Patron : Dr.Bhuban Gogoi Adviser : Dr. Achyut Borthakur, President, ACTA, Tinsukia College Unit Editor in Chief : Rana K. Changmai Executive Editor : Sushanta Kar Editors : Monika Devi, Roshmi Dutta, Mayuri Sharma Baruah, Monika Das, Manashi Rajkhowa, Nilimjyoti Senapati, Surjya Chutia, Dr. Kamalesh Kalita Students’ Representatives : Nagen Deka, (Magazine Secretaty, TCSU) Published by : Secretary, Assam College Teachers’ Association (ACTA), Tinsukia College Unit, Tinsukia College, Tinsukia - 786125 Contact : Web : http://sites.google.com/site/pragyan06now ; Blog : http:pragyan06now.blogspot.com ; Cell : 9954226966 email :
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[email protected] Printed at : The Assam Computers (Govt. app ‘A’ Category Press) email :
[email protected]/ http://theassamcomputers.webs.com/ Tinsukia - 786125 (Assam) Editorial Board 00 Editorial 01 Editor’s Mail Box 02 Campus Update ........................................................../ Surjya Chutia 05 Academic World Around 07 Panorama Personality 15 Robin Sharma's Tips on Leadership Exam & Education 16 ·‹|+- .+·- ··š:+ --../ · - : .™|:>+ .+ ª .-:> +|= |+; ·- : ·· + ·+|· 19 š+'=+ .·|+|+ ™”·|. .+ƒ-|. ·--+ ·<||'ƒ .........../ ·++' ··| +++| Career 21 .+'++|+ .=||'< ......................................../ -''-· .=||'< .·-|š'< 32 'ƒ~” ++| (·|·. 'š. =·)+ :·:< ·|=|·+|+ 38 A Study on Student Outflux ...... from NE India ...../ Prashant Barooah Science & Tech. 41 We all Live Downstream..... / Neeraj Vagholikar and Arupjyoti Saikia 45 Big Dams — Boon or .../ Parthankar Choudhury and Pijush Kanti Das 51 Critique to the Theory of Global Warming and ....../ Dr. Bhuban Gogoi 54 Indian Railways – the most eco-friendly mode of .../ Anirban Ghosh 58 Mass Communication and It's Significance in ........./ Dr. Sanjita Chetia 63 ·'+šƒ'+ ·|+|:+ '++ .............................../ +‰ -|+|+· +++|+'< Social Science 65 The Circle of Fire — The Metaphysics of the Universe/ Rajen Barua 68 Musings in Ideology - II .................................................... / Arup Baishya 73 The Role of Press in Assam in Ensuring and ...../ Dr. Tanushree Sarker 78 Human Development Status of the Deoris ................../ Surjya Chutia 82 Education, Inequality and Poverty ................................./ Anita Baruwa Language & Literature 84 Relevance of Jyoti Prasad Agarwala's ................./ Nilim Jyoti Senapati 88 A¡³ºàÎàK¹ -ÿ -ÿ - &A¡ ƒåƒ¢à”z ë¤Øl¡àì>๠\àÚKà ............./ "[³t¡à®¡ 냤 ëW¡ï‹å¹ã 90 +-:+· -........................................................../ +'«<| ·· | 94 +'+<| : '++|·:=||'< ·· +'+|. Abdul Hamid, ·|+ |'” +| ·· +'+|. [¤\Ú A塳๠®¡j¡àW¡à™¢¸. A{^foH$ àgmX Students’ Column 97 +'+<| : .·ƒ|+· ·r|·. Shubhadeep Paul 98 ···< ···'+| -|+| ·|'++:- =+ >· ......... /·:-|+«- ·+|· (-+) We express our gratitude to Rajen Barua (US), Wahid Saleh (Netherland), Ankur Bora (US), Partha Gogoi (US), Bidyananda Borkakoty (Ghy), Buljit Buragohain (Ghy) - All the FASS Activists, Satyajit Dey (Del), Satyajit Nath, Kripaljyoti Mazumder (Editor-Ecotone, Itanagar) Numal Mahatta for their special support to ‘Pragyan’ 1 / /Vol. VIII, Issue - I, June '09 š=|:- .-·| ·|š|»| ·|·|+ =-| '+·|- =+»| ··|-+ +|-|:ƒ·+ +|·:+ .-·| ™|·+|»|. ·|·:·|+|» ·|· » ·+ ·|· · ·|'=:-·-+ +|' ·:+ +-'· -|. ·'<|· ! =· ·:™|~»| .ƒ+|+ =-| ···| ‹-|+|ƒ+ ÅàÒ[¹oà ¹Ò³à> "àºà>à, n¡àA¡à, ¤à}ºàìƒÅ http://www.ondormoholer-rupkotha.blogspot.com Wish you heartiest Congratulation ! Pragyan is truly an amalgamation of information and literary creativity. It caters not only to the young minds but elders as well. I wish it all time success. Cheers ! Kakoli Dey; Research Scholar University of Delhi;
[email protected] Absolutely it’s an exceptional idea. Many thanks for the organizers. Md. Khalid Umar, London, U.K.;
[email protected] http://neelmnokkhotro.blogspot.com I have gone through this blog. I found it very interesting and helpful. Nowadays I am completing my Engineering course. And this blog really doing great for me. This blog also offers me more ideas and advice concerned to my career. joancasilo; Commented on Blog : http:pragyan06now.blogspot.com on 3rd June, 10 "à³à¹ \>¸ [¤Åຠ&A¡i¡à δ¶à>¡.... A College in a relatively small and remote town like Tinsukia (compared to Delhi/ Mumbai), can also produce such a high quality magazine — ‘Pragyan’ is a nice example. All the best and congratulations on completing 7 years. Bikram M. Baruah, Abu Dhabi, UAE;
[email protected]; http://bikram98.blogspot.com A High Quality Magazine — Pragyan I have just gone through the online edition and I must say that it’s a beautiful creation and one can understand the efforts and care that your team must have taken to bring ‘Pragyan’ to light ! I specially liked the use of ‘New Age Media’ in the contents. Please keep up the good work. Nazrul Haque, Guwahati
[email protected] It’s a Beautiful Creation An Amalgamation of Information Pragyan Blog Helps me to Build up my Career I have read the last issue of the 7th year of Pragyan.... I congratulate it on it’s great success. The best thing in it is its multi-lingual and variant nature. Shubhadeep Paul, B.Sc - I
[email protected] (scrap on Orkut) Congratulation ! An Exceptional Idea (Readers may choose whatever language they feel comfort to write in mailbox. But for better communication we prefer English and Assamese. — Editor) š··< š'÷+|+ .·+|š +| .~»-·|š ™|· +'- ·+ ·–ƒ+ ·:+:·+ ·:+'=. ··'·+| =+ +|-|+ '·:·:- .+|- š'÷+| =· š ·· .ƒ·-|·+ ·|·|+ +|:· -|- .-:~:·+ '+:·+ +:+ ·|š-|:ƒ+ -‚|-'+ -|+| (··'·+|) š:· ·+ -|- -|~-+ ‹-|+|ƒ+ =+ '+ o‹ ·--|·- ·-+·· .++ ·+ \àÒàUã¹ "ຳ íÎA¡t¡, [Îìºi¡, ¤à}ºàìƒÅ
[email protected]; http://jhsoykot.blogspot.com Jå¤ Îå–ƒ¹ / 2 /Vol. VIII, Issue - I, June '10 ‘ P ragyan’ Editorial Board and the IQAC (Internal Quality Assurance Cell), Tinsukia College, in collaboration with the NEIRF (North East India Research Forum) and Assam Science Society, Tinsukia branch, organized a talk cum interaction programme at the Tinsukia College premises on 17th April 2010 successfully. Prof. Arvin Natu, the Assistant Director of Indian Institution of Science Education and Research (MISER) delivered the main lecture on the topic ‘Opportunities in Pure Science’ in the programme. About 250 students from 15 Secondary Schools and Junior Colleges of Tinsukia, Doomdoma and Dibrugarh accompanied by their teachers, besides students of Tinsukia College along with former and present teachers of the College participated Prof. Arvind Natu Talked on ‘Opportunities in Pure Sciences’ 2 T he Cell for Women’s’ Studies and Development (CWSD), Tinsukia College is going to organize a 5 days UGC sponsored Workshop on Capacity Building of Women Managers in Higher Education, referred to as the Sensitivity, Awareness and Motivation (SAM), in Tinsukia College from 8th to 12th November, 2010. The main objective of the workshop is to bring more trained women managers in higher educational institutions to ensure gender equity, as, not many women are seen at the decision making levels though they are equally competent in leadership, management or policy-making spheres. All the interested women teachers in higher education or equivalent level may kindly contact any of the following persons for its details : Anita Baruwa, Local Coordinator; Sangeeta Boruah, Co-ordinator, CWSD, Tinsukia College; Rasmita Borkotoky, Joint Secretary of the Cell; Mayuri Sharma Baruah, Joint Secretary of the Cell. The contact numbers are: 9954388572, 9854431483, 9435039378 Email :
[email protected]. UGC Workshop on Capacity Building of Women Managers in Higher Education 1 3 / /Vol. VIII, Issue - I, June '09 in the programme. At the very outset, Dr. Deepika Bhattacharjee, the Secretary, Assam Science Society, Tinsukia Branch addressed the invited guests and audience in general and bid them a warm welcome to the programme. Shri Dilip Kalita, the President, Assam Science Society, Tinsukia Branch, felicitated Dr. Natu with a token gift as a sign of gratitude and love to him. The programme was also graced by Dr. Mukut Gohain and Dr. Arinam Adhikari from NEIRF. Dr. Adhikari gave a brief description about their Forum and their online journal the ‘NE Quest’. The whole talk session was very pleasant and interesting one. Dr. Natu gave some simple examples of science tips in our day to day life. He also explained about the IISER, and it’s admission process, education system, importance etc which had inspired the young minds present in the programme. The talk session was followed by a very interesting interaction session. The whole programme was presided over by Dr Bhuban Gogoi, Principal, Tinsukia College and ended by vote of thanks offered by Mr. Sushanta Kar, the Executive Editor, Pragyan. T he Vedanta Group of Companies, Assam, in association with the Placement Cell, IQAC, Tinsukia College conducted a campus interview at Tinsukia College on 30th April 2010. The basic objective of the interview was to select candidates amongst the qualified students to recruit against some vacant posts of the Companies directly. About 30 students having requisite qualifications appeared in the interview and finally four candidates have been selected to be appointed at the Companies. The four lucky candidates were- 1) Modhusmita Borgohain, 2) Javed Khan, 3) Smita Rashali, 4) Kamaluddin Ansari. The Reliance Life Insurance Group, in association with the Placement Cell organized another Campus interview at Tinsukia College on 5th June 2010. About 50 students of the College having requisite qualifications appeared in the interview. Campus Interview held at Tinsukia College 3 / 4 /Vol. VIII, Issue - I, June '10 T he World Environment Day 2010, was observed at Tinsukia College on 5th June with a day long programme, which was organized by Assam Science Society, Tinsukia branch. The main objective of the programme was to sensitize O n 10th May 2010, 4th Semester students of Centre for Management Education (CME) gave a power point presentation on ‘Credit policy 2010’ where various aspects of the credit policy and its impacts on different sectors of the economy were discussed in detail. On 19th May 2010, resume writing contest was organized amongst the 4th Semester students where the following students emerged victorious. Janmon Gogoi (1st), Umesh Saha (2nd), Sanghamitra Neog (3rd). A one day Seminar on ‘Application of Statistics in Business and Commerce’ was S hri. Nilotpal Gogoi, an outgoing student of Tinsukia College has been conferred the National Academic Award of Art for his work titled ‘Community Fishing’ displayed at the 52 nd National Exhibition 2010, organized at Kolkata by Lalit Kala Academy, New Delhi. Ex-Student got National Award 3 CME Organised Various Academic Programmes 5 organized on 26th May 2010, where all the students of BBA 2nd Semester gave power point presentation on the topic. the students on environmental issues. The programmes were- Flag hoisting, Inaugural session, Extempore speech & Quiz competitions related to environmental issues amongst students of different Schools or Colleges of Tinsukia 6 World Environment Day Observed in the College 5 / /Vol. VIII, Issue - I, June '09 district, Open session, Prize distribution etc. Students from about 10 Schools/ Colleges of the district participated in the competitions and results were as mention below : Quiz Competition : 1st Prize - Guru Teg Bahadur Academy Group, 2nd Prize - St, Stephen’s High School Group, 3rd Prize – Tinsukia College Group Extempore speech Competition : 1st Prize – Kaushal Agarwal, A New High School, 2nd Prize – Saubhik Dev, Tinsukia College, 3rd Prize – Sauvik Kashyap, Guru Teg Bahadur Academy. The respective Prizes were distributed in the open session, where Deben Bhattacharyya, the president, ‘Ed-en, Tinsukia branch was present as Chief Guest. Two Books Authored by our Teachers Released 7 O n 17th April 2010, Dr. Arvind Anant Natu from Indian Institute of Science Education and Research (IISER), Pune delivered a lecture on the topic ‘Opportunities in Pure science’ at Tinsukia college. The lecture was organized by Pragyan & IQAC, Tinsukia College, North East India Research Forum (NEIRF) and Assam Science Society, Tinsukia Branch. It was Dr. Arindam Adhikari, who on his way to Tinsukia from Stockholm met Dr. Natu in Pune and convinced him to deliver a lecture in Tinsukia on the said topic. After reaching Tinsukia, Dr. Adhikari contacted Mr. Sushanta Kar, the executive editor, Pragyan, Tinsukia College and told about arranging the lecture. Mr. Kar was excited to know about that and after consulting with his co-editors and authority of the college agreed to organize the lecture in Tinsukia College. The duo worked really Starting of a Movement (The Updater teaches Economics) T he book ‘Shakespeare, Utpal Dutta Ebong Annanya Prasanga’ authored by Shri Kanak Chand, HoD, Department of Bengali, Tinsukia College, was recently released at Guwahati in an inaugural programme organised by the publisher Viki Publication. This book featured 12 valuable articles of different tastes. This is the second work of the author. An another collection of self-composed poems written by poet cum lecturer, Debananda Bhattacharyya of the Dept. of Philosophy was published recently entitled ‘Atadine Jak Moi Bichari Phurichilu’. The collection contains 60 odd poems which are already published in renown Assamese Magazine, namely Prantik, Goriyoshi, etc. Prior to this collections, Poet Bhattacharyya has another publication ‘Prem Nodi Ityadi’. Both the collection are published by Subhessa Prakashan, Dibrugarh. / 6 /Vol. VIII, Issue - I, June '10 hard to make the event a success. The lecture was aimed at motivating students towards pure science for higher education. The event was presided over by Dr. Bhuban Gogoi, principal of Tinsukia college. Dr Deepika Bhattacharjee, secretary, Assam Science Society- Tinsukia Branch introduced him and all the guest including Dr. Arvind Anant Natu with the audiences. From NEIRF, Dr. Adhikari and Dr. Mukut Gohain were present on that event. Dr. Adhikari, initiator of NEIRF, briefed the audience about the organisation (www.neindiaresearch.org), it’s activities and about it’s online journal N. E. Quest. He, in his speech raised the issue ‘Need of Higher Science and Technology Education institute in Tinsukia and its adjoining areas’. He raised the issue why despite having abundant resources in this area, Tinsukia still lacks a higher educational institute like university or any scientific research organization. Dr. Gohain also expressed in his speech the necessity of such higher educational institute in this part of the country.There was an interesting interactive session afterward. Many retired and present science teachers of Tinsukia college and from different schools were also present on that occasion and appreciated this kind of activities. In the event, Dr. Sukhen Chakraborty and Mr. Kalita, retired teachers from Tinsukia college also expressed their views about the event and asked the organizers to organize more such events. At the end of the event Mr. Kar gave a brief information about organizing the lecture and expressed his view about need of more such events. After 17th April event Dr. Adhikari and Dr. Gohain visited many places to meet people and organizations in Tinsukia district to mobilize the support on the issue of need of higher science and technology institute in Tinsukia. All the student organizations including AASU, AJYCP, Moran, Muttack, Tai-Ahom, Chah janagosti etc and many social organizations came forward, decided to raise voice unitedly on this issue and first public meeting was held on 16th of May 2010. On the second public meeting held on 22nd May 2010, a committee was formed with name Educational Development Coordination Committee Tinsukia, Dibrugarh and East Arunachal Pradesh followed by first press meet on 24th of May 2010. The names of institutes which are in the wish list are 1. Indian Institute of Science Education and Research (IISER). 2. Central Institute of Plastic and Engineering Technology (CIPET) 3. Central University, 4. Center for Material for Electronic Technology (C-MET), 5. Herbal Research and Development Institute (HRDI), 6. Rural Development Institute. After 25th of May, Dr. Adhikari visited Maharashtra, Delhi and Tamilnadu and met many famous scientists and NGOs based in those states to make aware of these activities in Tinsukia and for getting support and suggestions. On 30th May 2010, Dr. Gohain met Arunachal Pradesh cabinet minister Mr. Tewa Mein, who in turn promised every possible help from his side. On 13th June 2010 the committee met local MLA, Mr. Rajendra Singh, briefed about the development and handed over memorandum. Next day i.e. on 14th June 2010 the committee met honourable minister Mr. Pradyut Bordoloi, had discussion with him and handed over memorandum. Mr. Pradyut Bordoloi has promised to set up one CIPET in Namrup town and promised to release Rs. 2 crore as initial amount immediately. Mr. Pradyut Bordoloi has also invited the committee particularly Dr. Adhikari and Dr. Gohain to present in front of Educational Ministry secretaries and other officials in Dispur to discuss about other demands. [A report by NEIRF] 7 / /Vol. VIII, Issue - I, June '09 W WW.XOBDO.ORG has successfully completed 4 years of existence on 10- March-2010.XOBDO is an informal gathering of people living across the globe to collectively do something good for the region. The love for their mother tongue has generated more than 1300 selfless volunteers who are working day and night from different parts of the world to create this unique project – a multi- directional, multi-lingual, multi-media embedded, online dictionary of the languages of the North- East India. Apart from achieving 24000 Assamese words, it is already galloping ahead with a large corpus of Karbi, Dimasa, Mising and Meeteilon words. Efforts are on to attract volunteers to provide a constant addition of words in the other 16 languages adopted in the project including Bengali, Hindi and Nepali. XOBDO is an effort of the community. It is also a descriptive dictionary – that is, it does not prescribe spelling and meanings of the words, rather it describes how people use these words. Therefore, the print media, especially of the local languages, has a very important role to play in this effort. What they print, along with the writings of renowned writers and journalists will dictate what is included in XOBDO. To help in this effort the local language newspapers and magazines that have online presence can publish in UNICODE, 1 XOBDO: The only online dictionary of NE Indian Languages Completed 4th year of Its Existence! / 8 /Vol. VIII, Issue - I, June '10 so that XOBDO can easily pick up new words from there and analyze them. XOBDO is now trying to get registered under society registration act. For the sake of advancement of the regional languages, it was decided that the society will fully cooperate with any parties involved in developing software tools for the NE Indian languages. Interested individual or group can contact at
