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3 The Editorial Board of Pragyan expresses gratitude to Nandita G. Sarma, Dr. Palash J. Mazumdar, Joseph Frank Landsberger, Ghanashyam Deka, Prashant Barooah, Prasanta Borah, Rajiv Deka, Rudra Narayan Borkakoty, Dr. Tanusree Sarker, Arup Baisya, Dr. Diganta Phukan, Utpal Dutta, Dr. Banikanta Sarma, Dr. Juri Dutta, Anjal Borah, Bhabesh Basu, Tapan Mahanta & Kamal Bhattacharjee for their invaluable contribution to this Issue. We are looking forward for more contributions in future. 00 Editorial 01 Editor s Mail Box 02 Campus Update.../ Surjya Chutia 09 Academic World Around 11 Panorama Personality 15 Goal Setting.../ Nandita G. Sarma 17 An Interview with Dr. Palash J. Mazumdar Exam & Education 19 " Ú> ëa ïåº Î šìa -5../ ³èº : ë àìw ó ëóø S ëºr Wô à\ à¹; ">å : [ z³àºà ëƒ ã 24 Types of Exceptional Learners.../ Ghanashyam Deka Career 27 Shift of Paradigm.../ Prashant Barooah 30 Notes for Freshers.../ Prasanta Borah 31 Career and Career Counselling.../ Rajiv Deka 34 List of Unapproved and Unrecognized Universities/ Career Tabloid Science & Tech. 40 í\[ A š ý [t ì¹ št }K [>Ú o.../ ¹ç >à¹àúo ¹A àa [t 43 Critique to the Theory of Global Warming and... (2)/ Dr. Bhuban Gogoi 46 Effect of and Alar and their.../ Dr. Sushmita Chakraborty Social Science 51 A ³ ìû yt ë ï> [> àt > "à¹ç.../ [ z³àºà ëƒ ã 56 Underneath that.../ Ogn. Indira Mukherjee; Trans. Mayuri Sarma Baruah 58 Gender Budgeting : A Road to.../ Dr. Tanusree Sarker 62 Abuse : Some Truths and Notions.../ Anita Baruwa 64 Women Empowerment : An Analysis.../ Sangita Baruah 66 Musings in Ideology - III... / Arup Baisya 70 The Ahoms Effort to Urbanize.../ Dr. Diganta Kr. Phukan & Utpal Dutta 73 à> γΠà "à¹ç W ¹A ๹ \º>ã[t.../ í Aå k ƒàî 75 March in Antiquarian Studies.../ Dr. Banikanta Sarma Language & Literature 77 Mamoni Raisom Goswami s Autobiographical Forays.../ Dr. Juri Dutta 82 ë \ ¹ç ๠šøòî> : &[i "àìºàw >à.../ "gº ¹à 85 ëƒl ü¹ã àè๠àa Kk >.../ ëò³àºû ã KîK 87 A [ t à : l 0 A ³ìºÅ A [ºt à, i ³àW ëîàì>à àº, ì Å Îå, t š> ³Ò z, A ³º j àw à Editorial Board Patron : Dr. Bhuban Gogoi Adviser : Anjan Borthakur, President, ACTA, Tinsukia College Unit Editor in Chief : Rana K. Changmai Executive Editor : Sushanta Kar Editors : Monika Devi, Roshmi Dutta, Mayuri Sharma Baruah, Monika Das, Manashi Rajkhowa, Santanu Borah, Nilimjyoti Senapati, Surjya Chutia, Satyajyoti Gogoi, Dr. Kamalesh Kalita Students Representatives : Pranjal Gogoi, (Magazine Secretaty, TCSU) Published by :Secretary, Assam College Teachers Association (ACTA), Tinsukia College Unit, Tinsukia College, Tinsukia Contact : Web : ; Blog : ; Cell : [email protected] ; [email protected] Printed at : The Assam Computers (Govt. app A Category Press) [email protected]/ Tinsukia (Assam)

4 89 Så ƒà¹ K.../ " šàº Students Column 91 "àòa, "à[³* [ ` à>¹ ÎàK¹t Îàìtò àì¹à.../ ³à>Î KîK 92 ³¹ào γà\t [ : &[i W ³å "àìºàa šàt.../ ³ì>à¹g> ³¹ào (P ¹ç }) 94 ³à>[ÎA γt à : >à¹ã šøk[t ¹ ³èº³.../ë³ïWå ³ã ëqòà¹àìw à à 95 A [ t à : "Û Ú\ã; ëšà à¹, [A ¹o³Úã [ƒ[òr ãúà, Kã[t A à, ëòƒàú; l üààò, šøoà³ã ¹k àaå ¹, àñz ³¹ào, XoCZmW qg, amooe àgmx Jwám, Lohit Dutta Thank you for the trouble you have taken. It is indeed a labour of love. The effort must have been stupendous. You may think of doing a feature on Akhil Gogoi. I think he is the stereotype of leaders who are now going to emerge all over India. Make feature on Akhil Gogoi Great Job... Regards and May God give you everything required to keep up your mission. Shantikam Hazarika Director, Assam Institute of Management PO Box 30, Guwahati , India [email protected] The recent edition of PRAGYAN ( V-viii, I-i) seems great sir..all the topics were fresh & interesting... great job sir.. Lohit Dutta, B.Sc II nd Yr On Facebook group for Pragyan (Readers may choose whatever language they feel comfort to write in mailbox. But for better communication we prefer English and Assamese. Editor) 1 /

5 Surjya Chutia A One Day Seminar on Industrial Chemistry held Successfully 1 The department of Chemistry, Tinsukia College organised a one day seminar programme on Industrial Chemistry and Ancillary Industries related to Assam Petrochemicals Ltd, Namrup on 4th September 2010 in the College complex. The programme was sponsored by the Internal Quality Assurance Cell (1QAC) of the College. Dr. S.J. Khound, the Deputy Manager of the Quality Control Unit, APL, Namrup attended the seminar as resource person. In his keynote speech on the topic Dr Khound elaborated on the importance of Chemistry in the development of human society and civilization. He also referred to the scope of Industrial Chemistry for the Assam Petrochemicals Ltd. as well as the Brahmaputra Polymer and Cracker Ltd. coming up in Dibrugarh district, Assam. The seminar was attended by the principal of the College Dr. Bhuban Gogoi, former principal Dr. Sukhen Chakraborty and many teachers besides students. The lecture session was followed by an interesting interaction session between the resource person and participants. T h e programme may be considered as a promising step towards the efforts of industrial development in this eastern part of the Country. The government of Assam too organized a seminar on the same topic just after one month on 5th October, 2010 at Makum, Tinsukia. Mrs. Monika Devi, head of the Chemistry department delivered the welcome address at the beginning of the programme. As a part of the day s programme, a new issue of the departmental wall magazine Chroma prepared by the students of the Chemistry department was also inaugurated by the resource person. Moreover, the Chemistry Olympiad was organized on 10th October 2010 in the College premises successfully. A large number of students from different local Schools and Colleges besides Tinsukia College participated in it. Last year too students from Tinsukia College came out with flying colours in the Chemistry Olympiad. / 2

6 2 Marvellous Performance of Tinsukia College Students in ASTITVA-'10 The NIS Academy (An Anil Dhirubhai 3) Mimicry Competition : Ambani group initiative), Dibrugarh, organised 1st prize : Arup Mahanta a two days programme of literary and cultural 2nd prize : Papu Kakoti competitions among the College Students at DHSK College (Dibrugarh) on 28th August and 4) Extempore Speech : 3rd prize : Anupam Neog 18th September 2010 successfully. A large number of students from different Colleges of Dibrugarh and Tinsukia districts took part in it. A group of 5) Collage Competition 3rd prize : Anupam Neog and Diponjyoti Bokolial students from Tinsukia College under the guidance of Mr Abhishek Rana Borah, lecturer, Commerce department of the College participated 6) Business Quiz Competition : 3rd prize : Anupam Neog and Prachurja Pran Borah actively in various competitions held in the two days and put up a tremendous performance. The 7) Mono Acting : 1st prize : Papu Kakoti group bagged maximum prizes in the whole event. The following is the list of students of the Tinsukia College group and respective positions which they bagged in different competitions of 8) Ad Mad Show (Staging of an advertisement): 1st prize : Group of Sashikanta Borah, Deep Chetia, Bastav Moran, Papu Kakoti, and Jayanta Dutta. the programme. 9) Group Dance Competition : 1) Essay Competition : 1st prize : Anupam Neog 1st prize : Group of Lalit Gogoi, Prafulla Moran, & Ananta Gogoi 2) Debate Competition 2nd prize : Papu Kakoti 2nd prize : Group of Arup Mahanta, Shravan Lohar and Akshayjit Poddar. 3 Students Elected New Union for the Session To constitute a new Students body for the new students body are : session , the Tinsukia College President ( ex officio) : Dr Bhuban Gogoi Students Union election was organized on 25th (Principal) September 2010 as per the academic schedule of Vice President : Ashirwad Gogoi the College. The election committee appointed for General Secy. : Deepjyoti Parashar the purpose, headed by Sri. Mriganka Choudhury, Assistant General Secy. : Biswajit Dutta lecturer, English dept, conducted the whole Secy. Outdoor Games : Nayan Nilim Chetia process of the election very sincerely and Secy. Indoor Games : Pranjal Protim Baruah smoothly. The result was also declared on the same Secy. Cultural : Pranjal Gogoi day evening. The office bearers got elected for the Secy. Magazine : Pranjal Gogoi 3 /

7 Secy. Social Service : Dikshit Gogoi Secy. Boys Com Room: Nabajyoti Gogoi Secy. Girls Com Room: Priyanka Saikia Secy. Literary & : Raman Ranjan Moran Debating Secy. Gymnasium : Homan Konwar The new students body took over charge on 30th September 2010 in a general meeting which was held under the presidentship of Dr. Bhuban Gogoi, principal of the College. 4 Freshers Social Function 2010 held on 20th August, 10 Under the aegis of the Tinsukia College principal. At the beginning of the session Sri Students Union (TCSU), the much awaited Umakanta Gohain, the general secretary, TCSU, Freshers Social Function 2010 was organized on addressed the invited guests and new comer 20th August with a day long programme. The students and extended a warm welcome into the function is organized every year to formally function and as well as to the College. welcome the new students of HS 1st year and TDC Dr. Sukhen Chakraborty, Rtd. principal of 1st year into the College hailing from various the College was the chief guest of the open corners of Tinsukia district and outside too. meeting and in his address, he said that discipline, The programme started with hoisting of the sense of obligation & responsibility play a vital College Flag by Dr. Bhuban Gogoi, Principal, role in building the future life of students which Tinsukia College, the president TCSU, followed could be acquired mostly during the college life. by hoisting of the Students Union Flag by Smt. The meeting was also graced by Sri Diganta K. Goswami, Vice Principal of the College. Sri Bora (IPS), the S.P, Tinsukia district. Sri Bora wished Someswar Hazarika, the HoD, Botany Dept. then the new comer students a beautiful future and urged formally initiated the programme of floral tribute them to be sincere and devoted to their study. He at the Martyrs Column. A new issue of the College also urged the teaching community to upgrade the wall magazine the Bhaskar edited by Sri Nagen standard of degree level by taking help of latest Deka, the Magazine Secretary, TCSU, was also information technology so that our students can inaugurated by Smt. Bontimala Devi, the HoD, compete in national and global level successfully. Assamese dept. of the College. The open meeting was followed by a Then the open session of the Freshers Social colourful cultural programme performed by the function was held at the College auditorium under new comers and old students of the College which the presidentship of Dr. Bhuban Gogoi, the was very attractive and colourful. 5 Dr. Mallika Kandali Delivered Lecture on the 55 th Foundation Day of Tinsukia College Tinsukia college is one of the most prestigious and pioneering higher educational institutions at the easternmost corner of India. The college began its journey in a humble way on 1st / 4

8 September 1956, only with the Arts stream. Now the college has three streams (Arts, Science & Commerce) with seventeen full fledged departments along with several professional and vocational courses. The 55th Foundation Day of the college was observed with great enthusiasm on 1st September 2010, with a day long programme. The programme of the day started with hoisting of the College Flag in morning by Dr. Bhuban Gogoi, the principal of the College. Then an open session was held on the occasion of the 3rd Mayuri Bora Memorial lecture where Dr. Mallika Kandoli, Associate Prof. R.G. Baruah College, one of the specialists of Satriya Dance in Assam delivered a lecture with demonstrations on the topic Satriyar Rup Vornona. The lecture session was followed by an interaction session on the topic. The session was presided over by Dr. Bhuban Gogoi, the principal of the College. The Mayuri Bora Memorial Award was also given in the meeting to the best graduate of the College for the year Sri Atanu Paul, Commerce graduate was awarded the honour this year. The annual merit awards were also given to the total of 40 students by IQAC, of the College who secured 60% and above marks in BA, B.Sc, and B.Com. final examination from the College this year. Earlier, Sri R.K Changmai, HoD, English dept. delivered the welcome address where he explained the details of the foundation of the College and the Mayuri Bora Memorial Trust. The Mayuri Bora Memorial Trust was founded in the year 2008, by her family in memory of late Mayuri Bora who was a former student of Tinsukia College, who died at an early age. The Trust decided to offer the Mayuri Bora Memorial Award to the best graduate of the College every year. The day long programme ended up with lighting of earthen lamps in the College campus the in evening. 6 The College Bade Farewell to H.S Tomar Assam College Teachers Association (ACTA), the Tinsukia College Unit in collaboration with the College authority organized a farewell function on 24th September, 2010 to bid a hearty adieu to one of the outstanding colleagues Sri Hari Singh Tomar, HoD Hindi Dept. of the college, who has superannuated from his colourful career as teacher of the college. The farewell meeting was presided over by Dr. Bhuban Gogoi, the principal of the College. Sri Tomar was given warm felicitation by both the college authority and the fellow members of the Teachers unit. He was honoured with traditional Assamese Gamucha, Sarai and other gifts along with Man Patra by the two organisations separately as a sign of gratitude for his unforgettable sincere services to different aspects of the college, he had rendered for a very long period. Most of 5 /

9 members of the teaching and non-teaching staffs of the college were present in the farewell meeting. Sri Tomar delivered a speech and recalled his glorious experiences in the college during his service period. He also gave some valuable suggestions for the future betterment of the college. The farewell function ended with vote of thanks offered by Leela Sen Tamuli, the secy. of the unit. 7 NCC Unit Adjudged the Best in Independence Day Parade The Tinsukia college NCC ( D Coy) unit is Independence Day and Republic Day parades one of the best NCC units under 10th Assam organized centrally by the district authority of Bn. NCC, Dibrugarh, which has both the Boys Tinsukia. The Cadets of the unit performed well in and Girls wings. Apart from the participation in the last Independence Day parade on 15th August various social work and NCC training Camps, the 2010, where the unit was adjudged the best unit in Cadets of the unit take part regularly in the the district and awarded the first prize in its category. 8 Inter College Debate Competition held at Tinsukia College On the occasion of the Independence Day Dr. Sukhen Chakraborty, Rtd. principal, 2010, the department of Information & Tinsukia College was the chairperson and Dr. A.K Public Relation, Govt. of Assam, in collaboration Borthakur, HoD, History dept. Tinsukia College, with Tinsukia district administration organized an Sri Uttam Dowarah, HoD, English dept, Women s Inter College Debate competition at Tinsukia College, Tinsukia, Sri R.K. Changmai, HoD, College on 10th August The topic of the English dept, Tinsukia College were the judges debate competition was Multi Party System is a in the competition. The results were : must for a Vibrant Democracy The participant 1st prize : Mridusmita Phukan, Women s students were from Tinsukia College, Tinsukia, College, Tinsukia Women s College, Tinsukia, G.S. Lohia College, 2nd prize : Feruj Rohman, Doomdooma Tinsukia, Doomdooma College, Doomdooma, College Margherita College, Margherita, Digboi Mahila 3rd prize : Trishna Deb Choudhury, Mahabidyalaya, Digboi etc. Women s College, Tinsukia. A Career Awareness Workshop Conducted by NE Career Guidance 9 In order to enable the students to choose right careers in future, academic institutions arrange career counselling programmes. Specially for the students of Colleges and Universities, it is the need of the hour. Keeping the view in mind the Pragyan Editorial Board in collaboration with the IQAC, Tinsukia College, organized a Career Awareness Workshop at the College on 27th September 2010 successfully. The main topic of the workshop programme was Education for Tomorrow, Career Vision 2010 and Beyond Sri Prashant Barooah and Sri Debojit Das from NE Career Guidance Cell, (an autonomous Career Guidance Group, who have been arranging a series of career counselling programmes in different educational institutions of North East region since its inception, in association with FASS an international Think Tank NGO for the Welfare of NE Indian States) were the resource persons of the programme. The workshop was presided over by Dr. Bhuban Gogoi, the principal of the College where students from different educational institutions like Tinsukia Commerce College, Women s College, Tinsukia, Senairam HS School, Sarvajanin H.S Valika Vidyalaya, Bangiya Valika Vidyalaya along with their teachers were present besides the students and teachers of Tinsukia College. / 6

10 10 Information Technology has now emerged as a dominant industry and is expected to continue to be so in the years to come. Technology itself is ever changing. It has both good and evil effects on the society and civilization. Resistance to or acceptability of change is also of prime importance as this reflects the characteristics of close or open mindsets of a society. One of the measuring factors of open mindsets may be determined by the multi-linguistic ability of a community or a society. Since IT sector requires interacting with people from various background and culture, a close look at the culture of the NE region with special emphasis on local areas remain one of the In his deliberation Sri Barooah highlighted the employment scenario of the country in general and North East in particular. He also talked about the available scopes of employment, which the youths of this region have failed to clutch on. Sri Das advised the students of the area to study hard and to develop the habit of reading news papers and journals regularly and prepare themselves to compete with the students of other States of India. He further informed the students about support services being offered by the NE Career Guidance in this regard and called upon the students community to take full advantages of such services. The deliberations were followed by an interaction session where most of the students present were interacted with both the resource persons. NE Career Guidance can be reached through their site : Pragyan also provides regular updates on the group through its Blog. Bikram Baruah Delivered a Talk on XOBDO Online Dictionary most critical factors. It is the right time to prepare a suitable plan for a better future on the strength of unity. Keeping all these things in mind, a small group of individuals having three members namely-bikram Mazumder Boruah, Pallav Saikia and Priyanku Sarma initiated to introduce an Online Dictionary the XOBDO containing all the native languages of North East India in the year Since its perception, the volume of words belonging to the different local languages of this area have been increasing day by day. Now it contains about Assamese words, English, 2881 Dimasa, 2038 Karbi, /

11 Meeteillon, 1039 Tei, 838 Bodo, 655 Mising, 633 Hmar, 410 Khasi, 306 Kok-Borok, 234 Bengali, 233 Bishnupriya, 160 Garo, 141 Nagamese, 134 Deori, 120 Mizo (Lushai), 87 Chakma, 75 Apatani, 73 Ao, 30 Rabha, 20 Tiwa, 19 Hindi, 18 Monpa and 8 Reang words. Sri Bikram Boruah, an Abu Dhabi, UAE based Reservoir Engineer and the founder of the dictionary, visited the college on 9th September, 2010 and delivered a talk on using Unicode and writing NE Indian languages including Assameses on Internet in general and Xobdo Online dictionary in particular. The Pragyan Editorial Board in collaboration with the IQAC, Tinsukia College organized fruitful talk. Dr Bhuban Gogoi, the principal of the College, presided over the talk. Apart from the students and teachers of the College, a group of students from Women s College, Tinsukia too participated the programme. Sri Boruah explained in details the history of the dictionary and its present position. He also explained the procedures and techniques to contribute words and prove its authenticity of different languages into the On-line dictionary. Sri Sushanta Kar, the executive editor, Pragyan helped him to demonstrate the techniques lively with LCD projector and internet. Both Sri Boruah and Kar urged the students and teachers to come forward and contribute words to the infant dictionary as far as possible. One can reach the dictionary at The talk ended with vote of thanks offered by Sri Surjya Chutia, one of the editors of Pragyan. CWSD Gifts Books and Materials to the Prisoners at Tinsukia Jail 11 As per UGC guidelines, the Cell for Women Studies and Development (CWSD) of Tinsukia College was set up in the year Since its inception, the Cell has been organizing various programmes and workshops for bringing awareness in different aspects among the womenfolk in different times. As a part of its social responsibility which strongly espouses the cause of education, the Cell distributed books and other teaching materials amongst the female prisoners of the Tinsukia Jail on 15th August 2010.Besides, the members assured the jail authorities of further help if necessary. The Cell is going to organize a 5 days UGC sponsored workshop on Capacity Building of Women Managers in Higher Education, referred to as sensitivity, awareness and motivation, in Tinsukia College from 8th to 12th November Mathematics Olympiad held Successfully at the College The Mathematics Olympiad 2010 was V to XII participated in the competition. Prize successfully organized by the Assam winners are eligible for Regional Mathematics Academy of Mathematics at Tinsukia College on Olypiad (RMO) which is held in November each 19th September 2010, like each year, along with year. For results of these competitions, study with 48 other centres of the state. Students from material or any other query log on : different schools of this locality ranging from class / 8

12 Tezpur University and Tinsukia College Career Guidance Workshop for NE States With an aim to address the career needs of the students of North Eastern states of India, NE Career Guidance ( in association with Friends of Assam and Seven Sisters (FASS) an international think-tank NGO for the welfare of the North East, has come up with a plan for welfare services for the students and unemployed youths of NE states. In an endeavour to help-guide-inform and motivate the students and the educated unemployed as well as uneducated but talented youths in their own capacity of Assam and seven other sister states of North India, NE Career guidance has conducted several workshops on Life and Livelihood, Career Vision 2020 and beyond. Recently, awareness workshops were conducted at Tezpur University, organized by TU and at Tinsukia College, organized by Pragyan Editorial Board and Placement Cell, IQAC, Tinsukia College. The focus of these workshops was on the employment scenario of the Country in general and Assam in particular. Emphasis was given on current unemployment problems of the state, and also on the available employment opportunity which generally youth from this region fail to clutch on to. NE Career Guidance also stressed upon how to increase one s employability. The mission of FASS and NE Career Guidance is to create a pool of well trained, skilled and ready to induct individuals to address the major human resources needs of the highest and fastest growing industries. Those workshops also intended to create awareness among youths and our citizens and entire Education fraternity. FASS has started an initiative with NE Career Guidance to help reach out for the development of the entire North East Region. Awareness workshops are intended to create awareness about the following career aspects Bridging the Gap Generating Skilled and Employable Resources, Skill enhancements, Future of education New ways of Learning and New Technology, keeping the pace with futuristic modern learning, our education and New Career Scope for tomorrow, Future job scenarios and how do we prepare ourselves. Social Responsibility of FASS and NE Career Guidance -Eradicate unemployment, Promote Diminishing Heritage of North East, Promote North East Cultural Heritage Globally, 9 /

13 Provide platform for the Industries to reach to our youths, Industrialization Promote North East Talents, Research based approach to promote North East Bio-diversity, Technology driven awareness campaign on right utilization of Natural Resources across North East and protect North East from exploitation and Projecting resources for Regional development. With this endeavour, FASS and NE Career Guidance have launched an initiative gift a career to help the poor, talented and the needy youths of North East India. They have made an appeal to all Citizens and NRI to contribute for upliftment of our talents. This is for the under privileged / poor, who is talented but cannot afford even Rs. 500 for his own career development, who is fighting for a livelihood, but is not skilled and provide him/her with a job after he/she is trained and made employable, that will be a biggest gift for him/her this coming New Year. [PEB] Handique Girls College, Guwahati RTI Awareness Camp held Successfully A RTI awareness camp was organised by Society for Promotion of Appropriate Development Efforts (SPADE), Guwahati, in collaboration with the department of Political science, Handique Girls College. The resource person of the camp and visiting faculty of Administrative Staff College, I.H. Borbora, deftly handled the queries of the students attending the (99 šõë ๠š¹à) ³à>[ÎA γt à : >à¹ã šøk[t ¹ ³èº³ ³[ÒºàÎA ìºà A ³ƒàÚã >ÒÚ ú A à¹o ³à>[ÎA l ü;a È t ๠àì ³[ÒºàÒü ëa àì>à ëw Ê à W ìºà à ëƒjà >à àú t =à š[¹ t >Å㺠γà\ Ñ àa "òàìa à à[º ëºà ๠ëû yìt à &ì> ³[ÒºàÒü P ¹ç â«šøƒà> >A ì¹ ú ๠ó ºÅøç [t t ³[ÒºàÒü šøw [ºt γà\ Ñ àt [>\ìa JàšìJà à ë>à àì¹ t =à &ì> ³[Òºà ÎA ìºòü γà\t " ìò[ºt å[º Î à[ A \à[ò¹ A [¹ [ W àì¹ ú Åà[¹¹ãA àì šå¹ç Èt îa ³[ÒºàÎA º ƒå º [ƒ* ³à>[ÎA àì [A ñ ³[Òºà šå¹ç Èt îa ëa àì>àp ìoòü šàw š¹à >ÒÚ ú t ³à> γNø [ Å«J> [>Ú[ t íòìá &W à³ ë³ àî šä ëºàa ¹ à¹à ú å[ ý ƒãœ [W zà t =à Îõ[Ê ³åJã à¹oàòü ³à>åÒA šøk[t ¹ \Jºàt "àp àòü [>ìá ú ÒüÚàt Åà[¹¹ãA Å[v û ¹ è [³A à [>ìw Òü >Ko ú ³[Òºà "àìá [ &A àìl [³A ëa [¹Ú๠"[t W ³;A ๠[ƒ* Î[k A [Î ý à z ëºà à "à¹ç l üš åv û [ W ๠[ ì W >à A ¹à¹ ëû yt "t z ƒå º ú &Òü ëåøoãìi ๠àìkòü àì ë ³[ÒºàÎA º¹ *š¹t šå¹ç ìè A tõ â«\à[ò¹ A [¹ "à[òìá "à¹ç åk åk [¹ [>\¹ šø è â«jiå àòü "à[òìá ú ³à>[ÎA &Òü Òã>³à> t àòüìò ³[ÒºàÎA ºA "[ A ƒå º A ¹à ë > ³ì> ì¹ ú t ³à> "à³à¹ ëƒåt ÎA ìºà ëû yìt ³[Һ๠àì 30 š¹à 33 Åt à}å "àî> Î}¹Û o A ¹à¹ šøìw Ê à W [º "àìá ú &Úà Ç ºÛ o Ò*òA à >Ò*A [A áå³à> ëû yt [>\¹ å;š[v >=A à Îìw* &A à}å ³[ÒºàÒü [>[ƒ Ê Î}¹[Û t "àî> ƒjº A [¹ º ú (ëº[ja à Ñ àt A [ t ãú È ¹ áàyã ú) camp. Borbora interacted and held discussions with the students and teachers on how, why and where RTI can be used for transparency and to minimise corruption in public institutions, government offices and development activities. Beside the faculty members and others, the camp was attended by a good number of students. [PEB] ë à à 60 áì¹ "à³à¹ ëƒåt Îà³à[\A àì šàw š¹à ëåøoãî³èòa "àp àòü [>Ú๠àì Î}¹Û o¹ Ñ à A [¹ "à[òìá ú ">åîè[w t \à[t, ">åîè[w t \>\à[t, "> à> šàw š¹à Π߃àÚ "à[ƒ ìi à àkt [ v û A [¹ &ì> Π߃àÚ [ ºàA ¹ ëºàa A A ³ Î}Ñ à>, ¹à\î>[t A ëû y "à[ƒt [ ìåè Îå[ à šøƒà> A [¹ "à[òìá [ƒ* &*òìºàa ¹ l üä[t îº & ๠W Aå [ƒúà l ü[w t ú &ì> Π߃àÚ [ ºàA ¹ [ ÎA º ëºàa šøaõ t ìt Òüì³ à ët ì> ëºàa ÎA º¹ àì Î}¹Û o¹ ëa àì>à šøìúà\>ãút àòü >àòü ú ë à à 60 á¹ Î}¹Û o¹ Îå[ à [ƒ &ÒüÎA ºA ë ì>ƒì¹ ³à>[ÎA àì "[ A š}p A [¹ ët àºà íòìá, ët ì>ƒì¹ ³[Һ๠àì Î}¹Û o Ñ àòü* &ì> ³à>[ÎA š}p A [¹ ë >åtå [º t àa >[ƒ A ë>à à[¹ ú >à¹ã šå¹ç È Î³¹ê št "àk à[øn îº Ò ìº ƒåìúàì¹ ³à>[ÎA γt à ">àt P ¹ç â«[ƒìºìò "[ A A à A ¹ã ó º ëšà à à ú ³à>[ÎA γt ๠"= à [W z๠γ¹ê št à "à[> ë>à à[¹ìº >à¹ã àƒ, Î}¹Û o "à[ƒ Û oñ àúã à¹oàì àì¹ ëa [t Úà* ³[ÒºàA "àp àòü [> ë>à à[¹ ú &J> γà\ šøk[t ¹ àì šå¹ç È-³[Òºà ƒåìúàšû ì¹ Î³à> P ¹ç â«"àìá ú ³[ÒºàÎA ìº [>\¹ P ¹ç â«t =à [>\¹ l üš[ñ [t A [>ì\ šø[t Ë à A [¹ ºà[K ú šå¹ç È &Òü ëû yt à à å[º à[ ëºà àìi àìúòü ³[ÒºàÎA º¹ šø à> ³à>[ÎA ƒå ºt à ú / 10

14 1 Saina s Grandmother Wanted a Grandson She is one of the most sought after female if the gamble would pay off. But her father Harvir sporting stars in India. She won Gold in Singh, a Scientist with the Directorate of Oilseeds Women s Badminnton final match in CWG Research Hyderabad, opted to go by the advice and thus secured 2nd Place for Indian in the Medals of PSS Nani Prasad Rao, the then badminton coach Tally. But when Saina Nehwal was born in of the Sports Authority of Andhra Pradesh patriarchal Haryana, her own grandmother refused (SAAP), who saw immense potential in the girl. to look at her because of the inherent discrimination The rest is history. against the girl child in the state. Haryana is one of My mother Usha Rani had represented those infamous states in India where sex ratio has Haryana in badminton and she was consistent in declined to about 900 girls per 1000 boys in the 0- her encouragement. That helped me build my 6 age group. Haryana, with a skewed sex ratio of career successfully and at just 14, I had a sponsor 847 women to every 1000 men, is notorious for in Bharat Petroleum and Deccan Chronicle. Now, female infanticide and honour killings. we live in an apartment bought with my prize I was really surprised when I was told that money and my parents have taken my grandmother did not come to see me till a care that it is in my name, she month after my birth. I was born seven years after revealed. my only sister Chandranshu and my birth was a The 20-year-old revealed big disappointment for her. She wrote in a that her ties with her relatives column for India Today magazine. have strained on the But in it there is a message that I understand issue of how the very well now about the discrimination against women in the the girl child, she wrote. family should be Saina still counts her blessings for having treated. parents who were liberal enough to allow her to My pursue sports. Rarely a middle-class family can uncles think of spending half of the monthly income on and other an eight-year-old child s training without knowing relatives 11 /

15 are against encouraging girls in every aspect and that includes sports. I hardly interact with them. My parents are more open. They back me all the way, she said. [PEB] 2 The Catholic Scholars Started to Deconstruct Hawking s Declaration on Absence of the Creator God T he Catholic scholars started to deconstruct Hawking s declaration on absence of Creator God, while the globally acclaimed Scientist Stephen Hawking is still alive to explain his own words. One can just imagine what they ll do to confuse their takers while he will not be here to counter. A Jesuit priest and scholar, former president of Gongaza University Fr. Robert Spitzer, says that Hawking s dismissal of God in favour of physics reflects fundamental confusions about the Christian concept of God, as the creator of all that exists both the physical universe, and the laws of physics which apply to it. When this is understood, Fr. Spitzer said, Hawking s basic confusion becomes clear. Although Hawking talks about the universe creating itself from nothing, he is presupposing that this nothing somehow involved gravity and other fundamental laws of physics, Fr. Spitzer explained. Let s take the law mentioned by Dr. Hawking above the law of gravity, Spitzer wrote. It has a specific constant associated with it and specific characteristics, and it has specific effects on mass-energy and even on space-time itself. This is a very curious definition of nothing. Now, he continued, if we rephrase Dr. Hawking s statement in the above fashion, then he has clearly not explained why there is something rather than nothing. He has only explained that something comes from something, by describing the development of a functioning universe on the basis of laws such as gravity. Almost all the Global media covered the news on release of his new book The Grand Design in September last. Prior to that, an extract of that book appeared in the Times, where the most famous physicist of this century sets out to contest Sir Isaac Newton s belief that the universe must have been designed by God as it could not have sprung out of chaos. The very name of the book was taken from Newton s those words. After that Hawking personally appeared in front of many electronic media, where he has reiterated his words again and again. But still, those paid Scientists of Church are ready with juggling tools to deconstruct his words. Hawking concludes in his book by saying the Big Bang was an inevitable consequence of the laws of physics. There is no need to invoke God to set the Universe going. In his own words, Spontaneous creation is the reason there is something, He also wrote, Because there is a law such as gravity, the universe can and will create itself from nothing. In his 1988 bestseller, A Brief History of Time, Prof Hawking wrote, If we discover a complete theory, it would be the ultimate triumph of human reason - for then we should know the mind of God. The whole world has been debating his coined phrase the mind of God. since then. To some it appeared that he had accepted the role of God in the creation of the Universe. For opponents of that view this phrase was just a metaphor, nothing beyond that. Hawking remains silent for all these years. And he made him clear in this new book. Now, Brother Guy Consolmagno, SJ, an astronomer at the Vatican Observatory, explained how the preconditions for the universe s unfolding and operations were not a form of nothing, as Hawking considers them to be. Rather, he said, they are the conditions created by God for the ordering of the world. God is the reason why space and time and the laws of nature can be present for the forces to operate that Stephen Hawking is talking about, It seems that those Vatican Scientist might / 12

16 not spend a seconds to explore new horizon of galaxy, but, will say and write thousands of words to refashion the great scientist s historic declaration. Br. Consolmagno has unique design to accomplish his job. He says The god that Stephen Hawking doesn t believe in, is one I don t believe in either. God is not just another force in the Universe, alongside gravity or electricity. God is not a force to be invoked to... start a scene or two and fill the momentary gaps in our knowledge...god is the reason why existence itself exists. [PEB] 3 Koro : A New Language Identified in Remote Corner of Arunachal Pradesh Linguists reporting from a National Geographic expedition to India s remote northeast corner have identified a language completely new to science. The language, known as Koro, belongs to the Tibeto-Burman language family, a group of some 400 languages that includes Tibetan and Burmese, the linguists said. Although some 150 Tibeto-Burman languages are spoken in India alone, the expedition team has been unable to identify any language closely related to Koro, so distinct is it from the others in the family. The expedition was part of National Geographic s Enduring Voices project ( on.natgeo.com/ddylox), led by National Geographic Fellows Gregory Anderson and K. David Harrison. Before the expedition, the team had targeted the remote Arunachal Pradesh state in North-Eastern India as one of its Language Hotspots a place on the world map that hosts a rich diversity of languages, many unwritten that are little studied or documented. On a scientist s tally sheet, Koro adds just one entry to the list of 6,909 languages worldwide. But Koro s contribution is much greater than that tiny fraction would suggest, Harrison writes in The Last Speakers, newly published by National Geographic Books. Koro brings an entirely different perspective, history, mythology, technology and grammar to what was known before. A scientific paper on the newly identified language will be published in volume 71 of the journal Indian Linguistics. The revelation of the new language was bittersweet: Koro is highly endangered. Only about 800 people are believed to speak it few under age 20 and the language has not been written down. Arunachal Pradesh is considered a black hole on the linguistic map: Because a special permit is required to enter the region, few linguists have worked there, and no one has drawn up a reliable list of languages spoken there, their locations or numbers of speakers. The Enduring Voices team began its search in Arunachal Pradesh in 2008 for two poorly known languages Aka and Miji known to be spoken in one small district. The team, which included Indian linguist Ganesh Murmu of Ranchi University, climbed steep hillsides to reach speakers villages, going door-to-door among the bamboo houses that sit on stilts. As they listened to and recorded the vocabularies of these poorly known tongues, Harrison, Anderson and Murmu began to detect a surprise third language, one locally known as Koro. None of the scientific literature they had studied had reported the existence of a third and completely distinct language in the region it s not listed in standard international registries of languages or even in Indian language surveys or censuses. To reach the tiniest Koro village, the team crossed a rushing mountain river by bamboo raft. They sat on shaded verandas of the stilt-supported houses, making recordings as people shared their vocabularies and life stories in the hidden language of Koro. Thousands of words were captured the first known time that Koro was recorded as its own distinct language, Harrison said. Koro shaped up as distinct from the region s other languages on many levels, the linguists said. Its inventory of sounds was completely different, and so was the way sounds combine to form words. Words also are built differently in Koro, as are sentences.for example, the Aka word for mountain is phù while the Koro word is 13 /

