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সদস্য হওয়ার তারিখ Jun '24

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‍ইংরেজি থেকে বাংলা
বাংলা থেকে ‍ইংরেজি

Showmik Dhrubo

Precision in Every Translation

Rajshahi, Rajshahi, বাংলাদেশ

স্থানীয় সময়: 05:11 +06 (GMT+6)

মাতৃভাষা: বাংলা (Variants: Bangladeshi, Indian)

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Translation, Subtitling, Editing/proofreading, Transcription, Website localization, Software localization, Voiceover (dubbing), Interpreting, Training, MT post-editing, Operations management, Vendor management

যে বিষয়গুলোতে বিশেষজ্ঞঃ
পর্যটন ও ভ্রমণ	নাম (ব্যক্তি, কোম্পানি)
আই.টি. (ইনফরমেশন টেকনোলজি বা তথ্য প্রযুক্তি)	মোটরগাড়ি / কার ও ট্রাক
সাধারণ / কথোপকথন / সম্ভাষণ / চিঠিপত্র	বিপণন / বাজার গবেষণা
ইন্টারনেট, ই-কমার্স	মনোবিদ্যা
দর্শন	জীববিদ্যা (-কারিগরি, -রসায়ন, অণু-)

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‍ইংরেজি থেকে বাংলা - রেট: 0.03 - 0.07 USD প্রতি শব্দ / 10 - 15 USD প্রতি ঘন্টা / 2.50 - 6.50 USD per audio/video minute
বাংলা থেকে ‍ইংরেজি - রেট: 0.03 - 0.07 USD প্রতি শব্দ / 10 - 15 USD প্রতি ঘন্টা / 2.50 - 6.50 USD per audio/video minute

Bangladesh taka (bdt), Euro (eur), U. S. dollars (usd)

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নমুনা অনুবাদ পেশ করা হয়েছে: 5

বাংলা থেকে ‍ইংরেজি: Booklet Translation: UNICEF General field: সামাজিক বিজ্ঞান Detailed field: সামাজিক বিজ্ঞান, সমাজবিদ্যা, নীতিশাস্ত্র, ইত্যাদি
উৎস টেক্সট - বাংলা ¬¬pg1 of 35 ‡ivwn½v wK‡kvi-wK‡kvwi‡`i Rb¨ Rxeb `ÿZv MÖš’ 1: Acwinvh© Rxeb `ÿZv ¬¬¬¬ Rxeb `ÿZv Awa‡ekb KvVv‡gv ‡ivwn½v wK‡kvi-wK‡kvwi‡`i Rb¨ Rxeb-`ÿZv cvV¨µg n‡jv GKwU MVbg~jK I AskMÖnbg~jK wKQz Awa‡ekb I miÄvg hv †ivwn½v wK‡kvi-wK‡kvwi‡`i ÿgZvq‡bi Rb¨ cÖbqb Kiv n‡q‡Q\| GwU ¯^v¯’¨, ¯^v¯’¨wewa e¨e¯’vcbv, wkï AwaKvi, wkï myiÿv Ges wbivcËv, cwi‡ek m‡PZbZv Ges `~‡h©vM SzuwK n«v‡mi cÖavb welq¸‡jv‡K wPwýZ K‡i, †hLv‡b KwgDwbwUi wK‡kvi-‡bZ„‡Z¡i AskMÖnb‡K DrmvwnZ Kiv nq\| pg2 of 35 GB cvV¨µgwU ïaygvÎ mnvqK Ges wcqvi wjWvi‡`i gva¨‡g cÖ‡qvM Kiv hv‡e hv‡`i cÖ‡qvRbxq cÖwkÿb i‡q‡Q\| Z‡e ïaygvÎ mnvqK‡`iB Av‡jvPbv Kivi AbygwZ †`Iqv nq KviY GLv‡b ms‡e`bkxj Z_¨ i‡q‡Q (we‡kl K‡i MÖš’ 3) Ges GB cÖwkÿY mwVKfv‡e w`‡Z bv cvi‡j wkï myiÿv msµvšÍ bvbvwea RwUjZv m„wó n‡Z cv‡i\| wK‡kvi-wK‡kvwi‡`i Rb¨ ‰Zix GB UzjwKU `yBwU cÖavb MÖš’ I QqwU †QvU cyw¯ÍKvq mvRv‡bv n‡q‡Q: • MÖš’ 1: cÖ_g MÖš’wU‡Z i‡q‡Q Rxeb `ÿZv cvV¨µ‡gi cUf~wgi GKwU mswÿß weeiY, Uzjm Ges mnvqK‡`i Rb¨ wb‡¤œ D‡jøwLZ me eB e¨envi Kivi wb‡`©wkKv, Ges gwbUwis I g~j¨vq‡bi Rb¨ Uzjm\| • cyw¯ÍKv 1: wK‡kvi wK‡kvwi‡`i D‡Ï‡k¨ cÖwYZ GB †mkb¸‡jv cÖ_‡g cÖ`v‡bi mgq Acwinvh© Rxeb `ÿZvi Dc‡i †dvKvm Ki‡Z n‡e\| GB ‡mkb¸‡jv cÖwkwÿZ mnvqK A_ev Ab¨vb¨ mgeqmx hyemnKg©x‡`i (youth peer leaders) gva¨‡g †`qv †h‡Z cv‡i\| • cyw¯ÍKv 2: wK‡kvi wK‡kvwi‡`i D‡Ï‡k¨ cÖwYZ, GB Awa‡ekb¸wj ¯^v¯’¨, cywó Ges ¯^v¯’¨wewa e¨e¯’vcbvi welq¸‡jv‡Z †dvKvm K‡i\| GB gwWD‡ji wKQz Awa‡ekb wj½ Ges eqm Øviv wef³\| GB Awa‡ekb¸‡jv cÖwkwÿZ mnvqK A_ev Ab¨vb¨ mgeqmx hyemnKg©x‡`i (youth peer leaders) gva¨‡g †`qv †h‡Z cv‡i\| • cyw¯ÍKv 3: wK‡kvi wK‡kvwi‡`i D‡Ï‡k¨ cÖwYZ, GB Awa‡ekb¸‡jv‡Z wkï AwaKv‡ii wel‡q †dvKvm K‡i\| GB Awa‡ekb¸‡jv cÖwkwÿZ mnvqK A_ev Ab¨vb¨ mgeqmx hyemnKg©x‡`i (youth peer leaders) gva¨‡g †`qv †h‡Z cv‡i\| • cyw¯ÍKv 4: wK‡kvi wK‡kvwi‡`i D‡Ï‡k¨ cÖwYZ, GB Awa‡ekb¸‡jv ms‡e`bkxj, wkï myiÿv msµvšÍ welq¸‡jvi Dci `„wó wbe× K‡i Ges ïaygvÎ wkï myiÿv wel‡q cÖwkwÿZ mnvqK Ges civgk©`vZv hye †bZv‡`i gva¨‡g GB Awa‡ekb cwiPvjbv Kiv †h‡Z cv‡i\| • cyw¯ÍKv 5: wK‡kvi wK‡kvwi‡`i D‡Ï‡k¨ cÖwYZ, GB Awa‡ekb¸wj cwi‡ek m‡PZbZv Ges `y‡h©vM SzuwK n«v‡mi welq¸wj‡Z ‡dvKvm K‡i\| G¸wj cieZ©x‡Z cyw¯ÍKv 1,2 I 3 Gi c‡i cÖ‡qvM Kiv n‡e\| GB Awa‡ekb¸‡jv cÖwkwÿZ mnvqK A_ev Ab¨vb¨ mgeqmx hyemnKg©x‡`i (youth peer leaders) gva¨‡g †`qv †h‡Z cv‡i\| • cyw¯ÍKv 6: wK‡kvi wK‡kvwi‡`i D‡Ï‡k¨ cÖwYZ, GB †mkb¸wj‡Z KwgDwbwUi m¤ú„³Zv Ges wk‡ív‡`¨v‡Mi Dc‡i †dvKvm Kiv nq, Ges GB †mkbM‡jv me †k‡l cwiPvjbv Kiv nq\| GB ‡mkb¸‡jv cÖwkwÿZ mnvqK A_ev Ab¨vb¨ mgeqmx hyemnKg©x‡`i (youth peer leaders) gva¨‡g †`qv †h‡Z cv‡i\| • MÖš’ 2: hZœKvix‡`i Rb¨ Awa‡ekb¸wj wK‡kvi-wK‡kvix‡`i mv‡_ mgvšÍivjfv‡e †`qv n‡e\| GB eBwU cÖwkwÿZ mnvqK‡`i gva¨‡g ev¯Íevqb Kivi j‡ÿ mvRv‡bv n‡q‡Q\| IqvK©eyK ev wb‡`©wkKv: Rxeb `ÿZv cvV¨µ‡g bw_f~³ nIqvi mv‡_ mv‡_ mKj AskMÖnbKvix‡`i GKwU K‡i Abywjwc ‡`qv n‡e\| GB wb‡`©wkKvwU wK‡kvi-wK‡kvix‡`i AwR©Z Ávb bw_f‚³ Kivi, Zv‡`i wbR¯^ fvebv mvg‡b wb‡q Avmv Ges †mB mv‡_ hZœKvix ev AwffveK I mnvqK‡`i g‡a¨ †mZzeÜ ˆZixi GKwU Dcvq wn‡m‡e KvR K‡i\| pg3 of 35 welqe¯‘ Rxeb-`ÿZv Awa‡ekb KvVv‡gv 2 Awa‡ekb web¨vm 5 Awa‡ekb 1: Avgv‡`i `‡ji mfv Awa‡ekb 2: wek^vm I eÜzZ¡ Awa‡ekb 3: kÖeb I †hvMv‡hvM Awa‡ekb 4: mnvbyf‚wZ weKvk Awa‡ekb 5: gZwe‡iva Ges Av‡jvPbvi mv‡_ †gvKvwejv Awa‡ekb 6: wm×všÍ MÖnb Awa‡ekb 7: Avgvi gvbwmK Pvc I Av‡eM‡K ‡evSv I wbqš¿‡Y ivLv Awa‡ekb 8: AvZ¥-gh©v`v I BwZevPK wPšÍv Awa‡ekb 9: ‡Q‡j ev †g‡q nIqvi A_© wK? Awa‡ek‡bi web¨vm D‡Ïk¨: GB Awa‡ekb †k‡l Avgv‡`i wK AR©b Kiv cÖ‡qvRb\| mnvqK‡`i †evSv Ges Awa‡ekb cwiKíbvi Rb¨ wb‡`©kbv †`qv\| mgq: cÖwZ Awa‡ek‡bi Rb¨ wba©vwiZ mgq- M‡o 60 wgwbU\| DcKiY: Awa‡ekb ïiæi Av‡MB Awa‡ek‡bi Rb¨ cÖ‡qvRbxq DcKi‡Yi ZvwjKv ˆZix Ki‡Z n‡e Ges cÖwZwU myweavi Dcjä ms¯’vb Abyhvqx gvwb‡q wb‡Z n‡e\| cÖwµqv Ges Kvh©µg: cÖwZwU Awa‡ekb†K avivevwnK K‡qKwU Kvh©µ‡g wef³ K‡i ev¯Íevqb Kivi D‡Ï‡k¨ mvRv‡bv n‡q‡Q\| mnvqK‡`i cÖwZwU Awa‡ekb ûeû gyL¯Í Kivi cÖ‡qvRb †bB\| Awa‡ek‡bi D‡Ïk¨ AR©‡bi Rb¨ Zviv Zv‡`i wbR¯^ fvlvq Kvh©µg cwiPvjbv Ki‡Z cvi‡e\| c~‡e©i Awa‡ek‡bi c~biv‡jvPbv: cÖwZwU bZzb Awa‡ekb kiæ Kivi Av‡M c~‡e©i Awa‡ek‡bi GKwU mswÿß ch©v‡jvPbv Ki‡Z mnvqK‡`i DrmvwnZ Kiv nq\| GUv AskMÖnbKvix‡`i AwR©Z Ávb‡K SvjvB Ki‡Z mnvqZv Ki‡e\| BUvwj‡K †jLv (wZh©K): ‡Kvb wbw`©ó welqe¯Í‡K mnvqK ms‡ÿ‡c wKfv‡e ej‡Z cvi‡eb Zvi wb‡`©kbv\| wRÁvmv Kiæb: mnvqK‡`i Rb¨ wb‡`©wkKv Ges AbymÜv‡bi cÖkœ¸wji GKwU ZvwjKv\| ey‡jU c‡q›U: Awa‡ek‡bi mgq mnvq‡Ki ‡hmKj avc AbymiY Ki‡Z n‡e Zvi ZvwjKv\| evwo‡Z Kivi Rb¨ A¨vKwUwfwU: cÖwZwU Awa‡ekb †k‡l AskMÖnbKvixiv hv wk‡L‡Q Zv ev¯Í‡e Abykxjb Kiv, Zv‡`i mgeqmx‡`i mv‡_ fvM K‡i ‡bqv A_ev Zv‡`i ˆ`bw›`b Rxe‡b e¨envi Kivi Rb¨ Drmvn †`qv nq\| mnvq‡Ki Rb¨ `ªóe¨: mnvqKiv ‡Kvb wbw`©ó Kvh©µg wKfv‡e ev¯Íevqb Ki‡e GB As‡k mnvqK‡`i Rb¨ †mB wel‡q wKQz evowZ wb‡`©kbv Ges ¯úó e¨vL¨v Kiv Av‡Q\| wi‡mvm©: wKQz wKQz Awa‡ekb cwiPvjbv Kivi Rb¨ wKQz evowZ Áv‡bi cÖ‡qvRb nq\| mnvqK‡`i DwPr Awa‡ekb cwiPvjbv Kivi Av‡M wVKgZ welqe¯‘ c‡o †bIqv hv‡Z Zviv wK‡kvi-wK‡kvix‡`i cÖ‡kœi DËi w`‡Z mÿg nq\| wi‡mv‡m©i Z_¨ wK‡kvi-wK‡kvix‡`i weZiY Kivi Rb¨ ˆZix Kiv nq bvB\| hw` †Kv‡bv mnvqK welqe¯‘ covi c‡i H Awa‡ekb cÖ`v‡bi e¨vcv‡i wb‡R ¯^v”Q›`¨ †eva bv K‡i ‡mB †ÿ‡Î Awa‡ekb cwiPvjbv Kivi Av‡M Zvi mycvifvBRv‡ii KvQ †_‡K civgk© ‡bIqv DwPr\| Awa‡ekb 01: Avgv‡`i `‡ji mfv D‡Ïk¨: o AskMÖnbKvixiv wb‡R‡`i mv‡_ Ges mnvq‡Ki mv‡_ cwiwPZ n‡e\| o AskMÖnbKvixiv Rxeb-`ÿZv Awa‡ek‡b AskMÖn‡bi DcKvwiZv m¤ú‡K© eyS‡Z cvi‡e\| o AskMÖnbKvix Ges mnvqK GKmv‡_ wg‡j mvaviY wbqg (ground rules) wbav©iY Ki‡eb\| mgq: - 1 N›Uv DcKiY: wd¬cPvU© KvMR, gvK©vi, c~‡e©i Ges cieZ©x cixÿvi gyw`ªZ Kwc (pre and post test printed), cÖ‡Z¨K AskMÖnbKvixi Rb¨ GKwU K‡i IqvK©eyK, Kjg, KvMR, iwOb Kjg\| cÖwµqv: Kvh©µg 1 o AskMÖnbKvix‡`i ‡Mvj n‡q `vov‡Z ejyb\| o wb‡Ri cwiPq w`b\| ejyb: Avgiv wb‡R‡`i cwiPq fv‡jvfv‡e Rvbvi Rb¨ GKwU †Ljv †Lje\| o cÖ‡Z¨K AskMÖnbKvix‡K Zv‡`i ev w`‡Ki e¨vw³i mv‡_ RywU eva‡Z ejyb\| (hw` AskMÖnbKvix‡`i msL¨v †e‡Rvo nq †m‡ÿ‡Î Avcwb wb‡RI AskMÖnb Kiæb) \| o `‡ji cÖ‡Z¨K‡K Zv‡`i cy‡iv bvg, Zv‡`i cQ‡›`i GKwU wRwbm Ges Zviv ‡h Kv‡R fv‡jv †mB welqwU wK Zv ej‡Z ejyb\| o cÖ‡Z¨K RywU Zv‡`i eÜzi fv‡jv ¸b¸‡jv ejvi gva¨‡g Zv‡`i‡K Ab¨‡`i mv‡_ cwiPq Kwi‡q ‡`‡e\| wRÁvmv Kiæb: Avcbvi ZLb †Kgb †j‡M‡Q hLb ïb‡Z cvb †KD ej‡Q Avcbvi A‡bK fv‡jv ¸b Av‡Q? hLb ïb‡Z cvb †KD ej‡Q Avcbvi eÜzi fv‡jv ¸b Av‡Q, ZLb †mUv ïb‡Z Avcbvi †Kgb jv‡M? Kvh©µg 2 AvR wK‡kvi-wK‡kvix‡`i wReb-`ÿZv cvV¨µ‡gi cÖ_g Awa‡ekb\| Avcwb Avcbvi mgeqmx‡`i (wcqvi‡`i) mv‡_ AskMÖnb Kivi Rb¨ wbe©vwPZ n‡q‡Qb\| GLv‡b Ggb wKQz wel‡qi Dci Z_¨ Av‡Q hv Avcbvi mgeqmx‡`i Kv‡Q Lye AvKl©Yxq g‡b n‡e\| GLv‡bi welqe¯‘i g‡a¨ i‡q‡Q †hvMv‡hvM †_‡K ïiæ K‡i wm×všÍ MÖnb, wb‡R‡`i AwaKvi m¤ú‡K© Rvbv, cywó, ¯^v¯’¨ Ges ¯^v¯’¨wewa e¨e¯’vcbv Ges me‡k‡l Avgiv nq‡Zv †Kvb wfbœ ai‡Yi cÖKí MÖn‡bi AvKv•Lv w`‡q †kl Kie\| ïiæ Kivi Av‡M Rxeb-`ÿZv ej‡Z wK †evSvq Zvi mv‡_ cwiwPwZ ne\| o mKj AskMÖnbKvix‡K GK mvwo‡Z `vov‡Z ejyb\| Zvici Avcwb †hUv ej‡Qb †mUv hw` Rxeb `ÿZv n‡q _v‡K Zvn‡j Zv‡`i GK c`‡ÿc GwM‡q Avm‡Z ejyb Ges GUv hw` Ab¨ ‡Kvb ai‡Yi `ÿZv n‡q _v‡K Zvn‡j Zv‡`i GK avc wcwQ‡q †h‡Z ejyb\| o AskMÖnbKvix‡`i D‡jøwLZ kã wb‡q wb‡R‡`i g‡a¨ Av‡jvPbv Ki‡Z w`b Ges wb‡R‡`i †kvaiv‡bvi my‡hvM w`b hw` Zviv ‡Kvb fzj ey‡S _v‡K\| o wKQz wKQz welq Avcwb D‡jøL K‡i w`‡Z cv‡ib, †hgb, Ô‡mjvBÕ, Ô‡mvjvi c¨v‡bj †givgZÕ, ÔKw¤úDUvi `ÿZvÕ, Ôwm×všÍ MÖnbÕ, Ôwkï AwaKviÕ, Ô‡kvbv Ges †hvMv‡hvMÕ, ÔeÜzZ¡Õ, ÔAÿi Ges msL¨vi aviYvÕ, ÔMwYZÕ\| GB K‡qKwU Awa‡ek‡b Avgiv hv wkLe Zv n‡jv Rxeb-`ÿZv\| Zviv e¨w³i wbR¯^ wKQz `ÿZvi (soft skills) Dci Av‡jvKcvZ K‡i Ges wK‡kvi-wK‡kvix‡`i ¯^v¯’¨Ki, myiwÿZ wm×všÍ †bIqvi, eÜzZ¡ M‡o †Zvjv, Zv‡`i Rxeb DbœZ Ki‡Z Ges Zv‡`i m¤úª`vq‡K cÖfvweZ Kivi ÿgZv w`‡q mw¾Z K‡i\| GB ÿgZv¸‡jv e¯‘MZ bq, Z‡e Zviv Avgv‡`i myiwÿZ Ges ÿgZvwqZ †eva Ki‡Z e¨vcKfv‡e Ae`vb iv‡L\| wRÁvmv Kiæb: Ggb †Kvb welq Av‡Q hv Avcwb g‡b K‡iY Avgv‡`i Awa‡ek‡bi ZvwjKvq †hvM Ki‡Z n‡e? `‡ji Rb¨ wbe©vwPZ AskMÖnbKvix‡`i mßv‡n wZbevi Avm‡Z DrmvwnZ Kiv nq Ges cÖwZwU Awa‡ekb GKN›Uv a‡i Pj‡e\| Avgiv ïiæ Kivi Av‡M K‡qKwU c‡q‡›U GKgZ nIqv ¸iæZ¡c~Y© hv Avgv‡`i GB ¯’vbwU‡Z wbivc` †eva Ki‡Z Ges wbwØ©avq Ges wePvi QvovB wb‡R‡`i‡K cÖKvk Ki‡Z mvnvh¨ Ki‡e\| cÖkœ Kiæb: GB ¯’vbwU‡Z Avgiv ¯^v”Q›` Ges m¤§vwbZ †eva Kiv wbwðZ Kivi Rb¨ Avgiv †Kvb ‡Kvb wel‡q GKgZ n‡e cvwi? mnvq‡Ki Rb¨ `ªóe¨: AskMÖnbKvixiv GB welq¸‡jv D‡jøL K‡i‡Q wKbv Zv wbwðZ Kiæb: • GwU wK‡kvi-wK‡kvix‡`i wb‡R‡`i cÖKvk Kivi Rb¨ GKwU wbivc` ¯’vb, Ges GLv‡b Av‡jvwPZ me wKQz †Mvcb ivLv DwPr (nijor vhutore rahon/chupai rahon) • Ab¨vb¨ AskMÖnbKvix‡`i gZvgZ Ges aviYv‡K m¤§vb Kiæb\| • mnbkxjZv • ‰ah© • ‡mLv‡b †Kvb wVK ev fzj DËi †bB\| • AskMÖnb\| Awa‡ek‡b AskMÖnb Kivi mvaviY ev¯ÍeZv n‡jv G‡Z Avgv‡`i mKj AvPi‡Y GKwU BwZevPK cÖwZdjb †`Lv hv‡e\| • Avb›` Kiæb\| mnvq‡Ki Rb¨ `ªóe¨: hw` †Kvb AskMÖnbKvix mwnsmZv cÖKvk K‡i, Zvn‡j Zvn‡j Zv‡`i †Km g¨v‡bR‡g›U mvwf©‡mi mv‡_ cwiPq Kwi‡q w`‡Z n‡e\| AbyMÖn K‡i mnvqK wb‡`©wkKvi †Km g¨v‡bR‡g›U wefvMwU co–b\| o AskMÖnbKvix‡`i Øviv DwjøwLZ c‡q›U¸wj wd¬cPv‡U© wjLyb\| me †k‡l hw` AskMÖnbKvixiv GB bw_i mv‡_ GKgZ nb Zvn‡j Zv‡`i GB KvM‡R ¯^vÿi Ki‡Z A_ev wKQz wjL‡Z ejyb\| Kvh©µg 3 Avgiv evox‡Z hvIqvi Av‡M, Avcbv‡`i GKwU QK †`e hv c~iY Ki‡Z K‡qK wgwbU mgq jvM‡e\| GwU Ggb GKwU QK hv Avcwb Avcbvi Awa‡ek‡bi cÖ_g Ges †kl w`b c~iY Ki‡eb\| GLv‡b †Kvb mwVK ev fzj DËi e‡j wKQz †bB\| GUv †Kvb cixÿv bv\| GgbwK Avcbv‡K Avcbvi bvg wjL‡Z ejwQ bv\| eis Avgiv †h Z_¨¸‡jv mieivn Ki‡Z †P‡qwQjvg †mUv wVKgZ n‡q‡Q wKbv Zv hvPvB Ki‡Z GUv Avgv‡`i mvnvh¨ Ki‡e\| o wK‡kvi-wK‡kvix‡`i cÖvK-cixÿv I cixÿv-cieZ©x g~j¨cvq‡bi KvMR w`b Ges GwU c~iY Kivi Rb¨ Zv‡`i mgq w`b\| mnvq‡Ki Rb¨ `ªóe¨: - Avcwb MÖš’ 1 Gi Gg GÛ B wefv‡M cÖvK Ges cixÿv cieZ©x cÖkœcÎ Luy‡R cv‡eb\| Awa‡ekb ïiæ Kivi Av‡MB †m¸‡jv wcÖ›U K‡i mv‡_ ivLyb\| - hw` `‡j Ggb †Kvb AskMÖnbKvix _v‡K hviv co‡Z/wjL‡Z Rv‡b bv, Zvn‡j eyw× K‡i Zv‡`i cv‡k emyb Ges Zv‡`i KvMR c~iY Ki‡Z mvnvh¨ Kiæb\| - wK‡kvi-wK‡kvix‡`i KvMR c~iY †kl n‡j ‡m¸‡jv msMÖn K‡i DËi¸‡jv cieZ©x‡Z Ô†Kv‡evÕ †Z BbcyU w`‡Z n‡e\| wRÁvmv Kiæb: Avcwb GB Awa‡ekb †_‡K wKwK c‡q›U wk‡L‡Qb? o cÖ‡Z¨K AskMÖnbKvix‡K GKwU K‡i IqvK©eyK ev wb‡`©wkKv weZiY Kiæb Ges Zv‡`i Rvbvb †h Zviv GUv evox‡Z wb‡q †h‡Z cvi‡e Ges G‡Z Zviv GB Awa‡ek‡b †kLv‡bv cvV Ges djvdj¸‡jv wj‡L ivL‡Z cvi‡e\| evwo‡Z Kivi Rb¨ A¨vKwUwfwU: Avmyb Avgiv Avgv‡`i cwievi Ges hZœKvix‡`i mv‡_ GB Awa‡ek‡b mßv‡n wZbevi AskMÖn‡bi m¤¢vebv wb‡q K_v ewj Ges GB mßv‡n Avgiv hv hv wk‡LwQ Zv cÖ‡qv‡Mi †Póv Kwi\| Awa‡ekb 02: wek^vm Ges eÜzZ¡ D‡Ïk¨: o AskMÖnbKvixiv wek^v‡mi aviYvi mv‡_ cwiwPZ n‡e\| o eÜz‡Z¡ Zviv wK Pvq AskMÖnbKvixiv Zv wb‡q fve‡e\| o AskMªnbKvixiv mgeqmx‡`i Pvc (peer pressure) Ges wKfv‡e GUv †gvKv‡ejv Kiv hvq ‡m m¤ú‡K© wPšÍv Ki‡e\| mgq: o 1 N›Uv DcKiY: wd¬cPvU© KvMR, gvK©vi, KvMR, Kjg, iwOb Kjg, AskMÖnbKvix‡`i Rb¨ IqvK©eyK\| cÖwµqv: c~e©cv‡Vi c~biv‡jvPbv Kiæb\| wK‡kvi-wK‡kvix‡`i wRÁvmv Kiæb Zviv Av‡Mi Awa‡ek‡b wK wk‡L‡Q Ges Avcbvi mv‡_ †kl †`Lv nIqvi c‡i Zviv wKfv‡e GwU e¨envi K‡i‡Q\| Kvh©µg 1 Avgv‡`i Awa‡ek‡b Avgiv †`Lv Kie Ges Avkv Kwi Avgiv †mLv‡b eÜzZ¡ M‡o Zzj‡ev\| Avgv‡`i g‡a¨ †KD †KD G‡K Aci‡K bvI Rvb‡Z cv‡i, Avgv‡`i g‡a¨ †KD †KD c~e© cwiwPZ n‡Z cv‡i wKš‘ GwU bZzb gvbyl‡`i mv‡_ Mí Kivi ev Aí Rvwb Ggb gvbyl‡`i mv‡_ Avgv‡`i eÜb Av‡iv Mfxi Kivi GKwU my‡hvM\| ¯^vfvweKfv‡eB, AvR Avgiv eÜzZ¡ Ges wek^vm m¤ú‡K© K_v eje\| wRÁvmv Kiæb: GKRb wek^¯Í e¨w³i ˆewkó¨ wK? e¨vL¨v Kiæb: GKRb wek^¯Í e¨w³ n‡jb Ggb GKRb e¨w³ hvi Kv‡Q Avgiv cÖ‡qvR‡b mvnvh¨ ev civg‡k©i Rb¨ †h‡Z cvwi, GgbwK ‡hme wb‡q Avgiv wei³ _vwK †mme wb‡q Av‡jvPbv Ki‡Z cvwi\| Zviv Avgv‡`i g½j Ges wbivcËvi cÖwZ hZœkxj\| Zviv Avgv‡`i Rb¨ mgq †ei K‡ib Ges cvi‡j mvnv‡h¨i nvZI evwo‡q †`b\| GKRb wek^¯Í e¨w³ n‡jb Ggb GKRb e¨w³ whwb KL‡bv Avgv‡`i kvixwiK ev gvbwmK ÿwZ Kvgbv K‡ib bv A_ev Zv‡`i‡K Rvbv‡bv me welq †Mvcb ivL‡Z cv‡ib\| o AskMÖnbKvix‡`i `ywU `‡j fvM Kiæb\| GLv‡b GKRb wK‡kvi/wK‡kvix MvBW wn‡m‡e _vK‡e Ges Av‡iKRb‡K †PvL eÜ K‡i evKx‡`i ‡bZ…Z¡ w`‡Z n‡e\| o Ab¨vb¨ AskMÖnYKvixiv N‡ii gv‡S w¯’i n‡q `uvwo‡q evavi gZ KvR Ki‡e\| o wb‡`©wkZ e¨w³ N‡ii GKcv‡k `vwo‡q _vK‡e, Aci `‡ji MvBW N‡ii Aci cÖvšÍ †_‡K ïaygvÎ K_v e‡j Zv‡`i wb‡`©kbv †`‡e\| o Avjv`v Avjv`v †¯^”Qv‡mexi mv‡_ AbykxjbwU cybive„wË Kiæb\| wRÁvmv Kiæb: - hviv Ab¨‡`i wb‡`©‡k cwiPvwjZ n‡qwQj- Avcbv‡K MvBW Kivi Rb¨ KvD‡K wek^vm Ki‡Z Avcbvi †Kgb †j‡MwQj? - Ab¨ GKR‡bi Ici c_ †`Lv‡bvi Rb¨ wek¦vm Ki‡Z †Zvgvi †Kgb †j‡MwQj? cÖkœ Kiæb: hviv MvBW ev c_cÖ`k©K n‡qwQ‡jb- Avcwb hv‡K MvBW K‡i‡Qb Zvi `vwqZ¡ †bIqvi wel‡q Avcbvi Abyf‚wZ wK? Avgiv ‡hgb †`L‡Z †cjvg, cÖvqkB wek^vm n‡jv GKwU cvi¯úwiK Ges wØgyLx iv¯Ív, Avgiv `yB w`‡Ki cwiw¯’wZB eyS‡Z cviwQjvg †hgb GKRb wKfv‡e w`Kwb‡`©kbv w`‡”Q Ges Av‡iKRb wKfv‡e wb‡`©wkZ n‡”Q Ges †mB wek^vm `vwq‡Z¡i mv‡_ Av‡m\| hLb †KD KvD‡K wek^vm K‡i, ZLb Zviv mg_©‡bi Rb¨ †mB e¨w³i Dci wbf©i K‡i\| GKRb wek^¯Í e¨w³ Lyu‡R cvIqv Avgv‡`i mevi Rb¨ LyeB ¸iæZ¡c~Y©\| hw` Avgv‡`i GB gyû‡Z© Ggb ‡KD bv _v‡K, Zvn‡j GB `jwU nq‡Zv Avgv‡`i ‡mB my‡hvM ˆZix K‡i w`‡Z cv‡i, Avgiv †hgb ai‡Yi e¨w³ LyuRwQ Zv †evSvi A_ev nq‡Zv Ggb GKRb‡K Lyu‡R cvIqvi GKwU my‡hvM †c‡qI †h‡Z cvwi\| Kvh©µg 2 cÖkœ Kiæb: eÜzZ¡ Ges wek^v‡mi g‡a¨ wK †hvMm~Î Av‡Q e‡j Avcwb g‡b K‡iY? (eÜz‡Z¡i g‡a¨ wek^vm GKwU Acwinvh© ˆewkó¨) cÖkœ Kiæb: Ggb wK wK ai‡Yi cwiw¯’wZ nq †hLv‡b wK‡kvi-wK‡kvixiv Zv‡`i eÜz‡`i Øviv gg©vnZ n‡Z cv‡i\| Ges wK‡kvi-wK‡kvixiv GB mgm¨v¸wj †gvKv‡ejv Kivi Rb¨ wK ai‡Yi c`‡ÿc MÖnb Ki‡Z cv‡i? o wK‡kvi-wK‡kvixiv †hfv‡e Zv‡`i cÖwZwµqv e¨³ K‡i‡Q †mfv‡e wd¬cPvU© †ccv‡i wjLyb mnvq‡Ki Rb¨ `ªóe¨: hw` AskMÖnbKvixiv ÿwZKviK ‡KŠkj e¨env‡ii civgk© †`q- D`vniY¯^iƒc, Zv‡`i mv‡_ wPrKvi Kiv, Zv‡`i mv‡_ K_v ejv eÜ Kiv BZ¨vw`- GUv wPwýZ Kiv ¸iæZ¡c~Y©\| AskMÖnbKvixiv †h fzj GUv mivmwi Zv‡`i ejv hv‡e bv, Gi e`‡j (Ges `j‡K) wRÁvmv Kiæb, ÔÔGB †KŠkj Aej¤^b Ki‡j wK ai‡Yi SzuwK n‡Z cv‡i?ÕÕ AskMÖnbKvix‡`i eywS‡q ejyb †h, cwiw¯’wZ fvjfv‡e cwiPvjbv Kivi Av‡iv A‡bK Dcvq i‡q‡Q Ges Avgv‡`i mwnsmZv ev AvMÖvm‡bi mv‡_ cÖwZwµqv Rvbv‡bv DwPr bq\| KL‡bv KL‡bv Avgv‡`i eÜz‡`i mv‡_ mgm¨v n‡Z cv‡i\| Avgv‡`i eÜziv Avgv‡`i Abyf‚wZ‡Z AvNvZ Ki‡Z cv‡i Ges Avgiv Ab¨fv‡e GB mgm¨v †gvKv‡ejv Ki‡Z cvwi\| Avgv‡`i K‡ói Abyf‚wZ¸‡jv fvj Dcv‡q Ab¨‡K Rvbv‡bv ev †kqvi Kiv †ek KwVb\| Z‡e wVKgZ GB Kó †kqvi Ki‡Z cvi‡j Avgv‡`i fv‡jv †eva nq\| Avgiv GUvI fve‡Z cvwi †h, Avgiv Avgv‡`i eÜz‡`i †Kgb Abyfe Kiv‡Z cvwi\| Zv‡`i wek^vm fvO‡j eÜz‡ZiI ÿwZ n‡Z cv‡i\| Avgv‡`i eÜz Ges cwiev‡ii gvbyl‡`i Kv‡Q Avgv‡`i Abyf‚wZ fv‡jvfv‡e cÖKvk Kivi Rb¨ Avgiv wZbwU mnR c`‡ÿc MÖnb Ki‡Z cvwi\| Kiæb: GKwU wd¬cPv‡U© wb‡Pi avc¸‡jv †gvUv Aÿ‡i wjLyb\| ▫ Ab¨ e¨w³‡K †`vlx mve¨¯Í K‡i Ggb evK¨ cwinvi K‡i Avcwb †Kgb Abyfe K‡ib ev Avcwb wK fve‡Qb Ggb evK¨ e¨envi Kiæb\| GB evK¨¸wj g~jZ Avgv‡`i wbR¯^ AwfÁZv Ges Abyf‚wZi, Ges G¸‡jv‡K ejv nq ÔwbR¯^ wee„wZÕ (‘I statements’)\| ÔZzwg GKRb Lvivc eÜz KviY Zzwg Avgvi †Mvcb K_v Ab¨‡K e‡j w`‡q‡QvÕ- GBfv‡e ejvi cwie‡Z© hw` Avcvwb Gfv‡e ej‡Z cv‡ib, ÔAvgvi Lye Lvivc †j‡M‡Q KviY Zzwg Avgvi †Mvcb K_v Ab¨‡K e‡j w`‡q‡QvÕ\| ▫ K_v ejvi mgq Avcwb GUv wbwðZ n‡q ax‡i ax‡i Ges kvšÍfv‡e K_v ejyb hv‡Z Ab¨ e¨w³ Avcbvi K_v eyS‡Z cv‡i\| ▫ eÜzZ¡c~Y© AvPiY Kiæb: mn‡hvMx, mnvqK, wek^¯Í\| eÜz‡Z¡ Avcwb †h ¸b¸wj Avkv K‡ib Zv wb‡Ri g‡a¨ cÖwZdwjZ Kiæb\| Kiæb: GB c×wZ¸wj Ges ÔÔwbR¯^ wee„wZÕÕ (‘I statements’) RywU †eu‡a Abykxjb Kivi Rb¨ AskMÖnbKvix‡`i mgq w`b\| cÖkœ Kiæb: ‡Kb Ab¨‡`i Kv‡Q GB welqwU wb‡q Av‡jvPbv Kiv ¸iæZ¡c~Y© wQj Ges Zv‡`i wK Abyf‚Z n‡qwQj, Gi cwie‡Z© GKRb Av‡iKRb‡K ejv †h, Zviv hv K‡iwQj Zv fyj wQj? (GwU Zv‡`i Ø›Ø‡K Av‡iv BwZevPK I mdjfv‡e mgvavb Ki‡Z mvnvh¨ Ki‡e\|) Kvh©µg 3 ‡Q‡j‡`i Rb¨: AvwRR ‡hLv‡b _v‡K †mB cvovq Zvi wKQz bZzb eÜz n‡q‡Q\| Zvi cy‡iv‡bv eÜziv GL‡bv eûg~Lx †K‡›`ª †hvM †`q, †hLv‡b Zvi bZzb eÜziv PvKwi LyuR‡Q Ges Zv‡K a~gcv‡b DrmvwnZ Ki‡Q Ges GKRb cyiæ‡li g‡Zv AvPiY Ki‡Z DrmvwnZ Ki‡Q\| Zvi bZzb eÜziv AvwRR‡K e‡j †h †jLvcov Kiv Lye ¸iæZ¡c~Y© bq Ges Zviv Zv‡K Ggb me bZzb ‡jv‡Ki mv‡_ cwiPq Kwi‡q w`‡Z cv‡i hviv Zv‡K PvKwi †c‡Z mvnvh¨ Ki‡Z cv‡i, wKš‘ Gme K_v Zvi KvD‡K ejv DwPr n‡e bv\| AvwRR GB †jvK‡`i cQ›` Ki‡Zv Ges Zv‡`i mv‡_ eÜzZ¡ eRvq ivL‡Z †P‡qwQj\| ‡g‡q‡`i Rb¨: RvbœvZ GKwU bZzb K¨v‡¤ú ¯’vbvšÍwiZ n‡q‡Q Ges Zvi `ywU bZzb eÜz n‡q‡Q\| Zv‡`i g‡a¨ GK eÜz Zv‡K cÖwZ‡ekx †K‡›`ªi wewfbœ Kv‡R †hvM w`‡Z DrmvwnZ K‡i †hLv‡b †m wbivc‡` mgeqmx (peers) ev hZœKvix‡`i mv‡_ †h‡Z cv‡i\| Aciw`‡K, Ab¨ eÜz Zv‡K e‡j †h, GLv‡b †M‡j Kv‡Ri wKQz n‡e bv, Zvi e`‡j Zvi GLv‡bB _vKv DwPr Ges wb‡R‡`i g‡a¨ mgq KvwU‡q G‡K Ab¨‡K Av‡iv fv‡jvfv‡e Rvbv Ges bZzb K¨v‡¤úi bZzb Rxeb m¤ú‡K© Av‡iv fv‡jvfv‡e Rvbv DwPr\| RvbœvZ GB †g‡q‡`i cQ›` K‡i Ges †m `yR‡bi mv‡_B eÜzZ¡ eRvq ivL‡Z Pvq\| cÖkœ Kiæb (‡Q‡j Ges †g‡q Dfq‡KB): o AvwRR Ges RvbœvZ eÜz‡`i mv‡_ Zv‡`i GB mswkøóZv‡K wKfv‡e fve‡Q? hLb eÜz ev mncvVx‡`i KvQ †_‡K Avgiv wKfv‡e wK Kie †mB e¨cv‡i †Kvb ai‡Yi Pvc ev AvPiY Abyfe Kwi ZLb GUv‡K Avgiv wK ewj? (wcqvi †cÖkvi ev mvgvwRK Pvc) o G¸‡jv wK ai‡Yi Pvc n‡Z cv‡i? (wK ci‡Z n‡e, wK e¨envi Ki‡Z n‡e, †Kv_vq †h‡Z n‡e, †Q‡j/‡g‡q‡`i mv‡_ wK ai‡Yi AvPiY Kiv hv‡e BZ¨vw`) \| o mgeqmx‡`i (peer) me ai‡Yi PvcB wK BwZevPK ev †bwZevPK? (wKQz wcqvi ‡cÖkvi BwZevPK, Ges wKQz †bwZevPK\| eÜz‡`i cÖ_g `j AvwRR Ges RvbœvZ‡K Ggb wKQz Ki‡Z DrmvwnZ Ki‡Q hv Zv‡`i Rb¨ fvj\| †hLv‡b Ab¨ `jwU Ggb wKQz Ki‡Z DrmvwnZ Ki‡Q hv fwel¨‡Z Zv‡`i Rb¨ †Kvb mydj e‡q Avb‡e bv\|) o Avgiv wKfv‡e BwZevPK ev †bwZevPK mvgvwRK Pvc mbv³ Ki‡Z cvwi? (‡bZxevPK mvgvwRK Pvc n‡jv hLb Avgv‡`i eÜz ev Rxe‡bi Ab¨iv Avgv‡`i Ggb wKQz Ki‡Z ev fvev‡Z †Póv K‡i hv Avgv‡`i Ges Ab¨‡`i Rb¨ ÿwZKviK n‡Z cv‡i\| BwZevPK mvgvwRK Pvc n‡jv †bwZevPK mvgvwRK Pv‡ci wecixZ\| hLb Avgiv G‡K Aci‡K fvj Dcv‡q mg_©b Kwi, †hgb Avgiv hLb G‡K Aci‡K GKwU j‡ÿ¨ ‡cŠQv‡bvi Rb¨ ev ÿwZ †_‡K `~‡i _vKvi Rb¨ fvj wm×všÍ wb‡Z DrmvwnZ Kwi\|) cÖkœ Kiæb: Avcwb wK KL‡bv †bwZevPK ev BwZevPK mvgvwRK Pvc Abyfe K‡i‡Qb? †KvbUv‡Z fvj Abyfe n‡q‡Q? cÖkœ Kiæb: ‡Q‡j/‡g‡qiv GB †bwZevPK mvgvwRK Pvc wKfv‡e mvgjv‡Z ev Gov‡Z cv‡i? AvR Avgiv Av‡iv wKQz †KŠkj wkLe, wKfv‡e Avgiv GB ai‡Yi †bwZevPK mvgvwRK Pvc D‡cÿv Ki‡Z Ges BwZevPK mvgvwRK Pvc‡K DrmvwnZ Ki‡Z cvi‡ev\| mnvq‡Ki Rb¨ `ªóe¨: A‡bK wK‡kvi-wK‡kvix ïaygvÎ †bwZevPK mvgvwRK Pvc †c‡q _vvK‡Z cv‡i Ges Lye †ekx BwZevPK mg_©b cvqwb\| jÿ¨ Kiæb, wK‡kvi-wK‡kvixiv Zv‡`i Rxe‡b BwZevPK Ges †bwZevPK cÖfve‡K wKfv‡e †`‡L\| †KvbUv‡K Zviv ¯^vfvweK g‡b K‡i, BwZevPK bvwK †bwZevPK? e¨vL¨v Kiæb: bx‡Pi c‡q›U¸‡jv wd¬cPv‡U© cÖ¯‘Z ivLyb Ges AskMÖnbKvix‡`i mv‡_ G¸‡jv Av‡jvPbv Kiæb\| ÔbvÕ e‡j ¯úófv‡e Avcbvi cQ‡›`i K_v ejyb: ejyb, Ôbv, ab¨ev`Õ; KL‡bv KL‡bv GUv ej‡Z cviv LyeB mnR\| wb‡Ri cÖwZwµqvi cybive„wË Kiæb: wb‡Ri Ae¯’v‡b `„p _vKzb Ges wb‡Ri GB cÖwZwµqvi cybive„wË Kiæb, Ôbv, ab¨ev`Õ\| KviY e¨vL¨v Kiæb: GKwU Kvib ejyb †Kb; ejvi †Póv Kiæb, ÔbvÕ ab¨ev`, Avgv‡K AvMvwgKvj ZvovZvwo Nyg †_‡K DV‡Z n‡eÕ ev ÔbvÕ ab¨ev`, Avgvi UvKvi cÖ‡qvRb\| mZ¨ ejyb: gvbyl Ab¨‡K Pvc †`qvi Awf‡hv‡M Awfhy³ n‡Z cQ›` K‡i bv, ZvB ¯úófv‡e ejvi †Póv Kiæb, ÔAvgvi mgeqmx‡`i GB Pvc‡K AwZwi³ †ekx g‡b n‡”Q, Ges Zvic‡i †mB ¯’vb Z¨vM Kiæb\| `~‡i P‡j hvb: mgmg‡qi Rb¨ GKUv Dcvq n‡jv, †Kvb ai‡Yi cÖwZwµqv bv †`wL‡q `~‡i P‡j hvIqv\| cÖm½ cwieZ©b Kiæb: mg‡qi mØ¨envi Kivi civgk© w`‡Z cv‡ib, Ôbv ab¨ev`, Avcwb wK Pvb? Avgiv eis...Õ mwµq nIqv: hw` Avcwb Av‡MB eyS‡Z cv‡ib †h, Avcwb Ggb †Kvb cwiw¯’wZ‡Z Av‡Qb †hLv‡b Avcwb Pv‡ci m¤§yLxb n‡Z cv‡ib, †hUv Avcbv Rb¨ ¯^v”Q›`Ki bq Ggb wKQz Ki‡Z Pvc †`Iqv n‡e, Zv NUvi Av‡MB †mB ¯’vb Z¨vM Kiæb\| e¨w³‡K MÖnb Kiæb, Zvi AvPiY‡K cÖZ¨vL¨vb Kiæb: hw` e¨w³wU Avcbv‡K KwVb mgq †`q, Z‡e ejvi †Póv Kiæb, ÔAvwg Avcbvi wm×všÍ‡K m¤§vb Kwi, ZvB `qv K‡i Avgvi wm×všÍ‡KI Avcwb m¤§vb KiæbÕ\| ejyb: Avmyb GBgvÎ Avgiv hv Av‡jvPbv K‡iwQ Zvi †cÖwÿ‡Z Ggb wKQz mvgvwRK Pvc ‡`wL Ges Gi ga¨ †_‡K wKQz Abykxjb Kwi\| Kiæb: wK‡kvi-wK‡kvix‡`i‡K †QvU ‡QvU `‡j wef³ Kiæb Ges Avcbvi †`Iqv civgk© Abyhvqx Zv‡`i `‡j †mUv Abykxjb Ki‡Z ejyb\| evwo‡Z Kivi Rb¨ A¨vKwUwfwU: cieZ©x Awa‡ekb ch©šÍ, eÜz‡`i mv‡_ Avcbvi m¤ú‡K©i Ae¯’v jÿ¨ Kiæb Ges g‡Zi Awgj Ges wewfbœ ai‡Yi mvgvwRK Pvc KvwU‡q DVvi Rb¨ Avcbvi wK ‡KŠkj Aej¤^b Ki‡Z n‡”Q Zv †evSvi †Póv Kiæb\| GB †ÿ‡Î Avcwb Avcbvi IqvK©eyK e¨envi Ki‡Z cv‡ib\| Awa‡ekb 03: kÖeb Ges †hvMv‡hvM D‡Ïk¨: - ‡hvMv‡hvM Kivi †ÿ‡Î AskMÖnbKvixiv kÖe‡bi ¸iæZ¡ eyS‡Z cvi‡e\| - AskMÖnbKvixiv wewfbœ BwZevPK †hvMv‡hvM †KŠk‡ji mv‡_ cwiwPZ n‡e\| - AskMÖnbKvixiv AvZ¥wek^vmx †hvMv‡hvM †KŠkj Abykxjb Kivi my‡hvM cv‡eb\| mgq: o 1 N›Uv DcKiY: wd¬cPvU© KvMR, gvK©vi, KvMR, Kjg, iwOb Kjg, AskMÖnbKvix‡`i Rb¨ IqvK©eyK\| cÖwµqv: c~e©cv‡Vi c~biv‡jvPbv Kiæb\| wK‡kvi-wK‡kvix‡`i wRÁvmv Kiæb Zviv Av‡Mi Awa‡ek‡b wK wk‡L‡Q Ges Avcwb Zv‡`i †klevi †`Lvi ci ‡_‡K G ch©šÍ Zviv wKfv‡e ‡mB wkÿv Kv‡R jvwM‡q‡Q\| Kvh©µg 1 Avgv‡`i AvR‡Ki Awa‡ek‡bi welqe¯‘ †kvbv ev kÖeb Ges †hvMv‡hvM\| GB `ywU welq Avgv‡`i ˆ`bw›`b Rxe‡b LyeB ¸iæZ¡c~Y© KviY Avcwb hw` G¸wj‡K mwVKfv‡e e¨envi Ki‡Z cv‡ib Z‡e GwU Avcbv‡K my¯’ m¤úK© eRvq ivL‡Z Ges wm×všÍ¸wj‡K cÖfvweZ Ki‡Z mnvqZv Ki‡e\| o AskMÖnbKvix‡`i GK mvwi‡Z `vov‡Z ejyb\| o wb‡Pi evK¨wU wdmwdm K‡i mvwi‡Z `vov‡bv cÖ_g e¨w³‡K ejyb: Ôev`‡ji wZbwU weovj, PviwU cvqiv Ges `ywU cvwL Av‡QÕ\| Gevi mvwii ‡kl e¨w³i Kv‡Q bv Avmv ch©šÍ µgvbymv‡i GKB K_v GKRb Av‡iKR‡bi Kv‡Q hv ïb‡Qb †mUvB cv‡ki Rb‡K Avevi wdmwdm ejyb\| wRÁvmv Kiæb: ‡kl ch©šÍ K_vwU wK GKB wQj †hUv cÖ_g e¨w³ Zvi c‡ii Rb‡K e‡jwQj? hw` Ab¨iKg n‡q _v‡K _v‡K Zv wKfv‡e n‡jv Ges †Kb? o Avcbvi hw` mgq _v‡K, mvwi‡Z AskMÖnbKvix‡`i µg cwieZ©b K‡i Ab¨ evK¨ w`‡q AbykxjbwU cyive„wË Kiæb\| wRÁvmv Kiæb: GB Kvh©µ‡g †kvbvi welqwU ‡Kb GZ KwVb n‡jv? Avgv‡`i eÜziv hLb Avgv‡`i ¸iæZ¡c~Y© wKQz e‡j ZLb Avgiv fv‡jvfv‡e †kvbvi Rb¨ wK ai‡Yi wUcm e¨envi Ki‡Z cvwi? my¯’ †hvMv‡hvM ¯’vc‡bi Rb¨ cÖ_g Acwinvh© c`‡ÿc n‡jv gb w`‡q †kvbv\| Avgiv GLv‡b hv K‡iwQ Zv wQj GKZidv †hvMv‡hvM, ZvB wKQz Z_¨ nvwi‡q †M‡Q ev iƒcvšÍwiZ n‡q‡Q\| ‡Kvb †Kvb †ÿ‡Î GUv bvbv mgm¨v ˆZix Ki‡Z cv‡i\| my¯’ †hvMv‡hv‡Mi wfwË ¯’vcb K‡i‡Qb wKbv Zv wbwðZ Ki‡Z GLv‡b D‡jøwLZ wKQz wUcm ev civgk© Avcwb AbymiY Ki‡Z cv‡ib: †kvbvi Rb¨ wUcm: • GKRb mwµq †kÖvZv nIqv: gv_v †b‡o Ges Avcwb eyS‡Z †c‡i‡Qb Zv †`wL‡q e¨w³i Mí ev cv‡Vi mv‡_ hy³ nIqv\| • e³vi gy‡Li w`‡K jÿ¨ Kiæb Ges †Pv‡Li †hvMv‡hvM eRvq ivLyb\| • g‡bv‡hvMx nIqv Ges cvkvcvwk wbiæ‡ØM _vKv • Ab¨ e¨w³ wK ej‡Q Zv †Lvjv g‡b †Lqvj Kiæb • ‡Kvb evav bv w`‡q e¨w³‡K K_v ejvi my‡hvM w`b • cÖkœ Kivi Av‡M e¨w³i K_v ‡kl nIqv ch©šÍ A‡cÿv Kiæb • e³vi Abyf‚wZ †evSvi †Póv Kiæb • Dchy³ g‡b n‡j Avcbvi gZvgZ cÖ`vb Kiæb\| Avmyb GB civgk© ev wUcm¸‡jv Abykxjb Kwi: o AskMÖnbKvix‡`i GK mvwi‡Z `vov‡Z ejyb\| wKšÍy GB mgq cv‡ki e¨w³‡K K_v Pvjvb Kivi mgq AskMÖnbKvixiv G‡K Aci‡K evowZ wKQz Bw½Z w`‡Z cv‡ib\| o cÖ¯ÍvweZ evK¨: Ôcwji `yB fvB Av‡Q\| †m wkÿv‡K‡›`ª hvq Ges Zvi eo fvB K¨v‡¤ú KvR K‡i Avi Ab¨Rb `wR©\| wRÁvmv Kiæb: Avcwb wK cv‡ki Rb‡K ejv Ges †kl‡gl cy‡iv mvB‡Kj ‰ah© a‡i †kvbvi †ÿ‡Î Z‡_¨i gv‡bi †Kvb DbœwZ jÿ K‡i‡Qb? Kvh©µg 2 kÖeb †hvMv‡hv‡Mi GKwU Ask wn‡m‡e Av‡m\| eÜz ‰Zix I a‡i ivLvi Rb¨ †hvMv‡hvM Acwinvh©, Ges GwU Avgv‡`i Kg©¯’‡j, ¯‹z‡j, cwiev‡ii mv‡_ Ges Avgv‡`i Pvicv‡ki me gvby‡li mv‡_ e¨envi Kivi Rb¨I `iKvi\| ‡hvMv‡hv‡Mi Rb¨ memgq `ywU c‡ÿi cÖ‡qvRb nq: GKRb hviv ïb‡Q Ges GKRb hviv †hvMv‡hvM Ki‡Q Ges GB f‚wgKv¸‡jv cwieZ©bkxj\| GLb †h‡nZz Avgiv Rvwb wKfv‡e ïb‡Z nq †Zgwb Avgiv Av‡iv Rvb‡Z cvwi †h, †hvMv‡hvM Kivi Rb¨ Avgiv wKfv‡e Av‡iKUz †ekx K_v ej‡ev\| e¨vL¨v Kiv: †hvMv‡hv‡Mi wZbwU cÖavb aiY ev ˆkjx i‡q‡Q Ges G¸‡jv me Avcbv‡`i mv‡_ †kqvi K‡i †`L‡Z PvB †KvbwU me‡P‡q fv‡jv KvR K‡i\| 1. wbw®Œq †hvMv‡hvM: hLb Avgiv mivmwi ej‡Z cvwi bv †h Avgiv Avm‡j wK PvB ev cÖ‡qvRb\| †hgb, c¨vwmf ‡jv‡Kiv, Zviv hv g‡b K‡i Zv ej‡Z cv‡i bv, Zviv †Pv‡L †PvL †i‡L †hvMv‡hvM Ki‡Z cv‡i bv, bxPz ¯^‡i K_v e‡jb\| Zviv msNl© Gov‡bvi Rb¨ A‡b¨i mv‡_ GKgZ n‡Z cv‡ib\| 2. AvµgbvZ¥K †hvMv‡hvM: hLb Avgiv hv PvB ev cÖ‡qvRb Zv ej‡Z cvwi, Z‡e Zv D”P¯^‡i ev Zxeª fw½‡Z Kwi\| D`vniY¯^iƒc, Avgiv Ab¨‡`i evav w`‡Z cvwi ev eÜzZ¡c~Y© bq Ggb ˆ`wnK fvlv cÖ`k©b Ki‡Z cvwi, Ab¨‡`i fq †`Lv‡Z ev Kó`vqK K_v ej‡Z cvwi\| 3. AvZ¥wek^vmx ev `„p †hvMv‡hvM: hLb Avgiv ewj †h, Avgiv hv PvB Zv m¤§vbRbK Dcv‡q PvB, hv cÖ‡qvRb ZvB ewj\| D`vnib¯^iƒc, Avgiv †Lvjv‡gjv Ges ¯^v”Q›`gq ‰`wnK fvlv e¨envi Kwi, Avgiv †Pv‡L †PvL ivwL Ges `„p wKš‘ eÜzZ¡c~Y© KÚ¯^i e¨envi Kwi, Ab¨‡`i m¤§vb †`B Ges wb‡R‡KI m¤§vb Kwi\| Avgiv wewfbœ cwiw¯’wZ‡Z †hvMv‡hvM Kivi Rb¨ wewfbœ Dcvq e¨envi Kwi\| ‡ekxifvM ‡ÿ‡ÎB, AvZ¥wek^vmx ev `„p †hvMv‡hvM n‡jv m‡e©vËg cš’v\| GwU Avcbv‡K ev Avcbvi cÖ‡qvRb Rvbv‡Z, mxgvbv ˆZix Ki‡Z Ges Avcwb hv Abyfe K‡ib Zv m¤œvbRbKfv‡e ejvi my‡hvM †`q\| Kvh©µg 3 GB Awa‡ekbwU †kl Kiv Av‡M Avgiv †mB c‡q›U¸wj m¤ú‡K© Av‡iv wKQz K_v ej‡ev hv Avcbv‡K AviI fv‡jv †hvMv‡hvM Ki‡Z mnvqZv Ki‡e\| cÖkœ Kiæb: Ggb wK wK c‡q›U i‡q‡Q hv Ab¨‡`i ej‡j Zv‡`i Avcbvi mv‡_ Av‡iv wbtm‡¼v‡P K_v ej‡Z mvnvh¨ Ki‡e? • hv`y kã: BwZevPK Ges fv‡jv kã e¨envi Kiæb\| • cwi¯ªyZ kã (Filter words): wKQz kã Av‡Q †h¸‡jv ïb‡Z Lvivc jv‡M hv Ab¨ gvby‡li weiw³i D‡`ªK Ki‡Z cv‡i †mBme kã e¨envi cwinvi Kiv\| • wee„wZi D‡Ïk¨: Avcbvi Aby‡iv‡ai KviY I Gi A_© e¨vL¨v Kiæb, D`vniY ¯^iƒc, ÔAvwg GwU Aby‡iva KiwQ... KviY...