ¤¸¯Îà[ÚA [ƒÅìi à š[¹W àº>à A [¹¤¹ ¤àì¤ ƒÛ t à "à¹ç [¤ìÅÈ® àì¯ šø[Å[Û t ìºàA ¹ šøìÚà\> "à[Ò š[¹ìá ú ÒüÚ๠ó ºt Media Manager ¹ W à[Òƒà ‰ç t K[t t ¤õ[‡ý šàÒüìá ú "à[\¹ t à[¹Jt Media Management íÒ š[¹ìá &A ">¸t ³ δ±à¯>à³Ú ëA [¹Ú๠ëÛ y ú Media Manager ÎA º¹ A à³ Ò’º ë³[l Úà ëÛ yJ>¹ ºKt \[Øl t [¤[® Ä [¤® àKγèÒ¹ ¤¸¯Îà[ÚA [ƒÅìi à š[¹W àº>à A ¹à ú ët *òìºàìA t ๠¤àì¤ ë³[l Úà š[¹A ¿>à, ëA ïźKt ¤à[o[\¸A š¹à³Å¢ƒà>, [¤` àš> šøW à¹, ¤\๠ë™àKàì™àK "à¹ç Kì¯Èoà t =à ëÎÒüì¤à¹ ëÛ yt ëƒJà [ƒÚà γθà γà‹à>¹ A à³ šø‹à>t @ A [¹¤ ºKà ÒÚ ú ë³[l Úà š[¹W àºA ÎA ìº T.V.,

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Cinema, Press, Radio, Internet "à[ƒ [¤[® Ä ³à‹¸³¹

ºKt \[Øl t Ò’¤ ºKà ÒÚ ú t ๠¤àì¤ ët *òìºàA ¹ K>Î}ì™àK "à¹ç ¤¸¯ÎàÚ š[¹W àº>à ƒåìÚài à [¤ÈÚ¹ ` à> t =à ƒÛ t à šøìÚà\> ÒÚ ú Media Management Ò’º ƒ¹àW ºìt šøW ๠³à‹¸³¹ Å[v û "à¹ç š[¹W àº>๠ëA ïź¹ [³Åøo ú ëÎìÚìÒ &Òü ëÛ yt ëA [¹Ú๠K[Øn ¤ ëJà\àÎA ìº KoÎ}ì™àK (Mass Communication) "à¹ç ¤¸¯ÎàÚ š[¹W àº>à (Business Management) ƒåìÚài ๠[¤ÈÚì¹ [ÅÛ à t =à ƒÛ t à "àÒ¹o A [¹¤ ºà[K¤ ú t ๠¤àì¤ ƒåi à [¤A ¿ "àìá : A ) šø=ì³ KoÎ}ì™àK¹ (Mass Communication) Ñ•àtA šàk¸yû ³ A[¹ t๠šàát ¤¸¯ÎàÚ š[¹Wàº>๠ѕàt ìA àv ¹ šàk ¸yû ³ (MBA) Î³àœ A [¹ (Me-

If the very idea of addressing a live audience thrills you, you can easily choose to become a master of ceremonies or an MC (emcee). An emcee, popularly known as ‘host’ in today’s electronic media, is a person who conducts live events without making them boring or monotonous. Apart from being a confident speaker, an emcee needs to have a

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J)

dia Management)¹ ëÛ yt šøì¤Å A[¹¤ šà[¹ú šø=ì³ ¤¸¯ÎàÚ š[¹W àº>๠ѕàt A ( BBA)

šàk ¸yû ³ A [¹ t ๠šàát KoÎ}ì™àK¹ Ñ•àt ìA àv ¹ šàk ¸yû ³ A [¹* &Òü ëÛ yt šøì¤Å A [¹¤ šà[¹ ú Media Management ¹ ëÛ yt [¤ìÅÈ šàk ¸yû ³ "àK¤ìØn à¯à¹ ëA ÒüJ>³à> "àKÅà¹ã¹ [ÅÛ à>åË à>¹ >à³ ÒüÚàt [ƒÚà Ò’º --1. 2. 3. 4.

Mudra Inst.of Communications, Ahmedabad. Symbiosis Inst. of Mass Communication, Pune. Asian Academy of Film and Television, Noida. Christ College, Bangalore.

lot of other qualities. It definitely helps to have a good personality and looks. No wonder a lot of TV stars and models are taking up this profession. Most of the live or recorded reality shows have a script drafted for the anchors. But an anchor must be able to add a bit of flavour to the script and have a backup ready in case things don’t go as planned. A good voice and clear enunciation are other important factors that make a successful emcee, for a host is only as good as his voice. Remember, the main job of an emcee is to keep the audience enthralled. Very few institutes offer formal degrees or training for emcees. A few institutes like Chitrabani, Calcutta, and Xavier Institute of Communications (XIC), Mumbai, offer vocational courses. XIC offers a three-month vocational course and charges Rs 7,500. The classes are held every Saturday for three hours. Chitrabani offers emceeing as a part of the video-aided public speaking course. It’s a 10day workshop and costs Rs 3,000.” With very few centres in India offering training in emceeing, one need to have the skill and luck to make it big. Formal training isn’t a prerequisite. Being street smart and confident are all that is needed to make it big. One will be flooded with assignments if they are good at their job.

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Some finishing schools such as the Edge Academy and The Finishing School in Bangalore offer training in emceeing. Foreign institutes like the Broadcasting Institute of Maryland and the Bionic DJ Academy, Malaysia, also offer courses on emceeing. There is no cut-off percentage for admission to the Bionic DJ Academy. Aspirants can get their queries answered at [email protected]. Candidates applying to the Broadcasting Institute of Maryland can log on to http://www.bim.org/applyonline. As there isn’t much of an option when it comes to formal training, a bachelors degree in arts or an MBA helps a lot. A management degree or a diploma makes it easier for an emcee to host corporate events or product launches. An emcee should always be on his toes. You should be spontaneous and able to respond to any question.

Emceeing is a nice career option for the young of electronic twenty first century. In the today’s mega cities an emcee is needed for any show, be it a private party, product launch, school and college fests, film awards night, road shows, talk show on TV or festival extravaganza. The best way to get a break in the industry is to put together a demo CD. Get a portfolio done and drop it along with the demo CD at various event management companies, which are always on the lookout for fresh faces to host shows and events. There is no limit to what an emcee can earn. A fresher can charge as much as Rs 10,000 for hosting an event. So if one hosts three shows a month they can earn at least Rs 30,000. Emceeies like Sekhar Suman, Meer, Malaika Arora Khan, even film stars like SRK and Saif get crores to host a reality or film award shows. [PEB]

V. Kumara Swamy

Just like it took an apple on the head for Newton to figure out gravity, it took a textbook for Abhay Karnataki to reach for the stars. As a child, Karnataki had always been curious about things around him and questions about their existence kept popping up in his head. A book he read in his teens changed his life. “I read a physics text book by David Halliday and Robert Resnick and quickly realised that physics is what brings me closer to my understanding of Nature,” he says. What followed was a single-minded determination to pursue the subject he loved. Today he is a senior research scholar at the Indian Institute of Astrophysics, Bangalore. 45

“I pursued astrophysics as an application of physics to stars and space — an aspect of Nature that draws the attention of one and all,” he says. “Physicists have always been at the forefront of technologies. Physics, as we see it, is more like a mother science which helped in evaluating many other fields of science and technology. Consequently, physicists always played a key role. It started with the basic understanding of phenomenon around us through Newtonian physics, classical physics and finally quantum mechanics. These studies in turn led to a better understanding of space physics, atomic physics, and semiconductor physics,” says R.P. Tandon, professor, department of physics and astrophysics, University of Delhi.

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“Recent technological developments and the emergence of material science, nanotechnology and various other sciences have opened up research avenues in the entire world and now within the country because of MNCs setting up base in India,” says Tandon. The future looks exciting too with physics entering new areas of science. “The emphasis has shifted to interdisciplinary research — a physicist collaborating with a biologist to discover the physics of cells, or a biologist collaborating with a mathematician to discover new ways to solve mathematical problems using biological methods,” says Rajarshi Roychowdhury, aspiring biophysicist and second year student of the five-year integrated masters programme at the Indian Institute of Science Education and Research (IISER), Calcutta. Postgraduates in physics too are spoilt for choice. One can join reputed institutes like the Indian Space Research Organisation (ISRO), the Bhabha Atomic Research Centre (BARC) and the Indian Institute of Astrophysics (IIA) as junior research fellows or as research trainees and pursue one’s area of specialisation with a stipend that can be anywhere between Rs 10,000 and 15,000. Postdoctoral research associates earn even more. Research institutes such as the Physical Research Laboratory, Ahmedabad, the Defence Research and Development Organisation laboratories across the country, the National Physical Laboratory (NPL), Delhi, the Tata Institute of Fundamental Research (TIFR), Mumbai, and various laboratories across the country regularly employ physicists. Once absorbed in these organisations as scientists, a person can take home a salary of around Rs 16,000 with other amenities. The salaries are set to rise further once the Sixth Pay Commission recommendations are implemented. Someone like A.K. Bandyopadhyay, for instance — who is head, pressure and vacuum standards at NPL and has around two decades of experience — can command a salary of around Rs 50,000. And if one plans on working in private

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research institutes, rest assured the pay is almost on a par with salaries in the information technology industry. “Career progression is directly proportional to the investment of time and passion. It is a meritocratic system and talent is always nurtured,” says Archana Sharma, physicist at the European Organization for Nuclear Research (CERN), Geneva, Switzerland. “Physics has to be a creative enterprise, to be pursued with passion. Once that is realised by our youth, it is bound to be an enjoyable profession,” says Sushanta Datta Gupta, director, IISER, Calcutta. To be creative and successful, a love of mathematics and good analytical ability are essential. “Mathematics is the language of physics. It’s absolutely necessary to possess good problem-solving skills,” says Karnataki. “Being analytical is about understanding the fundamental principles of physics and thereby breaking problems (statements, ideas, theories, arguments) down into their components. This understanding leads to greeting problems as challenges and not as threats and of course tolerating uncertainty in results,” says Tandon. There are plenty of avenues for physicists. “It is being increasingly realised worldwide that physics-trained students are readily geared to solving important problems of technology and industry, be it in the realm of finite element analysis in mechanical engineering or computational electromagnetics in radar technology and in the oil industry, or even DNA engineering in biotechnology,” says Dattagupta. For those who want to teach and research at the same time, the Indian Institutes of Technology (IITs), the Indian Institute of Science (IISc), Bangalore, the Saha Institute of Nuclear Physics, Calcutta, central universities like Calcutta University and Delhi University are good options. Fees at almost all the top research institutes for pursuing integrated courses are comparable to those at central universities. More often than not, all students are eligible for scholarships.

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“With the recent hike in scholarships for research scholars, I see research as a very valid and bright career option. It is stable, exciting, innovative and fulfilling. It is not so much important as to where you work but how you work and how much you work,” says Karnataki. Students interested in research in physics should start by taking the national standard examination of physics (NSEP), conducted by the IndianAssociation of PhysicsTeachers all over India. Although the exam is not linked to any entrance or scholarship award, it offers an opportunity to measure a student’s standing at the national level. If you top the NSEP, you may not have to take entrance exams at top government organisations like the Department of Atomic Energy. For graduates, another exam is the National Graduate Examination in Physics (NGEP). If you excel in this one, you are not only offered scholarships but also get to visit prestigious

research organisations around the country. In fact, S.N. Bose National Centre for Basic Sciences, Calcutta, offers toppers of the NGEP direct admission to its integrated PhD programme after an interview. For students inclined to research right from school, an institute like the IISER is perfect. Currently there are three IISERs — in Pune, Calcutta and Mohali. Two more are set to come up in Bhopal in Madhya Pradesh and Thiruvananthapuram in Kerala. Here, science students go straight into a five-year integrated masters programme. Further details can be obtained from the website www.iiser-admissions.in. “The most important thing to remember is never to be ashamed to ask questions, even questions you consider silly. The only question that is silly is the one that you did not ask,” says Sharma. © The Telegraph.

NIT, Silchar 49 Companies Visited NIT This Year for Placement Since the Regional Engineering college was upgraded to NIT (National Institute Technology) in 2004 it has been a remarkable journey for the institute in respect of recruitment and placements. This was stated by Gurudas Das, faculty in charge, training and placement, before media persons in the Silchar Press Club . He pointed out this year,

191 B. Tech students are graduating from NIT. During 2007-08, 49 companies visited the campus for placement. The institute has arranged 422 job offers for 199 students which count for 2.2 jobs for each student. P.K Banik, Director of the institute said, out of the 49 companies that visited NIT, Eleven of them are public sector and 38 private sector companies and the latter include 2 oversees companies while highest salary offer in this placement season amounts Rs 12 lakh. Average salary is 4 lakh. He said in terms of placement NIT Silchar is placed on top of the 20 NITs all over the country. Source: observer 247 ; Silchartoday.com

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INDIA BLOGS &

(Contd. on page 24)

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Amitav Shukla

Y our CV is your marketing brochure through which you try to sell a commodity, i.e. your skills to the potential buyer i.e. the prospective employer. The sole purpose of your CV is to fetch you an interview call. Nothing more, nothing less. However, creating a CV isn’t a simple as just using flowery language and pretty fonts. There are certain things that put recruiters off and if you want to make good impression, make sure you do not commit these mistakes in what is arguably the most valuable document of your job hunt. While the rules listed are well founded, they are not carved in stone. At times you will need to break the rules. If you want to add these things knowingly and purposefully to your CV we advise you do that. The points mentioned here are not listed in the order of priority, instead they are listed in the sequence in which they usually appear on a CV.

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Colourful or glossy paper : Your CV is a formal, official document. Keep it simple. Resume or CV at the top : Many people tend to add headings to their CV. The usual are CV, Curriculum vitae and Resume. Do not do this. Photographs until asked : Do not add your photo to the CV until you have been asked for it. Photographs are required only for certain types of positions like models,. actors, etc. Usage of ‘I’, ‘My’, ‘He’, ‘She’ : Do not use these in your CV. Many candidates write ‘I worked as Team Leader for XYZ Company’ or ‘He was awarded Best Employee for the year 2007.’ Instead use bullet points to list out your qualifications/ experience like. Team leader for XYZ Company from 200607. Spelling mistakes and grammatical errors : Proofread your CV until you are confident that it doesn’t have any spelling mistakes or grammatical errors. These are big put-offs for the recruiters. Moreover, sometimes these mistakes might land you in an embarrassing situation.

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A candidate who submitted his CV without proofreading it committed the mistakes of wrongly spelling ‘ask’ as ‘ass’. Now you can imagine the type of embarrassment he must have faced during the interview, when the interview pointed it out. These mistakes tend to convey a lazy and careless attitude to the interviewer. Lies about your candidature : Do not lie about your past jobs or qualifications or anything which might have an impact on the job. You may be able to secure a job with these lies today but tomorrow you may lose it as well. Abbreviations or jargon that is difficult to understand : People screening your resume usually belong to the HR department. If they do not understand what the abbreviations and jargon mean, they will simply dump your CV in the trash can. Avoid over using such terms as far as possible. Reasons for leaving the job : Leave these reasons to be discussed during the personal interview. For example, some candidates write. Reason for leaving the last job : Made redundant. Avoid making such statements in you CV, they will add no value. Besides, if you do get an interview call, chances are the interviewer will address the issue.

Past failures or health problems : Mentioning these immediately slash your chances of getting an interview call. For instances, you have a gap in your employment because you started your own business which did not do well. Some candidates might write — Reasons for a gap in employment : Started own business which failed. Do not do this type of injustice with your job hunt at this stage of writing the CV. Current or expected salary : Leave it to be discussed while negotiating the salary. Irrelevant details : Leave out the details like marital status, sex, passport number, number of kids, age of a kids. These are usually irrelevant for most of the interviewers but at times could be use as a basis for discrimination. References : Do not include them until asked. In fact it is not even required to mention the line of ‘Reference available on request’. If the recruiter requires a reference, he/ she will ask you to bring it along for the interview. Now that you have run through the list, take a fresh look at your CV and prine away unnecessary details and unaffordable blunders that could have cost you your dream job.

Articles Wanted for NRI Magazine Luit to Thames, the bilingual Assamese literary magazine published annually by Dr Karuna Sagar Das, an Assamese NRI of Bradford, UK has called for original writings to be published in its 10th edition. The matter should be type-written, double-spaced, on one side of the A4 size paper. Relevant photographs, illustrations, if any, should be sent along with the articles. Soft copies in word format and in CD format can also be sent. Emailed submission may be made to jogenck@ yahoo.co.in. Writers can send their writings to the Dr Jogen Chandra Kalita, chief editor (honorary), ‘Luit to Thames’,133-Gauhati University Campus, Guwahati-781014, before October 30, 2008.

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Dr. Ava Phukon, Sr. Scientist, Dept. of Clothing, College of Home Science, AAU, Jorhat. Dr. Rajashree Phukon, Research Associates, Dept. of Clothing, College of Home Science, AAU, Jorhat.

The growing concern regarding health and safety of workers in various sectors of the industry has generated regulations and standards, environmental and engineering control, as well as tremendous research and development in the area of personal protective equipment (PPE). Personal protective equipment includes personal protective clothing and gear such as respirator, face mask and other controls. All clothing is protective to some extent. It is the degree of protection from specific hazards that is of major concern. Protective clothing and equipment is used in the chemical industry of prevent exposure to chemicals during production, distribution, storage and use. The broad range of individuals who may be exposed occupationally to chemicals includes chemist, agriculturist, structural pesticide applicators, textile dyeing and finishing industry workers etc. Be sure to read the label before mixing or applying any pesticide. The label indicates the risks for different kinds of exposure. Therefore, always check the pesticide label for the most up to date requirements for personal protective equipment. Hear are some information that will minimize exposure to pesticide during

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mixing and loading, application, and clean up : Coveralls : Wear long sleeved coveralls over full length pants and long-sleeved shirts. Make sure the coveralls are closed at the neckline and wrists. Remove your coveralls as soon as you have finished your pesticide activities. Remove them immediately if they become wet through with pesticide. Wear waterproof clothing if you might get wet during pesticide application. Waterproof spray suits : If there is any danger of your coveralls being splashed or soaked through during pesticide application, wear a waterproof spray suit. It should be made of a material that will resist penetration of the solvents in the pesticide. Rubber, neoprene, and polyvinyl chloride are usually suitable. Gloves : Always wear gloves when handling pesticides. Many glove materials are available. Use unlined nitrile gloves unless the pesticide label recommends a different material. Do not use gloves made of leather, cloth, or natural rubber or gloves with cloth linings as these will absorb chemicals. Wash your gloves thoroughly with soap and hot water after each use before removing them. That way they’ll be clean and dry when you begin your next pesticide application. Boots : Wear waterproof, unlined knee-high

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boots of rubber or neoprene when you load, mix or apply pesticides. Wear your pant legs outside of your boots so the pesticide does not run into your boots. Do not wear boots made of leather or fabric. Wash the outside of your boots after each use. Goggles and face shields : Pesticides are readily absorbed through the eyes and can cause eye injury. Adequate protection with goggles is provided if the right type of venting is selected. Some goggles are made wider over the bridge of the nose to be compatible with respirators. Face shields protect your face and eyes from direct splashes of pesticides. Always wear face shields when mixing and loading toxic pesticides for added protection. Face shields will not protect the eyes as well as goggles if you are exposed to spray mist. Wash goggles and face shields with warm, soapy water immediately after use and store in a clean, dry place. Hats : If there is a risk of exposure to pesticides by splashing or drift, wear a widebrimmed, rubber rain hat. Some spray suits have attached hoods which protect your head and neck area. Do not wear baseball caps, fabric hats, straw hats or hats with leather or cloth inner bands as these will absorb and retain pesticides. Wash waterproof hat in warm, soapy water immediately after use and store in a clean, dry place. Aprons : Wear a waterproof apron when you pour and mix concentrated pesticides to protect yourself from splashes. The apron is not necessary if you are wearing a waterproof spray suit. Regular coveralls do not provide sufficient protection if you spill or splash toxic pesticides. Protect your lungs – respirators : Wear a respirator when the label says to wear one; or when the label says to avoid inhalation of dust, vapour, or spray mist; or if there is a danger poison symbol on the label; or if you are applying pesticides in an enclosed space, such as a greenhouse. The type of respirator an applicator uses will be determined by the type and toxicity of the pesticide, application site and other factors. Wash up and clean protective equipment: Wash your hands and face often

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when working with pesticides. Keep soap and water with you wherever you are working. Never smoke, eat, drink or use the toilet after handling pesticides without first washing your hands. Protective clothing will retain pesticide residue after use. Handle your clothing carefully to prevent contamination during clean-up. Follow these steps : Wash your gloves thoroughly before removing them. Then remove your clothes and the remainder of your protective equipment with the gloves still on. If this is too awkward. you can wear surgical gloves underneath your regular gloves. They are available from pharmacies or home improvement centres. Put your coveralls in a plastic bag until you launder them. Wash your goggles, hats, boots, gloves, and rubberized aprons in warm, soapy water, and store them in a cool, dry place, away from pesticides and spray equipment. Wash your respirator according to the instructions given above. Carefully remove your gloves and wash them or discard them in a plastic bag along with the rinsed pesticide containers. Shower with lots of soap as soon as possible and before changing into clean clothes. Laundering protective clothing : Collect pesticide worker clothing separately from other items of family laundry. Use a plastic garbage bag for collecting contaminated clothing, or use a laundry hamper or plastic garbage pail designated only for that. Do not store any other clothing items in these containers. Launder all your clothing after each day of applying pesticides. Wash protective clothing after each use. Wash them separately from the rest of the laundry. If clothing has become soaked with a pesticide spill, discard it. It is nearly impossible to remove all pesticide residues from such clothing. Even after several washings. Use hot water and heavy-duty detergent and hang the clothes outside to dry in the sunlight if possible.