17 nggõ. Aka speakers call a pig a vo while to Koro speakers, a pig is a lele. Koro could hardly sound more different from Aka, Harrison writes in The Last Speakers. They sound as different as, say, English and Japanese. Strangely, the Aka and Koro speakers didn t seem to see or hear it that way. Aka speakers considered their Korospeaking neighbors and cousins as speaking a dialect of the same language as they did. Anderson and Harrison said that Aka is the traditional language of the region s historic Kachim, a speaker of the hidden language Koro, talks to slave traders; they hypothesize that Koro may National Geographic Fellow Gregory Anderson. Anderson and a team made the first known recordings of Koro, an endangered have sprung from the slaves, though they say language that is new to science. The expedition is featured in more study is needed to determine precise a new National Geographic book, The Last Speakers, by K. origins. David Harrison. (Credit: Photo by Chris Rainier) Languages are dying around the world; one associate professor of linguistics at Swarthmore blinks out about every two weeks. Linguists consider College, and Anderson, director of the Living about half of the world s nearly 7,000 tongues are Tongues Institute for Endangered Languages, endangered, the victims of cultural changes, ethnic work with National Geographic Fellow and shame, government repression and other factors. photographer Chris Rainier on the effort. National Geographic s Enduring Voices The National Geographic Enduring Voices project works to identify language hotspots, scientific team will return to India in November document vanishing languages and cultures, and to continue studying this enigmatic, newly assist with language revitalization. Harrison, an classified language. [PEB] [ inputs taken from 4 Bridges aren t Built They re Grown here, in NE India In the depths of North-Eastern India, in one of Because the bridges are alive and still the wettest places on earth, bridges aren t built growing, they actually gain strength over time, they re grown. Grown from the roots of a rubber tree, the Khasis people of Cherapunjee use betel-tree trunks sliced down the middle and hollowed out, to create root-guidance systems. When they reach the other side of the river, they re allowed to take root in the soil. Given enough time a sturdy, living bridge is produced. and some of the ancient root bridges used daily by the people of the villages around Cherrapunjee may be well over 500 years old. One can check these Blogs for details: 1) 2) Cherrapunjee/Cherrapunjee-English.htm. [PEB] The root bridges, some of which are over a hundred feet long, take ten to fifteen years to become fully functional, but they re extraordinarily strong. Some can support the weight of 50 or more people at once. One of the most unique root structures of Cherrapunjee is known as the Umshiang Double-Decker Root Bridge. It consists of two bridges stacked one over the other! / 14

18 Nandita G Sarma Thomas Carlyle once said A man without a Goal is like a ship without a Rudder. Goal setting is something most of us recognize as necessary for our success. So, dear students in this topic we have chosen to talk something on Goal setting. Let us first see what is meant by Goal? Simply said, a Goal means the desired end-point. It is a specific and measurable occurrence, object, or state of affairs that one plans or intends to achieve or obtain in the future. Next comes Goal setting. Goal setting is a powerful process which helps us to choose where we want to go in life. The main importance of goal setting is that it provides us direction and purpose. When we set goals, we will know precisely what we want to achieve, so that we can focus our minds on a single worthwhile target and always channelize our efforts to achieve that goal and not get distracted easily. It can also be highly motivating once we get into the habit of setting realistic goals and achieving them. You cannot hit a target without knowing what the target is. So, the initial step in Goal setting is to identify your goal. You must first find out what you really want to achieve in your life. Think forward 5 to 10 years and ask yourself what you want to achieve in your life. You can try with smaller goals to start with. As you reach one goal, set a new one and then move on. That is how you will grow and become a more powerful person. Dear Students, while setting goal for yourself always keep in mind the following important tips : Set goals that really motivate you : When you set goals for yourself, make sure it is something that s important to you and there is value in achieving it. To make sure your goal is motivating, write down why it s valuable and important to you. Motivation is key to achieving goals. Set goals that relate to the high priorities in your life : Without this type of focus you can end up with far too many goals, leaving you too little time to devote to each one. Always set realistic goals : It important to set goals that you can achieve. Other people can set unrealistic goals for you without knowing your own desires and ambitions. Alternatively you may also set goals that are too high, because you may not appreciate either the obstacles in the way or understand how much skill you may need to develop to achieve that level of performance. Set time bound goals : Your goals must have a deadline. When you are working on a deadline, your sense of urgency increases and achievement will come that much quicker. Set goals in writing : Write down your goals and carry it with you always. This is to remind yourself that you have 15 /

19 missions to accomplish in your life and hence it will lead you to destination. Make an Action Plan and take action : Plan and write down all of the steps that are needed along the way to arrive at the goal. Then take consistent action as per plan everyday to move closer towards your goal. Many people fail to achieve the goals because of lack of action. Success is about getting things done. If you want to be successful you must be a doer. Review and update : Once you have decided your first set of plans, keep the process going by reviewing and updating your to do list on a daily basis. Your end destination may remain quite similar over the long term but the action plan you set for yourself along the way can change significantly. Make sure the relevance, value and necessity remain high. So, in short, Goal setting techniques give us long-term vision and short-term motivation. They focus our knowledge acquisition and help us to organize our time and resources, so that we can make the most of our life. By setting realistic, clearly defined goals we can raise our selfconfidence, as we would be able to recognize our ability and competence in achieving those goals. Students, a few key points for you as a part of goal setting. Clarity Use clear and specific goals. Challenge Goals should have enough challenge to sustain the interest. Commitment : Goal achievement requires commitment, so to maximize the possibility of success, you need to feel a sense of urgency and have an I must do this attitude. Feedback : Feedback on goal performance provides opportunities to clarify expectations, consider complexity of the task and adjust goal difficulty. If you follow these simple rules, your goal setting process will be much more successful and your overall performance will improve. Yes, you should also know how to celebrate your success! Whenever you have achieved a goal, take the time to enjoy the satisfaction of having done so. Realize the implications of goal achievement and watch the progress you have made towards other goals. All of this would help you build the self-confidence you deserve. At the same time be prepared for failures as well. Failure to meet goals does not matter much, as long as you learn from it. Add your learning back into the goal setting program for improvement. Finally, remember too that your goals will change as time goes on. Adjust them regularly to reflect growth in your knowledge and experience and if any particular goal does not hold any attraction any longer, then let it go. Because, the whole point of goal setting is to facilitate success. (The author is a resident of Digboi and professionally a psychological counsellor) (Contd. from Page 18) An Interview with Dr. Palash J. Mazumdar Dr. P.J.M: Yes, I have discussed all the 6 schools of Vedic philosophy, plus other non-vedic Indian philosophical schools like Carvaka, Buddhism and Jainism. I have compared and contrasted them with Advaita. Pragyan:What is your opinion on famous modern Indian philosopher Debi Prashad Chottopadhyay and his observation on Science and Religion? Dr. P.J.M: I am familiar with his writings to some extent. Debi Prasad Chattopahyay dealt mainly with the non-vedic schools of Indian philosophy, specially the atheist schools which he termed Lokayata. These schools are based on a very strong rationalism and are very interesting. However, I feel that the Advaita philosophy offers a more logical ground to explain the phenomena of the world than these schools. Pragyan: Thank You sir. We wish you keep on exploring new horizon in the arena of philosophy and enrich us with many such books with deep intellectual perceptive. / 16

20 ... I have been exploring on my own limited way to find a happy synthesis between science and religion. In view of above, it was a pleasant surprise when the American publisher sent me for reviewing a courtesy copy of the book, The Circle of Fire, (The Metaphysics of Yoga) written on similar subject. I was doubly pleased and surprised because the book was written by an Assamese. Frankly speaking, I was starting to read the book with certain skepticism in my mind. However, once I started the book, I could not stop before finishing the 400 page long book. After reading it, I realized that The Circle of Fire is indeed another outstanding book where science and metaphysics meet. This was how Rajen Barua, described the book The Circle of Fire, written by Dr Palash J Mazumdar and published in America by North Atlantic Books, in his review ( The Circle of Fire The Metaphysics of Yoga ) published in the June, 10 issue of Pragyan. The book is not yet available in Indian Market, but one can try it from We had a plan to publish an interview of Dr Mazumdar along with that review itself. Due to time constrain, Dr Mazumder couldn t made it then but he was kind enough to respond our request latter on and here it is. Dr. P.J.Mazumdar holds an MBBS and MS from GMC, Assam. He works as an ENT surgeon and has published his poetry in India and abroad. The questionnaire for his interview was prepared by Sushanta Kar, executive editor of Pragyan, with the help and inputs received from Sri Rajen Barua Pragyan: Congratulations! Dr. P. J. 17 / Mazumdar on publication of the book. The Circle of Fire in America by North Atlantic Books, which is receiving high acclaim from readers. We ve published here in Pragyan (Vol.Viii, I. I; June, 10, page 65) a write up about your book by Rajen Barua, a Houston, Texas; US based freelance writer and CMD of Friends of Assam and Seven Sisters, who has also written a good review of your book in Amazon.com. Do you have any comments? Dr. P J Mazumdar: Thank you very much. I am very happy and honored that you have chosen to give space for my book and interview in your Pragyan. The book is the culmination of several years of effort. I had always been interested in the philosophy of Advaita with which I became acquainted through reading the works of Swami Vivekananda and Ramakrishna Paramahamsa. I am happy to think that my thoughts are now available for others to read. Pragyan: We shall be much obliged if you kindly answer a few questions we re asking, which we had a plan to publish along with Sri Barua s write up in the last issue. But we could not make it then. Now we want to have this interview for the next one, which will be published in November, At the very outset what we want to know is being a Medical Doctor where did you get the inspiration to write such a book on Science and Spirituality? Dr. P.J.M: My inspiration was entirely from

21 Swami Vivekananda and Ramakrishna Paramahamsa. I had begun going to the Vivekananda Kendra in Guwahati and also the Ramakrishna Mission from my teenage years. I found the Advaita philosophy on which my book is based to be the most logical and rational, and it struck me as the one philosophy which was most in harmony with science and reason. Pragyan: How long it took to write the book? Dr. P.J.M: It took me nearly 3 years to write the book, because I had very limited time for it in the middle of my medical career. Pragyan: Did you write any other articles on similar topic before? Dr. P.J.M: Yes, I have written short articles on various topics. I have now collected them and put them on my website, Pragyan: How did you get the American publisher? Dr. P.J.M:The process began way back in 2002, when I wrote a brief synopsis of a proposed book and sent it to several publishers through the internet. One publisher then offered to publish my book when completed. I began writing the book earnestly despite my lack of time due to my medical career and completed it in By that time, my proposed publisher had been taken over by another company, so I had to find a new publisher, which took a lot of effort till I finally found my present publisher. I sent my synopsis to a wide range of publishers including several from India, but I received a firm offer only from North Atlantic Books, Berkeley. From there, it was another long wait as the manuscript went through the publishing process for 2 years till it was finally published in December, Pragyan: Are you planning to write more on the subject? Dr. P.J.M: Perhaps yes, if I can get sufficient success through this book. Pragyan: When do you think, your book will be published in India? Dr. P.J.M: The distributors of my book are Random House, the largest book publishers in the world, and I am in negotiations with them to try to get it published here. It is their decision though and they will take it entirely on commercial grounds. I hope they will take a decision soon enough. Pragyan: Are you planning to translate the book into Assamese if publisher is available? Dr. P.J.M: Yes, certainly. I have sold only the English rights and still retain the rights in other languages. But I would like to have a collaborator, since I am not familiar with the technical words of philosophy in Assamese. I hope to find someone who is interested and comes forward for a joint effort in translation. Perhaps even through this interview. Pragyan: You mentioned Buddhism and Advaitya are the two branches of Indian Philosophy which are not in contradiction to Science. Can you explain this? Dr. P.J.M: Yes, this is the main argument of my book. Both Buddhism and Advaita are completely rational philosophies which can be reached through logical arguments. Buddhism believes in no-absolute while Advaita believes in an Absolute. Either one or the other must be true, there must be either an Absolute beyond this world or there may be no-absolute. So either one or the other must be the truth. Pragyan: Do you believe in a personal God? Can God be justified through science? Dr. P.J.M:No, I do not believe in a personal God. I believe only in the Absolute of Advaita. When we see the Absolute through our mind, we see it as a personal God. Pragyan: The Circle of Fire is a term coined by Buddhist scholar Nagarjuna. Are Buddhism and Advaitya similar? Dr. P.J.M: I have used the term, the Circle of Fire, because it is an evocative term, and because Gaudapada, the teacher of Sankaracharya, used this term to define Advaita as different from Buddhism. Hence this sutra is very important both for Buddhism and Advaita. Buddhism and Advaita are complete opposites in their metaphysical roots, and this sutra is an important way to understand this difference. Pragyan: As we know that most of the Indian school of philosophy was silent on existence of God except Vedanta, have you touched that school in your book? What about Samkhya and Carvaka? (Contd. on Page 16) / 18

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24 " àî K[Øn tå [º Å ¹ Øl ຠi >[A ÚຠA ¹à, à>à> Î ša ãú ">ååãº>, àa Kòàk [>¹ ³> A [¹ ºKà A =àì ๠\à[> ëºà à, J¹îA [ºJ๠" àî A ¹à Òüt à[ƒ >à>à> ƒ¹a à¹ã A à³ A [¹ îº Îåì àk l ü[ºúà šàì¹ ú íƒ>[ ƒ> A ³ -ÎèW ã¹ Îó º ¹ê šàú ìoì¹ [>\¹ Îà³= l üðã[ t A [¹ îº â š¹ Ò*A ú [ƒ>ìi àt ëa Òü à Qsi à* &ìa i à A à³ìt à &ìa i à [ ÈÚìt ºà[K =à[a ìº "à> A à³ à "à> [ ÈÚt Î³Ú [ƒ ë>à ¹à ÒÚ ú A à³ìi à "Î³àœ Ò ìº ë ìºk [ƒ>à* Î³Ú J¹W A [¹ ºKà Ò šàì¹ ú ët ì> " Ñ à ëòà àt îa ë ìºk ë ìºk A à³¹ àì [ƒ>ìi àt Î³Ú KàÒü º*A ú &ì>îa Îœ àòìi àt šø[t ìi à [ƒ> [ [ Ä A à³ à [ ÈÚ¹ àì Î³Ú à A [¹ ëîòü³ìt "àk àøn A ú &ì> A [¹ìº [ ¹[v û, àk¹, &A ìqúà³ã¹ ³ì>à à "òàt [¹, í [W y "à[ò ú ó ºÑ ¹ê ìš [ [ Ä A à³ šøoàºã ý àì Î šä A ¹à¹ àì àl ü[t à[øn ú &ìa ài à š[¹úູ ΃Π¹ê ìš &\> [v û ìú íƒ>[ ƒ> \ã >t Qì¹- à[òì¹ A [¹ ºKà t A àì³òü =àìa, [ ì ๠>A [¹ìº γΠà à "Îå[ ๠Îõ[Ê Ò šàì¹ ú [¹ º*A \à¹-î³à¹¹ A à³, [ [ Ä [ º¹ i A à \³à [ƒúà, Q¹ç à [ [ Ä A à³¹ A à¹ìo ÎÒì à[kt ๠Òàt "àk ìøn à à, Îà³à[\A A à³ [A áå³à>t ÎÒì àk A ¹à, *W ¹-Wå å¹ãúà A àì¹à ๠[ šƒ-"àšƒt Jà-J ¹ ëºà à, šøìúà\>t ÎÒàÚ A ¹à Òüt à[ƒ ú [>\¹ šøn à- [ºJ๠A à³¹ ºKìt &ì> ¹o¹ A à³ì à¹ì¹à Îà= A \ã > KØn àt šøìúà\>ãút à "àìá [ ì ๠"àu>ååàî>¹ \[¹Úìt "àúv A [¹ šà[¹ ú íƒ>[ ƒ> γÚÎèW ã¹ šø[t ƒõøn t àì¹ ³ì>àì àk [ƒúa ú ë [t ÚàÒü [ A à³ A ¹à¹ A =à, ët [t ÚàÒü ëîòü A à³ A ¹A ú ëòòàòa à-[šw ºà A [¹ [Å[=ºt àa šøåøú [>[ƒ ú áày-áàyãîa ìº [ ìi à [ƒ>t [ [ ÈÚ¹ A à³ "๠± A [¹ îº [W zà A [¹ìá ët ì>îa ìú A [¹ îº ³>ìi à à[þê ºà[K ú A à¹o Î³Ú "³èº > K ìº "à¹ç >àìò ú [ ìa àì>à l üì Å à ºÛ t l üš>ãt Ò ¹ àì Î³Ú [> à¹o A ¹àìi à ë ì>îa \¹ç ¹ã ët ì>îa γڹ A ೠγÚt A ¹àìi à* \¹ç ¹ã ú K[t ìa íƒ>[ ƒ> A ³ -"òàw [> ">å àúã A à³ A ¹à¹ " àî K[Øn ët àºa ú ëa [t Úà à "[> à A à¹ot Î³Ú 21 / ¹à[J ë>à ¹à¹ " Ñ à &i à "à[ò šàì¹ ët [t Úà šè -[> à[¹t A à³¹ Î³Ú Îº[> A [¹ šå>[> à¹o A ¹à l ü[w t, Ò, A [¹³ -ÿ-ÿ- &ì> à ³>îº ">àìi à Û [t A à¹a Ò [ ìòtå [šáîº =ìº A à³ [šá š[¹ àú ú ¹A, "àìšà>๠ºK¹ ëa àì>à àòü \ µ [ƒ>¹ àì ³à[t ìº, "àìšà>๠Q¹ìt [A à ">åë à> Ò ìº, "àìšà>๠[W >à[a A àì¹à ๠Òk àìt ƒåq i >à Ò º! &ì> š[¹[ñ [t t "àìšà>๠l üš[ñ [t \¹ç ¹ã íò š[¹ šàì¹ ú ët [t Úà "àìšà>๠íƒ>[ ƒ> A ³ -ÎèW ãt àqàt Q[i ú &Òü γÚt "àšå[> "à[\¹ γÚ[J[> " à à A t ๠š¹à à[w ìºà å[º àt îa >tå >îa Î³Ú [>[ƒ Ê A ¹à¹ A =à à[ ú &Òü š ý [t à ëa ïåº Ò ³ A, šøa Òüt à[ƒ¹ ëû yt šøìúàk A [¹ìº A à³ì ๠Îó ºt àì¹ Î šä A [¹ š¹à àú ú ët [t Úà l üšº[ Ò, íƒ>[ ƒ> A ³ ÎèW ã ">å àúã A ¹à " àî¹ ó ºt [>ì\ [¹ ë>à ¹àîA ìú "àìšà>๠Îà³= Òü Îó ºt ๠\Jºàì¹ "àìšà>àa "àp àòü íº íkìá ú l üša ๠: "àšå[> &ìa ºìK A à³ì ๠A ¹à¹ A =à >à à[ &i à &i à ιç ιç àkt àk A [¹ A ¹à¹ š[¹a >à A [¹ìº " àî &i à K[Øn l ük àìi à Î ± Ò ú &Òü " àî¹ ºìt "àìšà>๠A à³ì ๠"àìšà>à-"àšå[> γàš>¹ [ƒåt "àk à[øn à ú ët [t Úà "à¹ç A ³ -ÎèW ã ¹ê šàúo¹ [W zàòü "àìšà>àa l ü[ N A [¹ >à¹à[j, ¹e A à³ A [¹ ë à ๠ëòòšàò t ã øìò Ò ú "àuà>ååàî>¹ ÎÒàÚt γڹ P ¹ç â«å[\ l üš åv û àì γڹ Ò๠A [¹ îº [ÅA A ú Î³Ú Î ša ãú à> "à¹ç ` à> "àúv A ¹àìi à &i à " Å ±à ã P ¹ç â«` àša A à Ò šàì¹ ú "àìšà>๠[>\¹ *š¹t [>Ú o =à[a ìºìò γÚA [>Ú oà ã> A [¹ šà[¹ ú [>[ƒ Ê A ³ ¹ê šàú>¹ \[¹Úìt "àuà>ååàî>¹ ">ååãº> "๠± A ¹A "à¹ç ëîòü[j[>¹ š¹àòü [>\ìa ƒû t àì¹ K[Øn ët àºà¹ šøññ[t àyàt "Nøι Ò*A ú l üša ๠: A à³¹ *š¹t [>Ú o "à[> šà[¹ìºòü "àšå[> [>\ìa à ÅõT[ºt A [¹ šà[¹, [>\A ">ååà[ît A [¹ šà[¹ìº γڹ ³ àƒà "à¹ç P ¹ç â«l üšº[ A [¹ îº ÎÛ ³ Ò ú ³>îº "àu[ Å«àÎ "à[ò ú ë [t Úà [>\¹ *š¹t [ Å«àÎ à[øn "àšå[> Òã>³> t à &¹àÒü W [º šà[¹ "à¹ç

25 A à³ì ๠šøóå À ³ì>ì¹ A [¹ îº l ü;îàò-l üƒ ³ ºà A [¹ ú Ź㹠"à¹ç ³>t ëa àì>à ëòòw à >à=à[a, Aà à[ z¹ àì * "à³[> >A [¹ ú [ š¹ãìt tõ [œ ¹ à &i àòüìò Ź㹠³> \å¹àòü ¹à[J [ ìi àì "àìšà>àa "àp àòü ë à àt ëšø¹oà [ƒú๠ºKìt Îó ºt à ºà ìt à ÎÒàÚA Ò ú "àuà>ååàî> Î ša t [ ¹o³èºA ëi àa à Òã &J> ºKt ¹àJA ú ÒüÚàt "àšå[> A [¹ îº ëºà à A à³¹ "๠±[o "à¹ç γàš>¹ A à¹ìo ëºà à à Î³Ú [º[J ¹àJA ú "àìšà>๠"NøK[t Î ša ãú J[t Úà> [º[š ý A [¹ ë à ๠ºìK ºìK ëîòü γèÒ¹ šå>[o ¹ãÛ o¹ àì * Ñ à ¹àJA ú l üša ๠: A à³¹ íƒ>[ ƒ> [ ¹o ¹Jà &Òü ëi àa à ÒãJ> "àìšà>๠A à³¹ K[t -šøaõ [t ¹ ÑšÊ á[ &J> ƒà[r [¹ ¹ àì &A ³èº à> Îò\å[º Ò šàì¹ ú P ¹ç â«">å àúã ëa à>ì ๠A à³ "àkt A [¹ ºKãÚà "à¹ç ëa à>ì ๠[šát A [¹ š¹à ëîòü [ ÈìÚ* à¹oà A [¹ šà[¹ àìt "Nøà[ A ๠[ [v t šøìúà\>ãú A à³¹ Î³Ú [> à¹o A [¹ îº ÎÒ\ ÒÚ ú "= à; A à³ ">å àúã γڹ l üš åv û Ò๠A [¹ š¹à àú [ ìi à "t z ƒ¹a à¹ã A =à ú "àìšà>๠" Ú> "à¹ç "> à> A à³ t à[ºa à å v û A ¹A šø[t ìi à A ³ [ƒ> "๠± A ¹à¹ "àkìt Òü [ƒ>ìi àt " Ú> A [¹ ºKà [ ÈÚ à A [¹ ºKà A à³¹ Î[k A š[¹a >à àk àk A [¹ ëîòü γèÒ t à[ºa à å v û A ¹A àìt A à³ì ๠[ƒ>ìi ๠[ t ¹t [>Úà[¹îA ëåè A [¹ šàì¹ ú t à[ºa àj> "Nø[ A ๠[ [v t A ¹A ú ë [t Ú๠[ ìi à A à³ ºìK ºìK "๠± A ¹àt ƒõøn Ò*A ú [ ìi à [ ÈÚ " Ú>¹ A à¹ìo [ ³à> γڹ šøìúà\> å[º àì [k A A [¹ º*A ú &ìa ìº=à[¹ìú ëa Òü[ƒ>³à> &Òü [>Ú³ ³à[> A à³ A ¹A "à¹ç W à*a &Òüìi à " àî [ÒW àìš KØn íºìáì>! ³> A [¹ Ñ àì [ƒ "àšå[> [>Ú³¹ ³à\t ëîà³àòü š[¹ìá "à¹ç t ๠àì ëa àì>à A Ê à "Îå[ à ">å A ¹à >àòü ët [t Úà Ò ìº " àît š[¹ot Ò Òü ú &[t Úà "àšå[> [ W ๠A [¹ šà[¹ A à³ì ๠"àp àòü [>Ú๠ëû yt " àî¹ è [³A à [A ³à> ú áày-áàyãîa º¹ àì šàk yû ³ " Ú>¹ A à³ [>[ƒ Ê Î³Ú³ìt A [¹ š¹àìi à "t z l üšì àkã ú γڹ A ೠγÚt A [¹ K ìºòü " àî KØn íº l üìk ú ºÛ A ¹A, &ìa ài à " àî KØn [ƒ îº [A ³à> Î³Ú º ºKà Ò º ú & ๠&i à " àî Ò ìºòü "àšå[> šè ìt t ๠àì Ò๠A ¹à Î³Ú à[w àú ú &ì>îa Î³Ú à[w ìº "àšå[> "à> [A à A à³ (t à[ºa à å v û >Ò ìº*) l ü[ºúàòü º šà[¹ ú ¹A, "àìšà>๠³>ìi à Î\ã "à¹ç Îìt \ A ¹à¹ A =à à[ ìá, "àìšà>๠ຠºKà A à³ &i à A ¹A -ÿ- Kà> Ç >A, á[ "òàa A, àƒ - ì\à ๠W J =à[a ìº t àìa à A ¹A, J ¹ A àk\, ³à> [ [ÅÊ "àìºàw >ã à K -A [ t à šøn A, [>ì\* [ºJ๠ëw Ê à A ¹A ú [i.[. ët [A à W à*a ; ³>-šá ƒ¹ [A à ëjà à ÑñìA ¹àÞê A, [>ì\* Jà*A Q¹¹ àa ã ÎA ºìA à Jå à*a ú [A ³à> ët ì>aå à ຠºKà A à³ l ü[ºúàòü º šà[¹ ú Q¹¹ ΃ΠÎA º¹ A àì¹à ๠ºKt à "àƒà>-šøƒà> A [¹ šà[¹ à ë ³à[º- å³åºà* A [¹ šàì¹; >Òìº [>\¹ ºKìt A =àìa šàt A ú [>\¹ A à¹ìo* " z¹u Î³Ú "A o³à>¹ ƒ¹a ๠ú [šìá ³>ìi à Î\ã A [¹ îº ík Î³Ú ` à>ìi à šàò[¹ à >àºà[k ú &Òüì ๹ A à¹ìo " ìå "àìšà>๠íƒ>[ ƒ> A ³ -ÎèW ãt Î³Ú &i à [¹* º šàì¹ ú l üša [ƒ>ìi à "๠± A [¹ îº º*òìt Òü [ƒ>ìi àt A [¹ îº [ W ¹à A à³[j[>¹ &i à ÑšÊ à¹oà "à[> º šà[¹ìº šøoàºã ý àì Î šä A [¹ š¹à¹ Î ±à >àìi àì "àìšà>àa l ü;îàòã A [¹ ¹à[J ú K[t ìa [ƒ>ìi ๠A ³ ÎèW ã [º[š ý A [¹ º ìº à [ƒ>ìi à ëa ì>îa Ò๠A [¹ t ๠"òàw [> &J> åp t A [¹ º ìº õ=à Î³Ú >Ê ëòà ๠š¹à ¹Û à šà š[¹ ú à A ìw à> [A à &i à A [¹³ å[º à[ =àìa àìt [A ³à> [ƒ> šà¹ íò àú, &ìa à >A ¹àîA [A ³à> Î³Ú >Ê A ì¹òà! [i áày-áàyãîa ìº \ã >ìi à ÎåÑ -Î º ¹ê št K[Øn tå [º îº, " Ú>t ³ì>à[>ì Å A ¹à¹ Î³Ú ë ì>îa à t à³èºa àì t à[ºa àt " z å v û A [¹ ëºà à šøìúà\> ët ì>îa [>\¹ ë ï[ ý A [ A àå, [v û â«kk > "à¹ç Åà¹ã[¹A ÎåÑ t ๠">ååãº>¹ šøìúà\>ãút à* "àìá ú ëîòü A =à ">å à > A [¹ íƒ>[ ƒ> A ³ -ÎèW ãt [>[ƒê Î³Ú à A [¹ t à[ºa à å v û A [¹ º ìº " àî Kk > A [¹ îº Îå[ à Ò ú t ³à>¹ šø[t ì à[kt à³èºa šõ[= ãj>t ë àk t àì¹ [>\¹ Ñ à> [>[ÆW t A [¹ îº Ò ìº, [ È ìt Îó º, [>¹àšƒ \ã > šà îº Ò ìº áày-áàyãîa ìº ÎìW t >t à "à¹ç "à z[¹a t àì¹ "àuà>ååàî>¹ ÎÒàÚt [>\A l üðã[ t A ¹à¹ / 22

26 šøìw Ê à¹ šø[t l ü µåj Ò ºà[K ú t ๠àì [> ¹ì àk Îà¹[= Ò íƒ>[ ƒ> A ³ ÎèW ã¹ [º[š ý ¹ê št =A à A à³¹ 'A à[ za ">ååãº> ú Ît A ãa ¹o : γڹ A ೠγÚt A [¹ ë>à à[¹ìº Å[S t >Ò ú šøt àôà>¹ ³åJà³å[J Ò îº ÎàÒÎ A ¹A ú [ƒ [A à å º ÒÚ à à à šàú, ët [t Úà* [W [ zt >Ò ú ÎÒ\ àì º, à[, \ã >t &Òüì à¹ Ñ à à[ A Qi >à ú [ ìòtå å º¹ Ç ¹[> Ò šàì¹ "à¹ç ã¹ [Ñ ¹ àì [W zà A [¹ à àì àì¹à "[t yû ³ A ¹à¹ l üšàú l ü[ºúà š¹à àú ú ët ì>aå à " Ñ à¹ Î µåjã> Ò ìº "ºš í¹ [ƒúa ú t ๠[šát [>\ìa š[¹[ñ [t ¹ ë³àa à[ ºà A [¹ îº Îà\å A ¹A "à¹ç >tå > l üƒ ì³ì¹ A ³ t šø õv Ò*A ú ëa Òüi à³à> ëa šå¹[o " àî¹ ºKt >tå > " àî Î}ì à[\t A ¹A ú [ƒ "àìšà>๠[ƒ>ìi ๠"๠±[o &A àš W àò à A [ó ì¹ A ¹à¹ " àî "àìáòü ët ì z JàÒü º*A ú t ๠[šát [>[ƒ Ê A [¹ ëºà à ³ìt A à³ "๠± A ¹A ú l üša &ì>îa šå¹[o " àî¹ ºKt >tå > " àî¹ Î}ì à\ì> "àìšà>àa ">àòa ëòòw ๠š¹à l ü ý ๠A [¹ ÎÒ\ A [¹ ú >Ò ìº >tå > " àîa "àúv A [¹ îº à*òìt "àìšà>๠"> Ñz ³>ìi àa šå¹[o¹ š¹à [ [ZáÄ A ¹à¹ ƒåìj A ³ -ÎèW ã¹ ºKt "àìšà>àa &A àu ëòà àt ëòr ๹ Îõ[Ê A [¹ šàì¹ ú šøàt [ÒA A ³ ì à¹ìi à A [¹ Òü ºà[K, š[¹a [ t A à³ì àì¹à [>ì\ [k A A [¹ ëºà à γڳìt A [¹ îº "ànøò "iå i ¹à[J ú &Òüì à¹ìa à A ¹oãÚ å[º Contd. from Page : 26 and research activities. Some of them are also interested in administrative job. The students considered the college as their platform for future development and basic needs. According to them, if they get the proper guidance and skill from their own institution they can perform an all-round performance. Therefore they sought for a career guidance cell and a community information center (">å à[ƒa à "γãÚà [ àk¹ [ÅÛ [Úyã) Types of Exceptional Learners... "àìšà> A [¹ º šà[¹ìº &ìa à γΠàòü >à[ò ú >tå > A ³ t à[ºa ๠"NøK[t [W [Òû t A "àšå[> šøññt A [¹ ëºà à A ³ -t à[ºa àj>¹ &ìa ài à A à³ Î šä ëòà ๠šàát [W > [ƒ ë à à¹ Ñ à A ¹A ú &Òü A à³ìi à =à*a ìt A [¹ š¹àîa "àìšà>๠Kà ë à à Q¹t =A à ëa ìºr à¹j>t, ëjà à ëi åºt à A [ šl üi à¹ìi àììt ëîòü Ñ àìi à ¹à[J šàì¹ ú l üša ๠: &ì>îa ëƒ[j =A àîa A ¹à [W [Òû t A ¹ìo A à³¹ "NøK[t Î šìa "àìšà>àa \>àòü =à[a ú ³>t " =à ë\๠[ƒ Îåò [¹ ºKà >Ò ú [šá¹ A à³¹ A à¹ìo ëšø¹oà* šà ú "àƒ Å [v û â«: \ã >t "àšå[> ºK ëšà à "àa È oãú, [ J àt [v û ÎA ºîº ³> A ¹A, å[\ îº ëw Ê à A ¹A ët ìjt ÎA º¹ [v û ⫹ Îó ºt à ú [A ìò ët ìjt ÎA ºA š[¹åã[ºt "à¹ç ÎåÅõ}Jº \ã > KØn àt ÎÒàÚ A [¹ìá, \ã >¹ ºÛ šè¹ot "àuà>ååàî> "à¹ç t ๠ÎÒì àkã " àîì àì¹ [A ƒì¹ šø à à[þt A [¹ìá ú &Òü[ ÈìÚ \à[> îº ³Ò; "à¹ç "àƒå à> Îó º [v û ÎA º¹ \ã >ã " Ú> A ¹A ú š¹àšû t ºK šà š¹à ÎA ºA ºK A ¹A, A =à šàt A, \à[> îº ëw Ê à A ¹A "à¹ç š¹à³å * [ W à¹a ú t ๠[šát ³>t ëîòüì ๠àòü [>ì\* ët ì> "àƒìå ì¹ "àk à[øn à ¹ àì šø[t Åøç [t ý Ò*A ú [>Ë à, Ît t à, "àu[ Å«àÎ, í, Î[ÒÌå t à, t àk, ƒàú ý t à "à¹ç "àuàî³àìºàw >à -ÿ- &Òüì à¹ì¹à A È o A ¹A ú ³åk ìt ºÛ [Ñ ¹ A [¹ A ³ - "òàw [> åp t àòü íº l üƒ ì³ì¹ A à³ A [¹ à*a ú ëƒ[j, Îó ºt à A àè W à[š "à[òìá "à¹ç &[ƒ> "àšå[> à³ìt [>\ìa šø[t [Ë t A [¹ šà[¹ ú for them. As the college already cross the 50th years milestone, the students think that college will do something new innovation in favour of them. Most of them sought in favour of semester system of education. Thus, I would like to conclude that, though the students are facing some problems, but still they feel very proud as students of PUC the Best of the Best college of Mizoram. REFERENCES 1. Dasgupta, D.N. Principle and Practice of Educational Programming, Pointers Publishers, Jaipur, Rajasthan 2. Hewad, W.L., & Orlansky, M.D. Exceptional Children an Introductory Survey of Special Education, 4th edition, Merrill, an imprint of Macmillan Publishing Co. (The author teaches Geography at Pachunga University College, Aizawl, Mizoram) 23 /

27 All children exhibit differences from one another in terms of physical attributes and learning abilities. The differences among most children are relatively small, enabling them to benefit from the general education programme. The physical attributes and/ or learning abilities of some children, however those we call exceptional learners differ from the norm to such an extent that an individualized programme of special education is required to meet their needs. The term exceptional learners both students who experience difficulties in learning and learners whose performance are so superior that special education is necessary to help them fulfill their potential. Thus, exceptional learner is an inclusive term that refers to children with learning and/ or behaviour problems, children with physical disabilities, and children who are intellectually gifted. Disability refers to reduced function or loss of a particular body part or organ; the term impairment is often used synonymously. A disability limits the ability to perform certain tasks (e.g. to see, hear, walk, etc) in the same way that most nondisabled persons do. Handicap refers to the problems a person with a disability or impairment encounters in interacting with the environment. A disability may pose a handicap in one environment but not in another. The student with an artificial limb may be handicapped when competing against nondisabled peers on the basketball court but experience no Ghanashyam Deka handicap in classroom. The term handicapped student is more restrictive than exceptional learners and does not include gifted and talented student. At Risk refers to students who are not currently identified as handicapped or disabled but are considered to have a greater-than-usual chance of developing a handicap. The term is most often applied to infant and preschoolers who, because of conditions surrounding their births or home environments, may be expected to experience developmental problems at a later time. The term also refers to students who are experiencing learning problems in the regular classroom and therefore at risk of being identified as handicapped. Besides, these, some other so-called defining characters of different categories of exceptional learners are: 1. Mental Retardation, 2. Learning Disabilities, 3. Behaviour Disorder (emotional disturbance), 4. Communication Disorder (speech or language), 5. Hearing Impairments 6. Visual Impairments, 7. Physical and other Health Impairments, 8. Severe Handicap, 9. Gifted and Talented Special education may be defined from many different perspectives. One may, for example, view special education as a legislatively governed enterprise. From this view point, one would be concerned about the legal implications of informing parents of handicapped students about their right to participate in planning their children s individualized education programmes. From a purely administrative point of view, special / 24