Õ\| • wbR¯^ wee„wZ (I statements): eÜz‡Z¡i Awa‡ek‡b Avgiv ÔwbR¯^ wee„wZÕi K_v D‡jøL K‡iwQjvg\| wb‡Ri nZvkv‡K cwi®‹vifv‡e, Ab¨‡K †`vlv‡ivc bv K‡i cÖKvk Kiæb\| K_v ejvi mgq ÔAvcwbÕ Gi cwie‡Z© ÔAvwgÕ w`‡q ïiæ nIqv evK¨ e¨envi Kiæb\| Ges e¨w³‡K Lvivc ejvi cwie‡Z© hv N‡U‡Q Zvi Rb¨ Avcwb †Kgb Abyfe Ki‡Qb Zv cÖKvk Kiæb\| D`vniY¯^iƒc, ÔhLb GB NUbvwU NUvq Avgvi Lvivc †j‡M‡Q... KviY... Õ\| • gZvg‡Zi cwie‡Z© Z_¨: ZK© Kivi mgq Avcbvi hyw³ e¨envi Kiæb\| mvaviY K_v ej‡eb bv- D`vniY¯^iƒc, ÔAvcwb KL‡bv Avgvi K_v †kv‡bb bvÕ ejvi cwie‡Z© ejyb, ÔMZKvj hLb Avcbvi mv‡_ K_v ejwQjvg ZLb Avgvi g‡b n‡qwQj †h, Avcwb Avgvi K_vq cÖ‡qvRbxq g‡bv‡hvM w`‡”Qb bvÕ\| • wb‡Ri kix‡ii fvlv m¤ú‡K© m‡PZb _vKzb: KL‡bv KL‡bv kã QvovI †hvM‡hvM Kiv ¸iæZ¡c~Y© Ges KL‡bv KL‡bv Avgiv k‡ãi Dci †dvKvm Ki‡Z wM‡q GB ai‡Yi †hvMv‡hv‡Mi kw³ m¤ú‡K© fz‡j hvB\| kã Qvov gvbyl †hfv‡e †hvMv‡hvM K‡i Zv †evSvi Rb¨ wbw`©ó wKQz wel‡qi w`‡K jÿ¨ ivLv A_©vr KLb ‡Kvb e¨w³i Kv‡Q hvIqvi ev wKQz ejvi Dchy³ mgq GUv eyS‡Z cviv\| D`vniYm&¦iƒc, Avcwb hw` †`‡Lb Avcbvi ‡evb ev fvB K¬všÍ, Zvn‡j Zv‡`i KvQ †_‡K †Kvb ai‡Yi mvnv‡h¨i Avkv Kivi Rb¨ GUv Dchy³ mgq bq, BZ¨vw`\| evwo‡Z Kivi Rb¨ A¨vKwUwfwU: cieZ©x Awa‡ekb ch©šÍ, Avgv‡`i ˆ`bw›`b Rxe‡b me ai‡Yi †kvbv, †hvMv‡hvM Ges ÔbvÕ ejvi ‡KŠk‡ji †h avc¸‡jv wk‡LwQ Zv e¨envi Kivi †Póv Kwi\| cieZ©x Awa‡ek‡b Avcbvi AwfÁZv Avgv‡`i mv‡_ fvM K‡i †bqvi Rb¨ Avcbv‡K Avgš¿Y Rvbv‡bv n‡e\| GB †ÿ‡Î Avcwb Avcbvi IqvK©eyK e¨envi Ki‡Z cv‡ib\| Awa‡ekb 04: mngwg©Zvi weKvk D‡Ïk¨: - AskMÖnbKvixiv eyS‡Z cvi‡e ‡Kvb GKUv welq‡K ‡evSv ev †`Lvi Rb¨ GKvwaK Dcvq i‡q‡Q\| - AskMÖnbKvixiv `„wó‡Kvb Ges Dcjwäi g‡a¨ m¤úK© eyS‡Z cvi‡e\| mgq: o 1 N›Uv DcKiY: wd¬cPvU© KvMR, gvK©vi, KvMR, Kjg, iwOb Kjg, AskMÖnbKvix‡`i Rb¨ IqvK©eyK\| cÖwµqv: c~e©cv‡Vi c~biv‡jvPbv Kiæb\| wK‡kvi-wK‡kvix‡`i wRÁvmv Kiæb Zviv Av‡Mi Awa‡ek‡b wK wk‡L‡Q Ges Avcbvi mv‡_ †kl †`Lv nIqvi c‡i Zviv wKfv‡e GwU e¨envi K‡i‡Q\| Kvh©µg 12 AvR‡Ki Awa‡ek‡b Avgiv Ggb wKQz m¤ú‡K© Av‡jvPbv Ki‡ev hv‡K ejv nq Dcjwä ev cvi‡mckb\| Z‡e welqwU‡Z hvIqvi Av‡M Avmyb GKwU †Ljv †Lwj: o AskMÖnbKvix‡`i cÖwZwU Qwe †`L‡Z Ges Qwei mv‡_ m¤úwK©Z cÖ‡kœi DËi w`‡Z ejyb\| cÖkœ Kiæb: Qwe 1: Zzwg wK †`L‡Z cvI? (e„×v I hyeZx); Qwe 2: Zzwg wK †`L‡Z cvI? (GKwU e„× `¤úwZ Ges m½xZ wkíx‡`i mv‡_ GKwU Ni Ges `iRvq GKRb gwnjv Ges GKwU SvoevwZ); Qwe 3: Qwei jvBb¸‡jv wK †mvRv? (n¨v) cÖkœ Kiæb: Qwe 1: Avcwb †Kb g‡b K‡ib wewfbœ e¨w³ G‡KK cwiw¯’wZ G‡KK fv‡e Abyfe K‡i? Avcwb wK g‡b K‡ib ev¯Íe Rxe‡bI Ggb NU‡Z cv‡i? `yRb gvbyl GKB wRwbm ev cwiw¯’wZi w`‡K ZvwK‡q `ywU m¤ú~Y© wfbœ wRwbm †`L‡Z ev Dcjwä Ki‡Z cv‡i\| †Kvb e¨w³B m¤ú~Y© mwVK ev fzj bq\| Zv‡`i `„wófw½ (Avgiv ‡hfv‡e †Kvb wKQz †`wL) †Kej wfbœ\| Kíbv Kiæb PviRb gvbyl, GKRb KvVwgw¯¿; GKRb KweivR; GKRb eveywP© Ges GKwU wkï mevB GKwU dj Mv‡Qi w`‡K ZvwK‡q Av‡Q\| KvVwgw¯¿ †`‡L H Mv‡Qi KvV w`‡q ‡m wKwK ˆZix Ki‡Z cv‡ib\| KweivR †`‡Lb †m H Mv‡Qi cvZv w`‡q wK Jla ‰Zix Ki‡Z cvi‡eb\| eveywP© †`‡Lb Av¸‡bi KvV hv w`‡q wZwb ivbœv Ki‡Z cvi‡eb Ges wkïwU †`‡L my¯^v`y dj hv †m †L‡Z cvi‡e\| GKwU cwiw¯’wZ Avgiv wKfv‡e †`wL Zv Avgv‡`i AvMÖn, g~j¨‡eva, wek^vm Ges AwfÁZv Øviv cÖevweZ nq\| †Kvb wKQz †`Lvi †h GKvwaK Dcvq _vK‡Z cv‡i Avgiv hLb †mUv A¯^xKvi ZLbB Ø›Ø ˆZix nq\| Avgiv hv †`wL ev eywS Zv †`L‡Z ev †evSv‡Z Ab¨‡`i mvnvh¨ Kivi cwie‡Z© A‡bK mgq †i‡M hvB, wPrKvi Kwi Ges GgbwK `y‡i m‡i hvB\| A‡bK †ÿ‡Î g‡Zi Awgj n‡j H e¨w³i mv‡_ K_v ejv eÜ K‡i †`B\| hvB‡nvK, Avgv‡`i Gi wecixZ KvRwU Ki‡Z n‡e\| Avcbv‡`i A‡b‡KB Qwe¸‡jv †_‡K cÖ_‡g GKwU `„k¨ †`L‡Z mÿg n‡qwQ‡jb\| wKš‘ Avcbviv hLb G‡K Ac‡ii mv‡_ Av‡jvPbv K‡i‡Qb Ges GKRb Av‡iKRb‡K e¨vL¨v K‡i eyS‡Z mvnvh¨ K‡i‡Qb ZLb G‡K G‡K mevB me¸‡jv `„k¨ †`L‡Z mÿg n‡q‡Qb\| Avgiv cÖ‡Z¨‡KB Abb¨ Ges Avgv‡`i Pvicv‡ki c„w_ex‡K †hfv‡e eywS †mUvI Abb¨\| Avgv‡`i `„wó‡Kvb †_‡K KvD‡K †Kvb wKQz †evSv‡Z n‡j Avgv‡`i wb‡R‡`i B”QvI _vK‡Z n‡e\| †mB mv‡_ ˆah© a‡i, kvšÍfv‡e Ges cwi®‹vi †hvMv‡hvM ¯’vc‡bi gva¨‡g ‡evSv‡Z n‡e\| Avgv‡`i Aek¨B ¯^xKvi Ki‡Z n‡e †h, †Kvb wKQz †`Lvi ev †evSvi GKvwaK Dcvq _vK‡Z cv‡i\| Avgv‡`i Abygvb‡K GKB `„wófw½‡Z wb‡q Avmvi gva¨‡g GKwU mwVK wm×v‡šÍ †cŠQv‡bvi Rb¨ cÖvqkB mK‡ji mv‡_ mn‡hvwMZvg~jK Dcv‡q KvR Kiv fv‡jv\| Kvh©µg 2 o AskMÖnbKvix‡`i e„ËvKv‡i `vov‡Z n‡e\| o AskMÖnbKvix‡`i e¨w³ K I e¨w³ L †K kbv³ Ki‡Z ejyb\| o K AskMÖnbKvix‡K Zvi GK nvZ w`‡q gywó ˆZix Ki‡Z wb‡`©k w`b\| o L AskMÖnbKvix‡`i wb‡`©k w`b GB †Ljvq wRZ‡Z n‡j Zv‡`i m½xi nv‡Zi gywó Lyj‡Z n‡e\| o Abykxjb ïiæ Kiæb Ges 30 †m‡KÛ ci Zv eÜ Kiæb\| o wRÁvmv Kiæb †K cÖ_g gywó Lyj‡Z †c‡i‡Q Ges †K cv‡iwb\| o Askx`vi‡`i f‚wgKv cwieZ©b Kiæb Ges †LjvwU Avevi †Lj‡Z ejyb Ges 30 †m‡KÛ ci Zv eÜ Kiæb\| o Abykxj‡b wK N‡U‡Q Zv Avevi wR‡Ám Kiæb\| hw` †KD Zvi m½xi nv‡Zi gywó Lyj‡Z mÿg n‡q _v‡K Zvn‡j Zv‡K wR‡Ám Kiæb wZwb wK †KŠkj Aej¤^b K‡iwQ‡jb †mUv mevi mv‡_ †kqvi Ki‡Z ejyb\| Av‡jvPbvi D`vniY ïbyb\| cÖkœ Kiæb: wK n‡qwQj? GB Kvh©Kjv‡c Avcwb †Kb ej cÖ‡qvM K‡i‡Qb ev cÖwZ‡iva Ki‡Z †P‡q‡Qb? †Kb Avgiv a‡i wbjvg †h wRZ‡Z n‡j Avgv‡`i m½x‡K nvi‡Z n‡e? cÖwZ‡iva K‡i Avcwb wK †c‡q‡Qb? Ab¨ †Kvb Dcvq wK wQj? `yRb m½x GKwU Rq-Rq mgvav‡b †cŠQv‡bvi Rb¨ wK wK †KŠkj Aej¤^b K‡i‡Qb? GB Kvh©Kjv‡ci mv‡_ c~e©eZx Kvh©Kjvc wKfv‡e m¤úwK©Z? GB Kvh©Kjvc wKfv‡e Avgv‡`i Rxe‡bi Ø›Ø †gvKv‡ejvi g‡a¨ cÖwZdwjZ n‡”Q? cÖK…wZMZfv‡e gvby‡li PwiÎ cÖwZ‡hvwMZvc~Y©\| AwaKvsk cwiw¯’wZ‡K Avgiv Rq-civRq wn‡m‡e †`L‡Z PvB; †ekxifvM mg‡qB wkï wn‡m‡e Avgiv wewfbœ ai‡Yi cÖwZ‡hvwMZvq AskMÖn‡bi Rb¨ Drmvn †c‡q _vwK, GgbwK K¬v‡m fv‡jv †iRvë Kivi Rb¨, †kÖô dzUej †L‡jvqvi nIqvi Rb¨ Avgv‡`i wcZvgvZv, wkÿK Ges eo‡`i KvQ ‡_‡K cyi®‹…Z n‡q _vwK\| cÖvßeq¯‹ wn‡m‡e ïagvÎ Ô†mivÕ nIqvi Rb¨ cyi¯‹vi wn‡m‡e Av‡iv †ekx A_© jvf Ki‡Z cvwi Ges Av‡iv A‡bK ai‡Yi my‡hvM-myweav †c‡Z cvwi\| me cwiw¯’wZ‡K Rq-civRq wn‡m‡e †`Lvi Af¨vm Avgv‡`i Rb¨ Ab¨‡`i `„wófw½‡K MÖnb Kiv KwVb K‡i Zzj‡Z cv‡i; Avgiv †h gZvg‡Zi mv‡_ GKgZ bB Zv ïb‡Z; KvR †kl Kivi w`‡K g‡bv‡hvM †`qvi e`‡j cÖwZ‡hvwMZv‡K cÖvavb¨ †`qv BZ¨vw`\| GB Af¨vmwU ZLbB we‡kl Kv‡Ri hLb Av‡kcv‡k ch©vß wi‡mvm© bv _v‡K\| D`vniY¯^iƒc, ch©vß Lvevi †bB, ch©vß PvKwi †bB ev ch©vß RwgI †bB\| hw`I Avgv‡`i Pwi‡Îi cÖ_g cÖe„wË n‡jv ÔRqÕ, GLv‡b g‡b ivL‡Z n‡e ¯^vfvweKfv‡eB msNv‡Zi cÖwZwµqvi Rvbv‡bvi ÿgZv Avgv‡`i i‡q‡Q\| cÖ_g avcwU †_‡KB Rvbv hvq GLv‡b cQ‡›`i Av‡iv my‡hvM i‡q‡Q\| evwo‡Z Kivi Rb¨ A¨vKwUwfwU: GB mßv‡n, hw` m¤¢e nq, Ab¨ gvbyl‡`i AvPiY ch©‡eÿY Kivi †Póv Kiæb Ges †`Lyb Zv‡`i KvQ ‡_‡K bv ï‡bI Avcwb Zv‡`i Abyf‚wZ m¤ú‡K© KZUzKz eyS‡Z cvi‡Qb\| cieZ©x Awa‡ek‡b Avgiv Avgv‡`i ch©‡eÿY †kqvi Ki‡Z cvwi\| GB Kv‡R Avcwb Avcbvi IqvK©eyK e¨envi Ki‡Z cv‡ib\| Awa‡ekb 05: gZwe‡iva I Av‡jvPbvi gva¨‡g ‡gvKvwejv Kiv\| D‡Ïk¨: - †hvMv‡hv‡Mi g‡a¨ †h bvbv ai‡Yi Ø›Ø i‡q‡Q AskMÖnbKvixiv Zv m¤ú‡K© eyS‡Z cvi‡e\| - AskMÖnbKvixiv g‡Zi Awgj nIqvi cwiw¯’wZ †gvKv‡ejv Kivi m‡e©vËg Dcvq I †KŠkj¸wj eyS‡Z cvi‡e mgq: o 1 N›Uv DcKiY: wd¬cPvU© KvMR, gvK©vi, KvMR, Kjg, iwOb Kjg, AskMÖnbKvix‡`i Rb¨ IqvK©eyK _vKv wbwðZ Kiæb, Awa‡ekb ïiæi Av‡M wm×všÍ MÖn‡bi AvjvcPvwiZv wd¬cPv‡U© G‡K (mshyw³) ivL‡Z n‡e\| cÖwµqv: c~e©cv‡Vi c~biv‡jvPbv Kiæb\| wK‡kvi-wK‡kvix‡`i wRÁvmv Kiæb Zviv Av‡Mi Awa‡ek‡b wK wk‡L‡Q Ges Avcbvi mv‡_ †kl †`Lv nIqvi c‡i Zviv wKfv‡e GwU e¨envi K‡i‡Q\| Kvh©µg 3 o Awa‡ek‡b AskMÖnbKvix‡`i AvMg‡bi c~‡e© †g‡S‡Z †Uc e¨envi K‡i Ggb GKwU eo eM©‡ÿÎ ˆZix Kiæb hvi †fZ‡i G‡jv‡g‡jvfv‡e QqwU †bvUeyK mvwR‡q ivLv hvq\| o AskMÖnbKvix‡`i wZbwU mgvb `‡j fvM Kiæb Ges Zv‡`i N‡ii wewfbœ ¯’v‡b Qwo‡q †h‡Z ejyb\| o cÖwZwU `j‡K wb‡R‡`i `‡ji GKwU bvg wVK Ki‡Z Ges Avb›` Ki‡Z ejyb\| Zv‡`i ejyb, GwU GKwU A‡gŠwLK Kvh©Kjvc, Ges †hvMv‡hvM Kivi Rb¨ Zviv ïaygvÎ kã Ges Djøvm Ki‡Z cvi‡e\| o cÖwZwU `j‡K Ab¨ `‡ji Kv‡Q Zv‡`i Djøvm cÖ`k©b Kivi my‡hvM w`b\| cÖwZwU `j‡K Avwg GKwU wbw`©ó KvR Ki‡Z w`e Ges `yB wgwb‡Ui g‡a¨ Zv‡`i GB KvR m¤úbœ Ki‡Z n‡e\| wb‡`©kvejx wK cwi®‹vi †evSv hv‡”Q? cÖwZwU `j †_‡K GKRb `j‡bZv‡K KvR ey‡S wb‡Z n‡e\| o cÖ‡Z¨K `j‡bZv G‡m Ges GKwU K‡i KvR ey‡S †b‡eb: - KvR K: QqwU †bvUeyK GKwU e„‡Ë mvRv‡bv _vK‡e\| - KvR L: †bvUeyK QqwU‡K gvwU‡Z †Quvqv‡bv hv‡e bv\| - KvR M: †bvUeyK QqwU‡K eM©vKvi `v‡Mi evB‡i ivL‡Z n‡e\| o KvR ey‡S †bqvi mv‡_ mv‡_ cª‡Z¨K `j‡bZv‡K ejyb, `j‡K wb‡q cwiKíbv Kivi Rb¨ Zv‡`i nv‡Z `yB wgwbU mgq eivÏ\| o `yB wgwbU n‡q †M‡j AskMÖnbKvix‡`i Pvi‡Kvbv †U‡ci Pvicvk wN‡i `vov‡Z ejyb Ges wb‡`©kvejx g‡b Kwi‡q w`b\| o `yB wgwbU c‡i, GKB fv‡e _vgyb, †bvUeyK¸wj‡K GKcv‡k mwi‡q w`b Ges †Mvj n‡q e‡m Av‡jvPbv Kiæb\| cÖkœ Kiæb: wK n‡qwQj? GUv †Kb N‡UwQj? me `j wK Zv‡`i KvR m¤úbœ Ki‡Z †c‡iwQj? DËi nu¨v n‡j wKfv‡e? bv n‡j †Kb? ev¯Íe Rxe‡b ‡Kvb welqwU AskMÖnbKvix‡`i mn‡hvwMZvc~Y© AvPiY Ki‡Z evav †`q? gvby‡li cÖwZ‡hvwMZvi cÖwZ †SuvK? ZLbB Ø›Ø NU‡Z cv‡i hLb Avgv‡`i Am½wZc~Y© jÿ¨ AR©‡bi Zvobv _v‡K\| cÖK…wZMZ fv‡eB gvbe mgv‡R Ø›Ø we`¨gvb Ges ¯^vfvweKfv‡eB GUv N‡U _v‡K\| MVbg~jKfv‡e cwiPvjbv n‡j GUv wewfbœ `„wófw½ †evSvi, bZzb wKQz †kLvi Ges wewfbœ e¨w³ I `‡ji g‡a¨ †evSvcov ˆZix Kivi my‡hvM n‡Z cv‡i\| hw` wVKgZ cwiPvjbv Kiv bv hvq Zvn‡j GLv‡b wek^v‡mi NvUwZ n‡Z cv‡i, m¤úK© bó n‡Z cv‡i GgbwK †Kvb †ÿ‡Î mwnsmZvi m„wó n‡Z cv‡i\| AvR Avgiv Ø›Ø ‡gvKv‡ejv Kivi Rb¨ cvuPwU Dcvq m¤ú‡K© Rvb‡ev\| `ªóe¨: ‡bvUeyK ‡Ljvi g‡Zv Ges Ab¨vb¨ Kvh©µ‡gi g‡Zv GLv‡bI AskMÖnbKvix‡`i GKmv‡_ KvR Ki‡Z n‡e\| Ø›Ø †gvKv‡ejvi Rb¨ `jMZ KvR, mn‡hvwMZv Ges Db¥y³ †hvMv‡hvM cÖ‡qvRb\| memgq Kvh©µ‡gi mswÿß weeiY e¨vL¨v Kivi cÖ‡qvRb †bB\| AskMÖnbKvixiv ïaygvÎ GB cÖwµqvq AskMÖnb Kivi gva¨‡gB DcK…wZ n‡eb\| wKQz mywbw`©ó mswÿß cÖkœ, †h¸‡jv Dc‡ii Av‡jvPbvq AšÍf©~³ Kiv n‡q‡Q, G¸‡jv †_‡K AskMÖnbKvix‡`i fv‡jvfv‡e wkL‡Z mnvqZv Ki‡e Ges AskMÖnbKvix‡`i Av‡iv mywbw`©ófv‡e wkL‡Z wb‡`©kbv w`‡Z cvi‡e\| Kvh©µg 2 o Ø›Ø cÖwZwµqvi cvuPwU aiY/‰kjx wb‡Pi wP‡Î †`Lv‡bv n‡jv\| Ø‡›Øi aiY ev ˆkjx wb‡Ri Rb¨ D‡ØM kvK©- cÖwZ‡hvwMZv Kiv ‡cuPv- mn‡hvwMZv ‡Reªv- Av‡cvl K”Qc- Gwo‡q hvIqv ‡fiv- aviY Kiv (GK‡gv‡WU) o Ø›Ø‡K cÖwZnZ Kivi cvuPwU wfbœ Dcvq Dc¯’vcb Kiæb\| GKwU Øvw›ØK ev mvsNwl©K cwiw¯’wZ‡Z Avgiv cÖ‡Z¨‡K GB cvuPwU mvaviY cÖwZwµqvi ‡h †Kvb GKwU Aej¤^b K‡i _vwK\| Ø‡›Øi Ae¯’vi cwi‡cÖwÿ‡Z Avgiv c×wZ cwieZ©b Ki‡Z cvwi\| nvOi: GB cwiw¯’wZ‡Z GKRb ev Dfq e¨w³ ci¯ú‡ii mv‡_ jovB‡qi c_ †e‡Q †bq\| djvdj GKwU Rq-civRq cwiw¯’wZ, hv †bwZevPK Abyf‚wZ Ges cÖwZ‡kv‡ai AvKv•Lv ˆZix K‡i\| Rq-civR‡qi cwiw¯’wZ‡Z ïaygvÎ GK c‡ÿi Pvwn`v c~iY nq\| nvO‡ii g‡Zv, GB Ø›Ø cÖwµqvwU AvµgbvZ¥K Ges R‡qi AwfcÖv‡q Avµgb K‡i\| K”Qc: GB c×wZ‡Z `yB cÿ Ø›Ø‡K ¯^xKvi bv K‡i Gwo‡q hvq\| hvi d‡j we‡ivawU AwggvswmZ †_‡K hvq Ges †KD Rqx nq bv\| GB civRq-civRq cwiw¯’wZ‡Z †Kvb c‡ÿiB Pvwn`v c~iY nq bv\| K”Q‡ci gZ Ø›Ø †_‡K cvwj‡q wb‡Ri †Lvj‡mi wfZi jywK‡q wcQz n‡U hvIqv\| GB c×wZwU n‡jv Ø›Ø †_‡K cvwj‡q †eov‡bv\| ‡fov: Avevmb c×wZ‡Z GK cÿ Zv‡`i m¤úK© iÿv Kivi Rb¨ Ab¨ cÿ‡K AMÖvwaKvi †`q\| nvi-wRr Ae¯’vq Ab¨ c‡ÿi Pvwn`v c~iY nq\| cÖwZ‡hvwMZvi g‡Zv, †h `jwU wR‡Z‡Q Zviv cÖvqkB djvdj wb‡q Amš‘ó †eva K‡i\| Avevmb‡K KL‡bv KL‡bv evwg©R fvlvq ÔAvbvi †`nÕ wn‡m‡e †evSv‡bv nq\| GKwU †fovi g‡Zv, GB Ø›Ø c×wZwU ‡Kvgj Ges Aci cÿ‡K wRwZ‡q w`‡Z cQ›` K‡i\| ‡Reªv: mg‡SvZv ev fvMvfvwM c×wZ‡Z cÖ‡Z¨K cÿB Ab¨‡K mš‘ó Kivi Rb¨ wb‡R hv Pvq Zvi †P‡q †ekx w`‡q w`‡Z ¯^”Q›` †eva K‡i\| GwU GKwU AvswkK Rq-AvswkK nv‡ii cwiw¯’wZ\| †Kvb cÿB g‡b K‡i bv †h Zv‡`i Pvwn`v m¤ú~Y©iƒ‡c c~iY n‡q‡Q\| GKwU †Reªvi g‡Zv hv A‡a©K Kv‡jv Ges A‡a©K mv`v, GB Ø›Ø ˆkjxwU 50-50 djvd‡ji w`‡K wb‡q hvq\| ‡cuPv: GB c×wZ‡Z Dfq cÿ GKRb Av‡iKRb‡K mn‡hvwMZvi gva¨‡g GKm‡½ KvR K‡i Zv‡`i cÖwZwU cÖ‡qvRb †gUv‡bvi Dcvq wPwýZ K‡i\| GUv n‡jv Rq-Rq mgvavb\| GKwU Rq-Rq mgvavb ZLbB m¤¢e hLb Avgiv eyS‡Z cvwi cÖwZwU cÿ wK Pvq Ges wK Zv‡`i cÖ‡qvRb\| Avgiv ïaygvÎ Db¥y³ Ges m¤§vbRbK †hvMv‡hv‡Mi gva¨‡g GKwU Rq-Rq djvdj †c‡Z cvwi\| Gi Rb¨ cÖ‡qvRb Av¯’v, mZZv Ges fv‡jv †evSvcov\| GKwU c¨uvPvi g‡Zv\| hv Ávbx e‡j cwiwPZ, GB Ø›Ø ˆkjxwU cÖ‡Z¨‡Ki cÖ‡qvRb we‡ePbv K‡i\| mnvq‡Ki Rb¨ †bvU: wKQz AskMÖnbKvix‡`i Rb¨ mn‡hvwMZv GKwU bZzb kã n‡Z cv‡i\| hw` AskMÖnbKvixiv GB kãwU eyS‡Z bv cv‡i Zvn‡j weKí wn‡m‡e mn‡hvwMZv‡K ÔGK‡Î KvR KivÕ A_ev ÔGKmv‡_ mgm¨vi mgvavb KivÕ wn‡m‡e eY©bv Ki‡Z cv‡ib\| o wb‡Ri Rb¨ D‡ØM (MÖv‡di Dj¤^ w`K) Ges Ab¨‡`i Rb¨ D‡Ø‡Mi (MÖv‡di Aybf‚wgK w`K) g‡a¨ m¤úK© nvBjvBU Kiæb\| nvO‡ii wb‡Ri Rb¨ D”P wPšÍv Ges Ab¨‡`i Rb¨ Kg D‡ØM i‡q‡Q\| †fov Ab¨‡`i Rb¨ D”P wPšÍv wKš‘ wb‡Ri Rb¨ Kg wPšÍv K‡i\| Kvh©µg 2 mvBdzj I Zvi fvB Avãyj evRv‡i Av‡Q\| dj †Kbvi Rb¨ Zv‡`i Kv‡Q 110 UvKv Av‡Q, wKš‘ Zviv wK wKb‡e Zv wVK Ki‡Z cvi‡Q bv\| mvBdzj Av‡cj wKb‡Z Pvq wKš‘ Avãyj Pvq Avbvim\| o cÖ_g djvdjwU co–b Ges GKRb †¯^”Qv‡meK ev GKwU eo `j‡K `vwqZ¡ w`b, Zviv Luy‡R †ei Ki‡e GB cwiw¯’wZwU †Kvb cÖvYx ev †Kvb Ø›Ø cÖwZwµqv ‰kjxi mv‡_ wg‡j\| djvdj 1: mvBdzj Ges Avãyj †Kvb dj bv wK‡bB evRvi †_‡K P‡j hvq\| Zviv G‡K Ac‡ii mv‡_ hy× Ki‡Z Pvq bv\| Ø›Ø cÖwZwµqv ˆkjx: Gwo‡q hvIqv ev K”Qc\| GB Gwo‡q hvIqv (K”Qc) cwiw¯’wZ‡K nviv‡bvi (civRq-civRq) `„k¨ wn‡m‡eI †`Lv †h‡Z cv‡i KviY mvBdzj ev Avãyj †KDB hv †P‡qwQj Zv cvqwb\| o wØZxq djvdjwU co–b Ges GKRb †¯^”Qv‡meK ev GKwU eo `j‡K `vwqZ¡ w`b, Zviv Luy‡R †ei Ki‡e GB cwiw¯’wZwU †Kvb cÖvYx ev †Kvb Ø›Ø cÖwZwµqv ‰kjxi mv‡_ wg‡j\| djvdj 2: mvBdzj Av‡cj †Kbvi Rb¨ †Rvi †`q\| Avãyj Av‡cj N„Yv K‡i Ges mwZ¨B GKwU Avbvim Pvq Zvi c‡iI mvBdzj Avãy‡ji Pvwn`vi cÖwZ †Kvb †Lqvj iv‡L bv\| GB cÖwZ‡hvwMZv‡K (nvOi) Rq-civR‡qi `„k¨ wn‡m‡eI we‡ePbv Kiv hv‡e KviY ïaygvÎ mvBdyj hv †P‡q‡Q ZvB †m †c‡q‡Q\| o Z…Zxq djvdjwU co–b Ges GKRb †¯^”Qv‡meK ev GKwU eo `j‡K `vwqZ¡ w`b, Zviv Luy‡R †ei Ki‡e GB cwiw¯’wZwU †Kvb cÖvYx ev †Kvb Ø›Ø cÖwZwµqv ‰kjxi mv‡_ wg‡j\| djvdj 3: mvBdyj Avãyj‡K hv Lywk wKb‡Z †`q\| †m Zvi fvB‡qi mv‡_ SMov Ki‡Z Pvq bv\| A¨v‡Kv‡gv‡WU (‡fov): GUv‡K GKwU nvi-wR‡Zi `„k¨ wn‡m‡e †`Lv †h‡Z cv‡i KviY Avãyj hv †P‡qwQj ZvB cvq\| o PZz_© djvdjwU co–b Ges GKRb †¯^”Qv‡meK ev GKwU eo `j‡K `vwqZ¡ w`b, Zviv Luy‡R †ei Ki‡e GB cwiw¯’wZwU †Kvb cÖvYx ev †Kvb Ø›Ø cÖwZwµqv ‰kjxi mv‡_ wg‡j\| djvdj 4: mvBdyj Ges Avãyj Kgjv wKb‡Z ivwR nq\| KviY GKw`‡K mvBdzj Av‡cj cQ›` K‡i Ab¨w`‡K Avãyj Avbvim cQ›` K‡i, wKš‘ Zviv `yR‡bB Kgjv cQ›` K‡i\| ZvB Ø›Ø Gov‡Z Zviv Kgjv †Kbvi wm×všÍ †bq\| GB Av‡cvl (‡Reªv) Ø›Ø cÖwZwµqv ˆkjx‡K wRZ-nvi ev nvi-wRZ Dfq wn‡m‡e wPwýZ Kiv †h‡Z cv‡i\| KviY Df‡qB cÖv_wgKfv‡e hv †P‡qwQj Zv cvqwb, Z‡e Av‡cv‡li gva¨‡g Zviv Df‡qB Zv‡`i cQ‡›`i wKQz †c‡q‡Q\| o cÂg djvdjwU co–b Ges GKRb †¯^”Qv‡meK ev GKwU eo `j‡K `vwqZ¡ w`b, Zviv Luy‡R †ei Ki‡e GB cwiw¯’wZwU †Kvb cÖvYx ev †Kvb Ø›Ø cÖwZwµqv ‰kjxi mv‡_ wg‡j\| djvdj 5: mvBdzj Ges Avãyj GKwU wekvj Zigy‡Ri Rb¨ UvKv LiP Ki‡Z ivwR\| DfqB ZigyR cQ›` K‡i\| GgbwK GUv Zviv Av‡cj ev Avbvi‡mi †P‡qI †ekx cQ›` K‡i\| GB mn‡hvMx (‡cuPv) Ø›Ø cÖwZwµqvkxj ˆkjx‡K GKwU Rq-Rq c×wZ wn‡m‡e †`Lv hvq KviY mvBdzj Ges Avãyj Df‡qB Zviv hv †P‡qwQ‡jb Zvi †P‡q fvj weKí Lyu‡R †c‡qwQ‡jb\| cÖkœ Kiæb: Avcwb GB cvuP ai‡Yi c×wZ ev ˆkjx m¤ú‡K© wK aviYv K‡ib? Gi †KvbwUi mv‡_ wK Avcwb c~e© cwiwPZ? †Kb GKwU Rq-Rq djvdj ¸iæZ¡c~Y© n‡Z cv‡i? GKRb e¨w³ wRZ‡j Avi GKRb †n‡i †M‡j wK n‡Z cv‡i? mn‡hvwMZvc~Y© cwi‡e‡k mevB GKmv‡_ KvR Ki‡Z †M‡j wK cÖ‡qvRb nq? fv‡jv mn‡hvwMZvi Rb¨ †Kb ¸Yvejx cÖ‡qvRb e‡j Avcwb g‡b K‡ib? mn‡hvwMZvB GKgvÎ Ø›Ø †kjx hv GKwU Rq-Rq djvd‡ji w`‡K cwiPvwjZ K‡i\| GUv Ggb GKwU msNl© ‡hUvi djvd‡j mevB mš‘ó n‡Z cv‡i\| †hLv‡b Ab¨ c×wZ¸‡jv‡Z ïaygvÎ ‡mB gyû‡Z©i ZK© ev jovB †gUv‡Z cv‡i wKš‘ ïaygvÎ †Kvjv‡ev‡ikb ev mn‡hvwMZv Ø›Ø ‰kjx GUv wbwðZ Ki‡Z cv‡i †h GB we‡iva fwel¨‡Z Avevi wd‡i Avm‡e bv\| Z‡e Gi A_© GB bq †h, mn‡hvwMZv me©`v me‡P‡q Dchy³ cÖwZwµqv\| cÖwZwU Ø›Ø ˆkjxi Zvi myweav Ges Amyweav Av‡Q\| GUv GKvšÍ Avgv‡`i wm×všÍ Avgiv ‡Kvb mg‡q †Kvb Ø›Ø ‰kjx e¨envi Ki‡ev\| evwo‡Z Kivi Rb¨ A¨vKwUwfwU: AvMvwg mßv‡ni AvM ch©šÍ GB cuvP ai‡Yi Ø›Ø m¤ú‡K© wPšÍv Ki‡eb, Ges hLb †hLv‡b m¤¢e †cuPv †KŠkjwU PP©v Kivi †Póv Ki‡eb\| cÖ‡qvR‡b Avcwb Avcbvi IqvK©eyK e¨envi Ki‡Z cv‡ib\| Awa‡ekb 06: wm×všÍ MÖnb D‡Ïk¨: - AskMÖnbKvixiv ¯^v¯’¨Ki I A¯^v¯’¨Ki wm×v‡šÍi cv_©K¨ m¤ú‡K© Rvb‡Z cvi‡e\| - AskMÖnbKvixiv wm×všÍ MÖn‡Yi avc¸wji mv‡_ wb‡R‡`i cwiwPZ Ki‡e\| - AskMÖnbKvixiv wm×všÍ‡K cÖfvweZ Kivi †KŠkj¸wj eyS‡Z cvi‡e\| mgq: o 1 N›Uv DcKiY: wd¬cPvU© KvMR, gvK©vi, KvMR, Kjg, iwOb Kjg, AskMÖnbKvix‡`i Rb¨ IqvK©eyK _vKv wbwðZ Kiæb, Awa‡ekb ïiæi Av‡M wm×všÍ MÖn‡bi AvjvcPvwiZv wd¬cPv‡U© wj‡L (mshyw³) ivL‡Z n‡e hv mg¯Í AskMÖnbKvix‡`i eyS‡Z myweav n‡e\| cÖwµqv: c~e©cv‡Vi c~biv‡jvPbv Kiæb\| wK‡kvi-wK‡kvix‡`i wRÁvmv Kiæb Zviv Av‡Mi Awa‡ek‡b wK wk‡L‡Q Ges Avcbvi mv‡_ †klevi †`Lv nIqvi ci †_‡K Zviv G ch©šÍ wKfv‡e †mB wkÿv Kv‡R jvwM‡q‡Q\| Kvh©µg 1 ‡h gyûZ© †_‡K Avgiv Avgv‡`i w`b ïiæ Kwi Ges Nygv‡Z hvIqvi c~e© ch©šÍ Avgv‡`i wm×všÍ †bqvi Rb¨ GKwU eo cQ‡›`i ZvwjKvi m¤§yLxb nB\| wKQz wm×všÍ Avgiv ‡Kvb wPšÍv bv K‡iB wb‡Z cvwi Ab¨w`‡K wKQz wm×všÍ wb‡Z †ek †eM †c‡Z nq\| cÖkœ Kiæb: wKQz wm×všÍ i‡q‡Q hv wK‡kvi-wK‡kvix‡`i †bqv GKvšÍ Riæix, †m¸‡jv wK wK? (hw` AskMÖnbKvix‡`i DËi w`‡Z †eM †c‡Z nq, Zvn‡j D`vniY w`‡q Zv‡`i MvBW Ki‡Z n‡e: †Kvb ai‡Yi ‡cvkvK civ DwPr, †Kvb Lvevi †L‡Z n‡e, †Kv_vq †h‡Z n‡e BZ¨vw`)\| cÖkœ Kiæb: wK‡kvi-wK‡kvix‡`i Rb¨ †Kvb †Kvb wm×všÍ Zv‡`i evev-gv ev eo fvB‡qiv wb‡Z cv‡i? GUv‡Z wK‡kvi‡`i g‡bvfve †Kgb n‡Z cv‡i? mnvq‡Ki Rb¨ †bvU: wK‡kviwK‡kvixiv Lye e¨w³MZ welq D‡jøL Ki‡Z cv‡i\| wbwðZ Kiæb †h Avcwb GB `j I Ab¨‡`i wek^v‡mi mv‡_ Zv‡`i AwfÁZv †kqvi Kivi Rb¨ Zv‡`i ab¨ev` Rvwb‡q‡Qb\| KL‡bv KL‡bv Avgiv wb‡RivB wm×všÍ wb‡Z cvwi, wKš‘ Ab¨ mgq A‡bK wm×v‡šÍi Dci Avgv‡`i †Kvb wbqš¿Y _v‡K bv hv Avgv‡`i cÖfvweZ K‡i\| GB Awa‡ek‡b Avgv‡`i wbR¯^ cQ›`¸‡jv wK Ges Avgiv wb‡Ri Ges Ab¨‡`i Rb¨ Avgv‡`i mv‡a¨i g‡a¨ _vKv †miv cQ›`wU wKfv‡e †e‡Q ‡bqv wbwðZ Ki‡Z cvwi Zv wb‡q K_v ej‡ev\| Avgv‡`i Avq‡Z¡i g‡a¨ bv _vK‡jI wm×všÍ‡K wKfv‡e cÖfvweZ Kiv hvq †m welqwU wb‡qI Avgiv Av‡jvPbv Ki‡Z hvw”Q\| cÖ_gZ, Avgv‡`i wbqš¿‡Y bv Avmv wm×všÍ¸wj‡K wKfv‡e cÖfvweZ Kiv hvq †m m¤ú‡K© K_v ejv hvK\| ‡Q‡j‡`i †ÿ‡Î : iwKe e„wËg~jK cÖwkÿY ‡mk‡b †hvM w`‡Z AvMÖnx, wKš‘ Zvi evev-gv g‡b K‡i K‡ib GUv eyw×gvb wm×všÍ bq\| Zv‡`i g‡Z, GB †mk‡b bv wM‡q Zvi UvKv DcvR©‡bi Rb¨ KvR Kiv DwPr\| GB wm×všÍ‡K cÖfvweZ Kivi Rb¨ iwK‡ei AwfgZ wK n‡Z cv‡i? ‡g‡q‡`i †ÿ‡Î : jybv evRvi †_‡K GKwU wbw`©ó wRwbm Pvq\| hLbB ‡m KvD‡K Zvi Rb¨ H wRwbmwU wb‡q Avm‡Z e‡j Zviv fzj wRwbm wb‡q Av‡m\| jybvi evev-gv Zv‡K GKv evRv‡i wbivcËvi ¯^v‡_© ‡h‡Z w`‡Z fq cvq\| GB cwiw¯’wZ‡Z jybv wKfv‡e Zvi cÖ‡qvRbxq wRwbmwU †c‡Z cv‡i? o wK‡kvi-wK‡kvix‡`i wm×všÍ MÖn‡bi ‡jLwPÎ (wi‡mvm© kx‡Ui WvqvMÖvg ev QK) †`Lyb\| o wm×všÍ MÖn‡bi ‡jLwPÎ e¨vL¨v Ki‡Z iwK‡ei/jybvi D`vniY e¨envi Kiæb\| o hw` wK‡kvi-wK‡kvixiv co‡Z bv cv‡i, cÖwZwU avc‡K wP‡Îi gva¨‡g we¯ÍvwiZfv‡e e¨vL¨v Kiæb\| o AskMÖnbKvix‡`i ÔwbR¯^ wee„wZÕ (I statements’) Gi Kvh©µg ¯§iY Ki‡Z ejyb, hv GB Kvh©Kjv‡ci Rb¨ mnvqK n‡Z cv‡i\| o hLb AskMÖnbKvixiv GB QKwU eyS‡Z cvi‡e, Zv‡`i †QvU `‡j wef³ Kiæb Ges cÖwZwU `j‡K cÖ_g Kvh©Kjv‡c D‡jøwLZ P¨v‡jÄ¸wj †_‡K GKwU D`vniY w`b\| Zviv wm×všÍ †bqvi †jLwPÎwU Abykxjb Kivi gva¨‡g Rvb‡Z cvi‡e wKfv‡e Zviv Zv‡`i †`Iqv cwiw¯’wZ‡Z cÖwZwµqv Rvbv‡Z cv‡i\| Kvh©µg 2 o GB Kvh©Kjv‡c, Avgiv Avgv‡`i †h cQ›`¸wj m¤ú‡K© wPšÍv Ki‡Z hvw”Q †m¸wj Avgv‡`i ev Ab¨‡`i DwØMœ K‡i wKbv\| o AskMÖnbKvix‡`i `‡j wef³ Kiæb Ges GKRb e¨w³i wewfbœ ai‡Yi cQ›` Ges wKfv‡e Zviv †mB Abyhvqx Zv‡`i wm×v‡šÍi o cwiKíbv Ki‡Z cv‡i †m¸wj wb‡q Av‡jvPbv Kivi Rb¨ cÖwZwU MÖæc‡K wb¤œwjwLZ cwiw¯’wZ mieivn Kiæb\| ‡g‡q‡`i †ÿ‡Î : `„k¨Kí 1- Zvwbkv‡K wm×všÍ wb‡Z n‡e †h Zvi KvR †kl Ki‡e bvwK eÜz‡`i mv‡_ †Lj‡e\| Zvi cQ›` wK? Zvi wm×všÍ wK n‡Z cv‡i? (AskMÖnbKvix‡`i `ywU my¯úó weK‡íi evB‡i wPšÍv Ki‡Z DrmvwnZ Kiæb: KvR ev` w`‡q †Ljv Kiv A_ev Zvi ‡Ljvi e`‡j KvR Kiv ) ‡Q‡j‡`i †ÿ‡Î : `„k¨Kí 1- iwk` mvivw`b KvR Kivi ci evwo‡Z G‡m ïb‡Z cvq GKRb NUK Zvi 18 eQi eqmx †ev‡bi we‡qi Rb¨ cÖ¯Íve wb‡q G‡m‡Q\| iwk‡`i weKí wK Kivi Av‡Q? iwk‡`i wK Kiv DwPr? (AskMÖnbKvix‡`i `ywU weK‡íi evB‡i wPšÍv Ki‡Z DrmvwnZ Kiæb: ÔZvi †evb‡K we‡q Kivi AbygwZ †`Iqv ev Zvi †evb‡K we‡q Kivi AbygwZ bv †`IqvÕ- GB `ywU weK‡íi evB‡i wPšÍv Ki‡Z DrmvwnZ Kiæb\|) Df‡qi Rb¨: `„k¨Kí 2- mygb K¨v‡¤ú ev`vg wewµ KiwQ‡jv Ggb mgq Zvi Kv‡Q GKRb AcwiwPZ e¨vw³ Av‡mb\| †jvKwUi mv‡_ GKwU †QvU e¨vM wQj Ges mygb‡K GwU eÜ ivL‡Z Ges 300 UvKvi wewbg‡q Ab¨ K¨v‡¤ú _vKv jvj ¯‹vd© civ gwnjvi Kv‡Q w`‡q Avm‡Z e‡j\| ‡jvKwU Zv‡K e¨vMwU wb‡Z e‡j Ges Zv‡K jvj ¯‹vd© civ gwnjvi Qwe †`Lvq\| myg‡bi weKí wK? myg‡bi wK Kiv DwPr? (AskMÖnbKvix‡`i `ywU weK‡íi evB‡i wPšÍv Ki‡Z DrmvwnZ Kiæb: e¨vM mieivn Kiv, e¨vM mieivn bv Kiv) GB `ywU weK‡íi evB‡i wPšÍv Ki‡Z DrmvwnZ Kiæb)\| o AskMÖnbKvix‡`i GKwU `‡j wdwi‡q Avbyb Ges wb¤œwjwLZ welq¸wj wb‡q Av‡jvPbv Kiæb\| o wm×všÍ¸wji Dci †h Avgv‡`i wbqš¿Y Av‡Q GUv eyS‡Z AskMÖnbKvix‡`i Av¯^¯Í Kiæb\| ‡m¸‡jv Kivi Rb¨ Avgv‡`i eyw×gËvi mv‡_ wPšÍv Ki‡Z cvi‡Z n‡e\| cÖkœ Kiæb: eyw×`xß wm×všÍ ‡bqvi e¨cv‡i Avcbvi †Kvb wPšÍv aviYv Av‡Q wK? Avgiv mK‡jB wm×všÍ †bB\| KL‡bv KL‡bv Avgiv mwVK wm×všÍ †bB Avevi KL‡bv KL‡bv Avgv‡`i wm×všÍ fzj cÖgvwbZ nq\| hw`I Avgiv mwVK ev fzj wm×všÍ wbw”Q wKbv Zv memgq Av‡M †_‡K Rvbvi †Kvb Dcvq †bB\| Avgiv AšÍZ wKfv‡e eyw×`xß wm×všÍ wb‡Z cvwi Zv wb‡q fve‡Z cvwi\| GKwU ¯§vU© ev eyw×`xß wm×všÍ †bIqvi Rb¨ wZbwU mnR avc i‡q‡Q\| (wd¬cPv‡U© GB avc¸‡jv wjLyb) • Avgvi weKí Dcv‡qi ZvwjKv Kiv • ÔmyweavÕ Ges ÔAmyweaviÕ (‘pros’ and ‘cons’) K_v wPšÍv Kiæb\| • civg‡k©i Rb¨ weÁ e¨w³‡`i wRÁvmv Kiæb\| (mnvq‡Ki Rb¨ `ªóe¨: GLv‡b Avcwb AskMÖnbKvix‡`i g‡b Kwi‡q w`‡Z cv‡ib †K GKRb wek^¯Í e¨w³) Avcwb hLb avc¸wj AwZµg Ki‡Qb ZLb ÔmyweavÕ Ges ÔAmyweavÕ Gi A_© e¨vL¨v Kiæb\| myweav ev DcKvi n‡jv GKwU BwZevPK cÖfve hv GKwU K‡g©i d‡j n‡Z cv‡i, †mLv‡b Amyweav¸wjI GKwU K‡g©i †bwZevPK cÖfve; GKB K‡g©i myweav Ges Amyweav DfqB _vK‡Z cv‡i\| KL‡bv KL‡bv Avgv‡`i wm×všÍ¸wj ïaygvÎ Avgv‡`i GKv cÖfvweZ K‡i bv, †m¸‡jv Ab¨ gvby‡li Rxeb‡KI cÖfvweZ Ki‡Z cv‡i\| GB †ÿ‡Î Ab¨vb¨ gvby‡li Rxe‡bi Dci wK cÖfve c‡i‡Q Zv †evSv Ges welqwU m¤ú‡K© Zv‡`i gZvgZ Rvbv ¸iæZ¡c~Y©\| GB †ÿ‡Î wm×všÍ MÖnbKvix e¨vw³i f‚wgKv cwiewZ©Z n‡q mg_©bKvix e¨w³‡Z cwiewZ©Z n‡Z cv‡i\| evwo‡Z Kivi Rb¨ A¨vKwUwfwU: AvMvwg mßv‡ni AvM ch©šÍ my‡hvM cvIqv †M‡j ‡jLwP‡Î Av‡jvwPZ wm×všÍ MÖn‡bi †KŠkj¸‡jv Abykxjb Ki‡Z n‡e\| hw` m¤¢e bv nq, Zvn‡j GKwU eyw×`xß wm×všÍ †bqvi avc¸‡jv Abykxjb Ki‡Z n‡e, hv‡Z cieZ©x Awa‡ek‡b Avgiv Avgv‡`i AwfÁZv mevi mv‡_ fvM K‡i wb‡Z cvwi\| GB Kv‡R Avcwb Avcbvi IqvK©eyK e¨envi Ki‡Z cv‡ib\| wi‡mvm© wkU Awa‡ekb 07: Avgv‡`i gvbwmK Pvc (‡÷ªm) Ges Av‡eM eyS‡Z cviv I wbqš¿Y Kiv D‡Ïk¨: - AskMÖnbKvixiv Pvc (‡÷ªm) Ges gvby‡li Dci Gi cÖfve mbv³ Ki‡Z mÿg n‡e\| - AskMÖnbKvixiv wewfbœ wkw_jKiY †KŠkj Abykxjb Ki‡Z mÿg n‡e\| - AskMÖnbKvixiv Zv‡`i mg_©b c×wZ¸wj‡K msÁvwqZ Ki‡Z Ges e¨envi Ki‡Z mÿg n‡e\| mgq: o 1 N›Uv DcKiY: wd¬cPvU© KvMR, gvK©vi, KvMR, Kjg, iwOb Kjg, AskMÖnbKvix‡`i Rb¨ IqvK©eyK _vKv wbwðZ Kiæb\| cÖwµqv: c~e©cv‡Vi c~biv‡jvPbv Kiæb\| wK‡kvi-wK‡kvix‡`i wRÁvmv Kiæb Zviv Av‡Mi Awa‡ek‡b wK wk‡L‡Q Ges Avcbvi mv‡_ †kl †`Lv nIqvi c‡i Zviv wKfv‡e GwU Abykxjb K‡i‡Q\| Kvh©µg 1 o AskMÖnbKvix‡`i ‡Mvj n‡q `vov‡Z ejyb\| o AskMÖnbKvix‡`i‡K `ywU KvM‡Ri cvZv UzK‡iv UzK‡iv K‡i wQ‡o `ywU ej evwb‡q Zv‡`i nv‡Z g‡a¨ ivL‡Z ejyb Ges nvZ `ywU mvg‡b cÖmvwiZ Ki‡Z ejyb\| o ‡h e¨w³ ejv bv †d‡j me‡P‡q †ekx mgq nv‡Z a‡i ivL‡Z cvi‡e †m wR‡Z hv‡e\| wRÁvmv Kiæb: `xN© mgq GKB Ae¯’v‡b ‡_‡K wKQz a‡i ivL‡Z †Kgb jv‡M? e¯‘wU wK Lye fvix wQj? Zvic‡iI Avcwb wK ‡Kvb Pvc Abyfe K‡i‡Qb? hw`I ejwU KvM‡Ri ˆZix wKš‘ `xN© mgq nvZ cÖmvwiZ K‡i ivL‡Z ivL‡Z GKUv mgq cÖ‡Z¨‡Ki nvZ K¬všÍ Abyfe Ki‡Z ïiæ K‡i‡Q, KvM‡Ri e‡ji IRb hZB Kg †nvK bv †Kb\| GKBfv‡e, Avgv‡`i gbI hLb w`‡bi ci w`b GKB wRwbm wb‡q `xN© mgq KvR Ki‡Z Ki‡Z K¬všÍ n‡q hvq ZLb Avgiv Pvc Abyfe Kwi, K¬všÍ I AmyLx nB\| hLb Avgv‡`i aviY ÿgZvi †P‡q †ekx Pvc wb‡q KvR Ki‡Z nq ZLb GUv‡K †÷ªm ev gvbwmK Pvc e‡j\| AvR Avgiv ‡÷ªm Ges †÷ªm g¨v‡bR‡g›U wb‡q K_v ej‡ev\| Avwg Avcbv‡`i GKwU Mí ej‡ev, M‡íi ga¨ w`‡q hvIqvi mgq Avwg PvB M‡íi e¨w³wU †h gvbwmK Ges kvixwiK cwieZ©b¸‡jv Abyfe Ki‡Q Avcbviv †m¸‡jv wbw`©ó Kivi Ges †evSvi †Póv Ki‡eb\| GB Awa‡ek‡b Avgiv Zv‡`i wb‡q Av‡jvPbv Ki‡ev\| ‡g‡q‡`i †ÿ‡Î: kvwn`v GKRb wK‡kvix †¯^”Qv‡meK\| GKw`b †m Awa‡ek‡b AskMÖnb Kivi mgq jÿ Ki‡jv †m PvwewU fz‡j Zvi evmvq ‡d‡j G‡m‡Q\| †m GB †f‡e DwØMœ n‡Z ïiæ Ki‡jv †h, Zvi cwiev‡ii Ab¨ m`m¨iv hLb Zvi Av‡M evmvq P‡j Avm‡e Ges evmvq cÖ‡ek Ki‡Z cvi‡e bv ZLb ZvivI DwØMœ n‡q ci‡e\| Zvi Kva Ges †cU D‡ËRbvq Avoó n‡q hv‡”Q, †mB mv‡_ Zvi ü`¯ú›`b †eo hv‡PQ KviY Zvi g‡b co‡jv †h Zv‡`i evox‡Z †Kvb Lvevi †bB e‡j Zv‡K Lv`¨ weZiY †K›`ª †_‡K Pvj, AvUv Ges †Zj msMÖn Ki‡Z n‡e\| GZ me fve‡Z fve‡Z †m Aw¯’i †eva Ki‡Z ïiæ Ki‡j Ges Avi wKQz‡ZB gb emv‡Z cvi‡jv bv\| Awa‡ekb †k‡l †m Lvevi msMÖn Ki‡Z Qz‡U hvq wKš‘ iv¯Ív cvi nIqvi mgq GKwU mvB‡Kj Zv‡K av°v †`q G‡Z †m mvgvb¨ AvNvZ cvq\| †m Nvg‡Z ïiæ K‡i Ges Zv‡K ¯^v¯’¨‡K‡›`ª fwZ© Kiv bv ch©šÍ Zvi k^vm wb‡Z Kó n‡Z _v‡K\| ‡Q‡j‡`i †ÿ‡Î : ˆmq` 17 eQ‡ii GKRb †Q‡j\| evox †divi Av‡M K‡qK N›Uv †m Zvi PvPv‡K †`vKv‡b Kv‡R mvnvh¨ K‡i\| GKw`b †m A‡bK `~‡ii GKRb L‡Ï‡ii Kv‡Q evRvi †cŠ‡Q w`‡Z `ªæZ hvIqvi Rb¨ Zvi eÜzi evBK avi K‡i\| Zvovû‡ov K‡i hvIqvi mgq †m GKwU ÷‡j av°v gv‡i G‡Z H ÷jwUi mvgvb¨ ÿwZ nq\| Zvi gyw`¸‡jv gvwU‡Z c‡i hvq Ges e¨v‡Mi wKQz mwâ bó n‡q hvq\| ˆmq` wKfv‡e Zvi eÜz, K¬v‡q›U Ges PvPv‡K NUbvwU m¤ú‡K© ej‡Z Zv fve‡Z wM‡q †c‡U wK †hb `jv cvwK‡q †h‡Z AvMj\| ˆmq` Nvg‡Z ïiæ K‡i Ges k^vm wb‡Z Amyweav nq\| ZvB †m Zvovû‡ov K‡i mewKQz msMÖn K‡i Ges NUbv¯’‡j Zvi UzwcwU †d‡j L‡Ï‡ii evox P‡j hvq\| o GB NUbvq ‰mq`/kvwn`vi kvixwiK I gvbwmK cÖfve m¤ú‡K© wPšÍv Kivi Rb¨ AskMÖnbKvix‡`i mgq w`b\| o `‡ji Dc¯’vcbvq GB Pvc ev †÷ª‡mi Dcv`vb¸‡jv m¤ú‡K© ej‡Z ejyb\| kvixwiK cÖfve: - eyK aodo Ki‡Z _vKv - `ªæZ k^vm cÖk^vm - gy‡Li ‡fZi ïwK‡q hvIqv - ey‡K e¨v_v - nvZ VvÛv n‡q ‡N‡g hvIqv - ‡c‡U e¨v_v - ‡ckx k³ n‡q hvIqv - Nvg ‡e‡o hvIqv - Uq‡j‡Ui †eM †e‡o hvIqvw - gy‡Li iæwP cwieZ©b n‡q hvIqv gvbwmK cÖfve - g‡bvwb‡ek Ki‡Z Amyweav - we¯§„wZ/fz‡jvgbv - Svcmv we‡ePbv‡eva/‡eva eyw× A¯úl - weeªZ nIqv - Kuv`v - K_v ej‡Z Amyweav - fq Ges ûgwKi Abyf‚wZ - eÜz/cwiev‡ii Ab¨‡`i mv‡_ wPrKvi Kiv - wb‡Ri Dci wbqš¿Y nviv‡bv, fqvwffzZ I weåvšÍ Abyfe Kiv GB cwiw¯’wZ‡Z ˆmq`/kvwn`v hv Abyfe K‡ib Zv n‡jv GKwU ¯^vfvweK cÖwZwµqv hv GKwU A¯^vfvweK cwiw¯’wZi mv‡Z Lvc LvB‡q †bqvi Rb¨ kix‡i Abyf‚Z nq\| Avgiv cieZ©x‡Z Pv‡ci GB Dcv`vb¸‡jv Kgv‡bv ev wbqš¿‡Yi †KŠkj m¤ú‡K© Av‡jvPbv Ki‡ev\| hLb Avgiv Pv‡c _vwK, ZLb Avgiv D‡ËRbv ev Pvc Abyfe Ki‡Z cvwi, we‡klZ hLb Avgiv P¨v‡bÄ Gi gy‡LvgywL nB\| Avgiv hLb Ggb cwiw¯’wZi gy‡LvgywL nB ZLb Avgiv Pvc Abyfe Kwi, Avgv‡`i kixi I KL‡bv KL‡bv Ggb AvPiY K‡i hv Ab¨ ¯^vfvweK cwiw¯’wZ ‡_‡K wfbœ\| GB mgq e¨w³i Abyfe, wPšÍv, e¨envi ¯^vevwe‡Ki Zzjbvq Ab¨iKg n‡q ‡h‡Z cv‡i\| • gvbwmK Pvc memgq Lvivc bq\| KL‡bv KL‡bv Avgiv †h Pvc Abyfe Kwi Zv Avgv‡`i K‡Vvi cwikÖg Ki‡Z ev Avgv‡`i AbycÖvwYZ Ki‡Z ev Avgv‡`i wbivc` ivL‡Z mvnvh¨ Ki‡Z cv‡i\| D`vniY¯^iƒc, hw` GKwU evN Dcw¯’Z nq, mv‡_ mv‡_ Avgiv wb‡R‡K iÿvi Kivi Rb¨ Pvc Abyfe Kie Ges mv‡_ mv‡_ c`‡ÿc wbe\| hw` Avgv‡`i †Kvb KvR †kl Kivi wbw`©ó mgqmxgvi Pvc _v‡K, G‡Z nq‡Zv Avgiv †÷ªm Abyfe Kie hv Avgv‡`i KvRwU `ªæZ †kl Ki‡Z mnvqZv Ki‡e\| wKš‘ GB ai‡Yi gvbwmK Pvc Aí mg‡qi Rb¨ ¯’vqx nq\| • ‡h Pvc `xN© mgq a‡i _v‡K Ges KviI g‡a¨ Zxeª Abyf‚wZi m„wó K‡i Zv n‡j †mB ai‡Yi PvcB Avgiv wbqš¿Y Ki‡Z wkL‡Z PvB\| gvbwmK Pvc Kgv‡bvi wewfbœ Dcv‡qi g‡a¨ GKwU Ges me‡P‡q Kvh©Kix Dcvq¸wji g‡a¨ GKwU n‡jv k^vm cÖk^v‡mi e¨vqvg\| Kvh©µg 2 `‡ji mKj‡K wb‡q GKwU k^vm cÖk^v‡mi e¨vqvg cwiPvjbv Kiæb: o Pjyb GLb Avgiv Avivg Kwi\| cÖ_‡g Avcbvi kixi‡K GKUz wkw_j n‡Z w`b\| Avcbvi nvZ`ywU‡K gv_vi Dc‡i Zz‡j aiæb, kixi‡K †U‡b Lye j¤^v K‡i cÖmvwiZ Kiæb (‡÷ªwPs Avc)\| GLb Avcbvi nvZ `ywU‡K wkw_j n‡Z w`b Zvici AvjMvfv‡e `yB cv‡k Sywj‡q ivLyb\| o GKB KvR Avevi Kiæb, Z‡e GBevi, Avcwb kixi‡K †U‡b j¤^v Kivi cvkvcvwk k^vm wbb Ges wkw_j nIqvi mgq nvZ `ywU cv‡k ivL‡Z ivL‡Z wbtk^vm Qvo–b \| o kixi‡K Av‡iKevi cÖmvwiZ Kiæb, nvZ ‡Zvjvi mv‡_ mv‡_ k^vm wbb... Ges wkw_j Kiæb, nvZ wb‡P bvgvb, wbtk^vm Qvo–b\| GLb ïay `vwo‡q _vKzb, nvZ `ywU‡K `yB cv‡k wkw_j K‡i ivLyb\| ax‡i ax‡i Ges Mfxifv‡e k^vm wb‡Z _vKzb\| o Dc‡ii cÖwµqvwU Av‡iv `yBevi Kiæb\| o AskMÖnbKvix‡`i Abyf‚wZ †kqvi Kivi mgq w`b\| kvšÍ Kivi Abykxjb hv`y-dzj-‡gvgevwZ (g¨vwRK d¬vIqvi-K¨v‡Ûj) cwiPvjbv Kiæb: o Avmyb Avgiv mevB gy‡Li mvg‡b GKwU AvOzj awi\| GUv Avgv‡`i hv`yi AvOzj hv cÖ_‡g GKwU hv`yi dz‡j iƒcvšÍwiZ n‡e, hLb Avgiv g„`y wbtk^vm wbe ZLb Avgiv dz‡ji NªvY †bqvi †Póv Kie\| hLb Avgiv k^vm Qvo‡ev ZLb GB hv`yi AvOzj GKwU †gvgevwZ‡Z cwiYZ n‡e, Avgiv Lye ax‡i ax‡i k^vm Qvo‡ev hv‡Z †gvgwU wb‡f bv hvq\| Avmyb Avgiv mevB wg‡j GB KvRwU Kivi †Póv Kwi\| o dz‡ji MÜ †bB, †gvg evwZ‡Z dz †`B.... dz‡ji MÜ †bB, †gvg evwZ‡Z dz †`B....... o `yB wgwbU a‡i GB KvRwU Avgiv Ki‡_ _vK‡ev hZÿY ch©šÍ bv mevB ¯^w¯Í Abyfe K‡i Ges cy‡iv K¬vm kvšÍ n‡q hvq\| o Avcbvi †Kgb jvM‡jv? o g‡b ivL‡eb Avcwb me©`v Avcbvi hv`yi AvOzjwU mv‡_ me©Î enb Ki‡Z cvi‡eb\| hLbB Avcbvi kvšÍ nIqv cÖ‡qvRb n‡e ZLbB GB AbykxjbwU PP©v Ki‡eb\| `xN©¯’vqx †÷ªm cwiPvjbv Kivi Rb¨ Ggb Av‡iv A‡bK †KŠkj i‡q‡Q\| GLv‡b Av‡iv wKQz bgybv Zz‡j aiv n‡jv\| • Mfxifv‡e k^vm wbb\| Pv‡ci d‡j Avgiv nvjKv K‡i k^vm wb‡Z _vwK GUv Av‡iv Pv‡ci KviY n‡Z cv‡i! GKUz mgq wb‡q ax‡i ax‡i Mfxifv‡e k^vm wb‡Z †Póv Kiæb\| • wKQzÿY Mfxi k^vm wb‡q †`Lyb †Kgb jv‡M! Av‡eM cÖKv‡ki Awa‡ek‡bi A¨vKwUwfwU g‡b Kivi †Póv Kiæb\| • GB wel‡q K_v ejyb\| Abyf‚wZ cÖKvk bv K‡i wb‡Ri †fZi AvU‡K ivL‡j Av‡iv †ekx Pvc m„wó n‡Z cv‡i\| wek^¯Í Kv‡iv mv‡_ wb‡Ri Abyf~wZ¸‡jv fvM K‡i wb‡Z cvi‡j mgm¨vwU bZzbfv‡e ‡evSv m¤^e n‡e\| • GK ÔwgwbUÕ weiwZ wbb\| GK gyûZ© mgq wb‡q †PvL eÜ K‡i Ggb GKwU RvqMvi K_v fveyb ‡hLv‡b Avcwb m”Q›` I ¯^w¯Í †eva K‡ib\| Avcbvi cQ‡›`i RvqMvwUi mewKQz LyuwU‡q †`Lvi †Póv Kiæb, †hgb my›`i †Kvb kã Ges MÜ\| GLbB GUv Kiv hvK\| †PvL eÜ Kiæb Ges Kíbvq Avcbvi cQ‡›`i †Kvb RvqMvi K_v fveyb hv Avcbvi gb‡K Avb‡›` fwi‡q †`q\| • kvixwiK cwikÖg Kiæb\| e¨vqvg ev kvixwiK KvR Ki‡j Pvc nvjKv nq\| eÜz‡`i mv‡_ †Ljv †h‡Z cv‡i\| †hme †Ljv Avcbvi cQ‡›`i †m¸‡jv wbqwgZ Abykxj‡bi gva¨‡gI Pvc Kgv‡bv hvq\| Avmyb, GLbB †Póv Kwi\| jvdvjvwd K‡i wKQz Pvc KgvB\| • nvwm\| nvm‡Z cviv Lye	অনুবাদ - ‍ইংরেজি Adolescent Life Skills for Rohingyas – Bangladesh Booklet 4: Child protection CONTENT LIFE-SKILLS SESSIONS STRUCTURE 3 SESSIONS PREPARATION 4 SESSION 1: DIFFERENT TYPES OF VIOLENCE 9 SESSION 2: GENDER DISCRIMINATION 13 SESSION 3: ADOLESCENTS 10–14: COMFORTABLE AND UNCOMFORTABLE TOUCH 16 SESSION 3: GIRLS 15–18: HEALTHY RELATIONSHIPS 20 SESSION 3: BOYS 15–18: DYNAMICS 23 SESSION 4: CHILD LABOUR 26 SESSION 5: ADOLESCENT GIRLS: CHILD MARRIAGE 29 SESSION 5: ADOLESCENT BOYS: CHILD MARRIAGE 32 SESSION 6: DRUGS 35 Life-skills sessions structure The Rohingya adolescent life-skills curriculum is a collection of structured participatory sessions and tools designed to empower Rohingya adolescent boys and girls. It addresses key issues on, health, hygiene management, child rights, child protection and safeguarding, environment awareness and disaster risk reduction using effective life skills, while encouraging adolescent-led community engagement. The curriculum has been designed to be implemented in a specific sequence to provide adolescents with the chance to progressively build their skills in Multipurpose Centres mainly. This curriculum can also be adapted for delivery in Adolescent Clubs and some of its sessions can be delivered as one-off awareness sessions (based on the needs of a group). Indeed, most sessions are designed so that they can be used for acute and specific interventions, depending on the context and needs. This curriculum is only to be implemented by facilitators and peer leaders who have received comprehensive training, but only facilitator is allowed to discuss contains sensitive information (especially Book 3) and may cause child safeguarding concerns if not well delivered. The toolkit in two main books and six booklets for adolescents: • Book 1: The first book includes an overview of background for the life skills curriculum, tools, and guide for the facilitators to utilise for all following books, and monitoring and evaluation tools. • Booklet 1: Aimed to target adolescents, these sessions are to be delivered first and focus on Core Life Skills. These sessions can be delivered by trained facilitators and other youth peer leaders. • Booklet 2: Aimed to target adolescents, these sessions focus on topics of health, nutrition and hygiene management. Some of the sessions in this module are divided by gender and age. These sessions can be delivered by trained facilitators and other youth peer leaders. • Booklet 3: Aimed to target adolescents, these sessions focus on the topics of child rights. These sessions can be delivered by trained facilitators and other youth peer leaders. • Booklet 4: Aimed to target adolescents, these sessions are sensitive ones, focused on child protection issues and are only to be delivered by child protection trained facilitators and mentored youth peer leaders. • Booklet 5: Aimed to target adolescents, these sessions focus on environment awareness and disaster risk reduction topics. They are to be implemented after booklets 1, 2 and 3. These sessions can be delivered by a trained facilitator and other youth peer leaders. • Booklet 6: Aimed to target adolescents, these sessions are focused on community engagement and entrepreneurship and are the last to be delivered. These sessions can be delivered by a trained facilitator and/or other youth peer leaders. • Book 2: Sessions for caregivers to be delivered in parallel to those with adolescents. This book is designed to be implemented by trained facilitators. Workbook: Each one of the participants to receive a copy as they enrol in the life skills curriculum. This workbook serves as a means for adolescents to document the retained knowledge, to come up with their own projects, to support liaison between the facilitator and caregivers. Sessions Preparation This module is a highly sensitive one. It is only to be implemented by trained facilitators. Facilitators should be ready/prepared for adolescents to disclose incidents of violence or gender-based violence. There is a list of requirements and recommendations facilitators should follow before implementing this module. Requirements: - Facilitators should be familiar with case management referral pathways for gender-based violence and child protection in their area of implementation. - Facilitators should be trained on the guiding principles of and referral pathways for gender-based violence, child safeguarding and prevention of sexual exploitation and abuse (PSEA). - Consult the facilitators guide (book 1) for general tips on managing groups and sessions before you implement book 3. - If you have none of the mechanisms in your space, please skip this book as we want to make sure that the Do No Harm principle is respected. Recommendations: - If possible/appropriate, invite a social worker of the same gender as the adolescents into the session. - These topics may be triggering to adolescents who may have experienced, abuse at home, or sexual violence. The facilitator should pay close attention to the behaviours and comments of participants, noting who seems quiet or disengaged or visibly upset and/or aggressive. - The facilitator should use the opportunity to check in with adolescents individually after the session to see if additional actions or referral to case management or individual psychosocial support are needed. General comments to keep in mind: - Violence takes many forms, such as abuse and bullying. - Women, girls, men, and boys all experience violence, and people from different backgrounds and countries do too. - Violence and abuse can happen in different ways. - By knowing what abuse and violence are, adolescents are better equipped to avoid finding themselves in abusive situations. - No form of abuse happens by accident. - Abuse is not the fault of the adolescent being abused. - One of the reasons one person abuses another is to control them. Some abusers use their physical strength to force adolescents to do something they might not want to (e.g., sexual acts). - Abuse can happen once or many times by the same abuser. Abuse is often a pattern repeated over time. Case management or individual psychosocial support At all times facilitators must adhere to the principle of ‘Do No Harm.’ UNICEF is committed to ensuring that its strategies and programmes are conflict sensitive and informed by robust conflict analysis . If you have any questions or concerns regarding the conflict sensitivity of your programme, please contact the local UNICEF office focal point. This section aims to support facilitators to recognize and/or receive a disclosure of abuse, exploitation, or violence, and ensure that adolescents are introduced and referred to case management or individual psychosocial support when necessary. It is essential for all facilitators to know the case management referral pathways for gender-based violence and child protection in their area of implementation and possibly to keep information, education, and communication (IEC) materials in sight of participants to encourage self-referrals. Recognizing signs and symptoms of violence These signs do not necessarily mean that an adolescent is a survivor of violence but could potentially lead to identifying a survivor. • Does the adolescent appear distressed, paranoid, anxious, tearful, withdrawn, or fearful? Or are they exhibiting dangerous behaviours? • Does the adolescent appear to be avoiding eye or physical contact? • Is someone else claiming to speak for or on behalf of the adolescent? • Does the adolescent show signs of physical wounds, bruises, burns, scars, disability, or other signs of harm? • Does the adolescent show signs of extreme weight loss, skin conditions or sickness? If an adolescent discloses violence in a group setting • Facilitator should not ignore them since the signals to others that what they experienced is normal. • Facilitator should not discuss their case or ask them questions in front of others. This is not sensitive to the needs of the adolescent, and it will put them in a harmful position. • Facilitator should thank adolescents on occasions when experiences are shared with the group, and remind participants of confidentiality through group agreements and follow these steps: Suggested ways to introduce case management for adolescents Part of my job is to make sure that adolescents I work with are safe and get help when they need it. What you and I talk about is between us, but sometimes there may be some challenges you might tell me about that you would benefit from talking about with other people. There is another organization [insert name of appropriate agency] that has people who work with individual adolescents to help keep them safe and healthy [specify the name of the social worker if you know it]. Based on what you told me today, I think this organization may be able to support you. I would like to share with them your name, location and how to contact you or someone you trust. The people at [name of organization] will not contact your family, neighbours, or friends without your permission. Would it be okay if I contacted [insert name of appropriate agency] to ask them to help? If the facilitator is with an adolescent alone in a safe, private environment DOs: • Speaking in clear language, explain who you are, whom you work for and your role (if the adolescent is not already familiar with you). • Ask the adolescent if they would like to tell you something, or if anything has recently changed in their life. • If they disclose an incident, thank them for the trust they put in you, introduce them to case management and refer them to it if you obtain their verbal approval. • Listen and show compassion – while respecting boundaries, especially if you are not a social worker. • If they do not disclose an incident, you can still introduce case management services and refer them to it if you obtain their verbal approval. • Staff should call the referrals focal point to notify them of a case of suspected sexual violence, as treatment for sexual violence is time bound. • All front-line staff should be familiar with copies of referral pathways for each location. • Request support from technical focal points when in doubt. DON’Ts: • When the survivor discloses, do not investigate the incident. A survivor should not be urged to talk or be forced to take a specific course of action. • Do not interrupt the adolescent or judge them when they are speaking. Acknowledge the story and respect their wishes, dignity, and rights. • Do not interview the adolescent in front of other people. • Do not tell anyone what you have heard or seen unless part of the formal referral pathway. Confidentiality is crucial to protect a survivor’s safety. • Do not ask the case worker to disclose what happened to the survivor after you referred the case to them. No information on case management can be shared with any agencies or individuals without the survivor’s consent. • Do not actively seek adolescents who are survivors if your agency is not mandated to support this specific population. But do not ignore them either – make sure they are referred to agencies that can offer support. If an adolescent does not wish to see a case worker and only wants to talk to the facilitator It is possible that an adolescent might not be comfortable with case workers, especially when they are from different agencies, and if they have already established trust with the facilitator. In this case, it is important to consider the following: • Clarify the role of case workers to adolescents and highlight the confidentiality aspect of case management. • If the facilitator has a case worker in their team, involve them in some sessions so that adolescents are familiar with them, or suggest physically introducing the adolescent to the case worker. • If the adolescent does not wish to sit with the case worker, the facilitator can provide them with contact details of services and inform them where they can find the service. What to do in terms of consent/assent – when it comes to adolescents’ age Informed consent is the voluntary agreement of an individual who has the capacity to understand, and who exercises free choices, to be referred to a third party and/or a specific service based on full and transparent information. Informed assent is the expressed willingness to participate in services by children under the age of 15 years old. The process is similar to informed consent and requires sharing information in a child-friendly format on services and potential risks and asking the child for his or her permission to help. Age range Caregiver implicated in abuse? Type of consent/assent 6–14 No Informed assent of the child and informed consent of the caregiver 6–14 Yes Informed assent of child and informed consent of trusted adult or caseworker if no trusted adult 15–18 No Informed consent of the child and caregiver 15–18 Yes Informed consent of the child Gender Mainstreaming This curriculum tackles gender inequalities and gender roles, all through the sessions a gender lens is intentionally mainstreamed throughout. Examples, role-plays and scenarios have been carefully integrated with the aim of highlighting how deep-seated discriminatory perceptions, social norms and socio-cultural expectations around gender roles and power relations can sustain and enhance cultures of violence. Additional ‘notes’ are included to support facilitators to adapt sessions to meet the unique needs of boys and girls and lead deeper reflection on gender. Session 1: Different types of violence Objective - Participants will identify different types of violence. - Participants will understand the effects of violence. - Participants will think of ways to protect themselves from violence. Time - 1 hour Materials Flipchart papers, markers, papers, inflatable balloons, pens. Make sure that participants have their workbooks with them. Process Recap the previous session. Ask the adolescents what they learned in the previous session and how they used it since you last saw them. Activity 1 Today we are going to discuss a very sensitive topic; we are going to discuss violence. Let’s all remind ourselves of the group agreements we set in the first session and remember that this is a space of comfort; confidential matters should remain as such. It is also a space where we agreed to respect each other’s opinions. o Ask the participants to stand in a circle. o Divide participants into three groups (group 1: 2 people; group 2: 4 people; group 3: 6 people – adapt it to the number of participants). o The first group will form a circle, the second group will form a second circle around them, and the last group will form an outer circle. Note to facilitator: If the space in the MPC is too small for this activity, and adolescents are comfortable with this suggestion, you can suggest doing this activity outside. o Provide group 1 team members with inflated balloons and tell them that they are responsible for preventing the third group from popping them, but they are not permitted to hide the balloons in their clothes. o Group 2 members will work as a buffer and try to prevent the third group from popping the balloons. They will stand facing the third group, not facing the centre. o Group 3 has to pop the balloons by using different tactics. o The duration of the game will be 2 minutes from the time the facilitator says ‘start’. ASK: What did you think about the game? How did group 1 team members feel? How did group 2 team members feel? How did group 3 team members feel? Does this game have anything to do with safety? If so, what are the points you learned from it? Activity 2 I am going to tell you a story, and as we go through it, I will ask you questions that you will have to answer. Asma’s story Asma is 15 years old. Her father asked to go to her aunt’s house to babysit her cousins. When her father was asking her to do this, Asma was distracted and did not react to his request. Her father thought she was ignoring him, and he got so angry he started shouting at her, telling her she is not smart, not worthy, and disrespectful. Sayeda’s story Sayeda is walking down the street and sees a group of boys standing outside a shop. She crosses the road because she wants to avoid them. They start shouting at her, saying things about the way she is walking, the way she is dressed and the way she looks. Monjur’s story Monjur is 16. He wanted to borrow a hammer from his friend so that he could finish making a table for his house. His friend had just bought a new, expensive hammer that he had not used, but he agreed to lend it to him on the condition that Monjur returns it in perfect condition. Monjur was very careful using the hammer, but when he was going back to his friend’s house to return it, he fell and scratched the hammer. Monjur’s friend became angry when he saw this and punched Monjur. Farid’s story Farid is 15, his father stopped sending him to school because he thought that Farid was old enough and should be finding a job instead of going to school. Farid is brilliant and has amazing grades and hopes he can become a doctor someday. ASK: What did Monjur, Farid, Sayed, and Asma experience? Adolescents may find themselves in situations facing violence. Today we will talk about the types of violence that exist, where violence might happen and who might be the perpetrator. I want you to remember the examples of Monjur, Sayeda, Farid and Asma for this exercise. ASK: What are the different types of violence that exist? o Gather input from adolescents, summarize and correct the information. There are different kinds of violence, including: • Emotional violence: When someone makes another person feel fear to gain control over them. Examples: Threatening to harm someone; yelling or shouting; saying harmful things; calling someone worthless or stupid; stopping someone from seeing their family, parents, or friends; making comments about someone’s appearance or things related to their body • Denial of opportunities: When someone is stopped from exercising one of their rights because of their age or gender. Examples: When someone stops a girl from going to school; when someone is not given their basic needs such as water, food, and shelter because of their gender; when someone is not able to go to the doctor because of their gender • Forced marriage: When someone has to get married when they do not want to, and they have no choice in the decision • Physical violence: Hitting, pushing, using force to hurt or hold someone, or using any kind of material (hands, sticks, harmful tools) to harm someone • Sexual violence: Rape, sexual favours in exchange for assistance, unwanted kissing or touching (including private parts), someone asking, making connotations, and forcing themselves onto anyone else. ASK: Now that we know what the types of abuses and violence are, I want us to look again at the stories of Asma, Sayeda, Monjur and Farid. Let me know where the act happened and their relationship with the person who did the act. Violence can happen anywhere and can be perpetrated by anyone. Anyone can be subjected to violence: men, women, boys, and girls. However, boys and girls are at higher risks of violence which tends to happen more frequently in private spaces, and the perpetrator tends to be a person known to the abused. Activity 3 Now that we know what the types of violence are, who can be perpetrators and where abuse can happen, we are going to think about the consequences of violence. o Ask the participants to draw a boy/girl on flipchart paper. o Ask the participants to think back to all the types of violence discussed in the previous activity and draw their consequences on the flipchart paper – whether on the boy/girl’s body or on their emotions. o Ask the participants to present to the larger group. There are different consequences of violence, but they can roughly be divided into two categories: Physical • Bruises, burns, cuts, bites, broken bones, bleeding • Unwanted pregnancy • STIs • Infections. Emotional • Anxiety, sadness, or loneliness • Wanting to run away • Low self-confidence and self-esteem • Changes in sleep patterns and eating habits • Low concentration • Might feel ‘numb’ or calm about the events • Might feel shocked and like it is difficult to understand what happened • Might be worried about what people think or might say to them • Might feel guilty even if it is not true • Might be angry at themselves • Might want to hurt the person who is responsible. There is no right or wrong way to feel about the events, but it is important to know that there is someone that Monjur, Farid, Mourie, Asma or anyone who has gone through something similar can talk to: the social worker. o Introduce the social worker in the MPC or nearest facility, and their function. TAKE-HOME ACTIVITY: Until our next session, notice whether you see others in the community engaging in violent behaviours. Talk with people you trust if someone has been violent to you. You can also talk to me or the social worker we mentioned earlier. Encourage participants to take note of the referral pathways on their workbook. Session 2: Gender discrimination Objective - Participants will be able to identify gender-related discrimination. - Participants will be introduced to gender-based violence. Time - 1 hour Materials Flipchart papers, markers, papers, pens. Make sure that participants have their workbooks with them. Process Recap the previous session. Ask the adolescents what they learned in the previous session and how they used it since you last saw them. Activity 1 Do you remember the activity ‘What it means to be a boy or a girl?’ If so, can you remind me about the definitions of gender and sex o Provide the participants with clarifications of the key messages from ‘What it means to be a boy or a girl’. o Ask the participants to walk around in the space, focusing on themselves only and the instructions you are going to give them. o While they are walking around the room, think about ways in which society describes boys. For example, how do you think our community would finish the sentence ‘Boys are…’? You can answer out loud if you want. o Let’s do the same for girls. How would the society finish the sentence ‘Girls are…’? Note to facilitator: Stress that this is not how they would finish the sentence themselves, but rather how they see the community around them treating boys and girls – for example: boys are strong, boys are smart, boys are troublemakers; girls are weak, girls are emotional, girls are sensitive. Now, let’s think about how people in the community might finish this sentence: ‘Boys cannot…’ You can say your answers out loud if you want. Let’s think about how people in the community might finish this sentence: ‘Girls cannot…’ You can say your answers out loud if you want. ASK: If we compare the community’s perception of girls and boys, what do we notice? Do they both face restrictions because of the community’s perception? If yes, what are those restrictions? Who faces more discrimination due to their gender in the community? Both boys and girls have gender roles, and the community restricts and limits them. Boys are always expected to be strong, while girls are often perceived as weak and are highly limited. Girls face more restrictions and limitations from society than boys do, due to the general perception of them being weaker than their male counterparts. o Give the participants pieces of paper and pens. o Ask the participants to write down on the pieces of paper the things that the community thinks about girls and boys (some of the examples might be ‘Girls cannot go out of the house’ or ‘Boys have to do all the heavy lifting’). o Let’s put all these pieces of paper in front of us. What would we like to do with them? (Encourage participants to do something fun with the papers, such as tear them up, roll them into balls and throw them, or jump on them.) o Ask them to think about the things they would like to see in the community about boys and girls and ask them to write them down on other pieces of paper. o Let’s keep these papers to hand in this room so that we can constantly see them. Sometimes society puts limitations on boys and girls. Girls are disproportionately impacted, and these limitations are a result of how society perceives girls and boys, and gender roles. ASK: However, now that we understand that both boys and girls are very capable, powerful, smart, and strong, what can we do to challenge these stereotypes? Activity 2 Now that we understand the limitations that the community has on boys and girls mostly, it is important to understand where this comes from and how we can challenge these roles. o Divide participants into four groups and provide them with scenarios in which they will have to identify gender limitations. Who is participating in the creation of this issue? How can this issue be solved? What can we do about it if we witness a similar situation? o Provide participants with time to prepare. o Discuss their answers with the larger group. o Correct misconceptions that might have been raised. Scenario 1: Shahidul has made new friends with whom he has been spending time outside in the neighbourhood. When girls pass by, Shahid’s friends encourage him to call the girls and make comments on their looks. He feels uncomfortable with that, but they tell him that he is not a man if he does not show girls that he likes them. Shahidul starts making comments to girls walking by, even if this clearly makes them feel uncomfortable and they never respond to it. Scenario 2: Nusrat and Taeb are twins. They are both good at school, and Nusrat loves it there. When they turn 12 years-old, their father announces to Nusrat that she cannot go to school anymore because it is not appropriate for girls her age, and she must start learning housework to become a good housewife someday. Scenario 3: Tasnim is 14 years-old, she lives in a camp and whenever she must go out, her mother asks her to wear the Niqab. Tasnim does not want to wear it, but she often does so to please her mother. She was the last one among her friends to wear it, but she felt like she needed to, because they were all starting to gossip about her. Tasnim felt that wearing the Niqab was her way of having a normal life again. Note to facilitator: make sure to highlight that wearing a Niqab is not the issue in this scenario, but rather the fact that Tasnim has to wear it because she is a growing-girl and needs it to protect herself and her reputation. She is not doing it by choice, which is the problem here. Scenario 4: Mashrur is 13 years-old, he likes playing in the house with his sisters and watching his mother cook. When he goes to school, he does not enjoy playing football with other boys during recess. People tease him and tell him that he is a girl, and he should be manlier. His mother even asks him to go out and learn about life outside the house like other boys. o Discuss the scenarios and provide clarifications. Both boys and girls experience gender limitations – and what we call gender-based violence. These restrictions and acts of violence affect girls more often and are perpetrated by people in the immediate surrounding and can be caused by females to females, females to males, males to females and males to males. It is extremely important to recognize these limitations to understand our role in dealing with them. It is also important to do our best in these circumstances if we feel safe to limit these behaviours in our community. TAKE HOME ACTIVITY Until next session, feel free to discuss these topics with our friends, family members or community members if you feel like it. You can seek support from me (facilitator) and/or case worker if you need to dig deeper into the topic. Session 3: Adolescents 10–14: Comfortable and uncomfortable touch Objective - Participants will understand the difference between good and bad touches. - Participants will understand the differences between good and bad secrets. Time - 1 hour Materials Flipchart papers, markers, paper, pens, two boxes. Make sure that participants have their workbooks with them. Process Recap the previous session. Ask the adolescents what they learned in the previous session and how they used it since you last saw them. Activity 1 Today we are going to talk about comfortable and uncomfortable touches, secrets, and how we can deal with them. I will start by telling you the story of Zahid and this will help you understand a little more the topic. Zahid was on his way home from the multipurpose centre one day and decided to pass by the store where his uncle works to buy some bananas. His uncle was not there. There was only the shop owner, who recognized him and welcomed him. Zahid went in and asked for some bananas, and the shop owner gave him some. When Zahid was about to pay, the store owner told him that there was no need to give him money, but that Zahid needs to come visit him every day, help him with things around and for them to share secrets that Zahid is not allowed to tell anyone. ASK: Do you think that what Zahid experienced is normal? Does it only happen to boys/girls? Today we will help Zahid know if this was a comfortable or uncomfortable touch, secret. Look; and what Zahid can do to deal with that. Do you have any questions before we start? There are different types of touches or ‘looks’: • Comfortable: They usually make people feel safe and happy. Comfortable touches are usually pleasant and do not cause harm to the body (e.g., a mother stroking her daughter’s hair). • Uncomfortable: They can make someone feel unsafe or sad. Uncomfortable touches may cause harm to the body (e.g., a kick on the leg from a sibling). • Confusing or unwanted: These touches or looks may not seem harmful at first, but they do not ‘feel’ right even if they do not necessarily cause harm to the body. They might come from people we know or from strangers. These touches are also uncomfortable touches, but we are often confused or not sure what to think about them (e.g., Samira’s uncle touches her thigh and tells her she is very beautiful all the time). Activity 2 Let’s practice identifying the types of touches and looks we mentioned earlier. o Divide participants into three groups. o Provide participants with scenarios. o Ask the participants to help the person in the scenario identify the type of touch they experienced. Scenario 1: Fatima was very sick and went to the doctor with her mother. At the doctor’s clinic, the doctor asked her to take off her shirt so that he could examine her with the stethoscope. Fatima was embarrassed and did not want to do this, and when she did, the feeling kept on growing. After the examination, Fatima’s mother brought her medicine that helped her get better. (This is an unwanted touch: when a person is touched, and it might not feel good, but it was meant to help them. It is not a bad touch; it is an unwanted touch – for example, if someone grabs you to keep you from harm while crossing the road). Scenario 2: Marium and her 4-year-old brother were playing in the backyard; they started teasing each other, and later her brother tickled her, which made her laugh. Later that day, her father came home and found out that she got good grades at school and patted her on the back to encourage her. (This is a comfortable touch: when a person is touched, and it feels comfortable and makes the person feel happy, safe, and secure – for example, if a mother hugs her daughter to make her feel better). Scenario 3: Parmita was asked to get sugar from the neighbour’s house. She usually goes there when her mother asks her to get things and is usually greeted by her aunt Shaila. However, this time when she got there, Shaila was not around, and her husband greeted her. Parmita said she wanted sugar from Shaila, and she would come back later, since she was not around, but Shaila’s husband insisted that she come in and said that Shaila would be back any minute. When they were inside the house, Shaila’s husband sat next to Parmita, and as he was talking to her, he put his hand on her leg. Parmita was uncomfortable with this and decided to leave. Shaila’s husband asked her to come back later and not to tell anyone that she had been there with him alone. (This is an uncomfortable touch: when a touch does not feel comfortable and, unlike unwanted touch, is not helpful. Sometimes it is not easy to understand what an uncomfortable touch is. It is important to remember that an uncomfortable touch is something that might make a person feel confused, scared, or worried – for example, being hugged by a stranger. An adolescent may not feel comfortable sharing what happened with someone else. Other examples: being hit by a sibling or parent, tickled by a relative in a way that’s not funny, being touched and told not to tell anyone.) The important thing for adolescents to remember is that their body belongs to them, and they have the right to express themselves and ask people to respect their wishes. ASK: What should