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¹[=–ƒø>à= ëKàѬà³ã

³à>¯ ή ¸t ๠l üÈà A àºì¹š¹à ëÎï¹\Kt δšìA¢ ¤¸àJ¸à A [¹¤îº íº ët *ò šø=ì³ [™ìi à Kì¯Èo๠"à¹ç ÒüÚ๠NøÒ->Û yγèÒ ³à>åÒ¹ ëA ïtå Òº¹ A à¹o íÒ "à[Òìá ú ¤×ìt à ƒàÅ¢[>A , [¤` à>ãìÚ ët *òìºàA ¹ [W ”zà-‹à¹o๠\[¹Úìt ëÎï¹\Kt ¹ NøÒ->Û y¹ l ü;š[v "à¹ç ">¸à>¸ ¹Òθ δšìA¢ &i à [Ñ‚¹ [·ý à”zîº "Ò๠šøÚàÎ W [ºìá ú ët ì> γÚt "à³à¹ "γ¹ &K¹àA ã Îåì™àK¸ Δzàì> ët *ò¹ Kì¯Èo๠\[¹Úìt &Òü δšA¢ ãÚ [W ”zà-W W¢ àîº W ³A šøƒ ¤¹R [o "àK¤Øn àÒüìá ú ëÎï¹\Kt ¹ l ü;š[v δšA¢ ãÚ ëÅÒt ãÚà [A áå³à> [W ”zà-W W¢ ๠\[¹Úìt ¯à[Å«}i > [¤Å«[¤ƒ¸àºÚ¹ "‹¸àšA "àì>¢Ê [\Äàì¹ ‘Science’ š[yA àt (2003) &i à P ¹ç â«šèo¢ šø¤Þê šøA àÅ A [¹[Ạú šø¤Þê ìi àt ët *ò l üìÀJ A [¹ìá ë™ --- "à³à¹ ëÎï¹\Kt ¹ \–µt ëA àì>à >àÛ y ( stellar ) š[¹Qi >๠"¯ƒà> "à[Ạ"à¹ç ëÅÒt ãÚà Kì¯ÈoàÒü &i à áåšà¹>’® à [¤ìÑ£ à¹oîº "àRå [ºÚàÒüìá ú &Òü

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A =à l üìÀJ A [¹ìº ëÎÚà ëƒ[J ³Òü "à>–ƒt "‹ã¹ íÒ š[¹ìºà ú &Òü Kì¯Èo๠³èº >àÚA Ò’º &K¹àA ã "γãÚà [¤` à>ã--- "‹¸àšA [\ìt –ƒø>à= ëKàѬà³ã ú "‹¸àšA ëKàѬà³ã "à¹ç ët *ò¹ ÎÒA ³¢ãÎA ìº ³t "àK¤Øn àÒü[áº ë™ "¿àÚå š¹³àoå [A áå³àì> ëÎï¹\Kt ¹ ¹Òθ ¤¸àJ¸à A [¹¤ šàì¹ ú [\Ä๹ šø¤Þê ìi à [™³àì>Òü š[Øn K’ìºà [γàì>Òü "‹¸àšA ëKàѬà³ã¹ "³èº¸ ¤¹R [o¹ [¤ÈìÚ \à[>¤ šà[¹ìºà ú ët *ò¹ ƒìº šø³ào A [¹ìá ë™ "à[ƒ ëÎï¹ ë³Q ëKài JàÒü NøÒ-NøÒàoå¹ Îõ[Ê ¹ "òà¹t ëA àì>à >Û y l ü;Î \[Øl t "àìá ú šø¤Þê ìi àt l üìÀJ A ¹à [¤ái à Kì¯ÈoàA ³¢¹ [t [>i àÒü "‹¸àšA ëKàѬà³ã¹ "à¹ç "à> ëA Òüi à³à>t ët *ò¹ Kì¯ÈA -áày Åøã[>¤àÎ>¹ A à³¹ l üìÀJ "àìá ú ëÎï¹\Kt ¹ l ü;š[v δšA¢ ãÚ [W ”zà-W W¢ àt "‹¸àšA ëKàѬà³ã¹ "tå º>ãÚ ¤¹R [o¹ [¤ÈìÚ \à[>¤îº "à[³ l ®ü [t ™à¤ ºà[K¤ 1996 W >¹ &[i Î[Þê Úàîº, ë™[t Úà &[i ššãÚà t ¹à t ๠¤åAå t [A áå³à> J¤¹ íº ¹à\Ñ‚à>¹ ³à[i t

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[šš[ºÚà A àºà> : 20 \å>, 1996 ú Î³Ú Î[Þê Úà 8-30 ú ¹à\Ñ‚à>¹ šà[º [\ºà¹ [šš[ºÚà A àºà> >à³¹ "e ºt &i à l ü» à Î[¹ š[¹º ú K¹³¹ [ƒ> ¤àì¤ ¤×ìt à ³à>åÒ Q¹¹ ¤à[Ò¹ìt "à[Ạú ëÎìÚ "àA àŹš¹à >à[³ "Òà l ü^º ¤Ññìi àì¯ ët *òìºàA ¹ ƒõ[Ê šàìº --- [¤W à[¹ l ü[ºÚàìº l ü» à Î[¹ š¹à k àÒüìl àJ¹ ú ëA àì>à ëA àì>àì¯ l ü» ๠iå Aå ¹à Ѷõ[t [ÒW àìš íº K’º ú J¤¹ìi à \à[>¤ šà[¹ ® à¹t ãÚ ®è t à[wA \¹ãš [¤® àK "à[Ò šøàÚ 30 [A º’Nøà³ *\>¹ l àR ¹ iå Aå ¹à &i à "‹¸Ú>¹ ¤àì¤ íº K’º ú t ๠šàát "à[Ò l üš[Ñ‚t Ò’º "àÒ쳃à¤àƒ¹ ë® ï[t A Kì¯ÈoàK๹ (Physical Research Laboratory) ëA Òü\>³à> [¤` à>ã ú l ü» àìi ๠ëA Òüi à³à> iå Aå ¹à [¤W à[¹ ët *òìºàìA íº K’º ú &Òü iå Aå ¹àìA Òüi à íº ëÎï¹\Kt ¹ šøàA A à[ºA "[® ¤t¢ > (early evolution) γÞê ãÚ Kì¯Èoà "๴± A ¹à [t [>\>ãÚà [¤` à>ã¹ ƒºìi àt "à[Ạ"‹¸àšA l 0 [\ìt –ƒø>à= ëKàѬà³ã, ët *ò¹ Kì¯ÈA -áày [\. [>¤àÎ> "à¹ç [¤` à>ã >ì¹–ƒø ® àr à¹ã ú [šš[ºÚà A àºà>¹ l ü» àìi à ë¤[á l àR ¹ >à[áº, *\>t šøàÚ 50 [A º’Nøà³ ú [A ”ñ "àA à¹t ιç l ü» ๠A o³à[> iå Aå ¹àìA Òüi à "‹¸Ú>¹ \[¹Úìt ƒºìi àì¯ [¤` à> \Kt îº &ì> &i à P ¹ç â«šèo¢ ¤¹R [o "àK¤Øn àìº [™ ëÎï¹\Kt ¹ l ü;š[v γÞê ãÚ [W ”zà-W W¢ ๠¤ài A i ãÚà íÒ š[¹º ú ÒüÚ๠ºìK ºìK [šš[ºÚà A àºà> γNø [¤Å«¹ ¤àì¤ &i à Îåš[¹[W t >à³ íÒ š[¹º ú

&iå Aå ¹à [Åìº ëÎï¹\Kt ¹ Òü[t ÒàÎ A ’ìº : [šš[ºÚà A àºà> l ü» ๠iå Aå ¹à Î}NøÒ A ¹à¹ "ºš [ƒ>¹ [® t ¹ìt ë® ï[t A Kì¯ÈoàK๹ [¤` à>ã¹ ƒº &i àÒü [A áå³à> P ¹ç â«šèo¢ t =¸ "à[¤ÍH๠A [¹ìº ú &Òü t =¸Î³èÒ¹ \[¹Úìt ët *òìºàìA [¤` à>¹ &i à ¤×[ƒ>ãÚà Îòà=¹¹ γà‹à> A [¹ìº ú &Òü šø[yû Úà "à¹Û ãìÚ "š¹à‹ t ƒ”z A ¹à¹ ƒì¹ &ìA ú [¤` à>ãÎA ìº šø=ì³ [A áå³à> t =¸ Î}NøÒ A [¹ìº, t ๠šàát ëÎÒüì¤à¹ &A ìKài A [¹ &i à [·ý à”zîº "à[Òº "à¹ç ëÎÒü [·ý à”zÒü P ¹ç â«šoè ¢ šøŹ— l vü ¹ [ƒìº ú [¤` à>¹ Òü[t ÒàÎt Kì¯Èo๠&Òü W ³A šøƒ ó ºàó º ÎƒàÚ ëÎàoàºã "àJì¹ì¹ [ºJà =à[A ¤ ú "‹¸àšA ëKàѬà³ã¹ ƒºìi àì¯ l ü» ๠¤åAå t [A áå³à> A ³ "àÚåι "=¢à; "¿àÚå "àÒüá’i š¹ ÎÞê à> šàìº [™ 53

ëÎï¹\Kt ¹ "à[ƒ "¯Ñ‚๠Îì´±ƒ [ƒìº ("ài á’i š Ò’º &ìA i à ë³ïº¹ ëA Òü¤ài à* [>l üAà ãÚ "¯Ñ‚à, ™’t šø’i >¹ Î}J¸à γà>, [A ”ñ [>l üi ö>¹ Î}J¸à ë¤ìºK) ú t ๠šàát &Òü ë³ïºì¤à¹¹ [¤ìÅÃÈo A [¹ ët *òìºàìA [A áå³à> [·ý à”zîº "à[Òº ëÎÒüì¤à¹¹ \[¹Úìt ëÎï¹\Kt ¹ \–µ A à[Ò>ã ¤¸àJ¸à A [¹¤îº ëW Ê à A [¹ìº ú &i ๠šàát "à> &i à Kì¯Èo๠\[¹Úìt ët *òìºàìA &Òü [·ý à”z ÎA ìºàì¹ NøÒoì™àK¸ A [¹ tå [ºìº ú [¤` à>ãÎA º¹ ³ìt "à[\¹š¹à šøàÚ 456 ëA à[i ¤á¹ "àìKìÚ Î虢 t =à "à³à¹ ëÎï¹\Kt ¹ \–µ íÒ[Ạ¤àÚ¯ãÚ, ëKášèo¢ >ãÒà[¹A ๠(ë>¤åºà) š¹à ú ³ÒàA àÅt *š[R =A à ëKáãÚ ë³Q [¤[® Ä A à¹ot Î}ìA àW > íÒ šø=ì³ Î虢¹ \–µ ÒÚ ú t ๠šàát ¤àA ã =A à ë³Q¹š¹à ºàìÒ ºàìÒ NøÒ, NøÒàoå ¤à ‹å³ìA tå ¹ l ü;š[v ÒÚ ú ëÎï¹\Kt ¹ \–µ¹ Îà³[NøA šø[yû Úà δšìA¢ [¤` à>ãÎA º &A ³t Ò’ìº* ÒüÚ๠[¤t } [¤¯¹o δšìA¢ ³t ì® ƒ "àìá ú l üƒàÒ¹oѬ¹ê ìš ëÎï¹\Kt Kk > Ò*òìt [A ³à> Î³Ú ºà[K[áº, ³ÒàA àŹ ëKáãÚ ë³Q [A ƒì¹ ¤à [A A à¹ot Î}Aå [W t íÒ[áº, >Û y¹ \–µ Ò*òìt [A ³à> Î³Ú ºà[K[Ạ--- &ì> ‹¹o¹ šøÅÒ— ü [¤` à>ãÎA ºA [Ñ‚¹ [·ý à”zt l šü >ãt ëÒà¯àt γθ๠Îõ[Ê A[¹ "à[Òìáú ëAàì>à ëAàì>à [¤`à>ã¹ ³ìt Î虹¢ [>[W >à >Û y¹ l ;ü š[v ¹ ¤àì¤ A ³šìÛ * še àá ºàJ ¤á¹ ºàìK, t ๠š¹¤t¢ ã ƒÒ ëA à[i ³à> ¤á¹t ìÒ NøÒì¤à¹¹ \–µ ÒÚ ú &[t Úà šøÅ— Ò’º šøAõ t ìt "à³à¹ ëÎï¹\Kt ¹ Îõ[Ê t Òü³à> Î³Ú ºà[K[áºì> ? ëÎï¹\Kt ¹ Îõ[Ê t ëA àì>à "\à> Å[v û ¹ Òàt "à[Ạë>[A ? &ì> ‹¹o¹ [A áå³à> šøÅ—Òü [¤` à>ãÎA º¹ ³à\t ³t àî>A ¸¹ Îõ[Ê A [¹ "à[Ò[Ạú &ì> γÚìt "à³à¹ ® à¹t ãÚ [¤` à>ã¹ ƒºìi àì¯ [šš[ºÚà A àºà>¹ l ü» àt ëšà¯à ‘AÃå ’¹ \[¹Úìt ¹Òθ l ƒü Qô ài > A [¹ ëÎï¹\Kt ¹ \–µ¹ t ƒ”z Îó º A [¹ìº ú l ü» à ¤à ššãÚà t ¹à Ò’º šõ[=¯ã¹ "àA È¢o¹ ¤àì¤ ³ÒàA àŹš¹à Î[¹ š¹à [źàJr ú ët ì> &i à [źàJr Òü ë™ ëÎï¹\Kt δšìA¢ P ¹ç â«šèo¢ t =¸ [ƒ¤ šàì¹ ëÎÚà "àW [¹t Ò’¤ºKãÚà ú "‹¸àšA [\ìt –ƒø>à= ëKàѬà³ã¹ ƒìº [šš[ºÚà A àºà> l ü» ๠[¤ìÅÃÈo A ì¹òàìt t ๠¤åAå t &ì> &i à ‘QØl ã’¹ ÎÞê à> šàìº [™ìi ๠\[¹Úìt ët *òìºàìA "à[ƒ³ ëÎï¹\Kt ¹ A à[Ò>ã ¹W >à A [¹ìº ú "¯ìŸ &Òü A à³ l ü\å >à[Ạú ÒüÚ๠¤àì¤ šøìÚà\> íÒ[ẠKì¯Èoà, t =¸¹ [¤ìÅÃÈo "à¹ç ÎA ìºàt îA šøìÚà\>ãÚ [¤ÈÚ íÒ[áº

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[¤Å«¹ [¤` à>γà\¹ γåJt t àA šø[t Ë à A ¹à ú ƒºìi àì¯ l ü» ๠¤åAå t [A áå³à> ѬA ãÚ í¤[ÅÊ ¸ =A à ë³ïº¹ ÎÞê à> A [¹ìº ú ët ì> ‹¹o¹ &i à P ¹ç â«šoè ¢ š¹³àoå Ò’º ët \[ÑI Ú &ºå[³[>Úà³ ú Îà‹à¹o &ºå[³[>Úà³t 14 i à [>l üi ö> "à¹ç 13 i à šø’i > =àìA ú ët \[ÑI Ú &ºå[³[>Úà³t &i à "[>Ú³ ëƒJà ™àÚ --- šø’i >¹ Î}J¸à &ìA , [A ”ñ [>l üi ö>¹ Î}J¸à 13 i à ú &Òü "[>Ú³ìi ๠¤àì¤ [>[ƒ¢ Ê Î³Ú¹ šàát &ºå [ ³[>Úà³¹ "à‹à ë³Kì>[áÚà³îº ¹ê šà”z¹ ÒÚ "à¹ç A àºyû ³t ët \[ÑI Ú &ºå[³[>Úೠδšèo¢¹ê ìš ë³Kì>[áÚà³îº ¹ê šà”z¹ ÒÚ ú &ì>ƒì¹ Îõ [ Ê ëÒà¯à ë³Kì>[áÚà³ Îà‹à¹o ë³Kì>[áÚà³t îA K‹å¹ "à¹ç ÎÒì\ [W >àv û A [¹¤ šà[¹ ú &A A =àt ë¹[l "’ "àÒüá’i š Ò’º šàt º &ºå[³[>Úà³ (26 Al) "à¹ç ÒüÚ๠\ãڹ㠤à Δz[t ë³ïº Ò’º K‹å¹ ë³Kì>[áÚà³ (26 Mg) ú &ºå [ ³[>Úà³¹ "à> &i à í¤[ÅÊ ¸ "àìá ú Òü l üZW t àšÎÒ (refractory) ‰¤¸ ú t ๠³àì> Ò’º ë™ ÒüÚàA KºàÒü ëKáãÚ "¯Ñ‚àîº [>Úàìi à "[t A [k >, [A ”ñ l üZW t àšÎ´šÄ ëKáãÚ "¯Ñ‚๚¹à k àr à A [¹ìº Òü ëÎà>A àìº ëKài ³àì¹ ú ëÎìÚ "à[ƒ³ ëÎï¹\Kt t , ™’t t àš¹ ³àyà 2000 [l Nøã ëA º[® >ì¹à "[‹A ¤å[º ">å³à> A ¹à íÒìá, šø=ì³ ëKài ³¹à ¤ÑñγèÒt (ë™ì>@ [Ñšì>º A ¹àr à³) &ºå[³[>Úà³ =A àìi à Jài à} ú šàt º &ºå[³[>Úà³ K‹å¹ ë³Kì>[áÚà³îº ¹ê šà”z¹ ëÒà¯à Qi >àìi ๠\[¹Úìt ëÎï¹\Kt ¹ QØl ãìi à [¤W à[¹¤ šà[¹ ú ët \[ÑI Ú šàt º &ºå[³[>Úà³¹ "‹¢\ã¯> (šøàÚ W àì¹ Îàt ºàJ ¤á¹) "à¹ç t à¹ Û Ú\ šƒà=¢ K‹å¹ ë³Kì>[áÚà³¹ š[¹³ào¹ \[¹Úìt l ü» ๠\–µ[ƒ> [>o¢Ú A [¹¤ šà[¹ ú "‹¸àšA ëKàѬà³ã¹ ƒìº &Òü š‡ý [t ¹ ÎÒàÚ º’ìº ú &[t Úà ³èº A à³ Ò’º --- šàt º &ºå[³[>Úà³ "à¹ç t à¹ Û Ú\ šƒà=¢ K‹å¹ ë³Kì>[áÚà³¹ ÎÞê à> ú K‹å¹ ë³Kì>[áÚà³¹ \[¹Úìt ¹Òθ¹ š³ ëJìƒòàìt ët *òìºàìA \à[>¤ šà[¹ìº ë™ "à[ƒ l ü» ๠¤åAå t =A à šàt º &ºå[³[>Úà³¹ š[¹³ào ët ì>Òü >Ko¸- &A [>™åt t &i àìÒ ú ÒüÚ๠"=¢ Ò’º --- [šš[ºÚà A àºà>¹ l ü» àìi à ëÎï¹\Kt t Kk >¹ γÚt ët \[ÑI Ú "à¹ç Îà‹à¹o &ºå[³[>Úà³¹ ">åšàt "à[Ạët ì>Òü >Ko¸ ú &Òü Ûå ‰ ">åšàt ¹š¹à ëšà>ši ãÚà t =¸ šà¤ ë>à¯à[¹ ú [A ”ñ ë™[t Úà ÒüÒtò A "à> l »ü ๠íÎìt tå º>à A ¹à K’º ët [t Úà [A áå³à>