28 education might be seen as that part of a school system s operation that requires certain teacherstudent ratios in the classroom and has special formulas for determining levels of funding according to the category of exceptional children served. Or, from a sociological or political perspective, special education can be seen as an outgrowth of the civil rights movement, a demonstration of society s changing attitudes about people with disabilities in general. Each perspective has some validity, and each continues to play a role in defining what special education is and how it is practiced. None of those views, however, would yield the essence of special education. Exceptional children, their teachers, and their family may need a wide range of special education and related services from time to time. Today, most schools provide a continuum of services that is, a range of different placement and service options to meet students needs. The continuum is often symbolically depicted as a pyramid, with placements ranging from least restrictive (regular classroom placement) at the bottom to most restrictive (special schools or institutions) at the top. The fact that the pyramid is widest at the bottom indicates that the greatest number of exceptional children should be 25 / served in regular classrooms, and the number of children who require more restrictive, intensive, and specialized placements gets smaller as we move up. As we have already noted, the majority of children receiving special education services have mild or moderate disabilities. The number of children with mild mental retardation e.g. is far greater than those who experience severe retardation. It is worth noting that, of the seven levels of service depicted in table the first five is available in regular public school buildings. Children at levels 1 through 4 attend regular classes with non handicapped peers; supportive help is given by special teachers who provide consultation to the children s regular teachers or in special resource rooms. A resource room usually has a specially trained teacher who provides instruction to exceptional students for part of the school buildings are gaining acceptance as an appropriate placement for many children with severe and multiple disabilities. A CASE STUDY OF A FEW SELECTED STUDENTS: Regarding the problems, facilities and different aspects, I made a case study of some selected students from Pachhunga University College. For the case study I have conducted an interview of 10 students selected randomly from different streams. In the time of interview the following questions were considered for better results to fulfill the objectives. The questions are like: 1. What are his or her aim/ ambition? 2.Are they satisfied with current system of education? a) If yes, upto what level? b) If no, why? 3. What are the problems they faced in the classroom? 4. What are the facilities they are getting from the authority? 5. Are they interested in semester system of education? 6. Remarks (if any). After the interview different aspects of the students come out in the form of this write up. The

29 write is purely based on an imperial observation. The students response and my personal judgment during the time of interview combined herewith the write up. Generally all of them are not satisfied fully with the current education system. Basically, the students are belonging to a state where the literacy rate is second highest in the nation after Kerala. Therefore, most of them are very conscious regarding their higher education. But in the field of higher education the state s contribution is very limited. It is because of lack of proper motivation and innovation. Most of the students are belonging to a very fun loving community living with the nature. Their ignorance nature is the big factor that affecting the entire scenario of higher education. The students believe that only with the syllabus study of their course is not enough for good results. They need some extra care/help from the concerned teacher. As they responded that within the limited period of class time the thorough study for the teacher is not possible. Moreover the teachers using lecture method inside the class is not satisfactory to them. Most of the students suppose to go outside of the state for their higher education. But due to the lack of proper guidance and motivation they are not able to anything beyond the average performance. Again the library strength is very good of the institution. But most of the books are outdated for their syllabus. That is the big problems for the students. Most of them faced the problems of ready reference. It is because of the changing nature of the syllabus. As mentioned, most of the references are either very old edition or not suitable for their present syllabus. In response of the course structure, all of them responded in favour of semester system. According to them the yearly system is not suitable for better marking and to gear up to a high percentage. In semester system it is easy to score high percentage of marks within the limited time spun in compare the old yearly syllabus. So far the teachers, those following the lecture method only in the class are not effective to them. Most of them are not interested in such method. According to them it is easy to understand if the teacher follows the chalktalk method instead of giving lecture. Also the students prefer the study materials instead of reference. Among them some are also argued regarding the problems of pronouncing difference, spoken English problems, and extra load of severe class test etc. with some teacher. Thus a communication gap is there with some teacher which is also demoralized the students. So far maintenance discipline among the students are concerned, they ignored the matter. Inefficiency among the students is very common in the study area. The lack of equipped classroom, well timing routine, distance from the town etc are also some problems faced by the students. In the said institution, there is no career guidance cell to serve the students. In the present day world communication is most significant factor regarding the career development. To know the job vacancy, modern and updated information centers are also necessary for a good institution. Still the college not connected with the internet facility. There is now a newly established IGNOU study center to serve the students with some new discipline like tourism etc. But in the field of vocational and professional course college not showing a serious interest. Such type of course may help the students in their career. Also some professional course may help the students as an earning source. During the time of interview students shows a deep concern regarding this matter. However, in the field of information technology the college is tacking some initiatives, but it is yet to open for the students. Only few selected departments are availed the net facility. So far the institution provides well infrastructure for the students. In compare to other colleges of the state the said college has advantages in the infrastructure and accommodation facilities. Students coming from far are getting hostel facilities in minimum cost. Regular bus services, well facilities of laboratory, canteen services, playground etc. are provided by the authority. For some selected department the students are also getting financial help for their field trip every year. From this view point students feel lucky to studying this college. The college library is also one of the biggest in north-east. Belonging to the second highest literate state, the students are very much conscious about their facilities and aspiration. Their ambition is very clear. They want to look further with further studies Contd. on Page 23 / 26

30 27 / Education has been seen as an important instrument of social ascent and personal development. The objective of education system today should be to guide people through the change and prepare to respond to the needs of a changing society. The continuously improving level of education will contribute to social progress and consequently rapid economic development. Knowledge is the most precious resource in the 21st century & success of our future generation in the North East depends on its ability to innovate and adapt to change. Our Education system plays the most vital role for the development and further upliftment of the Region. With the induction of new technologies, new courses & introducing new ways of learning is the need of the hour. Professional education and skill enhancement trainings are the ones that student should focus on and develop the abilities to flourish in a world that is fundamentally diverse and irredeemably different. The entire Prashant Barooah North East Region need to focus on how, we become a knowledge generating society, rather than only knowledge absorbing society. To uplift the entire Region to world standards, it can be possible only through higher and professional education, research and development. We need to realize what the world needs from us and what our future needs from the world and engage ourselves for all needed development in a holistic and co-operative manner. Education system has to be distinctively contributing for further developments. Survey shows that college degrees no longer command authority in the job industry and are now needed to go further to professional, Master s and PhD levels. Another study show, percentage of students from NE Region taking up higher and professional education is still very low compared to other places. Focus should be to promote and impart vocational courses and trainings. Through such practical

31 courses one can gain skills and experience, which is directly linked to a career in future and in turn, offers better employment opportunities. This would help our students in our rural areas in a big way. In the absence of exact causes, hitherto no qualitative & quantitative evidence to prove it, as to why North East still lagging in development to the level where it can be, but at the very first glance there seems to be need of generating awareness, motivate, inform and expose to world of information. As our students are the building blocks of our society, they have to be provided access to knowledge, enhance their skills and expose them to world of opportunities. One of the major natural resources of North East India is its forests. And forestry is an important and interesting subject of study in today s world when there is big need for save our environment and to protect, conserve our ecosystem. North East is home to the most amazing herbs, medicinal compounds, natural cosmetics etc. Forestry and Wild Life go together since forests serve as home for wildlife. Forest wealth contributes significantly to the economy of our Region. Specially trained personnel are therefore needed to maintain and regenerate the forest cover, forest wealth and resources. This involves the services of forestry specialists, forestry management experts and forest officers. Forestry involves protection of forests and farming. Eligibility: The minimum qualifications required to pursue a 3-4 years, B.Sc (forestry) is to have passed the 10+2 examination with physics, chemistry and biology or agriculture as subjects. The major courses in forestry and wildlife in India are: B.S.C Forestry M.S.C Forestry M.S.C wood science and technology Institutions and colleges in India that provides courses on forestry and wildlife: Birsa Agricultural University, Kanke, Ranchi - 6. Forestry Research Institute, Dehra Dun Indian Institute of Forest Management, Nehru Nagar, Bhopal. Orissa University of Agriculture and Technology, Bhubaneshwar Wildlife Institute of India, Chandrabani, Dehra Dun. Agricultural College and Research Institute, Coimbatore( Tamil Nadu ) Coimbatore ( Coimbatore Dist. ) Chaudhary Charan Singh (C.C.S.) Haryana Agricultural University, Hisar( Haryana ) Hisar ( Hisar Dist. ) College of Agriculture, Mysore( Karnataka) Hebbal, Mysore(Mysore Dist.) College of Agriculture, Pantnagar (Uttarakhand ) Pantnagar ( Udhamsingh Nagar Dist. ) College of Agriculture and Regional Research Station, Dharwad( Karnataka ) Dharwad ( Dharwad Dist. ) College of Forestry, Srinagar ( Jammu and Kashmir ) Srinagar ( Srinagar Dist. ) College of Horticulture and Forestry, Solan (Himachal Pradesh) Solan (Solan Dist.) College of Technology and Agricultural Engineering, Udaipur(Rajasthan) Udaipur (Udaipur Dist.) Dolphin (P.G.) Institute of Bio-Medical and Natural Sciences, Dehradun(Uttarakhand) Manduwala, Chakrata Road, Dehradun (Dehradun Dist.) Dr. Balasaheb Sawant Konkan Krishi Vidyapeeth, Dapoli(Maharashtra) Dapoli (Ratnagiri Dist.) Dr. Panjabrao Deshmukh Krishi / 28

32 Vidyapeeth, Akola(Maharashtra) PO Krishinagar, Akola (Akola Dist.) Jawaharlal Nehru Krishi Vishwavidyalaya : College of Agriculture, Jabalpur(Madhya Pradesh) Krishi Nagar, Jabalpur (Jabalpur Dist.) Kerala Agricultural University, Vellanikkara(Kerala) Vellanikkara (Thrissur Dist.) Punjab Agricultural University, Ludhiana(Punjab) Ludhiana (Ludhiana Dist.) University of Agricultural Sciences, Bangalore(Karnataka) Gandhi Krishi Vignan Kendra, Bellary Road, Bangalore (Bengaluru) Dist.) College of Agriculture, Jorhat, Assam (Assam Agricultural University) North Eastern Regional Institute of Science and Technology (NERIST), Nirjuli, Arunachal Pradesh Job Prospects and Career Options: There are ample job opportunities available in the government sector. The Indian Forest Services is another good option. The Indian Council of Forestry Research and Education (ICFRE) and its affiliated Forestry research institutes employ trained personnel. NGOs which have taken up the job of preserving forests also appoint such individuals. Timber or plywood manufacturers also employ forestry specialists as consultants. Food and Agricultural Organization also hire forestry specialists for various functions in their organization. The job prospects in the education sector are also very bright. One can also opt for research work in various institutions. There are also jobs abroad as wildlife consultants for esteemed organizations. In forest and wildlife conservation people can be employed as Foresters Dendrologists Entomologist Ethologist Silviculturist Forest range officers Zoo curators. Having said as above look at one of the Survey on North East Rich biodiversity of Northeast India needs conservation Northeast India, a mega-biodiversity centre and a hotspot, comprises eight states, viz. 29 / Arunachal Pradesh, Assam, Manipur, Meghalaya, Mizoram, Nagaland, Sikkim and Tripura. It occupies 7.7% of India s total geographical area supporting 50% of the flora (ca species), of which 31.58% (ca species) is endemic. It is a transitional zone between the Indian, Indo- Burman-Malaysian and Indo-Chinese regions. It is also a part of the Vavilovian centre of biodiversity and origin of many important cultivated plant species and some domesticated animals. The region supports a rich biodiversity spanning from tropical rainforests to alpine scrubs. Takhtajan describes the region as the cradle of flowering plants because of its diversified angiosperms. This rich biodiversity has a significant role in the maintenance of the ecosystem. Besides, the biodiversity of the region is used ethnologically by locals for various socioeconomic and developmental purposes. The region is rich in orchids, ferns, oaks (Quercus spp.), bamboos, rhododendrons (Rhododendron spp.), magnolias (Magnolia spp.), etc. With the shrinkage of green cover everywhere, the region is also experiencing an impact on its ecological system. The major threats to the rich biodiversity of the region are expansion of agricultural activities, over-exploitation of forests for firewood, shifting cultivation, extensive timbering, grazing, urbanization, manmade forest fires, introduction of exotic plants, ill-managed road construction, mining, etc. which lead to habitat loss and habitat fragmentation that ultimately results in biodiversity loss. Natural calamities such as landslides, floods and forest fires also result in biodiversity loss to some extent. The region is known for its age old institutional mechanisms on cultural and social values for biodiversity conservation, namely sacred groves or forests in Meghalaya, Manipur and Nagaland; sacred landscapes in Sikkim and sacred hilltops in Arunachal Pradesh. Conserved as the abode of local deities, these ecosystems represent remnants of ancient forests. But these practices are rapidly vanishing due to modern education and conversion of religion, which have lead to the giving up of traditional and ethnic beliefs. The region has four biosphere reserves, 48 sanctuaries, 14 national parks, and two world (Contd. on Page 36)

33 Prasanta Borah [Editors Note : Prasanta Bora is an Engineer by profession. His blog Career Quips is world s 5th best career blog. Its Google page rank is 4th. With more than 3,500 blog subscriber Career Quips gets more than 3,50,000 visitors per month, but, very few of them are from NE India, for whom it s created. To make such a wonderful blog popular among NE Indian students and Pragyan readers we invited Prasanta to write for us. We are grateful that he has started a new series.] A few words from the writer: The contents of this write up is actually have been reproduced for Pragyan from my career blog: www. careerquips.blogspot.com. As the contents was actually made for the blog, to present it to the students as a published form we needed some minor edits. Full potential of the knowledge imparted here can be found only online at the blog, since many contents can not be presented in hard published form say for example, the video on demo GD in section Group Discussion. Also we may not be in position to write in details about links of other sites those our blog have. We ll try to mention the related web IDs here. Students are advised to visit those sites or our blog to search it, simply type Career Quips or careerquips or any combination of these two words. The first result shown is Quest for the first job always bogs down a student even before the student appears in his/ her final examination. And most of the time, that most-in-demand first job is always elusive. Fear of becoming an unemployed haunts majority of students. Are you one of them? Than you are in the right place! Through this blog, we are trying to take you through a guided tour to tell you various ways of getting that first job. How would we go about it? We are doing it through two sections of our blog: www. careerquips.blogspot.com. For absolute beginners: Section-Freshers Job Tools This section tells a novice what channels of jobs are available to him/her, how to make that first resume, the patterns of various job tests, what is a psychometric test, how to appear in a Group Discussion and Interview as well as the Post selection processes that a selected student goes through. For experienced ones : Section-Discover yourself This section tells an experienced one (or the one who has already gone through the section Are / 30

34 you ready? ) about the various resources that are available in Internet to hone their skills to perfection. In addition to above two sections, we are publishing here spotlights on specific areas from time to time on our continued posts in the blog. We ll write here in Pragyan serially. Would you be successful in getting the first job after going through the contents of our blog/ writing? The answer lies in your hand. No amount of teaching can get you the first job, until and unless you try for it yourselves. For this you must: 1.0 Try to attempt as many Written Test questions from the resources given in this blog as well as from other career related books/web-sites. 2.0 Improve your communication-skills (the required lingua-franca being English always!) to shine in following two areas: i) Group Discussion ii) Interview. You must conduct as many mock-gd & mock-interview sessions among your friends as possible so that you are confident of yourself wellahead of the real time. Also you must be familiar with Psychometric Tests, Resume-making etc. Be positive about yourself... Yes, you are going to get that job! Best wishes for the job-haunt. (to be continued) Rajiv Deka Among the present day s students, the very familiar words are Career & Counselling or Career Counselling. Counselling is a very field and over the years, it has acquired specialization in its areas of operation- parental, child, marriage, personality development, psychological, sex and career counselling. Among all these areas, the one sector that is in great demand and also we are going to discuss is Career Counselling. [Editors Note : The author Rajiv Deka is states well known career counsellor and writes regular column on career in popular dailies of the state. He owns a career counselling centre named Decaz at Guwahati. Established in 2002 Decaz is the first Career Guidance and Counselling Centre in Guwahati and the whole of NE India. We are grateful that he has started to write for Pragyan and hope he will continue to do so. Visit his site on : Let us first see what we mean by these two words Career and counselling.according to UNESCO, definitions of these words are as following : Career: The interaction of work roles and other life roles over a person s lifespan including both paid and unpaid work in an individual s life. People create career patterns as they make decisions about education, work, family and other life roles. 31 /

35 Counselling: Actively listening to an individual s story and communicating understanding, respect and empathy; clarifying goals and assisting individuals with the decision are making process. Counselling is a mutual relationship between a counselor (a professionally trained helper) and a client (a consumer of counselling services). Career counselling: A largely verbal process in which a counsellor and counselee(s) are in a dynamic and collaborative relationship, focused on identifying and acting on the counsellee s goals, in which the counselor employs a repertoire of diverse techniques and processes, to help bring about self understanding, understanding of behavioral options available, and informed decision making in the counselee, who has the responsibility for his or her own actions (Herr& Crammer 96). There is no doubt about it that career counselling is gaining more popularity among students gradually. One of the major contributing factor for the popularity of the field is the increasing number of student that are coming out of schools, looking for some help which the school may or not provide. All that these students are looking for is someone who knows the various careers available as well as advice on which field wills suit their academic and psychological temperament. There are millions of career options available and now, more than ever, youngsters are open to considering more offbeat career options. But these students need guidance and assistance in making the right choice. And that s where career counselors play a crucial role. Globalization and the technology driven knowledge era have opened up a myriad career opportunity. There are so many choices and options that students arte getting confused. Moreover parents also feel the need to know the latest trends. Thus along with counselling the students, parental counselling has become an urgent need. Thus there is an increasing requirement for career counsellors. So, what does the career counselors do? An individual is naturally presented with career choices through out his/her life and a career counselor assist the individual to explore, pursue and attain his/her career goal. Career counselling basically consists of four elements. a) Helping individuals to gain greater self awareness in areas such as interests, values, abilities and personality style, b) Connecting students to resources so that they can become more knowledgable about jobs and occupations, c) Choose a career path that is well suited to their own interests, values, abilities and personality style and d) Associating individuals to be active managers of their career paths. (including managing career transitions and balancing various life roles) as well as becoming learners in the sense of professional development over the lifespan. Becoming a career counselor is not as easy as it sounds. A career counselor apart from being very well informed and up to date on educational and career trends, must also posses all these qualitiesperception, understanding, motivation, analytical yet sensitive to the needs of the others and a great communicator. Most importantly, a career counselors should be aware of the latest opening in various areas and should maintain a databank of the traditional, conventional and up-coming career options so as to offer a wide range of options to the students. Besides this, a counsellor should also be in a position for further assistance to their clients in related areas such as job search, resume writing, arranging financial assistance and scholarships for higher studies etc. A career counselor helps people with career indecision on a number of fronts. Developmental problems such as career immaturity are resolved by exploring the client s interest and career alternatives and applying decision making strategies. Situational problems such as job stress are worked on within the context of a supportive, problem solving relationship to develop alternative responses. In recent years, however there has been a gradual yet perceptible shift in emphasis for vocational issues to personal/emotional issues and the systemic context for career development. Many studies devoted to career counselling focus on contemporary problems that involve personal as well as work-related issues, such as workaholics and reentry for women in the workplace. In addition, whereas previously counselling efforts have been directed primarily towards helping people find jobs, now there is much more attention dealing with work adjustment issues. / 32

36 Women s education is a priority sector in the government s policy planning. The National Policy on Education 1986 states that education will be used as an agent of basic change in the status of women in society. Education for women is a vital component of the overall strategy of securing equity and social justice for women. Special support services are needed to remove the obstacles inhibiting the access of women to higher education. Lack of adequate infrastructure required to meet the special needs of women students and teachers, including non-teaching staff, is one of the major factors responsible for obstructing the greater infrastructure for women students, teachers and non-teachers in universities. Eligibility/Target : All Colleges under Section 2(f) & 12(B) of the UGC Act are eligible to receive grant under this scheme. The target group is women students, teachers and nonteaching staff of all eligible universities. Nature of Assistance Available Under the Scheme: Under the scheme, a maximum of Rs. 10 lakh as a one-time grant in the Plan period will be provided to a university for creation and upgradation of infrastructure as per ratio mentioned below. S.No. Facility Percentage of allocated grant 1. Ladies toilets (both Indian and Western) with possible self-flushing 30 facilities. Preferably one toilet per 100 women (including students, teachers & non-teaching staff/researchers). 2. Women s common room with adequate furniture for sitting, 30 working and for special needs. 3. Gym facilities, separate for female students and teachers, equipped 30 with treadmills, cycles, etc., and sufficient place for other exercises, including yoga. Lockers as well as a shower room may also be provided. 4. For maintaining/upgrading existing infrastructure meant for women. 10 This grant may also be utilised for making appropriate arrangements for special needs and for any medical infrastructure requirements of women. participation of women in higher education. A large number of institutions do not have proper infrastructure for women. In certain institutions there are no common rooms and even separate toilets for women students, teachers and non-teaching staff members. A general feeling has been expressed at different forums that the availability of facilities for women would improve their enrolment, attendance and participation in higher education. The Commission has, therefore, designed this scheme of assistance for 33 / Procedure for Applying under the Scheme: Institutions should submit proposals complete in all respects along with required documents to the UGC office by 31 October of each year. The Commission will not entertain an incomplete proposal. Terms and conditions applicable to UGC-approved building projects will apply for the creation and upgradation of infrastructure under this scheme also. Universities are advised to observe these terms and conditions strictly.

37 Procedure for Approval: Institutions may submit their proposal for assistance under this scheme on the pro forma (given in Annexure I of UGC s website)¹. The proposal will be examined and processed in the concerned bureau of the UGC. In case it is found fit in terms of the conditions governing the scheme, necessary approval of the Commission will be conveyed to the concerned insitution. The following categories of universities/colleges will be given priority while approving proposals: Universities/colleges located in backward/ rural and semi-urban areas; and Universities/colleges with higher percentage of women teachers, non-teachers and students. Procedure for Release of Grant: Once the proposal is approved, the grant will be released in three instalments: The first instalment (50 per cent) of the grant will be released with the letter of approval. The second instalment (40 per cent) will be released on receipt of the utilisation certificate of the first instalment of the grant (Annexure II), submission of statement of actual expenditure and progress report of construction project undertaken. The remaining 10 per cent of the grant will be released on the receipt of completion certificate (in respect of building projects), utilisation certificate and statement of actual expenditure incurred Annexure III. Procedure for Monitoring: The UGC will monitor the utilisation of grants through its own mechanism and can call for any information from the institution. However, the UGC reserves the right to get physical verification done if deemed necessary. Proforma for Applying under the Scheme: Attached as Annexures I, II, III and IV.(¹). (1) Compiled by Anita Baruwa from the UGC website : An NE Career Guidance Presentation - 2 NE Career Guidance is working towards helping students in North Eastern States to choose right career for their life. It is very crucial for students to choose right Institution or College and be careful that they don t fall into trap of choosing an UNAPPROVED or UNRECOGNIZED Institute, College or a Course. To ensure that student s do not make any mistakes choosing an unapproved Institute or College or a course which are not recognized by Government or UGC, we share here the list available in public domain. Please note that students taking up such courses or getting admitted to such institutes may not affect in some instances getting employment but at the same though it does not guarantee. Studying in such institute may impact your higher educational ventures or taking up any Government job or employment. However, NE Career Guidance suggests further investigation by admission seeker should be done prior to taking admission. 1. Bangalore Institute of Aeronautical Engg. & Information Technology, Bangalore 72 Programmes : Aeronautical Engg. Information Technology, Mechanical Engg., Electronics & Telecommunication, Chemical Engg., Computer Science, Electrical, Engg.Marine Engg. 2. Indian Institute of Aeronautical and Marine Engineering Padmanabhanagar, Bangalore Programmes : Aeronautical Engg. Information Technology, Computer Science & Technology, Electronics & Telecommunication, Electrical Engg. / 34

38 3. Maharashtra Academy Of Naval Education & Training, Pune-Solapur Highway, Pune Programmes : B. Tech Marine, Engineering 4. National Institute Of Aeronautical Engineering And Information Technology, Pune-19 Programmes : B.E./B.Tech In Engg., Courses 5. P.K. Institute of Technology Pushp Vihar, Masani Road, Mathura Programmes : B.Tech. & Polytechnic 6. Singhania Institute Of Law Management Science & Technology, Dist. Jhunjhunu Web site :www. singhaniainstitutes.com Programmes : B.Tech. in Civil Mechanical, Automobile, Communication, Electronics & Instrumentation, Information Technology, Computer Sc. Electrical Petroleum & Hydrocarbon and Mining Engg.,MCA Polytechnic Diploma in Automobile, Civil Computer Science Electronics & Comm, Electronics & Instrumentation Information, Technology, Electrical, Mechanical Petroleum & Hydrocarbon,Web Designing, Fashion Designing, HMCT. 7. The ICFAI Institute of Science & Tech., CPAD, Unit No.107 A, Bangalore Programme : B.Tech. Prorgamme in Bio Technology Computer Science & Engg., Electrical & Electronics Engg. Electronics & Comm. Engg. 8. The Institute of Engineering Science & Technology, Shivabasavanagar, Belgaum Programme : Degree Courses in Aeronautical Mechanical, Computer Science, Electronics & Communication Information Technology. 9. Abhinav College of Engineering & Polytechnic, Thane(w) Programme : MBA, Deg/ Dip. Engg. courses 10. Academy of Business Management, Tourism & Research, Bangalore Programme : MBA/Doctorate Degree (Full time & Part Time) 11. Advisor the Educational Academy, Lucknow Programme : MBA, B.Tech., B.Pharma, 35 / MBA, MCA, Bio-Technology 12. Agra Institute of Engineering & Technology, Agra 7 Programme : B.Tech. & Polytechnic Diploma, MBA, MCA. 13. Akruti Institute of Real Estate Management and Research, Andheri (E), Mumbai 93 Programme : PGD:REDM 14. Amity School of Distance Learning PO Box. 503, Noida Programme : PGDBM 15. Amity School of Distance Learning New Delhi Programme : Distance Learning, PGDBM-2 Yrs 16. Annie Besant College of Engineering & Management, Lucknow (U.P.)\ Programme : MBA 17. Apex Institute of Management, Pune-28 Programme : MBA, PGDBM 18. IMET, Goa Programme : MBA/ Hotel Management 19. Bells Education & Research Society Chandigarh Programme : MBA, BBA, MCA, PGDCA, M.Sc, Distance Learning Programmes 20. Cosmic Business School New Delhi ) Programme : PGDM-FT, MBA-FT 21. D.B. Jain Institute of Business Management & Research, Chennai Programme : MBA 2 Yrs in 8 Specializations, International Programme, Executive MBA 1 Yr, MBA 2 Yr 22. Deen Dayal Upadhayaya Institute of Management & Higher Studies Kanpur (U.P.) Programmes : MBA 23. Devi Mahalaxmi College, Mumbai-78 Programmes : PGDMLT, Pharm,. Business Mgmt. 24. Elphinstone College, Mumbai-32 Programme : Dip, P.G.Dip in HMCT, MBA (Hospitality Management) 24. Excel Institute, Navi Mumbai Programme : MBA, HMCT, ENGG 26. FHRAI Institute of Hospitality Management, Greater Noida (U.P.)

39 Programme : 4-Year International Hospitality Administration 27. GCS Computer, Chandigarh Programme : MBA, MCA, PGDCA, PGDBM BBA BCA, Distance Education Programme of Punjab Tech. University Jalandhar 28. Globsyn Business School Salt Lake Kolkata Programme : PGDBM 29. GSC, Patiala Programme : MBA, MCA 30. GSC SCO, Chandigarh Collaborated with As per advertisement on in The Tribune, Under Sikkim Manipal Univ., Programme : MBA, MCA 31. Hindustan Institute of Technology & Management, Mumbai-92 Programme : MBA, MCA 32. Hospitality Training Institute, Mumbai Programme : Advanced Dip, Diploma & P.G.Dip.in Hotel Management 33. ICE College, Dadar, Mumbai Programme : MBA, MCA, PGDCA, Hotel Management 34. ICEI SCO, Chandigarh Programme : MBA, MCA 35. ICFAI, Karunamayee Programme : MBA 36. ICFAI Business School, Gurgaon & Chandigarh Programme : MBA-FT 37. ICFAI National College, Gurgaon 38. ICFAI National College, Lucknow (U.P.) Contd. from Page : 29 Careers in Forestry heritage sites. But lack of awareness at the grassroots level hampers the process of biodiversity conservation. Awareness Programmes such as seminars and workshops should be held in schools and colleges and even for the local folks. Public displays in the form of billboards and handing out pamphlets with about the importance of biodiversity and the need of its conservation are Programme : MBA 39. IILM for Higher Education, Gurgaon, Programme : PGDM-FT 40. IMET, Mumbai-64 Programme : MBA/ Hotel Management 41. Indian Business Academy Bangalore Programme : PGPM 42 Indian Institute of Management Training (IIMT), Pune Programme : Various MBA degree Courses 43 Indian Institute of Pharmaceutical Marketing Programme : MBA (Pharma Marketing, Hospital Management, Finance, Human Resource Development, Insurance) 44 IIPM, Indian Institute of Planning and Management, New Delhi Programme : BBA, MBA 45. Indian Institute of Professional Studies, Luknow-10 Programme : MBA 46. Indo German Training Centre, Mumbai-20 Programme : PGDBA 47. Institute of Business Management & Research, Bangalore- 27 Programme : Executive MBA (one Year) 48. Institute of Business Studies & Research (IBSAR), Navi Mumbai Programme : PGD in International Business (FT), PGD in Management (FT) 49. Institute of Management &Technology, Bangalore Programme : MBA, MBM-Tech., PGDBM, PGDM, MPIB, BCA, BBA, B.Com, B.Sc (Comp. Sc.) (to be concluded) The complete list can be read on needed. It is time for concerned authorities to take up the necessary actions to conserve this rich biodiversity, before it is too late. Therefore there is a big need for saving our Region and we need Government to step forward aggressively and also other activists, NGOs and this whole drive will need skilled manpower. Save our Region, save the planet!!! Source : Botanical Survey of India (Prashant Barooah works as Global Deployment Manager, Business excellent Nokia Siemens Networks at Gurgaon, Haryana. To know more about his works visit his site : / 36

40 xobdo.org Òü "àìúà\> A [¹ìá ¹W >à šø[t ì à[kt à-1 [\-A à[º "γ¹ áày-áàyãîa ºA "γãÚà àèà¹ø ">ååãº>¹ šø[t " ìòºà A ¹à ëƒjà íkìá ú "à>òàìt Òüsi à¹ì>i t "γãÚà àèàt l üšº γº "[t >Ko ú ëîìú, áày-áàyãîa º¹ ³à\t "γãÚàt [ºJ๠" àî "à¹ç Òüsi à¹ì>i t "γãÚà γº õ[ ý A ¹à¹ l üì ìå Å Î}Q à xobdo.org Òü &ºà[> "γãÚà ¹W >à šø[t ì à[kt à "ìúà\> A [¹ îº ³>Ñ A [¹ìá ú [> ÿ à[w t ¹W >àî³èò Òüsi à¹ì>i t l üšº A [¹ [ƒ γNø [ Å«ìt [ÎòW ¹[t íò =A à "γãÚà àèãìú š[øn š¹à A [¹ [ƒú๠ºKìt, šøìt A ÅàJ๠ëåøë [t [>\> šø[t ì àkãa òi à šøƒà> A ¹à Ò "à¹ç šøìt A šø[t ì àkãìa àk ëºà ๠šø³ào-šy [ƒúà Ò ú &Òüºà[> šø[t ì à[kt ๠šø=³[i ¹ Î[ ìåè t ºt [ƒúà Ò º ÎA ìºàìa [>\¹ Îà³= ">åîàì¹ &Òü t = šøw ๠A [¹ îº "à¹ç áày-áàyãîa ºA àk ëºà àt l ü;îà[òt A [¹ îº ">åì¹à \ì>à à Ò º ú Å : ¹W >à šø[t ì à[kt à 01 "[ z³ t à[¹j: 30->ì ¹, 2010 W >; àèà: ëa º "γãÚàú A -ÅàJà: ëåøoã: še ³ ³à>îºìA ; [ ÈÚ: A [ šl üi ๠"à¹ç ³Òü ; Å Î}J à: i àú J-ÅàJà: ëåøoã: ÈË ³à>¹ š¹à ƒå³ ³à>îºìA ; [ ÈÚ: 2050 W >¹ "γ ; Å Î}J à: i à ú K-ÅàJà : ëåøoã: &A àƒå ³à>¹ š¹à Ñ àt A ³ÒºàîºìA ; [ ÈÚ: "à³à¹ γà\t t = šøø å[v û ¹ šø à ; Å Î}J à: i à ú [>\¹ >à³, [k A >à, ëåøoã "à¹ç [ ƒ àºú³òà- [ ƒ àºú¹ Î[ ìåèîò ¹W >àî³èò ÑšÊ îa, šø[t Åà¹ã¹ ³à\t " 1 ëá.[³. à> ¹à[J 1) š¹àšû t "γãÚà Òül ü[>ìa àl t (Unicode) [º[J, "= à 2) Òàìt [ºJà šõë à ëñh> A [¹Ø, "= à 3) ¹à³ì >å, Åøã[º[š "à[ƒt [ºJà šõë à ëñh> A [¹ Òü-šy ë àìk [email protected], [email protected], [email protected] íº "= à l àa ì àìk ¹W >àî³èò &Òü [k A >àt š[k Úà šà[¹ Å Î}Q Q¹ >} 20, "ìåàa š= ë ºt ºà, P àòài ã-28, "γ Xobdo.org House No-20, Ashok Path Beltola, Guwahati - 28, Assam, India > àƒ, åº[\; åøn àìkàòàòòü šøw ๠ƒº, Å Î}Q ë³à àòüº: The Journal of Entomology and Nematology (JEN) has invited papers from Researchers The Journal of Entomology and Nematology (JEN) is a multidisciplinary peer-reviewed journal published monthly by Academic Journals. JEN is dedicated to increasing the depth of the subject across disciplines with the ultimate aim of expanding knowledge of the subject. Editors and reviewers JEN is seeking qualified researchers to join 37 /

41 its editorial team as editors, subeditors or reviewers. Kindly send your resume to Call for Papers : JEN will cover all areas of the subject. The journal welcomes the submission of manuscripts that meet the general criteria of significance and scientific excellence, and will publish: 1. Original articles in basic and applied research 2. Case studies 3. Critical reviews, surveys, opinions, commentaries and essays We invite you to submit your manuscript(s)to [email protected] for publication. Our objective is to inform authors of the decision on their manuscript(s) within four weeks of submission. Following acceptance, a paper will normally be published in the next issue. Instruction for authors and other details are available on our website; org/jen/instruction.htm JEN is an Open Access Journal : One key request of researchers across the world is unrestricted access to research publications. Open access gives a worldwide audience larger than that of any subscription-based journal and thus increases the visibility and impact of published works. It also enhances indexing, retrieval power and eliminates the need for permissions to reproduce and distribute content. JEN is fully committed to the Open Access Initiative and will provide free access to all articles as soon as they are published. Best regards, Franklyn Monyei Editorial Assistant Journal of Entomology and Nematology (JEN) [email protected] / 38