[email protected] with proposals of cooperation. To acknowledge the selfless voluntary efforts XOBDO has awarded 25 people (list attached) on 14th March, 10 in a press meet held at Guwahati Press club. These are those members of XOBDO who have significant contributions towards the XOBDO effort, especially in the year 2009, with a certificate of appreciation and few token gifts. This time, XOBDO have awarded only 25 people. However, XOBDO has a number of other dedicated volunteers whom they could not include this year. Without their selfless dedication, it would have not been possible for XOBDO to reach where it stands now. Gifts are also sponsored by the members themselves. XOBDO.ORG’s 2010 Awardees are: Biraj Kr. Kakati, Anjal Borah, Anjali Sonowal, Partha Protim Sarmah, Rupankar Mahanta, Rupkamal Talukdar, Prasanta Borah, Robin Nath (Atul Ch. Kakati), Buljit Buragohain,Pankaj Borah, Nava Kumar Bodo, Nwgwt G. Brahma, Benjamin Kaman, Banlambha Warjri, Mohen Naorem, Morningkeey Phangcho, Lalremthang Hmar, Kulendra Daulagupu, Uttam Bathari, Anuj Phonglosa, Pallav Saikia, Priyankoo Sharma, Arup Kr. Nath, Joyshree Sutradhar, Neelotpal Deka, Bikram M. Baruah. (PEB) House Panel Asked to put on Hold NHPC Projects till Final Report 2 T he interim report of the House Committee of the Assam Legislative Assembly constituted to study/examine the impact of the big dams being constructed on the upper reaches of the Brahmaputra River on the downstream areas of the State has called for keeping in abeyance all construction activities on major dams pending submission of its final report. The committee submitted its interim report on March 30th, 10. It also sought extension of time for submission of its final report. Girindra Kumar Baruah, a member of the Committee, told in the assembly that the interim report was “hundred per cent” in favour of the people of Assam, and that the State Government must now act to implement its recommendation of stopping construction works of mega dams till its final report was submitted. The recommendations of the committee include: comprehensive scientific studies prior to giving clearances by various agencies of the Government of India for all future mega and small hydro- electric projects in Arunachal Pradesh, a pro- active role by the Assam Government for impressing upon the Centre not to consider such projects without any comprehensive downstream impact study covering all relevant aspects, and making the Centre to issue necessary directions to the NHPC to consider the observations and recommendations of the expert group made in their report and also the recommendations of the inter-ministerial group (IMG). © Assam Tribune; River Basin Friends (NE) 9 / /Vol. VIII, Issue - I, June '09 ECOTONE - a Unique Eco-Journal Published 3 B angladesh has a sizable number of Manipuri populations. So has Assam either. Though they have been living in both the lands since pre- British period they lack state support for their culture and literature in either side of the border. Manipuri Sahitya Parishad, Assam has recently invited to Bangladesh Manipuri scholar and literator to exchange the ideas and views on how to tackle the challenges before the community to uplift its present cultural status. The Lakhipur District Committee of Sahitya Parishad organised a Poet Meet at Lakhipur in last Mid- March in collaboration with Noharul Khorirul Sillupa, Asom, where they have invited A.K.Serum, president, Bangladesh Manipuri Sahitya Somsod and T.H.Chandrakeerty Singha, president, Bangladesh Manipuri Sanskritik Porishod. Both the dignitaries were being felicitated in the meeting held under the joint presidentship of A Mahid Chaudhury and A. Gaura Gopal Singha where both the invited guests spoke about the Bangladeshi back ground and L.Mangee Singha, T.H. Sarat Kumar and L.Gopendra Singha spoke among others from Indian side. Later a poet meet was held under the chairmanship of A.Mahid Chaudhury.[PEB] Manipuri Literator of Assam & Bangladesh Exchanged their views in a Poet Meet 4 T he Volume 2, issue 1 ECOTONE -a unique Eco-journal published by a team of scholars and Eco-activist under the banner of ENVIRON, Guwahati and NECEER, Imphal got released recently. From this issue onward Ecotone will be published on quarterly basis. Kripaljyoti Mazumdar, the senior research fellow at GB Pant Institute of Himalayan Environment and Development, North East Unit, Arunachal Pradesh & the editor-in-chief Ecotone wrote to Pragyan that the publication is gaining popularity among the researchers, college and university teachers and students whoever wants to know and explore the rich biodiversity of Northeast India. Current issue of the newsletter consists of 6 articles on different topics related to environment and biodiversity of North East India. The editorial team tried their best to bring articles which will help readers to know India’s most biodiversity rich region better. Any interested scholars may contribute articles and subscribe to their publications: NeBIO Research Journal & ECOTONE Newsletter and encourage the efforts. They are now looking for good General articles/Research papers/research notes from the Eastern Himalayan region for the next issue of Ecotone and NeBIO journal. Pragyan wishes the team all the best and hope readers will like both the initiative. Web version of Ecotone is being uploaded on Pragyan Blog either. Editor-in-chief, ECOTONE & Managing Editor, NeBIO can be contacted at these cell numbers: 0091-360-2216423 (O), 0091-9436633121, 9615041048(M). His mail Id is:
[email protected]. Kripaljyoti regularly writes on his blog: http://kripal-thenaturelover.blogspot.com/ [PEB] / 10 /Vol. VIII, Issue - I, June '10 Engineering College at Dhemaji: Result of Persistent Efforts by Buljit Buragohain — a FASS Activist. 5 Indira Medhi is all set to Literate the Illiterates with her IT Innovations 6 A young woman from Assam has achieved honours in the challenging realm of computer literacy. Indrani Medhi, an associate researcher with Microsoft, has developed text- free user interfaces designed to help illiterate and semi-literate users for whom the computer appears as an alien tool. Her design, according to experts, “would allow any first-time illiterate person to immediately realize useful interaction with minimal or no assistance.” The achievement was important enough to gain attention of the prestigious Massachusetts Institute of Technology, and she was featured in the Technology Review, the institute’s A ssam’s one of the most backward districts Dhemaji will have now an Engineering College of its own. The CM Assam has announced that in his last budget lecture. Friends of Assam and Seven Sister (FASS), a conglomeration of NE Indian Social activist has congratulated the CM for such declaration. Commenting on the budget Sri Rajen Barua, chairman, FASS says, “It is especially encouraging to see announcement of several educational institutions for the state including an Engineering college in Dhemaji and Goalpara, the two most underdeveloped regions of the state.’’ He also said, “Regarding the need for several engineering colleges many members from USA had been lobbying with the CM for years. We are glad to see that engineering colleges have been approved for Goalpara and other under developed places. FASS also have been trying to lobby for several educational institutes in the entire North East” Bidyananda Barkakati, the General Secretary, FASS India chapter claimed, “It was a single handed effort by Buljit Buragohain, working Committee Member of FASS India Chapter and a research scholar at IITG, that Dhemaji finally got an Engineering College. A few months back, Buljit had briefed the Chief Minister in a dinner meeting hosted by the Chief Minister in honour of NASA Astronaut Col. Mike Fincke (a life member of FASS). It was because of Buljit’s persistence that he has finally achieved his goal. Many a time we laughed at him for bringing up the same topic (an engineering college in Dhemaji) again and again.’’ Buljit has actually set an example which shows how a positive step at the right time and right place can make things change. Pragyan congratulates him on his success and wishes that the college will see the light of the day very soon.[PEB] 11 / /Vol. VIII, Issue - I, June '09 magazine on innovation. In the March 2010 edition, Medhi’s work has been described in some detail. The magazine’s TR 35 list, in which she is mentioned, recognises just 20 individuals under the age of 35, whose work shows exceptional brilliance in fields such as biotech, materials, computer hardware, energy, transportation and the internet. Medhi’s contribution is in the area of computer and electronics hardware. Significantly, Medhi’s work was exemplary in its land-to-lab linkages. An architect trained in NIT Nagpur and Illinois Institute of Technology, Chicago, Medhi spent long periods in the slums of India, Philippines, and South Africa understanding the genuine needs of the under privileged communities. According to the Technology Review, during her research Medhi discovered that illiterate people with no experience with computing were intimidated by technology. As her mother Meera Medhi said to media after the news broke out Indira was always keen to develop something that would benefit the poor and marginalised. It is worth mentioning that the TR 35 list was prepared by a distinguished panel, which included K Vijay Raghavan, Director, National Centre for Biological Sciences, TIFR, PK Sinha, Chief Co-ordinator, CDAC, and Viswanath Poosala, Head of Bell Labs India, among others. I t is now 10 years since Shankar Barua—an Assamese origin—first began the whole madness of networking and connecting e-Creative Practitioners all over the world, with publication of the first CD-gazette of The IDEA (The Indian Documentary of Electronic Arts), January 2000. “And,” as Shankar wrote in his post CeC 2010 report, “it has to be said that I’ve actually been ‘sort of squashing my head between a rock and a hard place’ all the way since then with this work. Much of the period covered some of the loneliest times of my life, when my work was not understood amongst so many of my peers, especially here in India, where I live and work. And, let it also be recorded here that many good people wrote me off as a complete idiot along the Annual Carnival of e-Creativity: A Unique Innovative Idea of an Assam Born e-Creative Activist 8 The English Word Zero (0) will be Spelled like Xero now 7 will happen to the words that have the letter ‘z’ in them? It depends on the word. According to the ELCC, words that started with a ‘z’ will now start with an ‘x’. Examples include: zero becomes xero, zoo becomes xoo, zone becomes xone, and zodiac becomes xodiac. Words that featured a ‘z’ with the ‘s’ sound, on the other hand, will now be officially written with the ‘s’ (i.e., unifying the American and British spelling). Examples include: visualize becomes visualise; analyze becomes analyse; materialize becomes materialise. [PEB] T he announcement came from the English Language Central Commission (ELCC) that the English letter ‘Z’ is no more there in English alphabet from June, 10. The commission says that,‘‘After carefully considering and debating the matter for over two years, the ELCC came to the conclusion that the letter ‘Z’ should be removed from the English alphabet. The main objective of this change is to simplify the phonetic aspect of the language, and to unify the American and British spellings.” What / 12 /Vol. VIII, Issue - I, June '10 way.” After ten years however, his old central theme of networking and promoting “innovation & creativity” has increasingly become a public buzzword these days, right the way through institutions, corporate affairs, and governance. Meanwhile, Shankar himself now runs the Academy of Electronic Arts (also known as The Academy of Experimental Arts), a Public Benefit Trust that serves as a learning, sharing, mentoring, networking, benchmarking, empowering and broadly inclusive, but non-educational institution, which initiated the annual Carnival of e-Creativity five years ago. The 5th annual Carnival of e- Creativity (CeC 2010) concluded successfully on February 19-20-21, 2010, in the sylvan spaces of Sattal Estate, near Bhimtal, in the Himalayan Indian state of Uttarakhand. Participants from India and abroad stretched the event widely through science, engineering, music, video, education, art, and other streams of creative human endeavour, with CeC having earned a pretty outstanding global reputation by now. Day-1 began with the meeting between just Primary Participants, Guest Participants, and Special Invitees, which has over the years partly become the traditional handing-over ceremony wh e r e i n S h a n k a r hands over the rest of the incident to the participants themselves. On account of the number of participants though, most of the performers delivered their presentations alongside their performances this time. CeC 2010 opened to the public on Friday, February 19, with a performance by the Hindustani classical vocalist Aparna Panshikar. Prior to that, Shankar Barua delivered a brief speech & presentation of a robotic drum he’d been developing over the preceding months, with hardware support from Tom Scarff (developer of the Miduino board, in Dublin), software support from Matthew John Davey (the famous Hardoff, master of Pure Data, in Japan), and also advisory and direct assistance from Joy Sharma (electronics engineer/evangelist, in Delhi). Aparna, performed with Paola Lazo, electroacoustician and voice-artist from Chile, Jayen Varma, the ‘world’s fastest bassist’, and Michael Ormiston, overtone singer and exotic instrumentalist. Dhananjay Gadre, Emma Ota, Arun Mehta were among others who performed or presented their works on the first day. 13 / /Vol. VIII, Issue - I, June '09 ‘Intervolution’, the global band led by Lawrence Casserley was another attraction of the day. Day 2 began with Jayen Varma’s performance and demonstration of how his playing-speed came from adapting percussion techniques of traditional Indian music, which had most fortuitously been his musical focus before he turned to the bass guitar. Also, not to forget, he also shared with all how he had actually made his very nice bass guitar himself too! An experimental collaboration between the Hindustani classical vocalist Vidya Shah and the American voice-artist and electroacoustician Dafna Napthali was another attraction of the day, amongst presenters and performers such as Abhinay Khoparzi, Lise McKean, Manjula Jhunjhunwala, Paola Lazo, Hans Tammen, and Joker Nies. Day 3 began with Parag Gandhi’s presentation, wherein he led all through a selection of the fascinating sorts of websites he designs, and also hopes to design into the future, alongside the creative community-initiatives that he additionally drives, together with Dhanya Pilo and other associates in Mumbai. Michael Ormiston, Preeti Monga, Rahul Dinakaran, Shazeb Shaikh, Kurt Korthals, Bettina Wenzel, Ingrid Lode, Lionel Dentan, Ish Sehrawat also presented works that day. The last session of the three-day event was thrown open to experimental collaborations between anybody and everybody who wished to participate in it from amongst the gathered musicians and electro-acousticians. This produced fascinating highs and also almost regrettable lows, of sweet music sometimes and just massively abstract sound-clouds at other times. And, also no surprise that everyone on stage, and also spilling off it, most certainly seemed to be having an absolutely smashing good time of it. And, everything was brought that much closer to perfection by having the incomparable Ashok Mehta sort of sit out that last jamboree, quietly editing out a selection of photographs in a corner, from the innumerable number he’d been hopping around everybody else to shoot over all three days, as a gesture of support to the madness, so as to bring the whole circus to a close with a quick selection from his gathered images, projected in perfect sequence to live music from Ish Sherawat, in what was an absolutely magical recap of it all for everybody present. It can be mentioned here that The 6th annual Carnival of e-Creativity (CeC 2011) is scheduled to be played out through February 18, 19, 20 - 2011 at the same venue. [PEB] [The post event report by Sri Shankar Barua can be read on: http://theaea.org/cec_cac/cec10/cec10rep.htm] Two Moons on 27th August, 2010 The Whole World is waiting for..... Planet Mars will be the brightest in the night sky starting August. It will look as large as the full moon to the naked eye. This will cultivate on Aug. 27 when Mars comes within 34.65M miles off earth. Be sure to watch the sky on Aug. 27 12:30 am. It will look like the earth has 2 moons. The next time Mars may come this close is in 2287. / 14 /Vol. VIII, Issue - I, June '10 +| -· ='š-+ š+| ·|'= š™” .·'-+’ ·š·|~++ ·· ‰<'-< ·+| :<-·|ƒ =»|+ š+| š '< 'ƒ:- ·-·|'-+ «··· .++-:+ ·'-= .<- ·'-+'”<-|:+ ·-~- ·-|· ·|:·+ š|'+š|'·+<|+ '+-''++| ·'¯ ++| =· ·'-= .<- '-~ < .·|+|+ ·|+ ·|ƒ:»|+ '-'··’ '+:· +· +'+ .+|:-| .+|:-|:+ .··.··· .+:+- š'< 'ƒ- ·’+ š|:+ +'-· ·-·|- +'+:·+ ·|:·'++| ™¬+|¯+ -·'=+|-| -~++ ··‰<'++ š+| .- '+:-|'·»|+ '--~<. .«·· '·»|+ ƒ š|-'< ·'-= .<-+ +|:+ +|‹- +'+ ·+| Deepwater Horizon -|·+ =·- ·š.| +|‹- >|.< (Floating Drilling Platform) ƒ · »-|÷ :· =»| '+:º·|+· ·:»+ +-< >|·-< =· -|:~ ·|+ .. =- +·':+ š|· .·++|++ ƒ'ƒ- ‹'+ =· -+++ =· '-+”· +'++ š+| -~’-+ +-< .-|- <'·|+ š+|: >|·- -- ='š-+ 'ƒ-| š|-'< ·'+ ™|+ ·|+ :<-·|ƒ:»| ·'-+'” < :· š:++ š ™ '¬ '+ƒ||+ ·|~·|+'+ ‘'+'š’ -|·+ ·|”=|'<+ :<- .+|·š|-':»|+ ‡|+| š'+>|'-< =· ·|ƒ:»| ·'++|· š :>¯|+ ·” :<| '-+” ·+ ·'‹-:- ··| -|· + .+|·š|-':»|:+ ·|ƒ:»| '-+” · +'+++ +|+:· ·|+ ='<š+· '·>|:š ·'<·:‹| š|+ =+ '+'-+- ·-|+ +|+ +'++ -~|< š'+:·+ šƒ¢+ : =· ƒ · »-|· ·· ‰+ ·|-+ -'+| ='+=~<< ·'++< -|:+ ·|· +-| ·'-= .<- '·'> 'ƒ <|+ š+'<+ -|+·|·| .·+ +|+ .š-|· :·+ .·'¬+’ · š·|~++ · š+ -< ·'<·:‹| '+··|- ·|-+|<|+|+ -ƒ| (Tar ball) ·|+ ·|· ·'-= .<- .ƒ'·+:- .š|+| :~:·+ ·|~+'+| ·|·- +|·. >+|·-+= ·|'ƒ ·|'- ++|+ -:~ -:~ ·|· ·+'+|. ··|·|š. '-·· +:-|+| +|+·|-| ·|~+ <'++ '+:-|ƒ- ·:ƒ||~ ·|'ƒ< ·|'·+ -|:+ +· ·|'- +'+:·+ š'+'-‚ '< · ·|:-· ~· '+ + š :-:· .™ - + ·|:·'++| ™ ¬ +|¯ + +|¯ š'< +|+|+ ·+|·|· '-:= · +|+ :ƒ'-+ ·'<+|- :-:·+ ·|ƒ:»| '-+” · ·|+ š ƒ +· +'++:- ·+:-| +|+-‚| ™|:< .-|+| ·+ <|+ +|:+ .<· ·'-'·>< +'+· +'- š'<-| +'+:·+ |=¢”+ : ··‰šª+ š+| .«·· '·»|+ <-< š|-'+ >|š ··|:-· .+'· .™ .+|:-| ·+|:+| <|:- ™|+ .-|+|:++ ·+:-| +|· ·<||‹'-+ ++»-+|·™¬ ƒ++ š+| š'+>|'-< ™|-+ (ROV – Remotely Operated Vehicles) ··|+:< +'++ -~| ·++ =· ƒ š|-'+ <'-< ·+| ·|ƒ:»| '-+”· +'++:- >'- ·+| š:>¯|+ >-” '-'··’ .ƒ'·+:- .š|+| ™|+ '+'š+ =|--‚ |-<+ +< ·|- =»| š +|: ·:-|»|· .·|+| >'š+ ƒ:+ ·|'·-|(Lower Marine Riser Pack- age)+ ··|+< ·|ƒ:»| '+· š'+·|:· '-+”· +'++ š+| :·:·+ :¤|==’ =š*|~++ :== |-=||¢=| ++ |-=¤ ¤|¤–ƒ|+ -+·o|++ .š·|< ·'-™”| =· .-·+ +<·|- ·‹| =·'+|+ ·|+ ‹|'+< +·+<+ ‘·ª’ ™”=|- ·'-‹|-+ .<· š'<ª|š+ ·ƒ·|+ .<·+ .-·|··· š'-+:- >|·+ : http://bikram98.blogspot.com + 15 / /Vol. VIII, Issue - I, June '09 PATIENT LEADERSHIP A ll Spring, I’ve been watching the trees in my backyard flourish. All of them have grown into lush masterpieces of nature and vivid beauty. All have matured and revealed precious blossoms to my family and I. All have provided us with shade, joy and protection. All but one. T h i s one tree s t a n d s a p a r t . While the others were g r o w i n g quickly a few months ago, this one had no leaves at all. It looked thin and frail. I wasn’t even sure if it had made it through the Winter. I left it for dead. But then something very spectacular happened. From nowhere, it started to yield stunningly beautiful little flowers on its almost instantly firm branches. It grew higher than every other tree around it. And it offered us more cover than its counterparts. This tree is now the best tree. The Lead Tree in my backyard. Here’s the leadership lesson: strong roots eventually yield great success. I have a suspicion that while the naked eye suggested that the tree wasn’t growing, in truth, it definitely was. But the expansion was below ground rather than above ground. And so I dismissed it. While the other trees were reaching for the sky, this special tree was quietly working on its foundation, ensuring its roots were strong and its base was secure. And once done, it outperformed every tree around it. Business and life has taught me so many lessons. And so has nature. And one of the best is that leadership takes time. You might think that other people and other organizations are so far ahead of you that you’ll never catch up. But please be patient. Tend to your roots. Do exceptionally great work. Build deep relationships. Invent and innovate daily. And Lead Without a Title. Nature is always fair. And eventually, like the special tree in my backyard, you will win. LEADERSHIP & CRITICS O ne of the challenges for anyone dedicated to expressing their leadership best is dealing with the chattering voices of naysaying critics. As a matter of fact, the more brightly you shine in your work and the more quickly you innovate and the more excellent you become, the more foulmouthed critics you will attract. It’s just part of the game. Emerson said it brilliantly: “Great people are always misunderstood.” Here some key insights to help you fly in your career (and within your life), in the face of criticism: (Contd. on Page 19) / 16 /Vol. VIII, Issue - I, June '10 ‘‘+'++ -~| +|· +|'-:- +'++ +'- '™=:- .š-|· -·+ .<· :· š + <:< .· ª ·|+ o‡ ·|>+·+ ~+|+'+’’ +|·»·|+ .· ·'+|-+ =· +·|+|++ · ÷ ‹'+:+· =-|·. .··|'· +| ~|'+-'< ··š+< <-+ +·|'·'- ·|:-|>-| +'++:- .-|+| :·:·+ .+|:-| =»| ·|>'- +| š'++n-| +š|+- ++|+ .=÷< ·|:š|-|+ +|+ .··|'·+ -|+ =»| ·|'·:· .-'+ -<+| +|· =»| .·|·+|· 'š>-|· ‘'š·< +'+·’ +'- -+|:»| ·|:š|-|+ --|:+· .-'+ .<:-·’:- ·|·+:>|- =· ·š+|+' ·-||· +| - -|+:»|+ š '<+|++ +|:+ ·|'· ·|:-|>-|+ š|<'- .·:-|+ .) š··:< =»| ·|‹|+· +| ·-¯š'+| š'++n-|:+ ·|<< -·++ -) <|+š|·< <-< 'ƒ+| · - š ·— :+|++ ··|‹|- ™ -< ++++ :) ·· ~'<+ (š'++n-|:»|+) ·'<+|- .-|+|+ ·|~:< +n-|:< ·’:-· ··|‹|-:+|+ š - < +'+ +|·++ |=v=+ *ºšr= : ·|:·'++|+ '·:->’»| š :ƒ·+ .>–» š’- (City of St. Paul, Minnestota, USA) -~++ ·'‹+|·' .™|:>+ .+ ª .-:> +|= |:+ (Joseph Frank Landsberger) '+~< ·· ++ . .· ··||+ š+| =· -< - ‹|+|+|'·+ ·|+· +'+'·-+ · '<·:‹| '+~< +·++ ··|| '<'-»|+ ·- 'ƒ< ·:·:+ .=|’ .-:>+|= |++ '-=| .++·|· » www.studygs.net — < -< - š ª|·· · ·|+· ++| :·:·+ ···'+| ·- +|ƒ+ -~:< · ·|” +:+ ++| +|-| ·- +|ƒ· <|< š +|'·< :·:·+ ···'+| ·|+ +|-| ƒ :+|»| š ª|+ -~< ‘š =|-’ ·|+ ‘'<'-> +'+| ··|'+ƒ||-+’ + .++·|· » ·™ ¬ :·:·+ =· +|·< .=|’ .-:>+|= |++ ··:™|'~<| +'+:· ‘š =|-’+ +|™ +|·' ··š|ƒ+ · ·|” +:++ ='<+|+ š+| Study Guides & Strategies + š+| '™:+|:-| ƒ· + ‘š =|-’:-·|+ ‘š =|-’+ š+| Study Guides & Strategies :- ··| .™|+| +'++ š|'+++ · ·|·|+ +|:+ =+ ·|.+ ·–:|- ·|+ š |'œ+ '- -|:+|+ ·'-+|™ +|+·+·<: +|·| >|·|·:ƒ:+ ·-+|ƒ+ ‹|+|+|'·+<| +=| +'++ .-|++|< =· ··|| ·-+|ƒ +'+:- -•|<+ <<'+ +++ ·|÷ ··+ ·+|:·+ .++·|·»+ +|:+ ·-|-~ +'+:-· =· ··||+ š+| š=|-+ š-:+·+-+ +·| ·-< +|'· ·|'· ··|· ·-+|ƒ:· +'+:·|+ .··+|:+ ·|:š|-|:-|:+ ·+|+ -‚|-'+ ·ƒ|·+·:+| ·:r· š|++ .=|’ .-:>+|=|++ '-·|:+|+ ·-<: .<·+ .++>|·»+ +|:+· '-·| ·|+ .·· ƒ:+ ·+|+ -|+| š'++'n<+ .<·+ '-·'- +|<|-|š ·-+ (Interactive)+··|· '-·+ ·|+ š|·++ ····· ·'+·:- ·+|+ š+< ·:·|‡|+ »|- +|· ·’++ '+:·+:+ ·|'· ™’< (*) '>:-:+ '>'·< +'+· .·· ··:+|+ .<·+ .++>|·< '-'· .<·+ š+| .š|-š»'+| š+|·· -:- ·|÷-·|÷'·+- .+'· ·š+< .·|+|:»| ·|»|+ .·:+:· =· '-·|+ ·|:=:+ ·+:-|:+ .=|’ .++>|·» >|+:- ···|'·< ++|:»|:+· ·|·|+ ·- -=|+ --- ··š|ƒ+) ¤= : :™|rr= :=¢ :=<r-|¤|+ ¤= : ¤º+ ¤+|+ 17 / /Vol. VIII, Issue - I, June '09 ¤|š|= |= =|+-:= |-r|r+^ +) ·|:š|-|+ š'++n-|:»|+ · ·| · :„·|:»| ·|+ · +|+ ·'” · +-|+-:»| '+ · -š¯ ·’+· š|:+. -·+· š|:++ ·) -=|-‚|-:- .™|+|+ š‹|- ·š|+:+|+ '+ '+ =· .=÷< ·+:·| ·|š '- .™ <: <::+ =|'-+ -|'~+ .<:- .+|:-| +·| -|·+ '>”|+ š'+'‹ +-|·+ ·|+ ƒ'¯ š·|'+< ++++ ~) ·'<·:‹| =· .=÷< ·|š'- '+·|- ƒ+ ·'<÷· +'+:- ·+. ·|š '- - '+|+ +'++ -|'~+ .