an adolescent do if they experience a confusing or uncomfortable touch? (Make sure they say that they will tell someone they trust.) What could Zahid or Marium do? (Zahid or Marium can tell the person that they do not feel comfortable and that they are not interested, and they can try to remove themselves from this situation and talk to a trusted person.) ASK: Imagine that Zahid or Marium felt comfortable at the beginning in this situation, and at some point, they stopped feeling comfortable. Do you think they have the right to ask the person to stop? (Any time you feel uncomfortable, you can stop, even if it was not the case earlier on.) If this ever happens to an adolescent, they should talk to a trusted adult. Adolescents should not feel afraid of telling a trusted adult about this. It is never the adolescent’s fault. If the adolescent does not want to talk to a parent or an adult they know, they can speak to the case worker in the MPC. Activity 3 In many cases, just like with Parmita, when an uncomfortable touch occurs, an adolescent might be asked not to mention it or to keep it a secret. We are now going to talk more about good and bad secrets. o Write down or draw on a piece of paper the following statements. o Ask the participants to put them in either the first or the second box. The first box is for good/healthy secrets, and the second one is for bad/unhealthy secrets. o Discuss and clarify any misconceptions with participants. Statements: Good/healthy secrets Bad/unhealthy secrets We will surprise our mother with a gift on her birthday. Don’t tell her please. A boy saw his classmate stealing money from the teacher’s purse, and the classmate asked him not to tell anyone what he saw. My neighbour told me that his sister passed her exams and that they will organize a surprise party for her. A girl’s neighbour kissed her on the cheek and asked her not to tell anyone about it. A girl’s uncle made her cry, then threatened her and told her not to tell anyone about it. Some of these secrets are good/healthy secrets, and some of them are bad/unhealthy secrets. It is a good and healthy secret when: • It feels good to know this secret • It does not harm the person or anyone else to keep the secret • The secret has a time limit (they have a beginning and an end, and at some point, the secret will be made public) • It is about a surprise for another person • It is something about a family member or friend that doesn’t make the person feel worried. It could be a bad and unhealthy secret when: • Someone tells an adolescent not to tell anyone (for an unlimited time) • Someone threatens an adolescent that if they tell someone, something bad will happen • Keeping the secret might harm the adolescent or someone else • It makes an adolescent feel worried or uncomfortable to keep the secret. In these cases, it is important for adolescents to know that they can talk to a trusted person or a case worker. Session 3: Girls 15–18: Healthy relationships Objective - Participants will understand the difference between healthy and unhealthy dynamics. Time - 1 hour Materials Flipchart papers, markers, papers, pens, picture of the ship from Activity 2. Make sure that participants have their workbooks with them. Process Recap the previous session. Ask the adolescents what they learned in the previous session and how they used it since you last saw them. Activity 1 Today, we will be talking about relationships. And before we start, I want to ask you a few questions. ASK: Why do people get into relationships? What are the different types of relationships that young people find themselves in? o List their responses on poster paper. Let’s take the example of Zahangir and Sumiya. I will give you each a piece of paper, and you will follow my instructions as we walk through the room. o Give the girls a piece of paper each and ask them to stand up. This piece of paper stands for the self-confidence Sumiya has in the story. I want you to tear off a piece of your paper and drop it to the floor if you hear anything that would make Sumiya lose her confidence. o Give the girls time to react when you are reading out the story. Zahangir and Sumiya: Zahangir and Sumiya have been engaged for about a year. Zahangir is working, and Sumiya is in school. Zahangir tells Sumiya that she is not very smart and that she should leave school and stay in the house, as school is not a place for girls. Zahangir gets mad at Sumiya sometimes and says things like, ‘You are no good for anyone, but do not worry, I love you.’ Zahangir does not care if he hurts Sumiya’s feelings. When Sumiya tries to tell Zahangir that she does not like something he is doing, he gets angry and starts shouting at her. Sometimes he tries to get close to her, and she does not feel comfortable. When she tells him to stop, he ignores her and laughs at her. o When you have finished the story, ask the girls to show the group how much of their paper they have left. ASK: How do you think Sumiya feels every time we are tearing the paper? Activity 2 ASK: Is it okay that Zahangir tries to get close to Sumiya when she does not feel comfortable? (If Sumiya is not comfortable, Zahangir should respect her boundaries.) ASK: What do you understand by the word ‘consent’? (Consent is when someone gives permission for something to happen or agrees to do something.) ASK: Did Zahangir get consent from Sumiya to get close to her? (No) ASK: What can Sumiya do in this situation? (She can tell Zahangir that she does not feel comfortable. She can tell him to stop and to respect her wishes. She can try to remove herself from this situation and talk to a trusted person.) ASK: If Zahangir tries to get close to Sumiya, and she lets him, but then she does not feel comfortable anymore, does she have the right to stop him? (She can stop him at any time she feels uncomfortable, even if she was okay with it in the beginning.) o Divide the girls into pairs and ask them to think about how Sumiya can tell Zahangir that she doesn’t feel comfortable. ASK: Could these ideas/suggestions work in real life? o Put up the picture of the ship that you prepared. Explain that just as there are certain things that keep a ship afloat and moving (calm seas, fuel, a solid body), there are certain things that keep relationships afloat. o Ask for an example of something that is necessary for a strong or healthy relationship (for example, respect) and write it on the body of the ship. o Then point out that there are certain things that can damage or ruin a relationship, just as stormy seas or a bad storm can sink a ship. Ask for an example (like dishonesty) and write it in the water beneath the ship. Activity 3 Now we will finish the story of Zahangir and Sumiya. How do you think the story will end? o Divide the girls into small groups and ask them to think about what Sumiya can do in this situation. o Ask them to think about who Sumiya can talk to, and any skills or information she needs to deal with the problem. o Ask them to present their stories to the group. o Clarify any misconceptions. If a girl ever experiences something like Sumiya, she could turn to the case worker, who would be able to help her set an action plan to deal with the problem. KEY POINTS: There are some important differences between relationships that make us feel good and ones that don’t make us feel good. o Ask the girls if they can think of any differences between these relationships. Write these down on flipchart paper: Healthy relationship Unhealthy relationship Both people are treated with respect Calling someone names Both people communicate in a good way Physically hurting someone Both people are treated fairly Being disrespectful Making decisions for the other person that they do not agree with Forcing someone to do something they do not want to do Girls who are in difficult relationships might feel that they cannot talk to anyone, but it is important that they find a trusted person/place they can turn to for advice – such as the safe space. TAKE HOME ACTIVITY Think about the ship image and follow the relevant activity in workbook. Session 3: Boys 15–18: Dynamics Objective - Participants will understand the difference between healthy and unhealthy dynamics and their responsibilities in creating and maintaining them. Time - 1 hour Materials Flipchart papers, markers, papers, pens, ship drawing from activity 2. Make sure participants have their workbooks with them. Process Recap the previous session. Ask the adolescents what they learned in the previous session and how they used it since you last saw them. Activity 1 Today, we will be talking about relationships. And before we start, I want to ask you a few questions. ASK: Why do people get into relationships? What are the different types of relationships that young people find themselves in? o List their responses on poster paper. The first example today is about Jahangir and his father. o Give the boys a piece of paper each and ask them to stand up. This piece of paper stands for the self-confidence Jahangir has in the story. I want you to tear off a piece of your paper and drop it to the floor if you hear anything that would make Jahangir lose his confidence. o Give the boys time to react when you are reading the story to them. Jahangir has been working for a few months in this store to help his family with their expenses. He works hard, and every night he returns home to his house, his sick father asks him to give him all his earnings. Jahangir’s father sometimes gets mad when Jahangir does not bring extra money to the house and tells him that he is useless. Jahangir’s father also tells him that he should be more responsible and try to make even more money, maybe leave school to take another job. Jahangir loves his family and feels responsible for them, but he also dreams of finishing his schooling and running his own business someday. His father tells him that he should forget about all of this and grow up. o When you have finished the story, ask the boys to show the group how much of their paper they have left. ASK: How do you think Jahangir feels every time we are tearing the paper? Activity 2 Khurshed is a 20-year-old man who recently became engaged to Tazreen, who is the same age. Tazreen and Khurshed spend time together, and one day when they are together, Khurshed tries to hold her hand, but she pulls away. Khurshed feels embarrassed and tells her that it’s his right to touch her hand, since they are engaged. ASK: Is it okay that Khurshed tries to hold Tazreen’s hand when she does not feel comfortable? (If Tazreen is not comfortable, Khurshed should respect her boundaries.) ASK: What do you understand by the word ‘consent’? (Consent is when someone gives permission for something to happen or agrees to do something.) ASK: Did Khurshed get consent from Tazreen to get close to her? (No) ASK: What should Khurshed do in this situation? (He should apologize, respect Tazreen’s boundaries and ask for consent in similar situations.) ASK: If Tazreen gave Khurshed her consent one time, and the time after that she did not feel comfortable with it, does she have the right to stop him? (She can stop him at any time she feels uncomfortable, even if she was okay with it in the beginning.) Activity 3 If we look at Jahangir and Khurshed’s stories, let’s see how they might end. o Divide the boys into two groups: one that follows Jahangir and another that follows Khurshed and ask them what they should do in these situations. o Ask them to think about who they can talk to, and any skills or information they need to deal with the problem. o Ask them to present their stories to the group. o Clarify any misconceptions. If a boy ever experiences something like Jahangir, he could turn to the case worker, who would be able to help him set an action plan to deal with the problem. Khurshed is in a situation of privilege in the scenario and has the responsibility to respect the other person’s boundaries and right – Khurshed should be aware not to abuse his privileges KEY POINTS: There are some important differences between relationships that make us feel good and ones that don’t make us feel good. o Put up the picture of the ship that you prepared. Explain that just as there are certain things that keep a ship afloat and moving (calm seas, fuel, a solid body), there are certain things that keep relationships afloat. o Ask for an example of something that is necessary for a strong or healthy relationship (for example, respect) and write it on the body of the ship. o Ask the boys if they can think of any differences between these relationships. Write these down on flipchart paper: Healthy relationship Unhealthy relationship Both people are treated with respect Calling someone names Both people communicate in a good way Physically hurting someone Both people are treated fairly Being disrespectful Making decisions for the other person that they do not agree with Forcing someone to do something they do not want to do TAKE HOME ACTIVITY Think about the ship image and follow the relevant activity in workbook. Session 4: Child labour Objective - Participants will be able to identify child labour and the harm it causes. Time - 1 hour Materials Flipchart papers, markers, papers, inflatable balloons, pens. Make sure participants have their workbooks with them. Process Recap the previous session. Ask the adolescents what they learned in the previous session and how they used it since you last saw them. Activity 1 o Before you start this session, it is important that you remind participants of the sessions on rights. ASK: Did you ever hear the expression ‘child labour’ before? Do you know what it means? When a child (anyone under the age of 18 years-old) works for subsistence (food or money), it is called child labour. In today’s session, we will be discussing a few stories and understanding the rights of adolescents and youth in these stories, and how they can best protect themselves. o Divide participants in three groups and provide a scenario and questions to each group. o Ask the groups to discuss the scenario and answer the questions. o Ask each group to present and discuss with the others. o Clear misconceptions and provide key messages for each scenario (as per guidance in Boxes). Scenario 1: Anwar is 14 years-old, his father works hard but still struggles to support the needs of all the family. As Anwar gets older, he feels the pressure to leave the multipurpose centre and find a source of financial income to support his family. One day, as he was in the neighbourhood tea shop, a man approaches him and tells him that he knows of ways Anwar can make a lot of money by doing little work. He only has to be ready to support leave the camp on demand and say yes to everything this man tells him to do. ASK: Is this a suggestion of child labour? Does it sound like Anwar is getting an offer of safe employment? What can Anwar do to protect himself? - Anwar is being exposed to propositions of child labour. - According to the CRC (mentioned in the ‘My rights session’, children have the right to live in without engaging in child labour. Caregivers and community members have the duty to protect anyone below the age of 18 from that practice. - Beware of strangers offering to take adolescents away and promising employment, it is not always genuine, and adolescents might be at bigger risks of unlawful action, child labour, and maybe trafficking. Scenario 2: Alamgir is 15 years-old and after monsoons and cyclones, he often works in his community to support the recovery of shelters and other tasks. He just follows the instructions given to him by people who want to make financial benefits. Alamgir noticed that when helping in monsoon recovery, some of his friends were physically harmed and others got ill and carried that illness into their households. ASK: What is Alamgir experiencing? Is it okay to help your community during cyclones and monsoons? Are there things Alamgir and adolescents can do if they would like to support in cyclone and monsoons recovery? - Alamgir is experiencing child labour. - It is important that adolescents do not involve themselves in heavy and risky work even during cyclones and monsoons period if this causes harm to them. - It is important that adolescents do not go to work environments that do not maintain hygiene and puts them at risk of contracting a disease and carrying it to others. Scenario 3: Raihana is 16 years-old, her father recently passed away and she lives with her mother and younger siblings. Her uncle has been taking care of them. One day, a visitor comes to their house her uncle, asks her many questions and leaves. A few days later, Raihana’s uncle explains to her that this man is interested in finding employment for Raihana, in exchange of her not telling people what she does. He promises her that this is work where she will be able to send money back to her family and take care of them. ASK: What is Raihana being offered? What can Raihana do to protect herself in this situation? -Raihana is also receiving an offer of child labour (maybe even child trafficking) - Raihana can talk to the case worker, the child protection focal point (CPFP) and other trusted adults to support her in this situation. Scenario 4: Azmal is 20 years old, when he was younger, many of his friends leave schools and learning centres to make quick financial gains. Whether working in tomtom repair stores, working with heavy machinery, and acquire other opportunities. Some of his friends have witnessed over the years accidents at work (especially in workshops where people were tired and harmed themselves with machinery) or had near-misses themselves. Azmal felt pressure to work, just like his friends. Instead, Azmal stayed enrolled in vocational training offered in his camp and was enrolled in an apprenticeship opportunity. After he turned 18 years-old, the owner of the business decided to give him a job and now Azmal trains other people in Solar repair and maintenance. He feels safe and lucky to be able to sustain himself and family through the skills he acquired. ASK: Is Azmal experiencing child labour? What did some of Azmal’s friends experience? Is Azmal’s experience realistic? What are some of the impacts of child labour? -Azmal did not experience child labour. - Azmal’s friends experienced the worst forms of child labour (as they were put in precarious, physically, and emotionally damaging situations). - Child labour, especially in its worst forms, impacts the person engaged in it on multiple levels: • It may prevent children from pursuing their education (being at least literate). • It may put the child in physical danger (accidents, contracting diseases, being physically impaired, etc.). • It may put the child in a position where their emotional well-being is not preserved (actions may affect self-esteem, etc.). • It may put the child in a position where the employer or customers could abuse or take advantage of them due to their age and/or gender - Azmal received the opportunity of vocational training that is available for both boys and girls in multipurpose trainings. Activity 2 ASK: In your opinion, what are some of the things we can do in our community to reduce child labour or limit its negative impact on children/adolescents? Remember, there are no right or wrong answers. o Allow the participants with some time to present their answers. o Lead the discussion and add the following points/recommendations if relevant: - If found in situations where child labour is inevitable, it is important to assess the physical and emotional impacts, identify whether it is a worst form of child labour, and plan accordingly. - It is important to identify a trusted adult and discuss your concerns with them (CPFP, case worker, etc.) - Discuss what you have learned with other children and adults in the community. - Communicate with and sensitize caregivers. You can ask for support from the staff in the MPC. - Ensure that children have access to education and sports facilities by coordinating with employers. - Referral to vocational services. TAKE-HOME ACTIVITY: Choose one of these suggestions from the last activity and try to implement it in your community. Session 5: Adolescent girls: Child marriage Objective - Girls will understand the impact of and responsibilities that come with marriage. - Girls will discuss the effects of polygamy. Time - 1 hour Materials Flipchart papers, markers, papers, pens. Make sure adolescents participating have their workbooks. Process Recap the previous session. Ask the adolescents what they learned in the previous session and how they used it since you last saw them Activity 1 ASK: • What is marriage? • What are some of the reasons why a girl might get married? -Marriage is something that many people do. -It is when two people come together to start a life and a family together. -Marriage can be a good thing, and it can also be very difficult. -It’s very important to understand what responsibilities marriage brings before engaging in it. o Divide the girls into two groups: Group 1 will draw/write a story about a day in the life of a married girl. Group 2 will draw/write a story about a day in the life of an unmarried girl. o Some of the guiding things you can look at: How does she spend her day, what chores does she have, does she have free time for herself, who does she have to take care of, what other responsibilities does she have? o Once the participants have finished, ask them to present their stories back to the wider group. There are many responsibilities that come with marriage, and if a girl is not prepared physically and mentally, this can be a very difficult time for her. Activity 2 • There are very important things for girls to do before they get married. • Marriage and building a family can be difficult. For it to be a good marriage, there is a lot to know. o Divide the participants into five groups and give each group a scenario. Ask them to think about what advice they would give someone in that situation. Scenario 1: Taneesha’s story When my parents asked me if I wanted to get married, I said ‘yes!’ I wanted to have a nice wedding dress and a celebration. I also thought I would have more freedom once I was married. But when we got married, I was told to cook and clean all the time. I had children and did not have time to do anything else. I was tired and missed my old life. ASK: Imagine you are Taneesha’s friends and before she got married, she told you of her plan to marry. You already know what is going to happen, so what advice could you have given her about getting married? (Give the groups a few minutes to discuss, then ask them to present their answers.) KEY POINT: When a girl marries young, she might not have any time for her friends, and she might have difficulty raising children. Girls can feel sad and lonely. Girls might also experience health problems because of pregnancy. Scenario 2: Tahsina’s story I got married at 16 years old because life was difficult at home. My family couldn’t afford sending me to go to school, and they didn’t have enough money to take care of me and my siblings. So, they made me get married. I got pregnant straight away, and my pregnancy was not easy. ASK: Imagine you are Tahsina’s friend, and she comes to tell you that her parents want her to get married. What advice would you give her? (Give the groups a few minutes to discuss, then ask them to present their answers.) KEY POINTS: • Younger girls (below 18) are not as physically developed as adults. Parts of their body are still growing – parts such as the pelvis which need to be fully grown to be able to deliver a healthy baby. • Young girls are at greater risk of weak blood or dangerous fits during pregnancy, which can lead to exhaustion, infection, and other health issues. • Young girls are also at high risk of delivering babies too early, before the baby is ready to be born. Scenario 3: Aliya’s story Aliya was married when she was 24 years old. She had gone to the Multipurpose centres and learned how to read and write. But also, how to sew. Aliya also took some time after graduating to sell some of the things she was making at home through her brother. She was ready to take on the responsibility of marriage, and her body was fully developed to be able to have children. Aliya made sure that she was able to teach all her children how to read and write because she knew how to. ASK: Why did Aliya wait to get married? What happened in her life that allowed her to marry later? What can we do to encourage more girls to marry later? (Think about convincing parents, long-term consequences etc.) Scenario 4: Ayesha’s story Ayesha is 16. She lives in the camp with her parents and five younger sisters. In Myanmar, Ayesha used to go to school, and in the camp, she has been going to the Multipurpose centre. One day, she comes back home, and her parents tell her that she will marry a 35-year-old man in the camp who is powerful and well respected and will protect her from all the teasing and make her life easier. Ayesha does not feel ready for marriage, and she turns to her friends for support on how to talk about this with her parents. ASK: What is Ayesha being asked to do? What type of marriage is this? (Polygamy/forced and child marriage) Let’s remember how to consider pros and cons, as in the ‘Decision-making’ session. I would like to know what pros and cons you can think of for Ayesha’s type of marriage. ASK: Imagine you are Ayesha’s friend; how can you help her approach her parents in this regard? • Girls must grow and develop and become ready and able to take on the responsibilities that come with marriage. • Girls should marry when their bodies and minds are ready and if they want to. ASK: If a girl is in a situation where she is being forced to get married, who can she ask for help? Tell your caregivers, or a trusted person (case worker, child protection focal point, etc.) if you are being forced to marry before the age of 18 years old. Use your knowledge in a manner that does not expose others in your community but share information to reduce child marriage. TAKE-HOME ACTIVITY: Encourage participants to take note of relevant referral pathways in this case. Session 5: Adolescent boys: Child marriage Objective - Boys will understand the impact of and responsibilities that come with marriage. Time - 1 hour Materials Flipchart papers, markers, papers, pens. Make sure adolescents participating have their workbooks. Process Recap the previous session. Ask the adolescents what they learned in the previous session and how they used it since you last saw them. Activity 1 ASK: • What is marriage? • What are some of the reasons why a girl might get married? • What are some of the reasons why a boy might get married? -Marriage is something that many people do. -It is when two people come together to start a life and a family together. -Marriage can be a good thing, and it can also be very difficult. -It’s very important to understand what responsibilities marriage brings before engaging in it. o Divide the boys into four groups: Group 1 will draw/write a story about a day in the life of a married girl. Group 2 will draw/write a story about a day in the life of an unmarried girl. Group 3 will draw/write a story about a day in the life of a married boy. Group 4 will draw/write a story about a day in the life of an unmarried boy. o Some of the guiding things you can look at: How does he/she spend his/her day, what chores does he/she has, does he/she have free time for themselves, who does he/she have to take care of, what other responsibilities does he/she have? o Once the participants have finished, ask them to present their stories back to the wider group. There are many responsibilities that come with marriage, and if a girl or a boy is not prepared physically and mentally, this can be a very difficult time for them. ASK: Who finds themselves more frequently in that position, boys, or girls? It is more frequent for girls to find themselves in those situations than boys. It is, however, important for both boys and girls to discuss and understand the topic because we all have a role to play in marriage. Activity 2 There are very important things for people to do before they get married. Marriage and building a family can be difficult. For it to be a good marriage, there is a lot to know. o Divide the boys into three groups and give each group a scenario. Ask them to think about what advice they would give someone in that situation. Scenario 1: Sumiya’s story When my parents asked me if I wanted to get married, I said ‘yes!’ I wanted to have a nice wedding dress and a celebration. I also thought I would have more freedom once I was married. But when we got married, I was told to cook and clean all the time. I had children, one of my pregnancies was difficult to recover from, and I had barely any time for anything. I was tired and missed my old life. ASK: Imagine you are Sumiya’s brothers and before she got married, she told you of her plan to marry. You already know what is going to happen, so what advice could you give her about getting married? (Give the groups a few minutes to discuss, then ask them to present their answers.) Note to facilitator: Encourage the boys to think about the decision-making power they have in a household as opposed to their sisters or female friends. Encourage them to think about whether there are ways for them to support girls. -When a girl marries young, she might not have any time for her friends, and she might have difficulty raising children. Girls can feel sad and lonely. Girls might also experience health problems because of pregnancy. -Younger girls (below 18) are not as physically developed as adults. Parts of their body are still growing (such as the pelvis) which need to be fully grown to be able to deliver a healthy baby. - Young girls are at greater risk of weak blood or dangerous fits during pregnancy, which can lead to exhaustion, infection, and other health issues. - Young girls are also at high risk of delivering babies too early, before the baby is ready to be born. Scenario 2: Abdurahman’s story Abdurahman is 16 years old. He falls in love with a girl in his community. He cannot stop thinking about her and decides to marry her. After they get married, they keep on living with his parents because they cannot afford to move into their own place. A few months later his wife gets pregnant, but also very sick, and he cannot pay the medical bills to send her to see a doctor. Abdurahman finds himself trying to work multiple jobs to make ends meet, while his friends are still learning. ASK: Imagine you are Abdurahman’s friend; what would you tell him before he gets married? -Early pregnancies affect the health of adolescent girls. -Marriage also comes with financial responsibilities that tend to fall on males and impact both married parties. -Marriage may have negative impacts on physical and emotional wellbeing of boys and girls. -Boys have more power than girls to influence these situations. It is important to think the decision-making power they have in a household to support these situations. -It important for adolescents to remember that they can talk to trusted adults, case workers and/or CPFP in their area if they need suppor