42 The purpose of wildlife adventure yields tremendous satisfaction when combined with a touch of photography. Everyday adventure tours fail to address photographic capabilities bleaching out the experience one can have with some expert crash tutoring on camp site. More so is the delight to discover new vistas for outdoor travels and explore more off beat tracks then normally found in Lonely Planet or Rough Guides.An eco-friendly rendezvous concept of Venture Pursuits - 3 Day Basic Wildlife Adventure Photography Appreciation Camp is organised by Lenzworx Productions and supported by AssamTimes.org proposes to tour-camp in one of the most scenic and the largest dense tropical forest covered hills district of Assam called "Karbi Anglong" beginning its journey from Diphu, its head quarter town. WHO CAN PARTICIPATE? Age no bar. Anyone who is interested in Adventure, Photography, WildLife and Camping can participate. Interested foreign nationals please contact us in advance to arrange permissions, etc. CERTIFICATES : Certificates will be awarded on completion of the Program. Transport Collaborator: Trans Himalayas Camp/Venture Site: Dhansiri RF (Karbi Anglong West Division) and Longnit DCRF (Karbi Anglong East Division). See google map here: Expected Temperature:12 C - 15 C (approx) Humidity: 65% (approx) Suggested Clothing: Warm wintry casuals Dates: November 27-29, 2010 (3 nights) Capacity: 25 individuals maximum Camp Fee (per individual): Rs Camp Fee shall cover: 1.Train fare: (Guwahati-Diphu-Guwahati); 2. Travel fare during camp, where/when necessary; 3. Accommodation in indigenous bamboo elevated camps; 4. Refreshments and Food; 5. Other fee like entry fee; 6. Misc. costs for adventure/fun activities; 7. Camp Kit: Tee Shirt, Sleeping bag, Flash Light, First Aid, Insect Repellent,.. ITEMS FOR BACKPACKING : For any kind of outdoor trip apart from a venture seeking mind and soul the kind of gear or take along differ from activity to activity. Some must haves to check list are: CHECKLIST 1 : 1. Sleeping Bags; 2. Wind Cheaters; 3. Jeans; 4. T -Shirts / Shirts preferably cottons.; 5. Cargos; 6. Caps; 7. Toiletries; 8. Swiss Knives; 9. Trekking Boots; 10. Absorbent white socks; 11.Towels; 12. Angling Equipment; 13. Ideas for Games & Activities; 14. Recipe ideas to cook in the Camp; 15. Sense of humor Checklist 2 : For a Basic WildLife Adventure Photography Camp here are some of the things to include on your travel photography checklist we suggest:1. A camera is the foremost basic photography equipment you'll need. You have the option of using the traditional film camera or go digital. There are also choices between point-and-shoot cameras and single lens reflex (SLR cameras).2. While travelling, there are many possible activities that involve water like fishing, boating, kayaking and canoeing. And to make sure that your camera is kept dry, it's good to carry a waterproof camera bag. Always have a small towel handy to wipe off any water that gets on your camera.3. A tripod comes in handy when you are waiting to conspicuously take a photo of an animal which won't get anywhere near as long as you're in sight.4. Use of Flash units will not be appreciated as it is against eco concerns. We encourage ambient light photography and making the most of it.5. We recommend to use couple of small sized memory cards than have one card with enormous size so that not all photos are lost if the memory card gets misplaced or damaged. Also, be sure to always carry extra film.6. Extra rechargeable batteries are always a good option along with a charger else rechargeable batteries are useless.7. Cleaning gear which includes a lens and a cloth for wiping the surface of the camera is mandatory. Camp Facilitators : Our Camp Facilitators born and brought up in the region will share their relative experiences about Wildlife, Adventure, Photography and Camping and include interesting activities as much possible. Please Note : Only postpaid GSM services will work in northeast India. Narcotics of any description are strictly prohibited. Participants are expected not to litter camp site. For details contact : [email protected] Phone : , /

43 ¹ç >à¹àúo ¹A àa [t Úà W >¹ A =à ú ºàìÒ ºàìÒ => [¹ l ük à ëa [ºó [> Ú๠ë>³åìi R ๠l üìƒ àkì ๠&A Úà Ò à å[a ¹ Î µåjã> Ò º ú A i > Aå Å«> ëñhº (Cottony cushion scale) >à³¹ št }K [ ¹ "àyû ³ot Îìt \ ë>³åìi R ๠à[kw àì ๠\Ú š[¹ à îº [¹ìº ú ¹àÎàÚ[>A šƒà= Òü* &Òü št }KA ÿ }Î A [¹ îº "Û ³ Ò º ú \àt ãú "= >ã[t t Úà Ò ¹ìo "àqài Ò>à &Òü št }K [ A [>Ú o¹ àì [W zà-w ZW à "๠± Ò º ú [W.[.[¹ìº (C.V. Riley) >à³¹ [ [ÅÊ št }K[ ƒ \ì> ÎÒA à¹ã &º ài A ìúì [º (Albert Koebele)A &Òü Î}yû à zt &A A à³t [>ìúàk A [¹ìº ú "ša à¹ã št }K [ ¹ šøaõ t l üš± Ñ º "ìê ö[ºúà "à¹ç [>l ü[\ìºr ëòà ๠Îèìy ÒüÒòt ¹ í\ [>Ú A γèÒ ëîòü "e ºÎ³èÒt l üšº Ò å[º ët *ò à¹oà A [¹ìº, ºKìt A ìúì [ºA ët ì> í\ [>Ú A Î}NøÒ¹ àì "ìê ö[ºúàîº ëšø¹o A [¹ìº (Srivastava, 1996a) ú [ƒ* *š¹ àºà¹ [>ì Å yû ì³, "ìê ö[ºúàîº ¹à*>à Ò ºKàt š[¹º, št }K Î}NøÒ¹ ƒì¹ "à³[>ƒàúa A à³¹ àì [>ìúà[\t íò A ìúì [º ì=ê "ÎåJã Ò º ú t àîº ík ët *ò ³o-[ ºàÎ A [¹ "[ A Î³Ú A i àòü "à¹ç &J> ë>³åìi R ๠à[kw àt "àyû ³o A [¹ =A à ëñhº ëšàa ¹ A àèt ëšà à Ûå A àú ë ƒà[ºúà [ i º (Vedalia beetle, Rodolia cardinalis) ëa Òüi à³à> Î}NøÒ A [¹ [¹ìº¹ *W ¹îº 1888 W >¹ >ì ¹ ³àÒt ëšø¹o A ¹à¹ ºKìt W àa ¹ã t àk A [¹ ¹ àì [=¹à} A [¹ìº ú [A ñ P ¹ç â«šèo A =àìi à Ò º, -ÿ-ÿ- A ìúì [ºìÚ >\>àîa ìú št }K [>Ú o¹ Òü[t ÒàÎt ët *ò [>ì\ &K¹àA ã åkà za à¹ã šàyîº ¹ê šà z[¹t Ò º ú ë ƒà[ºúà [ i º ë³[º [ƒú๠šàá¹ á¹¹ š¹à ë>³åìi R ๠l ü;šàƒ> ƒåp oîº à[øn º ú \à³ à>îa ìº A ìúì [º¹ Î µà>àì= &Òü š ý [t A A ìúì [º š ý [t (Koebele method) "àj à [ƒìº ú "à[\ š z ë ƒà[ºúà [ i º ¹ P ¹ç â«ëa [ºó [> Úàt [ ƒ ³à> ú ëåòt ãúà γãÛ à ³ìt, šø[t l ºà¹ Ú¹ ó ºt, ¹àÎàÚ[>A [>Ú o¹ à ƒ ºà ëòà à šòàw l ºà¹¹ [ š¹ãìt í\[ A [>Ú o¹ à¹à [yå l ºà¹ ºà ÒÚ ú 1975 W >t à¹t ¹ >àòü[>t àºñ, šøà=[³a [ ƒ àºú &J>¹ t ƒà>ã z> [ÅÛ A, W ƒøìåj¹ º ìòà[³ìú "štõ o ëºsi à>à(lantana camera)¹ í\ [>Ú A št }K ëºw àk (Teleonemia scrupulosa)a "à[ ÍH๠A ¹à¹ àì à¹t ãú Aõ [È Kì Èoà Î}Ñ à>(indian Council of Agricultural Research) ëú šå¹íhà¹ Ñ ¹ê ìš >Kƒ 15,000 i A à "à¹ç šøå[ñz šy šøƒà> A ì¹ ú í\[ A [>Ú oì>à [A? šøàw ã> A àºt W ã>àîa ìº *W ¹à-*W [¹îA =A à Ká¹ l àº, òàò¹ A à[k ì¹ Î} åv û A [¹ ¹R àš¹ç àa "àò- àò¹ Ñ àì¹ "ša à¹ã \ã ¹ šºåì ๠ÿ }Î A [¹[Ạú í\[ A [>Ú o (Biological control) Å ìi àa Î ÿ šø=ì³ [Ñ = (Smith) >à³¹ [ ` à>ã\ì> 1919 W >t Ò๠A [¹[Ạú í\[ A [>Ú A γèÒA ëa ïåìºì¹ "ša à¹ã št }K¹ *š¹t šøìúàk A ¹àìA í\[ A [>Ú o ë àºà ÒÚ ú ÎÒ\ àèàt ³à>åÒ, šç > à l ü[š±ƒ¹ Û [t A à¹a \ã ì ๠(Pest)A "> šøàoã à šøàaõ [t A Åyç ¹ à¹à [>Ú o A ¹à š ý [t ìa í\[ A [>Ú o ë àºà ÒÚ ú [>K[>¹ l üš ¹ š¹à ë¹òàòü šà îº ë³aå ¹ã ëšàòàìi à í\[ A [>Ú o¹ &A l üƒàò¹o ú št }K¹ ëû yt í\[ A [>Ú oa ì à¹a ëš¹àw àòüi (Parasite), ëš¹àw àòüi Òül (Parasiotoid) "à¹ç [šøìl i ¹ (Predator) "à[ƒ àkt àk A ¹à ÒÚ (Ragumoorthi et al., 2003b) ú [šøìl i &Òüì ๠³åv û àì [ W ¹o A [¹ š¹à \ã ú [šøìl i ¹ì ๠ÒüÒòt ¹ Jàƒ ¹ê št Òê t \ã (Prey) / 40

44 t à[ºa (1) à¹t îº [Ò@¹àÊ ö¹ š¹à "ೃà[>aõ t í\[ A [>Ú o¹ Îàó º W > í\ [>Ú A ¹ šøaõ t l ü[š±ƒ "ša à¹ã št }K í\ [>Ú A l ü;š[v Ñ º 1920 Òü}ìºr "à욺 Eriosoma lanigeram Aphalinus mali W ã> "à욺 Quadraspidiotus perniciosus Prospatilla perniciosi 1960 "àì³[¹a à "à욺 Quadraspidiotus perniciosus Aphytis diaspidis 1964 [>l ü[k[o &¹ã Achaea janata Telenomia sp \à[g ๠>à[¹a º Oryctes rhinoceros Platymeris laevicollis [W Î šø=³ št }K [>³è º¹ àì št }K [>ìúàk¹ l üƒàò¹o -ÿ- Vedalia beetle A ë>³å¹ Cottony cushion scale [>³è º¹ àì Ò๠A ¹à íò[Ạ(Pedigo, 2006) [W "ša à¹ã št }K [l ¹ *š¹t í\ [>Ú A i öàòüa Nøà³à¹ [l -šøî (Pedigo, 2006) [W ë³ki "àyû ³o¹t " Ñ àt ƒåi à í\ [>Ú A št }K (Pedigo, 2006) 41 / [W šøàw ã> A àºt W ã>ìƒåt Òê t Ká¹ l àº, òàò¹ A à[k ì¹ Î} åv û A [¹ ¹R àš¹ç àa "òàò- àò¹ Ñ àì¹ í\ [>Ú o¹ &A l üƒàò¹o (Pedigo, 2006) ë à¹t îa "àa à¹t l àr ¹ ëòà ๠ºKìt Î šèo [ A àå¹ àì &A à[ A Jàƒ ì àk \ã ¹ šøìúà\> ÒÚ ú ë ì> : à> ëj[t ¹ "[>Ê A à¹ã KàÞê ãìšàa (Leptocorisa acuta)¹ [šøìl i ¹ i àòük๠[ i º (Cicindella sexmaculata) "à¹ç ë³à àìšàa ¹ Û >A à¹ã yû àúw šàº à A à[o Úà, Chrysoperla carnea [šøìl i ¹¹ &A šøaõ Ê l üƒàò¹o ú ëš¹àáàòüi "à¹ç ëš¹àáàòüi ëš¹àáàòüi ì ๠ëšàèa t îa ì=ê Ûå \ã ú "Î}J ëš¹àáàòüìi &ìa γÚìt &ìa i à ëšàèa A "àyû ³o A [¹ šàì¹ "à¹ç A à[w ;ìò ëšàèa ¹ ³õtå ÒÚ ú ë ì> : *A [>, ³ Ò "à¹ç Aõ [³ "à[ƒ ú ëš¹àáàòüi Úl ì ๠&A [ ìåè ¹o¹ ëš¹àáàòüi, [ ì ๠[W í\ [>Ú A št }K yû àúw šàº à A à[o Úà -ÿ- A ) šøàœ ÚÑH "à¹ç J) k à[¹¹ "àkt Îå¹[Û t [l (Pedigo, 2006) Îà à¹oìt ëšàèa ¹ γàAõ [t ¹ ú ÒüÒòìt ëšàèa A Òt à A ¹à¹ ºKìt ³åv û [ á¹oa à¹ã šèo à}k št }Kîº [ A [Åt Ò ¹ àì ³ày &i à ëšàèa ¹ìÒ šøìúà\> ÒÚ ú ë ì> -ÿ- à>¹ ³\òàìJà à ëšàa ¹ [l -ëš¹àáàòüi Úl (Egg parasitoid) Trichogramma japonicum "à¹ç T.chilonis "à[ƒ ú "štõ o >àåa ¹ è [³A àt í\ [>Ú A : "γÚt "ºàK[t Úຠàì Aõ [È è [³t \ µ l ü[š±ƒa "štõ o "àj à [ƒúà ÒÚ ú t ³à> "štõ oî³èò [>³è º¹ àì ¹àÎàÚ[>A š ý [t ¹ [ A ¹ê ìš í\ [>Ú A ¹ *š¹t ³ì>à[>ì Å A ¹à íòìá ú "à[\a à[º W ¹oãÚà š=à¹, 빺 ºàÒü> "à¹ç š=¹ ƒòà[t A àè¹ãúà "e ºìA [¹ Î yìt à å[a Ñ ¹ê ìš ëƒjà

45 [ƒúà šàì= [>Úà³ à A }ìnøw NøàW A ÿ }Î A [¹ ¹ àì ë³[ga ¹ š¹à 1983 W >t Zygograma bicolorata >à³¹ št }K[ "ೃà[> A [¹ à¹t îº ">à ÒÚ ú "à>ó àìº \º\ "štõ o šà>ãì³ìi A àa [>³è º¹ àì 1982 W >t [y-"[¹ šà>ã ë³ìi A à ëšàa (Chevroned water hyacinth, N.bruchi) "à¹ç [W [yt šà>ãì³ìi A à ëšàa (Mottled water hyacinth weevil, Neochetina eichhorni) A All India Co-ordinated Research Project on Biological Control of Crop Pests and Weeds; W ³åîA AICRP on Bio-Control( àuàìºà¹ç )¹ t â«à à>t à¹t È îº "ೃà[> A [¹ \ºàÅÚt ³åA [º A ¹à¹ ">å³[t šøƒà> A ¹à ÒÚ (Borkakati and Basit, 2005) ú í\[ A [>Ú o š ý [t ¹ l üša à[¹t à 1 ú í\[ A [>Ú o š ý [t šàå«[yû ÚàÒã> ëòà ๠ºKìt Òü šøƒèèo³åv û ëòà ๠àì ÎåÑ š[¹ì Åt ¹ à¹àîà³ ¹Û ๠àì ì=ê l üšì àkã ú 2 ú í\[ A [>Ú o š ý [t Ñ -šø\>>û ³ (Self propagating) "à¹ç Ñ -¹Û o åv û (Self perpetuating) 3 ú í\[ A [>Ú o š ý [t t [>ìúà[\t [>Ú A \ã (Biocontrol agent)¹ [ ¹ç ì ý "ša à¹ã št }KÒü šøî}k šå[= : 1. A Text of Applied Entomology by K.P. Srivastava.(1996 Edition and 1st Volume) 2. Entomology and pest Management by L.P.Pedigo (2006 Edition) šø[t ì¹à Û ³t à K[Øn ë>à àì¹ ú ÎW ¹àW ¹ [ ìi à Qi >à ¹àÎàÚ[>A š ý [t t ëƒjà àú ú 4 ú ³à>åÒ, šç > à "> à> \ã ¹ *š¹t í\[ A [>Ú o š ý [t ¹ šøìúàk¹ ó ºt ëa àì>à Û [t A à¹a šø à š¹à š[¹º[û t >ÒÚ ú 5 ú í\[ A [>Ú o š ý [t tå º>à³èºA àì Ñ àúã ú 6 ú í\[ A [>Ú oî³èìò "ša à¹ã št }KγèÒ¹ ÎÞê à> [>ì\òü A [¹ šàì¹ ëîìúìò ¹àÎàÚ[>A š ý [t ¹ à¹à* [>Ú o A [¹ ë>à ¹à A ãi št }K¹ ëû yìi à í\[ A [>Ú o š ý [t Îó º ëòà à ëƒjà àú ú 7 ú í\[ A [>Ú A γèÒ¹ l ü;šàƒ> Ú ¹àÎàÚ[>A šƒà= ¹ l ü;šàƒ> Út îa ì=ê A ³ ú í\[ A [>Ú o š ý [t ¹ "ša à[¹t à 1 ú í\ [>Ú A γèìÒ "ša à¹ã št }KA Î šèo ¹ê ìš [>Ú o A [¹ îº "Û ³ ú 2 ú ¹àÎàÚ[>A š ý [t t îa í\[ A [>Ú oî³èò¹ A à A ºàš ì=ê ã¹ ú ëîìúìò Aõ ÈA ÎA ìº &Òü š ý [t ¹ šø[t [γà> "ànøò ë>ìƒjå àú ú 3 ú "[ A P okt ³à>ƒr í\ [>Ú A l ü;šàƒ> ÎÒ\ >ÒÚ ú [>Kòà* ("γ)¹ &Òü\> Aõ [È[ ` à>ã "γãÚà àèàt [ ` à> [ ÈÚ¹ &\> º šø[t Ë ëºja "à¹ç Kì ÈA ú Î ß[t št }K ¹ÒÎ >àì³ì¹ ët *ò &J> [A t àš šøa àå A [¹ l ü[ºúàòüìá ú] It is these women that the capitalists most willingly employ as home-workers, who are prepared for a monstrously low wage to earn a little extra for themselves and their family, for the sake of a crust of bread. It is from among these women, too, that the capitalists of all countries recruit for themselves (like the ancient slave-owners and the medieval feudal lords) any number of concubines at a most reasonable price. And no amount of moral indignation (hypocritical in 99 cases out of 100) about prostitution can do anything against this trade in female flesh; so long as wage-slavery exists, inevitably prostitution too will exist. All the oppressed and exploited classes throughout the history of human societies have always been forced (and it is in this that their exploitation consists) to give up to their oppressors, first, their unpaid labour and, second, their women as concubines for the masters. Slavery, feudalism and capitalism are identical in this respect. It is only the form of exploitation that changes; the exploitation itself remains. (V. I. Lenin; CAPITALISM AND FEMALE LABOUR; Lenin Collected Works, Progress Publishers, 1971, Moscow, Volume 36, pages ) / 42

46 Dr. Bhuban Gogoi Regarding the theory of Global Warming and Climate Change, IPCC and the UN are in great mendasity, did manipulation of data and are fear mongering with fraud data presentation by concealing data and denying a peer review of their findings. IPCC in its concluding part of the scientific report says The fact that global mean temparature has increased since the late 19th century and that other trends have been observed does not necessarily mean that an anthropogenic effect on the climate system has been identified, climate has always varied on all time scales, so the observed change may be natural. (IPCC 2001 a, p 97). But later it was changed to be 100% anthropogenic by political delegates (scientists) in the IPCC meeting under UN. The following are figures of scientific findings that will explain themselves while going through them. There is found no consistency in relationship between CO 2 and temparature but rather consistency exists between sunspot cycles and temparature and other events. THE EARTH IS COOLING The graph above shows the temperature changes of the lower troposphere from the surface up to about 8 km as determined from the average of two analyses of satellite data. The UAH analysis is from the University of Alabama in Huntsville and the RSS analysis is from Remote Sensing Systems. The two analyses use different methods to adjust for factors such as orbital decay and inter-satellite difference. The best fit line from January 2002 indicates a declining trend. Surface temperature data is contaminated by the effects of urban development. The Sun's activity, which was increasing through most of the 20th century, has recently become quiet, causing a change of trend. The green line shows the CO 2 concentration in the atmosphere, as measured at Mauna Loa, Hawaii. The ripple effect in the CO 2 curve is due to the seasonal changes in biomass. There is a far greater land area in the northern hemisphere than the south that is affected by seasons. During the Northern hemisphere summer there is a large uptake of CO 2 from plants growing causing a drop in the atmospheric CO 2 concentration. Cool periods in 1984 and 1992 were caused by the El Chichon and Pinatubo volcanic eruptions. The temperature spike in 1998 was cause by a strong El Nino. Natural climate change is much stronger than any effect from carbon dioxide. 43 /

47 CO 2 IS NOW AT THE LOWEST LEVELS IN THE HISTORY OF LIFE ON THE PLANET NORTHER HEMISPHERE TEMPERATURE HISTORY SINCE THE LAST ICE AGE THE SUN CLIMATE CONNECTION OR ITS THE SUN STUPID! Its Been Hotter Earth's climate has been hotter in the past. Millions of years ago, alligators lived in the Arctic, and palm trees grew in Alberta. Since the last ice age, temperatures were warmer during the Holocene Optimum when the great pyramids were built in Egypt, during the Roman Empire expansion and during the Medieval Warm Period. Climate always changes without any help from man. / 44

48 Al Gore presented graphs in the movie "An Inconvenient Truth" showing carbon dioxide (CO 2 ) and temperature change from Antarctic Vostok ice core records as evidence that CO 2 causes climate change. But he got cause and effect reversed! The record actually shows that the CO 2 increase lagged the warming by about 800 years. Temperature increases cause the oceans to expel CO 2, increasing the CO 2 content of the atmosphere. The ice core data proves that CO 2 is not a primary climate driver. VIOLENT WEATHER ISN'T GETTING WORSE Climate alarmists claim the global warming may increase severe weather events. There is absolutely no evidence of increasing severe storm events in the real world data. The Accumulated Cyclone Energy (ACE) is the combination of a storm's intensity and longevity. NORTHERN HEMISPHERE HURRICANE ACTIVITY (ACE) Global hurricane activity has continued to sink to levels not seen since the 1970s. During the past 60 years Northern Hemisphere ACE undergoes significant interannual variability but exhibits no significant statistical trend. The northern hemisphere 2008 ACE was 66% of the 2005 ACE as shown in the stacked bar chart. IPCC scientists refuse to work with other scientists in this direction expressing their inability to keep away themselves from manufactured biasness giving it top priority with the UN (Mann). Scientists find inconsistency in tree ring records of temparature at Polar Urals, Zohak, Nadim, Khedyta, etc. which donot show any definite trend in temparature rise an fall in consistency with the rise and fall of CO 2 throughout geological times. Computer models are found not true all the times with rare cases. Statistically found events are not real events which may have 100% probability of no occurance and also donot occur in reality. So depending on these dicisions our development (e.g. industrialisation) should not be stopped in the name of savings the environment from imaginary cause of crisis following the theory of Limits of Growth and others. Acknowledgement ; Friends of Science (The author is Ex HoD, Geography and presently, Principal of Tinsukia College) 45 /

49 Dr. Sushmita Chakraborty Groundnut (Arachis hypogaea L.), an important cash crop of the family Fabaceae is known for high oil and protein contents. This vegetable oil is extensively used for cooking purposes and also for the manufacturer of hydrogeneted vanaspati, soap and toilet requisites. The groundnut protein is used in the manufacturer of a sythetic fibre called ardil. In India, the crop is grown mainly in Gujarat, Maharashtra, Andhra Pradesh and Madhya Pradesh, Tamil Nadu and Karnataka. It has not yet been extensively cultivated in the North Eastern States including Assam. Plant growth regulators have now-a-days been widely used to modify vegetative and reproductive parameters of crops. Gibberellic acid ( ) the most active form of giberellins induces and enhances germination, even in photoblastic seeds (Kahn 1960, Wareing and Saundars 1971, Chawan and Sen, 1970) also stimulated the germination and seedling growth of Raphanus sativus (Sharma 1987) and wheat (Chakraborty 1993). increased plant height and number of leaves and maximum yield of flax crop (Abo-El-Saod et al 1975) and tobacco (Yamaguchi et al 1983). also caused an increase in the number of chloroplasts (Borzenkova and Mokronosor 1976) resulting in increased rate of photosynthesis (Zhukova 1965) and yield in vegetables. B-9 (Alar) inhibits biosynthesis and GA activity (Maiko and Musat 1977). Uprety and Yadava (1985) recorded that guar plant (Cyamopsis tetragonoloba L) treated with B-9 (10, 100, 1000, 2500, 5000) exhibited marked reduction in shoot elongation. Reddy and Patil (1981) reported that after 60 days of application of alar to groundnut significantly decreased plant height, but increased secondary branches per plant and leaf area index. Boonstra and Jansen (1977) reported that daminozide (alar) treatment can suppress vegetative growth, resulting in increased flowering and control of disease and pests. Enhancement of chlorophyll content was also noticed with B-9 (Humphries 1968). Yadava and Sreenath (1975) reported that alar on foliar application of cowpea reduced plant height significantly, but increased the number of leaves and subsequently increased seed yield. This paper reports on interaction between ( and alar on growth, metabolism and yield of groundnut. Materials and Methods : Certified freshly harvested seeds of groundnut (CVJL24) were collected from the National Seed Corporation, Guwahati Branch. Pods were shelled and the kernels were treated with 1.0 per cent Ceresan (Ethyl Mercuric Chloride). They were dried under the fan. The seeds were soaked at different concentrations of (0, 100, 250, 500, 100 μg/ ml) for 12 hr before sowing. Then at 4-5 leaf stage alar was sprayed. Experiments were carried out in Randomised Block Design (RBD). Light sandy loam soil was selected for experimentation. Since the pods develop / 46

50 Table 1 : Mean length of shoots (cm) of groundnut seedlings (CV JL 21) after spray of Alar Conc. of GA3 and Length of shoots (cm, after days) Alar (µg ml) Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar (N= 15) CD AT 5% = , =0.23 =0.23. =0.23 Alar (N= 15) CD = 0.31 =0.31 =0.31 =0.31 at 1% Table 2 : Mean number of branches of groudnut seedlings (CV JL 24) after spray of Alar Conc. of GA3 and Number of branches ( after days) Alar (hg ml) Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar underground, soil was prepared making a tilth upto cm. FYM at the rate of 10 mtq/ha was mixed thoroughly before ploughing. Heptachlor at the rate of 25 kg/ ha was drilled in before final harrowing to clear the field of white grubs. Fertilizer at the recommendation doses of 25 kg/ ha each of urea, super phosphate and 20 kg/ ha of muriate of potash were evenly mixed before final preparation of the beds. The length of shoots was recorded after 20 days of spraying of alar and continued upto 26 days. The number of branches was recorded after 27 days of spraying and contunued upto 33 days and the number of leaves was recorded after 34 days of spraying and continued upto 40 days at an equal interval of 48 hr. Protein content was estimated from dry nuts following Lowry s Method (1951). Kartha and Sethi s (1957) cold extraction method was followed for determination of fat from the kernels. Results and Discussion Seeding growth Length of shoots Alar alone caused retardation of growth. After 26 days at the concentration 100, 250, 500 and 1000 μg/ml of alar the length was measured as 16.33, 14.51, and cm as against cm at the control. On the other hand, all concentrations of 100, 250, 500 (optimum) and 1000 μg/ml of, the length of the shoots was measured as 23.01, 23.81, and cm as against cm at control. could not completely nullify the growth retarding effect of alar and the combined effect of both the compounds resulted in higher growth rate than alar alone but lower vegetative growth rate than alone. Thus the combination, 1000 μg/ml plus alar 100 μg/ml resulted in bringing about growth to cm while it was at 1000 μg/ml and only cm at alar 1000μg/ml (Table-1). Number of Branches : After 33 days at all concentrations of 100, 250, 500 (optimum) and 1000 μg/ml of 47 /

51 250 + Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar (N= 15) CD at 5% = 0.18, =0.18 =0.18 =0.18 Alar (N= 15) CD AT 1% = 0.23 = Table 2 : Mean number of leaves of groundnut seedlings (CV JL 24) after spray of Alar Conc. of and Number of leaves (after days) Alar (hg ml) Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar Alar (N= 15) CD 1.06 =1.06 =1.06 =1.06 at 5% = Alar (N= 15) CD = 1.39 =1.39 =1.39 =1.39 at 1% the number of branches was recorded 6.4, 6.6, 6.7, 6.4, as against 6.3 at the control. Alar causes retardation of elongation growth with an increase in number of branches. At the concentration 100, 250, 500 and 1000 μg/ml of alar the number of branches was recorded as 6.7, 7.3, as against 6.3 at the control. The combined effect of and alar resulted in an increase in the number of branches which was more than they brought individually (Table - 2). Number of leaves Both and alar were highly stimulatory in the production of leaves. After 40 days at the concentration of 100, 250, 500 (optimum) and 1000 μg/ml of the number of leaves was recorded as 53.4, 54.6, 55.8 and 53.8 as against 52.4 at control. Alar caused an increase in the number of leaves along with an increase in number of branches. The combined effect of both and alar produced more number of leaves which was higher than the numbers produced by and alar individually (Table - 3). Stimulatory effect of gibberllic acid on seeding growth has been widely elucidated in a number of plants (Biswas et al 1983, Roychowdhury 1989, Noggle and Fritz 1989). The stimulation of vegeetative growth by GA may be due to cell elongation, cell division or both (Jones 1973). While stoot elongation consists of two cellular processes, cell proliferation and cell ellongation, substantial contribution to the increase in plant size can be attributed to the latter process. By studying the kinetics of growth and the cell cycle, Sauter and Kende (1992)proposed that the first effect of GA is to induce cell elongation in the intercalary meristem. This process is followed by a round of cell division, primarily of cells that have already duplicated their DNA and are at G 2 phase of the cell-division cycle. Plant cell elongation is a dynamic and complex process of biochemical and biophysical events leading to water absorption and cell wall expansion (Taiz 1984, Cosgrove 1986, Ray 1987). Some evidences suggest that GA decreases cell osmotic potential (Katsumi et al 1980, Kazama and Katsumi / 48

52 Table 4 : Interactions between and Alar o Protein and Fat Contents Conc. of and Per cent of Per cent of fat Alar (µg ml) protein content content(±se (±SE) 0 + Alar ± ± Alar ± ± Alar ± ± Alar ± ± Alar ± ± Alar ± ± Alar ± ± Alar ± ± Alar ± ± Alar ± ± Alar ± ± Alar ± ± Alar ± ± Alar ± ± Alar ± ± Alar ± ± Alar ± ± Alar ± ± Alar ± ± Alar ± ± Alar ± ± Alar ± ± Alar ± ± Alar ± ± Alar Table 5 : Interactions between and Alar on Yield (kg/ha) Alar Concn (μ g/ml) Mean Concn for Alar (μg/ml) ,490 3,500 3,512 3,525 3,508 3, ,530 3,595 3,641 3,698 3,610 3, ,656 3,691 3,740 3,702 3, ,572 3,673 3,730 3, , ,542 3,641 3,677 3,716 3,658 3,646.8 Mean 3, ,613 3, , ,641 for CD (n = 15) at 5% probability level = 1.74 and for Alar (n=15) = 1.74 CD (n = 15) at 1% probability level = 2.29 and for Alar (n = 15) = ), which may affect cell hydraulic properties. Gibberellins have also been shown to effect cell hydraulic properties. Gibberellins have also been shown to effect cell wall extensibility (Kawamura et al 1976, Stuart and Jones 1977, Cosgrove and Sovonick Dunford 1989). Gibberellins which stimulate cell elongation have been demonstrated to induce transverse orientation of microtubules (Mita and Shibaoka 1984, Mita and Katsumi 1986). Combined effect of and alar revealed an antagonism between the two compounds. Corocoran (1975) envisaged that the inhibitory effect of most retardants could be completely overcome by the addition of. Similarly, the promotive effect of could be completely nullified by adding retardants. If suitable ratios of and retardants were used, desirable growth can be achieved. The present finding on interaction between and alar are in conformity with the findings of Chakraboty and Sarma (1979). Ryugo et al (1973) reported a decreases of endogenous gibberellins in cherry after the application of SADH. Besides counteracting the effect of exogenous, SADH may also decrease endogenous GA like substances (Badawi et al 1978) and auxin level in treated plants. Protein and fat contents At all the concentrations of, alar and in their combinations, protein and fat contents were higher than control. At the concentration of 500 μg ml plus alar 500 μg ml the highest protein content was estimated as 28.5 per cent as against 24.5 per cent at control (Table 4) The highest fat content was estimated as 50 per cent at 500 μg ml plus alar 500 μg ml (Table 4). Yield Yield was also higher in all the concentrations of and alar and in combination of both the chemicals. The highest yield was recorded as 3,755 kg/ha at 500 μg ml plus alar 500 μg ml as against 49 /

53 Sources of DF SS MSS Variance Ratio variance 4 184, , , ** Alar 4 313, , ,159.4 ** Interaction 16 34, , ** Error Total , **Significant at 1 % level of probability. **Significant at 5 % level of probability. 3,490 kg/ha at control (Table 5 and 6). The application of plant growth regulators improve fruit quality was also reported by Banker and Prasad (1990), Kale et al (2000). Babu (2000) and Nawalagatti et al (1991). REFERENCES : Table 6 : Analysis of Variance 1) Corocoran MR (1975). Gibberellin antagonists and antigibberellin, Gibberellins and plants growth. (Ed. HN Krishnamoorthy, Wiley Eastern Ltd. New Delhi) ) Cosgrove DJ (1986). Biophysical control of plant cell growth. Annu. Rev Pl. Physiol. 37 : ) Cosgrove DJ and Sovonick Dunford SA (1989). Mechanism of gibberellin dependent stem elongation in pea. Pl. Physiol, 89: ) Frost RG and West CA (1977). Properties of kaurene synthetase from Marah macrocarpus. Pl. Physiol. 59 : ) Humphries EC (1968). The effect of growth regulators CCC and B-9 on protein and total nitrogen of bean leaves (Phaseolus vulgaris) during development. Ann. Bot. 32: ) Jones RL (1973). Gibberellins, their physiological role. Anm. Rev. Pl. Physiol. 35: ) Kahn A (1960). Promotion of lettuce seed germination by gibberellin. Pl. Physiol. 35: ) Kale VS, Dod VN, Adpawar RM and Bharad SG (2000). Effect of plant growth regulators on fruit characters and quality of ber (Zizyphus mauritiana L). Crop Res. 20(2): ) Kartha Ars and Sethi AS (1957). A cold percolation method for rapid gravimetric estimation of oil is small quantities of oilseeds. Ind. J. Agric. Sci. 27: ) Katsumi M, Kazama H and Kawamura N (1980). Osmotic potential of the epidermal cells of cucumber hypocotyls as affected by gibberellin and cotyledons. Plant Cell physiol. 21: ) Kawamura H, Kamisaka S and Masuda Y (1976). Regulation of lettuce hypocotyl elongation by gibberellic acid. Correlation between cell elongation, stress relaxation propertis of the cell wall and wall polysaccharide content. Pl.Cell Physiol. 17: ) Kazama H and Katsumi M (1983). Gibberellin-induced changes in the water absorption, osmotic potential and starch content of cucumber hypocotyls. Pl.Cell Physiol. 24: (The author teaches Botany in the College) The increase in growth and chemical composotion of fruits by due to its IAA retention effect by preventing IAA system and thereby raising more of the native plant hormones necessary for improvement of quality (Pilet 1959). The reaction catalyzed by kaurene synthetase has been proved to be the site of inhihition by growth retardants and structurally related compounds (Frost and West 1977). Thus the growth retardants prevent the biosynthsis of resulting in the retardation of plant growth. 13) Lowry OH, Rosebrough NJ, Farr AL and Randall RJ (1951). Protein Measurement with the Folin-Phenol Preagent. Bio. Chem. 193: ) Maiko TK and Musat IK (1977): The effect of retardants CCC, B9 and ethrel on gibberellin activity in peaches. Introduktsiya ta Aklimatiz Roslin na Ukraini Resp. Mizhvid Zb (1977), 10: (cited from Pl.Gr.Reg. Abstr. 1978, 4:165). 15) Mita T and Katsumi M (1986). Gibberellin control of microtubule arrangement in the messocoty epldermal cells of the d 5 mutant of Zea mays L.Pl.Cell Physiol. 27: ) Mita T and Shibaoka H (1984). Gibberelljn stabilizes microtubules in onion leaf sheath cells. Protoplasma. 119: ) Nawalagatti CM, Panchal YC, Manjunath S and Channappagoudar BB (1991). Effects of different levels of plant growth regulators on growth and yield of groundnut. J. of Mahrashtra Agric. Univ. (1991)16(1) [En. 5. ref]. University of Agricultural Sciences. Dharwad Karnatak, India, Abst. No. 362.pp ) Noggle GR and Fritz GJ (1989). Introductroy Plant Physiology Prentice Hall of India Private Ltd. New Delhi, PP ) Pilet PE (1959). Quoted by phinney BO and West CA (1960)(Loc city). 20) Ray PM(1987). Principles of plant cell growth. In : Cosgrove DJ. Knievel DJ eds. Physiology of cell expansion during plant growth. Symposium in Plant Physiology Pennsylvania State University. Rockville, Maryland : American Society of Plant Physiologists. PP ) Reddy SCS and Patil SV (1981). Effect of growth retardants on the vegetative and physiological characters of groundnut (Arachis hypogaea L.). Mysore J.Agric. Sci. 15(2): ) Roychowdhury N (1989). Acta Hort., No. 246, PP ) Ryugo K, Sansarini S and Cristoferi G (1973). Effects of SADH on the levels of diffusible and extractable gibberellins in the apices of sweet cherry. Acta. Hort. 34: / 50