™ ·|š'- +|·:»| ·|+· +'+:·:· ™'ƒ·. '· -|+-|+ š™|+:< ·|:·+ '™:·< · +|='< =+|+ ·|œ+|+| ·|:· : The longest journey begins with a first step ··|· š·· .·|=:»|+ š+|:· ƒ'·-'+| ™|÷|+ ·|+· '· ·++ ='<+| ·|:-|>| š·—···+ +'=+:- =»| ·|‹|+· ·ƒ|·+· .-|+| ™|·++ ‹+|··+. ·|š '- Mass Communication + š|·|÷· :- Media =~<< š:+· ++|+ š'++n-| +'+:·. .<:-·:- :+ -|·|'+++ ·|š'- š|·|÷·+ ··|”+|-:+ -|'++:- ·|+· +++ .™- ·|š'- Times Now .>:--< '‡<'+=- ··+ .~|-|·' :· +|· +'+ ·|:·! ¤|š|= |=¢ =r=:= =|+-:= |-r|r+^ +) ·|:š|-|+ ·-:š+·|+ ··| +|++ '+ ·|:š|-|+ ·- :š +·|+ +|++ ™'ƒ .-'<+|>:+| ·+ ·|š '- '>” | -+'+++ .-'<+|>+ '>” |+ · '<+|>+ '>” |:- + š|” + +'+++ +|:+ š -+ '-=:+ š - < +++; .™|~|:+ ‹|+·|:+ ·|:š|-|+ · |>'-+ ··< + š 'ƒ+:- .>¯| ++++ =:- šƒ:=:š· ·’+ ·|:š|-|+ +|:+ ·· ·|+ o- ·|+· '·+ ·) ·|:š|-|+ -=|š |'œ:+ ·-| .+:-‹+·+ ·'<+|>+ +-|+- 'ƒ+ =·:+|++ '>-|¬++:· ·|:š|-|+ ·–:·< .··:+|++ -|-|-|-+ ··|+-|+ ·–:¬ +'++. '™:+|++ š+| ·|š'- ·|<'+ ·|'·-+ *rš|= :ƒ|v-:= *|c* =+=! =· š ·— ·· ·+ =»| ·+ · ƒ|·+:·:+ -š¯ +'++ š|'++ ·|š '- .·'» +. ·|+|+ .·:+::+' ··+| -• |<++ +-|+- .š|+|+ ·|~:< ·|+ +-|+- .š|+|+ š|·<. ·|:š|-|+ ·–: ·< .ƒ·| 'ƒ+| '+'-: š·:+|++ ·- š|< '·-|· >|·+. .ƒ'·+ ·|š '- š + :< -=-| ·|-'+ .+'<+|· - o-| '+· ·|- -< - ··> ·|:š|-|+ +|:+ š :+|=-'+ š· · –: ¬ :· .ƒ·| 'ƒ:·+ ='<+| š'++n-|:»| +|™ ++' +'++:- ™|·:< ·|:š|-|+ š·< '+ '+ +|‹|-'+'·'-:+ .ƒ·| 'ƒ+ š|:+ <|+ =·- <|'-+| ++++ +) ·|:š|-|+ š'++n-|+ +|- + + šƒ|- +'++ š+|:+ ·|:š|-|+ ƒ=<| +| ·|·· '+·|- =· +·|:»| '+>|+ +'++:- ™|·:< ·|š'- '-=+ .™|~|<|+ >|'--=|'+ >|+ š|'+++ .<'<+| ·+:<| ·|š'- ·--+ +'++ š|'++ .™. ·|:š|-|+ '-<+< =:- =+ ·'¬ ·œ ·+-‚|< ·|:· '™ ·'¬ + =|· < +'+ ·|š '- '™:+|:-| š'+'-‚ '<+ -~< .·|+|'+-| +'+ +|'«< ‹+:·:+ š'++<- ·|'-+ š|'+++ ·'<:+ š:+|=-'+ .™|~|:+ 'ƒ·:»| '+ ·’+ =|:-:- ·|:š|-|+ ·|:'+·|· +|'-++ ·) ·|:š|-|+ '-=+ ·+|'·'-+ · š'+· ·|- .+:-‹+·+ ··šƒ (Resources) +|'·++ š+| .š|+|:»| '+>|:+ ··šƒ + '- +· :< .·· :+|+ .™ .++- ·|‹|+· +- '+++:+· (Physical) ·’+ (.™:- -- ·|-·+«|·. »+|-š· >| ·|'ƒ) .<:- -·+ <|+ -~< ··+. +|'¬ (+ '¬‹|+' +| .=|ª ··:™|~' .+|:-|+|) ·|-'+ -|+--»'· · +|+ ·” - ¬ ·’+ š|:++ ~) ··|-+ 'š·:<| ™'ƒ ·|š'- -+|·:< ·+- ·’+ .-|+|:+. .<:” '+ ·’+ -+|·:< +|·:+|+< ·|+-| -|š|:-. -=|< · š-'< ·’+ .-|+|'+:- - |-|'++:<· ·<|·| ·|'·+ '+'-: ˜·|:+ '>”|· ·-:»|+ ·|·'- 'ƒ+. >+ +|ƒ 'ƒ+:-· ·- ™|+ š|:++ ·+:·| ·|š'- ƒ-<|+. :‹™·'-<|+ š'+>+ 'ƒ+ -|'~++ ·|š'- .·|-+|:-· +'= ·'·+ .™ š+<:< ·|:š|-|+ ·'+< .·|+|+ .+|:-| ƒ++|+ -|·+ =:- ='»- ··+< ·|:š|-|+ š:+|=- ·’+ š+- ·|:'+·|· ·|+ -=| .-|:š|+| š™” ™=|+ ·|-'·+<|:+ ·|~+|'- .™|+|+ =+|-š<'+| š:>¯|. ··|· ·‹|+·|++ ·|‹-|+ ·|š'- ·-< .š-|+ =:- +· ·ƒ|·+·+ '™·+-+ +·· ·|‹-|· ·|:š|-|+ ·-š|'·< +'+++ ‹++. =·+|+ .™ ···+ ·'< ·|‹|+· š'++|- =»|+ š+| :~ -|+|+· .+|++ -|·+ -’+|=:- ·|·.=.=· š+'=|< ··'- ·'·-+ .<·+ ·|=|·+|+< ·|š'- š|+. .<· =»| ··+< ·¯· .··':< š-|o-| +|ƒ 'ƒ'·-. ··><+ ·|‹|'·+< ·¬'· ·’+ š+| -|'·- ·|:+ ·|·.=.=·. š+'=|:<| š·· ƒ+|+ ·¬'· ·’+ š+| -|'·-+ '+” <<'++|+< .<· š·|· +'+ .ƒ·+|:- .™ š+- -š·| ·|+ ·|:'+·|· ·|'+:- ‘··|‹|’ ·ª:»|+ ·'-· -|·+'+| +'+ 'ƒ+ š|'++ .<:-·’:- ·|š '- .-|+|'++ '++ š'++. =· ·:-|-|:+:+ -<- ·ƒ|· ·|+ ·|·· :- =·+|+ ·|:š|-|+ ·|>'-·-+ ·¬+· ·»|·++ +) ·|:š|-|+ š'++'n< ·|>'-·- +|-+|'+< ++|+ / 18 /Vol. VIII, Issue - I, June '10 '+'-: š™|+ : =»| š'++n-| +š|+- +'++:- ··= ·+ .™'<+| +|·:+|+ š™|+-¬ ++| ·+ ·|+ ·+ ·+ +|:·:+ ·|+· ++| ·++ š™ |+÷ · ·|+ ·+ +|· .+|:-|:< · ·-|+‡ <|+ +·|:»|· ·|:š|-|-·|š '- ·|:.|+ ·|· š'+++ =· '·'-:< =»| · ƒ|·+· .-|+| ™|·+. '™·+:- -• |<+ š™ |+< · ·>·|- (Major) :- š' -· + '- ·|:· .<· :-|:+ š + <:+ .+'· š'+·++ Syllabus (š|·|÷ ·) š|· .+:-‹+:· ·‹|+- +'++ .·· :- '+:·|+< š'++ š|:+. 'ƒ··|+| +'++ š|:++ '+:·+:+ ·|'·<| '+++ (· +|='. ···'+|. '·–ƒ'. +|-|)< ·‹|+- +'++:- ··|·+-+ =:- š +·<|· +||·|< =–:|+ š|:++ =· .=÷< .<· :-|:+ =»| š™ |+÷ ·< Syllabus ·- ·=|· :- .·· ·:< ·|~+|' -+ -|'~++ ™'ƒ š|·|÷ ·< ·|'·<|+. + +«'. · š-||·. ~n. +'+<|. ='+-' ·|'ƒ:+|+ ·” - ¬ ·|:+ .<:-·’:- ·|»|· :+|+ '++:+ .·|+:< =|'-+ š+|:+ š ·:· ·|'·<|+ + +«'+ š+| š |·'·+ ·|-|·:»| :- 'š·< '+- < š'+·+:- ·|~+|' - .™|+|:»| · š™ ¬ ·’++ =:-:+ -|- ++| '+- < <·| ·|+ ='»-<|:+|+ ·:™|~ +'+ š™ |+÷ :· ·|~+|' - ~’:-:· · +- 'ƒ++ ·) +|·+ š'<:»| š™|+< .+|-:»|:+ '+·|- ··+ -’+ š|:+ <|+ '·>|š =»| '-'· +|·++ =·- +|™÷·'·+| +| '-·–»· ·|:š|-|+ ··~'<+ ·'<+|- +·|< ·|+ ~'<š· '-‹|+·< ··|+ +'+++ =|+-=~|¢| =|¤+ =||==| ( (( ((to do list) )) )) =v= š º = =|+ =«=+ =c =c =|™ = ¤|+=|vr= ¤|rš|=|= |=v ¤|= =|¤+ |r=|==++= *c|¢ =+|+ =~r= :*cr-|+ =|+- =~|+ =|++ ¤|+· :*c r-|+ |=¢||+:= =|+-:= == |=|ƒ t *¤¢*r| |=‡|++= *c|¢ =|+-+ =c =|¤+ =||==|v== º:|+=+rš šº= =|+ r== š+|:= «r=|¤|c +|v=+ ~) ··-|+‡<| ·|+ ·|>'-š·< +·š‡'< +=|· +|'·+ š|'+:- ·|š'- ··:= -=|< ·š-'< ·’+ š|'+++ ·|š'- +|· +'++:- 'ƒ-:»|+ =+ '-'ƒ¯ ··+. 'ƒ-. +|+. ·œ|· ·|'ƒ '-‚+ +'+ -·+:>|-+ .ƒ'·+. ·|:š|-|+ ·|=< +|·+ =»| -<- ·ƒ|·. -<- ·-||· ~'- ·'·+. -~:< ~' - < '-+ =+ +· · ·+ š'+:+·+ =:- š'+:+:· ·|:š|-|+ ·'‹+ ·:-|:™|~' +'+++ ¤¤r=|r™||~=| -| ¤=i¤=º =| c’= š|+=|a= =|o=|= -|ºo +šƒ|= |ƒ¢|+ :¤== š‹|= ¤”+|¢+ ·) +-- + :š ·|š '- ·· ~'<+ š '<:»| š™ |+:< =+ š |'œ+ ·|-–ƒ · š-'¬ +'++ ·|-'+ ·|š '- ™|÷|š·< +'++ .-|++| +|·+ +|:+ ··” '¯· ·- -+ +'+++ ƒ+|>-:< =· +:· |ƒ|· +| š +- -š ·| .™'<+| =|· < ·’+ .<'<+| '™ +|:·· -··+ '++ ·|š '- .· |:·|+|-'š·-| +'++:- ·:-· -+'+++ .) ··~'<+ š™|:-|>-|+ +|:+ =»| ··+ '-‡|+· ++++ · +|+ +|:+ š :+|=- ·’+ · ··|· ·|+ .š +·| .™|~|+ š+| ·|:š|-|+ ==- '+· |·'. .=|ª +| ƒ= ++ ++ '™ ·|:š|-|+ ·«''+< +'+ +·|+ -~:< ··· š'++n-|:»| ·+- ·|+ +|™++' ++|< +-š· ·'+··| ·|~+-|++ =|=¢| ¤|c=rr|= ¤||¤ |=v¤|= *=i= º|=|+ =r+|+ +) '·+- ·'-=<|+ '··| ·|+·'· ·|+ --:+|+ +|'· · '-+|·++ ·š:+ ·š:+ >|:- =· :+|+ .<:-· ·ƒ++|+' .™- .+|‹ ·:-· ƒ+|>-:< ·+ ƒ'¯:+ >|:- .ƒ·| ™|+ .™ =·:+|+ ·|+-|<:+ .+'· -+·š· +|+·. ‘·'-=<|’+ -+|-+ =·:+|:+ š+< ··< ··‡ +:++ ·) +|‹|-'+'·'- ·|+ š-|+-+|ƒ' ·:-|-|+ : =· :+|++ ·'- · .+'<+|· ·- '+|+ -+'+++ +'+:- ·|:š|-|+ -=| š+·+ ··= š· '+>|'+ -|š|++ '™:·< ·|-+ ='+-:»|:+· ·· |·+ -|·|” +. =· ·· |·+ ·|:=:+:· ·|+-|+ .·· >·|< ·|:+|·· +'++ š|'+ ·|+ -|- +'++ š|'+ š|'œ+ '+·- ·|-–ƒ+ ~'<:+ ™|÷|š·+ +|‹|-'+'·'-+ ·'-·+ -'+|+ +'++ '+” .··:+|++ ·>+< š+|=+ -'+|+ +'+ š-|+-+|ƒ' ·:-|-|++ š·+ '-'ƒ++ ~) ·|:+~-·--'< : -=|-‚|-:- ·|~+|'- ™|·:< ™'ƒ ·|:š|-|+ '+>'-< .·|+| .™- -|:~ +| ~'<:»| o‡ .·|+| -|· .™- -|:~ .<:-·’:- ·|š'- ·<|·|+ ·'-·+ -'+|+ ++++ ·|·|-» .·|+|+ =· ··+· -'+|+ š'÷+|+ ·|+:< -+|· ·|:+ ·|+-|:+| +'=+ ·+|+ +|:+ ·|š'- ·|'- -’+ -|'~+ .™ ƒ=<| +| ·|··|+ .=÷< ·|:š|-|+ ···|| -·+| -·++ '+” ·”'¯ -|- +++ =· +'- .™ ·|š'- =· '++:+· '++| =»| +'+· ·|:·+ ·) ·:š|- >+ š+| ·’:-(! ) : +n-| +++ .™ ·|š'- ·+- ·’:-·+ +n-|:< ·--+ +++. ·|š'- ·|:š|-|+ .=÷·-< ==- ·+- +|'¬ +š:< +|· +'+ ·|:·+ .ƒ'·+ +|-+ .=÷:»| ·|š'- -|:· -|:· -'›< -=|+ +|:- ·|~+|'- :~ ·|:· ·|+ ·|:š|-|+ ·+:-| ···|| =+ +'+ -=|< ·š-'< :·:·+ · š··|+ : ™'ƒ:· =-|· ·|:š|-+ =»| ·-||·; ··+ -¯ -+'+++ ·|š '- <|·='-+-|:+ ·|:š|-|+ š'++'n< · |>'- ·|<< -·+. +· š‡ '< '-'·>< +++ ·|+ '‡‹|·'-. ·+|· ¬ :· ƒ -<|:+ š ·· .·|=:»| 'ƒ ™|÷|+ o-|+· ++++ ‘‘=-|· '-·|'- + |'» + '+ :· ·< |+ ~'+·| .~|+|+’’ 19 / /Vol. VIII, Issue - I, June '09 +| --: +·+·|-+ š+| ··><+ ·|‹|'·+ š+'=|+ ·¬+ +·' š+'=| +'+ =+ ·Š< š'+'-‚ '<+ · ·|· '· :·:·|+ ÷ ·|+:+ :· ··| :·'=+ ·+-'<+ ·+ ƒ·+ .·|+|+ '™ ™”·| .·+| .+|:-| -:·· -+··'- -·++ '+:·+:+ ·+|=' '+-|~+ '·='+÷' '·>|:+ '-=:+ ++ ···|+ -|:~+ š'< +·:+ -|·+ ·+< š+'=|·'+ ··|| ··> ·+-<|+ ·· ·|=|+ =:-:· .ƒ:·+ <|:+| ·|=< .+···|:-:· '-=-:· ·¬'· ·++ ='<+| +·| :·:· — =+·|÷ ·¬'·+ ·|+ +-|++ +|:+ '-+'=:+/ š‹|- š+'=:+ '-=+ =·<|:+ -·+ +'‡ +'+ .+<:+|+ ·:™|~| š+'=|·'+ ·¬'· +:+|+|++ š:<|:+ ™'¬ .ƒ·+|+ — ƒ+|+ š|÷ ·ƒ.|+ -- - ·š|÷< š:+ ! ·|÷-·|÷'+ ·÷=|- ++| '·=++ ··|| '-·>+ -~·|. '+” ·+|=' š|·|š '··-+ +| +||++·+ - -|<· =|- -·+|=:- :· -· + ƒ+|+ .=|+< .š|+| .ƒ'·:-· ·:- -·:·+ ·-|·|:<. .™|~| š+'=|·' =:- :· ·<|· -·+ -|- +'+++ +|:+ ™:·¯ +¯ +'++ -|:~+ ·|'· -|:+|. '™ ·>|· .™|~|. .<·+ ·-|·+:< +'+< ++| ·-'><+ '+'-: ··+< '+'-:=:- ++·-‚ š+'=++ ·'-=<|+ ·· |'‹+|+ 'ƒ+|+ ·< .š|+· +:++ '+” +|- +< .ƒ·| ™|+ .™ ƒ|'+· :+|‹. ·:-|:™|'~<|. '-ª|-|+. =+|·<| =:-‹+·+ -· =:+| =:+|=-+ >'+÷+ ·· +:š ·|:+. -|:~ .··=-+ ++· '-:>· +·+ +·'-'-+'=+ '·>|:š .<:- +·< .=|ª '·=++ ƒ|'+·:+|‹+ š'+>+ š|·:·| '™:+ ·¬+ +·'·-+ -~< .·<|'- .·:- ; .·-+ ‹|š:+|+ =:-‹+·+ : .+ o‡ ·¬+< ··| -+ -- ·¬+< ··š· -·+ :+ +· -·+ -+ .+'· -·+ «+ .™|~ ++|< .·'-:·'- .+ +·'+ '-<++ -·+ ·|+ +|'·++ -·+< ··|·«·| ·+ ·|+'·»< --:+ -·+ .<|-| -+ .·+ šª|:-:+ +·' š+'=| -++| :+ o‡:+ '-·| ·¬+< -·+ '-'ƒ+|:+ ='+ 'ƒ+| · <||'ƒ+ · ·><+ ·|‹|'·+ ··:ƒ 'ƒ+| '-:ƒ·|+-'< -š¯:+ ·:r· ++|+ 'š·:<| šª|· š'< -·+ .™|~ -++|. ·o‡ +|-|-+ <-< ·|> -»-|+ ƒ:+ +·|:+|+:<| ·|:··+ ·|-· ·|:÷· -- ·+ — '+” --+ ·|÷| ·'‹+ ·’:- (<|:+| ··:-|:™|'~<|+ +-<) .<:- ++|=-+ š + < ·|- · + '-+ .-|+|'++ '+:·+:+ '·=+<|+ ·:< ='·< ·|-· ·’:- .<:- ··<+<| ···-'+ :· š:++ '+ƒ||-+ š'+ƒ·+ +| ··> '·=| ·+|-++ .+|+< š+|+ -+< +·' š+'=| ++|·+:- .+|:-|š:‹|· š+'=|·' + š'< -||+ +'++ .-|+|:++ ··> .<:- š+'=:+ ·|÷- ·|÷'+ :·'=+ ='+- ‹ +· ++|< ·|~-|~ -++ .<·:-|++ +|:+ ==- š+'=|·'+ ·-| ƒ· (.·) »+| ·|÷ (=·- +·'+ +|+ƒ ·|-'-) ‹+| ··+. '-+'=+=:-| .<·+ ƒ:+ ƒ|'+··'-. ·'+:+>+ -- - -|++:·|-. .<·+ ¤¢+| -¤| -+·o| / 20 /Vol. VIII, Issue - I, June '10 ·|<< ·+| =:+| =:+|=- š+'=|·'+ +·|! ·|+ =‹|š ·|-+|· š‹|- š+'=+ =-:+| .<:- +š< +n-| +'+ >|·+:·|- ...-+< +'š ··|:+ +·|! =:-‹+·+ š+'=·-'-+'=:· +·<+ +|:+ '+šƒ -·|· ·|'-+. ·|-·|:< ·¬'· .·|+|+ .+|:-| -=· -·+|=:-| ·+'+ ™|+ ·|+ .+|:-| ··|'+ƒ||-++ -• |<+ .· ·'< -|·-'¬+ ƒ:·|·· .ƒ·+|++ '+” =:- +|+-‚|· +|=|·-+ :·'=+ š'+:+·< -+|+· šƒ+·+ ·'¯ ++|+ -~:< +|¯'+ š™||+< ···+ =+ -«|=-+ š'+'-‚'<< .š-|++ .·:+:· ·|'· -|:+|. ··:-|:™|~'. ·'+:+>+. ƒ|'+· ·'- '·=+-š+'=+ +| '-+'=:+ .<:·<+ ·+:·-|+ ·:-|-|++ +|+:· '++| š+|++ ·|'- š|+ -|:~+ .<:- +'+:-:· .<:·<+ -~:< ·|- ƒ·=- ·=|~ ·’+. ·<+ ·’+. ƒ|'+··'- ·’++ '™:·< '·=+ '·>|:+ š+'=|+ +·' š+'=·+ +|· ·|·|+ +¬+|+ ~:'< š:+. .·:+:· .<:- ++|+ š+| ~| =+| 'ƒ+| ·-'><+ ··:ƒ ·” <: š:= =:-‹+·+ ·'+:+>+ š+'=++ =:-|+| · '>< .™ .<:·<+ ~|'+-'< ‹+| š'+ :~:·+ '™ƒ:+ .».| ·|· =+|+:· .+'>+ š|'+ -- - ·-+š-|:+ ·|~”+ +·+'+-|+< .·· +|'¬=- '+· š'+·|:· ·’:-· ·<+ ·’+ (·|·| +:+| !) ·-|·|· .<:·<+ >|+'++ ·'<+|-< (service book) .·+| ·”-¬ ·’+ -|:~+ ·|·|+ '·=+ ··|:= '-·>+ .<:- +|+-‚|+ š'< ·'<+|>+ ··|'+ =-|++ +|+· .<:- +|'¬:+ ··· '·=+ =|'<:+ +-'+< +:++ ·+|:<|:+ <|·š™ |š · +·| =:+ .™ .<:- +|'¬ ·+- ·-|+|:· ·|'+ ~’:- '-ª|+|- '·=+·+:- ·<|· :· š:+..... ·|+ ·+:<| ·ƒ+ -'++|:< .<:·< ·+-:+ ('-ª|+|-) '+· ··|+ ··|‹ :· š'++ š|:++ .·:+:· ·|'· -|:+|. .<:- :-'<+ «-- .+|‹ +'+++ +|:+· ··:ƒ +:·|+ +|+-‚| .-|+|:<| =+|”· +|«-'++ ['+.‰. '-=+ +|'¬~< ·--:+:+ =· +·|'·'- ·š-'¬ +'+ +|¬ +'+:·| — .+|:-| +|'¬ '+:·++ ·|÷·· +| ·|·|< +| .·+ ++|+ ·:„·|:+ -·++] (.-'·+| ·+|=' '++++ '·='+÷'+) 1: To lead is to often be unpopular. Leadership isn’t a popularity contest. Leadership is about having the bravery to do what’s right versus what’s easy. That attracts criticism. Why? Because people don’t like change. And they don’t want to change. To truly lead is to disrupt the way things were-and are (in an effort to make things better). And rather than having the openness and courage to embrace the change, most people would rather shoot the messenger, in an effort to preserve the status quo. 2: Critics Can Serve You. Sometimes, there is some truth to what your critics are saying. Smart leaders have the intelligence to discern the difference between the misguided ramblings of those seeking to knock them down and negative feedback that has truth beneath it. Each of us can get to a whole new level of excellence by improving our weaknesses. 3: You Can Create More Value Amid Your Critics than With Your Fans. Yes, moving your closely cherished vision/mission/ ideals/goals forward in the face of people throwing stones (or even simply laughing) at you is hard work. But, ultimately, doing what you believe to be right/good/important surrounded by critics is more valuable than doing all that alongside your supporters. Why? Because the critics are resisting what you are trying to change. And if you can positively influence them (even a few of them), then you’ve advanced your mission much more significantly that preaching to the converted. (Robin Sharma is one of the world’s leading experts on leadership and personal development. In a ranking of top guru’s in the leadership arena that included Jack Welch, John Maxwell and Jim Collins, Robin was voted 2 globally. (source: leadershipgurus.net); © http://www.robinsharma.com) (Contd. from Page 14) Robin Sharma’s Tips on Leaderships 21 / /Vol. VIII, Issue - I, June '09 =||=¤ :¤i||= :*=|š|= '<·:‹| '+'-: š+'=|···+ +-|+- .·|'+< :·:· ·|+ -< - -|·-'¬ š '÷ +| ·|+· :·:·+ =· ··+:·|+| ·|÷-·'--|++ ·+:-|:+ +|:+ ++ -+ · š · ·|+ +|- ··++ =+|:- +-|+-+ š™|:-|>-| ·|-·|:< -|·-'¬+ +|:+ '·=|-ª|- / š|·|÷ · '-+ |>-+ '>” | / š >|+ ·|‹|··· :·| +|- '+'-: š+'=|< ·|+-| šƒ·- ++| .·‹| ·|÷-·|÷'·+-+ ·'+ / +|<'+ / ·|=|·+|+ š>|+ ++|<+ '+” .++- .<·:-|++ ·'+ š>|+ +'+ +| ··‡-| =|š- +'+ ·|'+:- ·|·|+ '·=| ·:+ <·| ·|÷-·|÷'·+- -|- +|- -·’+ + + '< ·|÷-·|÷'·+ -+ ·|+-|+ ·|++ +|'·-' -|-ƒ:+ '+:·+· +'+ >|:-:· ·|'· -'++|<+ + '<· š +|·' ·+-+ ·'·+ š· .ƒ·+|+ š|'+· ·ƒ| .·|'+< '+'-: š™|++ š+'=| (·|· - - '·=|” š+'=|+ š+| .+–ƒ '+ .-|+:·+| ·|:+|~+ š+'=|:-:+ ·|·'+) ·· ·+ +-|+- '+:· +· +'+:- +· -+·š· 'ƒ· .ƒ·| .š|+| ™|++ ·+|+ '-<+< ·'< <|·š™ š · + '- ~·| +'++ š+| =»| 'ƒ· ·’- ·'< 'š·š+| ·+-+ ·|‹|+· š'++|-+ ·|÷- ·|÷':+ .ƒ· ·+| '+:·+ š ƒ· -+ .·‹| ·|+ =+|· <| ·|'+:- .+|:-| +|‹|· .™ ·|+-|+ ·” +|+ ·’+ .-|+|:+ <|+ =· +|+ ·|:+ š·|· +'+ .ƒ·+|:- +· .+·=- +'<·|- ·|÷-·|÷':++ ·<:< š'+:+·. ·|-· '+‹|+ .ƒ|·|· 'ƒ ·+| ·|÷. ·'--|++ <·| ·-|·+-+ >+< ·|.'- -~|· .ƒ·+|· 'ƒ:- +· .+· =- ·|÷-·|÷':+ .™ = · + -|'+ +|'·+ .-|+|'+. '· š+|· ·’+·+ <|+ ·'< ··- ƒ¯|” -|+|+· .+|++ ·|+ ~''<+| <|-+ƒ|++ ·<|” š'<:™|~'<|·-+ ·+ -|+<'+ ··|·'++ š+'=|< '+:·+ +- .ƒ· +|· -|+<'+ š·|·'-+ .·+| (IAS) :- '-+|'>< .·|+| -|+|+· .+|++ ·|+ · ·><+ ·|‹|'·+ (+-|) š+'=|< +|=|+ '-<+:< ·'+-‚|- ƒ·- ++| ~''<+| <|-+ƒ|++ ·|=+ +|+<|-'+ () ·:™|~:»| ·'< >·+šƒ - ƒ :+|:+ =–:~ ·< '+= -' ·:™|~ -|·+ / 22 /Vol. VIII, Issue - I, June '10 -|+|+· .+ |++ +| ~''<+| <|- +ƒ|+ ·|÷ ƒ »| · ƒ|·+·:·+ '+'-: š+'=|·· ·< +· ·|÷-·|÷':+ '-=+ ·|'· + ƒ ++-‚ |. ·+ +| <·| ·|·|'=+ š '<+ -<| .-·'> '-=+ š '<-| š ƒ· - +'++:- ·=· :·:·+ -|- š'+:+·. -|- (-|·'/ƒ|·') '·=|- ª|- '+>|'+ ·|·|+|+ +'+ + +|·+-+ +|:+ =· ·+- + '< ·|÷-·|÷' =+ '·=| .·|+|+ '+š+':< '-<+ +| ·+-. ·-|·' '·=|- ª|-< ·‹|+- +'+ ·+|·+-+ +|:+ -|+|+·. ~''<+| ··+| š +'+ +«- ·’+ š|:+ .š +·|+ · ··+ ·|·~'<+ ··+:·|+|< ·|·|+ ·|÷-·|÷' / ·'--|++·+- -|+|÷|” .·|+| ·|»|·<:+ ·|.+ ···|| ·’- -|·-'¬+ ='<+| >++|+' '·=|-ª|- ··· :· š'+:· =-|~'+ ·+:-|:+ -|:~ -|·' (.- ƒ|·') '·=|-ª|-< '>»+ '·'=< ·|+ '+¬+|- ·'--|+++ +|:+ ···'+| ·|‹|· ··+| >++|+' '·=|-ª|- =+š+|+ ·-š·| :· š'+:·+ =·+| ·<| .™ ·|·|+ >++|+' ·:+ '·=|-ª|-···< ·|'= š + :+ ƒ:+ :·'=+ š'+:+· -|· + '+:·+:+ '+ƒ||-+ š™ |+< ™:·¯ ·+-'< ·'»:·+ '+” ·+:-| >++|+' '·=|-ª|- .™ ‹+· :· .™|+| -|· ·|+ š'<-|+|- ·|÷-·|÷'+ +|:+ '·=|-ª|- +| ·|‹|+ .+|:-| +|‹| -·+ <|+ š·|· +'+ .ƒ·+|:- š+'+ +«- ··|·+ ·: ·|: (+|'·=|) ·|·|< +|=|+ ·'+ -‚|- ƒ·- ++| š+':+ .<=š++ >++|+' ·: ·|: '+ƒ||-++ š+| ···'+| ·|‹|·< š+'=| 'ƒ šƒ·- ++| +- '-·>+ =+ ='<·|'·+ <·| ·|·|šƒ ·»-|+ '+'-: š+'=|···+ +-|+-. '+:·+:+ ··> ·|+ ··><+ ·|‹|'·++ +-|+- š™|:-|>-| +'+:- ·|+ =»| -+·š· 'ƒ· >+< š:++ .··+| ·’- +· +'< ·|÷- ·|÷'+ +-|+-+ ‹|+|+|'·+<| +=| ++|< +|·<|+ ··> ·|‹|'·+ š+'=|< -|- +- .ƒ··+| +· ·|÷-·|÷' ··><+ ·|‹|'·+ š™|+< +|· .·|+| .ƒ·| ™|++ =»| ··'=|< š+|· .™ -··- >-+ ··> ·|‹|'·+ š+'=|< -‚|- -|- ++| :· ~+|+' ·|÷-·|÷'+ ·|÷ ·|< ~+|+':+:· ··><+ ·|‹|'·+ '+=|- ·|·|< -‚ |- -|- +'++:- ·=· :·:·(· ·· : ·|'ƒ-. -/./.·)+ .<:-ƒ:+ +· ·|÷-·|÷':+ ··><+ ·|‹|'·+< ·|·| ++| ·:< +- .ƒ·+|+:- ·=· .·|+| -|·+ =· š'+·»-|+ ƒ»| 'ƒ· ·|:·+ =»| ·’- ··> ·|‹|'·+< -|- +- š ƒ· - ++| ·|÷-·|÷'+ '+'-: +|+·< :·'=+ ·+-'<+ ·+|+ +· +|+· ·|'+:-· =»| ·-|<· +|+· ·’- ·|·| (stream) '-+|>-< .·|+| --+ ·|'· ‘š=|-’+ š|<< ·|~:<· +·+|+ =· +·| ·|:-|>-| +'+:·| .™ .·'»+< -|- +- .ƒ·+|:-· ‘'+=|-’ ·|·|< ·‹|+- +'+ ·|¬ + / · '«'-+|+ .·|+|+ '·‡ |” .-|+|:»| ·|÷ / ·'--|++·+-+ =»| ·|.+ --+ .·'»++ '+=|:·» ·|÷ ==-+ ·|·· +| š·–ƒ ··š· +:š š'<+'-< -+:++ ·|÷ +| ·|÷' ~+|+'+ .+|- '+++< +|š +| š'<-| .+'· <|+ '+:·+· +'+:· -'++|< š|·|÷·+ '·‡|” -’+ -|:~+ '+” ·|·|+ ·|÷-·|÷' / ·'--|++·+:- .++- .ƒ·|+ .ƒ'· .-< ·'» :~ +· ··+< '-=+ ='< ++| .ƒ·| ™|++ +<·|- ··+< .ƒ·| :~:· .>'ƒ:· .++- ‘·'«'-+|'+.’+ .-+ ··> ·|‹|'·+< ·|·|-| -|- +- (.· '+-|~) š|:-· ··><+ ·|‹|'·+ '+=|- ·|·|< ·‹|+- +'+ ·'‹+|·· =' š+| · š:+ · ' «' -+| ' +. + ·| ·- ƒ·- + +| + š'<:™|'~<|<+ <|+ '+· ··|:+ -|- '·=|-ª|-< ·|·- -|- ++|+ '+š+':< +·:< ‹-+ '+'-·+< ·|·- ÷+ +'+ ·’:-· · '«'-+|+ .·|+|+ š '<:™|'~<| >-|++ <|:+ +'++:- :~ +·=- ·|:+ š ++++ ·|<< š'+ - +| š'<ª|-< -|· -'¬ +'+ ·+-|” .·|+|· .ƒ·| ™|++ '+” +<·|- >'- ·+| =· ·|·+‡ š'<:™|'~<| <·| -|·-'¬+ .=÷< .ƒ·| 'ƒ+| šƒ·-+|'·<|· .++- -<- š=–:+ ·|-'·+<|+ ·š+:< '++š š-|+ .š:-|+| -|·. ··· .ƒ·+ +|:+· ···||+ ·'¯ +'+:·+ .·‹| ·|÷- ·|÷'·+- <·|+'·< +|'+++' (Technical) ·|+ +'¬~< (Professional) š|·|÷ ·:- -|š'- .·-|+ +-< ··· .ƒ·:< ·|‹|+· '+=|-+ š+·š+|~< š|·|÷···· ·‹|+- ++| .-|++ ·-|+ .ƒ·| :~:·+ '+:·+:+ :+=|'-+ ~:++·|+ .=÷·-< =+ ·-|<|+ ·'¯ :·:·+ .ƒ·+ ·'+ ~:++·| .+–ƒ ·· ·< +< ·|- · š™ ¬ ~:+++ š |· '+ ·-|:+ ='»- +š ‹|+· +'+:·+ .··ƒ:+ -<- š=–:+ .·‹| >|·+ ‘'·=+<|’ +'¬+ š'< ·'-·|·· :·'=+ '++|·+ .=÷< š <||·|- :· .ƒ·| 'ƒ:·+ '+:·+:+ + '¬~< '·=|- ª|-·· ·< š:+|=-'+ ··<| ·|+ ·'-=<| ·+| ·‹||š++ ·-|+ .ƒ·| .š|+| :~:·+ +-< ‘.+'++|+’+ .=÷·-< =+ -|+·|·|·'- ·+-‚|+ ·'¯ :·:·+ ·|·|+ ·|÷-·|÷' <·| ·'--|++ ·+-+ ·|=< =»| -- ‹|+·| '++'š š'+:· .™ -• |<+ š™ |+< ·|‹|+· š|·|÷ · · ·· +'+:- -'++|:< .+|:-| .+'++|+ ~-|+ ··|+-| -|·+ '+:·+:+ '+=|- ·|·|< -•|<+ š|·|÷· ···+ .=÷< ·+:-|:+ ·|=< =+ ·-'·| ~- :- ·'·:·+ '+” š+< ·'+·- .+:-~+ -•|<+ š™|+< '+=|-+ š+·š+|~< '+++··· (šƒ|· '+=|-. +·|+- '+=|- ·|'ƒ) -|-ƒ:+ ·‹|+- +'+:- -'++|<+ .+'++|+ ~-|+ +·- .=÷ =·- ·+'- :· ·|:++ ·|:+ ' ™:+ | :-| ·| ·| + ·| ‹| +· -• | < + ==:- ' +' - : š'<:™|'~<|·-+ š+'=|+ .™|:~'ƒ >++|+' ··>šƒ -|- +'++ š|:++ .·· .=÷< '+” + '¬· -+ '·=| .-|+|·+-+ -'++|< .=÷·- .<:-· ·+'>< :· š:++ 23 / /Vol. VIII, Issue - I, June '09 · ·:< ·|÷-·|÷'·+- š+'=|+ +-|+-+ :- ·<|· +| ·< |··|·' .·|+|+ '+š+':< · '-‚ :+ '>” |->> | +'+ -'++|<+ +|:+ ·|>'- :<+|+ +'+ '-=+ š·–ƒ š|·|÷· ··· +'+ =+|·<|:+ ·‹|+- +'++ -|:~+ +|+·. +· ·|÷-·|÷':+ .™:-:+ š++ +-+ ‹|+|+|'·+<| +=| +'++ .-|+|:+ .<:-:+ +· ·|‹|+· +- .ƒ··+| ·|÷-·|÷':+ '+” š<||·|-·-+ ƒ'¯-~':+ ·|~+|'- '-=+ ·‹|+·|+ <·| =+|·<|+ +-< š++<' š™|+< ·<|” -|- +- +'+ · –ƒ+ .+'++|+ ~ -|< ··· ·++ ·<:< ···+ '·=| +|+-‚ |. ···'+| ·|‹|·+ '++:‡ '++š ·”+| ++| ·+-+ +|:+ =+ ·¬+ - -|+|+· .+|+++ '™ ·'< 'š·š+| ·+-+ š+| ···'+| ·|‹|+< '·=| · ·· +'+ ·-|· :~ ···+ -+|·|»' '+·'+ƒ||-++ š+|· +|=-''< '+=|-+ -•|<:+|¬+ '··' :- .ƒ·+ ·|»|·<:+ ·–:|-'+ š+'=|< ··'- ·'·+:- ·=· ·’-+ .·:+:· +’+ š|'+ .™ ·'·+ ··+< .-|+| ·'·+ '·‡ |” . ƒ'· ·||ƒ' š'++n-| ·|+ =+|· <| =· ·|»|·:+ ··++< ~'- ·:· =»| ·+- .+'++|++ š'<=- ·|÷-·|÷' <·| ·'--|+:+ · ·><+ ·|‹|'·+ š™ |+< (.·+) ·|·| '-+|>- +:+|:<· -+ -~'+| ·+ ==- ·|÷ / ·|÷'+ ='+-+ š··:»| -+·š· '·‡|”+ .··:=÷< ƒ·· .··'+ +-|+- -|-ƒ:+ '+:·+· +'+ .>|+|+ -~:< ·|÷ / ·|÷' ~+|+'+ '-=- š·–ƒ +| -'++|< š'++n-| ·|'ƒ+ '++:+· '+:+>-| +'++ -|:~+ š+<:< ··><+ ·|‹|'·+ š™|+:< ='+-+ =»| 'ƒ· '-+'š< :· ™|++ ·+ ·|+ '+=|- .++| .š|+| ·|÷-·|÷'|+ '+=|- ·|·|< -|·-'¬ +'+:- .<·:-|++ š+| -|- +- ·|·| ++|:»| '-·>+ -- ·’++ ·|:+ .+|:-|+|· ™'ƒ -'++|:< MCA +'+· +'- -|'+:· +| ··-''< '+++< ··> š™|++ ·‹|+- +'+· +'- -|'+:· .<·:-|:+ ··><+ ·|‹|'·+ š™|+< ~'·< '+++< ·‹|+· ++|:»| -'++|<+ +|:+ ·'< š:+|=-'++ '·+ .<:-:+ -•|<+ š™|+:<| -'++|< -=| '-‚+ +'+:· '+++ '-+|>- +'++ -|:~+ š+·š+|~< '+++··· (šƒ|· '+=|- / +·|+- '+=|- / ~'·< / ·· -''</ š'+··|| / ·+|=' ·|'·<| / +|=-''< '+=|- / ƒ·- / ·'<·|· / +|'·=| ·|'ƒ) ·‹|+- +'+ -|-ƒ:+ -• |<+ '·· ' .-|+|·+-+ +|:+· '+” ···| .+'++|+ ~-|+ š· .·|-| ·|:·+ .·‹| ·|÷-·|÷'·+:- =· '+++··· -+··'- +'- -|'++ -|-|:~+ ·+:·| '+++ '-+|>-< ·<+ ·’+ -|:~+ ·ƒ|·+· -+:š .+|:-|+|· ™'ƒ -'++|:< -|+<'+ ··-''< .·+| (IES) + š+'=| 'ƒ+ '+>|:+ .<· -•|<+ š™|+< ·· -''< '+++:»| š -|+ ·|+·|++ .<:-:+ +- .·+| (IFS) + '+++| ·’++ +|:+ -•|<+ '+=|- ·|·|< š-|. š™»- +| š+|<· ·:< +|· ++|+ +|:+ ·'<·|· š-| ·|+·|++ ·|:+ -'++|:< ·|·- +| ~··:™|~+ .=÷< .+'++|+ ~' -+ .·|=|·+-+ +|:+ -• |<+ š™ |+< · +|=' ·|+ +|=-''< '+=|-+ ·‹|+- '+:·+ ··|++|+' ·’+ š|:++ .™:-:+ š'+>|--| (Management) .=÷+ +|:+ -•|<+ š™|+< +|'·=| ·|·|< ·‹|+- ++|:»| ·'+‹|=-++ ·+:-| ·<+<|. š'++n-| ·|+ ·‹|+·|+ -:·· .+'<+|+| ·'-š< +- .š|+| ··+ -·’+ š|:++ .<'<+| '+” ·<|· -:· ƒ-· ·ƒ|:·:+ š-'< ·|+· +'++ -|:~+ ='+-+ '™ ™= '·>|:š -+. '++-<|+ š<||·|- '·>|:+ -+. .<· .+'<+|· š+|'=< -·++ =»| ·+ '++-<| ·’+ š|:+ -'++|<+ +·· ·+-<|+ ·|‹|+'·-|+ '™ =· +·| =|:- ·|+ '-= š:· ·|-+|· ™|+ .<·:+· ·+:~ ·|>- -|+++ <·|-+ š'·+'·- +·-|:· <·| š™'¬ '--++ ·|·~'<+ ··+< <·| š ™ '¬ + -+ · ··š:+ .+|+|+ .+|:-| š :+|=- -|· + š '<:»| .=÷:» <·| š™'¬+ š:+|~ ·'< ‰< ~'<< +'‡ .š|+|+ -:~ -:~ =· ·:< +· ·-‚ |š-+ · '+‹|· 'ƒ-+ 'ƒ:- + '‡ š|·:·+ .+'++|++ ·'< ·>- .=÷ '·>|:š · '<·:‹| - '+ < =· <·| š ™ '¬ (Information Technology) + .=÷·- '+” ·'< '+·|- ·|+ '+'>÷+ =· ·:< +|· ++|+ +|:+ '+'-: ··<| ·|+ ƒ=<|+ .-|++ +|:+ ·+'+| +·:=÷ ·|:·+ ~'<:+ <·| š™'¬+ ·:< .+'++|++ š'++n-| =¤i š™|=+ :=|+¢|+ : Careers in IT / 24 /Vol. VIII, Issue - I, June '10 ++|·+:- '-=+ ƒ=<| ·|+ ··<| ·-™|+' ·š™¬ '·=| :- +·:=÷< š:+· +'+:- -'++|<+ +|:+ =+ '-'·>< .+'++|++ ·|·| +'++ š|:++ <·| š™'¬ (IT) ·:< .+'++|+ ~'-+ š+| ·- ·|·| ··· ·’- : 1. Software Industry : <·| š™'¬+ ·:+ ·'< -+·š· ·|·|:»|:+· ·’- Software+ =· ·|·|< ƒ= ·|+ ··<|··š: .-|++ ™:>¯ >|'·ƒ| ·|:·+ '-: ··<|+ .-|:+ =· ·|·|< '-·—'-'·< 'ƒ····< +|· +'++ š|:++ i) Computer Operator. ii) System Software Professional. iii) System Analyst. iv) Application Programmer. v) System Programmer vi) Database Administrator. vii) Database Designer ·<||'ƒ+ >+»:++ '++|· ·:< ··> š™|++ šƒ< +|· +'++ '+>+| ·+-+ +|:+ Computer / Information Technol- ogy ··+| electronic ·|·|+ ·'-™|'”+ '··' (BE / B-Tech)·+| š :+|=-+ - '+ '<š |œ ·|+ · ·> ·|-+ '·=|-ª|-+ š+| ·'-™|'”+ -•|<+ '··' .-|+| ·+:-:· š + <|· < Software engineer '·>|:+ -|- š '<ª|-< '-™'¬ š|+ š|:++ .·· .=÷< ··><+ ·|‹|'·+ š™|+< šƒ|· '+=|-. +·|+- '+=|- ·|+ ~'·< (PCM) '+++·· '+=|- ·|·|< ·‹|+- +'+ '+·'+ƒ||-++ ·-·'<š|œ <·| AICTE ‡|+| -'+< '·=|-ª|-< -•|<+ (BE / B-Tech.) š|·|÷· ··|œ +'++ -|'~++ ·+:·| ··><+ ·|‹|'·+ š™|+< ~'·< '+++ ·‹|+- ++| ·+:- '™:+|:-| ·|·|+ ·|‹|+· -•|<+ (BA / B.Sc) '··' .