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P ¹ç â«šèo¢ t =¸ ëšàÒ¹îº "à[Òº ú ® à¹t ãÚ ƒºìi àì¯ ëƒ[Jìº ë™ ë³[GìA ๠³à[i t š¹à Allende l ü» ๠¤åAå t =A à [A áå³à> &ºå[³[>Úà³ W ÒA ã ³[oA ¹ (™à¹ "àÚåÎ 456 ëA à[i ¤á¹ ¤å[º šø³à[ot "à¹ç ëÎï¹\Kt ¹ šø=³ A [k > šƒà=¢ [ÒW àìš Ñ¬ãAõ t ) ">åšàt [šš[ºÚà A àºà> l ü» àt îA ™ì=Ê ë¤[á ú ƒåìÚài à l »ü àt &Òü ">åšàt ¹ šà=¢A ¸¹ \[¹Úìt ët *òìºàìA \à[>¤ šà[¹ìº ë™ ¹à\Ñ‚à>¹ ³à[i t Î[¹ š¹à &Òü l ü» ๠\–µ íÒ[ẠÎ虢 \–µ¹ šøàÚ še àá ºàJ ¤á¹¹ [® t ¹t ú &[t Úà A =à Ò’º ëKáãÚ ë³Q Î}Aå [W t íÒ Î虢¹ \–µ Ò*òìt [A ³à> Î³Ú ºà[K[Ạú ëÎï¹\Kt ¹ \–µA à[Ò>ã Kì¯Èoàt ë® ï[t A Kì¯ÈoàK๹ [¤` à>ã ƒºìi ๠&i à P ¹ç â«šèo¢ ¤¹R [o Ò’º "[t A ³ "àÚåι ëA º[áÚà³¹ ÎÞê à> ú ëA º[áÚà³¹ (Ca–41) š¹à ë³Kì>[áÚà³îº (K–41) ¹ê šà”z¹ Ò’¤îº "[t A ³ Î³Ú ºàìK ("‹¢\ã¯> šøàÚ &A ºàJ ¤á¹) ú [¤ìÅÃÈo¹ \[¹Úìt ët *òìºàìA šø[t Ë à A [¹ìº ë™ ëA º[áÚà³ "à¹ç &ºå[³[>Úà³¹ ƒì¹ A o๠Îõ[Ê "à³à¹ ëÎï¹\Kt t ëÒà¯à >àÒü ú ÒüÚ๠l ü;Î ëA àì>à >Û y ú "‹¸àšA ëKàѬà³ãìÚ "à³àA A ’¤¹ ƒì¹ ---‘‘&Òü A k ãÚà ¤à[Ò¹¹š¹à "à[> {ÎW à ú’’ ëA º[áÚà³¹ A ³ "àÚåìÎ &i à >Û y l ü;Î ÎèW àÒüìá ú ët *òìºàA ¹ ³ìt >Û y l ü;ιš¹à ëA º[áÚà³ "à[Ò ëKáãÚ ë³Qt šøì¤Å A ¹à¹ δ±à¯>à "[t ë¤[á ú &Òü ³t ¤àƒ ™[ƒ ÎòW à ÒÚ ët ì”z ëÎÒü ë³Q¹š¹à Î}ìA àW > íÒ Î虢 "à¹ç "¿àÚå ëA º[áÚà³ =A à ëÎï¹\Kt ¹ šø=³ ëKài ³¹à A à™¢ &A [>™åt ¤á¹ ³à>ìt Ò’¤ ú ÒüÚàt îA ë¤[á Ò’ìº ‘‘¤à[Ò¹¹š¹à ">à A k ãÚà ("¿àÚå ëA º[áÚà³)’’ ëÎï¹\Kt ¹ šø=³ A [k > šƒà=¢ Kk > ëÒà¯à¹ "àKìt Òü [¤ºåœ Ò’¤ ú &Òü Î³Ú ÒüÚ๠šè줢 [¤` à> γà\t šø[t [Ë t Î³Ú A àºt îA ™ì=Ê A ³ ú "àÒ쳃à¤àƒ¹ &Òü ƒºìi ๠Kì¯Èo๠ó ºàó º [¤` à> š[yA àt šøA àÅ ëÒà¯à¹ [A áå šàáìt Òü "àì³[¹A à "à¹ç \àšà>¹ [¤` à>ã ƒìº* ëA º[áÚà³¹ ÎÞê à> ëšà¯àt A =àìi à ÎòW à šø³à[ot Ò’º ú &[t Úà ÎA ìºàì¯ \à[>¤îº ëW Ê à A [¹ìº [A >Û y l ü;ι ¤àì¤ ëA º[áÚà³ "à¹ç &ºå[³[>Úà³ &ìA ºìK l ;ü šÄ Ò’¤ šàì¹ ú ëƒJà K’º &ì> A à™¢¹ ¤àì¤ &A à[‹A >Û y l ü;Î =à[A ¤ šàì¹ ú Òü[t ³ì‹¸ t à[wA Kì¯Èo๠\[¹Úìt "àì³[¹A ๠ƒåi à [¤` à>ã¹ ƒìº ëƒJå¯àìº ë™ >Û y¹š¹à "Òà šƒà=¢Òü ëKáãÚ ë³QA šø[t ëáìA r t 20 [A º’[³i ๠ë¤ìKì¹ "à[Ò Jå–ƒà ³à[¹ìºìÒ

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ë³Qì¤à¹ ëKài ³à[¹¤ ú t àt îA ë¤[á ë¤ìKì¹ "à[Ò Jå–ƒà ³à[¹ìºìÒ ë³Qì¤à¹ Jr -[¤Jr Ò’¤, "à>Òàìt ë¤K A ³ Ò’ìº ë³Q ëKài >à³à[¹¤ ú &i à A =à ÎA ìºàì¯ NøÒo A [¹ìº ë™ ® à¹t ãÚ [¤` à>ãÎA ìº ® ¤à¹ ƒì¹ ëKáãÚ ë³QA >Û y¹š¹à [>K¢t ëÒà¯à šƒà=¢Òü Jå–ƒà ³¹à¹ ¤àì¤ ÎòW àîA ìÚ ëÎï¹\Kt ¹ Kk > Ò’ìº, &Òü A à™¢¹ ¤àì¤ šøìÚà\>ãÚ Î³Ú A ³ ºà[K¤ "à¹ç "¿àÚå ëA º[áÚà³ "à¹ç &ºå[³[>Úà³¹ ëÎï¹\Kt ¹ "à[ƒ³ "¯Ñ‚àt l üš[Ñ‚t =A ๠ëšà>ši ãÚà ¤¸àJ¸à ëšà¯à ™à¤ ú [¤}Å Å[t A ๠γà[œ ¹ ó àìº [¤` à> γàì\ NøÒo A [¹ìº ë™ ëA àì>à Jå–ƒàÒü ëKáãÚ ë³QA ëKài ³¹àt ÎÒàÚ A [¹ìá ú ët ì> γÚt "àì³[¹A à "à¹ç óø àX¹ ëA Òü\>³à> [¤` à>ãìÚ šøÅ— tå [ºìº ë™ Î虢¹š¹à "Òà Å[v û Åàºã A oàÒü ëÎï¹\Kt ¹ ëKá ¤à A [k > šƒà=¢t Jå–ƒà ³¹à¹ ("[® Qàt ) ¤àì¤*ìt à &ì> "¿àÚå A o๠("àÒüá’i š) Îõ[Ê Ò’¤ šàì¹ ú &[t Úà ® à¹t ãÚ [¤` à>ã¹ ƒºìi àîº >tå > ƒà[Úâ« "à[Ò š[¹º ú Òü[t ³ì‹¸ "‹¸àšA ëKàѬà³ã¹ ƒìº "à> &i à P ¹ç â«šoè ¢ t =¸ "à[¤ÍH๠A [¹[Ạú ëÎÚà Ò’º [šš[ºÚà A àºà> l ü» àìi à ë¯Ê à (Vesta) >à³¹ NøÒàoå¹ ("à[\A à[º ¤à*>à NøÒ) š¹à "à[Òìá ú &[t Úà Kì¯Èo๚¹à ëšà¯à P ¹ç â«šèo¢ t =¸Î³èÒ ë™[t Úà &A ºK A ¹à Ò’º ët [t Úà "à> &i à Îòà=¹¹ Îõ[Ê Ò’º ú ë¯Ê ๠ƒì¹ "àA à¹t ¤õÒ; NøÒ &i ๠l ü;š[v Ò*òìt še àá ºàJ ¤á¹t îA ë¤[á Î³Ú ºà[K¤ ú "à>Òàìt Òü³à> ƒãQºãÚà γÚ-A àºìt "¿àÚå š¹³àoå =A àìi à* "àW [¹t A =à ú ët ì”z ÒüÚ๠ƒåi à l üv ¹ Ò’¤ šàì¹ --- ÒÚ *W ¹¹ ëA àì>à >Û yt [ÎÒòt ¹ l ü;š[v íÒ[Ạ"à¹ç Î}Qàt , ¤t àÒ ¤à [¤ìÑ£ à¹o¹ ¤àì¤ ëÎï¹\Kt Îõ[Ê ëÒà¯à "à[ƒ³èº ëKáãÚ ë³Qt ëÎà³àÒü š[¹[áº, >àÒü¤à [A ìÅ๠Îè™A¢ o๠"[® Qàt ¹ (bombardment) ó ºÑ¬¹ê ìš Î虹¢ Îõ[Ê ¹ šàát [ÎÒòt t àîº "à[Òº ú "‹¸àšA ëKàѬà³ã¹ γåJt >tå > šøt ¸àÔà> "à[Ò š[¹º ú ët *ò¹ ƒº šø=ì³ A oà "[® Qàt ¹ δ±à¯>ãÚt ๠š¹ãÛ à A [¹ìº ú ët *òìºàìA ëƒ[Jìº ë™ &Òü šø[yû ÚàÒü l »ü ๠¤åAå t ët \[ÑI Ú &ºå[³[>Úà³ "à¹ç ëA º[áÚà³¹ šøàWå ™¢ ¤¸àJ¸à A [¹¤ ë>à¯àì¹ ú &[t Úà [¤A ¿ Ò’º šø[t ì¤Åã >Û y¹ l üš[Ñ‚[t ú ™[ƒ šø[t ì¤Åã >Û y¹ l üš[Ñ‚[t ¹ ¤àì¤ ëÎï¹\Kt ¹ Îõ[Ê íÒ[Ạët ì”z šøW [ºt [W ”zà‹à¹àt "à³èº š[¹¤t¢ > "à[Ò¤ ú "‹¸àšA ëKàѬà³ã¹ ƒìº &Òü ³t Τº® àì¯ šø[t Ë à A [¹ìº ú ët *òìºàìA ëƒ[Jìº ë™ "¿àÚå \ã¯>A ູ 55

ët \[ÑI Ú š¹³àoåì¤à¹¹ l üš[Ñ‚[t ìÚ ÒüÚàìA ÎèW àÚ ë™ šøàA ìÎï¹\Kt >ãÒà[¹A à &A [>™åt ¤á¹³à>ìt ëKài ³à[¹[Ạú &Òü Î³Ú šè줢 ® ¤àt îA ™ì=Ê ‰ç t ú ÒüÚ๠šàát Jå¤ A ³ γڹ [® t ¹ìt [¤` à>ãÎA ìº NøÒo A [¹ìº ë™ ëÎï¹\Kt ¹ Kk >t áåšà¹>’® à [¤ìÑ£ à¹o¹ "¯ƒà> "àìá ú "‹¸àšA ëKàѬà³ã¹ ƒìº "à[ƒ ëÎï¹ >ãÒà[¹A àt {ÎW ¹[t íÒ =A à >Û y ® Ѷ¹ \[¹Úìt ëÎï¹\Kt l ü;š[v ¹ >tå > ³t ¤àƒ šø[t Ë à A [¹ìº ú ët *òìºàA ¹ Kì¯Èo๠ó ºàó º [¤J¸àt ‘Nature’ "à¹ç ‘Science’ š[yA àt šøA àÅ ëšà¯à¹ ºìK ºìK ¤×ìt ÒüÚàA [¤` à>¹ W ³A šøƒ "NøK[t ¤å[º "[® [Òt A [¹ìº ú "àì³[¹A à ™åv û ¹àÊ ¹ö "à[¹\>๠NøÒ Î´šA¢ ãÚ Kì¯Èoà šø[t Ë à>¹ Ê ¯å ài¢ ë¯ìl >[ÑH[º} >à³¹ [¤` à>ã\ì> &i à Îå–ƒ¹ ³”z¤¸ì¹ šøÅ}Îà A [¹ìº --- ‘‘ët *òìºàìA ¤à¹ç ƒ¹ ë‹òà¯à =A à ¤–ƒåA ìi à [¤W à[¹ šàÒüìá ú’’ [A ”ñ t ๠³à\ìt à &ì> [¤` à>ã "à[áº ë® ï[t A Kì¯ÈoàK๹ ƒºìi ๠[·ý à”z ÎÒì\ ³à[> º’¤îº i à> šàìº ú "¯ìŸ š¹¤t¢ ã ëA Òü¤á¹³à>¹ [® t ¹ìt "à> ëA ÒüJ>³à> Kì¯Èoà-šy¹ \[¹Úìt ët *òìºàìA &Òü Ît ¸ ÎA ìºàì¹ NøÒoì™àK¸ A [¹ tå [ºìº ú &[t Ú๚¹à [¤` à>¹ šàk ¸šå[=t &i à >tå > A =à ë™àK Ò’º --- ëÎï¹\Kt ¹ \–µt &i à šø[t ì¤Åã >Û y [¤ìÑ£ à¹o¹ "¯ƒà> "àìá ú [¤` à>ã¹ ƒºìi àì¯ "à> &i à P ¹ç â«šèo¢ t =¸ ëšàÒ¹îº "à[>ìº ú šàt º &ºå[³[>Úà³¹ ¹ê šà”z¹¹ A à¹o Ò’º ë™ t ๠š¹³àoå ëA –ƒø¹š¹à šƒà=¢A oà [>K¢t ÒÚ ú &Òü A =à ® àºƒì¹ "‹¸Ú> A [¹ ët *òìºàìA ³t "àK¤Øn àìº ë™ &Òü ët \[ÑI Ú š¹³àoåì¤àì¹Òü NøÒ¹ t àš¹ l ü;Î ú "‹¸àšA ëKàѬà³ã¹ ³t ¤àƒ šøA àÅ ëÒà¯à¹ ºìK ºìK [¤Å«¹ "à> [¤` >ãÎA ìº l ü» àì¤à¹ šå>¹ "‹¸Ú> A [¹ìº ú ët *òìºàìA ëƒ[Jìº ë™ ® à¹t ãÚ [¤` à>ã¹ ƒºìi ๠³t Ç ‡ý ú Òü[t ³ì‹¸ áåšà¹>’® ๚¹à [á[i [A š¹à K‹å¹ ëºà, K‹å¹ Aà ’[¹> "à[ƒ¹ ÎÞê à> ëšà¯à K’º "à¹ç &Òüì¤àì¹ ® à¹t ãÚ ƒºìi ๠³t "[‹A Τº A [¹ tå [ºìº ú 2002 W >t "‹¸àšA ëKàѬà³ã, ët *ò¹ ÎÒA ³¢ã ëA . ëA . ³à¹Òàá "à¹ç [áA àìKà [¤Å«[¤ƒ¸àºÚ¹ "‹¸àšA &. &³. ël [® á, --- &Òü [t [>\ì> [³[º "à> &J> Kì¯Èoà šy ‘Science’ š[yA àt šøA àÅ A [¹ìº ú ÒüÚ๠šè줢 ëA Òü\>³à> [¤` à>ãìÚ l ü» ๠¤åAå t ë¤[¹[ºÚà³¹ ÎÞê à> šàÒü[Ạ"à¹ç t ๠\[¹Úìt ët *òìºàìA ™å[v û

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ƒÅ¢àÒü[áº ë™ ëÎï¹A o๠Î}Qàt ¤à "[® Qàt ìÒ ëÎï¹\Kt \–µ-šø[yû Ú๠šøà=[³A A à¹o ú "‹¸àšA ëKàѬà³ã "à¹ç ët *ò¹ ÎÒA ³¢ã ƒå\ì> "‹¸Ú> A [¹ ëƒ[Jìº ë™ l ü» ๠¤åAå t ë¤[¹[ºÚà³ A oà =A àìi à ÎòW à; [A ”ñ &ìA γÚìt ët *òìºàìA ºÛ ¸ A [¹ìº ë™ ë¤[¹[ºÚà³ A oà =A à l ü» ๠¤åAå t &ºå[³[>Úà³ ëA º[áÚà³¹ "¿àÚå A oà >àÒü ú ÒüÚ๠\[¹Úìt ët *òìºàA [·ý à”zt l üš>ãt Ò’º ë™ áåšà¹>’® à [¤ìÑ£ à¹oìÒ ëÎï¹\Kt ¹ \–µ¹ šøà=[³A A à¹o ú

ëÎï¹\Kt ¹ "à[ƒ³ QØl ã¹ ÎÞê à>t : "‹¸àšA ëKàѬà³ã "à¹ç ët *ò¹ ÎÒA ³¢ãÎA º¹ [W ”zàW W¢ àÒü [šš[ºÚà A àºà>A &ìA ¹à[t ¹ [® t ¹ìt [¤Å«[¤J¸àt A [¹ tå [ºìº ú ¹à\Ñ‚à>¹ ëÎÒü ιç k àÒüJ> [¤` à> γà\¹ ¤àì¤ š[¹[W t >à³ íÒ š[¹º ú šõ[=¯ãt ëšà¯à ëšàÞê ¹ Òà\๳à> l ü» ๠³à\t [šš[ºÚà A àºà> l ü» à ë™> &\> ¹à\ìAò ௹ íÒ š[¹º ú "àW ºìt ÒüÚ๠¤åAå t &ì> ëA Òüi à³à> Îì´±ƒ "à[Ạ™à¹ ¤àì¤ Òü [¤ìÅÈ Ñ‚à> šà¤¹ ë™àK¸; "à¹ç t ๠ºKt ë™àK Ò’º ® à¹t ãÚ [¤` à>ã ƒºìi ๠š‡ý [t Kt Kì¯Èoà "à¹ç í¤šÃ[¯A [W ”zà ú &Òü l ü» àìi ๠[¤ìÅÈâ« "à[áº ë™ ÒüÚ๠ѣ [i A ãA ¹o (crystalization) ë¯Ê à NøÒ¹ ¤åAå ìt íÒ[Ạú "‹¸àšA ëKàѬà³ã¹ ƒìº &Òü l ü» àìi ๠¤åAå t "¿àÚå ë³ïºì¤à¹ [¤W à[¹ t ๠š[¹³ào [>o¢Ú A [¹ìº ú &Òü A à³¹ ¤àì¤ l üš™åv û Îå[¤‹à "àÒ쳃à¤àƒ¹ ë® ï[t A Kì¯ÈoàKà¹t "àìá ú ët *òìºàìA l »ü ๠¤åAå t =A à "¿àÚå [>l Aü à àÒül ì¤à¹ [>o¢Ú A ¹à¹ šàát ëÎÒüì¤à¹¹ \[¹Úìt ëÎï¹\Kt ¹ "à[ƒ³ QØl ãìi ๠ÎÞê à> A [¹ìº ú Ç >àt l ü\å ë™> ºà[Kìº* &Òü A à³ ™ì=Ê A [k > "à[Ạú 1998 W >t &J> [W [k ¹ \[¹Úìt ët *òìºàìA Kì¯Èo๠šøà=[³A ó ºàó º ‘Nature’ š[yA àt (5 ëó ¤øç ¯à¹ã, 1998) šøA àÅ A [¹ìº ú &Òü šy¹ ëºJA "à[Ạ--- &³. áà[Ò\šàº, ë\. &>. ëKàѬà³ã, &. &³. ël [® á, &º. Nøá³à> "à¹ç &á. ëº[¯á ú [Åì¹à>à³à "à[ẖA stellar origin for the short-lived nuclides in the early solar system ú šyìºJA ÎA º¹ [šá¹ [t [>\> "àì³[¹A à ™åv û ¹àÊ ö¹ [¤` à>ã ú "àìºàW >àt ët *òìºàìA l ìü ÀJ A [¹ìº ë™ "à[ƒ³ l ü» àt &ì> [A áå³à> "àÒüá’i š "àìá [™ì¤à¹ "à[ƒ³ ëÎï¹\Kt t =A à "¿àÚå [>l üAà àÒül ¹ Û Ú\ šƒà=¢ ú &Òü "àÒüá’i šì¤à¹¹ \[¹Úìt "à[ƒ³ ëÎï¹\Kt Kk >¹

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γÚA ຠ[>o¢Ú A ¹àt ÎÒàÚ A [¹¤ šàì¹ ú [™ìÒtå ³àtõ ë³ïº¹ šøàWå ™¢ [>[ƒ¢Ê, ëÎìÚ &Òü š[¹³ào¹ \[¹Úìt [>l üAà àÒül ¹ l ü;Î ">åÎÞê à> A [¹¤ šà[¹ ú (ë™ì> @ 41ca, 26Al, 60Fe, 53Mn, "à¹ç 107Pd ) "๴±[oìt ÒüÒòt &ìA >Û y l ü;ιš¹à l ü;š[v ëÒà¯à, --- ÒÚìt à ëA àì>à ¹R à íƒt ¸ ¤à áåšà¹>’® à ú 41Ca "à¹ç 26Al ¹ [>\ [>\ Δz[t ë³ïº¹ (yû ì³ 41K "à¹ç 26Mg) \[¹Úìt &i à P ¹ç â«šèo¢ t =¸ \à[>¤ š¹à íKìá ú ëÎÚà íÒìá ë™ [ÎÒòt ¹ l ü;š[v "¿àÚå [>l üAà àÒül ¹š¹à ëÒà¯à ú Kì¯Èo๠[·ý à”z Ò’º ë™ &Òü [>l üAà àÒül ì¤à¹¹ l ü;š[v ¹ íÎìt &ìA ài à >Û y l ü;Î \[Øl t "à¹ç "à[ƒ³ ëÎï¹ ë³Q¹š¹à Î虢 Kk > ëÒà¯à¹ Î³Ú &A [>™åt ¤á¹t îA * A³ú š¹¤t¢ ã ¤á¹t ‘Science’ š[yA àt (21 ë³’, 1999) &J> P ¹ç â«šèo¢ Kì¯Èoà-šy šøA àÅ šàìº ú ‘‘26Al in Eucrite Piplia Kalan : Plausible Heat Source and Formation Chronology’’ –ÅãÈ¢ A