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56 ÒìA ³àt ³à[t ¹ àì The National Commission for Women Act, 1990 Jì>à à¹t ãú Î}Îìƒ NøÒo A [¹ìá ú &Òü ÎA ìºàì à¹ ó ºšøÎè Ò [ƒìò γà\¹ ÎA ìºàì¹ >à¹ã¹ šø[t =A à š¹ š¹àkt ƒõ[ê Uã "à¹ç à¹o๠š[¹ t > Ò ú [ºU-í ȳ ¹ ³ì>à à "òàt ¹àÒü >à¹ã* ë [v û, >à¹ãì¹à ë "àuî µà> "àìá, Ñ à ã> ³> &i à "àìá, [>\¹ ƒû t à, Îà³= "à¹ç šø[t à [ A àå¹ ë àk t à "àìá, ëîòü A =à ">å A [¹ šà[¹ ºà[K ú >à¹ãìú* [>\¹ > à "[ A ๠"à¹ç Îå¹Û à Î šìa ÎìW t > Ò ºà[K, *ºàÒü "à[ò ºà[K ú &Òü[J[> A ¹à¹ àì γà\¹ Î yìt ">åaè º š[¹ì Å-š[¹[Ñ [t ¹ Îõ[Ê Ò ºà[K, ëòà à ºà[K ú ët [t ÚàìÒ >à¹ã-šå¹ç ìè &ìa ºKìt Òàt t Òàt [¹ Î àu Îå ƒ¹ "à¹ç γ-³ àƒà¹ γà\ &J> K[Øn tå [º šà[¹ ú ë à à ëa Òüi à³à> ƒåa \å[¹ >à¹ã "àì ƒàº>¹ ëòòw àt à¹t t >à¹ã[ ì¹à ã í ȳ ¹ [ [ Ä [ƒå [W [Òû t "à¹ç Ñ ãaõ t íòìá ú ëîòü[ ºàA ¹ [ ¹ç ì ý >à>à šƒìû š ëºà àì¹à ëw Ê à A ¹à íòìá ú &ì>aå à &A P ¹ç â«šèo šƒìû š Ò º A ³ ìû yt ë ï>-[> àt > ë¹à A ¹à¹ l üì ìå [ƒúà l üzw t ³ > àúàºú¹ [>ìƒ Åà ºã ú 1997 W >¹ 13 "àkê t à¹t ¹ l üzw t ³ > àúàºìú &A åkà za à¹ã ¹àÚ ƒà>¹ " zt &Òü [>ìƒ Åà ºã \à[¹ A ì¹ "à¹ç 1998 W >t ëƒå¹ [ Å«[ ƒ àºúî³èòîº \à>>ã ëšø¹o A ì¹ ú A ³ ìû yt ë ï> [> àt > šø[t ì¹à ¹ àì l üzw t ³ > àúàºú¹ [>ìƒ Åà ºã Î šìa ` à> A ì¹à àìi àì Òü &Òü ëºj[>¹ l üì Å ú 1992 W >t ¹à\Ñ à>¹ àìt [¹ Kòà t &i à >à¹ã l üäú> šøa ¹ " ã>t A à³ A ¹à [ ÅàJà >à³¹ &K¹àA ã ³[Òºà ÎƒÎ à ƒº ý àì [È t à ëòà ๠Qi >à A àì¹à ๠ÒÚìt à ³>t =à[a šàì¹ ú &Òü >õå}î Qi >à Î}Q[i t A ¹àÎA º "à[Ạëîòü Kòà ì¹ ú [ ÅàJ๠"š¹à "à[Ạëîòü Kòà ¹ &i à l üzw o ¹ š[¹úູ >à à[ºa à A > ๠[ àò Þê A ¹à¹ šøìw Ê à ú &Òü Qi >àòü ÑšÊ A ì¹ A ³ ìû yt ³[Һ๠Îå¹Û ๠[A ³à> " à " ìåèt Î}[ à>¹ 14, 19 "à¹ç 21 ƒó ๠"à à¹t Qi >àìi ๠[ ¹ç ì ý > àúàºút ëkàw ¹ t ¹à ÒÚ ú [ ÅàJà ëa W >à³¹ [ J àt &Òü Qi >๠Îèy [¹ìÚÒü A ³ ìû yt ³[Һ๠àì ÎåÑ š[¹ì Å, Îå¹Û à, Ñ à ã>t à "à¹ç γ-"[ A ๹ ƒà ãt >à¹ã "àì ƒàº> K[Øn l üìk ú ó ºt &Òü [ ÈÚ¹ ëa àì>à [>[ƒ Ê [ ì ÚA >=A àt l üzw t ³ > àúàºìú A ³ ìû yt ë ï>-[> àt > šø[t ì¹à ¹ àì [A áå³à> [>ìƒ Åà ºã \à[¹ A ì¹ To provide for the effective enforcement of the basic human right of gender equality and guarantee against sexual harassment and abuse, more particularly against sexual harassment at workplaces, guidelines and norms 53 / are hereby laid down for strict observance at all workplaces or other institutions. ºKìt ëa à à íòìá This is done in exercise of the power available under Article 32 for enforcement of the fundamental rights and it is further emphasised that this would be treated as the law declared by the Supreme Court under Article 141 of the Constitution. [>ìƒ Åà ºã¹ l üìàjì àk í &Òü šø=³ (A ) ë ï> l ü;šãøl > à ë ï> ºàf >àa ³[ÒºàÎA º¹ ëû yt ³à> "[ A ๠ºVQ> [ÒW àìš Ñ ãa ๠A [¹ ëºà à íòìá ú (J) A ³ ìû yt ë ï> l ü;šãøl > à [> àt >A "àòü>¹ W Aå t "š¹à [ÒW àìš ³à[> ëºà à íòìá ú (K) ë ï> [> àt >¹ "à>åë à[>a Î}` à [>¹ê šo A ¹à íòìá ú (Q) ë ï> l ü;šãøl >¹ Qi >à [ W ๹ ëû yt l ü;šãøl >A à¹ã¹ ³à>[ÎA t à "à¹ç l üì Å ¹ κ[> "àyû à z ³[Һ๠³à>[ÎA oà "à¹ç [> àt >¹ *š¹t P ¹ç â«[ƒúà íòìá ú šºa ìt l üzw t ³ > àºú¹ [>ìƒ Åà "àòü>¹ ƒõ[ê ì¹ &Òü [>ìƒ Åà ºã à t à³èºa ú "= à; Qi >à Î}yû à zt &Òü [>ìƒ Åà ºã " ìòºà A [¹ìº "àƒàºt " ³à>>๠"š¹à [ÒW àìš Ko A ¹à Ò ú [>ìƒ Åà ºãì ๠ë ï> [> àt > šø[t ì¹à "à¹ç Åà[Ñz šøƒà>¹ >è >t ³ Ñ à ú šøìt A A ³ ìû y¹ [>\Ñ šøìúà\> ">åî[¹ &Òü [>ìƒ Åà ºã ¹ê šàúo A [¹ šà[¹ ú A ³ ìû yt ë ï> [> àt > šø[t ì¹à "à¹ç šø[t A ๹ ƒà[úâ«a t õ šû ¹ ú ët ì>aå à " à[f t Qi >à Q[i ìº Åà[Ñz [ à>¹ l üì ìå šƒìû š ëºà ๠ƒà[úâ«* A t õ šû ¹ Òàt t =à[a ú &Òü ëû yt A t õ šû ¹ "àøl Ñzt à à ëò³à[òìú > àúàºú¹ [>ìƒ Å " ³à>>à A ¹àìi àìa å\à ú [W [A ;ÎàºÚ "à¹ç ÎA ìºà Ñz¹¹ [ÅÛ à šø[t Ë à>ìa [¹ W ¹A à¹ã-ë W ¹A à¹ã ÎA ìºà A ³ šø[t Ë à> &Òü [>ìƒ Åà ºãìÚ Îà³[¹ º ú W ¹A à¹ã-ë W ¹A à¹ã [ ìa àì>à Î}Ñ à¹ ºKt \[Øl t ë t >ì àkã, "î t [>A, ëñ ZáàìÎ ã, l üzw šƒñ à [k A à[ [v A Åø³ A ¹à [ ìa àì>à ³[ÒºàÒü ÒüÚ๠à¹à l üšaõ t Ò ú ëa à>ì ๠"àw ¹oA ë ï> l ü;šãøl > à ë ï> [> àt > å[º Ko A ¹à [ ìa àì>à " à[f t ë ï> Òü[Ut šèo ³ z à ¹[ÎA t à ú Kàt Òàt [ƒúà à [ƒ ëjà\๠ëw Ê à A ¹à ú ë ï> Î ša Ñ àš>¹ ƒà ã à ">åì¹à ú

57 "ÅÃ㺠á[ à [A t àš ëƒjå* à ú ë ï> Òü[Ut ºåA àòü =A à [ ìa àì>à Åà¹ã[¹A "à¹ç àèàkt "àw ¹o ú [ÅÛ àìû yt [>ìƒ Åà ºã¹ šøàî[ua t [ ìòtå [ ìa àì>à A ³ šø[t Ë à>¹ ëû yt l üzw t ³ > àúàºú¹ &Òü [>ìƒ Åà ºã šøì à\, K[t ìa Ñ à à[ A ìt Òü [ÅÛ à šø[t Ë à>î³èòìa à ÒüÚ๠Îã³àÒü Îà³[¹ º ú [A Úì>à [ È t ¹ >àk[¹a KØn ๠ƒà[úâ«=a ๠àì Òü [ÅÛ à šø[t Ë à>î³èòt ÎåÑ š[¹ì Å t àòü ¹Jà "à¹ç [ºU-í ȳ Î šìa ƒõ[ê Uã š[¹ t > A ì¹à àìi à [ ìåè àì šøìúà\>ãú ú [ÅÛ à šø[t Ë àì>òü Ò*A à "> A ³ ìû yòü Ò*A, ³[ÒºàÎA º¹ àì [ÅÛ ànøòo à A à³ A ¹à¹ š[¹ì Å, "à\[¹ Î³Ú A ìi à ๠š[¹ì Å ÎåW º "à¹ç [>¹àšƒ ëòà ๠l üš[¹* ³[Òºà¹ Ñ à= t [A áå³à> "àáåt ãúà Îå Ñ à A ¹àìi à šøìúà\> [ ì à¹ Ñ àñ Î µt ëòà ๠ºKìt ³ àƒàî šä* Ò ºà[K, àìt ³[ÒºàÎA ìº à[ ºKà >ÒÚ ë ët *òìºàa A šøàš "[ A ๠"à¹ç ³ àƒà¹ š¹à [e t A ¹à íòìá "à¹ç [ºU-í ȳ ¹ àì " ìò[ºt Ò ºKà íòìá ú [ÅÛ à šø[t Ë à>ì à¹t ë ï> [> àt >¹ Î ±à >à ëû Kì Èo๠ëû yj>îºìa Îà³[¹ ÎÒšàk ã¹ à¹à ÎÒšà[k >ã¹ [ÅÛ A ¹ à¹à áàyã, [ÅÛ [Úyã à [ÅÛ àa ³ ã¹ [ÅÛ à A ³ W à¹ã¹ à¹à áàyã, [ÅÛ [Úyã à ³[Òºà ÎÒA ³ ã¹ šøåàî[>a š àút =A à [v û ¹ à¹à áàyã, [ÅÛ [Úyã, ³[Òºà [ÅÛ àa ³ ã à ³[Òºà A ³ W à¹ã¹ à[ò¹¹ à tõ t ãú šû ¹ ëa àì>à ๠à¹à áàyã, [ÅÛ [Úyã à ³[Òºà A ³ W à¹ã¹ ú [ÅÛ àìû y¹ [ ìåè γΠ[ÅÛ à>åë à> à [ÅÛ à šø[t Ë à>¹ ƒì¹ š[ yt à³ú š[¹ì Åt ë ë ï> [> àt >¹ ƒì¹ [>º ð Qi >à Q[i šàì¹ ëîòü A =à "à[³ [ Å«àÎ A [¹ îº i à> šà*ò [ƒ*, àñz ¹ á[ Jì> [A ñ "> A =àìò A Ú ú [ [ Ä Ñz¹¹ [ÅÛ à šø[t Ë à>t ë ï> [> àt > à ë ï> ºàf >๠³àyàìi à A ³ ëòà à >àòü ú Òü [i [\} å[º šàt ºîA ëºà à šøàt [ÒA Qi >๠š¹à "๠± A [¹ È o, Òt à š z "šøt à[åt Qi >à Q[i îº íºìá ú &ì> " Ñ àt "à*a oãúà íò >à=à[a, " ìòºà >A [¹ &ì> K[Ò t A à à ºã¹ [ ¹ç ì ý Î\àK íò šƒìû š ëºà àìi à "à[\¹ [ƒ>t Î Ñz¹ìt "t z \¹ç ¹ã íò š[¹ìá ú áàyãîa º¹ àì [ÅÛ à>åë à> A ³ ìû y >Ò ìº* [ÅÛ à>åë à>¹ >ã[t -[> à¹o¹ γÚt ët *òìºàa ìa à &Òü [>ìƒ Åà ºãγèÒ¹ " z å v û A [¹ ëºà àìi àt [ ìåè ³ì>àì àk [ƒúà šøìúà\> ú l üzw t ³ > àúàºú¹ [>ìƒ Åà ºã ">åî[¹ Òü[t šèì Òü [ Å«[ ƒ àºú ">åƒà> "àìúàìk (U.G.C.) šøàî[ua \à>>ã [ Å«[ ƒ àºúî³èòîº š[k ÚàÒüìá ú ë ï> [> àt >¹ šø[t ì¹à "à¹ç šø[t A ๹ ºÛ ì¹ >ã[t -[> à¹o¹ ëû yt ³Òà¹àÊ ö, [ƒàã, t à[³º>àlå "à¹ç "Þøý šøìƒå¹ ëa àì>à ëa àì>à [ Å«[ ƒ àºìú "Nøoã è [³A à íºìá ú š[æw ³ Ut &Òü l üìƒ àk Îã[³t "à¹ç "à}[åa ú "γ¹ [ Å«[ ƒ àºút &Òü [ ÈÚt [A à l üìƒ àk "๠± íòìáì> >àòü &[t Úà* " Kt >ÒÚ ú K[t ìa [ÅÛ àìû ya [ºU í ȳ Òã>, ÎåÑ, [>A à "à¹ç [>¹àšƒ àt à ¹oì¹ ë ï> [> àt >³åv û š[¹ì Å šøƒà> A ¹à¹ ºÛ ì¹ [ àòã> àì &Òü [>ìƒ Åà ºãγèÒ¹ [ ÈìÚ ` àt ëòà ๠ºìK ºìK A à ìû yt ëîòüì ๠¹ê šàúo A ¹à¹ àì Î}[ÅÃÊ ÎA ìºà šû Òü ÎìW t > ëòà ๠šøìúà\>ãút à "à[ò š[¹ìá ú ë ï> l ü;šãøl > šø[t A ๹ l üì ìå [ ìa àì>à Î}Ñ à à šø[t Ë àì> à t à³èºa àì º ºKà [>[ƒ Ê šƒìû "[ ì àk Ç >à>ã A [³i ã Kk > A ¹à ú &Òü A [³i ã¹ ë>tõ â«t &K¹àA ã ³[Òºà =à[a "à¹ç ΃ΠÎ}J ๠50% ³[Òºà Ò ºà[K ú ÎA ìºà γÚìt t ƒ z¹ ëkàš>ãút à "à¹ç γÚÎã³à "iå i ¹à[J ºà[K ú A [³i ãt tõ t ãú šû [ÒW àìš ë ï> [> àt > [ ÈÚA Qi >๠ºKt š[¹[w t ëa àì>à à[ò¹¹ ëkài à ëa àì>à ëñ ZáàìÎ ã Î}Ñ à¹ šø[t [>[ ΃Π¹ê ìš =à[a ú Î}[ÅÃÊ W ¹A à¹ã ƒœ¹a "[ ì àk A [³i ãìú &Òü [ ÈìÚ áì¹a ãúà šø[t ì ƒ> ƒà[jº A [¹ ºà[K ú A t õ šû à šøåàî>ãú ³å¹ ÿ ãìú* l üìàj A ¹à [>ìƒ Åà ºã¹ "à à¹t "à¹ç "[ ì àk A [³i ã¹ šø[t ì ƒ>¹ [ [v t W ¹A à¹ã [ àka šø[t ì ƒ> [ƒ ºà[K ú W àa [¹¹ [>Ú³-A à>å> &ì>aå àìa ít Ú๠A [¹ ºà[K àìt ëƒàèã [v û ¹ [ ¹ç ì ý Åà[Ñz šøƒà>¹ Ñ à =àìa ú à[ò¹à ëa àì>à [v û ìú ë ï> [> àt > W ºàìº* ët *ò¹ [ ¹ç ì ý à t ãú Åà[Ñz¹ Ñ à A t õ šû Òü º ºà[K ú ë ï> l ü;šãøl >¹ ¹o [ƒ ëó ï\ƒà¹ã ƒr [ [ "àòü> ³ìt "š¹à ¹ê ìš [W [Òû t ÒÚ, ët [t ÚàÒ ìº A t õ šû Òü ëƒàèã [v û ¹ [ ¹ç ì ý "àƒàºt t ë³àa ƒ ³à t [¹ ºà[K ú "[ ì àk Ç >à>ã à "[ ì àk ƒà[jº¹ γÚt "[ ì àka à[¹oã à šøt Û ƒå ã¹ *š¹t ëa àì>à ¹o¹ ëòòw à šøìúàk A [¹ ë>à à[¹ ú ë ï> [> àt >¹ å v û ì àkã ëa àì>à A ³ ãìú šøìúà\> ">å A [¹ìº [>\¹ à ëƒàèã [v û ¹ ƒ[º¹ àì "àì ƒ> \>à šà[¹ ú ë ï> l ü;šãøl > šø[t ì¹à ¹ àì "à¹ç [ ÈÚìi ๠šø[t Î\àKt à "à[> ¹ àì à t à³èºa àì º ºKà šƒìû / 54

58 ë ï> l ü;šãøl >¹ [ ÈìÚ ÎìW t >t à õ[ ý A [¹ îº "à¹ç ƒõ[ê Uã š[¹ t > A [¹ îº [ÅÛ à šø[t Ë à> à A ³ ìû yt "àìºàw >à Î à ">å[ë t A ¹à šøìúà\>ú &Òü šøîut ³>t ¹Jà ƒ¹a ๠ë, >à¹ã¹ Źã¹, K[t -[ [, "à>[a >à¹ã¹ \ã >¹ *š¹t šå¹ç ȹ [>Ú o \àòü ¹J๠"> t ³ &A Òà[=Úà¹ Ò º ë ï>-l ü;šãøl > ú A ³ ìû yt ³[ÒºàÎA º àìt ëa àì>à í ȳ ¹ [W A ๠>ÒÚ t ๠àì ÎåÑ "à¹ç š[¹záä š[¹ì Å K[Øn ët àºà ú [>Ú³ãÚàîA "àìºàw >à Î à "à¹ç šø[åû o ">å[ë t A [¹ A t õšû "à¹ç A ³ W à¹ãîa º¹ ƒõ[ê Uã š[¹ t > A ¹à àìt ³[ÒºàÎA ìº [>\¹ [>\¹ A ³ ìû yt l üš åv û Î µà>, ³ àƒà "à¹ç Îåì àk ºà A [¹ šàì¹ ú [ ìa àì>à Ñz¹t A à³ A ¹à ³[ÒºàÎA º¹ Îà³[NøA "[ A ๹ *š¹t P ¹ç â«[ƒúà ú A ³ ìû yt ë ï> l ü;šãøl > šø[t ì¹à ¹ àì šèì ÒüÚ๠[ ìi à Î}` à [>¹ê [št A ¹à íòìá ëîòüìi à ÎA ìºàì¹ ` àt àì=...should be notified, published and circulated in appropriate ways. W ¹A à¹ã "à¹ç ë W ¹A à¹ã Jr t A à³ A ¹àÎA º¹ àì Î}[ÅÃÊ A t õ šû Òü [> à¹o A ¹à [ [ - Ñ àì ๹ ºKìt ë ï>-[> àt > šø[t ì¹à ¹ àì =A à [ [ - Ñ àì àì¹à " z å v û A [¹ ºàìK ú &ì> [A à Qi >à Q[i ìº ëƒàèã [v û ¹ [ ¹ç ì ý Î[k A Åà[Ñz¹ A =à l üìàj =A ๠ºKìt ëîòü³ìt A à Ñ à NøÒo A ¹à¹ [>ÆW Út à =à[a ºà[K ú [ ÅàJà ëa W ìi ๠àì t ºt [ƒúà Î}[ à>¹ ƒó à[ ºàA ¹ "à à¹t ëºj "àì ƒ> (Writ petition) [ƒúà íò[Ạú ëa W ìi àt l üìàj "àìá šø=³ìt Òü &Òü å[º (A) Constitution of India Articles 14, 19 & 21 and 15 (1), (3), 42, 51-A (a), (e) and 32 & 141 Rights of working women against sexual harrasment in workplaces Held, they have rights to gender equality, to work with dignity and to a working environment safe and protected from sexual harrasment or abuse... These guidelines and norms must be strictly observed in all working places by treating them as law declared under Art, 141. (B) Constitution of India Art. 32 PIL seeking gender justice for protection and enforcement of fundamental and human rights of working women W >t W ã>¹ ë Òü[\R t ">å[ë t ëòà à W tå = [ Å«³[Òºà Î[ µº> t All forms of Discrimination against women Î šìa W à[º-\à[¹ ëw à ๠[šát 55 / ³[Һ๠"[ A à¹, Ñ à ã>t à, Îå¹Û à "à¹ç ³ àƒà ¹Û ๠àì [ W à¹ Ñ àìi à Å[v û Åàºã A [¹ îº [A áå³à> Statement of Principles [> à¹o A ¹à ÒÚ ú &Òü >ã[t -[>ìƒ ÅγèÒ &[áú๠³åJ > àúà ãåîa ìº NøÒo A ì¹ ú à¹t W ¹A àì¹* ëîòü Î[ µº>ìt ³[ÒºàÎA º¹ γèÒãÚà Ñ à= t &i à \àt ãú >ã[t (National policy) NøÒo¹ ëšàèa t à A ì¹ [ will continuously guide and inform action at every level and in every sector ; to set up a Commission for Women's Rights ; to act as a public defender of women's rights ; to institutionalise a national level mechanism to monitor the implementation of the Platform for Action. K[t ìa "à³à¹ Î}[ à>t šøƒv [ºU γt ๠"[ A ๠ºà A [¹ îº ³[ÒºàÎA º¹ Îå[ à "àìá "à¹ç ëîòü Îå[ à šà ¹ àì [ [ Kt àì š[¹[ñ [t l üšñ àš> A [¹ > à šøà[œ ¹ ÒìA šøt Ú "à¹ç "àñ àì¹ íîìt "àk Øn ๠Îåì àk "àìá ú Î}[ à> l üº}q> [ ìòtå "š¹à, ëîìú A ³ ìû yt [ºU γt à t àòü >¹Jà "à¹ç ë ï> [> àt > Î}Q[i t A ¹à* "š¹à ú ÒüÚ๠àì ëƒ à>ã-ëó ï\ƒà¹ã ƒåìúà[ ¹ à¹àìt ëa W Ò šàì¹ Qi >๠P ¹ç â«">å àúã ú ÎA ìºà Jr ¹ ÎA ìºà Ñz¹ìt "àòü>kt Ñ à¹ "à à¹t ëkàw ¹ ¹ç \å A [¹ šà[¹ ú l üƒàò¹o Ñ ¹ê ìš A ³ ìû yt šøa àìå ³[Һ๠ÅÃãºt à Òà[>¹ Qi >à 354 >} à¹àt š[¹ ú ët ì>îa 11, 14, 15, 16, 226, 504, 506, 509, 511 "à[ƒ [ [ Ä à¹à &ÒüìÛ yt šøì à\ Ò ú l üìàjì àk ë, šøìt A [ÅÛ à ">åë à>, šø[t Ë à>ìt [>ìƒ Åà ºã ">åî¹o A [¹ >à¹ã¹ Îå¹Û à "à¹ç "[ A ๠[>[ÆW t A ¹à¹ àì A t õ šû ¹ l üìƒ àkt &ìa ài à "[ ì àk A [³i ã (Complaint Committee of Sexual Harrasment) Kk > A ¹àìi à ƒ¹a ๠ú A [³i ãìú ë ï> "à[t Å ¹ "[ ì àk NøÒo A [¹ šàì¹, [ W ๠A [¹ šàì¹; [ ìi àt Î šèo ëkàš>ãút à " º > A ¹à Ò ú A [³i ã¹ [Ñ [t ¹ [ ÈìÚ ">åë à>¹ >- šå¹[o ÎA ìºàìa " Kt A ì¹à à¹ Ñ à A t õ šû Òü A [¹ ºà[K ú šøìt A A ³ ìû y¹ àì A [³i ã¹ àa ã ΃Π[> àw > "à¹ç >ã[t -[> à¹o šø[yû Úà š[¹ì Å "à¹ç š[¹[ñ [t Îàìš[Û A ëòà àìi à ³> A [¹ ºKà A =à ú A [³i ãt "[ ì àkìi à [º[Jt àì ƒà[jº A ¹àìi àì Òü [>Ú³ [ƒ* ëa [t Úà à ëa àì>à Qi >à ë³ï[ja àì Ç [>* [º[J ëºà à ÒÚ, šì¹àû Îèy¹ š¹à ëšà à "[ ì àìkà KõÒãt Ò šàì¹ ú Qi >๠[>¹ìšÛ "à¹ç Î[k A ">åîþê à>¹ àì [yå [ƒ>¹ Î³Ú =àìa ú [ ìa àì>à ëû yt > àú šøƒà>¹ γÚÎã³à >î ÿ [ƒ>t îa ë [á Ò >àºà[k ú A [³i ãj>¹ A à A ຠ[A ³à> á¹¹ àì Ò, ÒüÚ๠³ì>à>ãt ΃ΠÎA º¹ γÚÎã³à [A ³à>

59 Ò, ΃Πëa à> ëa à> Ò šàì¹ A t õ šû ¹ ÎÒì àkt [> à¹o Ò ú š[¹w àº>à Î[³[t ¹ à¹à A [³i ãj> ">åì³à[ƒt Ò ºà[K ú A t õ šû Òü &Òü A à t ÎÒì àk >A [¹ìº State Women Commission >tå à National Women Commission ¹ A àè W à[š šàì¹ ú > àú šøƒà> A [¹ îº à*òìt "[ ì àka à¹ã à [> à[t t ๠Îå¹Û ๠A =àìi à ÎA ìºàt îa l ü ý t =à[a "à¹ç [> à[t t ๠v û ìò P ¹ç â«îòa àì¹ NøÒo A ¹à Ò ú A [³i ã¹ l üì Å Ò ë ï> [> àt > ë¹à A ¹àìi àìò, [> àt >A à¹ãa Åà[Ñz šøƒà> A ¹àìi à >ÒÚ ú A [³[i ìú [>\¹ A t Ît A t à, Ît t à "à¹ç šøt Ú\>A àì Î šàƒ> A ¹à¹ šø[t ³ì>àì àkã Ò ºà[K ú A [³i ãjì> Î}[ÅÃÊ ">åë à>t A ³ ¹t ³[Òºà "à¹ç [ÅÛ à NøÒo¹ àì "Òà áàyãîa º¹ ³ àƒà "à¹ç "[ A ๠Îå¹[Û t A [¹ ÎåÑ "à¹ç [>¹àšƒ š[¹ì Å šøƒà> A ¹àìi àt "Nø[ A ๠[ƒúàìi à \¹ç ¹ã ú "àòa! "à[³ ÎA ìºàì ÎÒì à[kt àì¹, ÎÒ³[³ t àì¹ " [>\¹ A ³ ìû yj[>t ³[Һ๠*š¹t ëòà à à Ò š¹à [ ìa àì>à ¹o¹ í ȳ ë¹à A [¹ ë ï> [> àt > šø[t ì¹à ã š[¹ì Å &i à K[Øn tå [º îº Î}[ à> šøƒv ë³ï[ºa "[ A ๠"à¹ç l üzw t ³ > àúàºú¹ [>ìƒ Åà ºã Î šìa Î\àKt à Îõ[Ê t "Nøι Ò*ò ú (ëº[ja à "γãÚà [ àk¹ [ÅÛ [Úyã) Original in Bengali : Indira Mukherjee Translated by: Mayuri S. Baruah I shall recline on the ground underneath that seat I shall fade behind the dust of thy feet. Why do you alienate me with honour? Please do not ignore me thus forever, Drag me to thy feet with disrespect,. Whatever is remnant I shall accept, I shall fade behind the dust of thy feet Once again, the honorable Supreme Court has touched my heart. I felt as if it is the only place in India that has still kept its door wide open for the Draupadi and Sita of 21st century and above all for the numerous housewives of my stature. It firmly accommodates them underneath that seat. Yet a day has arrived when the topic of a common housewife becomes a news item. The whole issue was initiated by the death of Renu Agarwal, a housewife from Uttar Pradesh in a road accident. Few years back her husband approached the court to claim compensation worth an amount of 19.2 lakh from the insurance company. With the rejection of the claim from both the Allahabad High Court and Motor Accident Claim Tribunal began the housewife alias homemaker chapter. It was debated whether a housewife has any contribution to her family since she is a non-earning member of it. Some tried to assess her due value if any and so on. As per The Motor Vehicles Act, 1988, in case of road accidents, a housewife deserves one third of her husband s income, which is just an arbitrary sum. If it is so, we can easily calculate the net present value (NPV) or the worth of a housewife s life. Obviously, we can use the same method to assess the income potential of a homemaker. However, here arises a question are we to apply the same rule to calculate the life value / 56

60 of the Master degree holder homemaker whose less educated husband draws a meagre salary? Hence, it is high time for serious discussion on this matter. Already the parliament has initiated dialogues to estimate the accurate value of a homemaker. Simultaneously it intends to form a parole structure with the help of a yardstick in order to make a thorough evaluation of her contribution inside the family. The purpose of the parliament is evident; any person who loses his wife in a road accident should receive the compensation without difficulty. It is quite shocking to learn that according to Census 2001, 36 crore housewives share the same position with beggars, prostitutes and prisoners. The ridiculous reason behind this is that they are useless and hence belong to the non-productive population of the nation. Infact nothing has changed except the coinage of a pleasant term homemaker she is deprived, she is neglected, without any recognition for her hard labour, neither in terms of money nor with words. We wonder if she would really find a place underneath that seat. It is obvious that beggars do not contribute to the nation s economy. However, the beggar homemaker too, creates and nurtures her household (with rags and trash) on the footpath, under the shade of a tree. Who will bestow her with due honour? Even the prisoners do not contribute to the national economy, rather the government has to spend a huge amount of money on them. On the contrary, I place the prostitutes among stage performers because they entertain the public. Indeed, the gentle women are safe and secure to some extent due to their presence in society. Our concern is definitely not to judge whether this trade is morally justified or not nevertheless, we have to acknowledge their contribution to the GDP of the nation or to its productivity. Honestly speaking, if we term a prostitute as unproductive so is a cigarette or a liquor merchant. How can one place a homemaker along with these three? Is her contribution to the gross domestic product a big zero? On the one hand, we declare children as the future of a nation and on the other; we deny acknowledgement to the grand contribution of a homemaker mother who right from conception to childbirth risks her life, who rears the child with maternal affection, who faces every adverse situation boldly for the welfare of her children. She is the same 57 / homemaker who handles her household with dexterity in the absence of the house cleaner, looks after every family member with sincerity, deposits electricity and telephone bills and so on and so forth. In short, she provides customized service to each family member. Well said that petty work is worthless so the homemaker s labour goes unrecognized. How conveniently people make careless comments that a housewife has nothing to do at home, she does not have to go out like the service holder ladies, she has to cook food only and anybody can do that etc. etc. I have met one grieved mother in law who has to look after her granddaughter as both her son and daughter in law are service holders entire responsibility of the kid is on her shoulders but again without the slightest recognition! Many thanks to the Honourable Supreme Court! We are grateful to it for identifying the homemaker s day-to-day household drudgery as economically productive. Else, they would have had to live forever with the tag of productivity, die labeled as the sole reason for population explosion. We all know very well that in the annual report of a company, two parallel tables are prepared one is the balanced sheet and the other profit and loss account. With reference to this, with the sole job of rearing the future generation, a homemaker creates capital asset for the economic statement of a nation. There is no need to include cooking, cleaning and washing in the profit and loss account. The potential preserved in her child is powerful enough to prove her worth! Indeed, she is the proud producer of some astronaut or scientist or automobile engineer or of Saurav,Leander, Viswanathan or of Rabindranath or of a Nobel Laureate like Amartya Sen! Just imagine the situation if this homemaker would have put her foot down and stopped working for the household round the clock. One might argue that nothing stops for anyone true, but unless one becomes toothless one cannot realize the worth of teeth! Moreover, the savings made by this homemaker is equivalent to a handsome salary. It is noteworthy that an American organization named National Network For Women Employment has made a study which shows that after calculating the value of her daily labour the opportunity cost of an ordinary American homemaker comes around 30,000 dollar per annum!