-|+|+ š|·< -'+'<š|œ '·=|-ª|-+ š+| MCA š|·|÷· ··|œ +'+ software engineer '·>|:+ .+'++|+ ·|+· +'++ š|:++ +'·š·»|+ '·=|+ .=÷< +<·|- ™:·ª -+· ·|+ =-'š+<| .š|+| š|·|÷· ·’- B.Sc (Computer Science). ™’< +'·š·»|+ ·|·¬< ·–:|- ·· -• |<+ '·· ' ·|~+: -|+| ·++ · ·><+ ·|‹|'·+ (.· + -) '+=|- ·|·|< ·¬'··+:- =· š|·|÷·< -|· -'¬+ .=÷< ··|'‹+|+ š|+ ™'ƒ· +-| +| +|'·'=|+ ·|÷ ·|÷':+· -|- -·+ ·|'+:- -|· -'<+ ·'+‹| š|++ =·+|+ 'ƒr' '+·'+ƒ||-+< -|· -'<+ .=÷< =· š|·|÷·+ ™:·ª =-'š+<| .ƒ·| .š|+| :~:·+ -|- '·=|-ª|-+ š+| B.Sc (Computer Science) '·· ' ··|œ +'+:- -'++|< .+'++|+ .=÷< ™:·ª -|- ··|+-| ·|:·+ ·|-·|:< ·|‹|+· -• |<+ ·+:- .+|:-| -|- +'·š· »|+ š '<ª|-< computer language ··+| Application process + š|·|÷· ··· +'+ software ·:< +|· +'++ š|:++ +|'¬ ~< ·:+ +'·š· »|+ š '<ª|-+ š+| '·š·| :-· =· ·:< ·-‚|š- š|+ š|'++ '+” .·· .=÷< '·=|- ª|- / š|·|÷ ·:»| DOEACC + ‡|+| ·-:·|'ƒ< .·|+| ·'><+ DOEACC + ·-:·|'ƒ< '+'-: š™|++ š|·|÷···· (O, A, B, C) ··· +'+· software š ™ '¬ '+ƒ '·>|:+ +|· +'++ š|'++ (···< ·+| (DOEACC) + .+–ƒ ·|+ <|< šƒ|- ++| š|·|÷···· =· '·<|-:< -‚|-|”+< š+|· ++| :·:·+) 2. Hardware Industry : ·|· :++ · :ƒ||~ <·| š ™ '¬ · :ƒ||~+ =+ -+ · š · ·|·|+ ·|· :++ .=÷+ =-'š+<| >+»:++ .=÷+ ƒ:+ -·:-· +· ·-‚|š-+ 'ƒ·+ š+| · .+|:-| š:‹· 'š·š+| -·++ ··· '+·+ -~:< ·|·|+ .ƒ·:<| ·|·:++ ·:ƒ||~+ '++|· ·'< ‰< ~'<< :·:·+ ™|+ +-< =· ·:< .+'++|+ ~-|+ '+'-: ·:™|~ ·+'- :·:·+ ·|·:++ ·:ƒ||~ ·-<: +'·š·»|++ ™”|· (Chips, Systems, CPU, Modems, Printer ·|'ƒ) '-·|· ·|+ '++|·+ -~< ='·<+ ·|·:++ ·:ƒ||~< +|· ++|+ +|:+ '+'-: .+:-~ .+:-~ ··<|+ +|'¬+ š:+|=-+ ·|·:++ .=÷< '-™'¬+ +|:+ '+'-: ‹+·+ š|·|÷· ++|+ +|+-‚| ·|:·+ ··><+ ·|‹|'·+ (10 +2) · ¬'· ·+:- · - ·||ƒ' >|'» '+:+» š|·|÷ · +'+ =· · :ƒ||~< +|· ·|+· +'++ š|:++ .<:-ƒ:+ -• |<+ ·+:- '+'-: ·||ƒ+ '·š’·| (PGD, Adv. sip) š|·|÷· ··· +'+ =· ·:ƒ||~+ -~< ='·< ·’+ š|:++ ·|·:++ ·:< '+'-: š™ |++ šƒ< +|· ++|+ · '+‹| ·|:·+ š|·|÷·+ ·|- ·|+ š|·'+ ƒ=<| ·|+ ·'-=<| ·-·'+ '+'-: ·™|ƒ|+ šƒ< '-™'¬ š|+ š|:++ =· .=÷< (BE/ B-Tech / M-Tech / MCA) '··'‹|+'·+:- '-:·:–ƒ:· ·-|·+-<:+ ·'+ š™|+< '-™'¬ š|++ -|+<++ < <·| š ™ '¬ ·:+ ‰ < ··~·|+·. +'·š·»|++ '+÷' ·|'ƒ '+'-: ·>++ ·š+< '-'¬ +'+ ·-·|- ++| :·:· .™ ··| '+· +·+< ·|·:++ ·:ƒ||~< '-™ '¬ + · '+‹| +·-:· + '‡ š|++ '+:·+:+ semi conductor ·|+ embedded design ·:ƒ||~< -·.« >-+ '-<+< š|+ - -|· .-|++ +|:+ '-™'¬+ ··|+-| ·+'- ·’++ '·'=< ™++-™+<'·+:- ·|·:+++ '+'-: š™|++ '·=| ·|+ š'·=· :- ('-=+ .™|~|<| ·-™|+') =· ··|+-|š· ·:™|~ -’+ š|:++ 25 / /Vol. VIII, Issue - I, June '09 ·| š™'¬ ··:™|~' ·:ƒ||~ (ITES) : <·| š™'¬+ ·- .=÷·-+ +|'·+< <·| š ™ '¬ + š :+|~+ =+ ··|” +|- .=÷ ~'- ·'·:·+ ™|+ .+|+| ·+ Information Technology Ena- bled Service(ITES)+ =· .=÷+ ƒ » | · - ·| ·| ·’- BPO (Business Process Outsourcing) ·|+ KPO (Knowledge Process Outsourcing+ =· ƒ:+| .=÷:< +· ·-‚|š-+ ·++” · '+‹| ·|:· ·|+ -'++|:< ·'‹+ · '+‹|+ · '¯ ·’++ +'·š· »|++ =|- ·+|. < --|· -+-|:+ '-·— '·=|~< ··<|+ .-|:+· =· .=÷< ™:·¯ -|- ·š|=-=· šƒ< ·-‚|š- š|+ š|:++ BPO .=÷·- ·-<: +- .>·»|+ .+'–ƒ++ ·+|+ · - +|· ·’- ƒ + ·:™|~ (Tele Com) +|+-‚ |:+ š :+|:~:+ =¤i š™|= *cr™|~| :*o| v< : ITES Job Profile Qualification Work Experience Annual Salary (Rs. in lakh) Customer Care Officer Graduate/ Freshers may also apply 1.3-1.6 Undergraduate Technical Support Officer Technical Graduation/ Freshers may also apply 1.3-1.6 Diploma Certification Claims Processes Support Graduate Freshers may also apply 1.3-1.6 Voice and Accent Trainer Graduate with requisite 1-3 years 2.2-4.0 experience in training Team Leader Graduate with an 3-5 years 3.0-5.0 experience of leading a team in a BPO Manager Operations Graduate having 6-10 years 8.0-14 experience of managing large teams and P&L Telemarketing Graduate/ undergraduate Freshers may also apply 1.4-2.2 Process Associate Commerce Graduate Freshers may also apply 1.3-1.7 Research Analyst MBA/ Postgraduate Freshers may also apply 1.6-2.4 Analytics IIT/ ISI 1-3 years 3.5-6.0 Top B-School Equity Research MBA (Finance)/ 1-3 years 2.4-4.5 Postgraduate in finance Tax Analyst Commerce Graduate/ Freshers may also apply 1.5-2.4 Postgraduate in Finance JOB PROSPECTS IN ITES · |·++ '+'-: <·|. · '+‹| <·| .·+| š ƒ- + +| + +< ·|- =· š‡ '<:+ .š|-š»'+|:+ ·|·· '+ š>|+ <·| '+š-:-| ++| ·++ +- .>·»|+ ·· · +< ·|- '-™ '¬ + =+ · –ƒ+ .=÷+ =· .>·»|+ ·· ·< +|· ++|+ +|:+ .+|:-| '-'ƒ ¯ '·=|~< ·· <|+ š :+|=- -|· + · ·><+ ·|‹|'·+ +| -• |<+ š™ |++ '·=| · ·· +'+:+· =· .+–ƒ ·· ·< '-™ '¬ š|+ š|'++ ·+:·| · +|< '-™ '¬ + .=÷< š |· '+ · +|=' -|+|+ =|-. · ·>|+·. .™|~|:™|~. ƒ=<| ·|'ƒ+ ·š+< -+· 'ƒ+| ·++ +- .>·»|+< '-™ '¬ + +|:+ +·:<| š '·=· .+–ƒ · ~' - · '·:·. ™’< š |· '+ +· .=÷< š :+|=- .·|+| š |:+|'~+ =|- ·· · š ƒ|- ++| ·++ ·+:·| =· .=÷< +|· ++|+ +|:+ š |· '+ +'·š· »|+ =|- <·| ƒ=<| ·|'++ -|'~++ / 26 /Vol. VIII, Issue - I, June '10 D OEACC Society is implementing a joint scheme of All India Council for Technical Education and Department of Information Tech- nology (formerly Department of Electronics (DOE)), Government of India. The objective of the Scheme is to develop quality manpower in IT by utilizing the expertise available with the computer training institutes who are granted accreditation for conducting specified Levels of courses, subject to their meeting well-defined norms and criteria. 1. An IT Literacy course namely, Course on Computer Concepts (CCC) is offered by the Society all over the country 2. The other level of courses are: O Level : Equivalent to Foundation level course A Level : Equivalent to Advanced Diploma in Computer Applications B Level : Equivalent MCA Level C Level : M. Tech Level Apart from Authorized Institutes conducting accredited courses in the private/public sector, the DOEACC Society has its own 10 Centres all over India at Aurangabad, Aizawl, Calicut, Chandigarh, Gorakhpur, Tezpur/Guwahati, Imphal, Kolkata, Jammu/Srinagar and Kohima. The above Centres are engaged in offering Long Term Courses and Short Term Courses in the area of IECT. DOEACC Centre Tezpur is in operation w.e.f. 5th August 1998, under the name & style of CEDTI, Tezpur, after signing of an MOU between Tezpur University & erstwhile Dept. of Electronics, Govt. of India. The centre started its operations from the Tezpur University campus at Na Paam near Tezpur. However, due to operational difficulties, the location was later shifted to Law College Campus, Tezpur. Thus the DOEACC Centre, Guwahati, came into operation from Sept-October 2002 under the name & style of CEDTI, NE (U), Guwahati. From December 2002, it has been renamed as DOEACC Centre, Guwahati after the Ministry of Communications & Information Technology; Govt. of India merged all CEDTI’s of the country (except CEDTI, Mohali) with the DOEACC Society. Location, approach & communication: The Tezpur centre is located in a rented space in the 2nd floor of ICCW Building, N.T Road, Tezpur – 784 001, in the heart of Tezpur town. The Guwahati centre is located at STPI Complex, Near LGBI Airport, Borjhar Guwahati – 781 015. Courses Offered DOEACC Society, Guwahati/Tezpur Centre conducts the following courses at present: Long Term Courses: (Duration 1 year or more) 1. DOEACC ‘O’ Level Computer course. 2. DOEACC ‘A’ Level Computer course. 3. DOEACC ‘B’ Level Computer Course. 4. DOEACC ‘O’ Level course in Bioinformatics. 5. DOEACC ‘A’ Level course in Bioinformatics. 6. DOEACC Computer Hardware Maintenance ‘O’ Level Course. 7. DOEACC Computer Hardware Maintenance ‘A’ Level Course. 27 / /Vol. VIII, Issue - I, June '09 T he Institute of Actuaries of India is the sole Professional body of Actuaries in India. It was formed in September 1944 with the objectives of : Advancement of the Actuarial profession in India. Providing opportunities for interaction among members of the profession. Facilitating research, arranging lectures on relevant subjects. Providing facilities and guidance to those studying for the Actuarial exams. IAI is founder member of International Actuarial Association, an umbrella organization to all actuarial bodies across the world; It is actively involved in formulation of future education strategy of International Actuarial Association. What do Actuaries do ? a) Actuaries Make Financial Sense of the Future Actuaries are experts in assessing the financial impact of tomorrow’s uncertain events. They enable financial decisions to be made with more confidence by: · Analyzing the past · Modelling the future · Assessing the risks involved, and · Communicating what the results mean in financial terms. b) Actuaries Enable More Informed Decisions: Actuaries add value by enabling businesses and individuals to make better-informed decisions, with a clearer view of the likely range of financial outcomes from different future events. The actuary’s skills in analysis and modeling of problems in finance, risk management and product design are used extensively in the areas of insurance, pensions, investment and more recently in wider fields such as project management, banking and health care. Within these industries, actuaries perform a wide variety of roles such as design and pricing of product, financial management and corporate planning. Actuaries are invariably involved in the overall management of insurance companies and pension, gratuity and other employee benefit funds schemes; they have statutory roles in insurance and employee benefit valuations to some extent in social insurance schemes sponsored by government. Who Can Become An Actuary? Any person with minimum 18 years of age and having a high degree of aptitude for mathematics and statistics can take up this course and become an Actuary. Generally, first class graduates or postgraduates in Mathematics, Statistics or Econometrics will be in a better position than others to qualify as actuaries. The Institute of Actuaries of India Formally ASI Short Term Courses: (Duration less than 1 year) 1. DOEACC’s Course on Computer Concepts. 2. DOEACC ITES Course. 3. DOEACC CISC (Certification of Information Science in Colleges) Course. 4. DOEACC CCBIOINFO (Certificate course in Bioinformatics) Course. The DOEACC Society Guwahati/ Tezpur Centre conducts various training programs for regular trainees. However, from time to time the centre also conducts training programs with sponsorship from various depts./agencies. At present 3 (three) such training programs are conducted by the centre. 1. DOEACC CISC Training Program - Sponsored by Ministry of DONER, Govt. of India. 2. WEP ‘O’ & ‘A’ Level Course - Sponsored by Department of IT, Govt. of India. 3. WEP ITES-BPO Training Program Sponsored by Department of IT, Govt. of India. / 28 /Vol. VIII, Issue - I, June '10 To qualify as an Actuary, a candidate has to pass all examinations in the prescribed subjects. In addition, he has to comply with other criteria such as experience requirement and attendance at a professionalism course prescribed for the purpose. Duration of the Course There is no fixed duration to complete the course. Since all the 15 subjects prescribed are to be cleared before one is awarded the Fellowship, continued and sustained effort is necessary to complete the course. Single minded devotion, total dedication and a systematic approach to problems are the qualities that will enable a person to qualify as an actuary within a reasonable time. Actuarial Educational Model The subjects for the examinations can be categorized in to three groups.The first group Comprises of the CT series; these involve development of theory of actuarial science and applications of mathematics and statistics to actuarial applications such as life insurance, general insurance, employee benefits, investment and other areas. An introduction to economics, financial economics and financial reporting is also included at this stage. Although most part of the course is somewhat theoretical, the exercise and the question in the examination are practical in nature as they reflect real life situations of the area of work to which the subject is applicable. The second group comprises of CA and ST series subjects. CA3 subject is mean to develop skills of communication of technical aspect of the CT series subjects in simple language to non- technical persons; here again the stress in examination question is demonstration of the skills of communications in real life environment. The ST series subjects are entirely tuned to development of the practices and related principles in the respective areas of work while some part of the CT series could be learnt either through a distance education approach or through a classroom approach, the ST series subjects can be fully understood only in a practical work environment. The SA series subjects involve application of knowledge and understanding of principles as well as demonstration of skills professionalism and judgment in an essentially practical situation. The actuarial education model, therefore, is ingrained with work and application and therefore substantially these educations beyond CT series subjects takes place in work environment. The success through examinations is linked to corresponding work experience and insight, thus gained. The examinations given at CT series level take place, for most of the students in work environment. The career progress is linked to progress in examination and it is very likely that by the time a student completes ST series, he/she would be occupying management of level of responsibilities.Graduates and postgraduates eligible to take up actuarial examinations are typically recruited by actuarial employers and placed as actuarial trainees. With a view to emphasizing the kind of actuarial education model, it may be stated here that it is like educating medical doctors, where education needs to take place in work environment of a hospital. Career Opportunities The actuaries work in wide range of areas which include the following:Life insurance,General Insurance, Health Insurance, Reinsurance Companies, Pension Funds, Consultants, Investments, Government Academics, Risk Management, Life, General, Health Insurance and Reinsurance Companies Traditionally Actuaries work with Life Insurance Companies, but their importance lies equally in General and Health Insurance Companies also. The areas of their concern include : Product design, which includes designing new policies as per the changing requirements of the customers, Pricing the policy, ie. Setting the suitable premiums for the benefits and services offered by the company Profit Testing and distribution of profits among Shareholders and Policyholders. Actuaries help the management of the company in running the business in sound financial manner and to take strategic decisions from time to time. The Appointed Actuary of a Company has the responsibility of demonstrating financial stability of the company to the State Regulatory Authorities at all times. Pension Funds Designing a Scheme of Benefits to the Members of the Pension Scheme. 29 / /Vol. VIII, Issue - I, June '09 Calculating the Past Service Cost and the Future Service Cost of Benefits. Certifying to the Regulator that the Fund Assets are sufficient to meet the liabilities and that the Assets are invested as per the Investment Pattern prescribed. Calculating and Certifying the Pension cost on Acquisitions and Merger of Companies. Investments Quantifying the risk and the amount of investment returns available in the market.Projecting the market expected investment returns using scientific methods and judgment to project the inflation rates, returns on the various market segments — manufacturing, technology, pharma, etc. Choosing an Investment Strategy which strike an appropriate balance between risk and returns. Analyzing and identifying the Opportunities for increasing the returns.Advising on the Investment Pattern to match the cash inflow and liability outgo for Insurance companies, pensions funds, banks, mutual funds, etc. Consultants Consultants can act as Appointed Actuaries for General Insurance companies. They also provide actuarial advice and their opinion on actuarial matters for Insurance Companies, Pension Funds, Government, etc. They provide investment advice to individuals that best suit their needs and family circumstances. They calculate the reversionary interests of members of Trusts. Government: Population projections,Managing State Pension Schemes,Identifying the regional differences based on geographical location, life style, income level, diseases prevalent, common occupation, etc.Regulatory role for Insurance Companies, Reinsurance Companies, Pension Funds,Their role is increasing in designing Social Security Schemes, allocation of funds for development projects. Risk Management Fast Evolving field in recent days, for any massive project with lot of uncertainties.Identifying the various stages in the project while execution.At each stage, identifying all the risk which may result in not meeting the expected outcome or estimated time. Assigning a probability parameter to each of the identified risks. Finding out a suitable measure to avoid or transfer those risks. Processing the above-identified stages to various steps after allowing for the risk measures. ©http://www.actuariesindia.org N ERIST, The North Eastern Regional Institute of Science and Technology was setup by the Government of India, initially as a project of the North Eastern council, for providing a system of Education to create technical manpower at various levels for the development of the North Eastern Region of the country. NERIST came into existence as a unique institute of its kind in the country having unconventional and innovative academic programmes. The approach is to encourage a policy of vocationalisation at the 10+2 level and to allow only motivated students to go for the degree level while others go out of the Institute to enrich their profession with some years of industrial experience. At any further date if they decide to return to improve their qualification, they would be able to do so. From April 1, 1994, the Institute is totally funded and directly controlled by the Ministry of Human Resource Development (MHRD), New Delhi. The The North Eastern Regional Institute of Science and Technology NERIST / 30 /Vol. VIII, Issue - I, June '10 Institute is managed by a Board of Management comprising of the MHRD, Govt. of India, the seven beneficiary states of the North Eastern region, AICTE and eminent educationists. The foundation stone of the Institute was laid by late Giani Zail Singh, the then President of India, on 4th March, 1984 and the first batch of students was admitted to the Base Module in the August, 1986. By July 2001, ten batches of Graduates with specialization in Mechanical Engineering, Agricultural Engineering, Civil engineering, Computer Science and Engineering, Electronics and communication Engineering, Electrical engineering and Forestry have come out. Academics The academic programmes in Engineering/ Technology stream at NERIST consist of three independent modules, each of two years? duration excluding bridge courses. The three modules are called Certificate, Diploma, and Degree modules. Each module has an entry point through an entrance examination conducted by NERIST. The first entry is after class X. Each module also provides terminality corresponding to an occupational level and at the same time allows entry to the next higher module, leading finally to a degree in Engineering/ Technology in about six years? time after class X. In Applied Science stream a two year Base Module (Forestry) and a four years Degree Module (Forestry) are offered. The system also allows lateral entry from outside with necessary pre- requisites, at the beginning of each module. The Certificate and Diploma levels emphasize more on the practical aspects of engineering which go a long way in helping an individual to become an entrepreneur or to face the day to day problems of industry. The degree curriculum provides instructions not only in engineering but emphasizes on management and entrepreneurship aspects as well, making an individual more suited for today’s industries. Academic structure NERIST offers undergraduate, postgraduate and doctorate degrees for the following six branches of engineering and applied sciences:Computer Science and Engineering, Electronics and Communication Engineering , Mechanical Engineering, Civil Engineering, Electrical Engineering Agricultural Engineering, Forestry . The academic program in Engineering and Technology at NERIST consists of three independent modules, each of two years’ duration. These three modules are called Certificate, Diploma and Degree modules. Each module has an entry point through an entrance examination conducted by NERIST. The first entry is after class X. Each module also provides terminality corresponding to an occupational level, and at the same time allows entry to the next higher module, leading to a degree in engineering and technology in about six years time after class X. In Applied Science stream, a two year Base Module and four year Degree module are offered. The system also allows lateral entry from outside with necessary pre-requisites, at the beginning of each module. The Certificate and the Diploma levels emphasize the practical aspects of engineering, which help an individual become an entrepreneur or to face the day–to–day problems of industry. The Degree curriculum provides instructions not only in engineering but emphasizes management and entrepreneurship aspects as well, making an individual more suited for today’s industries. The Postgraduate Master of Technology programme of NERIST is offered in the following three areas : M.Tech. (Information Technology) under the Department of Electronics & Communication Engineering; M.Tech. (Environmental Science & Engineering) under the Department of Civil Engineering; M.Tech. (Forest Technology) under the Department of Forestry;The Department of Humanities & Social Sciences of the Institute also offers two years Masters of Business;Administration (MBA) Programme. Another programme on Energy Management is under consideration. Admission NERIST conducts the NERIST Entrance Exam (NEE) to select students for admission to Certificate, Diploma and Degree programmes. Three different examinations, known as NEE-I, NEE-II and NEE-III, are held to take admissions at three different levels. The NEE-I, for which eligibiity is a pass in 31 / /Vol. VIII, Issue - I, June '09 Number of scholarships : Five (one from each area) Amount : CHF 30,000 Geographic region : Africa, Middle East, Asia, Eastern Europe, Latin America, Western Europe, North America, Oceania Who can qualify : Accepted candidates who are citizens, but not necessarily current residents, of the above geographical areas Criteria : Submitting an essay on: “As a business leader, which issue would you set as your first priority to address in your region / country? Why would you choose this issue? How would you, personally, address it?” (maximum 1000 words) Please draw on your own experiences in your answer, rather than on general, broad statements. The committee is looking for essays that are personal, visionary and demonstrate leadership, which include a clearly articulated description of how the solution could be implemented. Need based : Yes: Submit MBA Financial Aid Application Form 10Mar2010 Filed under: Masters, Scholarships in Europe, Scholarships in Switzerland The five Shell and IMD MBA Alumni Scholarships are designed to encourage diversity in the class. One is awarded to each region: Asia, Africa/Middle East, Latin America, Eastern Europe and Western Europe/North America/Oceania Class X, is held towards the end of April every year for admissions to the Base Module. NEE-II is for the lateral entry to the Diploma Module of Engineering and to the Degree Module of Applied Science stream and NEE-III is for the lateral entry to the Degree Module of Engineering. The Notifications for NEE-I, II and III are published in most Regional and National newspapers. NEEs are conducted in various Centers located in the North Eastern States of India.’ Of the total number of seats in each of the modules for direct admission, 80% of seats are reserved for the candidates of the eight states of the North East (10% each) as states’ quota. 7% of seats are filled up from the students of North East on merit. 10% of the seats are filled up by the candidates from rest of the States under the All India (AI) quota. 3% of the seats are reserved for physically handicapped candidates with 40-75% locomotor disability. Admission to the postgraduate programmes is done through the all India level entrance examination GATE conducted by the IITs on behalf of the (MHRD), Government of India. © http://www.nerist.ac.in/ Jury : IMD MBA alumni loan committee Deadline : September 30 Contact : Scholarship essays, or questions, should be sent to