‍ইংরেজি থেকে বাংলা: Urban Environment Management (Noise Pollution) General field: বিজ্ঞান Detailed field: পরিবেশ ও বাস্তুবিদ্যা
উৎস টেক্সট - ‍ইংরেজি Urban Environment Management (Noise Pollution) Noise is an environmental phenomenon where human are exposed throughout their life. Noise, which is usually, defined in various ways likely an unwanted sound, independent of loudness that may cause undesired physiological and psychological effect in human being. Noise is not only an annoyance but also a hazard to human’s physical and mental will-being. On the other hand, noise pollution is one of the most harmful pollution that can be defined as unwanted or offensive sounds which unreasonably interfere into daily activities (Ayaz & Rahman, 2011; Haq, Islam, Ali, Haque, & Akhand, 2012). Though noise is responsible for various environmental problems but it is very difficult to quantify associated costs related to problems. Motorised traffic is the principal source of transport noise and according to OECD there are four categories of impact from transport noise such as productivity losses due to poor concentration, communication difficulties or fatigue due to insufficient rest; health care costs to rectify loss of sleep, hearing problems or stress; lowered property values; loss of psychological well-being (Ayaz & Rahman, 2011). Apart from transport noise there are some other types of noise which are the following: • Construction noise. • Domestic noise. • Including a domestic activity involving the use of machinery, domestic machine noise, such as air conditioners and pool pumps • Rubbish collection, street-sweeping machines, etc. • Building intruder alarm systems • Frost fans (used in primary production to prevent frost damage to crops). • Industrial Noise. • Peoples Noise. • Animal Noise. (Source: EPA) Existing scenario In Bangladesh noise problem, especially transport noise, is severe owing to some reasons such as vehicles horns are abused by drivers, horn is used to get right of way, strength of horn decides the power of vehicles, existence of non motorized vehicle on the same track encourage the use of horn, use of hydraulic horn, most drivers like horn signal than light indicator signal for lane changing (Ayaz & Rahman, 2011). In case of Dhaka City, the inhabitants of Dhaka City are being exposed to high level of noise pollution. As a result, uncontrolled noise of Dhaka city has made a serious and vulnerable situation for the dwellers. Noise pollution is adversely affecting the environment of this city and hampering physical and mental peace, and thus become a cause of an alarming health hazard (Alam, Rauf, & Ahmed, 2001; Haq et al., 2012). To control the sound/noise pollution, the Ministry of Environment and Forestry has been formulated ‘The Sound Pollution (control) Rules, 2006’. To set up the acceptable levels of noise, various standards are being used in different countries to combat the hazards of noise pollution. Limits of the acceptable noise levels for different areas in Bangladesh recommended by Bangladesh Department of Environment (DoE) are shown in the following table. Table: Acceptable Noise Level for Different Areas Classification of areas Noise Level dB (A) Day time Night time Silent areas 50 40 Residential areas 55 45 Mixed areas 60 50 Commercial areas 70 60 Industrial areas 75 70 Source: (Alam et al., 2001; Ayaz & Rahman, 2011) Recommendations To combat noise the approaches can be divided into three categories such as source control, noise shielding and noise reduction. Source Control • Control of vehicle devices, vehicle maintenance practices, traffic control • Strict regulations and enforcement of laws • Increasing people awareness, mass media like television, radio, newspapers may be helpful to a great extent in this purpose. Noise Shielding: The source of most outdoor noise worldwide is mainly caused by machines and transportation systems, motor vehicles, aircrafts and trains. The idea of noise shielding is to use various methods to block the noise to reduce the disturbance of activities. • Use of building to create “Shadow zones” Transportation noise could be shielded by cautious arrangement of buildings, e.g. establishing a building of non-sensitive use multi-storey car park or shopping centre near the noise source or extending a small part of a building bulk. “Noise shadow zone” can shield buildings of sensitive land use areas. • Noise barrier construction Noise barriers are the most effective method of mitigating roadway, railway and industrial noise sources other than cessation of the source activity or use of source controls. • Tree plantation along the footpath to shield noise Noise Reduction: Apart from noise shielding, noise can be reduced by better arrangement of building and absorb the noise by different materials. • Road and building alignment By leaving distance between the noise source and residential area, disturbance by noise could be reduced. The diagrams show how transportation noise is reduced by keeping distance from the railway in Hong Kong. • Road pavement To prevent noise, materials with characteristic of sound blocking and sound absorbing are suggested as followed.	অনুবাদ - বাংলা নাগরিক পরিবেশ ব্যবস্থাপনা ( শব্দদূষণ) শব্দ পরিবেশের এমন একটি উপাদান যা দ্বারা পরিবেষ্টিত হয়ে মানুষ সমস্ত জীবন বসবাস করে। শব্দ দূষণ বলতে মূলত মানুষের সহ্যসীমার অতিরিক্ত শব্দ বোঝানো হয়ে থাকে যার তীব্রতা শারীরিক ও মানসিক ক্ষতি সাধন করে। শব্দ দূষণ শুধুমাত্র বিরক্তিরই কারণ নয় বরং মানুষের শারীরিক এবং মানসিক বিকাশের পথে বাধা স্বরূপ। শব্দ দূষণকে অযাচিত ও তীব্র শব্দ বলেও সংজ্ঞায়িত যায় এবং এটি মানুষের প্রাত্যহিক জীবনের জন্য ব্যাপক ক্ষতিকর; অন্য সকল দূষণের মাঝে এটি অন্যতম ভয়াবহ দূষণ হিসেবে পরিগণিত। (আয়ায ও রহমান,২০১১; হক, ইসলাম, আলী, হক এবং আকন্দ, ২০১২)। যদিও শব্দ দূষণ বিভিন্ন ধরনের ক্ষতি সাধন করে থাকে তবু সেই ক্ষতির পরিমাণ নির্ধারণ করা খুবই কঠিন। যন্ত্রচালিত বাহনই যানবাহনগত শব্দ দূষণের প্রধান উৎস। ওইসিডি (OECD) অনুসারে যানবাহনসৃষ্ট শব্দ দূষণের ক্ষতিকে চারভাগে ভাগ করা যায়- একাগ্রতার অভাবে উৎপাদন ঘাটতি, অপ্রতুল বিশ্রাম এর কারণে যোগাযোগ সমস্যা বা ক্লান্তি, পর্যাপ্ত ঘুমের অভাবজনিত শারীরিক সমস্যা ( যেমন- শ্রবণশক্তির হ্রাস), অবসাদ বা এমন জাতীয় সমস্যা সমাধানে আর্থিক ক্ষতি, মানসিক ক্ষতি ( আর্থিক ভারসাম্যহীনতা, সম্পত্তির অবমূল্যায়ন ইত্যাদি) (আয়ায ও রহমান,২০১১)। যানবাহনগত শব্দ দূষণ ছাড়া আরও বিভিন্ন ধরনের শব্দ দূষণ রয়েছে, ক) নির্মাণজনিত শব্দ দূষণ। খ) গৃহস্থালিঘটিতশব্দ দূষণ (বাড়ি-ঘরে ব্যবহৃত বিভিন্ন যন্ত্রের ব্যবহারের কারণে উদ্ভুত শব্দ দূষণ, যেমন- শীতাতপ নিয়ন্ত্রণ যন্ত্র, সুইমিং পুল পরিষ্কার করার যন্ত্র ইত্যাদি)। গ) আবর্জনা সংগ্রহ ও রাস্তা পরিষ্কার করার কাজে ব্যবহৃত যন্ত্রসৃষ্ট শব্দ দূষণ। ঘ) বাড়ী-ঘরে লাগানো অনুপ্রবেশকারী ঠেকাতে ব্যবহৃত এলারম জনিত শব্দ দূষণ। ঙ) ফ্রস্ট ফ্যান (ফসলের ক্ষতি মোকাবিলায় ব্যবহৃত হয়)। চ) কলকারখানাজনিত শব্দ দূষণ। ছ) সাধারণ মানুষের কারণে তৈরি হওয়া শব্দ দূষণ। জ) পশু পাখির কারণে তৈরি হওয়া শব্দ দূষণ। (সুত্রঃ ইপিএ) বর্তমান প্রেক্ষাপটঃ বাংলাদেশে বিশেষভাবে যানবাহনসৃষ্ট শব্দ দূষণ এর অবস্থা ভয়াবহ। এর বহুবিধ কারণের মাঝে উল্লেখযোগ্য হল গাড়িচালকদের ইচ্ছামত হর্ন এর ব্যবহার। দ্রুত রাস্তা বেরকরার জন্য মানুষ এমন ব্যবহার করে থাকে এবং হর্নের তীব্রতার উপর যানবাহনের শক্তি বিচার হয়। অর্থাৎ যে যানবাহন যতটা জোরে হর্ন বাজাতে পারে তার শক্তি ততটাই বেশি বলে বিবেচিত হয়; তার জন্য রাস্তা পাওয়াটাও ততটাই সহজ। এখানে একই রাস্তায় যন্ত্রচালিত এবং যান্ত্রিক নয় এমন যানবাহন (যেমন-রিক্সা, সাইকেল ইত্যাদি) চলাচল করে যার ফলে যন্ত্রচালিত যানবাহনের চালকেরা ঘন ঘন জোরে হর্ন বাজানোর অভ্যাসে আবদ্ধ হয়ে পড়েছেন। এখানে যানবাহনে হাইড্রোলিক হর্ন ব্যবহার করা হয় এবং চালকেরা এক রাস্তা থেকে অন্য রাস্তায় যাবার সময় বা দিক পরিবর্তনের সময় আলোর সঙ্কেত ব্যবহার না করে হর্ন বাজাতেই বেশি স্বাচ্ছন্দ্য বোধ করেন (আয়ায ও রহমান, ২০১১)। ঢাকা শহরের ক্ষেত্রে খুব সহজেই বলা যায় যে, ঢাকার অধিবাসীরা অতি উচ্চমাত্রার শব্দ দূষণের ঝুঁকিতে বসবাস করেন। অনিয়ন্ত্রিত এই শব্দ দূষণের ফলে এই শহরের অধিবাসীদের জন্য চিন্তার উদ্রেকজনক, ঝুঁকিপূর্ণ একটি অবস্থার সৃষ্টি হয়েছে। এই শহরে এমন উচ্চমাত্রার শব্দ দূষণের কারণে পরিবেশ সম্পূর্ণ নষ্ট হচ্ছে এবং মানুষের শারীরিক ও মানসিক শান্তি বিঘ্নিত হচ্ছে যা ভয়ঙ্কর স্বাস্থ্যঝুঁকির কারণ (আলম, রউফ ও আহমদ,২০১১; হক ও অন্যান্য, ২০১২)। শব্দ দূষণ নিয়ন্ত্রণকল্পে বাংলাদেশ বন ও পরিবেশ মন্ত্রনালয় “শব্দ দূষণ (নিয়ন্ত্রণ) বিধিমালা, ২০০৬” জারি করেছে। শব্দ দূষণ নিয়ন্ত্রণে বিশ্বের বিভিন্ন দেশে বিভিন্ন আদর্শ ব্যবহার করে শব্দ সহ্যশক্তির সীমা নির্ধারিত হয়েছে। নিচে বাংলাদেশ ডিপার্টমেন্ট অব এনভায়রনমেন্ট (ডি ও ই) দ্বারা নির্ধারিত শব্দের সহ্যমাত্রার (স্থান ও কাল ভেদে) একটি তালিকা দেওয়া হল। স্থান সহনীয় শব্দের মাত্রা (ডেসিবেল) দিন রাত্রি নীরব এলাকা ৫০ ৪০ আবাসিক এলাকা ৫৫ ৪৫ মিশ্র এলাকা ৬০ ৫০ বাণিজ্যিক এলাকা ৭০ ৬০ শিল্প/কারখানা এলাকা ৭৫ ৭০ সুত্রঃ আলম ও অন্যান্য ২০০১; আয়ায ও রহমান,২০১১ সুপারিশঃ শব্দ দূষণ প্রতিরোধে গ্রহণীয় পদক্ষেপসমূহকে তিন ভাগে ভাগ করা যেতে পারেঃ ক) উৎস নিয়ন্ত্রণ, খ) শব্দ প্রতিরোধক ব্যবস্থা, গ) শব্দ দূষণ হ্রাস করা। ক) উৎস নিয়ন্ত্রণঃ যানবাহনে ব্যবহৃত যন্ত্র নিয়ন্ত্রণ, নিয়মিত যানবাহন নজরে রাখা, রাস্তায় যানবাহন নিয়ন্ত্রণ করে শব্দ দূষণ নিয়ন্ত্রণ সম্ভব। • কড়া নজরদারি এবং আইনের যথাযথ ও সুষ্ঠু প্রয়োগ। • বহুল প্রচারিত গণমাধ্যম, যেমন-টিভি, রেডিও, সংবাদপত্রের মাধ্যমে জনগনের মাঝে শব্দ দূষণ সংক্রান্ত সচেতনতা বৃদ্ধি। খ) শব্দ প্রতিরোধক ব্যবস্থাঃ সারা বিশ্বব্যাপী শব্দ দূষণের অন্যতম প্রধান উৎস হল যন্ত্র ও যন্ত্রচালিত যানবাহন, যেমন- মোটরগাড়ি, বিমান, ট্রেন ইত্যাদি। শব্দ প্রতিরোধক ব্যবস্থা হল এমন একটি ধারণা যাতে বিভিন্ন মাধ্যমে শব্দ প্রতিরোধ করে দূষণ কমানো যায়। • দালান ব্যবহার করে ‘শ্যাডো-জোন’ তৈরি করাঃ পরিকল্পনামাফিক দালান বা ইমারত তৈরি করে যানবাহনসৃষ্ট শব্দ দূষণ প্রতিরোধ সম্ভব। যেমন- বহুতল গাড়ি পারকিং বা শপিং সেন্টার তৈরি করে শব্দ দূষণের উৎসের কাছাকাছি কোন জায়গায় বা দালানের ছোট কোন অংশ আয়তনে যদি খানিকটা বাড়ানো যায় তবে উৎস থেকে সৃষ্ট উচ্চমাত্রার শব্দকে বাধা দিয়ে তার মাত্রা কমিয়ে আনা সম্ভব। এমন পরিকল্পিত দালানের শব্দ প্রতিরোধী অংশকেই শ্যাডো জোন বলা হয়। এমন দূষণও শ্যাডো জোন দ্বারা নিয়ন্ত্রণ সম্ভব। • শব্দ দূষণ প্রতিরোধক তৈরি করাঃ রাস্তাঘাট, রেলওয়ে এবং শিল্প এলাকার শব্দ দূষণ কমানোর সবচেয়ে ভালো উপায় হল শব্দ দূষণ প্রতিরোধক তৈরি করা। উৎস নিয়ন্ত্রণ এর থেকেও এই মাধ্যম বেশি কার্যকরী। • ফুটপাথে এবং রাস্তার পাশে বৃক্ষরোপণ এর মাধ্যমে দূষণ প্রতিরোধক তৈরি করা যায়। গ) শব্দ দূষণ হ্রাসকরণঃ দূষণ প্রতিরোধক ব্যবস্থার পাশাপাশি উন্নত পরিকল্পনা মাফিক ইমারত তৈরি করে এবং বিভিন্ন শব্দ শোষণকারী উপকরণ বা উপাদান ব্যবহার করে শব্দ দূষণের হ্রাস সম্ভব। • রাস্তা ও ইমারতের সরলরৈখিককরণঃ আবাসিক এলাকা এবং শব্দের উৎসের মাঝে দূরত্ব বাড়ানোর মাধ্যমে দূষণগত সমস্যা কমানো সম্ভব হয়। নিচের রেখাচিত্রগুলো থেকে দেখা যাচ্ছে আবাসিক এলাকা এবং রেল চলাচলের জায়গায় অন্তর্বর্তী দূরত্ব বৃদ্ধি করে হংকং এ কিভাবে শব্দ দূষণের ক্ষতি হ্রাস করা হয়েছে। • রাস্তা প্রশস্তকরনঃ শব্দ দূষণ প্রতিরোধে শব্দ প্রতিরোধী এবং শব্দ শোষণে সক্ষম উপাদানের তালিকা নিম্নরুপ।
‍ইংরেজি থেকে বাংলা: Op-Ed for The Star on Bt brinjal and pesticides General field: বিজ্ঞান Detailed field: কৃষি
উৎস টেক্সট - ‍ইংরেজি Op-Ed for The Star on Bt brinjal and pesticides Somewhere around the world, two to three people are poisoned by pesticides every single minute. The overall death toll adds up to some tens of thousands of people, mainly farm workers, according to the World Health Organization. In Bangladesh, as in other developing countries, many acutely toxic poisons are still widely used in agriculture despite being banned internationally because of their known effects on human health and the environment. This is an important consideration for World Food Day, which highlights peoples' right to a healthy and secure food supply. Because of the need to protect agricultural crops against pests and thereby help feed a growing population, pesticide use in Bangladesh has doubled since the early 1990s. However, farmers are failing to take appropriate measures to protect themselves: a recent survey by the World Bank found that almost all farmers sprayed their crops bare-footed, only 2% wore gloves, just 3% wore protective eye-glasses, and only 6% had simple cotton masks to protect against inhalation. Not surprisingly, many farmers report experiencing symptoms of chronic or acute poisoning from pesticides, including headaches and dizziness, eye and skin irritation or vomiting. Long-term effects on human health can include leukaemia, lung cancer, aplastic anemia, fetal death, hormonal changes, DNA damage and birth defects. Runoff of toxins into rivers can pollute groundwater supplies, and damage both freshwater and marine ecosystems. Some pesticide toxins accumulate in the food chain and have been found at high levels in animals in the Arctic. In Bangladesh one of our most pesticide-intensive crops is brinjal, the most economically important vegetable for the nation. Yield losses from pests, in particular the the fruit and shoot borer larvae, are estimated at over 50% nationwide despite the heavy use of pesticides - surveys suggest many brinjal farmers spray their plants every two days during the rainy months, with as many as 150 sprays during the whole growing season. Anecdotally, there are reports that children are widely employed dipping brinjal fruits in buckets of insecticide, coating themselves and the fruit in toxins. Other than insecticides there are no other proven successful methods to control fruit and shoot borer in brinjal. Organic and 'integrated pest management' methods have shown promise, but are too complex and time-consuming to be widely successful. Accordingly, experts at the Bangladesh Agricultural Research Center, in partnership with Cornell University in the United States and funded by USAID, have developed a genetically-modified brinjal which expresses a naturally-occuring insect-control protein called 'Bt' in the fruits and leaves of the plant. This Bt brinjal has recently been given full approval by the Government, and will be available to farmers in the next season. Some NGOs have expressed opposition to Bt brinjal on the grounds that its effects have been inadequately studied. This is untrue - Bt proteins have been used for over a decade in food and feed crops such as corn, and are widely used in agricultural production worldwide. The Bt protein, known to scientists as Cry-1A, is only toxic to insect pests, and is completely safe for humans and indeed all other non-insect species. Several years of field tests in Bangladesh and India have established beyond doubt that Bt is close to 100% effective in controlling fruit and shoot borer. This means that farmers growing brinjal in Bangladesh will be able to cut pesticide applications on their crop once they can access Bt brinjal seeds. Overall, it is anticipated that pesticide use can be reduced by 70-90% and farmers’ incomes will rise by an average of 100% due to higher brinjal yields and lower input costs. This adds up to a projected net benefit to Bangladesh brinjal farmers of 144,000 Taka (USD 1,800) per hectare, and will also mean reduced prices for consumers. Unfortunately, some NGOs who are ideologically opposed to all genetically-modified crops, seem to share the agenda of the pesticide companies in opposing the introduction of Bt brinjal. Both in India and the Philippines they have successfully blocked farmers from being able to access Bt brinjal seeds which would have enabled a big reduction in pesticide use. In Bangladesh thankfully strong demand from farmers has so far enabled scientists and the Government to pursue this technology further. Opponents also spread myths about Bt brinjal, claiming that farmers will not be able to save seed and will become dependent on multinational seed companies, and that Bt brinjal will eliminate traditional brinjal varieties. All these allegations are untrue: farmers will be able and encouraged to save seed, which after all have been produced for the common good by Bangladeshi scientists in the public sector, not by private interests. Brinjal cannot pollinate over long distances, so farmers can still grow traditional brinjal varieties nearby without fear of losing their genetic integrity. In the final assessment, Bangladesh really only has two options. The first is to adopt genetically-modified Bt brinjal in order to slash pesticide use and protect human health and the environment. The second is to continue dosing conventional brinjal with vast amounts of toxic pesticides at serious risk to both farmers and consumers. Activists campaigning against GMOs mean that we will be stuck with the second option - with continued pesticide poisoning, cancers and environmental damage the certain result.	অনুবাদ - বাংলা বিশ্বজুড়ে প্রতি মিনিটে গড়ে দুই থেকে তিনজন মানুষ কীটনাশক দ্বারা আক্রান্ত হয়, মূলত খেত খামার কর্মীরাই এই ভয়াবহতার শিকার। বিশ্ব স্বাস্থ্য সংস্থার তথ্য অনুসারে, সার্বিক চিত্রে, বিশ্বজোড়া দশ হাজার মানুষের ভাগ্যে ঘটে এই পরিনতি । এসব কীটনাশকের বিষাক্ততা সম্পর্কে বিষদ জানার পরও এবং সমস্ত পৃথিবী হতে মারাত্মক এই কীটনাশকগুলো নিষিদ্ধ করে দেওয়া হলেও বাংলাদেশসহ আরও কিছু উন্নয়নশীল দেশে তীব্র এমন কীটনাশকগুলো ব্যাপক ও আশঙ্কাজনক হারে ব্যবহৃত হচ্ছে। বিশ্ব খাদ্য দিবসের এমন ক্ষণে এই বিষয়টি অত্যন্ত গুরুত্বপূর্ণ হিসেবে গণ্য করা হচ্ছে যার উদ্দেশ্য গণমানুষের সুস্বাস্থ্য ও নিরাপদ খাদ্যের জোগান নিশ্চিত করার অক্লান্ত প্রচেষ্টা । পোকামাকড় বা অন্য যেকোনো ধরনের ফসলহানির আশঙ্কা এবং ধীরে ধীরে ফুলে ফেঁপে ওঠা জনসংখ্যার বৃহদায়তন খাদ্যের জোগান দেবার তাড়নায় বাংলাদেশে গত ৯০ এর দশক হতে কীটনাশকের ব্যাবহার হার প্রায় দ্বিগুণ হয়ে এসেছে। ফলস্বরূপ কৃষকেরা তাদের নিজের নিরাপত্তার জায়গাটা শুন্য ছেড়ে দিচ্ছেন; বিশ্ব ব্যাংকের খুব সম্প্রতি একটি জরিপ পর্যালোচনা দেখা গেছে যে প্রায় সকল কৃষক কীটনাশক স্প্রে করবার সময় তাদের পায়ে কিছুই পরেন না, মাত্র দুইশতাংশ কৃষক হাত মোজা বা গ্লাভস ব্যবহার করেন, মাত্র তিন শতাংশ কৃষক নিরাপত্তাসূচক চশমা ব্যবহার করেন এবং মাত্র ছয় শতাংশ কৃষক নিঃশ্বাসের জন্য কাপড়ের মুখোশ বা মাস্ক পরে থাকেন। অনেক কৃষক কীটনাশকের বেশ কিছু দীর্ঘস্থায়ী ও তীব্র পার্শ্ব প্রতিক্রিয়ার কথা বলেন যেমন, মাথা বাথ্যা, মাথা ঘোরা, চোখ ও শরীর চুলকান , বমি বমি ভাব ইত্যাদি, যা মোটেও অপ্রত্যাশিত নয়। দীর্ঘস্থায়ী পার্শ্ব প্রতিক্রিয়া যেগুলো খুবই স্বাভাবিক সেগুলো হল, লিউকমিয়া, ফুসফুসের কান্সার, অ্যাপ্লাস্টিক অ্যানিমিয়া, হরমনাল পরিবর্তন, ডি এন এ এর ক্ষতি, জন্মদান বিষয়ক জটিলতা , কষ্টকর ও মারাত্মক মৃত্যু। বিষ গিয়ে মেশে নদীর জলে এবং খাবার পানিও এ বিষে হয়ে ওঠে বিষাক্ত। নদীর জল, সমুদ্র জল, সার্বিকভাবে জলদ্বারা নিয়ন্ত্রিত এ ধরণীর ভারসাম্য হয়ে ওঠে অপ্রকৃতস্থ। কিছু কীটনাশকের বিষাক্ততা এতটাই প্রাকৃতিক হয়ে উঠেছে যে আর্কটিক মহাসাগরের প্রানীদের খাদ্য শৃঙ্খলে এসব বিষেরে মাত্রা আশংকাজনক হারে পাওয়া গেছে। বাংলাদেশে উৎপাদিত শষ্যসমুহের মধ্যে ব্যাপক কীটনাশক প্রয়োগলব্ধ একটি ফলের নাম বেগুন যা অর্থনৈতিকভাবে বিবেচনায় দেশের জন্য অত্যন্ত গুরুত্বপূর্ণ। শষ্য রোগ ও কীটপতঙ্গ জনিত সংক্রমণে; আরও বাবহারিক দিক বলতে গেলে শুট বোরার লার্ভার কারণে পঞ্চাশ শতাংশ ফসল নষ্ট হয়। এই ক্ষতি এত বিপুল পরিমাণ যে তা কীটনাশক ব্যাবহারের পরও দৃশ্যমান। জরিপ হতে পাওয়া যায় কৃষকেরা ফসল বড় হবার সময় গড়ে প্রায় একশ পঞ্চাশবার অর্থাৎ দুই দিনে একবার করে ফসলে কিটনাশক প্রয়োগ করেন। বেগুন সংগ্রহের উদ্দেশ্যে শিশুদের শ্রম কিনে নেয়ার ব্যাপারটা প্রচলিত আছে। এ সম্পর্কিত এমন তথ্যও আসে যে, এই শিশুরা যে বালতিতে কীটনাশক মেশানো হয় সেই বালতিই বেগুন সংগ্রহের কাজে ব্যবহার করে। অজান্তেই পুরো ফলটাকে তারা কীটনাশকে মুড়ে ফেলে। বেগুন চাষে শুট বোরার এবং অন্যান্য ক্ষতি প্রতিরোধের ক্ষেত্রে কীটনাশক ব্যবহার ছাড়া অন্য কোন পথ নেই। অরগানিক এবং “ইন্টিগ্রেটেড পেস্ট মেথড” অনেক আশাবাদের কথা বলছে ঠিক কিন্তু এই পদ্ধতিটি এখনও জটিলতা ও দ্রুত কাজ করতে না পারার গ্লানি কাটিয়ে উঠতে পারেনি। কাজের ধারাবাহিকতায় বাংলাদেশের কৃষি গবেষণা কেন্দ্রের বিশেষজ্ঞগণ এবং ইউ এস এইডের অর্থায়নে যুক্তরাষ্ট্রের কর্নেল বিশ্ববিদ্যালয়ের যৌথ উদ্যোগে বংশগতির পরিবর্তন এনে একধরনের বেগুন উদ্ভাবিত হয়েছে যার পাতায় ও ফলে প্রাকৃতিকভাবেই একটি প্রোটিন বিদ্যমান থাকে যার নাম বিটি। যেটি স্বাভাবিক আচরণেই কীটপতঙ্গ ও ফসলের অন্যান্য ক্ষতির পথ রুদ্ধ করে দেয়। এই বিটি বেগুন সম্প্রতি সরকারের পূর্ণ অনুমোদন প্রাপ্ত এবং আগামী মৌসুমের মধ্যেই কৃষকদের হাতে পৌঁছে যাবে। বিটি বেগুনের প্রতিক্রিয়া এখনও সম্পূর্ণ ভাবে পর্যালোচনা করা হয়নি বলে কিছু কিছু এন জি ও দাবী করছে, কিন্তু জোর গলায় বলা উচিৎ যে তা সত্য নয়। বিটি প্রোটিন দশ বছরেরও বেশী সময় হতে খাদ্যজাত পন্যে ও শষ্যে ব্যবহৃত হয়ে আসছে যার একটি প্রকৃষ্ট উদাহারন ভুট্টা। কৃষিজ কর্মকাণ্ডে বিটি প্রোটিনের ব্যবহার সমস্ত বিশ্ব এখন সমাদৃত সত্য। বিটি প্রোটিন, বৈজ্ঞানিকদের কাছে যার নাম ক্রাই-১ এ, মূলত ক্ষতিকর কীটপতঙ্গের জন্য বিষাক্ত, কিন্তু মানুষ ও কীটপতঙ্গ বৈশিষ্ট সম্পন্ন নয় এমন প্রজাতির জন্য মোটেও বিষাক্ত নয়। বাংলাদেশ ও ভারতের মাঠ পর্যায়ে কিছু পরীক্ষায় প্রমানিত হয়েছে যে বিটি প্রোটিন ফল ও শুট বোরার নিয়ন্ত্রনে প্রায় ১০০ ভাগ ফলপ্রসূ ও নিরাপদ। এসকল আলচনার সহজ মানে করলে দাঁড়ায়, বাংলাদেশের কৃষকেরা একবার এই বিটি বেগুনের চাষ শুরু করতে পারলে তাদের কোন ধরনের কীটনাশক আর কখনোই ব্যবহার করবার প্রয়োজন হবেনা। সার্বিক ভাবে আশা করা যায় যে কীটনাশকের ব্যবহার ৭০%- ৯০% পর্যন্ত কমিয়ে আনা সম্ভবপর হবে এবং নুন্যতম বিনিয়োগ করে সর্বাধিক উৎপাদনের মাধ্যমে কৃষকেরা এই ফসলজাত আয় ১০০% পর্যন্ত বর্ধিত করতে পারবেন। এই সাফল্য থেকে বলা যায় বাংলাদেশের কৃষকেরা বিটি বেগুনের চাষ করে প্রতি হেক্টর থেকে ১৪৪০০০ টাকা (১৮০০ মার্কিন ডলার) আয় করতে পারবেন। যার দরুন ক্রেতারা এই পণ্য আরও কম দামে ক্রয় করতে পারবেন। দুর্ভাগ্যজনকভাবে কিছু এনজিও সকল ধরনের জেনেটিক পরিবর্তিত শষ্যের বিরোধিতা করে চলেছে যেন তারা কীটনাশক কম্পানিগুলোর মতাদর্শের সাথে একমত। বিটি বেগুনের পরিচিতি হবার সাথে সাথেই তাদের এই বিরোধিতা অন্তত এমন মনভাবকেই প্রকাশ করে থাকে। ভারত ও ফিলিপাইনে তারা এমনভাবে বিষয়টিকে উত্থাপন করেছেন যে কৃষকের হাতে এই সুবিধা তুলে দেয়া সেসব দেশে অত্যন্ত দুরহ ব্যাপার। অথচ এই বিটি প্রোটিনের প্রয়োগ সেসব দেশে কীটনাশকের ব্যবহার বহুগুণ কমিয়ে আনতে পারে। বাংলাদেশে কৃষকের বর্ধিত চাহিদা বিশেষজ্ঞ এবং সরকারকে এই প্রযুক্তি এতদুর নিয়ে আসতে প্রবলভাবে ত্বরান্বিত করেছে। ধন্যবাদ। এই প্রযুক্তি বিরোধীরা অলীক সব গল্প ছড়িয়ে বেড়াচ্ছেন, বলছেন কৃষক এই প্রযুক্তি একবার ব্যবহার করলে আর কখনও সেই মাটিতে কোন ফসল ফলাতে পারবেনা, তখন তাদের বাধ্য হয়ে অন্য কোন সহায় নিতে হবে। আরও বলছেন বিটি বেগুন আসলে নাকি বেগুনের আর সব প্রকার বিলুপ্ত হয়া যাবে। এসকল রটনাই মিথ্যা। কৃষকেরা শষ্যদানা সঞ্চয় করে রাখতে পারবেন, এই শষ্য জনগনের জন্য, খোদ বাংলাদেশের বিজ্ঞানীদের, তৈরি কারও বাক্তিগত ব্যবহার্য নয়। দূরত্ব একটু বেশী হলেই বেগুনের পরাগায়ন হয়না। কাজেই বিটি বেগুনের খেত হতে একটু দূরে চাইলেই দেশি ও অন্যান্য বেগুনের চাষ অনায়েসে সম্ভব। সর্বশেষ পর্যালোচনায় বলা চলে যে বাংলাদেশের দুটি মাত্র পথ খোলা রয়েছে। প্রথমটি, জেনেটিকালি পরিবর্তিত বিটি বেগুনের পূর্ণ ব্যবহার করে কীটনাশক নিরসন পূর্বক মানুষের সুস্বাস্থ্য ও খাদ্য নিরাপত্তা এবং পরিবেশের ভারসাম্য রক্ষা করা। দ্বিতীয়টি, কীটনাশকের পূর্ণ ব্যবহার করে ভোক্তা ও কৃষক উভয়েরই রক্ত বিষাক্ত করে তোলা। বিরোধী প্রতিক্রিয়াশীল যারা জিএমও এর বিরুদ্ধে অবস্থান নিয়েছেন তাদের সাথে সহমত পোষণের অর্থ দ্বিতীয় পথ বেছে নেয়া – অর্থাৎ ধারাবাহিক কীটনাশক ব্যবহার, ক্যান্সার ও পরিবেশদূষণ।
‍ইংরেজি থেকে বাংলা: UNDP Training Manual Translation: 100 ways to energise groups Games to use in workshops, meetings and community(1) General field: অন্যান্য Detailed field: মানব সম্পদ