61 The Indian scenario is quite different due to the availability of maids or servants. Yet very often we have seen old people brought abroad for looking after their grandchildren. It is disheartening to notice that only in times of crisis we realize the value of a mother or a nanny. Is it possible to assess the worth of an all -rounder homemaker in terms of money? She is a wife, a daughter in law, a nanny and what not. Since time immemorial, these housewives have been performing their duties without a single word of protest or objection certainly a word of appreciation and recognition is sufficient for their satisfaction, they do not demand monetary benefit. Therefore, this recent support from the honourable court has boosted our hope. Its voice echoes our thoughts and we firmly believe that our collected effort can herald success. Attitudinal change has to be brought forth; otherwise, majority of the homemakers would be oblivious of their actual worth in the family. The image of a humble, submissive and helpless woman ought to be transformed into a strong, bold, assertive and above all, a respectable individual who makes immense contribution to the economy of a nation. And to achieve this we have to ignite the power dormant in women, awaken them from this deep slumber. (A poet and prose writer in Bengali Smt. Indira Mukherjee is also a known singer and leads a Bengali Band call NAYANTARA at Kolkata. The present write up was presented as a lecture in the Tara News Reality Show called AJKER SUBORNOLOTA. To read more of/on her, please visit: The translator teaches English ) Dr. Tanusree Sarker Gender Budgeting is a significant step towards addressing gender inequities. Gender budgeting is now recognized as a tool for empowering women. Gender budgeting analyses how Governments raise and spend public money with the aim of securing gender equality in decision making about public resource allocation and gender equality in the distribution of the impact of Government budgets, both in their benefits and in their burdens. The impact of Government budgets on the most disadvantaged groups of women is a focus of special attention. The term gender budget may create a confusion among many. But gender budgets or women s budgets are not separate budgets for women. They are attempt to break down or disaggregate the Government s mainstream budget according to its impact on women and men with cognizance being given to the society s underpinning gender relations (Sharp, Rhonda, 1999).This definition makes it clear that gender budgeting is now regarded as a socio-economic tool for ensuring gender equity in the development process and lays a strong emphasis on endangering public expenditure and policies. The issue of integrating gender into national / 58

62 budget is relatively new. A budget should be a gender neutral policy instrument but practically it becomes gender blind. The national budget usually ignores the different socially determined roles, responsibilities and capabilities of men and women. A gender sensitive budget analysis is an attempt to establish the different impact of the Government budget on men and women. It is an effort to recognize the fact that important functions of the budget such as allocation of resources, distribution of income and wealth for equity considerations and functions of the budget to promote stability, employment and economic growth may have different implications for men and women. Thus, gender sensitive budgets seek to uncover these. According to Dr. Ranjana Kumari, president of Women Power Connect(an NGO, dedicated to women development) gender specific budget means for separate budgetary allocation for women in the National budget. She further said that the trend of less budgetary allocation for women(only 1% of the total budget is used for women related issues) must be changed. Various women organizations submitted proposal to the Finance Ministry for not only allocation in the women education sector but also concessions and subsidies for women entrepreneurs. It has been proposed by the women NGOs that the problems of female foeticide, sexual harassment at work place, education are so diverse that they need sound financial backing and without separate allocation in budget it can not be possible to solve these problems. Through gender budget the major gap that exists between the women related policy statements of the Government and the resource committed for their implementation can be highlighted. The gender sensitive budget analysis was introduced for the first time in Australia. Women s budget statement for in Australia covered reports on the implementation of policies that are important in achieving Government s goal in relation to women and girls. Besides Australia some other countries like South Africa, Srilanka, Mozambique have been initiated the gender budget analysis. In India, the seventh plan introduced maintaining of 27 major specific schemes and the quantum of funds flowing to women. But the 59 / gender perspective budget in our country is seen from the eighth plan onwards( ). The plan document made a statement that..the benefits to development from different sectors should not by pass women and special programmes on women should be complement to the general development programmes. The latter in turn, should reflect greater gender sensitivity. The ninth plan ( ) adopted women component plan as one of the major strategies and directed both the union and state governments to ensure not less than 30% of the funds /benefits are earmarked in all the women related sectors. Special vigil was advocated on the flow of the earmarked funds/benefits through an effective mechanism to ensure that the proposed strategy brings forth a holistic approach towards empowering women. The tenth plan also continued the same to ensure both preventive and post facto action in enabling women to receive their rightful share from all the women related general development sectors. In 2004, the department of Women and Child Development, a nodal department of the Government of India for gender budgeting defined a broader strategic framework for gender budgeting covering a variety of activities which collectively would contribute to strengthen the gender budgeting initiative in the following way: 1. Quantification of allocation of resources for women in the union, states and local administration budgets and expenditure thereof. 2. Gender audit of policies of the Government- monetary, fiscal, trade etc. at the centre and state levels. 3. Impact assessment of various schemes in the union and state budgets. 4. Institutionalizing the generation and collection of gender disaggregating data. 5. Consultation and capacity building. 6. Review of decision making process to establish gender equity in participation. Gender budgeting, as a tool of women empowerment has been defined by the tenth plan as under : 1. Social Empowerment : To create an enabling environment through various affirmative developmental policies and

63 programmes for development of women besides providing them easy and equal access to all the basic minimum services so as to enable them to realize their full potentials. 2. Economic Empowerment : To ensure provision of training, employment and income. Gender activities with both forward and backward linkage with the ultimate objectives of making all potential women economically independent and selfreliant. 3. Gender Justice : To eliminate all forms of gender discrimination and thus allow women to enjoy not only the de- jure but also the de- facto rights and fundamental freedoms on par with men in all spheres as political, economic, social, cultural etc. Recommendations of 11th plan for empowering women through gender budgeting : The 11th plan states that, Gender equity requires adequate provision to be made in policies and schemes across ministries and departments. It also entails strict adherence to gender budgeting across the board. Following recommendations have been made by the steering committee towards empowerment of women during the 11th plan: 1. Women as diversified groups for planned intervention. 2. Inclusive development: It has been recognized by the 11th plan that only inclusive development of all categories of women can ensure holistic national development towards the millennium development goals. 3. Holistic and integrated empowerment of women and inter-sectoral convergence and exclusive women focus planning. 4. Four pronged interventions for women for a sustained long term impact : a). To provide women with basic entitlements such as food security, health and education; b) To address the reality of globalization and its impact on women by prioritizing economic empowerment and mainstreaming women in new and emerging areas of the economy; c) To ensure an environment free from all forms of violence against women physical, economic, social, psychological and d) To ensure the participation and adequate representation of women at the highest policy levels particularly in Parliament and Assemblies. 5. Permanent institutional mechanisms: The permanent institutional mechanisms such as a Women s Knowledge Commission or a Permanent Standing Committee on Gender must be put in place to include women s participation, experience, capacities and knowledge into the process of development planning, formulation and administration across all sectors. 6. Engendering National Policies and Gender Budgeting and Gender Outcome assessment. 7. Strengthening the Women s Component Plan. 8. Women s representation and participation in decentralized planning, implementation and governance. 9. Feminization of Poverty. 10. Declining sex ratio: The declining sex ratio is among the most alarming challenges facing the country. Such a severe gender imbalance has serious implications for the status of women and the health of society. Hence there is a need to undertake the implementation of PNDT Act without compromising women s rights to seek a safe and legal abortion and without victimizing women who are acting under patriarchal compulsions. 11. Curbing violence against women. 12. Internal displacement which is affecting women in several parts of the country leading to disease, unrest and lowered life expectancy. The 11th plan is committed to mitigate the negative impact on women of displacement. 13. Zero tolerance for caste-based discrimination against SC, ST women. 14. SHGs for women empowerment and comprehensive National level review of SHGs. 15. Women in Agriculture and Unorganized / 60

64 sectors: The 11th plan recommended for giving top priority to the women in agriculture for their skill development, availability of agriculture inputs including credit, market facilities etc. It also suggested to ensure regulations on employment, work conditions and social security for the women in unorganized sectors. Besides the above, 11th plan also recommended for micro-credit facilities and capacity building inputs for the women of affected agrarian crisis families, women headed enterprises, women employees and women entrepreneurial ventures should all be provided tax incentives to promote women s participation especially in areas where there is poor gender ratio. Public private partnership and corporate social responsibility programme should be organized for women s training, capacity building, skill development and empowerment. Conclusion: From the above discussion it is clear that a number of steps have been taken by the GOI in mainstreaming gender and gender equity, but to introduce a gender sensitive budget analysis it is necessary to categorise the budgets of each ministry of the government to identify their focus on women in terms of exclusive focus. However, it is necessary to recognize that even with schemes directly aimed at women, the benefit may not actually reach women due to various socioeconomic factors. For instance, an education programme aimed at girls education may not have a beneficial impact on girls if girls are not able to attend schools due to their child care and other domestic responsibilities. Thus, it is necessary to recognize the working of the unpaid economy and the constraints faced by women and girls due to the underlying gender relations and socially determined roles for women in terms of their impact on men and women is required. It also require open discussion with officials, concerned NGOs and the persons for whom the budget and schemes are meant. Despite all the plannings, policy commitments and legislation, women still remain a vulnerable group. Any successful strategy for women s empowerment will have to account for the facts that empowerment can not be achieved till all aspects social, political, economic are addressed, gender concerns have to be mainstreamed in all aspects of public expenditure and policy as women are equal citizens of the country, empowerment should cover each and every regions of the country, women should be recognized as equal members of the society and their participation in decision making is essential and above all the mind-set of the people of each section must be changed. The resource allocation and Govt. investment may contribute to women empowerment if it is utilized in an efficient outcome oriented manner and more and more involvement of women in decision making and implementation. It is more important to create a general awareness and understanding of the problems of women s employment in all the top policy and decision making and executive personnel. There is also the special problem facing women like the preference for male children for social and cultural reasons. This will require awareness, understanding and action. The best way to do so is to educate the children, orient the teachers, examine the text books and teaching aids and ensure the next generation grows up with new thinking (extract from the 6th plan document). At last I echo with the people say in the west, you still have a long way to go baby! REFERENCES : 1. Budlender D. & R. Sharp: How to do a gender sensitive budget analysis: contemporary research and practice ; London, M. Senapati: Government of India Budget and Gender. 3. Nirmala Banerjee, Poulomi Roy: What does the state do for Indian women? Economic and Political weekly, October 30, th, 7th, 8th, 9th, 10th and 11th Five year plan documents;( ). (The author teaches Political Science at Women s College, Tinsukia. ) 61 /

65 Anita Baruwa Violence within a home has a wide range of manifestations. It includes direct physical violence varying from slaps, kicks, battering, murder and rape to unwanted physical contact; indirect physical violence, including destruction or throwing of objects; mental or emotional violence which may be explicit or vague verbal threats of physical violence to the victim, the self, or others including children, humiliating, ridiculing and name calling, or non-verbal, subtle actions; and economic or social abuse that includes trying to control the victim s money and other economic resources, directly or indirectly preventing the victim from seeing friends and relatives, actively sabotaging the victim s social relationships or isolating the victim from social contacts. There are many false assumptions about domestic violence: Assumption 1 : Alcohol or drugs cause domestic violence. Truth : All batterers do not drink or abuse drugs and all substance abusers are not abusive by nature. Abusers use alcohol or drugs as excuses for their foul behaviours. Assumption 2 : Abusive acts are restricted to the lower social milieu. Truth : Domestic abuse affects the rich and professionally qualified as much as the poor and under-educated. Assumption 3 : The victim provokes the abuse. If the battered is more submissive or compliant, the batterer would change for good. Truth : No matter what the victim does, the abuse continues and usually increases with time. Those living with abusers find that becoming more submissive or compliant has the opposite effect. The violence towards them actually escalates. Assumption 4 : Violence between spouses, other intimate partners or family members is a private family affair and outsiders like police, neighbours, legal officials or colleagues should not interfere. Truth : This attitude must change. Whoever knows that there has been violence should help by registering complaints, calling the police or handing down sentences. Violence must no longer be tolerated. Violence within a relationship is all about bullying, controlling and dominating. The purpose of domestic violence is not primarily to hurt or harm the victim but to gain and maintain power and control over the victim. The abusers consider their victims to be extensions of themselves, justifying this sense of possessiveness by terming it as their expressions of love and affection for their victims. It is always found that they hold on to a vague concept of oneness. When two become one, they unite, support and understand each other. But ironically enough, for abusers, this we are one notion is lopsided: they expect their partners to become one with / 62

66 themselves, identifying with their actions and interests. In their drive to control, they become inhuman and unfeeling about the emotions and rights of their victims and fail to realize that their abusiveness alienates them from their victims. Domestic violence involves a pattern of behaviour that consists of three basic phases: The first phase is characterised by affection, apology, and promises to end the violence and called the Honeymoon Phase; The second phase is marked by tension, fear and breakdown of communication; The final phase culminates in successive acts of violence that gain in frequency and brutality. The hallmark of this behaviour pattern is that it is often cyclical : when the abused flees from the abuser, the latter may go to heights of apologetic behaviour and promise to reform and may be at the best of behaviour in subsequent periods ranging from a few months to even a couple of years in some cases, if the victims reconcile. But the inherent bullying traits surface sooner or later and the above phases are repeated. Ultimately, the futility and more than that, the pain, trauma and risk involved leads to the death of such relationships if the victims manage to flee. Even after ending such relationships, there is no respite for the victims if the perpetrators are bent on creating troubles to take revenge, as is often the case. For those abusers in high ranks and positions, societal image will drive them to punish their victims by pursuing them (either (The author teaches Economics) (Contd. from Page 77 March in Antiquarian) Padmanath Vidyavinoda is the first man to decipher and edit twelve copperplates right from the time of the great king Bhaskarvarman under the title Kamarupa Sasanavali, a monumental research output for enabling the scholars successively to reconstruct the history of Assam. The Samiti has been making honest efforts to collect information regarding the archaelogical and historical relics and other antiquities lying scattered throughout the nook and corner of Assm. The enthusiastic researches tried their level best directly or subtly) to the point of death. Little do they realize that by doing so, they are further reiterating their abusiveness. And if the victims cannot escape from the clutches of the perpetrators, as happens in majority of cases, only their death natural (after suffering daily living hells for years) or forced, can bring them peace and respite. It is believed that bullies can be cured through positive counselling. The danger is when they manage to counsel the counsellors into believing that the victims are the ones at fault! Such instances have been reported by many victims. It is also believed that restraining orders, arrest and imprisonment are the most successful methods to stop abuse. More often than not, it is the wife who flees from an abusive husband, having to seek shelter outside the home. This is a serious disruption especially for growing up children. In 2003, the Spanish government passed a tough new legislation forcing an abusive husband to leave the conjugal home to his wife and children and placing a restraining order on him if he takes recourse to threats or intimidation. India has not stayed behind in matters of legal recourse. But laws have their loopholes. And nothing can cure bullish traits except self realization and self correction. But the streaks in a bully s blood will make the bully charge whenever the chance comes. Hence the best remedy is to let the abuser taste a dose of the bitter medicines which the abuser keeps brewing. If poison cuts poison, it is time to bulldoze the bully. to explore ruins at places like Kanvachal, North Guwahati, Sarania Hill, Rakshasini Hill, Hatimuria Hill, Kharghuli etc. The Samiti also collected family heirlooms from the royal families of Rani, Dimoria, Kshetri and Hatimuria. In order to make awareness about the past history of Assam, the Samiti prepared 35 lantern slides on the Assam antitiquities including specimens of royal apparel; ancient potteries, image of stone and bronze, facsimilies of stones inscription, archaelogical ruins, coins, old paintings on ancient manuscripts etc. (Published on the occasion of Centenary Celebration of the Samiti) (The author is Retired Professor of Assamese, Gauhati University and President of Kamrupa Anusandhan Samiti) 63 /

67 Sangita Baruah The dictionary meaning of empower is to, supply means, to assist. This assistance is mainly meaningful in case of human beings. Because an inanimate thing cannot be empowered in the proper sense of term. A person lagging behind in any capacity is in need of empowerment.this is a social necessity as it hampers social equality and justice. The nature of assistance is surely to vary. The under lying idea of empowerment is that one has the ability to prosper, grow but for some reasons lagging behind. It is very interesting to analyze the term empowerment. Because itself means that the subject is the storehouse of power.because any assistance is meaningful to one if it helps one to prosper. She or he is potentially powerful. An object powerless cannot be empowered with any amount of effort. The word empowerment presupposes the power of the subject concern. From what has been cited above woman empowerment implies the long awaited recognition of woman power. It is not any sort of favour but sheer recognition of human right of woman. This woman power is venerated in many cultures, as in India woman is revered as SAKTI. The concept of woman empowerment is the toughest idea to be implemented. As it is a complex process, as it has to be dealt with socially and psychologically. The difference between man and woman on the basis of sex is natural.but to provide a social status on the basis of this biological difference, leading to gender discrimination, out and out unethical. But unfortunately our society regards this gender discrimination as natural. In the reproductive process it is natural to bear the progeny by the female counterpart. In my view, for human beings, child bearing and rearing is the most noblest profession. In human beings this bearing of child is more complex. It is not convenient for her to be out of home for managing the daily needs of life. For this obvious reason the man has to manage the life outer. Once the child is born the mother is once again confined to life inner, to rear the child. This is a corollary of the reproductive process, thus a biological necessity. This biological necessity projects woman to be weak. On the other hand man has regarded themselves as strong, superior and protector of woman. It could be said that this is the basis upon which gender discrimination is rested upon. Why the need for gender equity is felt and thus woman empowerment? Inspite of best possible efforts and events the process of development and its fruits are far from realization. Among the various causes also is the fact that woman folk is not given the due recognition in the process. But it is no denying the fact that the importance of an empowered woman is no way less than that of an empowered man. One may be quite shocked to hear empowered man because the / 64

68 general convention is that man is born empowered. But it is not so, nature has kept, man and woman amidst equal opportunities but woman are denied of those opportunities. This denial has caused much harm to the woman folk and also to the society at large. How can woman be empowered? The first thing in this regard is the over all consciousness change of the society. Society should view a woman from a justified angle. For this we have to see the worth of human personality; neither that of man nor that of woman. Because as human we all have a personality. As regard this concept there is nothing like man personality or woman personality. In our life it is the only thing of greatest value. It should be respected both in oneself and in others. A human being is a self or a person and must not be treated as a thing or as a means to same end. It could be said that basis of right and wrong could be realized with the help of the concept of personality. Whatever makes or destroys personality development is wrong. So any sort of (The author teaches Philosophy) discrimination could be said to be unethical. However in case of woman discrimination is always present in one form or the other. However one thing in this connection is personality is a thing which needs a sort of respect from one s own self. Because lack of respect for one s own personality creates a whole lot of problems. Any program of woman empowerment has to take into consideration this fact. It results in lack of care for body and mind, aimless idleness, and selfish enjoyment. Failure to respect personality in others lead to such things as prostitution, falsehood and deceit. Persons need to ask themselves continually Am I respecting my own life and making the most of it? and Am I respecting lives of the persons around me. A fair relationship of any form ought to be beneficial to both parties. Our overall treatment of personality both in ourselves and others should be enriching one. With such prior conception any programme of woman empowerment should be framed then only some concrete result could be felt. KAMARUPA ANUSANDHANA SAMITI (ASSAM RESEARCH SOCIETY) Reg. No. 85 of Guwahati Centenary Celebration (7th April, 2010 to 7th April, 2011) The Kamarupa Anusandhana Samiti (The Assam Research Society), the oldest research institution in North East India, which was established in 1912 by a galaxy of distinguished scholars and researchers to throw light on the past history, culture and civilization of ancient Assam and disseminate research findings throughout India and abroad is going to celebrate the centenary during the year from 7th April, 2010 to 7th April, It may be mentioned that this institution has to its credit a good number of books and research journals of high standard and many volumes of its journal, viz. The Journal of the Assam Research Society which have drawn the attention and admiration of national and international scholars. Besides, a number of valuable ancient manuscript of Assam were edited and published by the Kamrupa Anusandhana Samiti. The Kamrupa Anusandhana Samiti possesses a large number of manuscripts of great importance, besides a library which remains open for researchers and scholars. It is, therefore, not necessary to emphasize that it would be pertinent to celebrate the centenary of the Kamarupa Anusandhana Samiti in a dignified manner. Needless to say that such a centenary celebration would require a handsome amount of money for publishing the proposed commemoration volumes, souvenirs and past history of Kamarupa Anusandhana Samiti. The centenary Celebration Committee of the Kamarupa Anusandhana Samiti, therefore, earnestly makes an appeal to you all to donate generously for making the celebration a success. For membership form of KAS and more details please visit Pragyan s blog on : 65 /

69 Arup Baisya The previous part of this article ended with the comment that the organisational practice of the communist till date is not in keeping with the Marxist concept of withering away of state and politics. So keeping in view the Lenin s theoretical concept of consciousness to the masses from without and proletarian vanguard, Stalinist practice, Gramsci s concept of organic intellectual and Rosa Luxembourgian critiques, this organizational question needs to be discussed & debated at length in ideological musing. But prior to doing that, few more important parameters left untouched are discussed in this part of my article considering practicing & dominant ideology of the masses. Development & democracy are such ideological constructs in the sense that these terminologies bear different connotation depending on the balance of forces within really existing power structure. The ideological concept is as defined by the design of the type of society the development process is supposed to bring about. As Samir Amin puts it the history of the dominant ideology as a series of successive discourses, whose types I have termed liberal nationalist, then social and national, finally globalised neoliberal, 1. Within the really existing capitalism having capital/labour contradiction permanently operational throughout the system, the diverse conflicting social thoughts bearing ideological values for or against the labour are always at play. The conflicting ideas emanating from really existing balance of forces or social milieu influences and determines the dominant ideology of any period and in that sense the theoretical basis of idea/ideas is different from both deterministic as well as post-modernist (so called pluralist) approach. The really existing capitalism is in deep crisis, compared to the crisis we are actually heading for, the Great World Economic Crisis of would look like the Vicar s tea party as assessed by Mestzaros. The dominant ideology of capitalism assures us to believe that the confidence on the market only can do away with this crisis. Meszaros apt comparison of this confidence with Indian mythology is very interesting. He wrote In any case, all this talk about the absolute virtue of confidence in capitalist economic management is much like the explanation offered in Indian mythology about the supporting ground of the Universe. In that ancient vision of the world, it is said that the universe is carried, most reassuringly, on the back of an elephant. No one should think of / 66

70 that as a difficulty. For the elephant is, even more reassuringly, supported on the back of the cosmic tortoise. But what holds up the cosmic tortoise? Don t you dare ask such a question, lest you might be fed to the tigers of Bengal! 2. Nevertheless, this confidence has already been shaken. The total bankruptcy, not only figuratively but also in literal sense of metropolitan inspired and dominated developmental strategies all over the World marks the downfall of this confidence. Marx by a theoretical and historical analysis of capitalism had proved that free competition gives rise to the concentration of production, which, in turn, at a certain stage of development leads to monopoly. But Marx could not see the emergence of extreme form of monopoly. So afterwards Lenin in his book Imperialism, the highest form of capitalism enumerated the theoretical analysis of monopoly. Lenin vividly described a handful of monopolists subordinate to their will all the operations, both commercial and industrial, of the whole of capitalist society; for they are enabled by means of their banking connections, their current accounts and other financial operations first, to ascertain exactly the financial position of the various capitalists, then to control them, to influence them by restricting or enlarging, facilitating or hindering credits, their income, deprive them of capital, or permit them to increase their capital rapidly and to enormous dimension etc. He continued, this bank capital i.e. capital in money form, which is thus actually transformed into industrial capital, I call finance capital. Finance capital is a capital controlled by banks and employed by industrialists Lenin wrote Capitalism in its imperialist stage leads directly to the most comprehensive socialization of production; it, so to speak, drags the capitalist, against their will and consciousness, into some sort of a new social order, a transitional one from complete free competition to complete socialization. Production becomes social, but appropriation remains private. The social means of production remains the private property of a few. 3 The revolutionary crisis caused by the universal devastation due to the imperialist plunder and the war leads to proletarian revolution. Is the Leninist concept of the inevitability of imperialist conflict and imperialist or revolutionary war under the economic system of the private 67 / ownership of the monopoly capital and means of production still relevant? According to many, the situation of Lenin s time has drastically changed in present era of globalization. The questions naturally crop up what are those changes and do these changes indicate any basic radical change? The way the Laissez fair proponents in Lenin s time could find the possibility of peace and reform within the imperialist global structure, the pettybourgeois critics of the present day globalization thinks that free, honest and peaceful competition is possible within the capitalist imperialism. If this is taken for granted as the dominant feature of the present time instead of imperialist conflict, then any political programme for any radical break with the semicolonial system of third world countries and any social programme beyond capitalism need to be suspended sine-die. This view, though presently waning, gained ground just after the collapse of the state controlled Stalinist Soviet model of really existing socialism which was actually the model Engel termed as capitalism without capitalist while revealing the project of second international. When Lenin analysed imperialism, the marginalized countries of Asia-Africa and Latin America except Japan were backward unindustrialized, rural, agricultural and mineral commodity producer and supplier to the capitalist centers and there was intense competition within the nation-states of these centers to extend their area of hegemony and to establish colony in the marginalized countries. This situation of imperialism described by Lenin ended after the second world war. To accommodate anti-fascist and national liberation movement and people s uprising within the ambit of capitalism, the concept of welfare state with the essence of capitalism without capitalist emerged and the industrialization and modernization of the marginalized third world countries began with a notion of catching up the developed countries. This conception of welfare state came into vogue due to two opposing trends of the prevalent ground reality the expansion phase of capitalism facilitated by the opportunity of profit making investment against reconstruction work for war devastation on the one hand and capital-labour social pact necessitated by the rise of working class

71 due to anti-fascist and national liberation movement. This simultaneously replaced the direct colonial rule of the third world countries with the beginning of a new period of neo-colonialism. Lenin expected that the initial revolution in the countries of weak link of capital would soon spread to the whole structure of capitalism due to the intense conflicts within the imperialists camp. But that did not happen. After Russia, the revolution did not spread towards west. Instead the revolution took place in China, the country of marginalized east and this established the fact of prevailing exploitative global division of labour of center & periphery. The center s hegemony needs to be adequately challenged by the periphery to set the ground for revolution in centers. This global division of labour has not been qualitatively changed by the globalization ( inherent in capital since its emergence) and the resultant privatization, financial liberalization and the dismantling of the structure of welfare state after The proponents of capitalism already realized that there was and is no such capitalism which can be called free market capitalism in the truest sense of the term. The state and the market are intertwined and complementary in capitalist structure. The dominant ideology of global capitalism is always mediated through these two basic institutions. It is the inherent structural crisis of the system, the really existing balance of force and the technological arsenal at the disposal of capitalist to maneuver, determine the policy framework to be taken by the capitalist managers and the regulatory measures to decide what should be the role of both state and the market. From the experience of the so called globalization spree since 1980, it is now visible that the capitalist fund managers are again started propagating the need of stricter state regulation and intervention to save capitalism from its dire crisis. That even the dominant ideology of development through the notion of catching up and the neo liberal dismantling of the welfarist state in the country like India sometimes backtracks is visible from two recent development. First, the rejection of Vedanta s application to mine in Nyamgiri, which must be seen beyond all cynical calculations about electoral calculations as a victory for tribal rights in forest area. The second important development, is the proposal of the group of ministers to give tribals a 26% stake in profits from mining, that have come up in the course of drawing up the mines and minerals (Development & Regulation) Bill that seeks, among other things, to control illegal mining as well as protect the environment and tribal right. ( Source : EPW September 18-24,2010, Capital Myths & the New Copernican Revolution ). The dominant ideology of development has to face a trend reversal or retreat for the time being due to conflicting pressure from the working class tribal masses. The two opposite ideological forces one defined by global capital and the third world comprador capital with its unique characteristics of economism and the other defined by thirld world tribal peasant and workers with its perspective of people s right. But right can never be higher than the economic structure of society and its cultural development which this determines. The prevalent dominant world view where the ecology is perceived as a subset of the economy to sustain rule of capital has been challenged by the view where economy is perceived as a subset of ecology, tribal rights or right of the third world people etc. Marx explained economism as a unique characteristic of capitalism and by economism he wanted to mean that, the fact that the laws which govern the movement of capitalism are the product not of transhistorical nature but of particular historical nature is erased from social consciousness. Thus Samir Amin wrote in his book Liberal Virus that there is no theory of capitalism distinct from its history. Theory and history are indissociable, just as are economics and politics. 4 Thus there is always two diametrically opposite ideological perspectives are at play to visualize the issue of Development. The dominant one is from the perspective of capital and the opposite which is always contending the dominant one is from labour and under the existing ground reality this can be designated as metropolitan perspective versus third world perspective. This conflict is mediated through really existing state, market, politics etc and the concrete situation of balance of forces determines the class ideological prominence. Thus it is imperative to make a radical break to replace one existing dominant ideology / 68

72 by another to ensure Development for the people, not for the capital. Similarly, Democracy is also one such ideological construct. The text of communist manifesto in collected work of Marx & Engels reveals that the two concepts to raise the proletariat to the position of the ruling class and to win the battle of democracy are placed side by side. With reference to the Prabhat Pattanaik s article Socialism and Welfarism published in People s democracy (30 August, 2009), Vaskar Nandi wrote in the article Democratic deficit published in For A New Democracy (October 2009 March 2010) Unfortunately for us, this author, with his own purpose in mind, does not go far into an analysis of the social and economic conditions for the development and consolidation of human freedom in the socialist process, the dictatorship of the proletariat. Presently, we intend to argue that this process, if it aspires to take society to communism, i.e. a classless, stateless society of associated labourers, must constitute itself on the basis of the widest democracy, a democracy that is well beyond the conceptions of liberal bourgeoisie. That is the only basis on which the objects of history can become its subject. This is the Marxist-Leninist concept of Democracy whose form and content is determined by the class ideology and the democracy will begin to wither away with the withering away of state, owing to the simple fact that, freed from capitalist slavery, from the untold horrors, savagery, absurdities and infamies of capitalist exploitation, people will gradually become accustomed to observing the elementary rules of social intercourse that have been known for centuries and repeated for thousands of years in copybook maxims. 5 But for the transformation of the object of history to become its subject as mentioned in the above quotation, the third world people has to settle a score with metropolitan dominated global capitalism prior to taking up the project of surpassing the bourgeois liberal democracy. The look turns REFERENCES (1) Spectres of capitalism Samir Amin (2) The structural crisis of capital. Istvan Meszaros (3) Collected Works : volume 22 : Lenin (4) The Liberal Virus Samir Amin the object into a subject : I want you to feel, as I, the sensation of being seen. For the white man has enjoyed for three thousand years the privilege of seeing without being seen (Sartre 1976a : 7) Under different circumstances, it would be the same endeavor as vividly described by Sartre as Natives of all underdeveloped nations unite!. What a decline: for the fathers, we were the sole interlocutors: the sons no longer even consider us as qualified interlocutors: we are the object of their discourse. Of course Fanon mentions in passing our famous crimes Setif, Hanoi, Madagaskar but he does not waste his effort condemning them: he uses them. If he dismantles the tactics of colonialism the complex play of relations that unite and divide the Colons from Metropolitans, it is for their brothers; his goal is to teach them to outsmart us. 6 Politically it is the Leninist scheme of thing and it s the time of imperialism described by Lenin. Though the revolution in China failed to counter the Metropolitan controlled and defined Development and Democracy and the Chinese revolution has not extended and resulted in successful radical break in the third world peripheral countries from colonial status, the so called new globalisation phase of capital has not qualitatively changed the Lenin s time. That the Indian freedom struggle could not radically break its colonial status was not only due to the lacking in subjective effort, but also due to the immaturity of the objective situation. In addition to the immaturity and mistakes of the communists, the internal social reality was not conducive for the success of the project of any radical break. Had this project been correct to its truest sense, the radical break would not have been possible due to backward social reality. This project is to be reconstructed to face the emerging external & internal situation for a successful radical break with the present and to establish the concept & practice of the development and democracy from the Labour vis-à-vis people s perspective. (To be continued) (5) On socialism: Edited by Irfan Habib (Lenin : The state in Socialism and Communism). (6) Colonialism & Neo-colonialism The wretched of the earth Jean-Paul Sartre. (The Silchar based author is a well known social science writer and social activist of the state) 69 /

73 At a critical juncture in the history of Medieval Assam, the Ahom regime had to shift its capital from Rangpur to what we proudly call the Jorhat town. The historic event that actually laid the foundation of its prestigious town of Upper Assam happened during the July- August, 1974 (SRAVAN, 1716 SAKA). 1 It was customary to almost all the royal dynasties to arrange the seat of capital at a place with extensive beautification and centre of communications as far as possible, and the seat of capital should naturally be a town- so that it might properly be called the capital city or capital town. But, during the time of the shifting of the Ahom capital, Jorhat was not a town: it was left for the Ahom Administrators to build the new capital as a capital town. Here lies the early history of urbanization of the present Jorhat town, which might be a fascinating chapter in the history of urbanization in medieval Assam. During the early part of the Ahom rule Jorhat was not an inhospitable place, infested with wild animals. It was then within the dense forest that extended from the Naga Hills to the Brahmaputra. 2 The word Jorhat itself came to be known only during the later part of the Ahom rule, when Gaurinath Dr. Diganta Kr Phukan & Utpal Dutta Singha ( ) was the ruler and when the Ahom capital was shifted to this place. Earlier, however, the Ahom King Pratap Singha ( ) wished to turn this area into an ideal township to be named Hastinapur by capturing 1000 wild elephants at a place about 8 km to the east of the present town. The royal camp established at the site for the purpose was known as Gajpur Bahar. But Pratap Singha s project ultimately failed. But, Jayadhvaj Singha ( ) is said to have captured a large number of elephants in this area, just on the eve of Mirjumla s invasion of Assam 3 and it was Jayadhvaj, who built Seuni Ali (Present A.T. Road, 37 going through Jorhat town) which increase the importance of and promise better fortune for Jorhat. Then King Gadadhar Singha ( ) is said to have settled many Bocha (i.e. Selected) people in the present Tocklai region of Jorhat town. Thus, prior to the shifting of Ahom capital the present town, with its neighbouring areas, started to attain a short of importance as a place of royal encampment as well as suitable site for elephant city of Ahoms. 4 King Rajeswar Singha ( ) settled the large retinue of Manipuri companion that came with his Manipuri princess Kuranganayani establishing the Mongolu (Manipuri) khat at Saru Charai near Jorhat. But it was during the famous Moamariya / 70

74 rebellion, that Jorhat came to serious attention. To fight with the rebels, then the Ahom Prime Minister Purnananda Buragohain erected a Koth (fort) near the present Bhogdoi river. As the river was known as Desoi river at that time, the koth came to be known as the Desoi koth. To this place, the then Ahom king Gaurinath shifted the capital in July- August, This king ( ) set up two hats (market) on the bank of the Desoi (or Bhogdoi) river. But, before he could do something more in the direction of the development of the new capital Jorhat, Gaurinath died a few months after the shifting of the capital. Thus it was during the reign of his successor Kamleswar Singha ( ) some systematic steps were undertaken in the direction of urbanization of Jorhat and in varied degrees, the process was carried on till the fall of the Ahoms. Kamleswar s veteran Prime Minister Purnananda, who is said to be one of the chief makers of the Jorhat Town, undertook various activities to develop Capital Jorhat s infrastructure. The Barghar, the Holongghar, 5 the Gayengowaghar and Tamuli Chora 6 were built by Purnananda during this period. A protective embankment was also built round the capital proper. To provide the water facility in the new town, Purnananda had dug the river Desoi, renaming it as Bhogdoi. 7 Purnananda also built two wooden temples near the Desoi fort, which were the temples of Lord Krishna (Falgustsava)and Goddess Durga (Durgotsava). 8 Already, to the king s private chapel, the Burigosani Dewalaya, the images of Goddess Durga were shifted from Rangpur in Later on Purnanda s son Ruchinath Buragohain also constructed a Siva temple at the Hatigarh- the eastern Border of the town. 10 Purnananda is said to have interested in maintaining Saraisang, i.e. royal aviary; and for that, there was a birds training centre for the royal pastime 11 too. To feed up and fulfill the different needs of the new capital town, a number of Professional villages were gradually established on the outskirts of Jorhat town since it attained the capital status. Thus, Professional villages like Patiagaon, famous for mat made from Mat-rush, Kamargaon for Blacksmith, Kumargaon for Pottery, Katanigaon for silk, Moutgaon for elephant keepers, Dhenusosa for Bow- makers, Duliagaon for Palanquin bearers, 71 / Naosaliagaon for boat makers, Kuhumjogania or Suppliers of eggs, Gurjogonia supplier of molassess., Dhekial gaon for rice, rice powder Charingia gaon of the royal princess, Rajguru gaon of the royal family priests, Thengal gaon of Silver supplier, Tirual gaon for matters of iron etc. were established. 12 With a view to solving the problem of drinking water and giving the town a new look, The Ahom administrators dug out a number of big Pukhuris (tanks), some of which are still attracting the citizens and visitors of the town. The Rajmao Pukhuri, Mitha Pukhuri, Buragohain Pukhuri, Choladara Pukhuri are a few of such examples. The Ahom government had left Jorhat a network of roads 13 and it was one of its major contributions towards the development of the town. One of the town s major roads- the Seuni Ali or A.T. Road has already been mentioned above. The Ahom king Rajeswar Singha s period was also notable for the construction of several important roads. He supposed to have built the Dergaon Ali, The Manipur Ali, the Malow Ali and the Kakilamukhar Ali. 14 Kamleswar Singha built important roads like the Na Ali, Kamarbandha Ali and the Rajabahar Ali: all were approach roads to the last Ahom Capital Jorhat. The same king is said to have build the Choladhara Phukanar Ali and Senchoa Ali. 15 The road linking Seuni Ali and Kamarbandha Ali was called Barpatra Ali after the death of a well known citizen of Jorhat Dondeswar Borpatra Gohain. 16 The Mahgarh Ali, said to have been build during the Ahom rule was partly improved by the Britishers and a part of it was renamed as J.B. Road or the Babu Ali in honour of late Jagannath Baruah. The Puhuri Ali was also supposed to be build during the Ahom rule, which was develop by the Britishers and was constructer upto Gohain gaon later on. It came to be known as the Commissioner Ali, which is now a major part of the Nimati Ali, proceeding towards Nimati Ghat. 17 In case of the inland water transport structure also, Jorhat occupied an important position, because, when Jorhat became the Capital, the Desoi (Bhogdoi) river and the Brahmaputra served as the main routes of communication by boat. Mahgarh or Kakilamukh, situated on the bank of the Brahmaputra, about 13 km. towards the north