[email protected] IMD MBA scholarship conditions Applicants must have been accepted into the IMD MBA program prior to their application. Our scholarship applications are essay based, with winning essays typically including the following features: Relevance to the essay title Organization and structure Fully developed arguments Persuasiveness Personal element and/or passion IMD reserves the right not to award a scholarship if the criteria are not met to the satisfaction of the jury / sponsors. Further details go to: http://www.imd.ch/ programs/mba/fees/scholarships/Shell.cfm Please kindly mention Scholarshiponline.info when applying for this scholarship. / 32 /Vol. VIII, Issue - I, June '10 ·š++ +-|+|+'+ ƒ:+ ·+-+ š+| ···'+| ·|‹|·< --'+| '·=| ··· ++| 'ƒ~” ++|· '-= š'<-|+ +-< 'ƒr'+ .>·–» '¯:+->+ ƒ:+ .ƒ·+ ·|~·|+'+ ··|'+ƒ||-+< '·=+ '·>|:+ +|· ++|+ .~++ ·=- +:++ š++<' ··+< .<:·:< .+–ƒ'+ .-|+ .·+| ·|:+|~+ ··|·'++ .·+| š+'=|< +'<·:+ ·¬'· :· -|+<'+ ·|+=' .·+|:- (IPS) '-+|'>< ·+ -··- >-<+ +<·|- '<'->+'+|+ ·|+=' ·‹'=+ '·>|:+ +·+< =··++ +<' ·|+ .·‹|+' ·|÷ =-+ =·+|+ š=|-+ ·'=+|:- ·|·”· +'+ ·|'-:·|+ -'++|:< =:- š+'=|< ·+<'· ·’+ .·|=| ·+-+ +|:+ .<:·<+ š+|·· ·|+ ···+ :·'=+ š'+:+·+ '++:+ .<:·<+ ·<|·< '+·|'+ ....+ š =|-+ ·'=+|:- ·|:š|-|+ - |~<·+ -|+<'+ ·|+=' .·+|:- .š|-š»'+|:+ '-+ |'>< :· ···< +|™ '-+ |· +'+ ·+| ·'< +· ··|+ ··· ·” |-+ ·|=+ ==- '·>|:+ ·|:š|-|+ ·'--–ƒ- =-|· :· |+ š =|- š|·+ ··|=+ '+:·+:+ ·|÷-·|÷'·+-+ -'++|< ~ -|+ ··|+ .·|+|:+ ·|:š|-|+ š+| .+· »|·|- +·| · '‹+ '+·|'+:· | - - - =c =|o= š+|¤|= ¤|š |= ™r¤r =|= == :ƒv o|-:= *¤¤ c’=+ ¤|rš|=|+ *|==i+ ¤” ¤|¤|+ š|o= *¤|¤= ¤=|-r=^ |ƒ~” -+| : .·|+ ·|+-|+ .+|:-| .~|š- ·” -|·+ :‹™. š'+·· ·|+ ·|:'+·|·+ +-:<· ·· ·+- ·’:-| +'- ‹|+·| ·++ ·+:·| '+· š'+·|:· -|~|·· .·|+ ··|+ +'+:· +'- ++ š|'++ š ¤|š|= º=|¢| |-¤| =’= ¤|+· |= ¤|‹i¤= ~c+ =|+|v=^ |ƒ.- ·· --'+| '·=| ··š· +:š ···'+| ·|‹|·:< ··· +'+'·:-|+ ~·š+ ··+·|+ +-|+|+' ··> ·|‹|'·+ '+ƒ||-++ š+| ·· ·|·-- '·=|” š+'=|< ·¬'· :·'·:-|+ š =r=¤|¢| ¤|+· |--|-ƒi|=¢ š™|¢+ |-¤| ¤|o=^ |ƒ.- +-|+|+'< --'+| '·=| ··|œ +'+ ·· -+|·|»'+ +»- +:-=< '+=|- ·|·|< ·‹|+- +'+'·:-|+ ··> ·|‹|'·+ š|·|÷· <|+ š+|· ··|œ +'+ ··> '·=|+ +|:+ 'ƒr':- ™|·+ 'ƒr'+ St. Stephens College + š+| šƒ|· '+=|-< -•|<+ '··' :- 'ƒr' '+·'+ƒ||-++ š+| ·¬ '+++< -•|<:+|¬+ '·=| ··· +:+| ·|+ š++<' š™|+< St. Stephens College < '·=+ '·>|:+ .™|~ƒ|- +:+|+ <|< +·+< ·+-‚|:< ·· .-|+:·+| ·|:+|~+ š+'=| 'ƒ -|+<'+ š'-> .·+|:- '-+|'>< ··+ š ¤*¤+ |-¤| -ioº‚|+ =~= |ƒt|+ |-¤| -ioº‚| -| š|+r-- š|¤=i |= :ƒ|v-:= š|c|v=^ |ƒ.- ···+ -~< 'ƒr'+ '·=| +|+-‚|+ ™:·¯ š|·+| š'+-'=< ·++ '+:·+:+ <|+ '·=|+ .=÷ ···+ <--|< ™:·¯ +·- ·|+ ·|÷-·|÷' ·+-+ ·|=< š'<:™|~'<| ·-+ ·:-|-|+ ·<:< '++|= +:++ 33 / /Vol. VIII, Issue - I, June '09 š :=|=r*o| ¤|r¢|~+ š+|¤|= *== c’-:= |ƒt|= ¤‹i¢= =+| ¤š|+c|™ -|= =|r-r=^ ¤*¤= ¤||= =c š+|¤|= *== c’- :=|o||+ :=|=^ c¢|+ =|++ |= -|= =|ro^ |ƒ.- .+–ƒ'+ .-|+:·+| ·|:+|~+ š+'=|< ·+<'- .·|+|+ +|:+ 'ƒr'< ·‹|+- ++|:<| ·š'+·|™ -·++ ·+:·| <|< ·‹|+- +'+:- '+· ·'+‹| '-·>+ ·++ +|+· <|< course material '+-|+ ··:= ·š-¬ ·++ ···< course material ··:= .š|+| -|™|++ <|:+|š'+ 'ƒr'+ <--|< ···< ·š™¬ š'<:™|~'<|·-+ š'+:+·:+| ·-|++ š'<:™|~'<|·-+ š+'=|+ .=÷< ···+ ·|÷-·|÷'+ ·|=< ·=|~<|+ ·-|:+| =»| ·|.+ ·”+|+ +'- ·--+ +:+|+ š =c š+|¤|= *|==i =|=+ :¤== ¤|‹i¤ |=-| -|‹| c’- š|r+r=^ *º~|= ¤*¤|¢| ¤|‹i¤+ š|= ¤*¤+ v|=-v|=| =¤| ¤|==|o=+ |™ ¤=|c| :ƒv| :š|o| :~rv :*c *ºšr= ¤|rš|=|+ ¤= |=^ |ƒ.- ·|‹|· .+|:-| .=÷:< ·”+|+ -·++ ···'+| ·|‹|·+ š'< ·-'·|+ +|+· +·:=÷< ·|-+ ·+ ·-++·. ·|+ ·|÷-·|÷'/·'--|++ ·+-+ ·|=< ·+|=' ·|‹|·< ·‹|+- ++|:»|+ status symbol '·>|:+ š'+~'·< .·|+| +'- -|+ ·++ ·+:·| ···'+| ·|‹|·+ '+ƒ||-+ ···+ ·|:š'=+ ƒ++-‚|· +· š'+·|:· ···'+| ·|‹|·+ =-'š+<| ·|· .š|+|+ +|:+ =~+'+| +'- .+|‹ ·++ š ¤*|¤|+= :*o| š+|¤|= ¤|rš|=|+ »|-v= |-¢¢ |= |= ¤||v= ¤|+· |-¢¢ |=- |r= |=c+ |=|== =|+|v=^ |ƒ.- Preliminary š+'=|< Physics ·- š+'=|< Psychology ·|+ Assamese literature '+++ '-+|>-+ ·- '-'¬ ·|'·- '++++-+ š'< ·|·· ·|+ Course material + availability + <|:+|š'+ '+++··· '+·|- scoring <|+ ·š+:<| -+· 'ƒ+| :·'·-+ š |=|v= š+|¤|+ -|r- |= ƒr+ šº|= r=|c|v=^ |-r-¢:= *|‹|++ =|=+ =|==v=+ =|+r+ |= ¤‹i¢= =|+|v=^ |ƒ.- ·· ··š· syllabus ·-·'+ ·‹|+- +'+'·:-|+ +|<'+ +|+< (-·- +|¯'+ +|+<). ·|:-|>-' (Yojana, CSR, Chronicles ·|'ƒ) '-+'·< š'-'·:-|+ '-'·< š+'=|< ·š™¬ š'++n-| ·|+ time management+ ·š+< -+· 'ƒ'·:-|+ š :¤||v= š+|¤| (*|¤|·=|+)= ¤|rš|=|+ ¤|===|+ |-¢r¢ ¤=š =«=rr|=^ |ƒ.- ·|=|·+|+ ·'< .··|ƒ|·-+ ·|'·- +'- ++ š|'++ š·:· ·-š ···= ·--+ +'+'·:-| ™'ƒ· '+· ··++ š|·:<· š'+:+·+ -~< ··= ·+:- ·=· :·'·:-|+ ·|=|····+|+' ·+-+ ··:™|~'<| ·-+ ·:-|-|:+ ·|=|·+|+ š'÷+|:»| ™:·¯ .··|ƒ|š· +'+ <'-'·-+ ·|>-:< ·|=|·+|+< š|·':+ .+'<+|· +|'+ 'ƒ+|+ .>¯| +'++ -|-|:~ ·|+ '++| -|=|'-:- -|=|:-| +'- :+ 'ƒ+ -|:~+ š š|=r™||~=|¤== š+|¤|= ¤o=|+ c’- :v|¤| ¤|¤|+ v|=-v|=|*=== |= š+|¤- |ƒ- |-v|r+^ |ƒ.- -'++|:< š '<:™|~'<| · -+ š+'=|< ·+< '- ·’+ .·|=| ·|÷-·|÷' ·+-+ +’+ .·|:=| .™ .<· :-|:+ ·-+ š+| =:- š+'=|+ š '< ·+| -+ -|+ ƒ + +'++ -|:~ ·|+ š+'=|+ š :+|=-'+<| ·· · + '= :- .·· ·:< š - '< >-|+ -|:~+ ·|:'+· |· ·» » +|'· :‹™ ·|+ =+|· <|:+ š - '< >-|:- .+|:-| š+'=|· +'·- -·+ + '- ·· -|:+ |+ š ¤*¤+ |-¤|-ioº‚|+ =r¢=+ -|r- |= |= =|™-ioº‚| c|== :=|o| šr¢|¤= -|= ¤|š|= =|ro^ |ƒ.- ···+ '·=| +|+-‚|+ ·:'<+ +|:+ .·|+ ·:< ·|»|·<:+ ··|'‹+|+ 'ƒ+ -~| '+++:»| ·’- ·+:-| š™|+:< .™|~| '·=+ '-™'¬ 'ƒ+|+ <|:+|š'+ '·=|-ª|- ···+ ·|”:~|·'- ·:< ++| ·|+ =+ ··-|+‡ š'+:+· +=| ++|+ ·š+:<| -+· 'ƒ+ -|:~+ .<:- +'+:- ·|·|+ '·=| +|+-‚|· ·+-|+<'+ ·|-+ -~< .++ ·|'++:- ·=· ·’+ +'- .·|+ '+·|·+ š=|=+ :c *|¤|·=|+|| ~c+ =|+r= ¤=i=¤ *ºš|ƒ= -- - =||=¤ :¤i||= :*=|š|=r¢ / 34 /Vol. VIII, Issue - I, June '10 BIHAR 1. Maithili University/Vishwavidyalaya, Darbhanga, Bihar. DELHI 2. Varanaseya Sanskrit Vishwavidyalaya, Varanasi (UP) Jagatpuri, Delhi. 3. Commercial University Ltd., Daryaganj, Delhi. 4. United Nations University, Delhi. 5. Vocational University, Delhi. 6. ADR-Centric Juridical University, ADR House, 8J, Gopala Tower, 25 Rajendra Place, New Delhi - 110 008. 7. Indian Institute of Science and Engineering, New Delhi. KARNATAKA 8. Badaganvi Sarkar World Open University Education Society, Gokak, Belgaum, Karnataka. KERALA 9. St. Johns University, Kishanattam, Kerala. Madhya Pradesh 10. Kesarwani Vidyapith, Jabalpur, Madhya Pradesh. MAHARASHTRA 11. Raja Arabic University, Nagpur, Maharashtra. TAMIL NADU State-wise List of fake Universities as on 08thDecember, 2009 N E Career Guidance is working towards helping students in North Eastern States to choose right career for their life. It is very crucial for students to choose right Institution or College and be careful that they don’t fall into trap of choosing an UNAPPROVED or UNRECOGNIZED Institute, College or a Course. To ensure that student’s do not make any mistakes choosing an unapproved Institute or College or a course which are not recognized by Government or UGC, we share here the list available in public domain. Please note that students taking up such courses or getting admitted to such institutes may not affect in some instances getting employment but at the same though it does not guarantee. Studying in such institute may impact your higher educational ventures or taking up any Government job or employment. However, NE Career Guidance suggests further investigation by admission seeker should be done prior to taking admission. 12. D.D.B. Sanskrit University, Putur, Trichi, Tamil Nadu. WEST BENGAL 13. Indian Institute of Alternative Medicine, Kolkatta. UTTAR PRADESH 14. Mahila Gram Vidyapith/Vishwavidyalaya, (Womens University) Prayag, Allahabad, Uttar Pradesh. 15. Gandhi Hindi Vidyapith, Prayag, Allahabad, Uttar Pradesh. 16. National University of Electro Complex Homeopathy, Kanpur, Uttar Pradesh. 17. Netaji Subhash Chandra Bose University (Open University), Achaltal, Aligarh, Uttar Pradesh. 18. Uttar Pradesh Vishwavidyalaya, Kosi Kalan, Mathura, Uttar Pradesh. 19. Maharana Pratap Shiksha Niketan Vishwavidyalaya, Pratapgarh, Uttar Pradesh. 20. Indraprastha Shiksha Parishad, Institutional Area,Khoda,Makanpur,Noida Phase-II, Uttar Pradesh. 21. Gurukul Vishwavidyala, Vridanvan, Uttar Pradesh. 1 Abhinav College of Engineering & Polytechnic, Thane — An NE Career Guidance Presentation 35 / /Vol. VIII, Issue - I, June '09 2 Academy Instt of Maritime Education & Training, Chennai 3 Academy of Business Management, Tourism & Research, Bangalore 4 Academy of Culinary Education, Goa 5 ACTH Management, Chandigarh 6 ADVISOR THE Educational Academy, Lucknow 7 AEGIS School of Telecommunication, Mumbai 8 Agra Institute of Engineering & Tech, Agra 9 Akruti Institute of Real Estate Management and Research, Mumbai 10 Annie Besant College of Engineering & Management, Lucknow 11 Ansal Institute of technology, Gurgaon 12 Apex Institute of Management, Pune 13 Arun Muchhala College of Hotel Management & Catering, Thane 14 Audyogik Shishan Mandal, Pune 15 Bangalore Institute of Aeronautical Engg. & Information Technology, Bangalore 16 Bangalore Management Academy, Bangalore 17 Bells Education & Research Society, Chandigarh 18 Brother Hood Education Trust’s, Hindustan Institute of Technology, Mumbai 19 Canadian Institute for International Studs., Mohali 20 Canan School of Catering & Hotel Mgmt., Chennai 21 College of Hosipitality and Tourism, Gurgaon 22 Confideration of Indian Industry, Mumbai 23 Cosmic Business School, New Delhi 24 D.B. Jain Institute of Business Management & Research, Chennai 25 Deen Dayal Upadhayaya Institute of Management & Higher Studies, Kanpur 26 Devi Mahalaxmi College, Mumbai 27 Dina Inst. Of Hotel & Business Management, Pune 28 Dr. Jessy Geroge Memorial Institute of Mgt., Kollam 29 Eastern Institute for Integrated Learning in Management, Calcutta 30 Elphinstone College, Mumbai 31 Empire Institute of Learning, Mumbai 32 Excel Institute, Mumbai 33 F.D.L’s Institute of Information Technology & Management Research, Ahemadnagar 34 FHRAI Institute of Hospitality Management, Greater Noida 35 FOSTIIMA Business School, New Delhi 36 G.D. Geonka World Institute, Sohna-Gurgaon Road, Haryana 37 Gandhigram Rural Institute, Ahmedabad 38 GCS Computer, Chandigarh 39 Global Institute of Management science(GIMS), Mumbai 40 Globsyn Business School, Kolkatta 41 Golden Regency, Midnapur 42 Good Shepherd Institute of Hospitality Mgmt., Kalimpong 43 Great Lakes Institute of Management, Chennai 44 GSC, Chandigarh 45 GSC, Patiala 46 Gujarat Institute of Hotel Mgmt., Vadodara 47 Hindustan Institute of Technology & Management, Mumbai 48 Hospitality Training Institute , Mumbai 49 ICAII Institute of Mgt. & Tech., Chandigarh 50 ICE College, Mumbai 51 ICEI, Chandigarh 52 ICFAI Business School, Mumbai, New Delhi, Gurgaon & Chandigarh 53 ICFAI Distance Education, Mumbai 54 ICFAI National College, Gurgaon 55 ICFAI National College, Lucknow 56 ICFAI, Chennai 57 ICFAI, Karunamayee 58 IIAS Group of Institution, Kolkata 59 IILM for Higher Education, Gurgaon 60 IIMR Pharma Business School, Delhi 61 IIPM, Bandra (W), Mumbai 62 IIPM, Indian Institute of Planning and Management, New Delhi 63 IMET, Mumbai & Goa 64 Indian Business Academy, Bangalore 65 Indian Business Academy, Bangalore 66 Indian Business Academy, Greater Noida 67 Indian Institute of Aeronautical and Marine Engineering, Bangalore 68 Indian Institute of Management Training (IIMT), Pune 69 Indian Institute of Pharmaceutical Marketing, Lucknow Unapproved Institutes List / 36 /Vol. VIII, Issue - I, June '10 70 Indian Institute of Planning & Management, Qutab Institutional Area, New Delhi 71 Indian Institute of Professional Studies, Lucknow 72 Indo German Training Centre, Mumbai 73 Indo-American Tourism Ltd., Visakhapatnam 74 Indus World School of Business, New Delhi 75 Industrial Research Institute, Pune 76 Institute for Interrelated Learning in Management Lodhi, New Delhi 77 Institute of Advanced Management, Kolkata 78 Institute of Advanced Management, Kolkata and Goa 79 Institute of Business Studies & Research (IBSAR), Navi Mumbai 80 Institute of Finance and International Management, Bangalore 81 Institute of Hotel Mngt & Culinary Arts, Vadodara 82 Institute of International Management and Technology, Gurgaon 83 Institute of Management & Development, New Delhi 84 Institute of Management & Technology, Bangalore 85 Institute of Management, Nasik 86 Institute of Rural Studies & Admn, Guntur 87 International Business School, Delhi 88 International College of Financial Planning, Mumbai 89 International Council for Management Studies, Chennai 90 International Institute of Business & Management Pvt Ltd., Chennai 91 International Institute of Business and Management Pvt. Ltd, Chennai 92 International Institute of Hotel Management, Gurgaon 93 International Institute of Hotel Management, Kolkatta 94 International Institute of Hotel Mgmt., Calcutta 95 International Institute of Information Technology and Management, Kerala 96 International Institute of Information Technology, Pune 97 International School of Business & Media, Bangalore 98 International School of Business & Media, Delhi 99 International School of Business & Media, Kolkatta 100 International School of Business & Media, Noida 101 International School of Business & Media, Pune 102 Ismail Yusuf College of Arts, Science & Commerce, Mumbai 103 ITM business school, Hyderabad 104 ITM Institute of Financial Markets, Navi Mumbai 105 J K Business School, Gurgaon 106 Jai Hind Institute of Computer Studies & Research, Pune 107 JSP’s CISBMR, Pune 108 K. R. Mangalam Global Institute of Management, New Delhi 109 Kirloskar Institute of Advanced Management Studies, Harihar 110 Kohinoor College of Mngt & College of Hospitality Mngt & Catering Operations, Mumbai 111 Lady Doak/ American College, Madurai 112 LBIIHM, Pitampura, Delhi 113 M. S. Ramaiah School of Advanced Studies, Bangalore 114 Maharashtra Academy Of Naval Education & Training, Pune 115 MAII (K.K. Modi Group), New Delhi 116 Marathwada Institute of Mert, Pune 117 MATS School of Business, Bangalore 118 MERIT Swiss Asian School of Hotel Management, Ooty 119 MP Birla Institute of Management Bharitya Vidaya Bhavan, Bangalore 120 Mumbai College of Hotel Management, Kolhapur 121 N.S. Dixit Institute of Management & Technology, Pune 122 National Institute of Aeronautical Engineering & Information Technology, Pune 123 National Institute of Business Management, Chennai 124 National Institute of Construction Management and Research, Hyderabad 125 National Institute of Human Resourse Development, Chennai 126 Navi Mumbai Hospitality Eduactional Trust, Navi Mumbai 127 Nexgen School of Management & Technology, Kolkatta 128 NIFT-TEA Knitwear Fashion Institute, Tripur 129 Niraj International College, Hyderabad 37 / /Vol. VIII, Issue - I, June '09 130 Nittle Institue of Catering Studies & Hotel Admn., Managalore 131 North India Institute of Hotel Mgt., Shimla 132 Oxford Business College, New Delhi 133 Ozar Vikas Sanstha’s Institute of Management & Research Center, Nasik 134 P.K. Institute of Technology, Mathura 135 Parle Tilak Vidyalaya Association’s Institute of Management & Professional Studies, Mumbai 136 Pearl Academy of fashion, New Delhi 137 Peoples Empowerment Group, Pune 138 Prajnanannanda Institute of Technology, Kolkata 139 Praxis Business School, Mumbai 140 Presidency College of Hoterl Mgt., Bangalore 141 Prestige College of Management and Technology, Pune 142 R.M. Institute, Mehrauli, new delhi 143 Raffles Design International, Raheja Centre, Pune 144 Rai Business School, Navi Mumbai 145 Rajmata Jijau Shikshan Prasarak Mandal’s Institute of Computer & Management Research, Pune 146 Regional Study Centre - Directorate of Distance Education, Chandigarh 147 RSP, Management Institute, Pune 148 Ryan College of Engg. & Management, Navi Mumbai 149 S.M. Institute of Management, Pune 150 S.P. Institute of Higher Studies, Mumbai 151 Sadhana Centre for Management & Leadership Development, Pune 152 Saha Institute of Management & Advanced Technology, Kolkatta 153 Sai College, Andheri 154 Sai College, Thane(w) 155 Sandip Academy of Engineering, Mumbai 156 Sanjna Institute of Management Studies, New Delhi 157 SELTEL Institute of Management, Navi Mumbai 158 Shree Balaji Institute of Computer Sc, Panchkkula 159 Shri Ram Institute of Management (SRIM), New Delhi 160 Shri Saptshrungi Management Institute, Nasik 161 Sikkim Manipal University, Bangalore 162 Skyline Business School Hauz Khas Enclave, New Delhi 163 SMI of Hotel Mgnt. & Cat. Technology, Pune 164 Smt.P.D. Hinduja Trust’s Institute of Management Studies, Mumbai 165 South Indian Education Society College of Management Studies, Navi Mumbai 166 Sri Ram Institute of Management & Technology, Greater Noida, U.P 167 Srusti Info System, Bangalore 168 Stansfield School of Business, Chennai 169 Sun HI-Tech Institute, Pune 170 Swastik College, Mumbai 171 TASMAC Institute of Management and Eduation, TASMAC House, Pune 172 TASMAC Training and Advanced Studies in Management and Education, Bangalore 173 TECHNA Institute, Calcutta 174 The Hotel School of K.K.Retreat Pvt. Ltd., Jaipur 175 The ICFAI Institute of Science & Tech, Bangalore 176 The Indian Institute of Planning & Management, Mumbai 177 The Indian School of Business, Hyderabad 178 The Institute of Engineering Science & Technology, Belgaum 179 THINC (Champlain College, Vermont, USA), at St. Xavier’s Technical Institute, Mumbai 180 Times Business School, New Delhi 181 Training & Advanced Studies in Management and Communications (TASMAC) Ltd., Bangalore 182 Training & Advanced Studies in Management and Communications Ltd.