Kì¯Èoà-šy¹ ëºJA "à[Ạ"‹¸àšA ëKàѬà³ã, ët *ò¹ áày [\. Åøã[>¤àÎ> "à¹ç [¤` à>ã &>. ® àr à¹ã ú &Òü šyt ët *òìºàìA [šš[ºÚà A àºà>¹ l ü» ๠δ±¯š¹ Å[v û l ü;Î "à¹ç Kk >¹ yû ³ δšìA¢ "àìºàW >à A [¹ìº ú l ü» ๠¤åAå ¹š¹à "àÒ¹o A ¹à ëšÃ[\"’ìAà \t =A à &ºå[³[>Úà³ ë³Kì>[áÚà³ "àÒüá’i š [¤ìÅÃÈo A [¹ ët *òìºàìA ëƒ[Jìº ë™ 27Al "à¹ç 26Mg ">åšàt 2000 ¹ š¹à 7000¹ [® t ¹t ú Òü "[t [¹v û ë³Kì>[áÚà³¹ (26Mg) l üš[Ñ‚[t ¹ Òü}[Kt [ƒìÚ ú &Òü [>¹ãÛ ìo &i à [·ý à”zt l üš>ãt A ¹àÚ ë™ l ü» ๠³àtõ "à¹ç ">¸à>¸ NøÒàoå¹ [® t ¹t Kº> "à¹ç [¤ì® ƒ>¹ ( differentiation ) t àš l ü ; Î Ò’º &ºå[³[>Úà³-26 ú l ü» àìi ๠³àtõ NøÒ¹ "à[ƒ "¯Ñ‚àt l üš[Ñ‚t =à[A ¤ š¹à 26Al/27Al ¹ š[¹³ào [>o¢Ú A [¹ ët *òìºàìA &Òüìi à [·ý à”zt l üš>ãt Ò’º ë™ ³àtõ ¹ Kº>, [¤ì® ƒ> šø[yû Úà "à¹ç ëJàºà Kk > ëÎï¹\Kt ¹ l ü;š[v ¹ šòàW [>™åt ¤á¹¹ [® t ¹t íÒ[Ạú ÒüÚ๠šè줢 ¹ÎàÚ>¹ >’줺 [¤\Úã [¤` à>ã ëÒ¹Á Òül ìü ¹Òü &i à ³t "àK¤Øn àÒü[áº ë™ NøÒàoåšg å Kºà¤îº t àš¹ ë™àKà> δ±¯t @ ët \[ÑI Ú &ºå[³[>Úà³ ë³Kì>[áÚà³îº ¹ê šà”z¹¹ \[¹Úìt íÒ[Ạú [A ”ñ t ๠ëA àì>à ë™àK¸ šø³ào >à[Ạú "‹¸àšA ëKàѬà³ã¹ ƒº¹ Kì¯ÈoàÒü &Òü ™åKà”zA à¹ã

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³t šø[tËà A[¹ìºú tƒåš[¹ ët*òìºàA¹ "à> &ià P¹çâ«šoè ¢ ¤¹R[o Ò’º NøÒ¹ lü;š[v¹ γÚ-Aàºú ÒüÚ๠šè줢 šø[t[Ët ³t ">åÎ[¹ ëÎï¹\Kt Kk >¹ [¤á [>™åt ¤á¹³à> šàát ìÒ "à[ƒ³ NøÒ¹ Kk> íÒ[áºú ®à¹tãÚ ƒºìi๠Kì¯ÈoàÒü šø³ào A [¹ìº ë™ NøÒ¹ l ;ü š[v ¹ ¤àì¤ Òü³à> γڹ šøìÚà\> ëÒà¯à >à[áº, δ±¯t@ ëÎï¹\Kt Kk>¹ šòàW [>™åt ¤á¹¹ [®t¹ìt íÒ[Ạú 2002 W >¹ 13 [l ìW ´¬¹ Î}J¸à¹ ‘Science’ š[yA àt ë® ï[t A Kì¯ÈoàK๹ ëA . ëA . ³à¹Òàá, "‹¸àšA ëKàѬà³ã "à¹ç [áA àìKà [¤Å«[¤ƒ¸àºÚ¹ &. &³. ël [® á¹ &J> Kì¯Èoà-šy šøA àÅ šà캖‘‘ShortLived Nuclides in Hibonite Grains from Murchison : Evidence for Solar System Evolution’’ ú &Òü Kì¯Èoà-šy¹ \[¹Úìt ët *òìºàìA

"à>ì¤à¹ Ñ‚à>t ëšà¯à l ü» àì¤à¹ì¹à [¤ìÅÃÈo W [º =à[A º ú ³‹¸ šøìƒÅ¹ ëá³à¹ìA à>à l »ü ๠¤åAå t ëºà¹ (60Fe) ÎÞê à> ëšà¯à K’º ú &ì> ‹¹o¹ [¤[® Ä Kì¯Èo๠ó ºàó ºÎ³èÒ &A ìKài A [¹ ¯à[Å«}i > [¤Å«[¤ƒ¸àºÚ¹ "‹¸àšA "àì>¢Ê [\Äàì¹ ‘Science’ š[yA àt (11 &[šøº, 2003) &i à P ¹ç â«šèo¢ šø¤Þê šøA àÅ A [¹ìº --- ‘‘An Isotopic View of The Early Solar System’’ ú &Òü Kì¯Èoà-šy¹ \[¹Úìt [\Äàì¹ ® à¹t ãÚ [¤` à>ã¹ [W ”zà‹à¹à ÎA ìºàì¹ NøÒoì™àK¸ A [¹ tå [ºìº ú &Òüƒì¹ &i à l ü» àÒü ëÎï¹\Kt ¹ \–µ ¹Òθ ¤¸àJ¸à A ¹àt ÎÒàÚ A [¹ìº, "à¹ç "‹¸àšA [\ìt –ƒø>à= ëKàѬà³ã "à¹ç ët *ò¹ ÎÒA ³¢ãÎA º¹ Kì¯ÈoàÒü ëÎï¹\Kt ¹ l ü;š[v ¹ >tå > [W ”zà‹à¹à šø[t Ë à A [¹ìº ú

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šø[t Ë à A [¹ìº ë™ ëÎï¹\Kt ¹ yû ³[¤A àÅt Å[v û ¹ šøà=[³A [šš[ºÚà A àºà> l ü» ๠\[¹Úìt ëÎï¹\Kt ¹ \–µ l ;ü Î >Û y l ;ü Î, Å[v û ³à> A o๠"[® Qàt >ÒÚ ú &Òü¤à¹ ¹Òθ l üƒQài > A ¹à ® à¹t ãÚ [¤` à>ã ƒºìi ๠³Òà>àÚA ët *òìºàìA &i à ë¤ìºK l ü» à "‹¸Ú> A [¹ìº ™à¹ ¤åAå t "‹¸àšA [\ìt –ƒø >à= ëKàѬà³ã¹ [¤ÈìÚ [¤Å«Òü [™³à> \àì>, ë¤[¹[ºÚà³¹ (10 Be) Û Ú\ šƒà=¢ 10B ¹ ÎÞê à> ëšà¯à íK[Ạú l üìÀJì™àK¸ ë™ ëÎÒü iå Aå ¹àìi àt &ºå[³[>Úà³ "à¹ç ëA º[áÚà³¹ Û Ú\ šƒà=¢ ëƒJà 1 >K’º ú t ๠³àì>- ë¤[¹[ºÚà³¹ l ü ; š[v &ºå [ ³[>Úà³, ëA º[áÚà³t îA ë¤ìºK ú ÒüÚ๠δ± ¯ š¹ ™å [ v û Ò’º ë™ ë¤[¹[ºÚà³¹ l ü ; š[v ëÎï¹ 3 >ãÒà[¹A àt Å[v û ³à> A o๠2 [¤[A ¹o ú "à>Òàìt , &ºå [ ³[>Úà³, ëA º[áÚà³¹ ">åš[Ñ‚[t ìÚ &Òüìi à ÎèW àÚ ë™ &Òü ƒåi à š¹³àoå¹ l ü;š[v ¹ l ü;Î šø[t ì¤Åã >Û y ú &Òü Kì¯Èo๠5 \[¹Úìt ët *òìºàìA [·ý à”zîº 4 "à[Òº ë™ ëÎï¹\Kt ¹ l ;ü š[v ¹ 1 ú ë³ìKìº[>A ë³Qt &[i áåšà¹>’® ๠(N49) "¯[ÅÊ ú šøà=[³A l ü;Î ëA àì>à >Û y¹ 2 ú [šš’[ºÚà A àºà> l »ü ๠iå Aå ¹à¹ šøÑì‚ ZრÒüìºC >ö ³àÒüyû ’ÑHš¹ t ºt "‹¸Ú> A ¹à íÒìáú l üš[Ñ‚[t ú 3 ú t ¹ç o áåšà¹>’® ๠"¯[ÅÊ ú >àá๠W –ƒø &ìGì¹ "¤\à¹ì® i [¹¹ \[¹Úìt Îõ[Ê A ¹à á[¤ú "‹¸àšA ëKàѬà³ã¹ &Òü 4 ú [šš’[ºÚà A àºà> l ü» ๠&i à iå Aå ¹à ú Kì¯Èo๠γÚìt [¤Å« ¹ 5 ú l ü» àìi ๚¹à iå Aå ¹à [A áå³à> ® à[R "‹¸Ú> A ¹à íÒìáú 57 Vol. VI, ISSUE - I, Sep.'08

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"Îì³ t àt îA A ³ \àì> ú Åà[”zѬ¹ê š ® ài >K¹ ¤òi àì¹ [¤®è [Èt &ÒüK¹àA ã [¤` à>ãìÚ ¤t¢ ³à> "àÒ쳃à¤àƒ¹ ë® ï[t A Kì¯Èo๠Îe àºA ¹ šƒ "º}Aõ t A [¹ "àìá ú "à>–ƒ¹ A =à ë™ "‹¸àšA ëKàѬà³ã ® à¹t ãÚ ³ÒàA àÅ "[® ™à> ‘W –ƒø™à>-1’¹ ³åJ¸ [¤` à>ã ú "γ¤àÎã¹ ¤àì¤ ÒüÚàt îA "à>–ƒ¹ A =à [A Ò’¤ šàì¹! "‹¸àšA ëKàѬà³ã¹ \–µ ë™à¹Òài (18 >쯴¬¹, 1950 W >) ú P ¯àÒài ã [¤Å«[¤ƒ¸àºÚ¹š¹à šƒà=¢[¤` à>t Ζµà>ÎÒ Ñ•àt A (1968) "à¹ç šƒà=¢[¤` à>t Ñ•àt ìA àv ¹ (1970) šàk ¸yû ³ Îó ºt àì¹ Î´šèo¢ A ¹à¹ šàát ët *ò ³å´à¬ Òü¹ i ài à Òü>[Ê [i l iü "¯ ó àr àì³ìsi º [¹áàW¢ t Kì¯ÈA áày [ÒW àìš (1970-73) Kì¯Èoà "๴± A [¹[Ạú š¹¤t¢ ã A àºt ët *ò "àÒ쳃à¤àƒ¹ ë® ï[t A Kì¯ÈoàKà¹t Kì¯Èoà ÎÒì™àKã [ÒW àìš ¤¹R [o "àK¤Øn àÒü[Ạú 1978 W >t ët *ò P \¹ài [¤Å«[¤ƒ¸àºÚ¹š¹à l C ì¹i l üšà[‹ ºà® A ì¹ ú ëÎÒü &ìA ¤á¹ìt ët *ò ® à¹t ãÚ [¤` à> Î}т๠(INSA) ™å¯ [¤` à>ã¹ ë³ìl º ºà® A [¹[Ạú "‹¸àšA ëKàѬà³ã¹ Kì¯Èo๠ëÛ yJ> ™ì=Ê P ¹ç â«šèo¢ ú ët *ò ëÎï¹\Kt ¹ \–µ ¹Òθ¹ š³ ëJ[ƒ t àA l ü–µã[ºt A ¹à¹ šøÚàÎ A [¹[Ạú ëÎï¹\Kt ¹ yû ³[¤A àÅ, ëÎï¹->Û y¹ δ¬Þê , [ÅÇ Î虢¹ A àr A ºàš, NøÒì¤à¹¹ yû ³[¤A àÅ, W –ƒø "à¹ç l ü» à, ³Òà\àK[t A ¹[Ƶ, ®è Î³Ú [¤` à> ( Geochronology ), --- &Òü ì ¤à¹ ët *ò ¹ Kì¯Èo๠[¤ÈÚ ú ‘ëÑšá캤-3’¹ íÎìt l ü;ìÛ šo A ¹à ® à¹t ãÚ ³Òà\àK[t A ¹[Ƶ š¹ãÛ à ‘">å¹à‹à’¹ (1985) ÎÒ-Kì¯ÈA [ÒW àìš ët *ò P ¹ç â«šoè ¢ ¤¹R [o "àK¤Øn àÒüìá ú t ƒåš[¹ W –ƒø¹ ¤åAå ¹ [ź¹ >³å>à "à¹ç &si àA¢ [i A ๠l ü» àKì¯Èo๠ët *ò ³åJ¸ š¹ãÛ A ú 2004 W >칚¹à ‘W –ƒø™à>1’¹ ³åJ¸ [¤` à>ã [ÒW àìš ƒà[Úâ« ¤Ò> A [¹ ët *ò [¤[® Ä Kì¯ÈoàγèÒ¹ š[¹A ¿>๠>Gà ít Ú๠A [¹ìá ú &Òü\>à ¤ì¹o¸ [¤` à>ã¹ Kì¯Èo๠ë¤[á® àK Î³Ú "àÒ쳃à¤àƒ¹ ë® ï[t A Kì¯ÈoàKà¹t ™åv û íÒ "àìá ú Kì¯ÈoàK๹ [¤[® Ä šƒt ƒà[Úâ« ¤Ò> A [¹ (ëó º’ 1980-86, ÎÒì™àKã "‹¸àšA 1987-94, "‹¸àšA 1995-2000, ë\¸Ë "‹¸àšA 2000-2005) 2005 W >t ët *ò Îe àºA ¹ "àÎ> "º}Aõ t A ì¹ ú "γ¤àÎã¹ ¤àì¤ Òü &A ëK﹯¹ [¤ÈÚ ú šøàÚ W à[¹ ƒÅA ì\à¹à Kì¯Èoà \ã¯>t "‹¸àšA ëKàѬà³ãìÚ ¤×ìt à [¤ìƒÅã Kì¯Èoà šø[t Ë à> "à¹ç

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[¤Å«[¤ƒ¸àºÚ¹ "à³”|o ºà® A [¹ìá ú Kì¯ÈA áày [ÒW àìš ëA [ºó ’[>¢Úà [¤Å«[¤ƒ¸àºÚ¹ ¤àA¢ ìºt (1975-76) "à¹ç "à³[”|t Kì¯ÈA [¤` à>ã [ÒW àìš áà> [l ìÚK’t "[® ` t à "\¢> A ì¹ ú ët *ò °³o A ¹à ">¸à>¸ ëA ÒüJ>³à> Ñ‚à> Ò’º --- "à³[”|t [¤` à>ã, ¯à[Å«}i > [¤Å«[¤ƒ¸àºÚ (1982, 1984, 1986), [Òl üÊ >¹ ºå>๠&r ëšÃì>ìi [¹ áàìÚX Òü>[Ê[i l i (1997, 1999), \àì³¢[>¹ ë³G ëšÃ}A Òü>[Ê[i l üi (2000, 2003 "à¹ç 2004) "à[ƒ ú &Åt îA * "[‹A ¹àÊ ãö Ú "à¹ç "à”z@¹àÊ ãö Ú í¤` à[>A ³e t [>\¹ Kì¯Èo๠ó ºàó º l üšÑ‚àš> A ¹à¹ l üš[¹* ël ¹Åt îA * "[‹A Kì¯Èoà-šy¹ \[¹Úìt "‹¸àšA ëKàѬ à ³ãìÚ [¤` à>\Kt îº l ü ì ÀJì™àK¸ ¤¹R [o "àK¤Øn àÒüìá ú ® à¹t ãÚ [¤` à> &A àìl [³¹ ƒåJ> Nø”‚ ët ìJìt δšàƒ>à A [¹ìá ú "‹¸àšA ëKàѬà³ã¹ ¤¹R [o¹ ѬãAõ [t [ÒW àìš ¤×ìt à í¤` à[>A γàì\ ët *òìºàA ¹ Î}т๠΃θ [ÒW àìš ët *òA "àƒ[¹ íºìá ú [¤Å«¤ì¹o¸ &ÒüK¹àA ã [¤` à>ã¹ ¤òi à "à¹ç Ζµà>¹ t à[ºA àJ> ™ì=Ê ƒãQº ú áày [ÒW àìš ët *ò ¹àÊ öãÚ [¤` à> ë³‹à ¤õ[v (NSTS) ºà® A [¹[Ạú Kì¯Èoàt ¤øt ã ëÒà¯à¹ ëA Òü¤á¹³à> šàáìt Òü ™å¯ [¤` à>ã ¤òi à (INSA) "à¹ç 1994 W >t Ζµà>ãÚ Åà[”zѬ¹ê š ® ài >K¹ ¤òi à ºà® A [¹[Ạú 2003 W >t ët *òA A ³º Aå ³à¹ã ¤òi àì¹ Î–µà[>t A ¹à íÒ[Ạú 2004 W >칚¹à ët *ò Current Science š[yA ๠δšàƒ>à Î[³[t t "àìá ú Òü Ú à¹ šè ì ¤¢ ët *ò Geochemical Journal (1997-2003) "à¹ç Earth and Planetary Science Letters-"¹ (2001-06) δšàƒ>à Î[³[t ¹ íÎìt ™åv û "à[Ạú ® à¹t ãÚ ³ÒàA àÅ Kì¯Èoà Î}Ñ‚à (ISRO), Òü>[Ê[i l üi "¯ šÃà\³à [ó [\A á, Òü[r Úà> Òü>[Ê [i l üi "¯ i ö[šìA º ë³i ¹’º[\, ëi Gi àÒüº [¹áàW¢ Òü>[Ê [i l üi "à[ƒ¹ A àl ü[e º ΃θ [ÒW àìš \[Øl t íÒ "àìá ú [¤` à> "à¹ç šø™å[v û [¤ƒ¸à Îe àºA àºÚ¹ [¤` à> "à¹ç "[® ™à[”|A Kì¯Èoà Î[³[t ¹ ët *ò ΃θ ú ë® ï[t A Kì¯ÈoàK๹ Îe àºA "à¹ç ‘W –ƒø™à>1’¹ ³åJ¸ [¤` à>ã [ÒW àìš šøW à¹[¤³åJ "‹¸àšA ëKàѬà³ãìÚ ® à¹t ãÚ [¤` à> Kì¯ÈoàA Îå ì ™àK¸ ë>tõ â« šø ƒ à> A [¹ìá ú (ëÎï\>¸ : šøà[”zA 16 ëó ¤øç ¯à¹ã, 2008 ú &Òü ¹W >à ëºJA ¹ ">å³[t ÎàìšìÛ šèo@ šøA àÅ A ¹à Ò’ºú)

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&i à "àÎ[v û =àìA ú ³à>¯ Źã¹t ¤[‡ý¢ t 볃ì¤à¹ \³à íÒ Å¹ã¹¹ *\> ¤à[Øn ¤îº ‹ì¹ ú &Òü ¤[‡ý¢ t Ź㹹 *\>A "’ì¤[W [i ¤å[º \>à ™àÚ ú &Òü š[¹Qi >àìi ๠A à¹o ÑšÊ >’Òìº* Kì¯ÈA ÎA ìº k ௹ A [¹ìá ë™ --- ÒüÚ๠A à¹o ³åJ¸t ƒåi à : šø=³ìi à íÒìá ëƒÒ¹ šøìÚà\>îA "[‹A ³àyàt Jàƒ¸ NøÒo A [¹ìº *š¹[e ëA º[¹ ® àK 볃 ¹ê ìš \³à ÒÚ "à¹ç [‡t ãÚìt ¤}ÅK[t Îèy ú ëÎìÚìÒ "’ì¤[W [i A \ã[>Ú [¤Î}K[t ¤à š[¹ì¤Å [¤Î}K[t ¹ ó ºàó º ¤å[º A ’¤ šà[¹ ú ΃¸šøàœ t =à ">åÎ[¹ "’ì¤[W [i ¹ ëÛ yt \ã>¹ Î[yû Ú ®å [³A à =à[A ìº*, ¤v¢ ³à>¹ \ã¯>-™àš>¹ š‡ý [t "à¹ç šø[t [ƒì>Òü ³àyà[‹A ëA º[¹™åv û "àÒ๠NøÒoìÒ ³åJ¸ A à¹o ú ÒüÚ๠*š[¹* "à> [A áå³à> [¤Î}K[t ë™ì> --- Aå [W }W [W –ƒø³ ¤à =àÒü¹Òül Ò¹³>¹ [>³—Kà³ã [>:ιo "à[ƒ* ÒüÚ๠A à¹o ú ³[ÒºàÎA º¹ ëÛ yt &W i ö’ì\> >à³¹ &A Ò¹³’ì> 볃 \³à ëÒà¯àt "[¹Òoà ë™àKàÚ ú [A ”ñ ë™[t Úà 40-50 ¤á¹ ¤ÚÎt ³àìÒA ãÚà ˜ tå Ñ÷ठ¤Þê íÒ ™àÚ ët [t Úà ëƒÒt &W i öì\>¹ š[¹³ào A [³ ™àÚ "à¹ç &Òü 볃ì¤à¹ l üƒ¹ "}Åt \³à Ò’¤îº ‹ì¹ ú K[t ìA ëƒJà ™àÚ "’ì¤[W [i ¹ ëÛ yt Ò¹³’>¹ "[¹Òoà* l üìÀJì™àK¸ ú