75 west, was the main gateway of the capital Jorhat. 18 From the standpoint of educational establishments in the new town, the period under review did not witness notable progress. Under the Ahom Government as a whole, education was actually confined only to the priestly classes, scribes and a few others connected with the Government. 19 But in spite of that, several Tols grew up in and around the city. One of such tols was that of Bhayaram Borpuzari s Tol where Dutiram Hazarika (author- Kalibharat Buranji) studied. Mentions might be made of two other Tols of this period, viz, Jadu Adhyapakar Tol and Mitra Adhyapakar Tol. 20 The king of upper Assam, Purandar is known to have issued an order that every Kheldar (leader of a Khel) must set up a school in his jurisdiction, but with the resumption of upper Assam (October, 1838) the project came to end. 21 The internal disturbances and the external threats that occurred after the death of Kamleswar Singha had already prevented that developmental activities and the devasting Burmese invasion almost ruined the Ahom Kingdom itself. Though a few years after the disastrous Yandaboo treaty REFERENCES : 1. Baruah, Gunabhiram, 1971: Assam Buranji, Guwahati, p Baruah, T.C., 1990: An article entitled Jorhat: Its Metropolitan Development over a Century, Souvenir of Jorhat Book Fair (JBF), Jorhat, p Gogoi, N., 1993: An article entitled Jorhat: The Last Ahom Capital, Proceedings of NEHA, Jorhat Session, Jorhat, p Ibid. 5. Baruah, G.C., 1930: Ahom Buranji, 'Calcutta, p Bhuyan, S.K.(ed),1964:Jayantia Buranji, Guwahati,pp.151, Dutta, A.K., 1991: An article entitled Old Jorhat at a Glance, Souvenir of NEHA, Jorhat Session, Jorhat, p Sarma, A.C., 1996: An article entitled Calcutta Heritage of Jorhat, in the magazine- North East Times (NET), Guwahati, April7, p.44. (February, 1826), The Ahom Prince Purandar was installed as the king of the upper Assam in 1833; he could do nothing significant in the direction of structural development of Jorhat town. Very soon, he lost kingship in 1838, officially marking the end of the 1st period of formation of Jorhat Town: the town also lost the status as a capital as soon as the Britishers established their rule. The significant feature of the Ahom s effort at urbanization in Jorhat was that they did not build any building of brick and stone there. Even the royal palace was constructed with wood and bamboos. 22 Other official buildings were also located within the earthen rampart erected by Purnananda to repeal the Moamariya insurgents. 23 But they were not inefficient in building permanent structures: their capital at Sivasagar proves this. Actually it was owing to the tumultuous times at the period when the capital of Ahom kingdom was shifted to Jorhat town, the Swargadeos could not construct permanent structures. 24 But apart from it, their efforts and activities in other directions towards urbanization, laid the foundation of what we now call a graded city Jorhat. 9. Handique, B.C., 1996: An article entitled Bicentinary Diary the NET, Guwahati, April, p Baruah, T.C., op.cit, p Sarma, A.C., loc. cit. 12. Dutta, A.K., op.cit, p Dutta, op.cit,p Gogoi, N., op.cit, p Ibid. 16. Dutta, loc. cit. 17. Ibid. 18. Gogoi, loc. cit. 19. Borpuzari, H.K., 1992: The Comprehensive History of Assam, vol. IV, Guwahati, p Gogoi, N., op.cit, p Borpuzari, op.cit, p Handique, B.C., loc. cit. 23. Borpuzari, op.cit, p Handique, B.C., loc. cit. (The authors teach Sociology and History respectively at Jorhat College, Jorhat, Assam) By and large, mothers and housewives are the only workers who do not have regular time off. They are the great vacation-less class. Anne Morrow Lindbergh, American aviator, Gift From the Sea / 72

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78 Dr. Banikanta Sarma The establishment of the Asiatic Society in Calcutta (Kolkata) in January 1784 under the leadership of Sir William Jones, a judge of the Supreme Court opened the gate of Indological studies in India and other Asiatic countries. The Asiatic Society later on in 1839 came to be known as Asiatic Society in Bengal. The avowed aim of the society was to undertake investigation and inquiry into India s past history, culture, civilization, language, literature, art and architecture, enthnography, anthropology, etc. Really the Asiatic Society of Bengal infused the spirit of Scientific approach towards unearthing India s ancient culture and civilization. Following the footsteps of the learned European scholars many India scholars came forward to establsh a number of voluntary institutions of antiquarian studies in different parts of India for investigating regional and local history. Many scholars under the auspices of the Asiatic Society of Bengal has evinced keen interest in the past history, culture and civilization of ancient Assam or Kamrupa. It may be noted that Dr. Hoernle had deciphered and published in the journal of the Asiatic Society of Bengal in the year 1840, the text of land grant character of the Pragjyotishpur king Indrapala of the eleventh century, Dr. S.K.l Bhuyan wrote about the importance of the JARS as follows : One going through te pages of the old issues of the JARS will be struck by the variety and richness of the information about Assam emodied in the articles contributed to it. After a lapse of 128 years a galaxy of scholars interested in exploring the past historically important matters assembled into literary conference held in April, 1912 at the premises of the Sacred Temple of the Mother Goddess Kamakhya on the Nilachala hill on the south bank of the great river Brahmaputra. This was the conference of Uttar Bangiya Sahitya Parishad where a number of research papers relating to the antiquities, history and archaelogy of ancient kingdom of Kamrupa were presented by distinguished scholars. The members present in the conference felt that it is a long standing desideratum to form a research society for conducting researches on ancient Kamrupa in particular and northeastern India in general. A proposal for establishing a society under the name and style Kamrupa Anushandhan Samiti was mooted by Khan Chaudhury Amanatullah Ahmed of Coochbeehar and supported by Rai Mrityunjaya Chaudhury Bahadur of Rangpur on April 7, The Samiti was formally formed with seven members. In the same meeting, Kalicharan Sen, a reputed pleader and patron of learning was appointed honourary Secretary as well as Treasurer. Gopal Krishna De, Librarian of the Curzon Hall Library worked as assistant Honourary Secretary while Professor 75 /

79 Padmanath Bhattacharya Vidyavinoda of Cotton College assisted in the various correspondence works. Kalicharan Sen rendered his service as Honourary Secretary upto Later on Chandra Nath Sarma was elected secretary of the Samiti. In order to achieve the objectives of the Kamarupa Anusandhan Samiti a prospectus was adopted on December 5, 1914 and was widely circulated to mobilize public opinion and seek cooperation in the Samiti s research activities. The samiti used to convene its annual meeting almost regularly and many valuable research papers were read in the meetings and published in the samiti s annual reports till 1933, the year from which the Samiti s Research Journal, known as the journal of the Assam Research Society began to be published regularly. This journal has been received well and appreciated higly by scholars from both India and abroad. It may be noted that the present Assam State Museum is the brainchild of the Kamarupa Anushandhan Samiti which having collected quite a good member of antiquities such as the old manuscripts, copper plates, statues, coins and other historical relics, conceived the idea of establishing a museum. It was the Kamarupa Anushandhan Samiti which by obtaining a plot of land from the State Government, moved the Government and ultimately succeeded in making the Government agreeable to establish the Assam State Museum on the south bank of Dighalipukhuri. It was the samiti again which handed over the plot of land under the possession for the construction of the present musuem building complex. Because of the dedicated services rendered by a galaxy of investigators the Kamarupa Anushandhan Samiti was able to hand over a large number of prestigious collection and antiques and relics to the State Museum. From the very beginning the Kamarupa Anushandhan Samiti by dint of its meritorious activities was able to get patronage of high dignataries like Sir Archdale Earl, Chief Commissioner of Assam, the Hon ble Sir Edward Gait, Governor of Bihar and Orissa, the Lt. Col. PRT Gurdon, Commissioner of Assam Valley Districts and Honourary Director of Ethnography in Assam, His Highness the Maharaja Jitendra Narayan Bhup Bahadur of Cooch Beehar, Raja Prabhat Chanda Barooah Bahadur of Gauripur, Assam and many other outstanding personalities. Moreover, the Samiti was fortunate enough to enlist the support of many Indological Research Scholars like Mahamohopadhaya Haraprasad Sastri, Babu Akshaya Kumar Maitreya, Panchanna Babu Nagendranath Basu, Prachyavidya, Maharnava, Siddharthavaridhi, Devaprasad Sarvadhikari, Chandradhar Baruah, Sahityaratna M.V. Joshi and many others. It is a matter of great glory for the Kamrupa Anushandhan Samiti to be able to associate a band of leaders of the Antiquarian Research Institutions of the entire undivided Bangladesh, Bihar and Orissa of that time. Many of these scholars demonstrated their eagerness for unfolding the past history of the ancient Kamarupa kingdom. It may be noted that in order to remove the doubt about the jurisdiction of the ancient Kamarupa kingdom, the samiti was also christened as Assam Research Society with its jurisdiction for research works over the area formerly included in the sacred ancient kingdom of Pragjyotisha-Kamarupa comprising comprising modern Assam (undivided) and neighbouring states of North Bengal including Cooch Beehar and East Bengal (presently Bangladesh). Since its inception Kamarupa Anushandhan samiti has been working towards the fulfillment of its objective to carry on research in matters relating to history, archaelogy, enthnography, anthropology etc. and to collect rare books and manuscripts, coins, copper plates, statues, inscriptions, terracottas, pottery, textile, etc. The Samiti s activities have drawn attention of scholars engaged in the pursuit of knowledge in their related fields. A host of enthusiastic scholars like Mahamohopadhyaya Dhireswarcharya, Mahamohopadhyaya Padmanath Vidyavinoda, Pandit Hemchandra Goswami, Kanaklal Barua, Pandit Kaliram Medhi, Dr. S.K. Bhuyan, Dr. Banikanta Kakati, Prof. U. Goswami, Prof. Dibakar Goswami, Dr. B.K. Barua, Dr. S.N. Sarma, Dr. Maheswar Neog, Dr. P. Goswami, Dr. B.N. Sastri, Dr. P.C. Bhattacharya, Dr. M.M. Sharma, Dr. Dimbeswar Sarma, P.D. Choudhury, M.C. Das, R.M,. Nath et al have devoted a major part of their life in various research activities relating to history, culture and civilization. Mahamohopadhyaya (Contd. on Page 64) / 76

80 I Dr. Juri Dutta ndira Goswami, also known as Mamoni Raisom Goswami, is a widely recognized and appreciated writer of India. She is the second Assamese recipient of the Jnanapith award (in 2000). It is quite possible to write a long list of her achievements, the languages into which her books have been translated, the prestigious literary prizes she has been awarded. It is not all these which draw the readers to her writings but the intensity and poignancy of her narratives. She writes with rare frankness and courage. Her writings are woven with intimate details of experiences and striking images and with an expression occasionally abrupt, prosaic and characterized by silences and gaps. Indira Goswami had started writing her autobiography in the beginning of the seventies and it was published in Her An Unfinished Autobiography (Aadha Likha Dastabej) proved to be one of the frankest and most honest autobiographies among the bhasha life writing texts. And the reason behind its popularity is not difficult to imagine; it was the autobiography of a young woman writer in her mid forties. The sequel to her An Unfinished Autobiography is called New Pages of My Autobiography (Dastabejor Natun Pristha) and it was published in December It can be called a sequel to the writer s An Unfinished Autobiography as she has named it New Pages of My Autobiography. In spite of being a few new pages of her autobiography, New Pages of My Autobiography is a deviation from her An Unfinished Autobiography in more ways than one. In fact, while An Unfinished Autobiography is the autobiography of the writer, the later is a memoir. The recent autobiography is described as a memoir in the very blurb of the book. In An Unfinished Autobiography the writer says in the foreword to the book that she had tried to present those incidents of her life that continued to have a strong impression on her mind all through her life. She says that these are the pictures of the moments of her inner life till 1970 and her emotions associated with various events big or small. And the experiences of her inner life in recent years (after 1970) have not been depicted here. An autobiography is a presentation of the self. It is the external projection of the inner life of the writer. Goswami s An Unfinished Autobiography unfolds the life of the writer from its very beginning. She talks about her childhood, her schooling in Shillong and Guwahati, her upbringing and her higher education. At the same time she gives a fair idea of the emotions related to each and every It is a multi-lingual column. Our valued writers can contribute write-ups in any of the four languages English, Assamese, Bengali and Hindi. Editor. 77 /

81 incident of her life, however insignificant. An Unfinished Autobiography begins with the sentence At that time I was very young (Goswami, 1988:1). The striking difference between the two books is evident when we look at the very first sentence of the second book: I happened to be present in Kanchanaburi where a bridge was constructed on the Kwai River by the prisoners of the Japanese in the Second World War. (Goswami, 2007:1) Describing New Pages of My Autobiography as a memoir is justifiable considering the fact that it is more concerned with external circumstances than with inner development. New Pages of My Autobiography is anecdotal and episodic, with the focus spread around the many interesting people and places that the writer had known, met and worked with. The first three chapters of New Pages of My Autobiography are mainly about the writer s description of her visit to Kanchanaburi in Thailand and these are clustered together as Cruel Land, Hard Times and Barbaric People. Her description of her visit to Thailand with Shri Suranga Pulthupia and Chandradhar include references to brothels and, to what she calls the flesh market. She talks about the War and its devastating effects. The information is more factual than emotional; it bears no direct relation to her own self. In other words, her concerns are more social. Of course, her proposition that Man cannot be the best creation of the creator. No other being is capable of the kind of cruelty that human beings are capable of (Goswami, 2007:13) does tell us a lot about her feelings at this stage. While describing her visit to Kanchanaburi, she is reminded of her own village Amranga near the Jagalia river and this can make us look at New Pages of My Autobiography as an autobiography. However, the fact remains that while New Pages of My Autobiography is more in the line of a memoir, An Unfinished Autobiography bears a closer resemblance to the conventional autobiographical form. In New Pages of My Autobiography the focus is more on the people and events that the author has known or witnessed. Though such a distinction might quite possibly lead to the raising of quite a few eyebrows, we cannot help categorizing New Pages of My Autobiography as a memoir which is more about the likes and dislikes of people other than the author. Chapters 6 and 7 together constitute a biography of the renowned Punjabi poetess Amrita Pritam, her life and works, her relationship with Sahir Ludhianvi, the Urdu poet and Imroz, the artist. Goswami gives a critical estimate of Amrita Pritam s works like Rasidi Ticket (Revenue Stamp), Pinjar, Black Rose etc. Amrita s life, her views on different aspects of life and love are all minutely observed in these two chapters. Amrita s visit to Assam and the writer s close relationship with her occupies a major chunk of New Pages of My Autobiography. Similarly, the next chapter entitled My Encounters with Some Great Women is an account of various renowned female personalities of India. One of them is Kamala Ratnam, a scholar of Sanskrit and English Literature. The others are Kamala Singh, Kamala Das, Qurratulain Hyder, Dinesh Nandini Dalmiya etc. Perhaps the point that needs to be addressed before delving deeper into the distinction between autobiography and memoir is regarding the expectations of a reader from an autobiography. Today it is probably difficult to talk about autobiography in the singular for there can be so many variants of the form Samuel Pepys s Diaries and Nehru s Autobiography are chronicles of particular times and places, Gandhiji s My Experiments with Truth is a saga of inner growth, and we also have the autobiographies of writers writing about their coming of age. Very often we look at an autobiography to know the experiences, emotions and environment from which the writer has emerged. Indira Goswami s An Unfinished Autobiography fulfills this role while even after reading the first few chapters of New Pages of My Autobiography one can hardly manage to know anything about the inner life of the author. It is not simply the experiences and emotions of the pre-1970 and post-1970 phases that distinguish the two books. In fact, one can quite clearly discern the change that has come about in the outlook of the writer. Writing an autobiography is a matter of selecting the fundamental and the essential. It is in the selection or omission of details that we find the change in outlook of the writer. These selections and omissions have to be seen in the context of the time and place to which they belong. There are aspects of Indira Goswami s character that appears too contradictory at times and at other times her contradictions seem to be on the verge of convergence. At a critical point in / 78

82 Indira s life as a young widow, there are two options for her. She can go to London, that land of ancient Western tradition and culture (Goswami, 1988: 99), or she can go to Vrindavan, the centre of ancient Hindu tradition and culture (Goswami, 1988: 99), to undertake research on the Ramayana. Two different directions and contradictory impulses pulled in different directions. The choice that she makes, Vrindavan, does not exactly resolve that conflict. Instead, the choice and the resultant trajectory of her life highlight the contours of a kind of Hindu modernity that strikes at best an uneasy balance between the claims of a rational and humanist modernity and that of a traditional, hierarchical and gendered value system that is often indifferent to human pain and suffering. ( 2002/05/05/stories/ htm) In fact, the biography is unfinished in more ways than intended. The conflict itself and the resultant loss of moorings are very real for Goswami though she seems innocent of any self-consciousness regarding the impulses driving her life in contradictory directions. As a young girl she grows up in her ancestral sattra, religious monasteries established by her forefathers. Life in the sattra has essentially remained unchanged for centuries though under the British it has successively lost certain privileges. It is in a state of decline but the young Indira takes life as she finds it in the sattra with its astrologers, religious rituals, strict social and gender codes. The problems begin when her family shifts to Shillong and she is admitted to a public school run by the British. There could not have been a more different world with its scripture classes, English literature, Hollywood films and individuals whose lives are organized by different values. The transition could not have been anything but traumatic, and leaves her a vague disquiet of the mind: a sort of vague fear and anguish somehow seemed to have settled down on my heart (Goswami, 1988: 3). This disquiet persists throughout her life and the story of her autobiography is the story of her struggle with it. If there is one word to describe the writings of Indira Goswami, it would have to be powerful. The extremely bold and touching story of Damayanti, the Brahmin widow and Pitambar, the low caste Mahajan in Sanskar makes it a powerful statement regarding 79 / the politics of caste in Assam, an issue which very few writers from Assam have been able to address with the same amount degree of intensity. The Moth Eaten Howdah of A Tusker is based on the plight of Brahmin widows and is marked by a strong sense of protest a scene that comes immediately to mind from this novel is the one where Giribala, the Brahmin widow, who is supposed to be on a bland diet of vegetarian meal succumbs to the temptation of eating mutton. In spite of the fact that Indira Goswami is a strict vegetarian, she was able to portray Giribala s desire to take the mutton that is prohibited for her. In the novel The Man of Chinnamsata, there is a protest against animal sacrifice. At one point in her memoir New Pages of My Autobiography, Goswami tells us about her response to her aunt s (a widow) question regarding how it felt to be a widow: Listen, I use lipstick and put on shoes. I never follow your meaningless rituals and customs prescribed for a widow. I don t care if I am rebuked for that. I eat vegetarian food but that is not because of adherence to any custom (Goswami, 2007: 134). Here is a new Indira Goswami emerging out of a new found conviction and boldness and this is remarkably absent in her previous autobiography. The sense of void and frustration after her husband s death in An Unfinished Autobiography is reflected in the following statement: I could not come out of the room after Madhu s death as I was scared of looking at the sky. The sense of void cannot be expressed through a pen (Goswami, 1988: 68). In fact, Indira Goswami suffered from perennial depression right from her childhood. In the opening pages of The Unfinished Autobiography she mentions that she always had the inclination to jump into the Crinoline waterfall located near her house in Shillong. She was extremely attached to her father and was broken mentally after his death. Repeated suicide attempts studded her eventful life. After the death of her husband Madhaven Raisom Ayengar, just after eighteen months of marriage in a car accident in Kashmir, Gardinel sleeping tablets were what she kept herself alive with. Brought back home, she joined the Goalpara Sainik School, as a teacher in Assam. Leading the life of a young widow was not easy and at this point she went back to writing. She writes that

83 she wrote just to live, other wise it would not have been possible for her to go on living. After the death of her husband, Homen Bargohain wrote to her a letter of encouragement and requested her to give her sorrows a literary expression. It was immediately after receiving this letter that the then grief-stricken Indira Goswami started writing her autobiography. The sense of frustration and depression in An Unfinished Autobiography gives way to the more regulated and mature emotion of New Pages. James Olney says in his book Metaphors of Self: The Meaning of Autobiography: An autobiography is a monument of the self as it is becoming, a metaphor of the self at the summary moment of composition (1972, 36). And he says that the objective of an autobiography is to build a metaphoric bridge from subjective self-consciousness to objective-reality (36). Olney argues that it is difficult to define a self as all selves are unique and they are constantly evolving and transforming. Therefore, to communicate such a self to others is by discovering or creating some similitude for the experience that can reflect or evoke the same experience in others. Pradip Acharya echoes a similar view when he says that Indira Goswami has tried to build a metaphor out of the varied experiences and the feelings arising out of these experiences (Page 22, Rani Gohain). Indira Goswami s autobiography conveys a sense of pain, the restlessness and the suffering that she has undergone in various phases of her life. Writing was her way of overcoming these. Pradip Acharya says that Goswami s depiction of the Radheshyami s preparation for their funeral rites becomes a metaphor to express the relation to her writings: In the third part of the book entitled the city of God she [Mamoni] has used Radheshyami s concept of ourdhadoihik as a metaphor (Acharya, 1999: 23). In spite of their pitiable economic condition, these widows often chose to starve. Whatever meager money they are able to collect through their wanderings is deposited with the panda, to ensure that they are cremated after death. Experience has taught them that unless such an insurance is taken out, their corpses could well become the food of jackals and dogs. The insurance they purchase is illusory, since the panada, more often than not, simply pockets the money and disposes off the widow s body in the Yamuna. The two autobiographies differ in their basic objectives. In the Preface to An Unfinished Autobiography Goswami, makes it clear that she has framed the book in the form of a novel. As a result, she could be the master of facts, not the slave of it. And therefore she has enjoyed ample freedom of traveling amidst imagination and dream. In this journey, the important source of this lady s sensitivity is friendship, love and intimacy with different people, place and incidents (Acharya, 1999: 23). An Unfinished Autobiography happens to more emotionally true than the practicality of her vision of her later years would allow her to be in New Pages. In spite of coming from an orthodox family she chose to write her autobiography in a confessional manner which allowed her to openly disclose her attempts to suicide, her male friends and also her court marriage with someone out of a sense of sympathy rather than love. Indira Goswami has always questioned the prevailing patriarchal structure of society, the practice of animal sacrifice, the complications of caste and social hierarchies and the taboos and restrictions associated with Brahmin widows, and the stifling hold of tradition and custom throughout her fictional writings. She carries on the crusade in both her autobiographies. While describing the character of Kamala Das s famous autobiography in the ninth chapter of New Pages of My Autobiography and an incident relating to an attempted rape, she makes the following statement: In this book, the writer [Kamala Das] gives such a detailed description of her body and her desires that I was shocked. Perhaps it would not be possible for me to offer such a description (Goswami, 2007: 137). In this context Goswami remarks that while she was once asked to sit topless near him by one of her male friends, assuring her of meaning no harm, she answered, I consider this to be perversity and I have never indulged in perversity I could never bring myself to writing such kind of things in my autobiography (Goswami, 2007: 37). Such a confession questions the very notion of boldness and frankness associated with Indira Goswami s autobiographies. I can only salute Mamoni for the truly heroic saga that is her life, / 80

84 said critic Amita Malik ten years ago, on reading her Unfinished Autobiography. What is there to hide? How can I depict the stories about others lives if I am not true to myself?, said Indira. That is why I do not hesitate in saying that I drink too of course, only occasionally. I have never tried to sermonize. I have never alienated my writings from my life how can I? (Goswami, 1988: 46). Her protest against animal sacrifice and traditional norms of a Hindu Brahmin society is well reflected not only in her writings but in the way she lives her life. She shatters the typical image of a Brahmin widow by wearing big red bindis and quite frequently, red saris. Many of her readers are unable to reconcile themselves to the idea of a Brahmin widow, dressed in extravagant red, continuing to mourn her husband s death when she says in New Pages: Even after thirty years of his death, I am unable to talk freely about him [her husband]. I don t want to share the sorrows that are with me (Goswami, 2007: 134). It appears contradictory to many readers that a widow who has intense love for her husband can so boldly break the barriers and restrictions imposed upon her by society. But, it is not so. Indira has said, I have been watching the terrible pain and sufferings of the widows. At a very young age, I understood that only a woman becomes a widow. And she has to live the terrible life of a slave (Goswami, 1988: 46). Indira never separates her life from her writings. She boldly announces her hatred for the suffocating atmosphere that widows have to live in. She protests against it not only in literature through the character of Giribala (who eats mutton and falls in love with a melech ) and Ishari (who loves Dharambahadur Rana) but in her own life too. In a way she complements her ideological stance as a writer by the way she lives her life: It is not only in my writings but also in the way I live my life, I protest against the social taboos associated with widowhood. After my husband s death I have never lived the life of a widow. I have not obeyed any rules or customs. I always believe that I should have the same right as a widower. (Goswami, 1988: 46). I have already talked about the writer s proclamation that An Unfinished Autobiography is in the form of a novel. It is perhaps because of this that Indira is not very direct while expressing her emotions be it the emotion related to her husband s death or her journey to Mathura with Moni Goutam s handsome brother (Goswami, 1988: 170). It is remarkable that nowhere in her autobiography does Indira disclose his name but expresses that she had felt a pinch of a poem in her heart while sitting beside him on the Tanga. And at one point of time she says, It is a queer feeling that I have as if I am sitting beside Madhu as in the old days. (Goswami, 1988: 172). Being a young widow Indira had to withstand much unwanted attention and this bitter story is narrated in her autobiography. In New Pages of My Autobiography she accepts her inability to talk about the body and about perversity. Whatever might be the reasons or circumstances in which both the books are produced, we as readers will have to accept that in spite of the apparent differences between the two texts in the matter of selection of materials or the manner of writing, both are complementary to each other. One is the revelation of the emotional self of the writer while the other is the revelation of the emotions and feelings associated with other people s lives, incidents and emotions. REFERENCES : 1) Bharali, Hemanta (ed). Mamoni Raisom Goswami: Sapna Duhsapnar Dairy, Guwahati: Chitralekha Publication, ) Bhattacharjee, Nirmal Kanti (ed). Indian Literature, Sahitya Academi s Bi-Monthly Journal, Vol.XL VI No. 4, New Delhi: Sahitya Academi 3) Gohain, Rani (ed), Hridayar Tapaswini: Mamoni Raisom Goswamir Byaktitya Aru Sahitya, Guwahati: Jyoti Prakashan, ) Jeyan, Subash. Contours of a Modernity. The Hindu (The author is a freelance researcher) Sunday, May 05, lr/2002/05/05/stories/ htm 5) Olney James. Metaphors of self: The Meaning of Autobiography, Princeton: Princeton U. Press, ) Raisom Goswami, Mamoni. Adhalekha Dostabez (An Unfinished Autobiography), Guwahati: Students Stores, ) Raisom Goswami, Mamoni. Dostabezar Natun Pristha (New Pages of My Autobiography), Guwahati: Jyoti Prakashan, /

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89 l ü[à[jt (l üƒàò¹o J) àa ìi ๠A =à A šà[¹ ú ƒå³ôìƒ [yû Úàšƒ¹ "àkt ³A Òà}>à Î ßÎà¹A šƒ [Òìá ú Å "à¹ç šƒ¹ Î}ì àkt àa Kk > ÒÚ ú ëƒl ü¹ã àè๠ëa àì>à àa Òü Î šèo "= šøa àå A [¹ îº Ò ìº "= åv û Å "à¹ç šƒ¹ γ[Ê A l üš åv û Ñ à>t šøìúàk A [¹ ºà[K ú àa t Ò๠ëòà à šƒî³èò¹ šà¹ñš[¹a Î}K[t =àìa "à¹ç ëîòü³ìt šƒì ๹ ¹ê š ÒÚ ú ëƒl ü¹ã àè๠àa t Ò๠ëòà à šƒì ๠t ºt l üìàj A ¹à íòìá ú (A ) A à¹a àw A Å (J) [yû ÚàÅ (K) [ ìåèo šƒ (Q) " Ú šƒ àa &i àt [yû Úà šƒ "[t "à Å A ú A t à, A ³, A ¹o, [>[³v, "šàƒà> "à¹ç "[ A ¹o- &Òü áúi à A à¹a àw A šƒ¹ Î}ì àkt ìò àa &i àòü Îà= A t à ºà A ì¹ ú ëƒl ü¹ã àèàt A à¹a àw A šƒî³èò¹ ºKt [yû Úà šƒ¹ Î Þê ¹ l üƒàò¹o ƒà[r ¹à Ò º- (A ) à ³å[áÚà áà[t >à "tå Zá} ë³[º[¹ ú (³à>åÒ\ì> áà[t ìi à Òàìt ì¹ ë³[ºìº) A t à A ³ A ¹o [yû Úà à³å[áúà áà[t >à "tå Zá} ë³[º[¹ &Òü àa ìi àt A t à šƒ à³å[áúà "à¹ç [yû Úàšƒ ë³[º[¹ - ƒåìúài ๠Πša "[t *W ¹W šà ú " ìå A t à šƒ¹ à[òì¹* "à> A à¹a àw A šƒî³èò¹ ºKìt à [yû Úà šƒ¹ Î ša "[t *W ¹W šà ú &Òü àa ìi àt A t àšƒ "à¹ç [yû Úàšƒ¹ "[ Òì> àa ìi ๠šøaõ t "= šøa àå îò >å[k ú ëîòü àì àa t &ó àìº A t àšƒ "à¹ç "à>ó àìº ÎA ìºà A à¹a àw A šƒ¹ ºKìt [yû Úà šƒ ìò ú ëƒl ü¹ã àèàt [ ìåèo šƒì ๹ ¹ê š >ÒÚ ú "=à ; ÒüÒòt ¹ ºKt [ [v û ë àk >ÒÚ ú Òü "à> šƒ¹ ëƒàè-p o "à[ƒ šøa àå A ì¹ "à¹ç [ ìåèo šƒìi à [ ìåè ¹ "àkt ìò ú l üƒàò¹o : Ò[¹ ƒåaô Záà Záå ë³ïw à (Ò[¹ &i à ຠº ¹à) ú ºãºà ƒåaô Záà ÒüKà à [³¹àW ã (ºãºà &\>ã å>ãúà ëáà àºã) ú &Òü àa ƒåi àt Záå "à¹ç ÒüKà à - &Òü šƒ ƒåi à [ ìåèo šƒ ú ÒüÒòìt Ò[¹, ºãºà-&Òü A t à šƒ ƒåi ๠&ìa à &ìa ài à P o¹ A =à å\àòüìá "à¹ç ë³ïw à, [³¹W ã [ ìåè šƒ¹ "àkt [Òìá ú ëƒl ü¹ã àè๠àa t ëa [t Úà à ëa [t Úà à [ ìåè ¹ šàáìt à [ ìåèo Ò๠ÒÚ ú l üƒàò¹o : ëòºà Úàò Wå ì¹àòü (&Òü Q¹ìi à ιç ) ú &Òü àa ìi àt Wå ì¹àòü [ ìåèo šƒìi à Úàò [ ìåè šƒ¹ [šát [Òìá ú ëƒl ü¹ã àè๠àa t " Ú šƒî³èò¹ ºKt [yû Úà šƒ¹ Î ša >àòü ú l üƒàò¹o : A ) ¹à³, Òã¹à "àìa A º à>ìa ëa >ô (¹à³, Òã¹à "à¹ç A º àìoà à ) (J) [KW à "àìa "t Zá ë³\ú [šzáò ƒåòòü (ó oã "à¹ç "àzw ã ë³\¹ *š¹t "àìá) [yû Úà šƒ¹ ºKt " ÚγèÒ¹ Î ša >à=à[a ìº* ƒåi à àa Î}ì àk A [¹ îº "à¹ç >à>à> à šøa àå A [¹ îº " Ú šƒî³èò àa t Ò๠A ¹à ÒÚ ú t ƒåš[¹ àa t Òê t "> šƒ¹ ºKt Î ša Ñ àš> A ¹à¹ A à¹ìo* &Òü " Ú šƒî³èò àa t Ò๠A ¹à ÒÚ ú ëƒl ü¹ã àèà àa Kk >¹ Îà à¹oìt šƒ¹ yû ³ íòìá- A t à + A ³ = [yû Úà l üƒàò¹o : A t à A ³ [yû Úà (A ) "àò ³A Òàì ³ô (³Òü) ( àt ) (Jàìºà) (J) "àò [K¹à ³[W (³Òü) ( åøn à) (³à>åÒ) (K) \ƒå à ³A Òàì ³ô ( ƒåì ) ( àt ) (Jàìº) ëƒl ü¹ã àè๠[A áå³à> àa Kàòk [>t A t à + A ³ + [yû Úà -ÿ-ÿ- &Òü šƒ¹ yû ³ ¹[Û t ëòà à >àòü ú ëa [t Úà à A t ๠š[¹ ìt A ³ ì¹ àa "๠± íòìá "à¹ç [A áå³à> àa t [yû Úà šƒìi à ³à\ìt à Ò๠ëòà à ëƒjà àú ú l üƒàò¹o : A ³ šìƒì¹ "๠± ëòà à àa : à³å>ô>à ƒà> ëºì ( øàõ oa ƒà> [ƒúà) ³ Ñ à>t [yû Úà šƒ åv û àa : (A ) Îãt à A ³ô W à³àòü (Îãt à "à[òº Ò ºà) ú (J) à A ³ô W à³àòü ([Î "à[òìº Ò ºà) ú ëƒl ü¹ã àèàt ëa [t Úà à A t àòã> >tå à A t à l üò =A à, ëa [t Úà à A ³ Òã>, ëa [t Úà à [yû ÚàÒã> à [yû Úà l üò =A à àa * ëšà à àú ú A t àòã> à A t à l üò =A à àa : l üƒàò¹o : (A ) ¹à³>à ƒà \å (¹à³A ë>³à[t à) ú (J) à³å>ô>à ƒà> ëºì ( øàõ oa ƒà> [ƒúà) A ³ Òã> àa : l üƒàò¹o : (A ) "àò W à¹kà¹ç ³ôìƒ (A t à + [yû Úà) (³Òü l ü[k [áìºà) (89 šõë àt W à*a ) / 86

90 "à¹ì ¹ô 빺 "à[ºì¹ "à[ò[Ạëîòü[ƒ>à ¹à[t šå ๠ë [ºìi à, ëƒï[¹ ëƒï[¹ í "Òà ¹ ƒì ๹ ºKt ³Òü A =à šà[t [áìºà ët à³à¹ [ Úà¹! ó àp >¹ t àò\àa ìi à [ áà[¹ >àšàºà ë>[a ë³à¹ šå¹oà [k A >à? ë>, tå [³ >à³àìi à å[ºìúòü >à³à[t ºà ët à³à¹ [ Úàîº, ë ì>îa tå [³ >A *ò å[ºìúòü >A ºà A =à...! A \ºàì³Q¹ "òà¹t =A à úú l 0 A ³ìºÅ A [ºt à ë³à¹ ëƒå ë³à¹ ³à[i [>@Å "òàw ºt ë\à> àòü l üš[\ìá l üš±à[ît ƒàìšà>³t ã¹ ºà\ iå Aå ¹à iå Aå ¹ l à ¹ *W ¹ W à[šìá ë > ëj[t ÚA ¹ í³ [ƒúà ιº š=๠*** ëw àt ູ šài ãt &\àa º ¹à-ëáà àºã ë ï ì> ë à à ³àA -ëƒl üt àa ëši ¹ ë àa l üò! "ÎÒ K¹³ *** A àa [t ó [¹R ¹ \àa ìi àì ƒã⫹ ëîà àƒ [ W à[¹ >ƒã KØl àt šå[t í= "à[òº "àƒå ¹ ëîàoàºã šà[j Út yñz³à> Î t ๠W àì>[a ºÒšÒîA à[øn ìá [ ì ƒ¹ ¹à\>ã[t *** A àa ³Òü ຠšà*ò [>ì\òü >à\àì>à Å "à¹ç [šøú >à¹ã¹ ¹ÒÎ ³Úã Îâ«àt ÎÞê à> A ì¹à ë³à¹ ëƒå ë³à¹ ³à[i ú i ³àW ëîàì>à ຠ(l 0 A ³ìºÅ A [ºt à è ìkຠ[ àk¹ [ÅÛ A i ³àW ëîàìoà ຠ¹ÎàÚo [ àk¹ ëº ì¹i ¹ã ÎÒàÚA ) 87 /