(TASMAC), Mumbai 183 Trinity Institute, Mumbai 184 Vasantdada patil Pratishthan’s Institute of Management Studies, Mumbai 185 Venkat Educational Academy, A. P. 186 Vishwa College of Engineering and Technology and Management, Andheri(w) 187 Vishwa College of Engineering and Technology and Management,, Navi Mumbai 188 Vivekanand Institute of Hotel Management, Etawah(UP) 189 VVTS, Manimajra, Chandigarh 190 Welingkar Inst. Of Mngt Development & Res., Mumbai 191 Western International, New Delhi 192 Wigan & Leigh ollege (I) Ltd., Mumbai 193 WLC College of India, Mahalaxmi, Mumbai (To be concluded) (The complete list also can be read on www.necareerguidance.com) / 38 /Vol. VIII, Issue - I, June '10 T he scope for unrestricted movement of people across regions and nations has widened in the truly globalized world. As a result, highly skilled workers from our Region are now migrating to the developed cities & countries in search of better opportunities. As per reports by analysts, students from North East India migrate to other parts of the country and rest of the world in large numbers for higher education and job opportunities. It has been witnessed that a few Indian states attract students from other states at secondary level. It is been also seen that the states which attract large volume of students at secondary level have better educational infrastructure especially for streams like Engineering & Medical education, Administration and to name a few, other professional courses like Finance, IT, Hotel Management, Mass communication etc. It is mainly due to higher number of seats as well as larger number of institutions available in these states and at the same time employment opportunities and ample job prospects. At the very first look there seems to be a direct connection between number of students migrating to other states and the educational infrastructure in those places. If you look at the trend analysis on North East Indian students going abroad for Higher Studies and job opportunities (2005-2009), it shows increasing trend till about 2007, but decreasing trend since 2008. That could be due to various reasons. But surely if in near future the educational infrastructure and facilities not improved and new ways of learning, new technologies not introduced, out-flux of students and talents would still continue, may be will not increase further but the continue the same trend. (See Fig. 1) On the other hand as per analysts, students from North East going to large cities in India for Higher Studies & job opportunities during 2005- 2009, it shows maximum volume is in the Graduation level and for job opportunities. However, for higher education, percentage remains still low. It could be that we are not either opting for further higher education or facilities not available, where there is absolute need for further higher studies as survey shows that college degrees no longer command authority in the job industry and are now needed to go further to professional, Master’s and PhD level. (See Fig. 2) A very interesting aspect to see that there is a rising trend of people (from NE) returning back Prashant Barooah 39 / /Vol. VIII, Issue - I, June '09 Trend Analysis (2005-2009) Fig 2. Students from North East going to large cities in India for Higher Studies and Job Opportunities during 2005-2009 Fig 1. North East Indian Students Going Abroad For Higher Studies& Job Opportunities (2005-2009) to India from abroad after Education due to increasing job potential and growth India has witnessed. And India is still expected to grow further. (See Fig. 3) But if we look at students from NE Region returning back to home turf after Education Abroad and other cities, it shows very negligible percentage. This could be due to various reasons, but at the very first glance it seems mainly due to career opportunities available and job prospects in the Region. The entire NE region is yet to come to that level that students gets attracted to return back. (See Fig. 4) Key Notes: 1. During this period (05-09), m a x i m u m number of students had gone abroad for Research & Fig 3. North-East Indians returning back to India from Abroad after Education Fig 4. North-East students returning back to North-East India after Education Abroad/ other cities. / 40 /Vol. VIII, Issue - I, June '10 PhD, which is regarded as the most promising talent pool. 2. But, the trend says that the number of students going abroad from NE region has decreased considerably as the opportunities in large cities in India are attracting the new generation more. 3. Australia, New Zealand, South East Asian countries still remain a preferred destination for NE students for higher education. 4. Private colleges in big cities in India are attracting more students from this region. 5. Professional courses like Journalism & Mass Communication, Biotechnology, Microbiology, Law etc. offered by these private colleges attract more students. 6. According to Govt. data, 20000 Indians returned to India in 2009 after losing jobs abroad. Overall, employment and job opportunities are some of the basic reasons for migration. Now, if we look at just one aspect of North East, is the volume of population in our rural areas, where we have our maximum population. If we go deeper, do we see enough employment opportunities in these areas? Yes we have extensive agricultural and natural resources. But in absence of new ways doing things, new technologies our young generation is not really motivated. If one can suggest, one of the possible rural Employment Generation could be through vocational education. Vocational education consists basically of practical courses through which one gains skills and experience directly linked to a career in future. It helps students to be skilled and in turn, offers better employment opportunities. These trainings are parallel to the other conventional courses of study (like B.Sc., M.Sc. etc). The Vocational Training in India is imparted by mainly two types of bodies: Industrial Training Institutes (ITIs) Industrial Training Centers (ITCs) So now let’s look at the total number and capacity of ITIs and ITCs per million persons in India for some of the states. It is very interesting to see that Fig 5. Number of ITIs and ITCs available per million persons in different states in India. Source : The Vocational education and training system report no. 22 World Bank. Fig 6. Intake capacity of ITIs and ITCs per million persons in different states in India Source : The Vocational education and training system report no. 22 World Bank. (Contd. on Page 50) 41 / /Vol. VIII, Issue - I, June '09 A major plumbing of the Brahmaputra and Barak river systems is planned through the construction of 168 large dams to generate 63,000 MW of electricity, even as the Northeast is slated to be India’s ‘future powerhouse’. A significant part of the ongoing debate on the issue in the region has been the evolution of a discourse on the downstream impacts of these dams in the Brahmaputra & Barak floodplains, an issue which is still a major lacuna in governmental decision- making and governance processes in New Delhi (Hindu Survey of the Environment 2008 & 2009). The past one year has seen the crucial emergence of more widespread political mobilisation and debate on the issue of dams, environment and society in downstream Assam. In this piece we take stock of these recent developments on an issue which is likely to significantly influence both the natural and political landscape of the region in the coming days. Layers of Resistance Popular opposition to upstream large dams in the floodplains of Assam has already taken a critical turn and can be seen at several levels. A careful observation leads one to find a number of distinct but overlapping layers of articulation of resistance. First mention should be of the role played by a few activists, small localised movements and NGOs located across the region. They have been playing a leading role in raising the political consciousness in the downstream areas for several years now. Some of them have even carried out studies to assess the ecological and societal impacts of these dams, in which they have been joined by scientists and researchers. But this section has a relatively limited role to play in articulating a larger political opposition at the state level. A more visible role at the state level is that of several student bodies in Assam whose political presence in the body politics of the region has been crucial over the years. Their role on the dams issue has been primarily confined to pressuring either hydropower companies or the government to conform to regulatory norms and conduct downstream impact studies in Assam. While this in itself may be an important contribution, these bodies are yet to articulate a clear voice of denial to potentially destructive upstream mega dams, barring some exceptions. They are also yet to Neeraj Vagholikar and Arupjyoti Saikia / 42 /Vol. VIII, Issue - I, June '10 place this issue within a broader politics of seeking appropriate development for this ecologically and geologically fragile, seismically active and culturally sensitive region. It was in this background that a debate on the impacts of dams in the Assam Legislative Assembly gave a new twist to the anti-dam politics in the region. Assam Assembly debate On July 15th -16th, 2009 a major debate took place in the Assam Legislative Assembly on the downstream impacts of large dams planned in the upper reaches of the Brahmaputra river system in Arunachal Pradesh. This debate took place during the reply of the Assam Power Minister to a cut motion moved by members of the opposition on the Department of Power, Government of Assam. Interestingly, members from both the opposition and treasury benches raised serious concerns about the downstream concerns in Assam. Several members took part in informed debates. More vocal were the voices from the members from Dhemaji and Lakhimpur districts of Assam, which have seen ongoing downstream conflicts over the commissioned 405 MW Ranganadi hydroelectric project and the under construction 2000 MW Lower Subansiri hydroelectric project, both projects having being granted a green signal without comprehensive downstream impact assessment. For example, independent MLA Bhubon Pegu, who was extremely vocal in the debate, raised the question of how the future power demand of the Northeast was insignificant compared to the large number of projects proposed to export power from the region to the rest of the country. He argued that while some people would make huge profits, the people of the Northeast, particularly in downstream Assam would bear the costs. Some members also argued that micro hydel projects were more appropriate and less risky keeping in mind the geo-environmental setting of the region. These well informed debates drew attention to several aspects of the downstream impacts of dams which is often a lacuna in the broader popular discourse on the impacts of dams in the country, which is primarily influenced by upstream submergence and displacement. When large dams block the flow of a river, they also trap sediments and nutrients vital for fertilising downstream plains. They alter the natural flow regimes which drive the ecological processes in the downstream areas. Recent downstream impact concerns raised in the Northeast include: loss of fisheries; changes in beel (wetland) ecology in the flood plains; impacts on agriculture on the chapories (riverine islands and tracts); increased flood vulnerability due to massive boulder extraction from river beds and sudden water releases from reservoirs in the monsoons as has been witnessed in the Ranganadi hydroelectric project; dam safety and associated risks in this geologically fragile and seismically active region. The drastic flow variation in winter is also a matter of serious ecological and social concern in the downstream areas. For example, the usual winter flow in the Subansiri river is approximately 300 – 500 cumecs (cubic metres per second), flowing uniformly through the day. Both the ecology and peoples use of the riverine areas is adapted to this. For example, exposed chapories in winter are used both for agriculture and grazing purposes by people, as well as extensively used by wildlife. Uses include breeding of birds and foraging by herbivores. After the commissioning of the 2000 MW Lower Subansiri project, flows in the Subansiri river in winter will fluctuate drastically on a daily basis from 6 cumecs for 20 hours (when water is being stored behind the dam) to 2500 cumecs for 4 hours when the power is generated at the time of peak power demand. Such massive fluctuations on a daily basis will drastically alter natural flow regimes. The flow during peak load hours in the Subansiri is equivalent to average monsoon flows and will cause a winter ‘flood’ drowning drier riverine tracts used both by wildlife and people on a daily basis in winter. The result of the Assam Legislative Assembly debate was the setting up of multi-party House Committee on July 16, 2009 to investigate the issue of downstream impacts of dams in the Brahmaputra river basin, a significant political development on the issue of dams in Northeast India. Some MLAs 43 / /Vol. VIII, Issue - I, June '09 and civil society groups have expressed concern about what they feel is a lack of seriousness in the approach of the House Committee since it was established. Civil society constantly drew attention of the Committee to the complex issues embedded in the dam question. Unlike previous experiences, the Committee held few public hearings and helped crystallise the public opinion significantly. In its interim report submitted on March 31, 2010 the committee has asked for the suspension of work on the 2000 MW Lower Subansiri project till its report is completed. However, as of early May, the work still continues at the project site. Going against the flow While social activists, NGOs and students unions have been active on the dams issue for a while, the last year has also seen a more pro-active involvement of the Krishak Mukti Sangram Samiti (KMSS), a peasant’s movement in Assam with a huge mass base. The KMSS has been working on land and forest rights issues, as well as overall accountability in governance including through extensive use of Right to Information (RTI). The role of bodies like KMSS with a huge mass base has added an important layer to the ongoing public opposition to the upstream mega dams. Their radical anti-dam position has pulled support from downstream people. The KMSS has asked for complete halt into the construction of ongoing projects. The KMSS’s method of opposition is clearly agitational. In the last couple of years the KMSS organised several public meetings which were attended by cross sections of the members of the civil society as well as student bodies. In September 2009, the KMSS co-ordinated a joint memorandum on the downstream impacts of dams addressed to the Prime Minister, Dr. Manmohan Singh. The signatories included a wide array of civil society representatives from Assam – engineers, peasant movements, journalists, students unions, elected representatives, geologists, littérateurs and intellectuals. They expressed serious concern that livelihood and ecological impacts in the downstream in the Brahmaputra flood plains are being ignored even as a large number of mega hydroelectric projects in the region go through clearance processes. Arunachal Pradesh (AP) alone plans to build 135 hydropower projects for an installed capacity of 57,000 MW. Till March 2010, the state has already signed agreements (MoUs) for 117 projects with companies in the private and public sector for a cumulative installed capacity of 38,395.90 MW, with over 100 having an involvement of private players. The memorandum from Assamese civil society says that the central government seems to be in denial of a basic fact of nature: that a river flows downstream. This is evident from Terms of Reference (ToR) for Environment Impact Assessment (EIA) studies granted by the Ministry of Environment & Forests (MoEF) for over three dozen large dams in the Northeastern region in the last three years. While the ‘baseline data’ collection has been asked to be restricted to only 10 km. downstream, the actual ‘impact prediction’ has been asked to be restricted to an even smaller distance downstream in most cases: only between the dam and powerhouse! There is only one aspect which needs to be studied beyond 10 km. downstream; this is the ‘dam-break analysis’ which predicts what will be flooding downstream in case the dam actually breaks. But dam-break is not the only downstream risk a dam poses as indicated earlier. Unfortunately, most detailed downstream studies are only prescribed as post-clearance studies as has been done in the environmental clearance granted to the 1750 MW Demwe Lower project on the Lohit river as recently as February 2010. The failure of Central decision-making processes to seriously address downstream concerns in Assam (as well as the Congress state government to take this up strongly with New Delhi) has seen the issue being taken up other political parties in the region. The Asom Gana Parishad (AGP) has taken up the issue in the Brahmaputra valley, while the All India United Democratic Front (AUDF) has raised concerns about the downstream impacts of the 1500 MW Tipaimukh Multipurpose in the Barak Valley in southern Assam. The AGP’s current engagement on the issue has included taking up the issue in New Delhi as well as organising a major seminar on the issue in Guwahati in January 2010 attended by both academics and activists to get a / 44 /Vol. VIII, Issue - I, June '10 better understanding of the issue. At the end of this two day event the AGP took a clear political position against upstream mega dams in the Brahmaputra river basin. A couple of developments in March 2010 were quite indicative of the huge financial stake involved in the mega dams and the resulting backlash against those taking political positions against these projects. A “secret” report of the Assam police became public in March this year. This report named three persons: Akhil Gogoi of the KMSS, independent MLA Bhubon Pegu and Ravindranath, who runs a development NGO, as ‘Maoists’. It was surely more than a mere coincidence that all three have been proactive in denouncing mega dams coming up in upstream Arunachal Pradesh. Facing the heat of the opposition and civil society at large, the state government immediately declared that this secret report was erroneous. Around the same time in March 2010, the Arunachal Pradesh Chief Minister, Dorjee Khandu, called those opposing the 2700 MW Lower Siang project as ‘anti-Arunachal’. Understanding Resistance in the Downstream These developments over the past one year also need to be seen in the context of the politics of Assam. While the land and forests have been the theatre of conflict in the politics over natural resources in the last century in the state, the drastic alteration of flow regimes by the proposed dams proposes to alter a significant element of the northeastern landscape – the river systems and their associated natural-cultural-social linkages as well as the larger political scenario. A region largely portrayed in the national media as disturbed by ethnic and extremist violence is gradually responding to the questions over natural resources and inflow of capital into the region. Civil society, citing the region’s historical experience of exploitation of natural resources like land and oil, has expressed apprehension about the possible detrimental role of this capital - in the form of ‘hydro dollars’ as it has been often being described by its votaries - towards the larger well being of the region. It has also questioned whether such a capital coming in for multiple mega dams has the capacity to contribute positively locally, keeping in mind the fundamental nature of the region’s economy and society as such. Civil society has further pointed out that the colonial capital inflow into the region in the form of tea-plantations could hardly generate enough economic space where the local people could have participated, besides locking off huge land resources out of their reach. Political parties like Asom Gana Parisad have now officially endorsed their anti-dam position while others like the CPI have already clearly articulated their pro-dam position. The latter cites the provision of flood moderation in large dams as their reason for support the over 100 dams planned in Arunachal. Critics of the proposed dams point out that this is not correct as out of the 117 MOUs already signed for construction of hydroelectric projects between the Arunachal Pradesh government and various power companies, only one, i.e. the 3000 MW Dibang Multi-purpose project, has an explicit flood moderation component built into it at the time of signing the agreement in addition to hydropower generation. They further point out how such positions based on inadequate information will be surely welcomed by the advocates of dam and in the long run will help private capital, the major player in Arunachal’s dam-building spree in the coming days, to gain advantages in these crucial debates. There are several issues which are central to this opposition by civil society in Assam. They have argued that the sudden rush of capital for multiple mega hydropower projects is another attempt to siphon off resources from the region which itself has a small power demand. Another argument has asked for a re-look into the larger technological aspects before undertaking such projects. The pro- dam lobby has, on the other hand, equated the dams and private capital as capable of changing the larger ‘lack of development’ scenario of the region forever. The political opposition to these projects is still young and will need to mature further considering the massive influence the multiple upstream mega dams will have in the Brahmaputra and Barak floodplains in Assam in the coming days. For example, despite the Assam Assembly 45 / /Vol. VIII, Issue - I, June '09 debates and the stands taken by some political parties, widespread political debates are yet to take place across the state. The downstream resistance is also yet to engage with the pro-dam lobby within Assam on technological and ecological aspects of the dams and downstream impacts debate. This equation could perhaps get altered after the submission of the final report in May 2010 by the team of scientists (Gauhati University, Dibrugarh University and IIT Guwahati) studying the downstream impacts of the under construction 2000 MW Lower Subansiri project. This team of ‘experts’ has had to function under intense public scrutiny in Assam, automatically building in an element of public accountability to the exercise. This has been a welcome development and a rare phenomenon as far as such impact assessment studies are concerned across the country, which are invariably tailored to be pro-developer with no accountability to the public. In its interim report this committee had expressed serious technical and geological concerns about the Lower Subansiri project, issues which were not addressed properly in the earlier clearances granted by New Delhi to the project. A pragmatic acknowledgement of the ecological and geological risks of large dams in the Northeast for the first time, will, in the coming days, perhaps give a new thrust to the anti-dam politics in Assam. But with the state machinery busy labelling dam activists as ‘Maoists’ and ‘anti-state’, it is still going to be a big challenge for these wide- spread and democratic political upsurges against the construction of upstream mega dams to drive home a simple truth to decision-makers in New Delhi: “We all live downstream.” Arupjyoti Saikia is a historian and closely follows political and social movements in Assam. Neeraj Vagholikar is a member of the environmental Action group, Kalpavriksh. [This is a slightly modified version of an article which appeared in the The Hindu Survey of the Environment, 2010] T he proposed Tipaimukh dam is to be located 500 metres downstream from the confluence of Barak and Tuivai rivers, and lies on the south-western corner of Manipur State (24°14’N and 93°13’E approximately). Parthankar Choudhury and Pijush Kanti Das It is a huge earth dam (rock-fill with central impervious core) having an altitude of about 180 M above the sea-level with a maximum reservoir level of 178m and 136m as the MDDL (minimum draw down level). The dam was originally / 46 /Vol. VIII, Issue - I, June '10 are NHPC, SUTLAZ & Manipur Govt. The project cost as estimated by the NEEPCO was Rs. 5225.70 Crore, however, the present revised cost of the project is Rs 10,000 crore.