"à[\ A à[º [ÅÇ ¤à [A ìÅ๠"¯Ñ‚àìi à &Òü ¤[‡ý¢ t íƒ[ÒA *\ì> Î³Î¸à ¹ê ìš ëƒJà [ƒìá ú &Òü ¤¸[v û ÎA ìº A ’¹’>à[¹ Òài¢ ¹ "Îå J , l ü Z W ¹v û W àš, ³‹å ì ³Ò, ÒàÒüšà¹[º[šìl [³Úà, l üZW ³ày๠A ’ìºìÊ ¹º "à[ƒt ®å Kà ëƒJà ™àÚ ú Jàƒ¸ >ºã¹ [>³—à}Ź A A¢ i ë¹àK, šøìÊ i Nø[”‚, \¹àÚå, [l ´¬àÅÚ "à¹ç Ñz>¹ A A¢ i ë¹àK "à[ƒ* &Òü "’ì¤[W [i ¹ ¤àì¤Òü Ò’¤ šàì¹ ú ÒüÚ๠*š[¹* ÒàØl ¹ [™ì¤à¹ ë\à¹àÒü ® ¹ Î[Ò¤ ºKà ÒÚ ëÎÒüì¤à¹ >Ê Ò’¤îº ‹ì¹, ™à¹ ó ºt Kòà[k ¹ [¤È "๴± ÒÚ ú [A ìÅà¹ÎA º¹ ëÛ yt Îà³à[\A š[¹ì¤Å [¤³åJã ³> &i à KØn íº l ük àìi àt "’ì¤[W [i ¹ ®å [³A à >åÒü A [¹¤ ë>à¯à[¹ [™ìÚ [A ìÅà¹ÎA º¹ ³à>[ÎA [¤A àÅt ¤à‹à¹ Îõ[Ê A [¹ìá ú Kì¯ÈA ÎA ìº íA ìá ë™ --- ‹å´÷šà>¹ šàáìt Òü ³õtå ¸A ¤à‹à [ƒ¤ š¹à [‡t ãÚ ¤¸à[‹ íÒìá --- "’ì¤[W [i , [™ìÒtå Òü ¤×ìt à "ÎåJ¹ A à¹o ú í¤` à[>A t =¸¹ š¹à \>à ™àÚ ë™ Û ão-³à>åÒ¹ ëƒÒt ¹àÎàÚ[>A š[¹¤t¢ >¹ Ò๠ÅA t ³à>åÒt îA ë¤[á, ëÎìÚìÒ ÅA t ³à>åÒ¹ ëƒÒt "¯[ÅÊ ëA º[¹ ® àK 볃¹ê ìš \³à Ò’¤îº Îå[¤‹à šàÚ ú ëÎìÚìÒ \ã[>Ú ¤à Ò¹³’>¹ šø ® ठ=à[A ìº* "t ¸à[‹A íƒ[ÒA *\>ìi à Jàƒ¸¹ ºKt δ¬Þê =A à &i à Îà‹à¹o íƒ[ÒA [¤Î}K[t ú Òü Ú àA Åà¹ã[¹A š[¹Åø³ "à¹ç "àÒ๠NøÒo¹ ³ày๠γt à Ñ‚àš> A [¹ [A áå š[¹³àì> ¹ç [‹¤ šà[¹ ú

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Ashifa Sobhan, Lecturer in English, Namrup College

“I value human relationship very much, very intensely. It makes one’s existence worthwhile – human relationship in any from, inside the family or outside. I think I have 1 expressed this philosophy successfully.” – R. K. Narayan. Human relationships more particularly family relationships constitute a major theme in Narayan’s novels. The family is the immediate context in which his sensibility operates and his novels are remarkable for the subtlety and conviction with which family relationship are treated. This preoccupation with his human character and their relationships with others has been repeatedly asserted by the author, “My main concern, is with human characters a central character from which point of view the world of seen and who tries to get over a 2 difficult situation or succumbs to it to fights it in his own site.” The shift in focus to the inner workings of the human mind in the post war situation has helped writers to engage themselves in unravelling the psychology of human character. This has helped in bringing to light the hopes, fear, conflicts, desires, of the sub conscious and thereby helped in a better understanding of human condition. In all his novels, he displays a warm humanism with a mild humour to expose the foibles and follies, eccentricities and obsessions, the successes the failures of human in the flux of life. He is constantly in the grip of human condition, to realize the world within and out. Narayan has a human touch. Narayan’s fictional setting “ is a place of ancient of Hindu myth thus ensuring his questioning and solutions are firmly 3 rooted in his own cultural ethos.” His is the search of the true self under the cover of falsehood. In order to highlight this, he has sought Indian epic literature as a source of motifs for his novels. He therefore asserts that, “even in the humble social unit or family It’s a multilingual column. Our valued writers can contribute write-ups in any of the four languages — English, Assamese, Bengali and Hindi. – Editor

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we can detect a Rama striving to establish 4 peace and justice in conflict with a Ravana.” As an Indian, he always tries to focus his attention on the family situations. To quote him “we however seek excitement in our system of living known as the joint family. The strain and stresses of the society emerging from it and the composition of the caste system are inexhaustible 5 subjects for us.’’ This shows his immense commitment to the basic Indian social reality. Parental love is one of the more significantly refrains in Narayan’s fiction, There is no character in Narayan so vile that he is not moved by love of children, at least his own. And Narayan’s rogues become loveable because of their ready responses to children. Most of the major characters are devoted fathers. Chandran’s father in ‘The Bachelor of Arts’ belong to an earlier and more undemonstrative generation; he says nothing very effusive when Chandran returns, just as he said nothing when Chandran ran away, but he ages in those eight months. One of the best point in ‘The Bachelor of Arts’ in this relationship, is the wordlessly intimated bond between parents and son the sorrowing father not tending the garden, the fond mother keeping Chandran’s room spotlessly clean. In Margayya, ‘The Financial Expert’ and Jagan, ‘The Sweet Vendor’, we see parental love carried to the point of impudence. In ‘The Vendor of Sweets’, Narayan delves in the theme of the conflict arising out of the generation gap between father and son. He emphasizes Jagan’s attachment to his son as an illusion. Mali is the only surviving relic of Jagan’s dead wife. Jagan wants to dominate and impose his will over his son merely because he holds the purse strings. Hence the concept of ‘the other’s, where one cannot accommodate ‘the other point of view’ comes into play. The nationalist leaders and intellectuals shaped and gave substances to some of the concepts of Paradigms or Postcolonial studies as conflict of ‘us against them’, of ‘self versus others’.6 The concept of ‘self versus the other’ comes into play in the unit of the family, a society, a community, race and nation. It appears

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to be a major off shoot of a thirst for power in man. The novel expresses Narayan’s ability to handle the themes of human relationship in relation to the changing situation. Both the father and son in the novel are opposite in theirs ways of thinking, their ideologies and remain as such, which gives rise to the conflict between them. In ‘The Financial Expert’, we see, Margayya, the father to be obsessed by his son Balu and spend his time thinking of his son’s future. He is full of fantasy and dreams about his son. Narayan, in this novel gives a clear picture of an over indulgent father and a spoilt son, whose ways of life go in the opposite directions, thus creating conflicts and tensions in their lives. The novel focuses on an inward journey where the ‘stream of consciousness’ and the ‘working of the mind’ of the characters are particularly dealt with. The two chief urges in the life of the protagonist of the novel Margayya, are his love for money and love for Balu; and these are the two images which given coherence to the plot and a decisive direction to the protagonist’s action. In the novel Narayan blends realism and fantasy. The element of fantasy doesn’t go out of proportion. It blends harmoniously with the realism of setting and characterization. A psychoanalytical realism prevails throughout the novel where the protagonist workings of the inner mind can be understood. Narayan’s canvas of writing concentrates on the way of life of the people whose psychology and settings he is most used to. It is in this layout, that we see Narayan’s delineation of human relationships in the ‘impact of western culture on eastern ethos. (the east-west encounter of ethics) the conflict between convention and revolt, between tradition and modernity, between orthodox faith and religion, between older and younger generations, between tensions of an individual and those of patronizing family structure, culminating into social tensions between order and disorder in which the later is invariable 7 subdued and relegated to the background.

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Human beings, their relationships with other characters and the inner working of the mind seem to be the base of Narayan’s fiction. C.D. Narasimhaiah, the international name in commonwealth criticism rightly acclaims that R.K. Narayan’s novels seeks to study the 8 ‘struggle towards maturity’, It is a quest or an aspiration with an awareness to a responsible resolution, all to a calm resignation. Almost in the same manner, William Walsh says that ‘the acceptance of life as a kind of piety towards existence, isn’t simply an inherited temperament with its corresponding technique of passive reflection. It is something which has to be working towards, grown up to, gradually 9 matured.” Apart from ‘The Vendor of Sweets’ and ‘The Financial Expert’ the father-son relationship can also be traced to some extent in the ‘The Bachelor of Arts’ Chandran’s father who of a much older generation had a very silent relationship with his son. Narayan in his first novel ‘Swami and Friends’, very well portrays the relationship between friends in the childhood period. In the novel we get to study child psychology to a great extent in the relationship of Swami with his friends, their flights, their love and hatred among themselves their mischiefs and their innocence. All these bring to light the inner workings of the mind of a child. In ‘The Dark Room’ and ‘The Guide’ Narayan delves in the themes of husband-wife relationship which gives us a glimpses of marital problems of husband and wife and the psychoanalytical passages in the novels makes one understand in a much better way this very important relationship in human life. Narayan’s achievement lies in splitting up the segments of human relationship in a typically Indian family scenario. It is therefore his determined attempt to unravel and understand the Indian reality. In ‘Waiting for Mahatma’ “the theme is apparently the Bharati-Shriram romance which however gains a new dimension in the background 10 of their common allegiance to the Mahatma.” It

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narrates the love story of Shriram and Bharati against the back ground of the political life of India during the years which immediately preceded the independence of the country in 1947. ‘The Painter of Science’ is a “narration of human relationship which fails to attain the extra dimension of significance which Narayan’s major work possess.”11 The relationship between Raman, the young unattached sign painter and Daisy of the planning centre, goes through vicissitudes finally leaving Raman’ sans’ both his aunt and his wouldbe wife. Human relationship have always been an important theme in Narayan’s novels. A study of human relationships in R.K. Narayan’s novel is a way of educating oneself, as it brings to light various avenues of human thought which helps one to lead a better life in this world. Thus Narayan’s novels, dealing with the theme of human relationship at various levels, are a lesson in themselves for the common people. Though Narayan as a writer was never didactic, as he tries to portray the society as it is, a reader is bound to feel enlightened after reading his novels. Self exploration and self knowledge seem to be an integral part of his novels, where the characters, through the relationships with others seem to develop as a character and as a person. The modern world of today is full of crisis are various levels-self, family national and the greater world. This crisis can be more or less minimized if we can probe into the human psychology. Narayan’s human relationship in his novels will surely help in attaining some sort of equilibrium in the world if this aspects of his novels is taken up seriously. Twentieth century studies of John Austen’s fictions have attempted to show how money plays a vital role in the relationship of marriage, as a women during her times had no other choice to better their life-style or quality of lives except through marriage. Contd on Page 66

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[>Ú¹¹ K\ຠA ³º KîK

[>Ú¹¹ [>Íšàš [>³¢º ³åAå t à Źt ¹ ëůà[ºt [\[º[A šå¯à [ƒ¤¸¹ ë¹R [>t [³[W [A ÚàÒü [³k à &A ιK¹ ">å®è [t ëA ¯º ëÎÚàÒü ë> "àA àÅìt à aìº [>Åà Åà[”z š[¤y ¤[”z "à¹ç [>Åàš[t l üÅàÒt [³k à [>ÅàÒt ¤t àÒ ³õƒå Îå¹¹ ‹¤[> ëA ì>à¤à [A Ĺ㹠[¤¹ÒA ÎA ¹ç o t à> "à¹ç ëÎÒü "àšàÒìt ë³à¹ [¤šÃ¯ã ³>ìi à K¹[\ l üìk ³Òà\>¹ ëÅàÈo¹ [¤š¹ãìt ëÒ\à¹\>¹ ® àK¸ ¤W à ëA à> ëÎÒü ³Òàƒà>¤ ® ‰t ๠³åJà [š[Þê Ç ì>à¯à #Å«¹-"àÀ๠¤àoã Ûå ‹à¹ t àØl >àt "Ä ÎÞê à> A ¹à [ÅÇ ³àtõ ³à>åÒ¹ šø[t >àÒü "A ìoà ÎÒà>å®è [t [A ”ñ ή àt l üƒàv A ì–k A Ú "à[³ ³à>¯ \à[t =à[A ¤ ºàìK [³[º\å[º "àÞê à¹t ³åJà Jå[º [ƒìÚ [Î l üW t [> &Òü \à[t ìÚ Jàìº ³à[i ë® [i ºà[Kº ® àÒü-® àÒü¹ [¤\å[t íÒ K’º A ’t A ¹ç o ³õtå ¸ ÒàÚ ! ¤[º Ò’º [>Íšàš [ÅÇ ¹ Î[ºº γà[‹ áàÒü íÒ K’º A ’t Îìšà> ëW à¯àìW à> ëA ì>îA ó å[º¤ ëJà\à óå º ë\àšà "A àºìt ³¹[Ò K’º ú

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W à[¹ i A àt ... "àšå[> [A ³à> \àì>, [™³à> ³Òü >à\àì>à i ³àW ëÎàìoà¯àº

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H mbo ZmJ Hw§ da h[aqgh Vmo_a, àdº m, qhXr {~^mJ & `o H mbo ZmJ A~ h_go, {H g_PmE Zht OmVo & gXm hr dH« MbVo h¢, X§e go ~mO Zht AmVo & _ma H a Hw ÊSbr ~¡R o, Oha {Z{g{XZ CJbVo h¢ & nmg AmVm AJa H moB©, Vmo PQ CgH mo {ZJbVo h¢ & Nmo‹S o§ \w \ H ma H« mo{YV hmo, g^r OZ BZgo SaVo h¢ & {ggH Vm {díd-OrdZ h¡, {eew Am¡a VéU _aVo h¢ & H ht `{X Jab H _ n‹S Vm, Vmo Zm[JZ gmW XoVr h¢ & X§e Ho ZmJ go ~MVm, `o {NnH a _ma XoVr h¡§ & hOmam| n¡a h¢ BZHo , gab OZ XoI Zht nmVo & bMrbm h¡ dXZ BZH m, H hr§ _w‹S Vo H ht OmVo & Mmb BZH s AO~ hmoVr, Zht Hw N g_P _| AmVr & Zhr§ h¡ ar‹S H r hÈr ~‹S m `o a§J {XIbmVr & H«y a \w \ H ma go BZH s, gab-OZ WaWamVo h¢ & gXm hr X§e H aVo h¢, Zht `o ~mO AmVo h¢ && §`o H mbo ZmJ .... (2) ñdmW©{bßgm Ma_ BZ_| H hm± h¢ _rV `o {H gHo ? ImoOVo ^moÁ` {Z{g{XZ h¢, _Ywa ^r JrV Zht BZHo & Am¡am| H mo Nmo‹S Xmo ~mVo, Zht `o Vag h¢ ImVo & Zhr§ {_bVm AJa H moB©, g§nmobm| H mo ^r Im OmVo & AJa VJ‹S m n‹S o H moB©, Vmo grYo ^mJ boVo h¢ & ^mJVo ^mJVo XoImo, CRm \ Z Y_H r XoVo h¢ & Zht H moB© Y_© h¡ BZH m Zht h¡ H moB© ^r OmVr & Zht h¡ nmQu H moB©, Zht h¡ H moB© ^r gmWr & ñdmW© hr bú` h¡ BZH m, Cgo `o {gÕ H aVo h¡§ & _ao gmar AJa OZVm Vmo ^r ea {~Õ H aVo h¢ & MygH a aº OZVm H m, {dXoer ~¢H ^aVo h¢ & emo{fVmo§ H mo ébmVo h¡, ~hþV AÝ`m` H aVo h¢ & H mbr H aVyV h¡ BZH s, H mbo hr H maZm_o h¢ & hmoQ bmo§ _| OíZ BZHo , ~‹S r a§JrZ em_| h¡§ & Zht qM{VV H ^r hmoVo, Zht {dM{bV H ^r hmoVo & g_ñ`m Mmho O¡gr hmo, Zhr§ YraO H ^r ImoVo & {ggH Vm amï´ OrdZ hmo, Zht `o V{ZH K~‹S mVo && `o H mbo ZmJ ... (3) Am‹S bo§ Y_© H s OZH mo nañna _| b‹S mVo h¢ &

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Zht h¡§ {hÝXy _wpñb_ `o, {df_Vm hr ~‹T mVo h¢ & gXZ Ho eoa g§gX _|, ~‹S o AmgZ O_mVo h¢ & OZm| H mo Pm|H ^År _|, _hb AnZm gOmVo h¢ & _ma A{YH ma OZVm Ho , X_H Vm BZH m AmZZ h¡ & haU gånpÝV H a OZ H s, gXm ~ZVo XemZZ h¢ & g_ñ`m OZ H s ~‹T Vr h¡, BÝh| ~‹T Vr Iw_mar h¡ & MygH a aº OZVm H m dXZ ^r ~hþV ^mar h¡ & J‹S o H Ý`m {~H| H Ý`m, \ H© BZH mo Zht n‹S Vm & _a| OZ nañna b‹S H a, Z BZ na a§J H moB© M‹T Vm & {H Ýht ^r ^oX^mdm| go, Zht hmoVo h¢ `o {dMm{bV & Koa bo Ny V ~r_mar, Zht hmoVo H ^r {dJ{bV & Zï g§ñH¥ {V H r J[a_m hmo, Zht Hw N BZH m OmVm h¡ & RJ| `o ^mfUm| go hr, Z OZ go BZH m ZmVm h¡ & `moOZmE§ Yar ahVt, {dYo`H g‹S aho hmoVo & jwÐ ñdmWm] H mo boH a `o, g‹S H na b‹S aho hmoVo & gXme` ~hþV AZwZ` go, Zht `o amh na AmVo && _hme`/ Xwame`, `o H mbo ZmJ .... (4) nyd© Ho ZmJ Xodmon_ gXm H ë`mU H aVo Wo & Am_OZ H ï nr{‹S V hmo, Vmo CgH m Vmn haVo Wo & OZm| H s _w{º H s Im[Va, {ZNmda àmU H aVo Wo & ~‹S m hr H«y a emgH hmo, Zht do Cggo SaVo Wo & gab OrdZ {~VmH a ^r, ~‹S o H aV~ {XImVo Wo & b§JmoQ r nhZ IÔa H s g_a _| Hy X OmVo Wo & ~ZmH a {hÝX H s goZm, g^r OJ H mo {hbmVo Wo & gmW bo Am_ OZ H mo hr, g~b ^maV ~ZmVo Wo & {hbm XoVo g^r OJ H mo, {\ a§Jr CZgo SaVo Wo & dMZ Ho BVZo nŠH o Wo, dhr H hVo Omo H aVo Wo & H {d H mo Jd© h¡ CZ na, A_a CgH s hþB© dmUr & A_a g§Xoe h¢ CgHo , YÝ` aMZm ^r H ë`mUr & Aao Amo ñdmWr© ZmJmo§, Oam Hw N Vmo e_© ImAmo & g‹S o A§S m| n¡ b‹S Zo go ... jwÐ ñdmWmoª na b‹S Zo go Aao Hw N ~mO ^r AmAmo! {ZNmda H a Xmo OrdZ H mo XrZ OZ Vmn haZo _| d§{MVm| H mo {XbmAmo hH , _XX Xmo CZH mo VaZo _| & Nmo‹S H a ñdmW© {bßgm H mo, ~Zm H mo Y_© OZ godm & ~Zm bmo bú` OrdZ H m, ew^-A{dam_ OZgodm & g\ b H a {OÝXJmZr H mo, ~Zmo AmXe© OZ JU Ho & ~hm Xmo ào_ H s J§Jm, ~Zmo Zm`H gwOZ _Z Ho & ^bo hr H _© H aZo go Zht h¢ H moB© nNVmVo && `o H mbo ZmJ ......&