উৎস টেক্সট - ‍ইংরেজি Introduction The International HIV/AIDS Alliance (the Alliance) is an international non-governmental organisation that supports communities in developing countries to make a significant contribution to HIV prevention, AIDS care and support to children affected by the epidemic. Since its establishment in 1993, the Alliance has provided financial and technical support to NGOs and CBOs from more than 40 countries. In addition, the Alliance promotes good practice in community responses to HIV/AIDS more broadly through evaluation, operations research, the development of training materials and tools, as well as policy and advocacy activities. 100 Ways to Energise Groups: Games to Use in Workshops, Meetings and the Community is one of a series of resources that the Alliance is developing to encourage participation in practice. It is a compilation of energisers, icebreakers and games that can be used by anyone working with groups of people, whether in a workshop, meeting or community setting. Why use energisers? Facilitators use games for a variety of different reasons, including helping people to get to know each other, increasing energy or enthusiasm levels, encouraging team building or making people think about a specific issue. Games that help people to get to know each other and to relax are called ice breakers. When people look sleepy or tired, energisers can be used to get people moving and to give them more enthusiasm. Other games can be used to help people think through issues and can help to address problems that people may encounter when they are working together. Games can also help people to think creatively and laterally. This guide includes all these different types of games – in no particular order – and facilitators can pick and choose those that are most appropriate for their specific purpose and context. Things to consider when using Energisers ✔ Try to use energisers frequently during a workshop or meeting, whenever people look sleepy or tired or to create a natural break between activities. ✔ Try to choose games that are appropriate for the local context, for example, thinking carefully about games that involve touch, particularly of different body parts. ✔ Try to select games in which everyone can participate and be sensitive to the needs and circumstances of the group. For example, some of these games may exclude people with disabilites, such as difficulty walking or hearing, or people with different levels of comfort with literacy. ✔ Try to ensure the safety of the group, particularly with games that involve running. For example, try to make sure that there is enough space and that the floor is clear. ✘ Try not to use only competitive games but also include ones that encourage team building. ✘ Try to avoid energisers going on for too long. Keep them short and move on to the next planned activity when everyone has had a chance to move about and wake up! 3 100 ways to energise groups 1 Howdy Howdy Participants stand in a circle. One person walks around the outside of the circle and taps someone on the shoulder. That person walks the opposite way around the circle, until the two people meet. They greet each other three times by name, in their own language. The two people then race back, continuing in opposite directions around the circle, to take the empty place. Whoever loses walks around the outside of the circle again and the game continues until everyone has had a turn. 2 Juggling ball game Everyone stands in a close circle. (If the group is very large, it may be necessary to split the group into two circles.) The facilitator starts by throwing the ball to someone in the circle, saying their name as they throw it. Continue catching and throwing the ball establishing a pattern for the group. (Each person must remember who they receive the ball from and who they have thrown it to.) Once everyone has received the ball and a pattern is established, introduce one or two more balls, so that there are always several balls being thrown at the same time, following the set pattern. 3 Names and adjectives Participants think of an adjective to describe how they are feeling or how they are. The adjective must start with the same letter as their name, for instance, “I’m Henri and I’m happy”. Or, “I’m Arun and I’m amazing.” As they say this, they can also mime an action that describes the adjective. 4 Three truths and a lie Everyone writes their name, along with four pieces of information about themselves on a large sheet of paper. For example, ‘Alfonse likes singing, loves football, has five wives and loves PRA’. Participants then circulate with their sheets of paper. They meet in pairs, show their paper to each other, and try to guess which of the ‘facts’ is a lie. 5 Connecting eyes Participants stand in a circle. Each person makes eye contact with another person across the circle. The two walk across the circle and exchange positions, while maintaining eye contact. Many pairs can exchange at the same time, and the group should try to make sure that everyone in the circle is included in the exchange. Begin by trying this in silence and then exchange greetings in the middle of the circle. 4 6 Match the cards The facilitator chooses a number of well-known phrases, and writes half of each phrase on a piece of paper or card. For example, they write ‘Happy’ on one piece of paper and ‘Birthday’ on another. (The number of pieces of paper should match the number of participants in the group.) The folded pieces of paper are put into a hat. Each participant takes a piece of paper from the hat and tries to find the member of the group with the matching half of the phrase. 7 Space on my right Participants are seated in a circle. The facilitator arranges for the space on their right to remain empty. They then ask a member of the group to come and sit in the empty space; for example, “I would like Lili to come and sit on my right”. Lili moves and there is now a space on the right of another participant. The participant who is sitting next to the empty space calls the name of someone different to sit on his or her right. Continue until the entire group has moved once. 8 What we have in common The facilitator calls out a characteristic of people in the group, such as ‘having children’. All those who have children should move to one corner of the room. As the facilitator calls out more characteristics, such as ‘likes football’, people with the characteristic move to the indicated space. 9 Who is the leader? Participants sit in a circle. One person volunteers to leave the room. After they leave, the rest of the group chooses a ‘leader’. The leader must perform a series of actions, such as clapping, tapping a foot, etc, that are copied by the whole group. The volunteer comes back into the room, stands in the middle and tries to guess who is leading the actions. The group protects the leader by not looking at him/her. The leader must change the actions at regular intervals, without getting caught. When the volunteer spots the leader, they join the circle, and the person who was the leader leaves the room to allow the group to choose a new leader. 10 Who are you? Ask for a volunteer to leave the room. While the volunteer is away, the rest of the participants decide on an occupation for him/her, such as a driver, or a fisherman. When the volunteer returns, the rest of the participants mime activities. The volunteer must guess the occupation that has been chosen for him/her from the activities that are mimed. 5 100 ways to energise groups 11 What kind of animal? Ask participants to divide into pairs and to form a circle. Put enough chairs in the circle so that all but one pair has seats. Each pair secretly decides what type of animal they are. The two participants without chairs are the elephants. They walk around the circle calling the names of different animals. Whenever they guess correctly, the animals named have to stand up and walk behind the elephants, walking in mime. This continues until the elephants can guess no more. Then they call “Lions!” and all pairs run for seats. The pair left without chairs become the elephants for the next round. 12 Killer wink Before the game starts, ask someone to be the ‘the killer’ and ask them to keep their identity a secret. Explain that one person among the group is the killer and they can kill people by winking at them. Everyone then walks around the room in different directions, keeping eye contact with everyone they pass. If the killer winks at you, you have to play dead. Everyone has to try and guess who the killer is. 13 The sun shines on... Participants sit or stand in a tight circle with one person in the middle. The person in the middle shouts out “the sun shines on...” and names a colour or articles of clothing that some in the group possess. For example, “the sun shines on all those wearing blue” or “the sun shines on all those wearing socks” or “the sun shines on all those with brown eyes”. All the participants who have that attribute must change places with one another. The person in the middle tries to take one of their places as they move, so that there is another person left in the middle without a place. The new person in the middle shouts out “the sun shines on...” and names a different colour or type of clothing. 14 COCONUT The facilitator shows the group how to spell out C-O-C-O-N-U-T by using full movements of the arms and the body. All participants then try this together. 15 Body writing Ask participants to write their name in the air with a part of their body. They may choose to use an elbow, for example, or a leg. Continue in this way, until everyone has written his or her name with several body parts. 6 16 Names in the air Ask participants to write their name in the air first with their right hand, then their left hand. Finally, ask them to write their name in the air with both hands at the same time. 17 Family members Prepare cards with family names. You can use different types of professions, such as Mother Farmer, Father Farmer, Sister Farmer and Brother Farmer. Or you could use names of different animals or fruits. Each family should have four or five in it. Give each person one of the cards and ask everyone to walk around the room. Explain that when you call out, “family reunion”, everyone should try to form a ‘family group’ as quickly as possible. 18 Who am I? Pin the name of a different famous person to each participant’s back, so that they cannot see it. Then ask participants to walk around the room, asking each other questions about the identity of their famous person. The questions can only be answered by “yes” or “no”. The game continues until everyone has figured out who they are. 19 as and bs Ask everyone to choose silently someone in the room that is their ‘A’ person and another person who is their ‘B’ person. There are no particular criteria on which to base their choices – selections are entirely up to individuals. Once everyone has made their choices, tell them to get as close to their respective ‘A’ person as possible, while getting as far away from their ‘B’ person. People can move quickly but should not grab or hold anyone. After a few minutes, participants stop and reverse the process, getting close to their ‘B’ persons and avoiding their ‘A’ persons. 20 Group statues Ask the group to move around the room, loosely swinging their arms and gently relaxing their heads and necks. After a short while, shout out a word. The group must form themselves into statues that describe the word. For example, the facilitator shouts “peace”. All the participants have to instantly adopt, without talking, poses that show what ‘peace’ means to them. Repeat the exercise several times. 7 100 ways to energise groups 21 Move to the spot Ask everyone to choose a particular spot in the room. They start the game by standing on their ‘spot’. Instruct people to walk around the room and carry out a particular action, for example, hopping, saying hello to everyone wearing blue or walking backwards, etc. When the facilitator says “Stop”, everyone must run to his or her original spots. The person who reaches their place first is the next leader and can instruct the group to do what they wish. 22 Banana game A banana or other object such as a bunch of keys is selected. The participants stand in a circle with their hands behind their backs. One person volunteers to stand in the middle. The facilitator walks around the outside of the circle and secretly slips the banana into someone’s hand. The banana is then secretly passed round the circle behind the participant’s backs. The job of the volunteer in the middle is to study people’s faces and work out who has the banana. When successful, the volunteer takes that place in the circle and the game continues with a new person in the middle. 23 Taxi rides Ask participants to pretend that they are getting into taxis. The taxis can only hold a certain number of people, such as two, four, or eight. When the taxis stop, the participants have to run to get into the right sized groups. This is a useful game for randomly dividing participants into groups. 24 Fruit salad The facilitator divides the participants into an equal number of three to four fruits, such as oranges and bananas. Participants then sit on chairs in a circle. One person must stand in the centre of the circle of chairs. The facilitator shouts out the name of one of the fruits, such as ‘oranges’, and all of the oranges must change places with one another. The person who is standing in the middle tries to take one of their places as they move, leaving another person in the middle without a chair. The new person in the middle shouts another fruit and the game continues. A call of ‘fruit salad’ means that everyone has to change seats. 25 “Prrr” and “Pukutu” Ask everyone to imagine two birds. One calls ‘prrr’ and the other calls ‘pukutu’. If you call out ‘prrr’, all the participants need to stand on their toes and move their elbows out sideways, as if they were a bird ruffling its wings. If you call out ‘pukutu’, everyone has to stay still and not move a feather. 8 26 Dancing on paper Facilitators prepare equal sized sheets of newspaper or cloth. Participants split into pairs. Each pair is given either a piece of newspaper or cloth. They dance while the facilitator plays music or claps. When the music or clapping stops, each pair must stand on their sheet of newspaper or cloth. The next time the music or clapping stops, the pair has to fold their paper or cloth in half before standing on it. After several rounds, the paper or cloth becomes very small by being folded again and again. It is increasingly difficult for two people to stand on. Pairs that have any part of their body on the floor are ‘out’ of the game. The game continues until there is a winning pair. 27 Tide’s in/tide’s out Draw a line representing the seashore and ask participants to stand behind the line. When the facilitator shouts “Tide’s out!”, everyone jumps forwards over the line. When the leader shouts “Tide’s in!”, everyone jumps backwards over the line. If the facilitator shouts “Tide’s out!” twice in a row, participants who move have to drop out of the game. 28 Delhi buses This game can be called after any type of local transport. Select a number of ‘drivers’. Assign a certain number of passengers for each driver to pick up. (Make sure that you have counted correctly, so that no one is left without a ride!) Ask the drivers to go around the room making vehicle noises and touting for business. The passengers form up behind or alongside their driver to make it look like they are in a vehicle. Now all the ‘vehicles’ drive around as if in traffic, sounding their horns and shouting at other drivers and vehicles. 29 Rabbits Someone starts by putting both hands up to their ears and waggling their fingers. The people on either side of this person put up one hand only, to the ear nearest the person with both hands up. The person with both hands up then points to another person across the circle. This person now puts both hands up to their ears and waggles their fingers. The people on either side have to put up the hand nearest the person with both hands up and waggle their fingers. The game continues in this way until everyone has been a ‘rabbit’. 9 100 ways to energise groups 30 Port/starboard Participants stand in the centre of the room. If the leader shouts “Starboard”, everyone runs to the right. If they shout “Port”, everyone runs left and if they shout “Man the ship”, everyone runs back to the centre. Other statements can be introduced; for example, “Climb the rigging” when everyone pretends to climb, “Scrub the decks”, and so on. 31 I’m going on a trip Everyone sits in a circle. Start by saying “I’m going on a trip and I’m taking a hug”, and hug the person to your right. That person then has to say “I’m going on a trip and I’m taking a hug and a pat on the back”, and then give the person on their right a hug and a pat on the back. Each person repeats what has been said and adds a new action to the list. Go round the circle until everyone has had a turn. 32 Find someone wearing... Ask participants to walk around loosely, shaking their limbs and generally relaxing. After a short while, the facilitator shouts out “Find someone...” and names an article of clothing. The participants have to rush to stand close to the person described. Repeat this exercise several times using different types of clothing. 33 Touch something blue Ask participants to stand up. Explain that you will tell everyone to find something blue, and that they have to go and touch it. This could be a blue shirt, pen, shoe or whatever. Continue the game in this way, asking participants to call out their own suggestions for things to touch. 34 Simon says The facilitator tells the group that they should follow instructions when the facilitator starts the instruction by saying “Simon says...” If the facilitator does not begin the instructions with the words “Simon says”, then the group should not follow the instructions! The facilitator begins by saying something like “Simon says clap your hands” while clapping their hands. The participants follow. The facilitator speeds up the actions, always saying “Simon says” first. After a short while, the “Simon says” is omitted. Those participants who do follow the instructions anyway are ‘out’ of the game. The game can be continued for as long as it remains fun. 10 35 What has changed? Participants break into pairs. Partners observe one another and try to memorise the appearance of each other. Then one turns their back while the other makes three changes to his/her appearance; for example, putting their watch on the other wrist, removing their glasses, and rolling up their sleeves. The other player then turns around and has to try to spot the three changes. The players then switch roles. 36 Birthday graph Ask people to line up according to their birthday months or seasons. Discuss which month or season has the largest number and what reasons there might be for this. 37 Body ‘tig’ Explain to participants that you will ‘tig’ someone. They then use just the part of their body that you have ‘tigged’ to ‘tig’ someone else in turn. Continue the game until everyone has been ‘tigged’. 38 Five islands Draw five circles with chalk on the floor, big enough to accommodate all of the participants. Give each island a name. Ask everyone to choose the island that they would like to live on. Then warn participants that one of the islands will sink into the sea very soon and participants on that island will be forced to move quickly to another island. Allow the suspense to build and then call out the name of the island that is sinking. Participants run to the other four islands. The game continues until everyone is squashed onto one island. 39 The animal game This game helps to divide a large group into smaller groups. Make slips of paper for each member of the large group. Write the name of an animal on each slip, using as many different animals as you need smaller groups. Hand the papers out at random and ask people to make the noise of their animal to find the other members of their smaller group. 40 Mime a lie Everyone stands in a circle. The facilitator starts by miming an action. When the person on their right says their name and asks “What are you doing?”, they reply that they are doing something completely different; for example, the facilitator mimes swimming and says “I am washing my hair.” The person to the facilitator’s right then has to mime what the facilitator said that they were doing (washing their hair), while saying that they are doing something completely different. Go around the circle in this way until everyone has had a turn. 11 100 ways to energise groups 41 Bring me Participants sort themselves into small teams, and the teams stand as far as possible from the facilitator. The facilitator then calls out “Bring me...”, and names an object close by. For example, “Bring me a man’s or woman’s shoes.” The teams race to bring what has been requested. You can repeat this several times, asking the teams to bring different things. 42 The king is dead The first player turns to their neighbour and says, “The king is dead!” The neighbour asks, “How did he die?”, and the first player responds, “He died doing this”, and starts a simple gesture or movement. All participants repeat this gesture continuously. The second player repeats the statement and the third player asks, “How did he die?” The second player adds another gesture or movement. The whole group then copies these two movements. The process continues around the circle until there are too many movements to remember. 43 Locomotion Everyone sits in a circle and a leader stands in the middle. The leader then walks or runs around the outside of the circle, imitating some means of locomotion such as a car, a train or swimming. S/he stops in front of several people, gives them a signal and they follow the leader, imitating the form of locomotion. When the leader has six to ten people behind him/her, s/he shouts “All change” and everyone, including the leader, races for a seat. The person who is left without a seat must start the game again, with a different form of locomotion. 44 Paper and straws Participants split into teams. Each team forms a line and places a piece of card at the beginning of their line. Each member of the team has a drinking straw or reed. When the game starts, the first person has to pick up the piece of card by sucking on the straw. The card then has to be passed to the next team member using the same method. If the card drops, it goes back to the first person and the whole sequence has to start again. 12 45 Don’t answer Ask the group to stand in a circle. One person starts by going up to someone and asking them a question such as, “What is your most annoying habit?” However, they must not answer the question themselves – the person to their left must answer. People can make their answers as imaginative as possible! 46 Tug of war The participants split into two teams. Each team takes one end of the rope. The teams have to pull on the rope to bring the opposite team towards them. 47 Pass the parcel The facilitator has wrapped a small gift with many different layers of paper. On each layer they have written a task or a question. Examples of tasks are ‘sing a song’ or ‘hug the person next to you’. Examples of questions are ‘What is your favourite colour?’ or ‘What is your name?’ The facilitator starts the music, or claps their hands if there is no music available. The participants pass the parcel around the circle, or throw it to each other. When the facilitator stops the music or the clapping, the person who is holding the parcel tears off one layer of paper and carries out the task or answers the question that is written on the paper. The game continues until all the layers have been unwrapped. The gift goes to the last person to take off the wrapping. 48 Fox and rabbit You need two scarves for this game. Participants stand in a circle. One scarf is called ‘Fox’ and the other is called ‘Rabbit’. ‘Fox’ must be tied around the neck with one knot. ‘Rabbit’ is tied around the neck with two knots. Start by choosing two participants who are opposite each other in the circle. Tie the ‘Fox’ scarf around one person’s neck and the ‘Rabbit’ scarf around the other. Say “go”. People need to untie their scarves and retie them around the neck of the person on their right or left. The scarves should travel in the same direction around the circle. The ‘Fox’ scarf with only one knot will travel faster than the ‘Rabbit’ scarf. The people tying the two knots for the ‘Rabbit’ scarf will try to go faster and faster to get away from the ‘Fox’ scarf. 13 100 ways to energise groups 49 The longest line This game requires a lot of space and may need to be done outdoors. Divide into teams of eight to ten people. Each team must have the same number of members. Explain that the task is to create the longest line using participants own bodies and any clothing or things in members pockets. Participants are not allowed to collect other things from the room/outside. Give a signal for the game to start and set a time limit, such as two minutes. The team with the longest line wins. 50 Robots Divide the participants into groups of three. One person in each group is the robot controller and the other two are the robots. Each controller must manage the movements of their two robots. The controller touches a robot on the right shoulder to move them to the right, and touches them on the left shoulder to move them to the left. The facilitator begins the game by telling the robots to walk in a specific direction. The controller must try to stop the robots from crashing into obstacles such as chairs and tables. Ask participants to swap roles so that everyone has a chance to be the controller and a robot. 51 King of the Jungle The group sits in a semi-circle. The ‘King of the Jungle’ (usually an elephant) sits on one end of the semi-circle. This person makes a sign to show they are sitting in the elephant’s position. At the other end of the semi-circle sits the monkey, and the person in this seat makes an appropriate sign. All the seats in between belong to different animals, such as lions, fish, and snakes, which people define with different signs. Once everyone has defined the sign for their seat, the game begins. The elephant makes their sign, and then makes the sign of another animal. That animal makes his or her own sign, then the sign of another animal, and so it continues. If someone makes a mistake, or doesn’t notice that their sign has been made, they have to swap places with the person next to them, moving down towards the monkey. They then take on the sign of the seat they now occupy, and the person who moves up a place takes their sign. The aim is to move all the way up to take the place of the King of the Jungle. 52 Pass the energy Participants stand or sit in a circle, hold hands and silently concentrate. The facilitator sends a series of ‘pulses’ both ways round the group by discreetly squeezing the hands of those next to her/him. Participants pass these pulses round the circle, as in an electric current, by squeezing the hand of the person next to them and literally ‘energising’ the group. 14 53 Bottle game Participants stand in a circle. In the first round, a bottle (or some other object) is passed around the circle. Participants have to do something with the bottle, such as kiss it, rub it, or turn it upside down. In the second round, tell participants to remember what they did with the bottle, and do the same thing to the person standing on their right. 54 How do you like your neighbour? Ask participants to sit in a circle. Go around the circle and number each person one, two, three, four, etc. One person stands in the middle and one chair is removed. The person in the centre points to someone and asks them, “How do you like your neighbour?” If the person replies “I like him”, everyone gets up and moves to another chair. There will be one person left standing, who then takes their turn in the centre of the circle and asks someone, “How do you like your neighbour?” If the person replies “I don’t like him”, the person in the middle asks him/her “Who do you want?” The person calls out two numbers. The two people whose numbers have been called have to get up and change chairs with the two people on either side of the answerer. 55 Dragon’s tail Ask the group to divide into two. The two groups form dragons by holding on to one another’s waists in a long line. The last person in the line has a brightly coloured scarf tucked into his/her trousers or belt, to form the dragon’s tail. The object is to catch the tail of the other dragon without losing your own tail in the process. 56 Group massage Ask the group to stand in a circle and turn sideways so that each person is facing the back of the person in front of them. People then massage the shoulders of the person in front of them. 57 Pass the person Participants stand in two lines facing each other. Each person tightly grasps the arms of the person opposite. A volunteer lies face up across the arms of the pairs at the beginning of the line. Pairs lift their arms up and down to move the volunteer gently on to the next pair. The game continues until the volunteer is ‘bumped’ all the way to the end of the line. 15 100 ways to energise groups 58 Blindfold pairs An obstacle course is set out on the floor for everyone to look at. Participants split into pairs. One of the pair puts a scarf around their eyes, or closes their eyes tightly so they cannot see. The obstacles are quietly removed. The other member of the pair now gives advice and direction to their partner to help them safely negotiate what are now imaginary obstacles. 61 Ball under chins Make some small balls out of any material that is available, such as crumpled paper. Participants split into teams and each team forms a line. The line passes a ball under their chins. If the ball drops, it has to go back to the beginning of the line. The game continues until one team has finished passing the ball along their line. 62 Knees up Participants stand in a close circle with their shoulders touching and then turn, so that their right shoulders are facing into the centre of the circle. Ask everyone to put their hand on the shoulder of the person in front and to carefully sit down so that everyone is sitting on the knees of the person behind them. 59 I like you because... Ask participants to sit in a circle and say what they like about the person on their right. Give them time to think about it first! 60 Heads to tummies People lie on the floor in a chain so that each person has their head on another person’s stomach. Someone will laugh. Hearing someone laugh through their stomach makes the next person laugh and so on round the chain. 63 Get up, sit down! Give each participant a number (several participants could have the same number). Then tell a story that involves lots of numbers – when you say a number, the person(s) with this number has (have) to stand up. 16 64 Knots Participants stand in a circle and join hands. Keeping their hands joined, they move in any way that they want, twisting and turning and creating a ‘knot’. They must then unravel this knot, without letting go of one another’s hands. 65 Coin game Participants divide into two lines. The two people at the end of each line start the race by dropping a coin down their clothes. When it drops free on the floor, they hand the coin to the next person in the line who does the same. The race continues until the coin has reached the end of one of the lines. 66 Countdown Ask participants to form a circle. Explain that the group needs to count together from one to 50. There are a few rules: they are not to say ‘seven’ or any number which is a multiple of seven. Instead, they have to clap their hands. Once someone claps their hands, the group must count the numbers in reverse. If someone says seven or a multiple of seven, start the counting again. 67 Fizz buzz Go round the group counting upwards. The group replaces any number divisible by three with ‘fizz’, any number divisible by five with ‘buzz’, and any number divisible by both three and five with ‘fizz buzz’. Count up and see how high you can go! 68 Group balance Ask participants to get into pairs. Ask pairs to hold hands and sit down then stand up, without letting go of one another’s hands. Repeat the same exercise in groups of four people. Then form into groups of eight people holding hands in a circle. Ask members in each group to number off in even and odd numbers. At a signal, ask the even numbers to fall backwards while the odd numbers fall forwards, achieving a group balance. 