(Approx.). (A/II) Purpose of this dam: The dam was originally designed to control flood-waters in the lower Barak valley. However, Hydropower generation was later incorporated into the project. The project would have an installation capacity of 6×250=1500 MW but what is more important is that it would have a firm generation of 412 MW only ! (B) LESSONS FROM SUBANSIRI Influence of Subansiri on different livelihood sectors: Before the construction of Subansiri Dam, the situation that prevailed there was quite good and people from various walks of life earned their livelihood under the then existing set up. The tangible benefits obtained by the local communities are given in a tabular form below; The site where the Subansiri Dam has been constructed was the abode of variety of flora and fauna. Being located in the biodiversity rich zone, a variety of wild flowers and several rare orchids occurred in the area. In the adjoining Dulong Reserve Forest quite a good number of endangered and rare species of butterfly used to flourish. Fish diversity in the Subansiri drainage system include different species of Mystus, Tor tor, Tor putitora, Labeo rohita, Labeo calbasu, Puntius sarana sarana, Labeo bata, Aspidoparia jaya, Cirrhinus reba, etc. Besides, a lot of hill stream cold water fish diversity was found in the Subansiri drainage system. To mention a few of them are, Labeo dero, Labeo pungusia etc. Gangetic river dolphin (Platinista gangetica gangetica) , a species that conceived to only contain the flood water in the Cachar plains of Assam but later on, emphasis has been placed on hydroelectric power generation, having an installation capacity of 1500MW with only a firm generation of 412MW (less than 30 per cent of installed capacity). In order to appease the people of Manipur state, the project proponent, NEEPCO, had been building up a list of benefits that include high-class tourism, free power sharing, resettlement and rehabilitation package and an all round rosy picture of development. Over the past two decade or so, the issue of Tipaimukh dam has created a lot of disenchantment in regard to scientific, technical, economic and environmental feasibility of the dam especially concerning with the states of Manipur, Mizorzm, Assam and neighbouring Bangladesh. In the light of disillusionment faced over the past few years as a consequence of construction of Subansiri Dam in the Brahmaputra valley, this paper makes an attempt to provide a brief account of the possible impact of the proposed Tipaimukh Dam on the ambient environment and tries to analyse the entire issue from the Pro-environment and Pro-human point of view. Such a consideration would reveal the nature and extent of the variety of risk being taken by constructing a mega-dam at Tipaimukh. (A) ENVIRONMENTAL SET-UP (A/I) Tipaimukh Dam Particulars: The dam would be an earthen-rock filled dam. The proposed Length is 390 m, estimated height is 162.8 m and is Maximum reservoir level is 178m. Total area required for construction including submergence area is 30860 ha. The estimated date of completion of the project is 2012 and the implementing agencies Influence of river on different livelihood sectors of downstream people Benefits Agriculture in the down stream of Subansiri Food/Income Collection of wood in the down stream of Subansiri Income Live stock (Buffalo & Cattle) rearing in the down stream of Subansiri Income Fisheries in the down stream of Subansiri Food/Income Transportation in the down stream of Subansiri Income Trade in the down stream of Subansiri Income Riparian economic flora of down stream of Subansiri values/income Economic Sand and Gravel mining of down stream of Subansiri Income 47 / /Vol. VIII, Issue - I, June '09 prefers to live in deep gorge also flourished in the Subansiri basin. The construction of a dam in such a beautiful paradise of plants and animals has permanent bidden adieu to all those species. (C) BIODIVERSITY DISTURBANCES. (I) Plant life: The vegetation of the area is generally varied and botanically interesting. It has been observed that the vegetation cover in the study area varies from tropical to sub-tropical evergreen moist deciduous forests, bamboo forests and grasslands and riparian forests. The predominant plant species that are found in the area include Ficus sp., Macarangas sp., Duabanga sp., Lagerstroemias sp., Bombax sp.,etc. Various fern species that occur are Cyathea gigantean, Angiopteris evecta, Pteris sp.etc. timber species include, Dipterocarpus sp., Terminalius sp., Michelias sp., Artocarpus sp., Kayaassamica sp., Tetrameles sp., Duabanga sp., Gynocordia odorata Aquilaria agallocha and Tree fern etc. The epiphytic flora is very rich and diverse and include Dischidia sp., Hoya sp., Pothos sp., Raphidophora sp., etc. Orchids of the species Dendrobium and Cymbidium are quite abundant. Thus the area represents as the gene bank of lot many plant species, some, (although not all) of which also occur in the neighbouring forest areas. The species that deserve special attention are Michelias sp., Magnolias sp., Bucklandia populanea, Podocarpus nerifolia, Cyathea gigantean, Cycads, Caryota sp., Licula sp., Pinaga sp.,and rare ochids like Lilium macklieae, Paphiopedilum spicerianum, and Paphiopodium villosum. Once the dam is constructed, the stagnant water, may encourage the growth of aggressive weeds like Water hyacinth, Eichhornia, Zizania etc. which will be very destructive and may create ‘Phumdi’ like structures in the reservoir water as in Loktak lake in Manipur. This aspect deserves special attention. (II) Animal life: The catchment area is very rich in the variety of wild birds, reptiles and mammals. The important animal species include Clouded Leopard, Malaya Sur bear (Hony bear), Golden cat, Marbled cat, Stump tailed monkey, Slow loris, Goral, Hoolock gibbon, Capped langur, Python, Blyth’s tragopan, Peacock pheasant, Indian pied hornbill, Rufus necked hornbill, Brown backed hornbill, Chinese pangolin, Indian wild dog, Leopard etc among many others. Important aquatic fauna include Gangetic river dolphin, Hilsa hilsa, various sp. of Mahaseer etc. Construction of a big dam in the site would lead to their habitat loss. On the other hand translocation of the species living therein to some other area is again a subject to be dealt with seriously, where the feasibility is also to be explored. (D) EARTHQUAKE SCENARIO North-east India figures one of the six major seismically-active zones in the world. The other zones include California, Japan, Mexico, Taiwan and Turkey. (D/I) TECTONIC SETTING OF NORTH-EAST INDIA: The north eastern part and its adjoining areas has the following tectonic set up and the areas have experienced major earthquake as given in Table 2 (A & B )under Sl No Area Year (Richter Scale) 1 Eastern Himalayan Collision Zone Two Earthquakes, 1941 (M7.1), 1947 (M7.8) 2 Indo-Myanmar Subduction Zone 10 Earthquakes > 7.0 (last 100 years) 3 Syntaxis Zone Great Assam Earthquake, 1950 (M8.7) 4 Shillong Plateau, Mikir Hills and Assam Valley 1897 (M8.7) Zone Shillong Earthquake, 5 Bengal Basin and Tripura-Mizoram Fold Belt 1918 (M7.6) Srimongal Earthquake, 6 Cachar Earthquake, 1984 (M5.6) Table 2(A) : FIVE SEISMOTECTONIC ZONES / 48 /Vol. VIII, Issue - I, June '10 (E) POWER GENERATION - Effective to what extent? The dam, it was estimated during 1954, would cost Rs 1,078 crore, but the project was put in the cold storage because it did not have the requisite environmental and management plans. Then the Brahmaputra Board jumped into the fray. It is a government body that was at that time meant to manage the Brahmaputra and Barak river basins. The board also carried out studies, revising the plan until the estimated cost went up to Rs 2,899 crore in 1995. The problem is that of the installed capacity of 1,500 mw, at any given time only 412 mw will be generated, usually in the monsoons when the river is in spate. (F/I) IMPACTS OF PROPOSED TIPAIMUKH DAM IN INDIA The total area required for construction including submergence area is 30860 hectare. Out of this, 20,797 ha is forest land, 1,195 ha is village land, 6,160 ha is horticultural land, and 2,525 ha is agricultural land. As per estimates of the authorities themselves, the project will totally affect 311sq. km and 8 villages affecting 1461 families altogether. (F/II) DOWNSTREAM IMPACT 1. Possible Impacts of the dam in Tamenglong: In Tamenglong district of Manipur, a total area of land 288.60 sq. km. will be submerged. The Barak waterfalls and Zeliet lakes which are linked with the history of the local people of Tamenglong that will be submerged forever and all folklore and legend will have no monuments, proof and will live in history for the forthcoming generation. Once the dam is constructed, more than 40,000 people will be rendered landless. Sixteen villages situated on both sides of the river Barak will be permanently inundated. More than 90 villages, mostly of Tamenglong District will be adversely affected. About 27.242 hectares of cultivable land will be lost. The township of Nungba Sub-Division headquarters and the villages along the NH-53 will be severely affected. The Dam is expected to bring health hazard, water borne diseases, industrial pollution and many other environmental and ecological problems due to increase of water surface. Prolonged stagnant water will be unsafe for drinking thereby may cause a lot of problems to the people. Local people are of the opinion that the decision for construction of a dam in such area was taken without a proper ecological study which, they foresee would create a big trouble in the future to the people. In Tamenglong district, the Zeilangrong Nagas lose on the roundabouts. The area stands to be submerged by the dam, besides being affected culturally. Manipur will lose 293.56 sq km to the reservoir. Much of the support for the dam comes from some leaders in Churachandpur as well as the state government. In Tamenglong, one can count the number of people in favour of the dam, without breaking into a sweat. The Zeliangrong Nagas are in for substantial damages. With the environmental impact assessment report still not available, the public has to depend on neepco’s claims. As mentioned above that according to the report eight villages will be submerged, even though it says casualties will be minimal. NEEPCO says only four Naga villages in Tamenglong will be submerged. The ground reality is that altogether ninety villages will be affected, some more and some to a less extent. Sl No Place Year Magnitude 1 Cachar 21-Mar-1869 7.8 2 Shillong 12-Jun-1897 8.7 Plateau 3 Sibshagar 31-Aug-1906 7.0 4 Myanmar 12-Dec-1908 7.5 5 Srimangal 08-Jul-1918 7.6 6 SW Asam 09-Sep-1923 7.1 7 Dhubri 02-Jul-1930 7.1 8 Assam 27-Jan-1931 7.6 9 Nagaland 1932 7.0 10 NE Assam 23-Oct-1943 7.2 11 Arunachal 07-Jul-1947 7.5 12 Upper Assam 29-Jul-1949 7.6 13 Upper Assam 15-Aug-1950 8.7 14 Arunachal 1950 7.0 15 Manipur- 1954 7.4 Burma 16 Darjeeling 1959 7.5 17 Indo-Cachar 11-Nov-1984 5.8 18 Indo- 06-Aug-1988 7.5 Myanmar Table 2(B): TABLE OF EARTHQUAKE INCIDENCE 49 / /Vol. VIII, Issue - I, June '09 a. The environmental impacts: The environmental impacts of dams can generally fit within two categories: I) Those due to existence of the dam and reservoir; and II) Those due to the pattern of dam operation. I. Environmental Impacts : Due to existence of dam and reservoir: Imposition of a reservoir in place of a river valley would obviously cause loss of habitat. Changes in downstream morphology of riverbed, delta, and coastline due to altered sediment load would result in increased soil erosion. Changes in downstream water quality cannot be ruled out as there would be change in river-water temperature, increase of nutrient load, turbidity, dissolved gases, concentration of heavy metals, minerals and other contaminants. Reduction of biodiversity is another threat as this may happen due to blocking of movement of organism like Turtle, Hilsa, River Dolphin and other important endemic aquatic species living abundantly in the aquatic set up of river Barak. II. Environmental Impacts: due to pattern of dam: Due to dam pattern, the following impacts may take place. These include, Changes in downstream hydrology, Changes in total flows, Change in seasonal flows (e.g. flood may occur in spring or in winter). Short-term fluctuation in flows like change in extreme high and low flows, Changes in peripheral water bodies, changes in downstream water (both quality & quantity wise), Change in riparian/floodplain habitat, livelihood and diversity pattern, total collapse of Navigation, Fishing & similar other exercises and change in tea, paddy & other economic crops. b. Social and Economic Impacts of Dams: There would be serious impact on economic, Social, Cultural well-being and may call for relocation of communities. The local community would lose control over water and there would be transfer of control from local level to central government or corporate level control. c. Impacts of the proposed dam on socio- economy of the region: The dam would cause inundation in the ambient area. This would result in decrease in employment opportunity in agricultural sector and consequently average income of the farmer would go down. Besides, there would be damage of homes and other institution, homeless tribal mass will have to change their age old occupation. Education for all, the aspect on which much emphasis is laid by the government these days would take a Volta-face scenario there as there would be difficulties in schooling of the children. The other aspects like change in land ownership and change in standard of living of the local tribal people will also be seriously jeopardized. The most important ethical consideration that needs to be mentioned here is that the idea of Zeliangrong Naga as separate from others is based on the belief centered around Zeihlat and six other lakes. According to them, if the lakes go or the falls disappear, they would treat it like the people in the Gangetic valley losing Varanasi, Allahabad and Haridwar. According to them, they are Zeliangrong Nagas because there is the Zeihlat lake. Nothing can ever damage the lake. (G) IMPACT ON ENVIRONMENT Every hydro-electric projects unavoidably submerges some of its ambient areas often containing valuable forests and its denizens, the wildlife, cultivable areas, human habitations etc and thus affect the overall environment of the locality. It thus demands a careful scrutiny and assessment of the role played by the forests (to be lost) in meeting ecological and environmental balance and the needs of the indigenous communities living therein for generations. Construction activities may involve new settlement of a group of immigrated labour force, construction of roads, movement of heavy machineries and resultant noise pollution, apart from deforestation, may cause adverse impact on a large scale. All these aspects deserve careful attention. The change in the Physical and chemical climate condition of the project site may lead to temperature stratification. The project activities may also cause instability in the form of landslides and soil erosion, violent disturbance of pristine areas. Eroded soil would fill up the reservoir after some time. Variations in nutrient contents and dissolved oxygen would render the water inhospitable to aquatic life. The dam is expected to affect aquatic life and riparian communities, reduced capacity for self regeneration, reduced recharge of ground-water aquifers, enhanced / 50 /Vol. VIII, Issue - I, June '10 pollution levels etc. Submergence due to construction of hydroelectric generation is the step through which fragile land topography, many delicate plants, faunal population and tiny living organisms such as butterflies have to suffer a great loss. Besides, the construction work would accelerate the rate of suspended particulate mater (SPM) and dust menace at the dam site. (H) DISCUSSION Since the Hydro electric projects are generally located in the hilly forest areas and thus greatest impact is obviously on the forest and downstream areas; therefore, Environment Impact Assessment (EIA) from the dam site up to the sea mouth is an essential and important pre requisite. Due to the construction of the dam, about 8400 hectare of reserve forest in Manipur and 1800 hectare of reserve forest in Mizoram will be submerged. This deserves careful attention. Forests of north eastern region in general are very rich in plant and animal genetic resources. Many are endemic and some others are closely related to species of adjoining countries. As the region still remains unexplored, both in terms of flora and fauna, therefore, special attention are needed to safeguard the endemic genetic resources. Besides the above mentioned burning issues, other important impacts like water scarcity, Crop cultivation, navigation, siltation, ecological imbalance, river pollution, extinction of aquatic life forms and the like are never-the-less important frontier areas that deserve careful and serious attention. In the light of the foregoing account, it can be emphatically said that the Tipaimukh Dam should not be constructed without the Free Prior and Informed Consent of the affected peoples both in upstream and downstream portion of the Barak River. The lesson learnt from big dams constructed elsewhere in the past definitely opens our eye and compels us to repeatedly think on another identical dam at Tipaimukh. Let us keep the river Barak in free flowing condition to be witnessed by the generations to come. Keeping all these in backdrop, and analysing the entire issue from the Pro-environment and Pro- human point of view, the call of the hour is to raise collective voice for downstream impact assessment before construction of the dam, the life time curse for the inhabitants of Barak-Brahmaputra-Surma basin. (Prashant Barooah works as Global Deployment Manager, Business excellent Nokia Siemens Networks at Gurgaon, Haryana. To know more about his works visit his site : www.necareerguidance.com) A Study on Student Outflux and Influx ..... states like Kerala, Tamilnadu, Himachal, Goa and Karnataka has very good numbers in terms of number of Institutes and capacity. (See Fig. 5) If we look at our capacity to impart such courses, we stand far behind compared to other places. (See Fig. 6) So it is quite visible that we in the NE Region are far behind in these areas, which can help generating talents and increase career prospects. Key Notes: 1. If we have to create employment opportunities in the Region especially for the rural areas, further industrialization is needed and that will demand for skilled manpower and which can be fulfilled through imparting more vocational courses and trainings. 2. On the other hand industrialization can also automatically happen through people enhancing their skill through vocational courses etc. and enroll into different government programs or set-up own small scale industries and grow further. 