91 ¹àìA ¹ K t š> ³Ò z "à³à¹ ëšø[³a ๠šø=³ ëšà[ð } [Ñó ÅÒ¹ ƒ¹šåì¹ "=W ¹àìA ¹ K šøîìu ëî Ç å \à[i }K๠A =àòü ìº, Î šà[j šåìøl àú ë³ìú샹 ³ìt à Î Òt à ³àºà [>ìú ÒìÚìá Å[Òƒ... "à³à¹ Kì ¹ õ=à óå ìi à >à* šàº ët àºà Î ëšø³ ë ìî àú ëºà[òìt ¹ Aå ºšÃà ã ƒà[ ±A ë ì>à\ìº àì ¹ Qì¹ìt Wå [¹ [šk n à[a šåì¹àšå[¹ ¹àÒüì>๠ë³ài àìîài à W à³øl àú šàòà[øl Úà A ³ºà¹ i Îi ìî Kàìº Ç å ³Åà A à³øl àú "à³à샹 A =A t à "๠&ìkàú >à "à[ƒt A à캹 ëºàìa àì³à[i ì ¹ ³ìt à "à³¹à* ë³ìt l ü[k "à[ƒ³ ëjºàú \à[i }Kà¹ Ç A -Îà¹ã A ³ºà¹ ëjàîà JàÚ "๠šàòàøl ºàÒüì>¹ ëk\ A > àî ì>¹ ³ìt àòü ƒå[j>ã ¹àìA ¹ K P ìºà &A [ƒ> Å[Òƒ ÒìÚ *ìk ú ƒå@jp [ºÒü Aå [Øl ìú à àt àî Åຠ> Qåì¹ &º "à³à¹ Qì¹ Åãt º Òº Q¹ ú ÎåJ >Ú ƒå@jp [ºÒü Aå [Øl ìú W ìº à, šõ[= ã ë > l ü;îì ¹ >K¹ã ÒÚ & àì &Òü ëƒj, ët à³à¹ ëw àìj¹ \º t i à åìa šìøl ìá -ÿ- Î à¹o * ƒjº A ì¹[á &A iå * Òà[Î >Ú "à³à¹ A àìá ëa à>, ¹R W àòü >à -ÿ- "UJà[>¹ òà > ëjຠ>à à [ o ët à³à¹, Î "à³àìa [ƒº -ÿ- à=à ë ƒ>๠[W [k P [º [ºìJ ¹àJ "à\ àìºà àî๠"àìºàìt t i à "òà ๠"àìá, Źãì¹ ë> ìº šõ[= ãìt &ºà³ šøl z ë ºàP [º ƒà*, ºàìº ºàº ÒìÚ "àîåa ët à³à¹ ³à[i -ÿ- ÅòàJà {Îƒè¹ [ƒºà³ ú Q¹ àòüì¹¹ ë à å¹ Qì¹ ën àìa áàúà ëó ìº ³àÚàÚ ì¹ *ìk Q¹ [JØl [A ¹ ƒ¹\à Òài A ì¹ ëjàºà àt àî ë¹à å¹ áàøl à ë>òü ëa l ü ú A ³º j àw ì Å Îå t å[³ ëƒj, "à[³ "àp > ëaìº[á -ÿ- A t c ¹à šàt à "àìá ƒà*, š¹à\ú "š³à> Îì z Îà\à ìºòü Qå³ "àìî >à Åãìt, "à[³ [> àòã> Òìº* Îà¹à¹àt ຠ"à[³ ³à\ >ƒã¹ ³à[c, >㺠\º ëš]ìá ëƒ ët à³à¹ ëƒìò -ÿ- i º³º A ¹ tå [³ ë\àúàì¹¹ l ü[záêp [º Aå Øl àìt Aå Øl àìt W ìº à, ët à³à샹 áˆì Å Jåìº ƒà* -ÿ-ÿ- A à¹àkàì¹òü =àa "à[³! šõ[= ã¹ ƒå@j [ƒ [>Òü, "๠šõ[= ã¹ A àìá =àìa >à A àäà "àa àå " [ ët à³à¹ ëw ìò¹ài à ëa ³> Òº, QàØl [ó [¹ìÚ ëƒj๠\> &ìº -ÿ-ÿl üƒàîã> ë¹j >à ëkà È à¹ >ƒã ú (A ³º j àw à & } ì Å Îå¹ ³èº [> àî š[æw ³ à}ºà ú A ³º &J> A ³ Îèìy [t >Îå[A Úà šø àîã ú ët \šåì¹¹ ³à>[ÎA [W [A ;ÎàºìÚ¹ šøåàî[>a "à[ A à¹ãa t š> ³Ò z "Îì³¹ &A \> š[¹[w t A [ ú) / 88

92 (86 šõë ๠š¹à) ëƒl ü¹ã àè๠àa Kk > (J) ³ å à ì ³ô (A t à + [yû Úà) (³ åì ³à[¹ìº) [yû ÚàÒã> à [yû Úà l üò =A à àa : l üƒàò¹o : (A ) ¹à³ ƒåaô Záà Záå ë³ïw à (A t à + [>[ Ê t à àw A + Î ßÎà¹A + A ³ ) (¹à³ &i à ຠº ¹à) (J) ë>ò¹ç ëƒò ³[W (A t à + Î ßÎà¹A + A ³ ) (ë>ò¹ç l àr ¹ ³à>åÒ) *š¹¹ "àìºàw >๠š¹à &Òüìi à A =à l üìàj A [¹ šà[¹ ë ƒåòü &i à [>Ú³¹ à[òì¹ ëƒl ü¹ã àè๠àa Kk > šøoàºã "γãÚà àè๠àa Kk > šøoàºã¹ ƒì¹ šøàú &ìa Òü ú ëƒl ü¹ã àè๠àa Kk > A [¹ îº &A à &A à[ A šƒ à Å ¹ šøìúà\> ÒÚ ú &Òü šƒ à Å ì à¹a [ ìåè ¹ê št "à¹ç [ ìåè yû ³t &i ๠ºKt "à>ìi ๠šà¹ñš¹ Î}K[t ¹Û à A [¹ àa Kk > A ¹à ÒÚ ú ëƒl ü¹ã àè๠àa Kk >¹ Ñ à à[ A KØn (A t à + A ³ + [yû Úà)¹ ëa [t Úà à ëa [t Úà à [t yû ³ ÒÚ ú t ƒåš[¹ ëa [t Úà à A t à, ëa [t Úà à A ³ "à¹ç ëa [t Úà à [yû Úàšìƒà l üò =A à š[¹º[û t ÒÚ ú l üìàjì àk ë [ƒ R ãúà íó ƒ¹ ³à\t šøw [ºt ëƒl ü¹ã àè๠*š¹t [ ` à>î µt " Ú> ëòà à >àòü å[º A šà[¹ ú ƒåòü &\ì> " ìå ÒüÚ๠ÿ [>t â«"à¹ç ¹ê št â«î šìa "àìºàw >à >A ¹à >ÒÚ ú [A ñ &Òü àèàt [ ` à>î µt "àìºàw >๠"à¹ç šøìúà\> "àìá ú ÒüÚ๠[ ìåãèo¹ A à¹ìo K ã¹ " zƒõ[ê "à¹ç " Ú>¹ "à Å A ú (ëº[ja à "γãÚà [ àk¹ [ÅÛ [Úyã) " šàº 1 Så ƒà W ìº àì, "๠Jà*Úà-ƒà*Úà Òì >à? ú >à, & ët à ÒÚ >àú ÒÚ >à ³àì>? A Û ì>àòü ÒÚ >àú Ò*Úà l ü[w t >àú "๠ëa l ü \à>åa >à \à>åa, "à³¹à ët à \à[> Så ƒà ëjìt A t i à ຠàìî ú Ò àò, [k A ú à[a Î àòü* QàØl ë>ìøl, [k A, [k A, [k A ú &ìb àì¹ Òã¹A ¹à\๠ëƒìå¹ ³ ã샹 ³t ú "àìúà\a ºìt "à[³, àšã, Òü ƒå "๠JåìØl àú W ๳è[t ú Så ƒà* [Ạ&t [ƒ>ú t ì Så ƒà ë=ìa * "à³¹à W ๳è[t, "à ๠>à ë=ìa *ú Så ƒà Jà[º Jà ๠ëi [ ìº, 뺚i à ÒàºA à A ì¹ ëi ì> [ áà>àú, ³àìc ³ì ƒå &A A [º Åà>å¹ Kàì> "= à >Òüìº "àºi ša à ³ zì ú Så ƒà¹ àìºà >à³? >àò, t àìt "๠89 / A à\ ë>òüú *i à "à³à샹òü ëƒ*úàú "> ìºàa ìa ë \ຠ>à³ [ƒìº ëjšàú, Så ƒà¹ ëa à> t àš-l üv àš ë>òüú ºìº àò, ë Å àìºà >à³ ìt àú "à³à¹ šàøl ๠l àa >àì³¹ ëw ìú ën ¹ àìºà ú t à ët à³à¹ šàøl ๠>à³i à [A Så ƒà? ë\ì> [A Òì? ººà³ ët à &¹ ëw Jà¹àš &Òü ÒìZá "à³à샹 Så ƒàú 2 &A [ƒ> "[ó Î ë=ìa à[øl [ó ì¹, ëw g A ì¹ Òàó š à iå º K[ºìÚ \ºìW ï[a ¹ *š¹ ìî ³åW [A ëòìî ºº, "à\ìa >à &A i à A à\* A [¹[> Îà¹à[ƒ> ú àa, t àòìº &t [ƒì> Ñ ãa ๠A ¹ìº, "à³¹à Î àòü ëw ìš ¹ºà³ú "ì>a ë\à¹\๠A ¹à¹ š¹ \à>à ëkº Så ƒà šøàú[ƒ>òü ìa à> A à\ A ì¹ >àú šøì\ìc &A i à ë³ìú "àìáú ëîòü Î A à\i à\ A ì¹ú Så ƒà ái à à\ìºòü iå A A ì¹

93 à[øl [ó ì¹ "àìîú à ๠Ҝ àjàì>a "àìk &A [ƒ> ÎA àºì ºà Så ƒà¹ ÒüìZá Òº "[ó Î àì >àú ÎA ຠÎA ຠl üìk &A i à ëi Gi -ÿ-ÿ- ÒàÒü [ó à¹ú A à> >i A à³ú t ๚¹ "à³¹à "[ó Î à*úà¹ Î³Ú ëƒ[j Så ƒà ìî ìî [i [ ëƒjìáú [ ìa ºì ºàÚ Så ƒàìa ëƒjà ëkº "[ó ìî¹ šàìå¹ ëƒàa à>šàìi Òü ìqà¹àqå[¹ A ¹ìt ú Òàìt Øl ÎØl ƒåìi à š àìa i ú " àa ÒìÚ ººà³, ët à³àú & W v ì¹òü "àîìt Òº? "[ó ìî¹ ëºàa \> Kຠëƒì >à? Så ƒà ëòìî ºº, t à ëa >, A Øl à š à¹à[îi ೺ ëjìú[áºà³ú a¹ ë>ì³ ëkº ú 3 Så ƒà, [A Jàì º? ët à³¹à "๠[A Jà*Úàì, t ๠ëw ìúìt à ƒå[ƒ> šì¹ à[øl [ó ì¹òü à ÒüìZá t àòü Jà ú ëåèì³è ë³>å [k A Òº ºå[W, A Èà ³à}Î "๠šà ñúàú ë ³> A =à, ët ³> A à\ú Så ƒà¹ Jå &A i à ¹Îà [Ạ>à "à³¹à ¹àÄà àäà A ì¹ l ük ìt šà¹ ú ëáìºìƒ¹ šìû &t [A áå >à³àì>à &A iå A [k >Òü ºìt ëkìºú "à³¹à "[ó Î A ì¹, à\๠i à\๠ëîì¹ à[øl [ó ì¹ ëƒ[j Så ƒà "[ó Î ë=ìa [ó ì¹ šàl ü¹ç [i, l º [l ì³¹ "³ìºi ÎÒ W à Îàò[i ìú ëºìš¹ *³ l üšì àk A ¹ìáú šàl ü¹ç [i ëjìt Jå ຠàîìt à Så ƒàú ëi àð A ì¹ ë¹à\ ëi àð àì¹¹ *šì¹ &A i à àg W àšà [ƒìú ¹àJìt àú Ú ëšt ëi àð àì¹¹ ³ì Òüòƒå¹ >à nå ìa àúú Qì¹ nå ìa ººà³, Så ƒà, *ìk à! "๠l üìk [A Òì? [A Òì ³àì>? šà[i Òì &J> ú "à[³ìt à šàl ü¹ç [i ëjìú [>ºà³ú &A iå Ç Òüú A ຠët à "à ๠óã àòüi ú &J>ìt à Îì "ài i àú óã àòüi ët à A ຠ¹àìt ú n š ë³ì¹à >à ët àú *ìk à ët à &J>ú >àò, &A iå Qå[³ìÚÒü [>Òü ú [A "๠A ¹àú [i [ W àºàºà³ú Kàì> [>Åà ìa àk à[¹ú Så ƒà [ áà>à ëáìøl Òü l üìk Òü šøl ºú 4 Så ƒà Jå Jå[Å Òìº ³åJ ëƒìjòü ì àc à ë t ú Kຠóå [ºìÚ ìi ຠóå ìº &³> &A Òà[Î [ƒt à "๠A àl üìa [ƒìt ëƒ[j[>ú ëjìt ëjìt ëîòü ³åJ "à ๠ëƒjºà³ú [A Så ƒà, [A à ìáà? >à à [áú "ì>a [ƒ> Òºú & à¹? & ๠[ ìú =à A ¹ìt Òì ú Òk à; &Òü [W zà? >à, &Òü &t ëjìi Jåìi ët à³¹à &t Î ¹àÄà àäà A ¹ìºú "๠ëšàèàìzá >à ú t àòìº "๠[A, &Òü Åãt A àìºòü >à[³ìú ƒà* [ ìúi à ú Ò àò, ëîòüú ëa > ët à³à¹ ë³ìú ëƒjà "àìá >à[a? &A ƒ³ú ¹[ ๠ëš]á ú ëîà³ àì¹òü ëîì¹ ëó º [ ìúi à ú "à ๠³åìJ ëîòü Òà[Îú Kàìº ëi àºú "à³à샹 "àì ƒ>aå ³à¹ú ëîòü Så ƒà W ìº ëkºú &A iå ët ìº \ìº, t å ë Å ³\àÚ [áºà³ ÎA ìºòüú (A ºA àt à [> àîã A [ -K A ๠" šàº &J> A ³ Îèìy ºr > šø àîã ú ëšåàú Òü[g[>Ú๠" ëîjàì> i ài à A >Îàºìi [X Îà[ ìî A à\ A ì¹> ú à}ºà A [³l ü[>[t ÃK [t [> [>Ú[³t ëºja ) (91 šõë ๠š¹à) "àòa, "à[³* [ ` à>¹ ÎàK¹t Îàìtò àì¹à &Òü ëû yt &[t Úà* [šáš[¹ "àìá ú "γt &J> IIT =A ๠à[òì¹ Î³Nø l üv ¹-šè àe ºt &ì> ¹o¹ "> ëa àì>à [ÅÛ à šø[t Ë à> >àòü ú ๠ó ºt IIT šøì Å š¹ãû àt ³ày ëa Òü\>³à> áày-áàyãìò l üv ã o ÒÚ ú "γ t =à γNø l üv ¹šè àe º¹ Îà³[NøA l üäú> Ò îº Ò ìº &Òü "e ºìt à IIT "à¹ç IISER -¹ ƒì¹ [ ` à> "à¹ç šø å[v û [ ƒ ๠l üzw šø[t Ë à> K[Øn tå [º Òü ºà[K ú ÒüÚ๠àì "γ W ¹A àì¹ l üš åv û "àòw [> ít Ú๠A [¹ ëa ƒøãú W ¹A à¹a ƒà ã \>à ºà[K ú [A ñ "γt &ì> šø[t Ë à> ëa º K[Øn ìºòü >Ò, l üv ¹šè àe º¹ áày-áàyãîa ìºà &ì> šø[t Ë à>t [ÅÛ à NøÒo¹ (ëºja Ñ àt A tõ t ãú È ¹ [ ` à> ÅàJ๠áày) àì "ànøòã Ò ºà[K "> =àòü [Ò@¹à\ ¹ [ÅÛ à= ãìúìò &Òüì ๠šø[t Ë à>¹ š¹à Îåì àk º ú ëîìúìò "γ t =à l üv ¹-šè àe º¹ áày-áàyã Þêå - àþê ãîa º¹ šø[t "à³à¹ ">åì¹à &Òü "e º¹ Îà³[NøA [ A àå¹ Ñ à= t ët ìjt ÎA ìº [ ` à> "à¹ç šø å[v û [ ƒ ๠l üzw [ÅÛ à>åë à>î³èòt [v Ò š¹àîa [>\ìa šøññt A [¹ ët àºa, t ๠àì A ìk ๠Åø³ "à¹ç " ÎàÚ¹ Kt z¹ >àòü ú "àòa "à[³ ÎA ìºàì [³[º [ ` à> "à¹ç šø å[v û [ ƒ ๠l üv ¹o Qi àòü, \à[t ìi àa [ Å«-ƒ¹ à¹t l üaºàòü ët àìºà ú / 90

94 >åò¹ l üzw A à}û ๠ëa àì>à " z >àòü ú ÎàK¹ÎƒõÅ l üzw A à}û àòü ³à>åÒA [W ¹[ƒ> A ³ W e º A [¹ ¹à[Jìá ú ë>àìšà àìi à šà îº, ë>ìƒjàìi à W à îº ³à>åÒ ÎƒàÚ Nø ú ëîòü Nøt àòü ³à>åÒ¹ ³[ÑzÍHA šøaõ [t ¹ [ [ ¹ÒÎ l üƒôqài >¹ A à¹ìo ">åšøà[ot A [¹ìá, ๠ó ºt &[ƒ> \ µ ºà A [¹ìº -ÿ-ÿ-ÿ- [ ` àì> ú [ ` à> è [³Ñ ëòà ๠γÚ[J[>t \>Kìo Î³Ñ ì¹ [ ê š A [¹[áº, [A ñ t ³à> γÚt [ ` à>¹ ³à>Î KîK "[ Òì> ³à>åÒ [ƒ>ìt Òü "Þê ú "à[\ [ ì ๠ëƒìå [ ` à> "à¹ç šø å[v û [ ƒ ๠Îó º šøìúàk A [¹ l üä[t A [¹ìá, ëîòüîa º ³à>Î KîK ëƒìåòü [ Å«t l üa[º "àìá "à¹ç [ ÎA ìº š¹à >àòü ët ì>ì ๠ëƒå l üät ëƒåî³èò¹ t ºt ãúà Ò ºKãÚà íòìá ú ëƒå &J>¹ l üä[t ¹ ³èº W à[ -A à[k Ò º -ÿ- [ ` à> "à¹ç šø å[v û [ ƒ à ú [ ` à> "à¹ç šø å[v û [ ƒ ๠l üä[t ¹ àì Òü &[ƒ> Òü}ìºìr [ Å«ìt Òü ƒšô-ƒšàòü "à[Ạ"à¹ç "à[\ "àì³[¹a à, 91 / W ã>, ¹ç [W Úà, \àšà> "à[ƒ ëƒåî³èò [ Å«¹ šø=³ ëåøoã ëòà àì¹à ³èº A à¹o Ò º [ ` à> "à¹ç šø å[v û [ ƒ ๠Î[k A šøìúàk ú [A ñ à¹ìt &ÒüìÛ yt [ ìåè l üä[t A [¹ š¹à >àòü àì Òü, à¹t &[t Úà* tõ t ãú [ Å«¹ ëƒå íòìú "àìá ú ëåòt ãúàîa à¹t W ¹A àì¹* [ ` à> "à¹ç šø å[v û [ ƒ ๠l üä[t ¹ àì [ [ Ä šƒìû š íºìá ú t ๠\º z l üƒàò¹o Ò º -ÿ- >tå >îa šø[t Ë à A ¹à Indian Institute of Science Education and Research (IISER) ëa ÒüJ> ú à¹t t =A à Indian Institute of Tecnology(IIT) ëa ÒüJ>, à¹t ¹ \>Î}J ๠tå º>àt ì=ìê >ÒÚ ú t àì¹àš[¹ &Òü IIT γèÒt šø å[v û [ ƒ ๠*š¹t "[ A P ¹ç â«[ƒìú ú ëîìúìò à¹t t šø å[v û [ ƒ ๠l üä[t ¹ àì W ¹A àì¹ >tå >îa - Hyderabad, Ropar, Gandhinagar, Patna, Bhubaneswar, Rajasthan, Mandi "à¹ç Indore t "àk J> IIT Ñ àš> A [¹ìá ú [ ` à>¹ l üä[t ¹ àì W ¹A àì¹ >tå >îa Î}ì à\> A ¹à šø[t Ë à>ìa ÒüJ> Ò º Pune, Mohali, Kolkata, Bhopal, Tiruvanthapuram, Bhubaneswar (NISER)t šø[t Ë à A ¹à IISER ëa ÒüJ> ú &ÒüìA ÒüJ>t ë³ï[ºa Kì Èoà (Fundamental Research) ¹ *š¹t "[ A P ¹ç â«[ƒìú ú IIT - ë ๹ ƒì¹ &Òüì à¹ìt à Class XII l üv ão íò š[øn šà[¹, [A ñ IIT ë à¹t šø å[v û [ ƒ à ¹ *š¹t "à¹ç IISER ë ๠ë³ï[ºa Kì Èoà ¹ *š¹t "[ A šøà à> [ƒìú ú t àì¹àš[¹ IISER ëa ÒüJ>t - Integrated M.Sc. -ÿ-ÿ- ¹ Îå[ à* "àìá ú &ÒüìA ÒüJ>¹ *š[¹* ÒàÒüƒ¹à àƒt >tå >îa &J> Tata Institute of Fandamental Research (TIFR) Centre Ñ àš> A [¹ìá ú l üìàjì àk ë ³å àòü[ñ t TIFR J> šƒà= [ ` à> "à¹ç K[ot ¹ ëû yt [ Å«¹ [ t ¹ìt Òü &A l üìàjì àk šø[t Ë à> ú >tå >îa šø[t Ë à A ¹à IISER ëa ÒüJì>, [ ` à> "à¹ç šø å[v û [ ƒ ๠ëû yt à¹t t &A >tå > [ƒk z¹ ÎèW >à A [¹ å[º "àåà A ¹à íòìá ú &Òü IISER γèÒt ë àkƒà> A ¹à [v û ÎA º "àì³[¹a à, Òül üì¹àš à "> ëa àì>à ëƒå¹ >à³aºà l üät šø[t Ë à>î³èò¹ š¹à l üzw [l Nøã à¹ã [v û ú ët ìjt ÎA ìº ºà A [¹ "Òà ` à> "à¹ç "[ ` t àa à¹t W ¹A àì¹ l üš åv û àì A à³t Jiå à šà[¹ìº à¹ìt * [ ` à> "à¹ç šø å[v û [ ƒ ๠ëû yt šø=³ ëåøoã¹ ëƒåî³èò¹ ºKt ëó ¹ ³à[¹ šà[¹ "à¹ç à¹t t [ ` à> "à¹ç šø å[v û [ ƒ ๠ç t l üä[t t ÎÒàÚ Ò ú W ¹A àì¹ à¹t t [ ` à> "à¹ç šø å[v û [ ƒ ๠ç t l üä[t ¹ šøìw Ê à A [¹ìá [ƒ*, "γ t =à l üv ¹-šè àe º (90 šõë àt W à*a )

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99 \ã > Î Þê ãú Ç A à> šàt ¹ oà àj àòã> ">à ¹o õû ¹ "à ¹o ƒõå Òã> "à¹ç, "à¹ç >N àñh ¹ \ã >t à tå º>àÒã>... \ã >¹ " zt J[Ò š¹à \ã >t W Aå šà>ã¹ Jà\A i à "à[º ài, Ç ÍH A ìº ¹, Ç ÍH ³> Òê ƒú... [ Èàìƒì¹ l üƒô à[št ÒÚ à¹ " ι¹ šø[t ìi à l ü;î ú [¹ì¹ KW [A ë à à ιàšàt ¹ \ã > ¹ oàa àt ¹ ú >àr k l àºt ëjà[ƒt =àìa, "à¹[o A t ๠[ š¹ãt ëîï ƒ ¹ ÎåA ãúà "àñ àº>, ">à ¹o ëîï ƒ ¹ 'Å«Òã> Îwàt [A áåî³ú¹ àì Ñz ë³à¹ Ñzt à, ÒÚìt à "àìšà>àì¹à... [źt A i à \ã >¹ Î}` àt =àìa, A >๠íîìt àñz[ A t ๠"šè [³º>, "à à[ua t ๠l üzw t àt, ë ï>t à [>³ àñh ¹ l üv ຠt ¹}K¹ "òà¹t... ú Kã[t A à [l šài ì³si ¹ >tå > A ì>}\>ã ëò àú; l üààò [l šài ì³si ¹ >tå > A ì>}\>ã¹ "àk³>t ó ¹A àº Ò [¹ìá "àa àåj> ëîl ü\ãúà Ò [¹ìá >Ê àº[\úà [Òi ºà¹¹ >à\ã ÅàÎ>¹ " Îà> Ò [¹ìá ƒãqºãšåjå¹ã¹ šà¹t Ñ š ¹ ën ï l ü[k ìá "à¹ç ë³à¹ Òê ƒút >tå > ã\¹ "}Aå ¹o íòìá t àòü¹ "àk³ì> [l šài ì³si íº Åà[ z A [Øn ÚàÒü "à[>ìá Aà àá¹ ëw ³>ãÚà ÎA ìº ³å>- àa ël Xt ³N íòìá ºàÒüì ø¹ãt >tå > >tå > Å ¹ l ü;š[v Q[i ìá ë³ì>\ì³si ¹ åaå t [>l üi >¹ Îèy Ò๠íòìá "à¹ç ë³à¹ ³K\åt A [ t ๠ëšàìa òàò íºìá t àòü¹ [Aà *ìši ö๠ƒì¹ ¹ê š ³>à[ºá๠ƒì¹ ¹ÒÎ ³Úã Òòà[Ò ë³l à³ Aå ¹ã¹ ƒì¹ t ãý t àòü &A >t å>â«šøƒà> A [¹ìá ë³à¹ Îìšà>ì ๠Îìšà>ìt Îìšà> íò "àìá A ì>}\>ãìú t àòü¹ ëšø[³a W ¹àÒü¹ íîìt Îìšà>¹ Q¹ Îòà[\ìá ³Òü ëƒ[jìáà t àòü-t àòü¹ Îàìšà> ëaò à ¹¹ íîìt šøaõ [t ¹ ëqòà¹àt l ü[k >à[w óå [¹ìá ú (Kã[t A à l üzw t ¹ ³à [³A [ t ãú È "à¹ç ëòƒàú;l üàà [.[.& še ³ [W ì³ê ๹ áày ú) / 96

100 ëîàoà¹ç óå ºà [ƒ>¹ A [ t à šøoà³ã ¹k àa å¹ ëîàoà¹ç óå º¹ [ƒ>¹ &i à Ñ õ[t K å¹ "àì [º ("àì [ºì àì¹à ëa [t Úà à ¹ K å¹ ÒÚ) Òê ƒú¹ ëîòü &A à z [W >àa ã [v û \>¹ šøñzà -ÿ- &i à "[W >àa ã ài t ëjà\ A à[øn šà[¹ à? -ÿ- ë³à¹ ºKt?? ët *ò¹ A =àèà¹t >ãºàa àå Wå Òü "[ A ¹R ã> Ò [ W ¹à Aõ Ì Wå Øl ๠¹R àì ๠"à¹ç "[ A ¹R ã> íò š[¹[áº... Òê ƒút šø º ë\òà ๹ Îõ[Ê íò[áº... ía ìå๹ š¹à Ç [> "Òà ëîòü ài ìi ๠ëîï ƒ t àòü ë³àa šø[t [ƒì> "àa [È t A [¹[Ạú [A ñ "àa È o¹ ÅãÈ t =A à Ú, Å}A à "à¹ç Î}ìA àìw ë³à¹ ³>t ëƒàƒåº ³à> " Ñ à¹ Îõ[Ê A [¹[áº... A =àì ๠å[\ l ük ๠àì Òü ët *ò ÒÚìt à, "A ìºòü "àp àòü K º....ƒè..¹.. ÒàÒük à ¹oãÚà ë\à> &i àòü Îìšà> Îà[\ìá àñz ³¹ào ët \ ¹R à "àa àå¹ åaå t ÒàÒük à ¹oãÚà ë\à> &i ๠\ µ íòìá Òü³à>[ƒì> ÒüÚàt \åòü &Aå ¹à a[º "à[Ạ>ãºà ¹R ¹ [ó [¹R [t ì ๠l üó [¹ l üó [¹ š[¹[ẠÅãt -t àš [>Ú[ t ë\à>ìi à ºÒôšÒôîA à[øn "à[òìá Îìšà>¹R ã Òòà[Ò ³à[¹ìá \º[ Òã> Aå ò àì ๠\å[³ \å[³ W àòüìá "àî! [A "àþê à¹, [A "àþê ๠Òü³à> "àþê à¹t ëa ì>îa \ã =àìa Åà³åA ì ๠"àòà "à[³ ³åJà Jå[º P [W à*ò A ¹ àîº Å¹;- Î z l üº[i >ÒàîºìA "à[³ A =à šà[t ³ ëaò W àšàt ¹ ƒå à¹ì ๠Jå[º =*ò ëáòà-ë ๠ÅÒüW ¹ š=à¹t "òà[¹ =*ò -ÿ-ÿ- ÒàÒük à ¹oãÚà ë\à>ìi àìú Îìšà> Îà[\ìá &ì>îa ìú... ú (šøoà³ã Ñ àt A [ t ãú È ¹ áàyã "à¹ç àñz ³¹ào Ñ àt A tõ t ãú È ¹ áày ú) 97 /

101 amhr AJa -_Ja Zm H$a amhrÿ& S>Ja-S>Ja na Mb amhrÿ&& _mz bmo Bg ~mv H$mo gvÿ& ~Zm bmo OrdZ H$m ~«VŸ&& A~ ^r AJa g_p Ho$ ZhrŸ& V~ OmAmo ^Q>H$, h `h ghrÿ&& _Z _ ai bmo `h R>mZŸ& H$_mZm h _wpo `h m Zm_Ÿ&& Vw_ OmAmo nhþ±m ^{dî` VH$Ÿ& Š`m Wo Am a Š`m hmo, AmO VH$Ÿ&& XoCZmW qgh T>bVr amv amooe àxmg Jwám ~r. H$_ ApÝV_ df amv T>b ahr h M±mX ^r Im_moe h Xwa JJZ Ho$ H$mbo ~mxb ^r nwao e~m~ na h Ÿ& _ ~or>m AmnZo A mjz _ nmzr Ho$ Xrn Obm`o \$ b ahr A m{y`mam amoezr H$mo ~wpm`o; XoI ahr h JJ Z _ _oar `o Im_moe A±mIo Eogm bjvm h, O go H$a ahr hmo Vmamo go ~mvo Segments Till Twenty Lohit Dutta As a child with innocence I grew up, with a soft sensation I flew up as I played I learnt to cheer up, as got hurt I learnt to heal up, went school thinking to knew up, the mysteries to feel and sew up, stepped in 15 started to style up, wacthing beauties and later twist up, hasty tasty life all messed up, dreaming and dreaming all day to gear up, than approached 20 to think up, future, career..oh! shut up, thats not the ending still have a long run up, because life is like a river with continuous flow up... gmomm Wm dh hr Z gh$m eå_m ^r nadmzm Ho$$ gmw {_b Z gh$m, _ypo XoIH$a `h Mm±X ^r gmom ahm h, OmZo `h H$å~»V H $go Or ahm h Ÿ& `h T>bVr amvo, ~hvr hdm`o \ $bvr A m{y`mam, ~wpvr {MamJ _oar Am[Iar g±mg VH$ aho Jo gmw Bg{bE _ H$hVm hÿ± H$s, _oar {O XJr EH$ T>bVr amv, T>bVr amv T>bVr amvÿ& (XoCZmW ñzmvh$ àw_ df {dkmz {d^mj Ho$ N>mÌ Am a amooe ñzmvh$ V Vr` df dm{uá` {d^mj Ho$ N>mÌ Lohit Dutta studies in B.Sc IInd Year) / 98

102 (94 šõë ๠š¹à) ³à>[ÎA γt à : >à¹ã šøk[t ¹ ³èº³ γΠàt >š¹àîa =A à >àòü ú ³ ãú ëkàøl à³ã¹ ó ºt [A áå³à> Π߃àÚt >à¹ã Q¹¹ [ t ¹ìt "à ý íò =à[a ºKãÚà ëòà ๠*š[¹* ët *òìºàa ¹ Îõ[Ê ³èºA [W zà à¹à, šøk[t Å㺠à¹oà t =à ` à>a È >¹ "ƒ³ ÒüZáàA Åã è t A [¹ ¹à[J ºKãÚà íòìá ú &Òü[ ºàA γà\ Ñ àt >à¹ã šå¹ç ȹ γ³ àƒà ºà A ¹à >àòü [ƒ* γà\t K[t Å㺠à¹àìi ๠íîìt šå¹ç È ÎA ìº* ài å[º š[¹ìá å[º A ë>à à[¹ ú " ìå à¹t ãú ƒå > "à¹ç '[t Ò Òü >à¹ãa l üš åv û àì Òü Ñ ãaõ [t [ƒìá ú [A ñ šøw [ºt [A áå³à> ³ ãú ëkàøl à³ãìú >à¹ã¹ "[ A ๠Î}Aå [W t A [¹ ët àºà¹ ó ºt t ³à> >à¹ã ³à>[ÎA àì [ ì àòã íò l ü[k ìá ú &ì> " z@[ ì àò¹ ó ºÅøç [t ìt Òü \ µ šàòüìá >à¹ã àìƒ ú t ³à> γNø [ Å«t ³[ÒºàÒü Ñ ì\ à[t ì¹ šøa[ºt ëòà à "à[³ ëƒ[jìáà ú ¹à\>ã[t îº W àìº "àì³[¹a à åv û ¹àÊ ö¹ ƒì¹ ³Òàšøt àšã ëƒå ë à à 15 á¹ [¹ í ìƒåãa ³ àºú¹ ƒì¹ P ¹ç â«šèo [ àk ³[ÒºàÒü W ºàÒü "à[òìá ú à}ºàìƒå¹ šø à>³ ã, í ìƒ[åa ³ ã, à¹t ¹ ¹àÊ öš[t, [ ì¹à ã ƒºš[t, šøàv û > If you want to talk with writers and contributors please dial or Surjya Chutia [email protected] Sushanta Kar [email protected] Joseph Frank Landsberger [email protected] Ghanshyam Deka [email protected] Prashant Barooah [email protected] Prasanta Bora [email protected] Rajiv Deka [email protected] Bantimala Devi Indira Mukherjee [email protected] Mayuri Sharma Baruah [email protected] Dr. Tanushree Sarker [email protected] Anita Baruwa : [email protected] Sangita Barua [email protected] Baikuntha Das Dr. Banikanta Sarma šø à>³ ã, ¹àÊ öš[t ¹ ƒì¹ P ¹ç â«šèo šƒ ³[ÒºàÒü "º}Aõ t A [¹ìá ú ëa º &*òìºàìa &ì> šƒt "[ [Ñ t ëòà àòü >ÒÚ ú [>\¹ A ³ ƒû t à ëƒjå à îº* ÎÛ ³ íòìá ú [ ƒ àúàt [>A "à¹ç à[o[\ A t =à í ` à[>a Kì Èoà ëû yìt à t ³à> ³[ÒºàÒü [>\¹ [>\¹ ÎÛ ³t à šøƒå > A [¹ îº ÎÛ ³ íòìá ú ¹à\>ã[t t à¹t ¹ šøúàt Òü[ ƒ¹à KàÞê ã, šà[a Ñzà>¹ ë oà\ã¹ è ìj à "à[ƒìú [ Å«àÎã¹ "àkt [>\¹ ƒû t ๠A =à Îó ºt àì¹ šø[t Ë à A [¹ ë à ๠ƒì¹, "àì³[¹a ๠í ìƒ[åa Î[W [Òºà¹ã [Aà i >, à}ºàìƒå¹ í ìƒåãa ³ ã l 0 ƒãšå ³[o "à[ƒìú [>\¹ Aõ [t â«šøƒ Å> A [¹ [ Å«àÎã¹ ƒõ[ê A à[øn îº Î³= íòìá ú "> Òàìt ë³[¹ [A l ü ¹ã, ³àƒà¹ ëi ì¹w à, à}kà[¹ ³à=àÒü¹ ƒì¹ [ ƒåèã ³[ÒºàÒü Î µà>ãú > ì º òi à "[ A ๠A ¹àìi à A ³ Aõ [t ⫹ A =à >ÒÚ ú t ³à> "à³à¹ γà\t ³[Òºà šàw š[¹ ë¹à àìi ๠àì ëšà>w àìt Òü šå¹ç ÈA ëƒàèã Îà Ñz A ¹à ÒÚ [ƒ* (10 šõë àt W à*a ) Arup Baisya : [email protected] Dr. Juri Dutta Anjal Bora [email protected] Hemalakhi Gogoi Dr. Kamalesh Kalita [email protected] Thomas Sonowal [email protected] Bhabesh Basu Kamal Bhattacharjee Abhra Paul : [email protected] Manash Gogoi Moushumi Ghorachowa Lohit Dutta : [email protected] Dr. Bhuban Gogoi [email protected] Rudra Narayan Borkakoti : [email protected] Dr. Sushmita Chakraborty Chandan Kalita Dr. P.J. Mazumdar [email protected] Akshayjit Podder Monoranjan Moran Deonath Singh /

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