69 Leading and guiding Participants split into pairs. One participant puts on a blindfold. Their partner then leads them carefully around the area making sure they don’t trip or bump into anything. After some time, the facilitator asks the pairs to swap roles. At the end, participants discuss how they felt when they had to trust someone else to keep them safe. 70 Clap exchange Participants sit or stand in a circle. They send a clap around the circle by facing and clapping in unison with the person on their right, who repeats the clap with the person on their right, and so on. Do this as fast as possible. Send many claps, with different rhythms, around the circle at the same time. 17 100 ways to energise groups 71 People to people Everyone finds a partner. A leader calls out actions such as “nose to nose”, “back to back”, “head to knee”, etc. Participants have to follow these instructions in their pairs. When the leader calls “people to people” everyone must change partners. 72 Count to Seven The group sits in a circle and someone starts the process of counting. Each person counts in sequence. When the counting reaches seven, the next person starts over with the number one. Every time someone says a number, they use their hands to point out the direction that the counting should go in. 73 Football cheering The group pretends that they are attending a football game. The facilitator allocates specific cheers to various sections of the circle, such as ‘Pass’, ‘Kick’, ‘Dribble’ or ‘Header’. When the facilitator points at a section, that section shouts their cheer. When the facilitator raises his/her hands in the air, everyone shouts “Goal!” 74 An orchestra without instruments Explain to the group that they are going to create an ‘orchestra’ without instruments. The orchestra will only use sounds that can be made by the human body. Players can use hands, feet, voice etc, but no words; for example, they could whistle, hum, sigh or stomp their feet. Each player should select a sound. Choose a well-known tune and ask everyone to play along, using the ‘instrument’ that they have chosen. Alternatively, don’t give a tune and let the group surprise itself by creating a unique sound. 75 Hands slapping Ask participants to kneel on the floor, link arms with the people on either side of them, and place their palms flat on the floor. Now ask people to slap their palms on the floor in turn so that it goes round the circle. Having linked arms makes it difficult to work out which hand is your own! If someone makes a mistake, they have to put a hand behind their back and the game continues. 76 Pass the action Participants sit in a circle. One person (A) stands in the centre. A moves towards another person (B) using a specific action, such as jumping. When s/he reaches B, s/he takes B’s place and B then moves to the centre of the circle using A’s action or movement. When B reaches the centre, s/he walks towards C, using a new action or movement. The game continues in this way until everyone has taken part. 18 77 Clap and point Participants form a circle. The facilitator sends a clap all the way around the circle, first in one direction, then in the other direction. The facilitator then shows participants how they can change the direction of the clap, by pointing the clapping hands in the opposite direction. Repeat this until the clap is running smoothly around the group and changing direction without missing a beat. Finally, show how you can ‘throw’ the clap by pointing the clapping hands at someone across the circle. 78 Rainstorm Everyone sits quietly in a circle, with their eyes closed, waiting for the facilitator’s first movement. The facilitator rubs their palms together to create the sound of rain. The person to their right makes this sound, and then the next person until everyone in the group is making the same sound. Once everyone is rubbing palms, the facilitator makes the rain sound louder by snapping his/her fingers, and that sound in turn is passed around the circle. Then the facilitator claps both hands together, and that sound is passed around the circle to create a rainstorm. Then the facilitator slaps their thighs, and the group follows. When the facilitator and the group stomp their feet, the rain becomes a hurricane. To indicate the storm is stopping, the facilitator reverses the order, thigh slapping, then hand clapping, finger snapping, and palm rubbing, ending in silence. 79 Statue stop Ask participants to form two circles of people of equal numbers. The people in the inner circle should face outwards. The people in the outer circle should face inwards. Each person in the outer circle uses the person opposite them in the inner circle to create a ‘statue’. They have only ten seconds to do this. The person in the inner circle allows the ‘sculptor’ to bend and twist their body into any shape that they wish, provided they do not hurt them. The ‘statue’ must remain in that position without speaking, until you call ‘time’. The outer circle then moves round one person to the left and they begin sculpting again. The people in the inner circle are bent and twisted into new positions through this process. Continue in this way and then ask people in the inner circle to change with people in the outer circle so that everyone has a chance to be ‘sculptor’ and ‘statue’. 80 Orchestra Divide the group into two and ask half to slap their knees and the other half to clap their hands. The facilitator acts as the conductor of the orchestra, controlling the volume by raising or lowering their arms. The game can continue with different members of the group taking the role of conductor. 19 100 ways to energise groups 81 Stand, sit and sing Participants sit in a circle and sing a song they all know. Choose two letters which occur frequently in the song, and ask the men to stand up when they sing a word beginning with one letter and the women to stand up when they sing a word beginning with the other letter. For example, all the men have to stand up each time the group sings a word that starts with the letter ‘m’, while all the females have to stand up every time the group sings a word that starts with the letter ‘f’. 82 Passing the rhythm Participants sit in a circle. The facilitator establishes a rhythm; for example, clapping your thighs, clapping your hands together, then clapping your neighbour’s hands. This rhythm is then passed around the circle. Once the rhythm is moving steadily through the group, try to speed it up. Once the group can do this, try inserting more rhythms into the circle so that several rhythms are being passed around the circle at the same time. 83 Messenger Before the game starts, the facilitator builds something out of blocks and covers it with a cloth. Participants are divided into small groups and each group is given a set of blocks. Each group selects a ‘messenger’ to look under the cloth. The messengers report back to their groups about what they have seen under the cloth. They must give their group instructions for how to build the same thing. The messengers are not allowed to touch the blocks or to demonstrate how it should be done – they can only describe how it should look. The group can send the messenger to have a second look at the structure. When all the groups are finished, the structures are compared to the original. 84 Drawing game Participants work in pairs, sitting back to back. One person in each pair has a simple drawing. The other person has a blank piece of paper and a pen. The person with the drawing describes it in detail so that the other person can reproduce the drawing on their sheet of paper. 85 Mirror image Participants sort themselves into pairs. Each pair decides which one of them will be the ‘mirror’. This person then copies (mirrors) the actions of their partner. After some time, ask the pair to swap roles so that the other person can be the ‘mirror’. 20 86 Hokey Cokey Participants stand in a circle to sing the song and do the actions. The first verse goes like this: You put your RIGHT FOOT in You put your RIGHT FOOT out In, out, in, out And you shake it all about You do the hokey-cokey (wiggling waist) And you turn around That’s what it’s all about! With each new verse substitute a different body part for ‘right foot’ – left foot, right arm, left arm, head, and whole self. 87 Muddling messages Participants sit in a circle. Think of a long message, such as “I’m going to go to the market to buy some bananas and mangos tomorrow morning, and then I am going to meet my cousin for lunch”. Whisper this message to the person sitting on your right. That person then whispers the same message to the person on their right and so on. Once the message has been passed around the circle, ask the last person to say the message aloud. Compare the final message with the original version. 88 Talking object Participants sit in a circle. An object is passed around the circle. The person who receives the object has to talk continuously until his/her neighbour decides to take the object. 89 Samson and Delilah The game revolves around the story of Samson and Delilah and the lion. Participants divide into two teams and stand in two lines, with their backs to the other team. Each team decides whether they will be Samson, Delilah or the lion, without telling the other team. They turn around to face the other team and mime an action representing who they are. For example, a sexy pose could represent Delilah, flexed muscles could be Samson, and a ferocious roar could represent the lion. Delilah defeats Samson, Samson defeats the lion, and the lion defeats Delilah. Sometimes, neither group will defeat the other because they will both choose to be the same thing! 90 Yes/No game Participants split into two lines, so that each person faces a partner. Line one has to say “Yes” in as many different ways as possible, and line two has to try to change their partner’s minds by saying “No” as convincingly as possible. Give both lines a chance to say both “Yes” and “No”. Then discuss how people felt. How did it feel to say “Yes” or “No”? Was it easier to say one than another? 21 100 ways to energise groups 91 The “E” game Write a large, curvy letter E on a piece of flipchart paper and place it in the centre of the circle. Ask participants to describe exactly what they see on the piece of paper, from where they are standing/sitting. Depending on where they are in the circle, they will either see an ‘m’, a ‘w’, a ‘3’ or an ‘E’. Participants can then move places so that they see the letter from a different perspective. This is a useful activity to highlight the fact that people see things very differently, according to their own specific perspective. Alternatively, put a person in the centre of the circle and ask those around to describe exactly what they see from their perspective. 92 Sagidi sagidi sapopo The group forms a circle or a line. The facilitator teaches everyone the simple chant “Sagidi sagidi sapopo”. Every time the group chants “Sagidi sagidi sapopo”, the facilitator makes a different action, such as clicking fingers or clapping, to the rhythm of the chant. With each new repetition of the chant, each person copies the actions of the person to their left so that everyone is always one move behind the person to their left. 93 What are we doing? Two teams line up at opposite ends of the room. Team A are the Mimes and Team B are the Tigers. Team A decides secretly on an activity to be mimed. They walk toward Team B, coming as close as they dare, and then act out their mime. Team B tries to guess what is being mimed. When they succeed they try to tag members of Team A before they can get back to their goal line. All who are tagged join the Tiger’s side. After the first round, get the teams to swap roles. 94 What is the adverb? One participant leaves the room and the others choose an adverb; for example, ‘quickly’ or ‘sleepily’. When the leaver returns, s/he must find out what the adverb is by commanding people to do various actions ‘in that way’. For example, if the leaver says “Talk that way”, the group must talk ‘quickly’ or ‘sleepily’. After each command, the participant tries to guess the word. 95 Shopping list The group forms a circle. One person starts by saying “I am going to the market to buy fish.” The next person says, “I am going to the market to buy fish and potatoes.” Each person repeats the list, and then adds an item. The aim is to be able to remember all of the items that all of the people before you have listed. 22 96 What am I feeling? Participants sit in a circle. Each person takes a turn acting out an emotion. Other participants try to guess what feeling the person is acting out. The person who guesses correctly acts out the next emotion. 97 O Kabita! Everyone in turn has to say “O Kabita!” (or another name) in as many different ways as possible, for example with anger, with fear, with laughter, and so on. 98 Presenting gifts This can be used at the end of a workshop. Put participants’ names in a box or bag. Pass the box or bag around and ask each person to pick a name. If they get their own name they have to put it back and choose another. Give the group a few minutes to think of an imaginary gift they would present to the person whose name they have drawn. Ask them also to think how they would present it. Go round the group asking each person to present their imaginary gift. 99 Writing on backs At the end of a workshop, ask participants to stick a piece of paper on their backs. Each participant then writes something they like, admire or appreciate about that person on the paper on their backs. When they have all finished, participants can take their papers home with them as a reminder. 100 Reflecting on the day To help people to reflect on the activities of the day, make a ball out of paper and ask the group to throw the ball to each other in turn. When they have the ball, participants can say one thing they thought about the day. 23 Other publications in this series include: A Facilitators’ Guide to Participatory Workshops with NGOs/CBOs Responding to HIV/AIDS An Orientation to Participation: A Guide for NGOs/CBOs Responding to HIV/AIDS (available later in 2002). International HIV/AIDS Alliance Queensberry House 104-106 Queens Road Brighton BN1 3XF United Kingdom Tel: +44 1273 718 900 Fax: +44 1273 718 901 E-mail: [email protected] Websites: www.aidsalliance.org www.aidsmap.com Registered British Charity Number 1038860 Designed and published by Progression www.progressiondesign.co.uk Date of publication: May 2002 Paper manufactured from 100% post consumer waste © The International HIV/AIDS Alliance, 2002. Unless a copyright is indicated, information in this publication may be reproduced, published or otherwise used without permission from the International HIV/AIDS Alliance. However, the International HIV/AIDS Alliance does request that it be cited as the source of the information. If a copyright is indicated on a photo, graphic or any other material, permission to copy these materials must be obtained from the original source. This publication was made possible through the support of the UK Department for International Development, the US Agency for International Development (under the terms of the Award Number HRN-G-00-98 00010-00). The opinions expressed herein are those of the authors and do not necessarily reflect the views of the donors mentioned above. 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G‡¶‡Î, AskMÖnYKvix‡`i e„ËvKv‡i `vuov‡Z ejyb\| GKRb e„‡Ëi evB‡ii w`‡K cy‡iv e„Ë‡K wN‡i nvuU‡eb Ges †h †Kvb GKR‡bi Kvu‡a †UvKv †`‡eb\| Gevi H e¨w³ e„‡Ëi evB‡i G‡m wecixZ w`‡K nvuU‡Z _vK‡eb hZ¶Y bv cÖ_g R‡bi mv‡_ Zvi gy‡LvgywL †`Lv nq\| Zviv G‡K Ac‡ii bvg wZbevi †W‡K ci¯ci‡K Awfev`b Rvbv‡eb\| Gevi †mB `yRb D‡ëvw`‡K Ny‡i †`Š‡o e„‡Ëi k~b¨¯’vb c~iY Kivi †Póv Ki‡eb\| whwb c‡i c~iY Ki‡eb wZwb nvi‡eb\| civwRZ e¨w³ Av‡Mi g‡Zv e„Ë‡K †K›`ª K‡i Nyi‡eb Ges Ab¨ GKR‡bi Kvu‡a †UvKv †`‡eb\| mK‡j AskMÖnY bv Kiv ch©š— Gfv‡e †Ljv Pj‡Z _vK‡e\| 2\| RvMwjs ej †Mg GB †Ljvq cÖ‡Z¨‡K KvQvKvwQ `vuwo‡q GKwU e„Ë ˆZwi Ki‡eb\| ( `‡ji AvKvi eo n‡j d¨vwmwj‡UUi †QvU `yB `‡j fvM K‡i wb‡Z cv‡ib)\| d¨vwmwj‡UUi e„‡Ëi †fZi †h †Kvb GKR‡bi w`‡K ej Qzu‡o w`‡eb\| hvi w`‡K ej †Qvuov nj, wZwb ej a‡i Ab¨ GKR‡bi w`‡K ejwU Qzuo‡eb\| †Qvuovi mgq wb‡Ri bvg wPrKvi w`‡q ej‡eb\| Gfv‡e cÖ‡Z¨‡K ej a‡i Ab¨R‡bi w`‡K Qzu‡o w`‡eb Ges wb‡Ri bvg m‡Rv‡i ej‡eb\| Gfv‡e e„‡Ëi wfZi GKwU c¨vUvb© m„wó n‡e\| cÖ‡Z¨K‡K g‡b ivL‡Z n‡e Kvi w`‡K ej Qzu‡o‡Qb\| cÖ‡Z¨‡K Aš—Z GKevi K‡i ej †c‡j e„‡Ëi wfZi AviI `yB ev wZbwU ej wb‡q Avmv DwPr, †hb GKB c¨vUvb© Abymv‡i GKvwaK ej wb‡q †LjvwU Pj‡Z cv‡i\| 3\| bvg I we‡klY cÖ‡Z¨K AskMÖnYKvix wb‡Ri Zvr¶wbK mgm¨v ev mvwe©K Ae¯’v eY©bvKvix GKwU we‡klY g‡b g‡b wVK Ki‡eb\| we‡klYwU Aek¨B Zv‡`i wbR bv‡gi cÖ_g A¶i w`‡q ïi“ n‡e\| †hgb,- Avwg meyR Ges Avwg Lye Avbw›`Z\| GB fv‡e ej‡Z ej‡Z Zviv AwfbqI Ki‡Z cv‡ib (Avbw›`Z n‡j Avb›` cÖKv‡ki Awfbq ev `ytwLZ n‡j `ytL cÖKvk Kivi Awfbq)\| 4\| wZbwU mZ¨, GKwU wg_¨v G‡¶‡Î, cÖ‡Z¨‡K GKwU eo KvM‡R wb‡Ri bvg I wbR m¤c‡K© PviwU Z_¨ wjL‡eb, hvi g‡a¨ wZbwU mZ¨, GKwU wg_¨v\| †hgb- Kvgvj Mvb MvB‡Z cQ›` K‡i, dzUej †Lj‡Z fvjev‡m, Zvi cvuP ¯¿x Ges wewiqvwb we‡kl cQ›`\| Zvici cÖ‡Z¨‡K wb‡Ri wb‡Ri KvMR wb‡q `‡ji wfZi Ny‡i †eov‡eb\| `yRb K‡i GKwU †Rvo MVb K‡i G‡K Aci‡K wbR Z_¨ m¤^wjZ KvMRwU †`Lv‡eb Ges †ei Kivi †Póv Ki‡eb m½xi †Kvb Z_¨wU wg_¨v ev fzj\| 5\| `„wó ms‡hvM ev `„wó †gjv‡bv AskMÖnYKvixiv e„ËvKv‡i `vuov‡eb\| cÖ‡Z¨‡K e„‡Ëi wfZ‡i Zvi mvg‡b `vuov‡bv e¨w³i mv‡_ †PvL †gjv‡eb\| †Pv‡L †PvL †gjv‡bv `yRb `„wó ms‡hvM i¶v K‡i e„‡Ëi evB‡i w`‡q †nu‡U G‡K Ac‡ii RvqMv e`j Ki‡eb\| GKvwaK †Rvov GKBmv‡_ RvqMv e`j Ki‡Z cvi‡e wKš‘ G‡¶‡Î cÖ‡Z¨‡K wVK fv‡e RvqMv e`j Ki‡Z cvi‡Q wKbv †Lqvj ivL‡Z n‡e\| †LjvwU†Kvb K_v bv e‡j kvš— cwi‡e‡km¤cv`b Ki‡Z n‡e\| cieZ©x‡Z cÖ‡Z¨‡K GKevi K‡i e„‡Ëi gvSLv‡b G‡m mevi mv‡_ K_v ej‡Z ev cwiwPZ n‡Z cv‡ib\| 6\| KvW© †gjv‡bv d¨vwmwj‡UUi wKQz cwiwPZ evK¨ wba©viY Ki‡eb\| evK¨¸‡jv `yB L‡Ê fvM K‡i cÖwZ LÊ GK GKwU KvM‡R ev Kv‡W© wj‡L ivL‡eb\| †hgb- Óïf Rb¥w`bÓ Gi ÓïfÓ GKwU KvM‡R ev Kv‡W© Ges ÓRb¥w`bÓ Av‡iKwU KvM‡R ev Kv‡W©\| KvMR/KvW© Ges AskMÖnYKvix mgmsL¨K n‡e\| Gevi me KvMR ev KvW© fvuR K‡i GKwU Uzwci g‡a¨ ivL‡eb\| cÖ‡Z¨K AskMÖnYKvix Uzwc †_‡K GKwU KvMR ev KvW© Zzj‡eb\| KvM‡R †jLv Amc¤c~b© evK¨wUi Ab¨ Ask Kvi Kv‡Q Av‡Q Lyu‡R †ei Ki‡eb\| 7\| Wvb cv‡ki dvuKv ¯’vbwU AskMÖnbKvixiv e„ËvKv‡i em‡eb\| d¨vwmwj‡UUi Ggbfv‡e `j‡K mvRv‡eb †hb cÖ‡Z¨‡Ki Wvb cvk dvuKv _v‡K\| Zvici GK Rb Ab¨ †Kvb m`m¨‡K Zvi Wvb cv‡ki dvuKv ¯’v‡b G‡m em‡Z Aby‡iva Ki‡eb\| †hgb ÒAvwg PvB wjwj Avgvi Wvb cv‡k G‡m emyK\|Ó wjwj Wvb cv‡k em‡j Ab¨ Kv‡iv Wvb cvk dvuKv n‡e\| hvi Wvb cvk dvuKv n‡e, †mI GKBfv‡e Ab¨ KvD‡K Zvi Wvb cv‡k G‡m em‡Z ej‡e\| GBfv‡e mK‡ji Aš—Z GKevi ¯’vb cwieZ©b bv nIqv ch©š— †Ljv Pj‡e\| 8\| Avgv‡`i hv wKQz †g‡j d¨vwmwj‡UUi `j ev MÖ“‡ci m`m¨‡`i K‡qKwU ˆewkó¨ ev cQ‡›`i K_v ej‡eb\| `‡ji m`m¨iv Zv‡`i mv‡_ †g‡j Ggb ˆewkó¨ ev Zv‡`i cQ‡›`I wel‡q wKQz ïb‡j wbw`©ó GKwU ¯’v‡b wM‡q `vuov‡eb\| †hgb- hw` ejv nq Ò mš—vb Av‡Q hviÓ Zvn‡j AskMÖnYKvix‡`i g‡a¨ hv‡`i mš—vb Av‡Q Zviv GK ¯’v‡b `vuov‡eb\| ÒdzUej cQ›` hviÓ ej‡j hviv dzUej †Ljv cQ›` K‡ib, Zviv GK ¯’v‡b `vuov‡eb\| Gfv‡e cÖ‡Z¨K cQ›` ev ˆewkó¨ Abyhvqx mevB wbw`©ó ¯’v‡b `vuov‡eb\| 9\| Avgv‡`i †bZv †K? AskMÖnYKvixiv e„ËvKv‡i em‡eb\| GKRb †¯^”Qvq N‡ii evB‡i hv‡eb\| Zvici `‡ji Ab¨iv wb‡R‡`i g‡a¨ GKRb `j‡bZv wbe©vPb Ki‡e\| GB `j‡bZv avivevwnK wKQz KvR Ki‡e Ges Ab¨iv mevB Zv‡K AbymiY Ki‡e\| †hgb, nv‡Z Zvwj †`qv, Zzwo evRv‡bv ev cv w`‡q †g‡S‡Z Zvj †`qv\| Gevi †h m`m¨ evB‡i wQ‡jb wZwb G‡m e„‡Ëi gv‡S `vuwo‡q `j‡bZv‡K kbv³ Kivi †Póv Ki‡eb\| `‡ji Ab¨iv Ggbfv‡e `j‡bZv‡K AbymiY Ki‡eb †hb `j‡bZv‡K kbv³ Kiv bv hvq\| `j‡bZv wKQz¶b ci ci KvR cwieZ©b Ki‡eb\| hw` `j‡bZv‡K kbv³ Kiv m¤¢e nq, Zvn‡j `j‡bZv N‡ii evB‡i hv‡eb Ges bZzb GKRb `j‡bZv wbe©vPb Kiv n‡e\| kbv³Kvix e„‡Ë mevi mv‡_ e‡m ci‡eb\| 10\| Zzwg †K? GKRb m`m¨ evB‡i hv‡eb\| `‡ji Ab¨iv Zvi Rb¨ GKwU KvR wba©viY Ki‡eb\| †hgb- K…lK ev Mvwo PvjK ev †R‡j\| m`m¨wU N‡i Avm‡j Ab¨iv Zvi Rb¨ wba©vwiZ Kv‡Ri g~Kvwfbq Ki‡eb\| H m`m¨ g~Kvwfbq †`‡L KvRwU Abygvb Kivi †Póv Ki‡eb\| 11\| GUv wK cÖvYx? AskMÖnYKvix‡`i GK †Rvov K‡i fvM Ki“b Ges mevB‡K e„ËvKv‡i em‡Z ejyb\| GK †Rvov ev` w`‡q mevi Rb¨ †Pqv‡ii e¨e¯’v Ki“b\| cÖ‡Z¨K †Rvov †MvcbxqZvi mv‡_ wVK Ki‡eb Zviv †Kvb cÖvbx\| †h `yRb †Pqvi Qvov `vuwo‡q Av‡Q, Zviv n‡”Q nvwZ\| Zviv e„‡Ëi evB‡i G‡m nvuU‡e Ges wewfbœ cÖvYxi bvg ej‡e\| Zv‡`i D”PvwiZ cÖvYxi bv‡gi mv‡_ e„‡Ëi wfZ‡i †Pqv‡i emv †Rvov‡`i wba©vwiZ cÖvYxi bvg wg‡j †M‡j Zviv nvZxi wcQb wcQb nvuU‡eb Ges cÖvYxi g~Kvwfbq Ki‡eb\| nvwZ †Rvov hZ¶Y Ab¨ cÖvYx‡`i bvg Abygvb Ki‡Z cvi‡eb ZZ¶b Gfv‡e Pj‡e\| nUvr Zviv Ówmsn, wmsnÓ e‡j wPrKvi Ki‡eb Ges mevB ZvovZvwo †Pqv‡i emvi †Póv Ki‡eb\| †h †Rvov †Pqv‡i em‡Z cvi‡e bv Zviv Gevi nvwZ n‡e Ges †Ljv Pj‡Z _vK‡e\| 12\| giY Bkviv †Ljv ïi“i Av‡M GKRb‡K NvZK wnmv‡e wba©viY Kiv n‡e Ges `‡ji mevi KvQ †_‡K Zvi cwiPq †Mvcb ivLv n‡e\| mK‡ji Kv‡Q e¨vL¨v Ki“b `‡ji wfZ‡i GKRb NvZK Av‡Q †h †Pv‡Li cjK †d‡j ev †Pv‡Li Bkvivq Lyb Ki‡Z cv‡i\| Gevi `‡ji mevB G‡jv‡g‡jv nvuU‡Z _vK‡eb Ges cÖ‡Z¨‡K cÖ‡Z¨‡Ki †Pv‡Li w`‡K bRi ivL‡eb\| hw` NvZK Kv‡ivi w`‡K †Pv‡Li Bkviv K‡ib, Zvn‡j hvi w`‡K †PvL Bkviv Ki‡jb wZwb gviv hvevi Awfbq Ki‡eb\| Ab¨iv NvZK‡K Lyu‡R †ei Kivi †Póv Ki‡eb\| 13\| †iv` D‡V‡Q GKRb m`m¨‡K gvSLv‡b †i‡L cÖ‡Z¨K m`m¨ G‡K A‡b¨i Lye KvQvKvwQ e„ËvKv‡i `vuov‡eb\| e„‡Ëi gvSLv‡b `vuwo‡q _vKv m`m¨ `‡ji Ab¨ †h †Kvb GKRb †K Bw½Z K‡i ej‡eb- AvR †iv` D‡V‡Q...‡cQ‡b\| †hgb- AvR †iv` D‡V‡Q bxj Rvgvi †cQ‡b ev AvR †iv` D‡V‡Q Kv‡jv †gvRvi †cQ‡b ev AvR †iv` D‡V‡Q ev`vgx †Pv‡Li wcQ‡b\| hv‡`i mv‡_ ˆewkó¨ wgj‡e, Zviv e„‡Ëi wfZ‡i G‡K Ac‡ii mv‡_ RvqMv e`j Ki‡eb Ges GB my‡hv‡M e„‡Ëi gv‡S `vuwo‡q _vKv m`m¨ †h Kv‡iv RvqMv `Lj Kivi †Póv Ki‡eb †hb Av‡iKRb e„‡Ëi gvSLv‡b ev` c‡i hvb\| e„‡Ëi gvSLv‡b `vuov‡bv bZzb e¨w³ GKB fv‡e †Ljv Pvjv‡eb\| 14\| †Kv‡KvbvU d¨vwmwj‡UUi `‡ji mevB‡K kix‡ii cÖ‡Z¨K A½cÖZ¨½ e¨envi K‡i †Kv-‡Kv-bv-U D”PviY Ki‡Z †kLv‡eb Ges cÖ‡Z¨‡K wb‡Ri A½cÖZ¨½ e¨envi K‡i †Kv-‡Kv-bv-U evbvb Kivi †Póv Ki‡eb\| 15\| kixi wjLb AskMÖnYKvix‡`i kix‡ii A½cÖZ¨½ e¨envi K‡i wb‡R‡`i bvg wjL‡Z ejyb\| Zviv Zv‡`i KbyB, cv BZ¨vw` e¨envi Ki‡Z cv‡ib\| Gfv‡e cÖ‡Z¨‡KB cvjvµ‡g wbR wbR bvg †jLv ch©š— †LjvwU Pj‡e\| (16) Bkvivq bvg †jLv AskMÖnYKvix‡`i cÖ_‡g WvbnvZ w`‡q Bkvivq wb‡Ri bvg wjL‡Z ejyb\| Zvici GKBfv‡e evgnvZ w`‡q wjL‡Z ejyb\| me‡k‡l GKBm‡½ `yBnvZ w`‡q evZv‡m wb‡Ri bvg wjL‡Z ejyb\| (17) cwiev‡ii m`m¨e„›` K‡qKwU cwiev‡ii bvg wj‡L KvW© ˆZix Ki“b\| PvB‡j bv‡gi mv‡_ †ckvI Ry‡o w`‡Z cv‡ib †hgb, K…lK evev, K…lK gv, K…lK †evb, K…lK fvB\| A_ev wewfbœ dzj ev RxeRš‘i bvgI wjL‡Z cv‡ib\| cÖ‡Z¨K cwiev‡i Pvi †_‡K cvuPRb K‡i _vK‡e\| Zvici mevi nv‡Z GKwU K‡i KvW© w`b Ges Zv‡`i N‡ii †fZ‡i †nu‡U †eov‡Z ejyb\| Zvici Avcwb hLb ej‡eb, Òcwievi wgwjZ nIÓ, ZLb cÖ‡Z¨K‡K hZ `ª“Z m¤¢e wb‡Ri cwiev‡ii m`m¨‡`i mv‡_ wgwjZ n‡q `j MVb Ki‡Z n‡e\| (18) Avwg †K? cÖ‡Z¨K AskMÖnYKvixi wc‡V GKRb weL¨vZ gvby‡li bvg wj‡L w`b, †hb Zviv bvgwU †`L‡Z bv cvb\| Zvici Zv‡`i N‡i Ny‡i Ny‡i ci¯ci‡K cÖkœ K‡i bvgwU †ei Ki‡Z ejyb\| ïaygvÎ Òn¨vuÓ ev ÒbvÓw`‡q DËi †`qv hv‡e\| mevB Zv‡`i bvg bv †ei Kiv ch©š— †Ljv Pj‡e\| (19) K Ges L cÖ‡Z¨K‡K g‡b g‡b `yRb e¨w³ †e‡Q wb‡Z n‡e\| GKR‡bi bvg n‡e ÒKÓ Ges Av‡iKR‡bi ÒLÓ\| mevB wb‡Ri cQ›` gZ †h KvD‡K †e‡Q wb‡Z cv‡ib\| wbe©vPb ce© †kl n‡j AskMÖnYKvix‡`i wbR wbR ÒKÓ-Gi KvQvKvwQ †h‡Z ejyb, GKB mv‡_ Zviv †hb ÒLÓ-Gi †_‡K h_vm¤¢e `~iZ¡ eRvq iv‡L †m e¨cv‡iI wb‡`©kbv w`b\| mevB `ª“Z †h‡Z cvi‡e wKš‘ †KD KvD‡K ¯ck© Ki‡Z cvi‡e bv\| K‡qK wgwbU ci Zv‡`i _vg‡Z ejyb Ges mg¯— cÖwµqvwU Nywi‡q w`b\| Gevi mevB wbR wbR ÒLÓ-Gi Kv‡Q hv‡e Ges ÒKÓ †_‡K `~‡i _vK‡e\| (20) `je× g~wZ© cÖ‡Z¨K `j‡K N‡ii †fZ‡i Ny‡i †eov‡Z ejyb\| cÖ‡Z¨‡K Zv‡`i `yBevû g„`yfv‡e †`vjv‡e Ges Zv‡`i gv_v I Nvo nvjKv ivL‡e\| wKQz¶Y ci GKwU kã ejyb\| cÖ‡Z¨K `j‡K Aek¨B H k‡ãi mv‡_ m½wZc~Y© g~wZ©n‡q †h‡Z n‡e\| †hgb, d¨vwmwj‡UUi hw` Òkvwš—Ó e‡j wPrKvi K‡ib, Zvn‡j Òkvwš—Ó ej‡Z Zviv hv †ev‡Sb Zr¶Yvr ZvB K‡i †`Lv‡Z n‡e\| GKBfv‡e AviI K‡qKevi †Ljyb\| (21) wbR wbR ¯’v‡b wd‡i hvI mevB‡K N‡ii gvSLv‡b GKwU wbw`©ó ¯’vb †eu‡Q wb‡Z ejyb\| Zviv mevB wb‡R‡`i ¯’v‡b `vuwo‡q †LjvwU ïi“ Ki‡eb\| Gevi mevB‡K †MvUv Ni †nu‡U †nu‡U wKQz GKUv Ki‡Z ejyb\| †hgb, Zviv Dcw¯’Z mevB‡K Òn¨v‡jvÓ ej‡Z cv‡ib A_ev Dj‡Uv w`‡K nvuU‡Z cv‡ib\| Gici d¨vwmwj‡UUi hLb ej‡eb Ò_v‡gvÓ, ZLb mevB‡K m‡½ m‡½ †_‡g wM‡q wb‡R‡`i ¯’v‡b wd‡i †h‡Z n‡e\| Gfv‡e †LjvwU Pj‡Z _vK‡e\| (22) evbvbv †Mg GB †Ljvi Rb¨ GKwU Kjv ev Ab¨ †h‡Kvb wRwbm †hgb, Pvwei †MvQv wb‡Z n‡e\| AskMÖnYKvix cÖ‡Z¨‡K nvZ †cQ‡b w`‡q †Mvj n‡q `vuov‡eb\| GKRb e„‡Ëi †fZ‡i _vK‡eb Ges d¨vwmwj‡UUi nv‡Z Kjv wb‡q e„‡Ëi evwn‡i Nyi‡eb\| wZwb AskMÖnYKvix‡`i g‡a¨ †h‡Kvb GKR‡bi nv‡Z wbtk‡ã KjvwU Zz‡j w`‡eb\| †fZ‡i _vKv gvbylwU hw` ej‡Z cv‡ib KjvwU Kvi nv‡Z Av‡Q, Zvn‡j wZwb e„‡Ë Xz‡K hv‡eb Ges Av‡iKRb‡K gvSLv‡b †i‡L †LjvwU Pj‡Z _vK‡e\| (23) U¨©vw· ivBW AskMÖnYKvix cÖ‡Z¨K‡K U¨vw·‡Z IVvi fw½ Ki‡Z ejyb\| cÖ‡Z¨K U¨vw· wbw`ó msL¨K gvbyl avib Ki‡Z cvi‡e\| †hgb, `yBRb, PviRb, AvURb\| U¨vw· G‡m `vuov‡jB mevB‡K G‡Z `ª“Z D‡V co‡Z n‡e\| AskMÖnYKvix‡`i wewfbœ `‡j fvM Kivi c×wZ wnmv‡e GB †LjvwU †ek Kv‡Ri\| (24) d«yU mvjv` GLv‡b wb‡`©kK cÖ‡Z¨K AskMÖnYKvix‡K wZb †_‡K PviwU d‡ji bv‡g mgvb fv‡M fvM Ki‡eb\| †hgb- Kgjv, Kjv BZ¨vw`\| Gici mevB †Pqv‡i †Mvj n‡q em‡e\| GKRb ïay e„‡Ëi gvSLv‡b `vuwo‡q _vK‡e\| wb‡`©kK hLb GKwU d‡ji bvg a‡i WvK‡eb, †hgb, ÒKgjvÓ, ZLb Kgjv bv‡gi mevB‡K wb‡R‡`i Avmb ci¯c‡ii g‡a¨ e`jve`wj Ki‡Z n‡e\| whwb gv‡S `vuwo‡q Av‡Qb Zvi KvR n‡e, k~b¨ Avm‡bi †h‡Kvb GKwU‡Z e‡m cov\| Gfv‡e whwb em‡Z cvi‡eb bv Zv‡K gvSLv‡b †i‡L Avevi †Ljv ïi“ n‡e, Avi wb‡`©kK Òd«yU mvjv`Ó ej‡j mevB‡KB Avmb cwieZ©b Ki‡Z n‡e\| (25)cvi I cyKzUz cÖ‡Z¨K‡K `ywU K‡i cvwL Kíbv Ki‡Z ejyb\| GKwU‡K bvg w`b cvi Ges Av‡iKwU ‡K cyKzUz\| GLb AvcwbÒcviÓ e‡j WvK w`‡j mevB‡K cv‡qi Av•¸‡ji Dci `vuwo‡q `yB evû w`‡q Wvbv SvcUv‡bvi fw½ Ki‡Z n‡e\| Gevi ÒcyKzUzÓe‡j WvK w`‡j mevB‡K †_‡g †h‡Z n‡e A_©vr †KD Wvbv SvcUv‡ebv\| (26) KvM‡Ri Dci bvP (W¨vwÝs Ab †ccvi) wb‡`©kK mK‡ji Rb¨ mgvb gv‡ci KvMR ev Kvco KvU‡eb\| AskMÖnYKvix‡`i †Rvovq †Rvovq fvM K‡i †`‡eb\| cÖ‡Z¨K RywU‡K KvMR ev Kvc‡oi LÊwU †`qv n‡e\| wb‡`©kK †Kvb Mvb †Q‡o w`‡j ev nv‡Z Zvwj w`‡j Zviv Zv‡`i KvMR ev Kvc‡oi Dci `vuwo‡q bvPv ïi“ Ki‡eb\| Gici Mvb †_‡g †M‡j cÖ‡Z¨K RywU Zv‡`i Kvco ev KvMR A‡a©K fvR K‡i wb‡eb Ges Avevi bvP ïi“ n‡e\| Gfv‡e cÖ‡Z¨Kevi KvMR ev Kvco †QvU n‡Z _vK‡e\| KviI kix‡ii †Kvb Ask KvMR ev Kvc‡oi evwn‡i P‡j †M‡j †mB RywU ev` hv‡e\| †Kvb GK RywU bv †RZv ch©š— †Ljv Pj‡e\| (27) UvBWm Bb/ UvBWm AvDU †g‡S‡Z GKwU `vM Uvbyb, †hwU mgy`ª ZU wb‡`©k Ki‡e\| Gici wb‡`©kK ÒUvBWm AvDUÓ ej‡j mK‡j `v‡Mi Dci w`‡q mvg‡b jvd †`‡eb\| Avevi ÒUvBWm BbÓ ej‡j mK‡j `v‡Mi Dci w`‡q †cQ‡b jvd †`‡eb\| wb‡`©kK cici `yB evi ÒUvBWm AvDUÓ ej‡j whwb bo‡eb, wZwb †Ljv †_‡K ev` hv‡eb\| (28) w`wji evm †h‡Kv‡bv ai‡Yi hvbevn‡bi bv‡gB †LjvwUi bvgKib Kiv hvq\| wKQz e¨w³‡K ÒPvjKÓ wnmv‡e Ges wKQz e¨w³‡K ÒhvÎxÓ wnmv‡e wbe©vPb Ki“b\| †Lqvj ivLyb †h‡bv †KD ev` bv c‡o\| hvÎx Ggbfv‡e _vK‡eb †hb Zv mwZ¨ mwZ¨B GKwU †gvUihv‡bi gZ †`Lvq\| Gevi wb‡`©kK PvjK‡K wb‡`©k w`‡j Zviv gy‡L kã K‡i N‡ii †fZi Pj‡Z _vK‡e\| (29) Li‡Mvk †KD GKRb Zvi Kv‡bi `yB cv‡k `yB nvZ †i‡L Av•¸j¸‡jv bvov‡Z _vK‡eb\| Zvi `yB cv‡ki `yBRb ïaygvÎ GKwU nvZ ivL‡eb\| †h KvbwU `yB nvZ †Zvjv †jvKwUi KvQvKvwQ _vK‡e ïay †mB Kv‡bB nvZ ivL‡Z n‡e\| Gici `yB nvZ †Zvjv gvbylwU Av‡iK Rb‡K wb‡`©k Ki‡j wZwb `yB nvZ `yB Kv‡bi cv‡k †i‡L Av•¸j bvov‡Z _vK‡eb\| Zvi cv‡ki `yRbI c~‡e©i gZB GKnvZ †i‡L `vuov‡e\| Gfv‡e mevB GKevi K‡i ÒLi‡MvkÓ bv nIqv ch©š— †Ljv Pj‡e\| (30) †cvU©/÷vi‡evW© AskMÖnYKvixiv N‡ii gvSLv‡b `vuov‡eb\| Gici `jcwZ hw` Ò÷vi‡evW©Ó e‡j wPrKvi K‡ib ZLb mevB‡K Wvbcv‡k †`Šov‡Z n‡e\| Avevi `jcwZ hw` Ò‡cvU©Ó e‡j wPrKvi K‡ib Zvn‡j mevB‡K evgw`‡K †`Šov‡Z n‡e\| Ges `jcwZ hw` Òg¨vb Bb `v wkcÓ e‡j wPrKvi K‡ib Zvn‡j mevB‡K N‡ii gvSLv‡b wd‡i Avm‡Z n‡e\| AviI A‡bK ai‡Yi wb‡`©kbv _vK‡Z cv‡i; †hgb, Ò`wo †e‡q DVzbÓ, hLb mevB `wo a‡i IVvi fw½ Ki‡e, BZ¨vw`\| (31) Avwg †eov‡Z hvw”Q mevB †Mvj n‡q em‡e\| GKRb ÒAvwg †eov‡Z hvw”Q Ges Avwg Avwj½b Ki‡Z PvBÓ ej‡j †Ljv ïi“ n‡e Ges wZwb Zvi Wv‡bi gvbylwU‡K Avwj½b Ki‡eb\| Zvici c‡ii Rb ej‡eb, ÒAvwg †eov‡Z hvw”Q, Avwg Avwj½b Ki‡Z PvB Ges wcV Pvcov‡Z PvBÓ\| GB e‡j Zvi Wv‡bi gvbylwU‡K Avwj½b Ki‡eb Ges wcV Pvc‡o w`‡eb\| Gfv‡e cÖ‡Z¨‡K Av‡Miev‡ii K_vi cybive„wË K‡i bZzb Av‡iKwU K_v †hvM Ki‡Z n‡e\| Gfv‡e cÖ‡Z¨K‡KB my‡hvM †`Iqv n‡e\| (32) Lyu‡R †ei Ki“b AskMÖnYKvix‡`i N‡ii †fZ‡i kvš—fv‡e †nu‡U †eov‡Z ejyb\| wKQz¶Y ci wb‡`©kK ej‡eb, ÒLyu‡R †ei K‡iv hvi ci‡b ......Ó Ges wZwb GKwU †cvlv‡Ki bvg ej‡eb\| AskMÖnYKvix‡`i `ª“Z †mB gvbyl‡K Lyu‡R †ei K‡i Zvi cv‡k wM‡q `vuov‡Z n‡e\| wewfbœ †cvlv‡Ki bvg e‡j †LjvwU Pj‡Z _vK‡e\| (33) bxj wRwbm ¯ck© K‡iv GB †Ljvq wb‡`©kK mKj‡K bxj i‡Oi wKQz GKUv ¯ck© Ki‡Z ej‡eb\| GwU n‡Z cv‡i GKwU bxj kvU©, Kjg, RyZv ev †h‡Kvb wKQz\| AskMÖnYKvix‡`i gZvgZ wb‡q iO wbe©vPb K‡iI GwU †Ljv hvq\| (34) wmgb e‡jb GB †Ljvq wb‡`©kK AskMÖnYKvix‡`i wKQz GKUv Ki‡Z ej‡eb\| wZwb hLb Òwmgb e‡jb...Ó e‡j wKQz GKUv Ki‡Z ej‡eb ZLb mK‡j Zv Ki‡e\| wKš‘ wb‡`©kK Òwmgb e‡jbÓ bv e‡j wKQz wb‡`©k Ki‡j Zv Kiv hv‡ebv\| †hgb, wb‡`©kK hw` e‡jb, Òwmgb e‡j, nvZ Zvwj `vIÓ ZLb mevB nvZZvwj †`‡eb\| Gevi wb‡`©kK Zvi MwZ evov‡eb Ges Ab¨ wKQz Ki‡Z ej‡eb, Òwmgb e‡j...