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Contd from Page 62 ....... R.K. Narayan’s Selected Novels It is such probing on human relationship of literary study aided by social, historical, supplemented by psychoanalytical theories, economical and psychological criteria, it would which would provide insights to the criticalities be a fruitful effort to probe further and reveal of human relationships. As is evident that the darker avenues in these sensitive and tender human relationships constitute a central domain human relationships. REFERENCES : 1. Interview, The Literary Review 1, No. 2 (June 1978, P. 6) 2. Interview with William Walsh, BBC London, Third Programme, 22nd February 1968. Quoted by Lakshmi Holmstorm, ‘The Novels of R.K. Narayan’ (Calcutta : writers workshop, 1973), P. 124. 3. Naik, M.K. “The Themes and Form in R.K. Narayan’s ‘The Man eater of Malgudi’in the The journal of Commonwealth Literature, Vol. 10. No. 3, 1996, P. 66 4. Bercy, Margaret ‘Ramayana and Narayan : Epic Transformed’ in R.K. Narayan – A critical spectrum, Meerut : Salebh Book House, 1938 P. 57. 5. Paul, R.K. and Jaidev ed. Social Awareness in Modern Indian Literature, New Delhi, Elegant Printers. P. 154 6. Memmi, Albert, The colonizer and the colonized (Boston : Beacon Press, 1965) 7. Verma, R.M. ‘The Setting : Malgudi’ in major Themes in the novels of R.K. Narayan New Delhi Jaison Pub, 1993. P. 69. 8. Narsimhaiah, C.D. ‘Indian writing in English : An introduction’ in the Journal of commonwealth Literature, July, No. 5 1968, P. 94 9. Walsh, William ‘R.K. Narayan : The Unobtrusive novelist’ in Review of National Literature in India, New York, Guffor House Pub, 1979. P. 67. 10. Srinivasa, Iyengar, K. R. ‘R.K. Narayan’ in Indian writing in English, New Delhi, Sterling publication, 2006, P. 372 11. Nak, M.K. ‘The Gandhian Whirlwind : 1920 - 1947’ in ‘A History of Indian Enbglish Literature’ Sahitya Academy, Delhi. 2002, P. 165

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[™ƒì¹ &i à [>[ƒ¢Ê t à[¹J¹ š¹à KØn íº l [ü k ìá ¤å[º A ’¤ ë>à¯à[¹, [k A ëÎÒüƒì¹ [>[ƒ¢Ê &i à ™åK¹ š¹à "๴± íÒìá ¤å[º* Î[k A îA A’¤ š¹à >à™àÚú ³à>¯ ή¸t๠yû ³[¤AàÅt γà\ Îõ[Ê ¹ P [¹ìt Òü Î}ÑH[õ t ìÚÒü ëšàJà ë³[º[Ạ¤å[º A’¤ šà[¹ú &ià \à[t¹ \àtãÚ Î}ÑH[õ tìÚ ë™ì>îA \à[tìi๠ëW t >àì¤à‹, Îõ[Ê Å㺠³> "à¹ç ëÎï–ƒ™¢ì¤à‹ šøA à[Åt A ì¹ [kA ëtì>îA γà\t ÎåÑ‚ ¤àtहo Îõ[Ê A[¹ γà\ lüÄÚ>¹ K[t * [>‹¢à¹o A ì¹ ú Òü[t Òàι šàt ºå[i ÚàÒü W àìº ëƒJà ™àÚ ë™ šõ[=¯ã¹ [¤[® Ä Î³à\t γìÚ Î³ìÚ &ì> &ìA à\> ³Ò;ìºàA ¹ "à[¯¢® ௠ÒÚ [™ÎA º¹ "¯ƒàì> γà\J>¹ Î}A i àšèo¢ š[¹[Ñ‚[t ¹ š¹à l ‡ü ý ๠A [¹ &A >tå > \àt ãÚ ëW t >àì¹ \à[t ìi àA "àK¤Øn àÒü [>Úàt ÎÒàÚ A ì¹ ú ët ì> ¤¸[v û ÎA ºìA Òü ëÎÒü γà\J> ¤à \à[t ìi àì¯ ³Òàšå¹ç È ¤à ® K¯à>¹ "¯t ๠[ÒW àìš "àJ¸à [ƒìÚ "γãÚà \à[t ìi ๠ÎA ìºà [ƒÅìt Ñ‚[¤¹t à "à[Ò š¹à "à¹ç Aå Î}ÑHàì¹ W à[> ‹¹à 66

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">å¤àƒ³èºA : (A ) ® àK¯t 1³, 2Ú, 6Ë ("\à[³º l üšàJ¸à> ³ày), 8³ (¤[ºáº>, "³õt ³=>), 10³, 11Å, 12Å ÑHÞê "à¹ç (J) l üv ¹àA àr ¹à³àÚo ú "}A ãÚà >ài : (A ) šâ—ãšøÎàƒ (J) A à[ºÚƒ³> (K) ëA [ºìKàšàº (Q) ¹ç [F>ãÒ¹o (R ) šà[¹\àt Ò¹o (W ) ¹à³[¤\Ú ú Kãt : (A ) ¤¹Kãt (J) ® [i ³à (K) ëi ài Ú "à¹ç W šÚ ú >à³ šøÎU : (A ) A ãv¢ > (J) P o³àºà ú &ì>ƒì¹ ët *ò Îà[Òt ¸¹ "ài àÒüìA Òüi à [ƒÅìt γàì> Aõ [t â« "\¢> A [¹ še ƒÅ-ëÈàØl Å Å[t A àìt "γãÚà Îà[Òt ¸¹ ®ò ¹àº W ÒA ã A [¹ tå [º[Ạú

Îà}ÑHõ[t A "¯ƒà> : Å}A ¹ìƒì¯ Îà}ÑH õ [ t A [ƒÅt "àK¤ìØ n à¯à "¯ƒà>γèÒA [¤[® Ä ® àKt ® àK A [¹¤ šà[¹ ú ë™ì> : A ) "}A ãÚà >ài J) >õt ¸ K) Kãt Q) ¤àƒ¸ R ) Ñ‚àšt ¸® àÑH™¢, W ) [W yA ºà ú "}A ãÚà >ài : "γãÚà γà\ "à¹ç Î}ÑHõ[t îº Å}A ¹ìƒì¯ "àK¤ìØn à¯à &A l üìÀJì™àK¸ "¯ƒà> íÒìá "}A ãÚà >ài γèÒ ú >õt ¸-Kãt -"[® >Ú¹ Î}[³Åøì>ì¹ "}A ãÚà >ài >à³¹ &A [¤ìÅÈ ëÅøoã¹ >ài A Îõ[Ê A [¹ ÒüÚ๠\[¹Úìt ® [v û ‹³¢ šøW ๠A [¹[Ạú ët *ò ® K¯à>¹ ºãºà ³àÒàu¸ \>Îà‹à¹o¹ ³à\t ι¤¹Òã A [¹¤¹ A à¹ìo "à¹ç >õt ¸-Kãt -"[® >Ú¹ \[¹Úìt "àA È¢o A [¹¤¹ A à¹ìo &Òü ëÅøoã¹ >ài l Šü à± ¯> A ì¹ ú ët *ò šâ—ãšøÎàƒ, A à[ºÚƒ³>, ëA [ºìKàšàº, ¹ç [F>ãÒ¹o, šà[¹\àt Ò¹o, ¹à³[¤\Ú &Òü áÚJ> >ài ¹W >à A [¹[Ạú ÒüÚàì¹ šâ—ãšøøÎàƒ ë¤ºP [¹t , ¹à³[¤\Ú ëA àW [¤Òà¹t "à¹ç ¤àA ãìA ÒüJ> šài ¤àl üÎãt =àìA àìt ¹W >à A [¹[Ạú l üìÀJ¸ ë™ "}A ãÚà >ài γèÒ ¹W >à A ¹à¹ "àKìt Òü ët *ò Îàt í¤Aå q ši "}A o A [¹ ‘[W Òû ™àyà’ >àì³ >ài [º[J "[® >Ú A [¹ \>γà\A W ³;Aõ t A [¹[Ạ¤å[º \>à ™àÚ ú Å}A ¹ìƒì¯ Î}ÑHtõ >ài A ¹ š¹à "à[Ò¢ íº "}A ãÚàà >ài ¹W>à A[¹[áºú Î}ÑHtõ >àiA¹ šè¤¹¢ }K¹ ">å¹ê š 닳à[º, >à–ƒãìÅÃàA , šøÑàz ¯>à "à¹ç ® ¹t ¤àA ¸¹ ">å¹ê š ³å[v û ³}Kº ®[i³à "à¹ç Îèy‹à¹¹ šøìÚàìK Î}ÑHtõ >àiA¹ šø® ௠šø[tó[ºt A ì¹ ú t ƒåš[¹ "}A ãÚà >ài ¹ Îèy‹à¹¹ W [¹y[i t *\àšà[º "à¹ç šåt ºà >àW ¹ *\๠ºÛ o š[¹Ñ£å i ÒÚ ú "¯ìŸ Kãt >õt ¸¹ šøà‹à>¸ "γãÚà >ài ¹ ѬA ãÚ í¤[ÅÊ ¸ ú

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>õt ¸ : Å}A ¹ìƒì¯ ÎåAå ³à¹ A ºà [ƒÅìt à "àK¤ìØn à¯à "¯ƒà> "tå º>ãÚ ú ët *ò¹ "àKîºìA "γt šøW [ºt íÒ =A à >õt ¸Òü Îà³[NøA ® àì¯ &i à š[¹³à[\¢t ¹ç [W ì¤à‹ K[Øn tå [º¤ šà[¹[Ạ¤å[º A ’¤ š¹à >à™àÚ ú šøàAô Å}A ¹ã ™åKt "γ¹ >õt ¸ ƒåi à ‹à¹àÒü[ƒ šø¤à[Òt íÒ "à[Ạú &i à ‹³¢ãÚ ">åË à>ìA –ƒøãA "à¹ç "à>ìi à ¤àìÞê à>[¤Òã> l Zü áõ}Jº ëºàA >õt ¸ ú Å}A ¹ìƒì¯ [>\Ѭ šø[t ® àì¹ ® à¹t ãÚ ‹øç šƒã >õt ¸¹ "à[Ò¢t &A š[¹ìÅà[‹t >õt ¸ \–µ [ƒ \>Ko¹ ³à\t ÎåAå ³à¹ ¹ç [W ì¤à‹ K[Øn tå [º[Ạú l 0 ³ìÒÅ«¹ ë>*ìK Å}A ¹ìƒì¯ Îõ[Ê A ¹à >õt ¸Î³èÒA [¤[® Ä >àì³ì¹ >à³àA ¹o A [¹ìá ú ë™ì> - Îèy‹à¹ã >àW , ëKòàÎàÒü šøì¯Å >àW , ëKàšã šøì¤Å¹ >àW , cå ³å¹ >àW , >àƒå ® }[K, ë¤Ò๠>àW , ³à>ìW àA >àW , ¤¹ šøì¯Å¹ >àW ú l üìÀJ¸ ë™, Å}A ¹ìƒì¯ Îõ[Ê A ¹à ÎyãÚà >õt ¸Òü ¤t¢ ³à> [¤Å«¹ ƒ¹¤à¹t Ñ‚à> ºà® A [¹¤îº ÎÛ ³ íÒìá ú Kãt : >õt ¸ Îõ[Ê ¹ ºKìt Å}A ¹ìƒì¯ &A [¤ìÅÈ ëÅøoã¹ Kãt Îõ[Ê A [¹ "γãÚà Kãt ¹ &[i >tå > ‹à¹à šø¯t¢ > A [¹ìº ú &Òü Kãt t š[¹Ñ£å i Ò’º &A K® ã¹ "à‹¸à[uA t à ú Å}A ¹ìƒì¯ ¹W >à A ¹à ® [v û ³èºA Kãt γèÒA š¹¯t¢ ã A àºt ët *ò¹ ">åKà³ãÎA ìº ¤¹Kãt >àì³ì¹ "[® [Òt A [¹[Ạú [¤ÈÚ¤Ññ, ¹Û oÅãºt à, ÅàÑ|ãÚ Îå¹¹ Kറ㙢, A ¿>à Î}™³ "à¹ç "à‹¸à[uA ® ௹ šøà‹à>¸Òü &Òü ¤¹Kãt γèÒA ">¸ ÅàÑ|ãÚ Î}Kãt ¹ š¹à šõ=A A [¹ìá ú δß[t Å}A ¹ìƒì¯ ¹W >à A ¹à ël ¹Aå [¹³à> ¤¹Kãt ìÒ ëšà¯à ™àÚ ú &Òü ¤¹Kãt t ‹>Åøã, ëKï¹ã, ¹àK "àìÎòà¯à¹ã "à[ƒ A [¹ ³åk ët ¹i à ¹àK šøìÚàK A [¹[Ạú ÒüÚ๠l üš[¹* &A t àº, š[¹t àº, [¤È³t àº, J¹³à>, ¹ê šA , ë\¸à[t t ຠ"à[ƒ t ູ γàÒàì¹ ¤¹Kãt ì¤à¹A &A ѬA ãÚ í¤[ÅÊ ¸ šøƒà> A [¹ìá ú ët *ò ¤¹Kãt γèÒ¹ l šü [¹* ® [i ³à >à³¹ &A ëÅøoã¹ Kãt ¹W>à A[¹[áºú šøÅ[Ñz¤àWA ¤à Ññ[tšƒ KàÒü óå ¹à °à³¸³à> KàÚA A šå¹[oA àºt ‘® ài ’ ¤å[º[Ạú &Òü ® ài ¹ ³åJt [ƒÚà ® [v û šƒ Kãt ìA Òü ® [i ³à ¤å[º ëA à¯à ÒÚ ú ët *ò >ài ® [i ³à, 냯 ® [i ³à "à¹ç ¹à\ ® [i ³à >àì³ì¹ [t [> šøA ๹ ® [i ³à šø¯t¢ > A [¹[Ạú ÒüÚ๠ºKìt Å}A ¹ìƒì¯ P ¹ç ® [i ³à Î}ì™àK A [¹ &A ëÅøoã¹ ® [i ³à¹ š¹´š¹à Îõ[Ê A ì¹ ú ¤àƒ¸ : >õt ¸ "à¹ç Î}Kãt A ºàA šøào¤”z A [¹ ët àºàt ¤àƒ¸™”|¹ "[¹Òoà ">ѬãA à™¢ ú šøàAô Å}A ¹ã A àºt "γt ën àº, ëšòšà, ¤òàÒã, ¤ão, t ຠ"à[ƒ ¤àƒ¸™”|¹ 68

šøW º> "à[Ạ™[ƒ* Å}A ¹ìƒ¯¹ Òàt t ¤àƒ¸™”|Òü "[‹A ¤¸àšA t à ºà® A [¹[Ạú P ¹ç -K´±ã¹ >õt ¸ "à¹ç Kãt ¹ ºKt ¹[\t à ëJà¯àîA Å}A ¹ìƒì¯ ¤àƒ¸™”|A >tå > ¹ê š šøƒà> A [¹[Ạú šè¤¢¹ ³[–ƒ¹¹ Jå[t t àºA ³àK¢ãÚ Kãt "à¹ç >õt ¸¹ ºKt \[Øl t A [¹ ÒüÚ๠³™¢àƒà ¤õ[‡ý A ¹à¹ ºKìt ë® ài ¹ ëƒÅ¹ š¹à ë® à¹t ຠ"à[> ¤¹Kãt "à¹ç >à³A ãv¢ >t ¤¸¯Ò๠A ¹àìi à "[t t à;š™¢šèo¢ ¤å[º A ’¤ šà[¹ ú ëJຠ[>³¢ào A [¹ ¤àƒ¸™”|¹ ³™à¢ƒà ¤õ[‡ý A ¹à¹ ºKìt \>γà\t [Å¿ W W¢ ๠¤àt हo &i à* K[Øn tå [º[Ạú >à³Q¹t ® A t ëKài à¤îº ƒ¤à¹ ºKt Aò àÒ ¤ì\à¯àìi à ºÛ oãÚ "à[Ạú ët [t Ú๠[ƒ>t W ã>-t 㤤t "à¹ç ¤øÕ ìƒÅt ìÒ Aò àÒ-¤àƒ¸¹ ¤¸¯Ò๠"à[Ạú δ±¯t @ l üì„Ÿ¹ ºKt Î}K[t ¹à[J >¹à¹à\ ¤à [t ¤¤t ¹ š¹à Aò àÒ ">àÒü Îà}Kã[t A ³à‹å™¢¸ ¤õ[‡ý A [¹[Ạú &ì>ƒì¹ ¤àƒ¸™”|¹ ëÛ yìt à "γãÚà Î}ÑH[õ t îº Å}A ¹ìƒ¯¹ "¯ƒà> l üìÀJì™àK¸ "à[Ạú Ñ‚àšt ¸-® àÑH™¢¸ : Ñ‚àšt ¸-® àÑH™¢¸ A ºà¹ [ƒÅìt à Å}A ¹ìƒì¯ &A l üìÀJì™àK¸ ¤¹R [o "àK¤Øn àÒü[Ạú Ñ‚àšt ¸ "à¹ç ® àÑH™¢¸Òü &i à \à[t ¹ Îà}ÑHõ[t A ¹ç [W ì¤à‹¹ ѬàÛ ¹ ¤Ò> A ì¹ ¤å[º A ’¤ šà[¹ ú &Òü [¤ÈÚt ë\¸à[t šøÎàƒ "àK¹¯àºàÒü íA [Ạ--‘‘Ñ‚àšt ¸ìt Òü šø[t ó [ºt ÒÚ &i à \à[t ¹ W [¹y ú &i à \à[t ¹ \ã¯>ã* [ºJà =àìA Ñ‚àšt ¸ìt Òü ú’’ "γ¹ Ñ‚àšt ¸ "à¹ç ® àÑH™¢¸ Òü[t ÒàÎ ¤× šå¹[o ™[ƒ* Å}A ¹ìƒ¯¹ Òàt t &Òü [Å¿Òü &A >tå > ¹ê š ºà® A [¹ìº ú šè¤¢¹ [ź "à¹ç ëšà¹à ³à[i ì¹ [>³¢ào A ¹à A Ê Îà‹¸ "à¹ç ¤¸Ú¤×º 냯-냯㹠³[–ƒ¹ [ź "à¹ç t à³¹ ó [º¹ k àÒüt A àk -¤òàìÒì¹ [>³¢ào A ¹à >à³Q¹ šø[t Ë à¹ ºìK ºìK "γ¹ Ñ‚àšt ¸ [Å¿¹ >tå > ‹à¹à &i à šø¯t¢ > Ò’º ú >à³Q¹¹ ºKìt Îy, ³[oAå i Ñ‚àš> ëÒà¯à¹ ºìK ºìK Ñ‚àšt ¸ "à¹ç ® àÑH™¸¢ [Å¿Òü Kà-A [¹ l [ü k ìº ú >à³Q¹t šøìÚà\> ëÒà¯à [Î}ÒàÎ>, Káà, k Kã, A ¹oã "à[ƒt Ñ‚àšt ¸