Ó\| Gfv‡e GKmgq Òwmgb e‡jÓ K_vwU _vK‡ebv\| hw` †KD †mB wb‡`©k cvjb K‡ib, ZLb wZwb ev` c‡o hv‡eb\| Gfv‡e †LjvwU Pj‡Z _vK‡e\| (35) wK cwieZ©b n‡q‡Q? GB †Ljvq AskMÖnYKvixiv †Rvovq †Rvovq `vuov‡eb\| `yBRbB ci®ci‡K Lye gb‡hvM w`‡q ch©‡e¶Y Ki‡eb\| Gici Zviv Df‡qB Ny‡i `vuov‡eb Ges GKRb Zvi mvR‡cvlv‡K wZbwU cwieZ©b NUv‡eb, †hgb, Ab¨ nv‡Z Nwo civ, Pkgv Ly‡j `vuov‡bv Ges kv‡U©i nvZv ¸wU‡q ivLv\| AciRb Gici Ny‡i `vuov‡eb Ges cwieZ©b¸‡jv †ei Kivi †Póv Ki‡eb\| (36) Rb¥w`b MÖvd AskMÖnYKvix‡`i wb‡R‡`i Rb¥w`‡bi gvm ev FZz Abymv‡i †RvU evua‡Z ejyb\| †Kvb gvm ev FZz‡Z me‡P‡q †ekx gvbyl Av‡Qb Ges Gi wK wK KviY _vK‡Z cv‡i Zv wb‡q Av‡jvPbv Ki“b\| (37) kixi ¯ck© Kiv AskMÖnYKvix‡`i ejyb †h, Avcwb GKRb‡K ¯ck© Ki‡eb\| Gici Zvi kix‡ii †h As‡k ¯ck© Kiv n‡q‡Q †mwU e¨envi K‡i Av‡iKRb‡K ¯ck© Ki‡eb\| Gfv‡e mevB‡K ¯ck© bv Kiv ch©š— †Ljv Pj‡Z _vK‡e\| (38) cvuPwU Øxc PK w`‡q †g‡S‡Z cvuPwU e„Ë AvuKzb\| e„Ë¸‡jv‡K Aek¨B ZZUv eo n‡Z n‡e †hb mKj AskMÖnYKvix †mLv‡b ch©vß RvqMv cvb\| G¸‡jv n‡jv cvuPwU Øxc\| Gevi cÖ‡Z¨K Øx‡ci GKwU K‡i bvg w`b\| AskMÖnYKvix‡`i wb‡R‡`i cQ›`gZ GKwU Øx‡c wM‡q `vuov‡Z ejyb\| Gici Zv‡`i GB e‡j mZK© K‡i w`b †h, kxNªB GKwU Øxc cvwb‡Z Wz‡e hv‡e Ges Wzeš— Øx‡ci evwm›`v‡`i Aek¨B `ª“Z Ab¨ Øx‡c P‡j Avm‡Z n‡e\| Gfv‡e mevB GKwU Øx‡c fxo bv Kiv ch©š— †Ljv Pj‡e\| (39) `¨ A¨vwbg¨vj †Mg GKwU eo `j‡K †QvU †QvU `‡j fvM K‡i GB †LjvwU †Ljv nq\| `‡ji cÖ‡Z¨‡Ki Rb¨ GKwU K‡i KvM‡Ri ¯¬xc ˆZix Ki“b\| cÖ‡Z¨K ¯¬x‡c GKwU K‡i cÖvYxi bvg wjLyb\| Gevi ¯¬xc¸‡jv nv‡Z w`‡q w`b Ges Zv‡`i ¯¬x‡c †jLv cÖvYxi AbyKi‡Y †W‡K Zv‡`i †QvU `‡ji evKx m`m¨‡`i Lyu‡R †ei Ki‡Z ejyb\| (40) gvBg G jvB GB †Ljvq mevB †Mvj n‡q `vuov‡eb\| d¨vwmwj‡UUi Gevi wKQz GKUv Awfbq K‡i †`Lv‡eb\| wKš‘ Zv‡K hLb cv‡ki Rb wR‡Ám Ki‡eb †h ÒAvcwb wK Ki‡Qb?Ó, ZLb wZwb m¤c~Y© wfbœ GKwU DËi †`‡eb\| †hgb, d¨vwmwj‡UUi mvuZvi KvUvi fw½ Ki‡eb Ges ej‡eb ÒAvwg Avgvi Pzj cwi®‹vi KiwQ\|Ó Gevi d¨vwmwj‡UUi hv e‡j‡Qb cv‡ki Rb‡K ZvB Awfbq K‡i †`Lv‡eb Ges Zv‡K wR‡Ám Kiv n‡j wZwbI m¤c~Y© wfbœ DËi †`‡eb\| Gfv‡e e„‡Ëi mevB Awfbq K‡i †`Lv‡eb\| (41) weªs wg AskMÖnYKvixiv †QvU †QvU `‡j fvM n‡q `vuov‡eb Ges cÖ‡Z¨K `j d¨vwmwj‡UUi †_‡K hZUv m¤¢e `~‡i _vK‡eb\| Gevi d¨vwmwj‡UUi `j¸‡jv‡K †Kvb GKUv wKQz Avb‡Z ej‡eb\| †hgb wZwb ej‡Z cv‡ib, ÒAvgv‡K GKRb cyi“‡li RyZv G‡b `vIÓ\| †h `j hZ ZvovZvwo m¤¢e wRwbmwU G‡b †`‡eb\| Gfv‡e K‡qKevi †LjvwU Pj‡Z cv‡i\| (42) ivRv gviv †M‡Qb cÖ_g †L‡jvqvo Zvi cv‡ki R‡bi w`‡K Nyi‡eb Ges ej‡eb, ÒivRv gviv †M‡Qb!Ó cv‡ki Rb wR‡Ám Ki‡eb, ÒDwb wKfv‡e gviv †M‡jb?Ó cÖ_gRb DËi †`‡eb, ÒDwb GwU Ki‡Z wM‡q gviv †M‡QbÓ, e‡j GKwU gyLfw½ ev Ab¨ wKQz GKUv K‡i †`Lv‡eb Ges mevB Zv AbyKiY Ki‡eb\| Gevi wØZxq †L‡jvqvo Av‡iKwU A½fw½ K‡i †`Lv‡eb\| †MvUv `j Gevi GB `ywU A½fw½B AbyKiY Ki‡eb\| Gfv‡e †Ljv Pj‡Z _vK‡e hZ¶Y A‡bK¸‡jv A½fw½ g‡b ivLv bv hvq\| (43) †jv‡Kv‡gvkb mevB †Mvj n‡q em‡eb Ges `jcwZ gvSLv‡b `vuov‡eb\| `jcwZ Gevi e„‡Ëi evwn‡i G‡m MwZkxj †Kvb e¯‘ †hgb, Mvox, †Uªb BZ¨vw`i AbyKiY K‡i nvuU‡eb ev †`Šov‡eb\| wZwb wKQz gvby‡li mvg‡b `vuwo‡q Zv‡`i ms‡KZ †`‡eb Ges Zviv `jcwZ‡K Abymib Ki‡eb\| Gfv‡e `jcwZi †cQ‡b Qq-mvZRb gvbyl R‡ov n‡j wZwb nVvr wPrKvi K‡i ej‡eb Òwd‡i hvIÓ Ges wZwb mn mevB emvi Rb¨ Qz‡U hv‡eb\| whwb em‡Z cvi‡eb bv Zv‡K Avevi c~‡e©i gZ ïi“ Ki‡Z n‡e, Z‡e Aek¨B wfbœ †Kvb MwZkxj e¯‘i AbyKiY K‡i\| (44) KvMR Ges ÷ª AskMÖnYKvixiv wewfbœ `‡j fvM n‡q `vuov‡eb\| cÖ‡Z¨K `j GKwU K‡i jvBb ˆZix Ki‡e Ges jvB‡bi ïi“‡Z GKwU KvM‡Ri UzK‡iv ivL‡e\| `‡ji cÖ‡Z¨K m`‡m¨i nv‡Z GKwU K‡i ÷ª †`Iqv _vK‡e\| †Ljv ïi“ nevi ci cÖ_gR‡bi KvR n‡e ÷ª Gi mvnv‡h¨ KvM‡Ri UzKivwU Zz‡j c‡ii `‡ji †Kvb m`‡m¨i Kv‡Q w`‡q †`qv\| Ges Zv‡KI Aek¨B ÷ª Gi mvnv‡h¨B KvMRwU wb‡Z n‡e\| KvMRwU c‡o †M‡j cÖ_g e¨w³wU Avevi cÖ_g †_‡K GKBfv‡e ïi“ Ki‡e\| (45) DËi w`‡Z gvbv `‡ji mevB‡K e„ËvKv‡i `vuov‡Z ejyb\| GKRb e¨w³ Ab¨ Av‡iKR‡bi Kv‡Q wM‡q Zv‡K GKwU cÖkœ wR‡Ám Ki‡eb\| †hgb, ÒAvcbvi me‡P‡q weiw³Ki Af¨vm wK?Ó hv‡K cÖkœ Kiv n‡jv wZwb Aek¨B DËi †`‡eb bv\| Zvi evg cv‡k `vuov‡bv e¨w³wU DËi †`‡eb\| Zviv Zv‡`i DËi¸‡jv‡K h_vm¤¢e KvíwbK K‡i Dc¯’vcb Ki‡Z cvi‡eb\| (46) `wo Uvbv AskMÖnYKvixiv `ywU `‡j fvM n‡q `vuov‡eb\| `j`ywU GKwU `woi `yB cÖvš— a‡i `vuov‡e\| `ywU `‡jiB D‡Ïk¨ _vK‡e `wo †U‡b cÖwZc¶‡K Zv‡`i w`‡K wb‡q Avmv\| (47) cv‡m©j n¯—vš—i GB †Ljvq d¨vwmwj‡UUi GKwU cyi®‹vi A‡bK¸‡jv i¨vwcs KvM‡R gywo‡q Avb‡eb\| KvM‡Ri cÖ‡Z¨K ¯—‡i wewfbœ KvR ev cÖkœ †jLv _vK‡e\| †hgb, †jLv _vK‡Z cv‡i ÒGKwU Mvb MvIÓ ev Òcv‡kiRb‡K Avwj½b K‡ivÓ, A_ev cÖkœ _vK‡Z cv‡i †hgb, Ò‡Zvgvi bvg wK?Ó ev Ò‡Zvgvi wcÖq iO wK?Ó BZ¨vw`\| d¨vwmwj‡UUi wgDwRK †Q‡o w`‡j A_ev nv‡Z Zvwj evRv‡j †Ljv ïi“ n‡e\| AskMÖnYKvixiv cv‡m©jwU nv‡Z cvIqv gvÎ Zv cv‡kiR‡bi nv‡Z w`‡q w`‡eb\| wgDwRK ev nvZZvwj †_‡g †M‡j hvi nv‡Z cv‡m©j _vK‡e wZwb KvM‡Ri GKwU ¯—i wQu‡o wfZ‡ii †jLvwU co‡eb Ges hv †jLv Av‡Q Zv Ki‡eb ev †m cÖ‡kœi DËi †`‡eb\| Zvici Avevi †Ljv ïi“ n‡e Ges cyi®‹viwU †ei bv nIqv ch©š— †Ljv Pj‡e\| (48) wkqvj I Li‡Mvk GB †Ljvi Rb¨ `yU ¯‹vd© jvM‡e\| AskMÖnYKvixiv e„ËvKv‡i `vuov‡e\| GKwU ¯‹v‡d©i bvg †`Iqv n‡e Ò‡kqvjÓ Ges Av‡iKwUi bvg †`Iqv n‡e ÒLi‡MvkÓ\| Ò‡kqvjÓ‡K Aek¨B Mjvi Pvicv‡k GK wMu‡U Ges ÒLi‡MvkÓ †K `yB wMu‡U evua‡Z n‡e\| e„‡Ë ci¯c‡ii wecix‡Z `vuwo‡q Av‡Qb Ggb `yRb‡K wb‡q †Ljv ïi“ n‡e\| GKR‡bi Mjvq Ò‡kqvjÓ ¯‹vd© Ges Av‡iKR‡bi Mjvq ÒLi‡MvkÓ ¯‹vd©wU †eu‡a w`b\| Zvici ejyb, ÒhvIÓ\| Zv‡`i Aek¨B wb‡R‡`i ¯‹vd© Ly‡j cv‡ki R‡bi Mjvq †eu‡a w`‡Z n‡e\| †Lqvj Ki‡Z n‡e ¯‹vd© `y‡Uv †hb GKB w`‡K hvq\| Ò‡kqvjÓ -Gi †h‡nZz GK wMU ZvB GwU ÒLi‡MvkÓ-Gi PvB‡Z `ª“Z AvMv‡e\| wKš‘ ÒLi‡MvkÓ-‡KI Ò‡kqvjÓ-Gi KvQ †_‡K hZ `~‡i m¤¢e m‡i †h‡Z n‡e\| (49) `xN©Zg mvwi GB †LjvwUi Rb¨ A‡bK RvqMv cÖ‡qvRb Ges †LjvwU N‡ii evB‡i †Ljv †h‡Z cv‡i\| AvU †_‡K `kRb wb‡q G‡KKwU `j MVb Ki“b\| cÖwZwU `‡j †hb mgvb msL¨K m`m¨ _v‡K\| AskMÖnYKvix‡`i KvR n‡e wb‡R‡`i kixi Ges †cvkvK-cwi”Q` BZ¨vw` e¨envi K‡i `xN©Zg mvwi ˆZwi Kiv\| N‡ii wfZi ev evwni †_‡K Ab¨ wKQz e¨envi Kiv hv‡e bv\| †Ljv ïi“ nevi Av‡M GKwU ms‡KZ w`b Ges †Ljv †kl Kivi GKwU wbw`©ó mgq †eu‡a w`b, †hgb, `yB wgwbU\| `xN© mvwi ˆZwi Kiv `j weRqx n‡e\| (50) †iveU AskMÖnYKvix‡`i wZbR‡bi G‡KKwU `‡j fvM Ki“b\| cÖ‡Z¨K `‡ji GKRb †ive‡Ui wbqš¿K Ges `yBRb †ive‡Ui f‚wgKv cvjb Ki‡eb\| cÖ‡Z¨K wbqš¿K‡K wbR wbR †ive‡Ui PjvPj wbqš¿b Ki‡Z n‡e\| wbqš¿KMY †ive‡Ui Wvb evû‡Z nvZ w`‡q Wvb w`‡K Ges evg evû‡Z nvZ w`‡q evg w`‡K cwiPvjbv Ki‡Z cvi‡eb\| d¨vwmwj‡UUi †iveU‡`i hvÎvi w`K wb‡`©k K‡i †LjvwU ïi“ Ki‡eb\| †ive‡Ui wbqš¿K‡K Aek¨B Zvi †iveU‡`i †Pqvi, †Uwej BZ¨vw`‡Z av°v LvIqvi nvZ †_‡K evuPv‡Z n‡e\| AskMÖnYKvix‡`i wb‡R‡`i f‚wgKv cwieZ©b Ki‡Z ejyb hv‡Z mevB †ive‡Ui wbqš¿K Ges †iveU nIqvi my‡hvM cvq\| (51) R½‡ji ivRv `jwU Aa©e„ËvKv‡i em‡e\| R½‡ji ivRv ( mvavibZ GKwU nvwZ) Aa©e„‡Ëi GK gv_vq em‡eb\| GB e¨w³wU GKwU Bkviv Ki‡eb hv Øviv wZwb †evSv‡eb †h wZwb nvwZ\| Aa©e„‡Ëi Av‡iK gv_vq evbi em‡e Ges GB e¨w³wUI Bkviv K‡i eywS‡q †`‡eb\| †fZ‡ii Avmb¸‡jv‡Z wewfbœ ai‡bi cÖvYxiv em‡e\| †hgb, wmsn, nwiY, mvc, BZ¨vw`\| cÖ‡Z¨‡K Bkviv K‡i wbR wbR cwiPq †`‡eb\| mevB wb‡Ri Bkviv w`‡q †`evi ci †Ljv †kl n‡e\| nvwZ Zvi wb‡Ri BkvivwU K‡i †`Lv‡e Ges mv‡_ Av‡iKwU cÖvYxi Bkviv Ki‡e\| Zvici †mB cÖvYxwU Zvi BkvivwU K‡i †`Lv‡e Ges Ab¨ Av‡iKwU cÖvYxi Bkviv Ki‡e Ges Gfv‡e †LjvwU Pj‡Z _vK‡e\| †KD hw` fzj K‡ib ev Bkviv wPb‡Z bv cv‡ib Zvn‡j Zv‡K cv‡ki R‡bi mv‡_ RvqMv e`j K‡i evb‡ii w`‡K m‡i †h‡Z n‡e Gevi wZwb †h Avm‡b em‡jb †mB cÖvYxi BkvivB Zvi Bkviv n‡e\| GB †Ljvi D‡Ïk¨ n‡jv GKwU cÖvYx‡K Dc‡i D‡V R½‡ji ivRvi Avm‡b D‡V hvIqv\| (52) kw³ ¯’vbvš—i AskMÖnYKvixiv e„ËvKv‡i e‡m ev `vuwo‡q ci¯c‡ii nvZ ai‡eb Ges bxi‡e g‡bv‡hvM w`‡eb\| d¨vwmwj‡UUi Zvi cv‡ki R‡bi nv‡Z GKwU Pvc w`‡q Zvi nv‡Z kw³ ¯’vbvš—i K‡i w`‡eb Ges hvi nv‡Z Pvc †`qv n‡e wZwb †mB kw³ Zvi cv‡ki R‡bi nv‡Z Pvc w`‡q cvi K‡i w`‡eb\| Gfv‡e †LjvwU Pj‡Z _vK‡e\| (53) †evZj †Ljv AskMÖnYKvixiv e„ËvKv‡i `vuov‡eb\| cÖ_g ivD‡Û GKwU †evZj (ev Ab¨ †Kvb e¯‘) mevi nv‡Z nv‡Z Nyi‡e\| AskMÖnYKvix‡`i †mB †evZj wb‡q wKQz GKUv Ki‡Z n‡e\| †hgb, Zviv †evZ‡j Pz¤^b Ki‡Z cv‡ib, Nl‡Z cv‡ib ev Dëv K‡i ai‡Z cv‡ib\| wØZxq ivD‡Û, AskMÖnYKvixiv †evZj wb‡q wK K‡i‡Qb Zv g‡b K‡i GKB wRwbm Zvi Wv‡b `vuwo‡q _vKv gvbylwUi mv‡_ Ki‡Z ejyb\| (54) cÖwZ‡ekx‡K Zzwg KZUv cQ›` K‡iv? AskMÖnYKvix‡`i e„ËvKv‡i em‡Z ejyb\| e„‡Ëi mKj‡K GK, `yB, wZb, Pvi BZ¨vw` msL¨vq bv¤^vwis Ki“b\| GKRb e¨w³ e„‡Ëi †fZ‡i `vuov‡eb Ges GKwU †Pqvi mwi‡q †bIqv n‡e\| e„‡Ëi gv‡S `vuov‡bv e¨w³wU Gevi GKR‡bi w`‡K ZvwK‡q wR‡Ám Ki‡eb, ÒZzwg †Zvgvi cÖwZ‡ekx‡K cQ›` K‡iv?Ó wZwb hw` Reve †`b, ÒcQ›` KwiÓ, Zvn‡j mK‡j D‡V `vuov‡eb Ges †Pqvi e`j Ki‡eb\| †h e¨w³wU em‡Z cvi‡eb bv, wZwb Gevi gv‡S `vuov‡eb Ges Av‡iKRb‡K wR‡Ám Ki‡eb, ÒZzwg †Zvgvi cÖwZ‡ekx‡K cQ›` K‡iv?Ó\| DËi hw` nq ÒbvÓ, Zvn‡j gv‡Si e¨w³wU wR‡Ám Ki‡eb, ÒZzwg Kv‡K PvI?Ó\| Gevi DËiKvix‡K `ywU msL¨v ej‡Z n‡e\| hv‡`i mv‡_ msL¨vwU wg‡j hv‡e Zviv D‡V `vuov‡eb Ges DËiKvixi `yBcv‡k em‡eb\| (55) WªvM‡bi †jR AskMÖnYKvix‡`i `yB`‡j fvM Ki“b\| `j `ywUi m`m¨iv G‡K Ac‡ii †Kvgi a‡i ÒWªvMbÓ mvR‡e\| cÖ‡Z¨K mvwii †k‡li Rb Zvi c¨v›U ev †e‡ëi mv‡_ D¾¡j i‡Oi GKwU ¯‹vd© †eu‡a wb‡eb, hv WªvM‡bi †jR wb‡`©k Ki‡e\| †LjvwUi D‡Ïk¨ n‡jv wb‡Ri †jR bv nvwi‡q Aci WªvM‡bi †jR aiv\| (56) MÖ“c gvmvR `jwU‡K e„ËvKv‡i `vuov‡Z ejyb Ges cvk wdi‡Z ejyb\| cÖ‡Z¨K e¨w³ Zvi mvg‡bi R‡bi wc‡Vi w`‡K ZvwK‡q `vuov‡eb\| Gevi mK‡j Zvi mvg‡bi R‡bi Kvua gvmvR K‡i w`‡eb\| (57) cvm `¨ cvimb AskMÖnYKvixiv G‡K Ac‡ii gy‡LvgywL n‡q `yB mvwi‡Z `vuov‡eb\| cÖ‡Z¨K e¨w³ Zvi mvg‡bi R‡bi evû k³ K‡i a‡i ivL‡eb\| GKRb‡K jvB‡bi cÖ_g gv_vq nvZ¸‡jvi Dc‡i ïB‡q w`‡Z n‡e\| evwK‡`i KvR n‡e nvZ¸‡jv Dci bxP K‡i ï‡q _vKv e¨w³wU‡K mvwii †kl gv_vq wb‡q Avmv\| (58) †PvLevuav †Rvov N‡ii †fZ‡i wewfbœ wRwbm Qwo‡q ivLv n‡e Ges AskMÖnYKvixiv Zv fv‡jv K‡i †`‡L †b‡eb\| Gevi Zv‡`i †Rvovq †Rvovq fvM Kiv n‡e\| cÖ‡Z¨K †Rvovi GKR‡bi †Pv‡L Kvco evuav n‡e Ges GKB mv‡_ Qov‡bv wRwbm¸‡jvI mwi‡q †bqv n‡e\| Av‡iKRb Zv‡K w`Kwb‡`©kbv w`‡q wewfbœ KvíwbK wRwb‡m av°v LvIqvi nvZ †_‡K evuPv‡eb\| (59) †Zvgv‡K cQ›` Kivi KviY AskMÖnYKvix‡`i e„ËvKv‡i em‡Z ejyb Ges Wvbcv‡ki gvbylwUi †Kvb ˆewkó¨wU Zvi wcÖq Zv ej‡Z ejyb\| †Ljv ïi“ Kivi Av‡M mKj‡K fvevi my‡hvM w`b\| (60) †c‡U gv_v mK‡j Zvi mvg‡bi R‡bi †c‡U gv_v †i‡L †g‡S‡Z ï‡q co‡eb\| †KD GKRb †n‡m DV‡eb\| Zvi nvwm ï‡b Zvi mvg‡bi Rb nvm‡eb Ges Gfv‡e Pj‡Z _vK‡e\| (61) _yZbxi wb‡P ej †`vgov‡bv KvMR w`‡q †QvU †QvU ej ˆZix Ki“b\| AskMÖnYKvixiv wewfbœ `‡j wef³ n‡q `vuov‡eb\| cÖ‡Z¨K mvwi Zv‡`i _yZwbi bxP w`‡q GKwU ej cvi Ki‡eb\| ejwU c‡o †M‡j †mB mvwi‡K Gevi cÖ_g †_‡K ïi“ Ki‡Z n‡e\| †Kv‡bv GK `j ejwU‡K mvwii †kl gv_vq bv Avbv ch©š— †Ljv Pj‡e\| (62) nvuUzi Dci emv AskMÖnYKvix‡`i G‡K Ac‡ii wc‡V nvZ w`‡q †QvU GKwU e„Ë MVb Ki‡Z ejyb\| Gfv‡e ci¯c‡ii wc‡V nvZ w`‡q mveav‡b Zv‡`i em‡Z ejyb, hv‡Z mevB Zvi †cQ‡bi R‡bi nvuUzi Dci em‡Z cv‡ib\| (63) D‡V `vuovI, e‡m c‡ov AskMÖnYKvix‡`i cÖ‡Z¨K‡K GKwU K‡i msL¨v w`b (GKB msL¨v GKvwaK e¨w³ †c‡Z cv‡ib)\| Gevi GKwU Mí ejyb †hLv‡b A‡bK msL¨vi D‡jL _vK‡e\| Avcwb hLbB GKwU msL¨v ej‡eb, ZLbB †mB msL¨vi e¨w³wU D‡V `vuov‡eb\| (64) wMuU AskMÖnYKvixiv e„ËvKv‡i `vuov‡eb Ges ci¯c‡ii nvZ a‡i ivL‡eb\| nvZ a‡i †i‡LB Zviv †h‡Kv‡bv w`‡K Ny‡i wM‡q ev `wo cvKv‡bvi gZ G‡K Ac‡ii mv‡_ Rwo‡q c‡o wMuU ˆZix Ki‡eb\| Gevi nvZ¸‡jv bv Ly‡j †mB wMuU Qvov‡bvi †Póv Ki‡eb\| (65) cqmvi †Ljv AskMÖnYKvixiv `ywU mvwi‡Z wef³ n‡q `vuov‡eb\| cÖ‡Z¨K mvwii cÖ_g e¨w³wU Zvi †cvkv‡Ki †fZi w`‡q cqmv †d‡j †`Šo ïi“ Ki‡eb\| Zvi †cQ‡bi Rb †mB cqmv Kzwo‡q wb‡q GKB KvR Ki‡eb\| Gfv‡e cqmvwU mvwii †k‡l bv †cŠQv‡bv Awã †Ljv Pj‡e\| (66) MYYv AskMÖnYKvix‡`i e„ËvKv‡i `vuov‡Z ejyb\| `jwUi mKj‡K GKmv‡_ 1 †_‡K 50 ch©š— ¸Y‡Z ejyb\| GB †Ljvi wKQz wbqg Av‡Q\| †KD MYYv Kivi mgq 7 ev 7-Gi ¸wYZK †Kv‡bv msL¨v ej‡Z cvi‡eb bv\| Zvi e`‡j nv‡Z Zvwj w`‡Z n‡e\| †KD hw` 7 ev 7-Gi ¸wYZK †Kv‡bv msL¨v e‡j †d‡jb Zvn‡j Avevi cÖ_g †_‡K MYYv ïi“ Ki‡Z n‡e\| (67) wdR evR `‡ji m`m¨‡`i 1 †_‡K MYYv ïi“ Ki‡Z ejyb\| 3 w`‡q fvM Kiv hvq Ggb msL¨vi †ejvq ÒwdRÓ Ges 5 w`‡q fvM Kiv hvq Ggb msL¨vi †ejvq ÒevRÓ ej‡Z n‡e\| 3 Ges 5 `ywU w`‡qB fvM Kiv hvq Ggb msL¨vi †ejvq ÒwdR evRÓ ej‡Z n‡e\| Gfv‡e bv †_‡g hvIqv ch©š— ¸b‡Z _vKzb\| (68) fvimvg¨ i¶v AskMÖnYKvix‡`i †Rvovq †Rvovq fvM n‡q †h‡Z ejyb\| Gevi cÖ‡Z¨K †Rvovi `yRb e¨w³ ci¯c‡ii nvZ a‡i †i‡L GKevi em‡e Ges GKevi `vuov‡e\| PviR‡bi GKwU `‡jI GB AbykxjbwU Kiv hvq\| Zvici AvUR‡bi GKwU `j‡K ci¯c‡ii nvZ a‡i †Mvj n‡q `vuov‡Z ejyb\| `‡ji cÖ‡Z¨K m`m¨‡K †Rvo-‡e‡Rvo msL¨vq fvM Ki“b\| Gevi Bkviv Kiv n‡j †Rvo msL¨vi e¨w³iv †cQ‡bi w`‡K †n‡j co‡eb Ges †e‡Rvo msL¨vi e¨w³iv mvg‡bi w`‡K Szu‡K co‡eb\| ci¯c‡ii nvZ bv †Q‡o mK‡j wg‡j `‡ji fvimvg¨ i¶v Ki‡Z n‡e\| (69) †bZ…Z¡ `vI, c_ †`LvI AskMÖnYKvix‡`i †Rvovq †Rvovq wef³ Ki“b\| cÖ‡Z¨K †Rvovi GKR‡bi †PvL Kvco w`‡q †eu‡a w`b\| Zvi m½x Gevi Zv‡K av°v LvIqvi nvZ †_‡K evuwP‡q †MvUv Ni Nywi‡q wb‡q †eov‡e\| wKQz¶Y c‡i Zv‡`i f‚wgKv e`wj‡q w`b\| me‡k‡l, wb‡R‡`i wbivc` ivLvi Rb¨ Ab¨ GKRb‡K wek¦vm Ki‡Z †Kgb jv‡M Zv wb‡q AskMÖnYKvixiv Av‡jvPbv Ki‡eb\| (70) Zvwj wewbgq AskMÖnYKvixiv e„ËvKv‡i em‡eb ev `vuwo‡q _vK‡eb\| GKRb Zvi Wv‡bi e¨w³wUi w`‡K ZvwK‡q nv‡Z Zvwj w`‡eb\| wZwb Avevi Zvi Wv‡bi e¨w³i w`‡K ZvwK‡q nv‡Z Zvwj w`‡eb Ges Gfv‡e Pj‡Z _vK‡e\| hZ `ª“Z m¤¢e GwU Ki‡Z n‡e\| wewfbœ Q‡›` nvZZvwj †`qv †h‡Z cv‡i\| (71) gvby‡l gvby‡l cÖ‡Z¨‡KB GKRb m½x †e‡Q wb‡eb\| Zvici `jcwZ wewfbœ wb‡`©kbv w`‡eb, †hgb, Òbv‡Ki mv‡_ bvKÓ, Òwc‡Vi mv‡_ wcVÓ, Ògv_vi mv‡_ nvuUzÓ BZ¨vw`\| AskMÖnYKvix‡`i GB mKj wb‡`©kbv †gvZv‡eK m½xi mv‡_ Zv K‡i †`Lv‡Z n‡e\| Avevi `jcwZ hLb ej‡eb, Ògvby‡l gvby‡lÓ, ZLb mKj‡K Aek¨B m½x cwieZ©b Ki‡Z n‡e\| (72) mvZ ch©š— ¸byb `jwU e„ËvKv‡i em‡e Ges †KD GKRb MYYv ïi“ Ki‡eb\| cÖ‡Z¨‡K GKwU K‡i msL¨v ej‡eb\| Mbbv 1 †_‡K ïi“ n‡q 7-G †cŠQv‡j Avevi 1 †_‡K ïi“ Ki‡Z n‡e\| whwb msL¨v ej‡eb Zv‡K Aek¨B nvZ w`‡q GKwU w`K wb‡`©k Ki‡Z n‡e\| †h w`‡K wb‡`©k Kiv n‡e, †mB w`‡K MYYv Pj‡e\| (73) dzUej wPqvwis MÖ“‡ci mevB Kíbv Ki‡eb †h Zviv dzUej †Ljv †`L‡Z †M‡Qb\| d¨vwmwj‡UUi `‡ji wewfbœ As‡ki Rb¨ wewfbœ ÒK_vÓ eivÏ K‡i w`‡eb\| †hgb, ÒwKKÓ, ÒcvmÓ, Ò‡nWÓ, ÒwWªejÓ BZ¨vw`\| d¨vwmwj‡UUi †Kv‡bv As‡ki w`‡K wb‡`©k Ki‡j, Zviv Zv‡`i ÒK_vwUÓ wPrKvi K‡i ej‡eb\| d¨vwmwj‡UUi Zvi nvZ Dc‡i Zzj‡j mevB Ò‡MvjÓ e‡j wPrKvi Ki‡eb\| (74) ev`¨hš¿wenxb A‡K©÷ªv `jwU‡K ejyb †h mevB wg‡j GKwU ev`¨hš¿wenxb A‡K÷ªv ˆZix Ki‡Z hv‡”Qb\| GLv‡b ïaygvÎ gvbe kixi e¨envi K‡i kã ˆZix Ki‡Z n‡e\| AskMÖnYKvixiv wkm w`‡Z cv‡ib, Zvwj w`‡Z cv‡ib, Mjv wgjv‡Z cv‡ib\| wKš‘ my‡i K_v emv‡bv hv‡e bv\| cÖ‡Z¨‡K GKwU K‡i kã †e‡Q\| GKwU RbwcÖq myi wbe©vPb K‡i mevB wg‡j †mwU evRvb\| (75) Pvco gviv AskMÖnYKvix‡`i †g‡S‡Z nvuUz †M‡o em‡Z ejyb\| cÖ‡Z¨‡Ki `yB evû Zvi cv‡ki e¨w³i evûi mv‡_ mshy³ _vK‡e Ges Zviv †g‡S‡Z nv‡Zi Zvjy ivL‡eb\| Gevi Zv‡`i cvjvµ‡g †g‡S‡Z Pvco gvi‡Z ejyb\| †h‡nZz cÖ‡Z¨‡Ki nvZ ci¯c‡ii mv‡_ hy³ ZvB KvRwU mnR n‡e bv\| †KD †Kv‡bv fzj Ki‡j wZwb †cQ‡b nvZ w`‡q em‡eb Ges †Ljv Pj‡Z _vK‡e\| (76) Kvh© ¯’vbvš—i AskMÖnYKvixiv e„ËvKv‡i em‡eb\| GKRb e¨w³ (K) e„‡Ëi gvSLv‡b `vuov‡eb\| ÒKÓ GKwU wbw`©ó fw½‡Z Av‡iKRb e¨w³i (L) Kv‡Q hv‡eb\| ÒKÓ hw` jvwd‡q ÒLÓ-Gi Kv‡Q hvb Zvn‡j ÒLÓ †KI jvwd‡q e„‡Ëi gvSLv‡b †h‡Z n‡e Ges ÒKÓÒLÓ-Gi RvqMvq em‡eb\| Zvici ÒLÓ Av‡iKwU fw½‡Z Ab¨ Av‡iKR‡bi (M) Kv‡Q hv‡eb\| †Ljvq mevB mwµq AskMÖnY bv Kiv ch©š— †Ljv Pj‡e\| (77) K¬¨vc GÛ c‡q›U AskMÖnbKvixiv `vuwo‡q GKwU e„Ë ˆZwi Ki‡eb\| d¨vwmwj‡UUi `‡ji gv‡S cÖ_‡g GKwU wbw`©ó w`‡K Ges cieZ©x‡Z Zvi D‡ëv w`‡K Zvwj w`‡eb\| Gevi wZwb cy‡iv `j‡K †`wL‡q w`‡eb wKfv‡e Zvwj †`evi w`K cwieZ©b Kiv hv‡e\| Gfv‡e †Ljv ïi“ n‡e Ges †h †KD Zvi B”Qv g‡Zv Zvwji w`K cwieZ©b Ki‡Z cvi‡e\| cwiewZ©Z w`‡K mevB G‡K G‡K Zvwj w`‡Z _vK‡e\| Gfv‡e †Ljv Pj‡Z _vK‡e\| hw` †KD Zvwji w`K eyS‡Z bv cv‡ib ev mwVK w`‡K Zvwj w`‡Z bv cv‡ib, Zvn‡j †Ljv †_‡K ev` hv‡eb\| (78) S‡ov e„wó cÖ‡Z¨K AskMÖnYKvix †PvL eÜ K‡i †Kvb K_v bv e‡j GKwU e„Ë ˆZwi K‡i em‡eb\| mK‡jB d¨vwmwj‡UUi Gi cÖ_g Bw½‡Zi A‡c¶v Ki‡eb\| d¨vwmwj‡UUi `yB nv‡Zi Zvjy GKmv‡_ N‡l e„wói kã m„wó Ki‡eb\| mevB d¨vwmwj‡UUi‡K AbymiY Ki‡eb Ges Zvi evg w`K †_‡K ïi“ K‡i mevB GKBfv‡e e„wói kã ˆZwi Ki‡eb\| e„wói kã evov‡bvi Rb¨ d¨vwmwj‡UUi cÖ_‡g GK Av•¸j w`‡q nv‡Zi Zvjy‡Z Zvwj w`‡eb\| mevB Zv‡K AbymiY Ki‡eb\| Gfv‡e Av‡¯— Av‡¯— e„wói kã evov‡bvi Rb¨ `ywU, Zvici wZbwU Av•¸j w`‡q Zvwj w`‡eb Ges mevi †k‡l nvZ Zvwj w`‡Z _vK‡eb\| GBfv‡e cy‡iv `j S‡ov e„wói kã ˆZwi Ki‡e\| d¨vwmwj‡UUi Gevi Zvi Di“ Pvcov‡eb\| cÖ‡Z¨K m`m¨ Zv‡K AbymiY Ki‡e\| Zvici d¨wmwj‡UUi †K AbymiY K‡i mevB GKmv‡_ cv w`‡q †g‡S‡Z AvNvZ K‡i N~Y©xSo Gi kã ˆZwi Ki‡e\| d¨vwmwj‡UUi †Ljv eÜ Ki‡Z PvB‡j cy‡iv cÖwµqv D‡ëvw`‡K GKevi AbymiY Ki‡Z n‡e\| †hgb- cÖ_‡g Di“‡Z Pvco gviv, Zvici nvZ Zvwj, Zvici GK Av•¸j w`‡q Zvwj gviv Ges †k‡l nvZ Nlv\| Gfv‡e S‡ove„wó ¯—äZvi g‡a¨ w`‡q †kl n‡e\| (79) g~Z©x n‡q _v‡Kv AskMÖnYKvix `j‡K `yBfv‡M wef³ n‡q mgvb msL¨K m`m¨ wewkó `ywU e„Ë MVb Ki‡Z ejyb\| †fZ‡ii e„‡Ëi m`m¨iv evwn‡ii w`‡K Ny‡i `vuov‡eb Ges evwn‡ii e„‡Ëi m`m¨iv †fZ‡ii w`‡K Ny‡i `vuov‡eb\| evwn‡ii e„‡Ëi m`m¨iv †fZ‡ii e„‡Ëi m`m¨‡`i Òg~wZ©Ó evbvevi D‡Ï‡k¨ e¨envi Ki‡Z cvi‡eb\| G‡¶‡Î cÖ‡Z¨‡K `k †m‡KÛ K‡i mgq cv‡eb\| †Kvb cÖKvi e¨_v bv w`‡q evwn‡ii e„‡Ëi m`m¨iv †fZ‡ii e„‡Ëi m`m¨‡`i kixi SvuwK‡q, gyPwo‡q, wewfbœ AvK…wZ cÖ`vb K‡i g~wZ© ˆZix Ki‡eb\| ÒUvBgÓ bv ejv ch©š— †Kvb K_v bv e‡j Òg~wZ©Ó n‡qB _vK‡Z n‡e\| evwn‡ii e„‡Ëi m`m¨iv Wvb †_‡K evg w`‡K GKRb K‡i m‡i hv‡eb Ges Avev‡iv Òg~wZ©Ó ˆZix Ki‡Z ïi“ Ki‡eb\| GBfv‡e †LjvwU Pj‡Z _vK‡e Ges GK ch©v‡q †fZi I evwn‡ii e„‡Ëi m`m¨iv ¯’vb cwieZ©b Ki‡e hv‡Z K‡i mevB GKevi fv¯‹i I g~wZ© nevi my‡hvM cvb\| (80) A‡K©÷ªv mgMÖ `j‡K `yBfv‡M fvM K‡i GK fvM‡K d¨vwmwj‡UUi nvuUz Pvcov‡Z ej‡eb I Aci fvM‡K Zvwj w`‡Z ej‡eb\| d¨vwmwj‡UUi A‡K©÷ªvi cwiPvjK wnmv‡e f‚wgKv cvjb Ki‡eb Ges nv‡Zi IVvbvgvi gva¨‡g A‡K©÷ªvi fwjDg wbqš¿Y Ki‡eb\| AskMÖnYKvixivI cwiPvj‡Ki f‚wgKv cvjb Ki‡Z cv‡ib\| Gfv‡e †LjvwU Pj‡Z _vK‡e\| (81) `vuovI, e‡mv Ges MvI AskMÖnYKvixiv †Mvj n‡q em‡eb Ges mevB wg‡j cwiwPZ GKwU Mvb MvB‡eb\| Mv‡bi †fZi †ekx e¨eüZ n‡q‡Q Ggb `ywU eY© wbe©vPb Ki“b\| bvix Ges cyi“‡li Rb¨ eY©`ywU Avjv`v K‡i w`b\| aiv hvK, cyi“l‡`i Rb¨ ÒcÓ Ges bvix‡`i Rb¨ ÒbÓ wbe©vPb Kiv n‡jv\| GLb Mv‡bi †fZi ÒcÓ G‡j cyi“‡liv D‡V `vuov‡eb Ges ÒbÓ G‡j bvixiv D‡V `vuov‡eb\| (82) Zv‡ji †Ljv AskMÖnYKvixiv †Mvj n‡q em‡eb\| d¨vwmwj‡UUi wb‡Ri nv‡Z Zvwj w`‡q Zvj w`‡eb Ges µgvš^‡q `‡ji mevB †mB Zvj a‡i ivL‡eb\| mewKQz my›`ifv‡e Pj‡Z _vK‡j MwZ evwo‡q w`b\| Gfv‡e wewfbœ ai‡Yi Zvj evwR‡q †Ljv Pj‡Z _vK‡e\| (83) evZ©vevnK †LjvwU ïi“ Kivi Av‡M d¨vwmwj‡UUi eK e¨envi K‡i wKQz GKUv evbv‡eb Ges Zv Kvco w`‡q †X‡K w`‡eb\| AskMÖnYKvix‡`i †QvU †QvU `‡j wef³ K‡i cÖ‡Z¨K `‡ji nv‡Z wKQz eK w`‡q †`qv n‡e\| cÖwZwU `j †_‡K GKRb K‡i ÒevZ©vevnKÓ Kvc‡oi bx‡P †`L‡Z cv‡eb\| Zviv wd‡i G‡m wb‡R‡`i MÖ“c‡K wRwbmwU evbv‡bvi e¨vcv‡i wb‡`©kbv w`‡eb\| evZ©vevn‡Kiv eK ¯ck© Ki‡Z cvi‡eb bv ev wKfv‡e evbv‡Z n‡e ZvI ej‡Z cvi‡eb bv\| Zviv †Kej ej‡eb wRwbmwU †`L‡Z †Kgb\| `j¸‡jv Zv‡`i evZ©vevnK‡K wØZxqevi Kvc‡oi bx‡Pi e¯‘wU †`Lvi Rb¨ cvVv‡Z cv‡ib\| mevi ˆZix Kiv n‡q †M‡j Avmj e¯‘wUi mv‡_ wgwj‡q †`L‡Z n‡e\| (84) Qwe AvuKvi †Ljv AskMÖnYKvixiv †Rvovq †Rvovq fvM n‡q em‡eb\| cÖ‡Z¨K †Rvovi GKR‡bi nv‡Z GKwU Qwe _vK‡e\| AciR‡bi nv‡Z _vK‡e Kjg/‡cwÝj I mv`v KvMR\| cÖ_gRb Zvi m½x‡K QwewU AvuKvi e¨vcv‡i cÖ‡qvRbxq w`Kwb‡`©kbv w`‡eb hv‡Z wZwb QwewU AvuK‡Z cv‡ib\| (85) Avqbvq cÖwZwe¤^ AskMÖnYKvixiv †Rvovq †Rvovq fvM n‡q hv‡eb\| cÖ‡Z¨K †Rvovi GKRb ÒAvqbvÓ n‡eb Ges Zvi m½xi wewfbœ Kg©KvÛ bKj Ki‡eb\| wKQz¶Y ci, Zviv Zv‡`i f‚wgKv cwieZ©b K‡i wb‡eb\| (86) nvwÆgv wUg wUgt AskMÖnYKvixiv GKwU Qov ejvi Rb¨ e„ËvKv‡i `vuov‡eb I QovwU Awfbq K‡i †`Lv‡eb\| QovwU n‡Z cv‡i GBiKgt nvwÆgv wUg wUg Zviv gv‡V cv‡o wWg Zv‡`i Lvuov `y‡Uv wks Zviv nvwÆgv wUg wUg\| Ab¨ †Kvb Qov w`‡qI †LjvwU †Ljv †h‡Z cv‡i\| 87. †Nvjv evZ©v (gvwWsg¨v‡mR) AskMÖnYKvixiv e„ËvKv‡i em‡eb Ges GKwU j¤^v evZ©vi K_v fve‡eb, †hgbt ÓKvj mKv‡j Avwg evRv‡i †h‡q Kjv I Avg wKb‡ev Ges Zvici Avwg Avgvi fvB‡qi mv‡_ `ycy‡i †L‡Z hv‡ev\|Ó cÖ‡Z¨‡K Zvi Wvb cv‡k e‡m _vKv e¨w³‡K Kv‡b Kv‡b GB evZ©vwU e‡j †`‡eb Ges GBfv‡e cy‡iv e„‡Ë mK‡ji Kv‡Q H evZ©vwU †cŠuQv‡Z n‡e\| Gici †kl whwb evZ©vwU †c‡q‡Qb Zvi Kv‡Q evZ©vwU Rvb‡Z PvIqv n‡e\| †kl evZ©vwU Avmj evZ©vi mv‡_ Zzjbv K‡i †`Lvi gva¨‡gB †LjvwUi BwZ NU‡e\| 88. K_v ejvi e¯‘ cÖ‡Z¨‡K e„ËvKv‡i em‡eb Ges G‡K Ab¨‡K GKwU e¯‘ n¯—vš—i Ki‡eb\| hvi nv‡Z e¯‘wU _vK‡e wZwb AbeiZ K_v ej‡Z _vK‡eb hZ¶Y bv Zvi cv‡kiRb e¯‘wU wb‡q †bIqvi wm×vš— †b‡eb\| 89. m¨vgmb I †Wwjjv GB †LjvwU m¨vgmb, †Wwjjv I wmsn‡K wb‡q\| AskMÖnYKvixiv `yBwU `‡j wef³ n‡q hv‡eb Ges GK `j Av‡iK `‡ji w`‡K wcV w`‡q `vuwo‡q _vK‡e\| `j¸‡jv †Mvcbfv‡e wb‡Riv wVK K‡i †b‡e †h Kviv m¨vgmb, Kviv †Wwjjv I Kviv wmsn\| Gev‡i `yB `j gy‡LvgywL `vuov‡eb I GK `j Av‡iK `‡ji mvg‡b wbR f‚wgKvq g~Kvwfbq Ki‡e\| †hgb, †Wwjjvi f‚wgKv GKwU AvKl©bxq A½fw½i gva¨‡g Dc¯’vcb Kiv †h‡Z cv‡i; GKwU a„ó fw½gv Øviv m¨vgm‡bi Dc¯’vcbv Kiv hvq Ges MR©b Øviv wms‡ni g~Kvwfbq Kiv †h‡Z cv‡i\| GB †Ljvq †Wwjjv m¨vgmb‡K nvivq, m¨vgmb wmsn‡K civwRZ Ki‡e Ges wmsn †Wwjjv‡K\| †Kvb mg‡q, GKwU `jI AcivwRZ n‡ebv KviY Zviv nq‡Zv GKB f‚wgKv cQ›` Ki‡Z cv‡ib\| 90. n¨vu-bv †Ljv AskMÖnYKvixiv `yB jvB‡b fvM n‡q `vuov‡eb hv‡Z K‡i cÖ‡Z¨‡KB wbR wbR m½xi gy‡LvgywL `vuwo‡q _v‡Kb\| ÓKÓ jvBbwU hZfv‡e m¤¢e Ón¨vuÓ ej‡e Ges ÓLÓ `jwU Zv‡`i wbR wbR m½x‡K bvbvb fw½gvq ÓbvÓ ej‡eb, †hb Zviv Zv‡`i m½xi gb i¶vi †Póv Ki‡Qb\| `yB `j‡KB Ón¨vuÓ Ges ÓbvÓ ejvi my‡hvM cv‡eb\| Gevi cÖ‡Z¨‡Ki Abyf‚wZ Rvb‡Z PvIqv n‡e, Ò‡Kgb jvM‡jv Õn¨vuÕ ev ÕbvÕ ej‡Z?Ó; Ò‡KvbwU ej‡Z mnR?Ó (91) E-‡Mg AskMÖnYKvixiv GKwU e„Ë MVb K‡i `vuov‡eb ev em‡eb hvi g×¨Lv‡b d¨vwmwj‡UUi GKwU eo KvM‡R evuKv K‡i wj‡L ivL‡eb\| Gev‡i wZwb mevB‡K cÖkœ Ki‡eb †h wbR wbR RvqMv †_‡K KvM‡R †jLv A¶iwU Zviv wK wn‡m‡e †`L‡Z cv‡”Qb? Ae¯’v‡bi Dci wfwË K‡i †KD ‡KD m ‡KD ev E Avevi †KD w ‡`L‡Z cv‡eb\| Gevi AskMÖnYKvixiv RvqMv e`j K‡i wfbœ wfbœ RvqMv †_‡K A¶iwU †`L‡eb\| GB †LjvwU †_‡K GKwU ¸i“Z¡c~Y© welq D‡V Av‡m- `„wófw½i wfbœZvi Kvi‡Y cÖwZwU gvby‡li ch©‡e¶YI wfbœ n‡Z cv‡i\| Avevi GKRb AskMÖnYKvix‡K e„‡Ëi gvSLv‡b `vuo Kwi‡q w`b Ges Ab¨vb¨ m`m¨‡K cÖkœ Ki“b Zviv Zv‡K wKfv‡e †`L‡Z cv‡”Qb\| (92) mvwMw` mvwMw` mv‡cv‡cv G‡¶‡Î AskMÖnYKvixiv GKwU e„Ë MVb Ki‡eb A_ev GK jvB‡b `vuov‡eb\| d¨vwmwj‡UUi mevB‡K GKwU Qov wkwL‡q †`‡eb- ÒmvwMw` mvwMw` mv‡cv‡cvÓ\| cÖwZevi hLb mK‡j QovwU e‡j DV‡e ZLb d¨vwmwj‡UUi Qovi Zv‡j Zv‡j Zzwo ev Zvwj †`‡eb\| cÖwZevi hLb QovwU ejv n‡e ZLb cÖ‡Z¨‡K Zvi evg cv‡k Aew¯’Z m`‡m¨i A½fw½ AbyKiY Ki‡eb †hb Zvi evgcv‡ki e¨w³i ‡_‡K GK avc GwM‡q _v‡K\| (93) Avgiv wK KiwQ? AskMÖnYKvixiv `yB`‡j wef³ n‡q GK KvZv‡i `vuov‡eb I N‡ii `yB w`‡K Ae¯’vb Ki‡eb\| ÓKÓ `‡ji m`m¨iv n‡eb g~Kvwf‡bZv I ÓLÓ n‡e ev‡Ni `j\| ÓKÓ `j †Mvc‡b Zv‡`i g~Kvwfb‡qi welq wVK K‡i †b‡eb\| hZLvwb m¤¢e Kv‡Q wM‡q, Zviv ÓLÓ `‡ji mvg‡b g~Kvwfbq Ki‡eb\| Ges ÓLÓ `j Zv‡`i gyKvwfb‡qi welqwU Abygvb Kivi †Póv Ki‡e\| Zviv mwVK Abygvb Ki‡Z cvi‡j ÓKÓ `‡ji m`m¨iv Zv‡`i RvqMvq `vuov‡bvi Av‡MB ÓLÓ `‡ji m`m¨iv Zv‡`i Qzu‡q †`evi †Póv Ki‡eb\| hv‡`i †Qvuqv m¤¢e n‡e, Zviv ÓLÓ `‡j †hvM w`‡eb\| Gfv‡e cÖ_gevi †Ljv n‡j ÓKÓ I ÓLÓ `j wb‡R‡`i f‚wgKv A`j e`j Ki‡e\| 94. we‡klYwU wK? GKRb AskMÖnYKvix Ni †_‡K evB‡i hv‡eb I Ab¨vb¨iv †h‡Kvb GKwU we‡klY wba©viY Ki‡eb\| †hgbt `ª“Z, Nygš— BZ¨vw`\| evB‡i Ae¯’vbiZ m`m¨wU wd‡i Avm‡j wZwb evKx‡`i ÓHfv‡e KiÓ K_vwU e‡j wba©vwiZ we‡klYwU Abygvb Ki‡eb\| D`vniY¯^iƒct hw` wZwb ÓHfv‡e K_v ejÓ e‡jb †Zv evKxiv `ª“Z ev Nygš— Ae¯’vq K_v ej‡Z ïi“ Ki‡e\| cÖwZeviB H m`m¨ we‡klYwU Abygv‡bi †Póv Ki‡eb\| 95. evRv‡ii ZvwjKv AskMÖnYKvixiv e„ËvKv‡i mgv‡eZ n‡eb\| GKRb m`m¨ ej‡eb ÓAvwg evRv‡i gvQ wKb‡Z hvw”QÓ\| avivevwnKfv‡e cÖ‡Z¨‡KB Av‡Mi evRv‡ii ZvwjKvi mv‡_ GKwU K‡i bZzb mvgMÖx †hvM w`‡q ej‡Z ïi“ Ki‡e\| cÖ‡Z¨‡Ki g‡bv‡hvM I g‡b ivLvi ¶gZv‡K hvPvB K‡i †`LvB nj GB †Ljvi D‡Ïk¨\| 96. Avwg wK Abyfe KiwQ? GB ‡Ljvq AskMÖnYKvixiv e„ËvKv‡i em‡eb\|cÖ‡Z¨K m`m¨B cvjvµ‡g wewfbœ Abyf‚wZi g~Kvwfbq Ki‡eb\|Ab¨vb¨ m`m¨iv cÖ‡Z¨‡Ki Awfbq Abyhvqx Zv‡`i Abyf‚wZ Abyfe Kivi ‡Póv Ki‡eb\|hvi Abygvb wVK n†e wZwb cieZ©x c‡e© Awfbq Ki‡eb\| 97. I KweZv? AskMÖnYKvix‡`i cvjvµ‡g wewfbœfv‡e ÓI KweZvÓ (ev †h‡Kvb GKwU bvg) ej‡Z n‡e, †hgb, ivMx my‡i, f‡qi mv‡_, KLbI ev †n‡m †n‡m\| 98. Dcnvi †`Iqv GB †LjvwU †Kvb Kg©kvjvi †kl gyû‡Z© e¨envi Kiv †h‡Z cv‡i\| d¨vwmwj‡UUi‡K cÖ‡Z¨K m`‡m¨i bvg wjwLZ KvM‡Ri UzKiv GKwU ev‡· msMÖn Ki‡Z n‡e\| avivevwnKfv‡e cÖ‡Z¨‡KB ev· †_‡K GKwU K‡i bvg Zzj‡eb\| hw` †Kvb m`m¨ Zvi wb‡Ri bvg †c‡q _v‡Kb Zvn‡j Zv‡K Zv †diZ w`‡q Ab¨ †Kvb bvg Zzj‡Z n‡e\| d¨vwmwj‡UUi mevB‡K wKQz mgq w`‡q fve‡Z ej‡eb †h cÖ‡Z¨‡K hvi bvg †c‡q‡Qb Zv‡K wK I wKfv‡e Dcnvi †`‡eb\| d¨vwmwj‡UUi cÖ‡Z¨‡Ki Kv‡Q wM‡q Zv‡`i KíbvwUi K_v Rvb‡Z PvB‡eb\| 99. wc‡Vi Dci †jLv GKwU Kg©kvjvi BwZcÖv‡š—, cÖ‡Z¨K AskMÖnYKvix‡`i wbR wbR wc‡V GKwU K‡i KvMR jvMv‡Z wb‡`©k w`b\| Gici, cÖ‡Z¨‡KB G‡K A‡b¨i wc‡V jvMv‡bv KvM‡R H e¨w³wU m¤c‡K© wKQz GKUv wjL‡eb\| cÖ‡Z¨‡K KvMRwU Kg©kvjv †k‡l ¯§„wZ ¯^iƒc evwo‡Z wb‡q †h‡Z cv‡ib\| 100. w`‡bi Mí GKwU KvM‡Ri ej ˆZix K‡i w`b hv‡Z AskMÖnYKvixiv wb‡R‡`i †fZi Zv Qzuo‡Z cv‡ib\| hLb hvi Kv‡Q ejwU _vK‡e, wZwb Kg©kvjvi w`‡b hv hv NU‡jv Ges G m¤c‡K© Zv‡`i Abyf‚wZ Dc¯’vcb Ki‡eb\| Translate Your Ideas Translators and Editors of Shobdowala worked for the project: 1. Momtazul Mohiuddin 2. MD. Fahad Mostafa 3. Apurbo Krisna Charkraborty 4. Shoumik Islam 5. Partho Protim 6. Kingshuk Kinjal 7. Asifuzzaman
বাংলা থেকে ‍ইংরেজি: Technical Translation: Engineering Materials General field: কারিগরি/প্রকৌশল Detailed field: প্রকৌশল: শিল্পকৌশল
উৎস টেক্সট - বাংলা 2 সিস্টেমের বর্ণনা 2.1 প্রধান স্টিম সিস্টেম প্রধান স্টিম চারটি (4) প্রধান স্টপ ভালভ এবং কন্ট্রোল ভালভের মাধ্যমে HIP টারবাইনের HP বিভাগে যায়। প্রধান স্টিম প্রবাহ 1,728,708 কেজি/ঘন্টা চাপ 245 বার্গ এবং তাপমাত্রা 600 ºC প্রধান স্টপ ভালভ ইনলেটে 100% MCR অবস্থায় থাকে। HIP টারবাইনের HP বিভাগ থেকে বের হওয়া স্টিম কোল্ড রিহিট স্টিম হিসাবে স্টিম জেনারেটরে ফিরে আসে। 2.2 রিহিট স্টিম স্টিম জেনারেটর থেকে গরম রিহিট স্টিম দুটি (2) কম্বাইন রিহিট ভালভের মাধ্যমে HIP টারবাইনের IP বিভাগে যায়। রিহিট স্টিম প্রবাহ 1,344,687 কেজি/ঘন্টা 100% MCR অবস্থায় কম্বাইন্ড রিহিট ভালভ ইনলেটে 600 ºC ও 43.527 বার্গের তাপমাত্রা উৎপন্ন হয়। 2.3 টারবাইন বাইপাস সিস্টেম দুটি (2) টারবাইন বাইপাস সিস্টেম আছে: HP টারবাইন বাইপাস সিস্টেম এবং LP টারবাইন বাইপাস সিস্টেম। HP টারবাইন বাইপাস সিস্টেম প্রধান স্টিম লাইন থেকে কোল্ড রিহিট লাইনে উদ্বৃত্ত স্টিম পাঠায়। LP টারবাইন বাইপাস সিস্টেম স্টার্ট আপ/শাট ডাউন, টারবাইন ট্রিপ বা কোনো লোড প্রত্যাখ্যানের ক্ষেত্রে হট রিহিট লাইন থেকে কনডেনসারে উদ্বৃত্ত স্টিম পাঠায়। এইসব টারবাইন বাইপাস সিস্টেম জল স্প্রে ইনজেকশন দ্বারা স্টিম তাপমাত্রা নিয়ন্ত্রণ করে থাকে। HP টারবাইন বাইপাস সিস্টেমের স্প্রে জল BFP ডিসচার্জ থেকে সরবরাহ করা হয়। এবং LP টারবাইন বাইপাস সিস্টেমের স্প্রে জল CEP ডিসচার্জ থেকে গ্ল্যান্ড স্টিম কনডেন্সার (GSC) এর মাধ্যমে সরবরাহ করা হয়। HP টারবাইন বাইপাস সিস্টেম লাইনগুলি মেইন স্টপ এবং কন্ট্রোল ভালভের আগে মেইন স্টিম লাইন থেকে ব্রাঞ্চ করা হয় এবং সেগুলি কোল্ড রিহিট লাইনের সাথে সংযোগ করা থাকে। HP টারবাইন বাইপাস সিস্টেমের মধ্যে দুটি (2) বাইপাস স্টেশন রয়েছে এবং HP টারবাইন বাইপাসের ক্ষমতা BMCR অবস্থায় প্রধান স্টিম প্রবাহের 70% (35%X2) হয়ে থাকে (HP টারবাইন বাইপাস সিস্টেম IHI দ্বারা সরবরাহ করা হয়)। HP টারবাইন বাইপাস ক্ষমতা ক্লজ 6.2.3.18 – অধ্যায়-6.2 – স্টিম জেনারেটর স্পেসিফিকেশন অনুযায়ী 70% চুক্তির প্রয়োজনীয়তার ভিত্তিতে সিদ্ধান্ত নেওয়া হয়েছে। আরও, ইলেক্ট্রোম্যাটিক রিলিফ ভালভ (ERV) 10% ক্ষমতার বয়লার সুপারহিটার আউটলেটে সরবরাহ করা হয়েছে যার সাহায্যে যান্ত্রিক স্প্রিং লোড করা সুরক্ষা ভালভ খোলার সময় লোড থ্রো-অফ অবস্থা/ টারবাইন ট্রিপ থেকে সম্পূর্ণ লোড অপারেশন বাইপাস) এড়ানো যায়। (HP টারবাইন ভালভ এবং ERV মূলত IHI দ্বারা সরবরাহ করা হয়)। LP টারবাইন বাইপাস সিস্টেম লাইনগুলি সম্মিলিত রিহিট ভালভের আগে হট রিহিট লাইন থেকে ব্রাঞ্চ করা হয় এবং সেগুলি কনডেনসারের সাথে সংযোগ করা থাকে। LP বাইপাস সিস্টেম HP টারবাইন বাইপাস এবং HP টারবাইন বাইপাসে ব্যবহৃত স্প্রে জলের প্রবাহ পরিচালনা করার জন্য ডিজাইন করা হয়েছে। LP টারবাইন বাইপাস সিস্টেমে দুটি বাইপাস স্টেশন রয়েছে এবং LP টারবাইন বাইপাসের ক্ষমতা 70% (35% x 2)।	অনুবাদ - ‍ইংরেজি DSC-GMH-XBM1-0019 Rev.2 4/13 Proprietary & Confidential © Toshiba Energy Systems & Solutions Corporation 2021, All Rights Reserved 2 SYSTEM DESCRIPTIONS 2.1 MAIN STEAM SYSTEM Main Steam flows into HP section of HIP Turbine through four (4) Main Stop Valves and Control Valves. Main Steam flow is 1,728,708 kg/hr with the pressure 245 barg and the temperature 600 ºC at Main Stop Valves inlet at 100% MCR condition. Steam exhausted from the HP section of HIP Turbine is returned to the Steam Generator as Cold Reheat steam. 2.2 REHEAT SYSTEM The Hot Reheat steam from the Steam Generator flows into IP section of HIP Turbine through two (2) Combine Reheat Valves. Hot Reheat Steam flow is 1,344,687 kg/hr with pressure and temperature of 43.527 barg and 600 ºC at the Combined Reheat Valves inlet at 100% MCR condition. 2.3 TURBINE BYPASS SYSTEM There are two Turbine Bypass systems: HP Turbine Bypass system and LP Turbine Bypass system. HP Turbine Bypass system transfers surplus steam from the main steam line to Cold Reheat line. LP Turbine Bypass system transfers surplus steam from Hot Reheat line to Condenser in case of start up/shut down, turbine trip or any load rejection. These Turbine Bypass systems control the steam temperature by water spray injection. Spray water for HP Turbine bypass system is supplied from BFP discharge. And spray water for LP Turbine Bypass system are supplied from CEP discharge through the Gland Steam Condenser (GSC). HP Turbine bypass system lines are branched from Main Steam lines before Main Stop and Control Valves and they are connected to the Cold Reheat line. HP Turbine Bypass System includes two bypass stations, and the capacity of HP Turbine Bypass is 70% (35%X2) of the Main Steam flow at BMCR condition (HP Turbine bypass system is supplied by IHI). The HP Turbine Bypass capacity is decided based on contract specification requirement as 70% as per Clause 6.2.3.18 – Chapter-6.2 – Steam Generator Specification. Further, Electromatic Relief Valve (ERV) is provided at Boiler Superheater Outlet of 10% capacity with the help of which opening of mechanical spring loaded safety valves can be avoided during load throw-off condition/Turbine trip from full load operation (HP Turbine bypass valves and ERV are supplied by IHI). LP Turbine Bypass System lines are branched from Hot Reheat lines before Combined Reheat Valve and they are connected to Condenser. LP bypass system is designed to handle the flow of HP turbine bypass plus the spray water used in HP Turbine bypass. LP Turbine Bypass System includes two bypass stations, and the capacity of LP Turbine Bypass is 70% (35% x 2).

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Department of English Literature and Language, University of Rajshahi

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