[Å¿¹ Îå–ƒ¹ [>ƒÅ¢> ëšà¯à ™àÚ ú "à>Òàìt A à¹ç A à™¢¸ì¹ "º}Aõ t [Î}ÒàÎ>¹ ® àÑH™¸¢ , "K¹ç ¤» º¹ Îòà[W šàt "à[Ò¢, >à³Q¹, ³[oAå i , Îy* ¤¸¯Òê t W [i , Jåi à, ƒå¯à¹ "à[ƒt A àk ¹ *š¹t >à>à t ¹Ò¹ óå º-šàt A à[i ® àÑH™¢¸ [Å¿ W àì>A ã ƒà[R ‹[¹[Ạú [W yA ºà : [W yA ºà [ƒÅìt à Å}A ¹ìƒ¯¹ "¯ƒà> l ìü ÀJì™àK¸ ú Å}A ¹ìƒ¯¹ í¤Ì ¯ "àì–ƒàº>¹ ºìK ºìKÒü "γ¹ γà\, Î}ÑHõ[t , "=¢>ã[t "à[ƒ ÎA ìºà [ƒÅìt l üÄt Ò’¤îº ‹[¹ìº ú t ๠[® t ¹t šå[=[W y šøÑñt , Îy , >à³Q¹ Ñ‚àš> A [¹ "}A ãÚà ® à*>à ">å[Ë t A [¹ &A Îà}ÑHõ[t A "àì–ƒàº> "à[> "γ¹ [Å¿\Kt W ÒA ã A [¹ìº ú P ¹ç W [¹t ¹ ³ìt ‘[W Òû ™àyà’ ® à*>๠š[¹A ¿>à ët *ò [>ì\ "}A o A [¹[Ạú ëA àW ¹\๠>¹>à¹àÚoA l šü ìn ïA > [ÒW àìš [ƒ¤ºKãÚà ‘¤õ–ƒà¤>ã ¤Ñ|’ t àòt ãAå [á Kò௹ [t [>Aå [¹ tò àt ã¹ Òtå ¯àÒü &A [¤ÅຠW àì>A ãì¹ ë¤à*¯à &A ëÅøË ¤Ú>[Å¿ ú Å}A ¹ìƒì¯ γà\¹ ë¤ï[‡ý A [¤A àÅ "à¹ç Îà³à[\A Åõ}Jºà Kk >t Î}ÑH[õ t A \[Øl t A [¹ "γãÚà \àt ãÚ \ã¯>¹ &A Ѭo¢ ™åK ÎèW >à A [¹ìº ú "γãÚà γà\ "à¹ç Î}ÑH[õ t îº Å}A ¹ìƒì¯ "àK¤ìØn à¯à "³èº¸ "¯ƒà>γèÒ¹ ¤àì¤Òü "γãÚà \àt ãÚ \ã¯>t ët *ò ™åK ™åK ‹[¹ "³¹ íÒ =à[A ¤ ú *š¹t l üìÀ[Jt [ƒÅ¹ l üš[¹* Å}A ¹ìƒì¯ γà\t [A áå³à> š¹´š¹à Îõ[Ê A [¹ íKìá ú ë™ì> ÎA à³t ³àÒ-šøÎàƒ í>줃¸ [ÒW àìš "àK¤ìØn à¯à, ³>¹ š[¯yt ๠A à¹ìo l üÈà A ãv¢ > A ¹à, [¤šƒ¹ γÚt Ò[¹>à³ l üZW à¹ìo ³ì>ऺ ¤õ[‡ý A ¹à "à[ƒ ú Îà´ß[t A ƒå>¢ã[t "à¹ç °Ê àW àì¹ W à[> ‹¹à "γãÚà γà\t [™ ³èº¸ì¤à‹¹ Î}A ìi ëƒJà [ƒìá t ๚¹à š[¹yào šà¤îº Å}A ¹ìƒ¯¹ "àƒÅ¢ì¹ γà\¹ šø[t \> ëºàA ">åšøà[ot ëÒà¯à šøìÚà\> ú ët *ò¹ Ç ‡ý ‹³¢ "à¹ç ƒÅ¢> NøÒo A [¹ìºìÒ "à³à¹ ¤t¢ ³à>¹ "γãÚà γà\J> [>A à Ò’¤ ¤å[º ® à[¤¤ šà[¹ ú

Nø”‚šgã @ 1ú ų¢à, Îìt ¸–ƒø>à= @ "γãÚà Îà[Òt ¸¹ γãÛ àuA Òü[t ¤õv , "¹ç ìoàƒÚ ëšøá P ¯àÒài ã, Îœ ³ Î}ÑH¹o 1996 ú 2ú ų¢à, Îìt ¸–ƒø>à= @ "γãÚà >ài ¸-Îà[Òt ¸, "¹ç ìoàƒÚ ëšøá, P ¯àÒài ã, 7³ Î}ÑH¹o 1996 ú 3ú ë>*K, ³ìÒÅ«¹ @ "γãÚà Îà[Òt ¸¹ ¹ê šì¹Jà, W –ƒø šøA àÅ, šào¤\à¹, "Ê ³ t àR ¹o 1995 ú 4ú KîK, ºãºà @ "γ¹ Î}ÑHõ[t , ¤>ºt à, 5³ Î}ÑH¹o 1994 ú 5ú ¤¹ç ¯à, šøÓàƒ Aå ³à¹ @ [W ”z๠"à® àÎ, ¤>ºt à, W tå =¢ Î}ÑH¹o 1999 ú 6ú ëW [t Úà, l üì³Å @ \Kt P ¹ç Å}A ¹ìƒ¯, 닳à[\ ¤åA Ê º &r "óô ìW i [šøsi àW¢ , šø=³ šøA àÅ 2001 ú 7ú ¤¹à, ºÜã>–ƒ> @ ™àìA [¹ >à[ÒìA l üšà³, ë\¸à[t šøA àÅ>, [‡t ãÚ šøA àÅ 1996 ú 8ú K[¹ÚÎã, šøà[”zA , Îàt ιã

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Cover Story

Arup Baishya, Silchar

In the first week of April, the influential US magazine Time noted:– “ .. the headlines of the past month suggest that skyrocketing food prices are threatening the stability of a growing number of governments around the world.” The United Nations Special Rapporteur on the Right to Food Jean Ziegler offered among the bleakest prognoses for the continuing crisis — “We are heading for a very long period of rioting, conflicts and waves of uncontrollable regional instability marked by the despair of the most vulnerable populations,” he told the French daily Liberation. But the issue of inherent threat to the lives of the vulnerable section from a broader perspective of food crisis and poverty is being neglected and an opportunist approach has been taken on price rise issue by various quarters of India with an eye on forthcoming parliament election. One must not forget that the estimate, prior to the recent abnormal price hike, reveals that the total number of food insecure people who are malnourished or lacking critical nutrients is probably closer to 3 billion—about half of humanity. The severity of this situation is made clear by the United Nations estimate of over a year ago that approximately 18,000 children die daily as a direct or indirect consequence of malnutrition. In the past weeks, we have witnessed the fall of Haiti Government due to the clashes between rebellious Haiti people and the UN occupation forces, protest of some twenty thousand textile workers of Bangladesh on the street demanding food security and wage hike, continuous two days long demonstration of workers in North Cairo of Egypt, the spread of outburst of people’s anger to Cambodia, Ivory Coast, Bolivia, Peru, Mexico, Indonesia, Philippines, Pakistan, Uzbekistan, Thailand, Yemen, Ethiopia and the whole of Sub-Saharan Africa. IMF managing director Strauss Kahn warned that governments “will see what they have done totally destroyed and their legitimacy facing the population destroyed also.” He added “So it’s not only a humanitarian question. It is not

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only an economic question. It is also a democratic question. Those kinds of questions sometimes end into war.” Will the people’s anger explodes into the royal streets of India? The cold wave passes through the spines of ruling class parties with the mere thought of this possibility. The election is round the corner. Lot of fanfare as election gimmick is being created by providing a cosmetic relief of loan waiver of Rupees sixty thousand crore for the crores of farmers, when more than the similar amount of tax-exemption has been provided to few corporate owners. On the other hand, about one lakh and fifty thousand farmers have committed suicide till date since 1999 due to their indebtedness to the private moneylenders who provide loan with high interest as usurer capital. Variations of moneylenders have come to play a nodal and entrenched part of the village socio-politics and economics. In the post Banking sector reform period, during 1992-93, small borrowal accounts (Rs 25,000 and below) went down from 62.55 million in March 1992 to only 38.73 million by March 2005, according to the Bank Statistical Returns report of RBI. According to P Sainath, Magsaysay Award-winning writer on rural issues — “although the small and marginal farmer has a good repayment record on crop loans, the percentage of such loans has been nose-diving as a part of overall banking loans.” The November 2007 NCEUS report by the Arjun Sengupta panel on financing unorganised enterprises asserts that between 1972 and 1983, there were 21.2 million additional bank loan accounts in the aggregate nursed by the scheduled commercial banks, of which 19.8 million, or 93.1%, were the accounts with a credit limit of Rs 10,000 or less. The trend of focusing on small borrowal accounts continued for another decade. Between March 1992 and March 2001, however, there has been an absolute decline of 13.5 million in the aggregate bank loan accounts. This has happened entirely because of a larger decline of 25.3 million accounts for the

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redefined small borrowal accounts of Rs 25,000 or less. Even the basic infrastructure of a bank has been denied to the small loanee. In recent years, the number of commercial bank branches in rural areas declined from 35,134 in March 1991 to 30,572 in March 2006, in an apparent reversal of the trend in extending bank facilities that began in the early 1970s after the nationalisation of major private commercial banks. The percentage of bank debt by farmers in most states apart from Kerala is way below (27%) the percentage of debt to money lenders. On the other hand, due to the reduction of subsidy and subsequent price-hike of essential commodities in PDS and due to the declining purchasing power of the people, the lift of food stuffs from FCI godown has reduced. The food stuffs in FCI godown has stockpiled and as a result due to the increased expenditure of storage servicing, the incurred loss of FCI has also increased. Instead of supplying the food to faminestricken people of India, these stock of food stuffs especially rice and wheat has been exported at a very low price. Per capita availability of food materials has reduced to 42.5 grams/day in 200203 from 48.5 grams/day in 1992. (source : Utsa Pattanaik). The food-stock has got drastically reduced at present from a record high stock six years back. In December 2002, New York Times article had a story with the following headline “ Poor in India starve as surplus Wheat Rots.” As a Wall Street Journal headline put it in June 2004 “Want Amid Plenty, An Indian Paradox: Bumper harvest and Rising Hunger. Moreover, The Government of India imports with double the price of minimum support price offered to Indian farmers for procuring food materials. Sixty percent of agricultural land has yet not been covered with irrigation facility. There was a time when 65% of GDP was earned from agriculture and now it has come down to 18%. The agricultural growth rate was mere 2.6%, when overall growth rate was 8.5% in 2006-07. The total cultivated land has declined to 108 hectares in 2003 from 131 hectares in 1960. Due to the

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Government policy of formation of SEZ and apathetic attitude towards agricultural production, the agricultural land is fast declining. As per 55th NSS survey report, rate of growth of employment generation was 2.7% all India average and 2.4% in rural areas in 1983-84 and during 1994-2000 these figure has come down to 1.07% and 0.6% respectively and these rates are fast declining. The growth of permanent job has become almost nil and at present reached to negative figure. The official figure shows that the unemployment rate is fast increasing, though a large number of people do not come under the purview of Government survey in the present scenario of gloom and despair in the job market. Due to the unbalanced economic growth, food intake of shining India has increased and the calorie intake of rural India is decreasing since 1991 and has already reached to all time low. The daily income of 80% of Indian people is below 2 dollar and amongst them the daily income of 30% is below 1 US dollar. That means that 80% of people cannot afford to consume the food required for the minimum subsistence level of 2400 calorie for rural people and 2100 for urban people. In this scenario of fast declining purchasing power, a little increase in food price may lead crores of people to starvation. However, the economic and agricultural policy, the Indian Government is pursuing, will itself cause food crisis and famine due to lack of production and unemployment, even if the market price is low compared to the present surge in market price. FAO reported that in between March 2007 and March 2008, corn price in world market has increased by 31%, rice 74%, Soya 87%, Wheat 130%. Situation is grimmer than the Bengal famine of 1943. But this time the situation will not allow any new generation of writer to repeat Manik Bondopadhya’s revelation — “Dying in hordes, they still didn’t snatch the food to eat. You know why, Babu?” The British colonial regime had pushed 1943 Bengal into famine. Exploitation of Indian peasantry through production for export and damaging indigenous production for making

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super profit had made the food security system vulnerable and uncertain. Above all, the British, with narrow imperialist interest to face war situation and cruel policy of 1942 “Rice Denial Scheme”, had masterminded to lead the landless and poor peasant of Bengal to starvation death by not supplying the food for famine-stricken people. Let us examine the situation of present food crisis under the similar imperialist economy in a different perspective. In the post independent period, two diametrically opposite paths were open for us. Either to follow the path of tightening the grip of imperialist capital on Indian agriculture or to follow the path of self reliant agricultural economy through radical land reform, releasing the zeal and vigour of the peasantry keeping faith on their creativity and wisdom, development of quality of the indigenous seed varieties, introducing scientific knowledge to develop indigenous methods through close interaction between scientific workers and peasantries. To score sentimental gains and to dissuade the peasantry from revolutionary struggles, land ceiling legislation was enacted at the beginning and sometime superficial land reform programme was also initiated to hoodwink the people. But overall thrust was always in the direction of dependency on imperialist capital, and the green revolution in the sixties was a major step in this direction. Control of the market of agricultural inputs like seeds, fertilizers, equipments by the transnational capital was supported by the government through huge import subsidy. For opposing the imperialist design, Dr. Richharia was retired prematurely from his post of director of the Central Rice Research Institute in 1967, due to the over enthusiasm of Indian ruling class to follow imperialist dependent agricultural policy. Later as the director of Madhya Pradesh Rice Research Institute, Dr. Richharia prepared a concrete action plan for increasing production of rice in India when he was requested to do so by the Indian Prime Minister office in 1983. But that

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plan was also shelved unheeded. Export led growth model (giving priority on producing commodities to export for earning necessary foreign exchange to import machineries) which was put in vogue in the seventies, was emphasized with renewed vigour in the eighties through structural adjustment programme. The quantitative restriction, trade barrier etc all are being gradually dismantled at the behest of the dictates of WTO. The commodity prices were made dependent on the international market mechanism through complete integration with the world market. The priority was given to cash crop production. As a result, Indian crop diversity as well as the production in agriculture and small scale industries is deliberately led to destruction. Food production is also hampered due to the worldwide emphasis on production of biofuel. On the other hand, due to the compulsion of reducing Government expenditure to minimize fiscal and budget deficit in consonance with the fiscal responsibility and budget management act framed at the behest of World Bank and IMF, all sorts of subsidy in agriculture are being gradually withdrawn. Even rationing system for food security is on the verge of collapse. Due to the withdrawal of all sorts of government regulation for food security, uncertainty in international food market has earned the evil reputation. The US subprime crisis and overall crisis situation of world capitalist economy has shrinked the profitable destination of capital. So the finance capital is also being invested in futures-trading of food commodities and thus influencing the market price of food. On the other hand, due to the dismal production scenario in agriculture, unemployment rate is raising leaps and bounds, the number of retrenched workers are much more than the new job opportunities in IT sector. The factories are getting closed one after another; casualisation and contractualisation of workers are going on with full swing due to automation and policy of labour contraction. As a result, the purchasing power of 85% of people in India is decreasing with a

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differential effect on social pyramid of castecommunity hierarchy; those at the bottom most part of the pyramid are getting effected most. The rise of oil and food price in the international market has made Indian ruling class and Government jittery. They are trying to contain the price hike through export banning and reducing money supply. But these steps may be boomeranged to them due to the overall growth model which is being pursued unquestioningly and unsparingly. So the temporary and piecemeal steps being taken by the Government are not enough to evade the bleakest picture of large-scale starvation which might be the reminiscent of forgotten holocaust of 1943 Bengal. However, NREG act has been passed with a view to increase the income and purchasing power of rural people. But the budgetary allotment for this is only a meager 1% of GDP and moreover the administration which is responsible to implement this scheme is bent on foiling this scheme in connivance with the political touts through rampant corruption. In these circumstances, paradigm shift in our official thinking is urgently needed. A radical inward looking economic policy and self-reliant agricultural policy need to be framed. Land reform, universal PDS with rationing for all, agricultural loan with easy terms, internal marketing facility with nationwide network of selling centres for cultivators, rise of Government procurement price of food cereals, more asset generation by creating more labour-days and thereby increasing the purchasing power of rural India, establishment of the people’s control on the administration and empowering the people through democratic restructuring of the state, are the few issues need to be addressed with renewed vigour and unleashing people’s activism. People have already become restive with protest and resistance. Indian ruling class is very much perturbed to face the people’s wrath especially at a time when election is round the corner and busy to find the safety valve for people’s accumulated anger.

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Ramachandra Guha [ The US magazine ‘Foreign Policy’ named Ramachandra Guha (1958 ) as one of the top 100 public intellectuals in the world in May 2008. If any survey is done in India he will be surely ranked among the ten top intellectual of the country. He is an Indian historian and biographer whose research interests have included environment, social, political and cricket history. He is also a columnist in newspapers like — The Hindu, The Hindustan Times and The Telegraph. Born in Dehra Dun in 1958, Guha studied at The Doon School and St. Stephen’s College, Delhi. He took graduation in Economics in 1977 and MA from the Delhi School of Economics, and did his Ph.D in Sociology at the Indian Institute of Management, Calcutta, with a dissertation on the social history of forestry in Uttaranchal, that focused on the Chipko movement. It was later on published as ‘The Unquiet Woods’. Between 1985 and 2000, he taught at various universities in India, Europe and North America, including the University of California, Berkeley, Yale University, Stanford University and at Oslo University, and later at the Indian Institute of Science. Since then, he stays at Bangalore, and began writing full time. He served as Sundaraja Visiting Professor in the Humanities at the Indian Institute of Science, Bangalore, in 2003. He is managing trustee of the New India Foundation, a non-profit body that funds research on modern Indian history. Guha is married to the graphic designer Sujata Keshavan and has two children. He is the author of a best-selling history of independent India titled ‘India After Gandhi’, published by Macmillan and Ecco in 2007. Pragyan is offering its gratitude to Ramachandra Guha for his kind permission to reprint his present article , which got published in the Telegraph on June 07, 2008.]

Line of change I have been reading the autobiography of John Hope Franklin, an American historian who rose from obscurity to reach the very pinnacle of his profession. Franklin was born in 1915, to black parents who lived in the southern state of Oklahoma. Fifty years before his birth, a civil war had b e e n fought, and won, on the question o f race.

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However, although the North’s victory led to the abolition of slavery, in the South discrimination against the formerly subject race continued. Blacks could not vote or seek elected office. The best schools and universities were barred to them. So were the best restaurants and the most lucrative professions. Franklin’s parents were god-fearing and hardworking. His father was an honest and able lawyer, working mostly with black clients. His mother was a caring homemaker, who worked in odd jobs when she could. Their example inspired him to seek a level of education well beyond what was then thought possible or desirable for a black man growing up in the southern United States. He took his first degree in a college for black students, which, however, did allow white teachers, one of whom became John Hope’s mentor. This man had studied at Harvard, but left without finishing his Ph D (which was to be in history). When his black student got admission to the same programme, the white professor gave him a personal loan till such

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time as the university offered him financial aid. John Hope Franklin succeeded where his teacher had failed. After taking a Ph D in history, he taught in a succession of black-only colleges (including the prestigious Howard University), before becoming the first historian of colour to be appointed to a full professorship at a major white institution — Brooklyn College — in New York. Later, he joined the great University of Chicago. His career ended at Duke, arguably the finest university in the southern United States, and a place that until recently had vigorously practised racial segregation. In the course of a long career, John Hope Franklin won many distinctions. He was the first black scholar to be elected president of the two most prestigious professional associations, the Organization of American Historians and the American Historical Association. He was awarded a string of honorary doctorates, including one from his alma mater, Harvard. He won one of America’s highest honours, the Presidential Medal of Freedom. And in his lifetime he witnessed the opening of a major new academic initiative named after himself. This is the John Hope Franklin Humanities Institute at Duke University, established in 1999. According to its homepage, the institute “is an interdisciplinary humanities center dedicated to supporting humanities, arts, and social science research and teaching at Duke”. It seeks “to encourage serious humanistic inquiry throughout the entire University and to instill the general public with an awareness of the centrality of the humanities to the quality of human life and social interaction.” And it promotes “scholarship that enhances social equity, especially research on race and ethnicity in their most profound historical and international dimensions.” The focus of Franklin’s own research was the social history of race relations, as exemplified by his early work, From Slavery to Freedom, which went on to sell more than three million copies. His many books included biographies as well as analyses of travel literature. He trained dozens of graduate students, and was a very

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popular and successful head of department at both Brooklyn and Chicago. From what I have just recounted, the career of John Hope Franklin is one of success and distinction. What I have thus far omitted to mention are the struggles and the suffering. One of his most vivid memories is of his mother and he being turned out of a whites-only railway compartment. At other times, he was refused service at ticket counters and at restaurants. The ordinary white American saw his black compatriot as a second-class citizen; but, as Franklin relates, his professional colleagues were not wholly free from racial prejudice either. There were academic meetings where he was barred from staying in the same hotel as his white counterparts. He even suggests that some highly regarded academic journals would not review his books because of his race. Franklin’s life and scholarship provides a bridge between the civil war and the civil rights struggle. He helped prepare the brief for the famous case, Brown versus Board of Education, that ended segregation in schools. Later, he took part in the marches of the Sixties that sought to endow African-Americans with the full rights of citizenship. That movement finally allowed his people the right to vote, and allowed them too a greater access to schools and jobs, and to fairer treatment before the law. But, as he learnt from experience, while discrimination and prejudice were removed from the statute books, they did not entirely disappear from daily life. Indeed, on the night before he was to receive the Presidential Medal of Freedom, he went for dinner at a Washington club, where a white woman, thinking that a man of his colour could only be one of the menial staff, handed him her coat to hang up. In the last pages of his book, Franklin notes that there are now more black men in jails than in colleges in America. What does this fact, he asks, “say for the direction in which our society is moving?” “We cannot have a healthy and wholesome society,” he says, “as long as the young black male is alienated.” The “entire social system” of America, argues Franklin, “bears the special responsibility for the current plight of these

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young people who, in a very real way, may be regarded as a metaphor for the ills of our society and the problems we face.” Then, in the final sentences of a fine and at times very moving book, the historian places the problem in proper historical context. He writes: “It was the nation’s slave policy, even before it was a nation, that sealed their fate and the fate of the nation. It was the nation’s erection of an apartheid society after slavery that made them pariahs of the land, thus hanging a chain of dishonesty and hypocrisy around the nation’s neck…. It was a national economic policy that withheld from them opportunities to train for jobs requiring technical skills and special responsibilities that modern America could provide… And it was national policy that permitted its citizens to badger them, goad them, and humiliate them to the point where they could not be easily reached. But they must be reached, through legislation, goodwill, understanding, and compassion. The test of an advanced society is not in how many millionaires it can produce, but

in how many law-abiding, hardworking, highly respected, and self-respecting loyal citizens it can produce. The success of such a venture is the measure of the success of our national enterprise.” John Hope Franklin’s book carries the telling title: Mirror to America. It was published in 2005, at a time when the author would not have known that an African-American was soon to mount a very impressive campaign for the presidency of the United States. Reading Franklin’s book is an educative experience; more so against the background of the Democratic primaries, and the bitter and contentious debates that have arisen around it. This primary has opposed a woman to an African-American. Both are from groups that have historically been discriminated against. But listening to Barack Obama, or reading John Hope Franklin, one should have no doubt as to which is more disadvantaged. For the women’s movement has been far more successful in having its claims endorsed and appreciated by society at large. It is hard, sometimes, to be a white woman in the United States; harder still to be a black man.

Ghanashyam Deka, Pachhunga University College, Aizawl

Mizoram is one of the eight border state of North East India, having been bounded by Myanmar in the east and south, Bangladesh and Tripura on the west and Assam & Manipur on the north. It gains strategic important both geographically and politically from the fact that it is sandwiched between Myanmar and Bangladesh sharing a common international boundary of 722 km with these 0 two country. The state lies between 92 15/ to 0 0 0 93 29/ E longitudes and 21 58'' to 24 35/N latitude, bisecting the whole state into two halves. The state has a total geographical area of 21081 sq. km. having eight districts. Within

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the state, the forested hills with her thick bamboo jungles running in north – south direction rise sharply from Cachar plains in Assam. Highest amongst its peaks is the Phawngpui – the Blue Mountain. Being a hilly state, Mizoram is very fortunate with its natural beauty. According to 1961 census there are 18 clans speaking common language called ‘Lushai’, more recently known as the ‘Mizo’ having more or less common culture and traditions. They are – Lushai (Lusei) Khawlhring, Khiangte, Ralte, Renthlei, Chhangte, Paihte, Pawi, Hmar, Lakher, Thado, Chawngthu, Ngente, Tlau, Pautu, Rawite, Jongte and Vangchhia. Old Religious Beliefs: Before the advent of Christianity in Mizoram, the Mizos believed of numerous evil spirits, classified as good or evil, on the basis of their actions. Those that were believed to be good to them or helpful or those that were neutral on the people, called the good spirits and those that were fearful to the people for their bad effects, were called evil spirits. However a Supreme spirit was believed to have existed, that was good and harmless, and who created the heaven and the earth, an omnipresent one, who was ‘Pathian’. He was believed to be supreme, a god of humanity and goodness, but had, however, little concern with man. He worked with subordinate good spirits who had been believed to work for blessings. As the Mizos could not find out where the good spirits exactly lived, worshipped trees, mountains etc. and offered scarifies to them to invoke abundant blessings from them. The evil spirits were called ‘Ramhuai’, who were identified according to their performances done against the human beings and named them as such. The Mizos believed these evil spirits as the cause of their sickness, troubles and misfortunes like illness, deaths, drought, storms, winds, floods, bad crops or accidents and accordingly they terribly fear these spirits thinking that if the spirits angry or unpleased, by anybody, they would cause harm to that man or his family, or even would take their lives too. They believed that only through animal sacrifices could please these spirits and hence, they constantly propitiated

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these spirits with sacrifices and offerings. These spirits were believed to live in high hills, trenches, tall trees, large stones, lone forests, wet and foggy lone places, jungles, riverside, water and even everywhere. Sometime they were visible or a moment and sometimes invisible, but their murmuring sounds were heard or their existence could be experienced. Thus, the good spirits were worshipped by the Mizos as a mode of thanks giving to them for their abundant blessings and protection. But the evil spirits were worshipped with terrible fear of their evil influences on man thinking that if these evil spirits were made unpleased, they would harm them and his family. R. Vanlawma in his book Ka Ram Leh Kei had mentioned that in early period Mizos named God as Sa and Khua. The word Sa was used to denote the individual or family worship to God, while the Khua was used to denote to worship in group or society. The Sa and Khua ultimately was in combined form to represent the Mizo substitute of the English word ‘Religion’. James Dokhuma in his book Hmanlai Mizo Kalphung interpreted the same words Sa and Khua as the ‘creator’ and ‘protector’ respectively. History says that the origin of Mizo Sakhua goes back to the 16th century A.D. While they were inhabitant in the Rumn Valley and this came into their mind in search of comfort and solace from sorrows, sufferings and miseries they faced. However, the aim and object of the Mizo religion was to encourage people to be good and dutiful and to be competitive to adopt and apply the principle of Tlawmngaihna proclaiming that these good souls would be able to dwell in Pialral after death, imagined to have been situated just beside the Mithi-Khua, where there was enough to eat and drink with no work. While Pialral was believed to be a ‘Paradise’, the MithiKhua was believed to be more or less like sheel of the Hebrew scripture. The Mizos used the words like Thangchhuah (brave, valiant, performer of important sacrifices etc.) to categories the good man from the bad ones, which could easily have access to the Pialral. The

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bad had to go through a process of torture from a man called Pawla on way to Mithi-Khua. The life after death was believed nothing, but to wanded about with no resting place. General belief about life after death goes to Rih Dil (earlier it was the largest lake in Mizoram, now it is in Myanmar 13km away from the IndoBurma border), then comes back and wanders about here and there in spirit for a short period and then goes back to Hringlangtlang (visible hills by man) to live the world for ever. From this hill the spirit sees once again towards the world he left with great lingering and sorrows of leaving it forever. After that the spirit will drink the Lungloh Tui (no logging water) and wear Hawile Par (no turning back flower) after which the spirit would loose desire to live on earth and see back anymore. The Rih Dil was believed to be the entrance to the Mithi-Khua. Before arriving at the Mithi-Khua the spirit had to pass through a place named Pawla Kawt (Pawla’s pallet). The spirit had to undergo a series of tests conducted by Pawla, the dispenser of good and evil deeds, of the days while he was on earth alive. To perform prayers and sacrifices, each of the clans of Mizos in each village engaged Puithiam (Priest) Sadawt and Bawlpu were the two Puithiams of the time. While Sadawt conduct ed sacrificial acts for blessings and protections from God, Bawlpu did so to evil spirits to get rid of, or recover from sickness, troubles and misfortunes and acted as doctor too, by preparing medicines for the sick ones. According to McCall, the ancient Mizos were wholly animist. They named the God, their Pathian, sometimes as Pu Vana, Khua Nu, Vanchung Nula, etc. L. M. Chhinga stated that the Mizos believed a Pathian, who dwells in heaven and who creates the heaven and the earth and the one who administers, was the Khua, Khuavang (watcher of man), and Lasi (owner of the wild animal) were two of the good spirits. Lloyd described Pialral as the paradise of the rich, mighty, brave or skillful, where everything was luxurious and abundant. MithiKhua on the other hand, he stated, was a destiny of the average man, a place very like the Sheel in

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Hebrew scripture, a shadowy colourless underworld. However the Mizos believed the existence of God and the evil spirits or demon and also believed that God is more powerful than the Demon in the same way that an organized religion believes. However, C. L. Hminga stated that it is very difficult to know exactly what the Mizos understand by Pathian, before the acceptance of Christianity as their only religion. The Impact of Christianity: Although the present Mizos are fine, intelligent, meek and gentle tribe of mongoloid race, until the annexation of their country by the Indian Govt. in 1890, they were only known to the outside world as during Head-hunters, whose periodic raids were a source of terror to their neighbouring foothills and plains of East-Bengal and Assam. With the suppression of head-hunting and establishment of law and order by the British Raj in 1890, followed almost immediately by the arrival of the first Christian Missionaries named Rev. F. W. Savidge and J. H. Lorrain in 1894, a new day dawned upon the then Lushai Hills, a wonderful change occurred in the hearts and minds of the Mizos that transformed their cultures and traditional superstitious beliefs and fears, to a more modern and reformed society based on faith on Lord Jesus Christ. Though the God-Blessed labours of the British and the welsh Missionaries, the once wholly illiterate and semi savage tribe became the most loyal, literate and progressive community in the Assam Province. Just after arrival of Rev. Lorrain and Rev. Savidge at Aizawl, they started to compose Mizo Alphabets, opened schools and also translated the ‘Luke’ into Mizo language. In 1895, the first child primer named Mizo Zirtirna Bu and Grammar and Dictionary of Lushai Language were published at Aizawl. They were joined thereafter by Rev. D.E. Jones in 1897 from the Welsh Presbyterian Mission and by Rev. Edwin Rewlands in 1898. In the same year the ‘Luke’ and the ‘John’ were published in a book from. The first two Christians named Khuma and Khara were baptized. First song book was published in the Mizo language in 1899. In 1902, some more Christians were baptized, in the south

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Lushai Hills and the first news paper in Mizo language named Mizo Leh Vai Chanchin was published. In 1903, first Christmas was celebrated at Aizawl, where the missionaries, some Mizos and some Bengalis participated along with one Khasi. By the time ‘Jaintia Revival’ took place in 1906 in Khasi Hills. The first Revival Movement took place in Mizoram in the same year which brought great changes to Mizos spiritually and socioculturally. In 1907, the first Bible school named the “Aizawl Theological School” was established at Aizawl. In 1910, the first presbytery was held at Aizawl and three Elders (Upa) named Rosema, Dala, and Darchhinga were ordained. The first printing press (hand press) was established in 1911 and The Christian Tlangau Magazine was first published. In 1913 the Second Revival Movement started and in 1914 Thuthlong Thar (New Testament) book was first published in Mizo. Thereafter many more activities on spiritual, moral, social, medical, cultural and educational fields were flourished under the sincere efforts of the old and new missionaries. Some more Revival movements named Third, Fourth and Fifth took place in 1919, 1935 and 1944 with constructive outcomes. Among them the most significant one was the YMA (Young Mizo Association) originated in Fourth Revival. Clinging to their identity and culture despite external influences, Mizos have ensured that it

continues to thrive with unabated vigour. Every major village now has an YMA center, dedicated to infuse society with its traditional lifestyle and customs. Some of the most colourful aspects of this Revival is witnessed amongst the folk and community dance that have been handed down from one generation to the next. The Mizos now have completely left the old believes and also most of their old customs, traditions and superstitions and had become influenced with the western culture, the progress of Christian Religion. The Christianity provoked one of God, one Saviour and one Religion. In daily life either in joys or in sorrows; in sound health or in sufferings; in decision making, in danger time, in fear, in turmoil, in time of temptation, in time of indifferences or in the time of comfort or conviction, the Mizos are now consult only the Holly Bible as their personal guides and ask helps or give thanks to God through prayers and supplications. The Christianity, thus, completely regenerated the lives of the Mizos enkindling their lives from darkness to the light and made them the most generous, intelligent, meek, lovely, peace loving and joyful one. Once they were the HeadHunter, and now of course they are the largest literate community of our nation. Christianity taught them to be Christ-like, to live for Him and to die for Him with His goodness.

Contd. from Page 15 .... Panorama

GU is all set to Introduce Grade and Semester System Gauhati University has decided to do away with marks and introduce the system of awarding grades to compete with top of the line institutions in the country. The university will introduce the grading system for the post graduate students from this academic session and for under graduates students from the following year. The grades to be awarded will range from A to F. Grade A will imply excellent

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performance. B will means Good, C – Average, D – Sufficient, F – Insufficient or failed. The university will hold examinations in the semester system and the grades received by a student in each semester will be accumulated for a final grade at the end of the session. Besides the grading system the University would also introduce the Credit System, which allows students greater flexibility in choosing courses from other departments or institutions.

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83

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Democracy)

¤àì¤ Åø³ƒà> A ¹àìi à ¤à‹¸t à³èºA ú &Òüì¤à¹ ëƒ[J "¤àA íÒ[áìºà ú ³>t š[¹[Ạ>Kò௹ ³àì\ì¹ í¤ ë™à¯à '[t Òà[ÎA A ºR ¹ Åão¢-¹ê š, šøƒè[Èt ® ¹ºå¹ A =à ú š[º[=>, \à¤ì¹ì¹ "à[³ >ºàîº ¹ê šà”z[¹t A ¹à W Ò¹¹ ³à\¹ í> ë¤à¹¹ A =à --- A º}, ® ¹ºå, ë® àKîƒ ú [>\¹ K[ºìi ๠ƒà[Úâ«* W ¹A ๹ ¤å[º ® à[¤ Q¹¹ \ह ¹àÑzàt ëšìºà¯à¹ A =à ú Kò௹ ¹àÑzàQài ¤ì>à¯à¹ ƒà[Úâ« Kò௹ º’¹àìA [ƒÚ๠[šáìt à [á[R ™àÚ ¹àÑzà-Qài , Îõ[Ê ÒÚ Kòàt ú [A Ò¹ ¤àì¤? Îå[‹[áìºà Community Leader ÎA ºA --‘‘ëA ì>ƒì¹ "àìšà>àìºàìA ³à>åÒA Motivate A ì¹? Î\àK A ì¹?’’ ët *òìºàìA l üv ¹ [ƒ[Ạ--- "e ºìi à "à³à¹, l üÄÚ>¹ ƒà[Úâ« "à[³ >º’ìº ëA àì> º’¤? "à¹ç "à³à¹ &Òü ® ோà¹àÒü "à³àA ">åìšø¹oà ë™àKàÚ ë™ --‘‘We are belongning to the community.’’

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l šü ì¹àv û 23J> [\ºà¹ 2001 W >¹ ëºàA [šÚº ">å™àÚã \>Î}J¸à¹ [ÒW àš ëƒJå*¯à Ò’º : (t à[ºA à 1) l üìÀJ¸ ë™, ® à¹t ¤È¢t šø[t &i à ƒÅA ¹ ³èì¹-³èì¹ ëºàA [šÚº ">å[Ë t ÒÚ ú ëÎÒü [ÒW à¤ìt , 2001 ¤È¢t ëÅȹìi à ëºàA [šÚº ">å[Ë t íÒ[Ạú ëºàA [šÚº¹ ³à‹¸ì³ì¹ "à[³ [>\¹ ëƒÅ ¤à ¹à\¸J>¹ ºKìt [>\¹ [\ºà, ³ÒAå ³à, >K¹ ¤à Kà*ò "à[ƒ¹ [¤[® Ä šøìÚà\>ãÚ t =¸Î³èÒ \à[>¤ šàì¹à ú ëºàA [šÚºt šøA àÅ ëšà¯à t =¸ γèÒ¹ *š¹t [® [v A [¹ìÚ --- W ¹A àì¹ ëƒÅJ>¹ ¤àì¤ š[¹A ¿>๠"òàW [> ™åP t A ì¹ ú ëÎìÚ ÎA ìºà \>Îà‹à¹ìo ëºàA [šÚº¹ γÚt t =¸ Î}NøÒ¹ ¤àì¤ ë™à¯à W ¹A à¹ã [¤ÈÚàÎA ºA δšèo¢ ÎÒì™àK A [¹ šøAõ t "à¹ç Ç ‡ý t =¸ ë™àKà> ‹[¹¤ ºàìK, ™àìt W ¹A àì¹ ëƒÅJ>¹ l üÄÚ>¹ ¤àì¤ Î[k A ® àì¯ š[¹A ¿>à A [¹¤ šàì¹ ú \ã[¯A à : [™ìÒtå , "γ¹ "[‹A Î}J¸A ëºàìA Òü Nøà³àe ºt ¤àÎ A ì¹ ú Aõ [È íÒìá ët *òìºàA ¹ \ã[¯A ๠šø‹à> l šü àÚ ú ‹à> íÒìá "γ¹ šø‹à> Aõ [È\àt l ;ü šàƒ> ú ÒüÚ๠ºKìt , ³¹àšài , Î[¹ÚÒ, Aåò [ÒÚà¹, "àºå, [¤[® Ä ó º-³èº "à[ƒ* "γt šøWå ¹ š[¹³àìo l ü;šÄ ÒÚ ú ¹à\¸J>¹ ºKìt [>\¹ [\ºà, ³ÒAå ³à, >K¹ ¤à Kà*ò "à[ƒ¹ [¤[® Ä šøìÚà\>ãÚ t =¸ γèÒ \à[>¤ šàì¹à ú ëºàA [šÚºt šøA àÅ ëšà¯à t =¸Î³èÒ¹ *š¹t [® [v A [¹ìÚ W ¹A àì¹ ëƒÅJ>¹ ¤àì¤ š[¹A ¿>๠"òàW [> ™åP t A ì¹ ú ëÎìÚ ÎA ìºà \>Îà‹à¹ìo ëºàA [šÚº¹ γÚt t =¸ Î}NøÒ¹ ¤àì¤ ë™à¯à W ¹A à¹ã [¤ÈÚàÎA ºA δšèo¢ ÎÒì™àK A ¹à¹ ºKìt [>\¹ š[¹Úຠt =à Kà*òJ> δ¬ìÞê šøAõ t "à¹ç Ç ‡ý t =¸ ë™àKà> ‹[¹¤ ºàìK, ™àìt W ¹A àì¹

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‹å¤å¹ã (3) 8,40,673 ëA àA ¹àc ๠(2) 4,78,242 ¤R àÒüKà*ò (3) 4,65,970 ëKà¯àºšà¹à (1) 4,20,707 ¤¹ìši à (2) 8,46,106 >º¤à¹ã (1) 5,87,668 A à³¹ê š (2) 13,27,717 ƒ¹} (2) 7,73,982 ëÅà[ot šå¹ (3) 8,64,125 º[J³šå¹ (2) 4,55,689 닳à[\ (2) 2,94,105 ³[¹Kà*ò (1) 3,98,930 >Kà*ò (3) 11,94,327 ëKàºàQài (3) 4,90,370 ë™à¹Òài (3) 5,30,240 [ůÎàK¹ (3) 5,46,565 [l ¤øç KØl (1) 6,09,470 [t [>Wå A ãÚà (3) 6,02,515 A à[¤¢-"à}º} (3) 4,22,599 l üv ¹-A àá๠(2) 98,899 A [¹³Kg (1) 4,16,408 ÒàÒüºàA à[–ƒ (1) 2,80,912 A àá๠(2) 7,41,580 ³åk (49) 1,37,87,799

7,93,916 16,34,589 4,52,162 9,30,404 4,40,345 9,06,315 4,01,599 8,22,306 7,96,314 16,42,420 5,50,516 11,38,184 11,87,313 25,15,030 7,29,961 15,03,943 8,13,749 16,77,874 4,33,636 8,89,325 2,75,363 5,69,486 3,76,944 7,75,874 11,21,060 23,15,387 4,55,411 9,45,781 4,78,957 10,09,197 5,06,237 10,52,802 5,62,586 11,72,056 5,47,631 11,50,146 3,89,721 8,12,320 72,902 1,71,801 5,87,270 10,03,678 2,62,066 5,42,978 7,00,561 14,42,181 1,28,50,608 2,66,38,407

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1999-2000 W >¹ [ÒW àš ³ìt , [\ºà [® [v t "γ¹ W àÒ ¤à[Ká๠Î}J¸à, ëJ[t ¹ ³à[i -A à[º, l ü;šàƒ>¹ š[¹³ào "à¹ç KØl l ü;šàƒ> [\ºà¹ >à³

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ƒ¹} ëKà¯àºšà¹à A à³¹ê š º[J³šå¹ [l ¤øç KØl >Kà*ò [ůÎàK¹ A àá๠A à[¤¢ "à}º} l üv ¹ A àá๠"γ (³åk )

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41,968 3,522 3,300 530 93,138 8,014 74,575 31,116 2,005 4,524 2,67,392

80,227 5,855 5,003 9,701 1,55,932 14,073 1,18,324 53,722 1,878 6,521 4,51,236

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³à[i -A à[º (¤K¢ [A : [³:) 430.000 50.000 78.808 20.000 340.000 20.980 70.130 38.800 7.218 44.060 26.220 45.568 6.050 22.181 37.000 33.930 4.140 11.248

If you want to talk with writers and contributors please dial Rana K. Changmai Surjya Chutia Rajeev Mohan Dr. Kamalesh Kalita Sushanta Kar Akhil Ranjan Dutta

9435134539 9954456991 9435036813 9435132745 9954226966 9854157184

(email : [email protected])

Nilimjyoti Senapati 9435134783 Amitav Shukla 9435036693 Rathindranath Goswami : [email protected] [email protected] Dr. Rupali Gogoi 9435131075

87

Malabika Das Hazarika Kamal Gogoi Hari Singh Tomar Arup Baishya

9435472987 9859821123 9954231608 9435073117

(email : [email protected])

Ramachandra Guha (email : [email protected]) Ghanashyam Deka 9436353160 (email : [email protected])

Nilofar Yasmin (email : [email protected]

/ Vol. VI, ISSUE - I, Sep.'08