3. This can generate entrepreneurs in different areas and help the whole Region develop & progress. (Contd. from Page 40) Parthankar Choudhury is Reader, Dept of Echology and Environment; Pijush Kanti Das, a Ph.D Scholar, and Secretary General, Society Of Activists and Volunteers for Environment(SAVE) Assam University, Silchar 51 / /Vol. VIII, Issue - I, June '09 ‘‘ G lobal warming and climate change” becomes a widely accepted popular fashion of explanation and solution to different environmental, physical and social problems by many environmental scientists, social workers, planners, etc of present day society at national and international level including IPCC and the UN. Actually, change is the basic order of Nature. Climates also change through times, through out geological time-scale which occurred due to definite cause well-known to scientists. Recent IPCC man-made global warming theory is completely based on false foundations without a process of science, more politically designed and highly misleading and speculative. This is the main theme and summary of this article. Global warming through the effect of emission of Green House Gas (GHG) especially CO 2 is highly misleading. The greenhouse gas theory selects only CO 2 to be held responsible for global warming which in fact constitutes only 0.035% of the atmosphere and is a very weak gas. But water vapour instead is a strong GHG constituting 97-98% of total GHG which is not counted by the IPCC. Natural CO 2 and water Departure of Temperature from 1950-65 (Northern Hemisphere) Mean Annual Surface Temperature of Earth (1856-1990) vapour combinedly constitute 99.9% of the GHG. How can a tiny fraction of human contribution of CO 2 out of 0.1% constituting all other GHG rise the temperature of the atmosphere? IPCC and others try to correlate the rise of CO 2 with the rise of temperature citing example from the old records hidden in the Vostok Ice core which seems to appear positively correlated. But causes of rise and fall of CO 2 levels that occurred naturally during last 400,000 yrs are not properly explained by scientists. The correlation between CO 2 and temperature can not be always established positive – e.g. during Late Ordovician period, the level of CO 2 was 12 times higher than the present level, but there was no global warming – instead was an Ice Age. Dr. Bhuban Gogoi / 52 /Vol. VIII, Issue - I, June '10 Regarding the rise of temperature of the earth, it is noticed that IPCC report is based on the global temperature data only for during the period of 1963 – 87. Depending on only 24yrs data, a scientific theory like global warming cannot be formulated in the perspective of millions of years constituting geological time scale. Again Santer et al (1996) on whose the IPCC had based on had intentionally selected and used the temperature data only for this period with the aim to show the continuous rising trend. Thus they influenced IPCC and become successful. They kept hiding the actual temperature swings shown by Michaels and Knappenberger (1987) for the whole period including both before and after 1963-87. Thus the first Assessment Report of the IPCC was prepared based on these intentionally selected data and it was again changed by political appointees in the IPCC to form a theory which was highly objected by large number of scientists ever witnessing a corruption of scientific processes. Thus the global warming theory was initiated and made an important issue before scientists to run and continue it in their future investigations. IPCC has launched a continuous effort to establish the theory through their works by their scientists in different fields. In 2007, IPCC passed its more updated Fourth Assessment Report in the UN and handed over to the policy makers of different countries of the world. The sources of CO 2 emission on the earth are: 1) From anthropogenic source (1%) 2) Under oceanic water volcanic eruption from mid oceanic ridges especially from Mid-Atlantic Ridge 3) Oceans are emitting CO 2 to the atmosphere dominantly out of which 72% by the Equatorial Pacific ocean alone 4) Other natural sources overland Out of the world total CO 2 amount, Nature contributes 97%. Only the termites, as for example, can produce CO 2 for many times more than that of all the factories and automobiles in the world. Temperature swings in the past century upto 1 0 F was a natural one. 82% of CO 2 enters into atmosphere after 1940. Between 1940 and 1975, the emission of CO 2 strongly high but the global temperature was remaining cool scaring stories of new ice age in the media. Melting of Arctic and Antarctic ice caps and inland and continental glaciers due to global warming is made responsible for the rise of sea level. It is absurd to assume that melting of floating ice can raise the sea level; rather it will reduce the sea level. Melting of glaciers cannot produce effect to that level of rise of sea level. Complete disappearance of glacier system will be another absurdity which is found in the report of IPCC. Melting of ice in the poles is also not true. Sea level rise for the last 18,000 yrs was to the level of 400 ft without the effect of CO 2 . Ice shelves of the poles used to break many times more than before the period of industrialization. It is a natural process of interglacial warming effect which actually recurrently occurred throughout geological times. Side looking interferometry results prove the opposite conditions, i.e. deposition of ice at the rate of 26 billion tons per year in the west Antarctic ice sheet which was previously melt down for 2/3 part since the last Ice Age i.e. the Pleistocene. Discussion of global warming effect on Antarctica is only centering its peninsular area furthest from the pole which is constituted only 2% of the total area of the Antarctica, but the entire 98% of the Antarctica is in the process of continuous deposition of ice, pushing the continental glaciers towards its periphery to melt down there. The entire Antarctica is getting continuously colder which is proved by British Meteorological Station there. Depending on this basis and on the increase of Aerosols in the atmosphere, Global Dimming is noticed by some scientists. Arctic Ocean is warming due to cyclic event in the Pacific while Average World Temperature (Michaels and Knappenberger, 1987) 53 / /Vol. VIII, Issue - I, June '09 Greenland and Eastern Arctic is getting colder and colder. Greenland ice grows more than 7 ft thick after 1980. Submergence of low soft alluvial coast by sea levels is the work of erosion and retreating of coastlines by sea waves which is a natural process of coastal geomorphology. Recession of glaciers is also a natural process. Since 1750, 169 glaciers of the earth have been receding which of course, occurred much before the increase of CO 2 from 1940 i.e. before industrialization. The glaciers were also even smaller during medieval warm period in the past. Growing and recession of size and length of glaciers is cyclic, not due to global warming out of greenhouse effect. Examples may be cited from Aletsch, Grindelwald glaciers of Switzerland and Drangjokull, Vatnajokull glaciers of Iceland which were smaller in the middle age than their present sizes. Computer models of climate and other events were always proved wrong on which the IPCC primarily depends on. Computer model forecasting the earlier warming of the lower Troposphere than the earth’s surface was proved to be false. Observational evidences prove the computer models to be false. Sunspots cycles, sun’s magnetic cycles, cosmic rays, earth’s orbital change are the main causes that increase temperature from short term to long-term global climatic variations. Clouds have hundred times stronger effect on climate than CO 2 . 1% increases of cloud will double the amount of CO 2 in the atmosphere. Increase of cloud occurs by 3% during 1980- 90.Variations of cosmic rays and solar wind are responsible for increase of cloud. These factors are also responsible for climatic variability through their effect on clouds. Like Mars, the Earth may also have the possibility of being heated without the increase of CO 2 . The First Assessment Report of the scientists was changed by political appointees in the IPCC and thus the scientific process was corrupted as mentioned before. Many scientists raised their polemic voices but could not resist it. The Second Assessment Report again fell into controversy centering its deceptively alteration of the main report and in the altered version it is shown the global warming due to “discernible human influence on climate” which has used only a selected portion of temperature data from Santer et al to show the temperature rising. But if considered the full data set, the increasing trend is disappeared. There were no scientific reasons to leave the full data set available and published in Nature by Michaels and Knappenberger in 1996. Many scientists raised their voices but could not be successful. The Third Assessment Report raised the temperature issue in “Hockey Stick” presentation by Michael Mann et al showing a thousand years of temperature in a horizontal trend rising abruptly like a hockey stick beyond 1900. This work was spuriously discredited even by IPCC. The Fourth Assessment Report altered by 150 political appointees of different countries in the IPCC again published defensively the global warming theory and human role as driving force on a better foundation publishing a huge number of publications in support. Environmental problems are there, but interpretation about their origin in the light of global warming theory through GHG is untenable. Retreat of Glaciers with Reference to 1950 Solar Cycles and Global Temperature / 54 /Vol. VIII, Issue - I, June '10 The rise of the issue of environmental problems is due to the work of the Club of Rome initiating through their computer models developed by J. Forrest er (1971) i n Worl d Dynami cs and D.L.Meadows (1972) in his theory The Limits of Growth. After the World War II, through the work of the Club of Rome, the non-socialist countries sought development through non- socialist path. A good number computer models were developed by different groups showing non-socialist path of development to save these countries in the advent of socialist move. So, t hi s present t heory i s al so a phase of development in the same line diverting the attention of the people especially the scientists to issues away from social reconstruction and development through planned interaction with nature, in the name of saving the environment for survival of mankind. Behind this theory, the naked face of politics is hiding under the mask of science. The governments of most of the countries try to hide their pitiable face of incapability to face the problems in the midst of long standing economic depression continuing till today. At last it may be concluded with a comment from James Inhofe, the ranking member of the Environment & Public Works Committee, a Senator regarding the Fourth Assessment Report as “This is a political document, not a scientific report and it is a shining example of the corruption of science for political gain. The media has failed to report that the IPCC Summary for Policymakers has not approved by scientists but by UN political delegates and bureaucrats”. (The author was Ex HoD, Geography and presenty, Principal of Tinsukia College) W ith the globalization of Indian economy, the responsibility of Indian Railways towards the economic growth and trade expansion has increased many folds in recent years. Today, the Speedier transportation of goods and passengers in an eco-friendly way is the main objectives of Indian Railways. There are about 14500 trains running everyday through the length and breadth of the country carrying over 18 million passengers and 2 million tonnes of freight daily, covering about three and half times the distance of the moon. Indian Railways has about 63500 km of track. As to rolling stock, Indian Railways owns over 200,000 (freight) wagons, 50,000 coaches and 8,000 locomotives. Presently about 25% of tracks are under overhead electric tractions, which mainly uses electric locomotive of various classes for operation. But the major slice of the cake is still open and uses diesel locomotives of various classes. The greatest challenge before today’s world is undoubtedly the global warming. With the end of Copenhagen Summit, once again it is clear that the developed countries are not serious about solving the problem of global warming but are trying to make business out of it. So there is hardly any chance that the countries will set aside their differences and will try to solve the problem. Anirban Ghosh 55 / /Vol. VIII, Issue - I, June '09 But the problem is getting more critical with the passing of every second. With a huge amount of release of carbon and other pollutant in the atmosphere daily, transport is one of the largest contributors of to the Global Warming. In India, an army of technically backdated vehicles is making the problem more critical. In Delhi, the total pollutants released by the vehicle amounts to 66% of the total 3000 MT pollutants release. Similarly it is 52% in Mumbai and close to 33% in Kolkata. The scenario is more or less same throughout the small-big cities in India. It is the time to adapt the newer technology in transport sector, or tomorrow may be too late. Some rechargeable battery operated hybrid technology for transport is available. But they would not prove sufficient as they are in an early stage of development, and may not prove sufficient for mass transportation. So, the rapid development of greener technology is the need of the hour. Indian Railways has been proved a “pathfinder” in developing, adapting and implementing the greener technology. Many initiatives have already been taken and more are in the pipeline of development. Indian Railways has to shoulder a big responsibility towards climate change. Several measures have been taken by Indian Railway to make the operations more environment-friendly at an aggregate level. the goals have been set in such a way that not only the Operation and creation of new infrastructure would not compromise on the environmental resources but also would compensate the environmental damaged caused by the transport industry by adapting green eco- friendly technologies. All the aspects of railway operations and infrastructure creation are being critically examined from the environmental angle. Indian Railways had been using steam and diesel locomotives for years. With the end of steam era, diesel locomotives became the main haulage medium for Indian Railways. With a fleet of over 4000 diesel locomotives running length and breadth of the country, the emission of pollutant particles, such as (CO, unburned HC, Pb compounds, NOx, soot, suspended particulate matter (SPM) and aldehydes etc.)was quite high. But the environmental policy of Indian Railway changed with time and gradually it is focusing on alternative, more environmental friendly fuels, which emits less pollutant. Biodiesel is the mixture of diesels with varying amount of oils derived from plants. In US and Europe, soya-bean oil and other crops oil such as corn oil, oil derived from sugarcane and palm oil are used in diesel engines, while in India interest has centred around Jatropha curcas, Pongammia pinnata and Neem trees have proven useful as source of bio-diesel subproduct. The jatropha seeds contain up-to 40% oil. It is extracted and directly used as a replacement of Diesel. Jatropha Oil has four way benefits. Firstly it replaces the fossil fuel, and in this way it delivers economic benefits at the national level by reducing the import of diesel, secondly it provides immediate economic benefits at the local level by providing a chance to cultivate in dry marginal non-agricultural land as Jatorpha can be grown in such type of land. Thirdly since it can be grown in dry non-agricultural land, the agricultural lands and not engaged in cultivating Jatropha plants. And finally since Jatropha oil is carbon-neutral, large-scale production will improve the country’s carbon emissions profile. For past few years Indian Railways has centred its focus on biodiesel. The first train to run on bio-fuel in Indian Railway History is The New Delhi-Amritsar Satabdi Express. On December 31st, 2002, the train was hauled by a 5% bio-diesel fueled locomotive. In July 2004 and later, a YDM- 4 loco hauled the Trichi-Tanjore passanger with a blend of 5% bio-diesel several times. Since then the trails are carried out regularly. Now YDM-4 (6225)and YDM-7(11008) are regularly running by Southern Railway using 10% bio-diesel mixtures. A pilot plant capable of producing 150 litres of Bio-diesel daily has been set up at the Loco workshop in Chennai. The Diesel Locomotive Works is increasing the production of high horse power fuel-efficient EMD design of locomotives and is planning to switch over to manufacture these locomotives completely in near future. The newly introduced Mumbai suburban / 56 /Vol. VIII, Issue - I, June '10 train rakes, equipped with regenerative braking system, has energy regeneration tendency. While braking, they regenerate 35%-40% energy used for hauling them. Indian Railways in association with the world bank has developed a Project Design document for registration with UNFCCC. The project will result in approximate one hundred thousand tons of CO 2 emission each year. The newly designed light weight stainless steel LHB coaches with increased passenger carrying capacity would prove to be more energy efficient. In near future, the Dedicated Freight Corridors and the High Speed Passenger Trains Corridors have the prospect to reduce million tons of CO 2 emission per year. Indian Railways is planning to induct energy efficient new-generation locomotives, energy efficient tractions and rolling stocks which would help to reduce energy consumption upto 15%. Another Eco-friendly transportation initiative by Indian Railways. It is developing technology to run trains on compressed Natural Gas (CNG). The Indian Railways institute of Alternate Fuels has been set up to formulate technology to run trains using compressed natural gas and Bio-Fuel. Indian Railways has commissions two projects to run not only local suburban trains but also haul long distance goods as well as passenger trains using CNG. Already some 200 Diesel Multiple Units (DMUs) are having trial runs using CNG Engines. Indian Railways anticipates to launch it commercially, once the pilot project turns out to be successful. Meanwhile, the Rail Design & Standard Organization (RDSO) is also working to modify the existing diesel locomotives to adapt them to run on CNG. They are planning to setup retrofit kits in the locomotives, which will allow the locos to run on CNG, like it is done for cars. Trails with a modified diesel locomotive amended to use CNG as fuel were carried out at Sakurbasti station. More recently two rakes with diesel locomotives have been modified to run on CNG. A DEMU rake with one diesel power coach and three trailer coaches has been modified for CNG use and has been running for several months on Northern Railways. Early trial runs used up to 50% CNG in the fuel mix; in the field trials the rake is running with 35% CNG. It is expected that the resulting savings in fuel costs will pay for the modifications within about 20 months of regular use. Indian Railways is planning to run 14 Coaches CNG DMU trains on Delhi-Rewari and Shamli- Rohtak line. Today, Indian Railways hauls abut 40% of total container traffic of India. With a view to attract more share of container traffic, the Ministry of Railways has adoped a liberal policy. It has permitted private entitles to undertake movement of freight on privately owned container trains on the Dedicated Freight Corridor. Apart, the decision to introduce double stack container train over the dedicated freight corridors will only reduce the energy consumption but also will ensure speedy delivery of freights. Not only in transportation, Indian Railways is taking various Eco-Friendly initiatives in other areas as well. Recently a 10.5 MW capacity windmill has started its operation at Tottapalli village near Nagercoil to supply power at Integral Coach Factory, Perambur. It will meet the entire electricity requirement of Integral Coach Factory, Chennai, which is about 25 million units annually. This project will help reduce the carbon emissions and will help fight the cause for global warming. In future at least 10% of energy used would be sourced from renewable sources such as solar power and biomass. The announcement of Hon’ble Railway Minister Ms. Mamata Banerjee to replace all the energy inefficient incandescent bulbs with Compact Florescent Lamps shows the seriousness of Indian Railways towards eco-friendliness. There are almost 6.5 million quarters using approximately 26 million bulbs. All these 26 million incandescent bulbs will be replaced by Compact Fluorescent Lamps, and the work has already started. It is expected that 1.4 lakh ton of CO 2 emission would be reduced per year. The project is entirely financed with the carbon credit earned under CDM framework. The Indian Railways is also planning measures to improve energy efficiency of thousand of its stations and premises and going to adopt Energy Conservation 57 / /Vol. VIII, Issue - I, June '09 Building Code. In order to make the planet greener, a mega-plantation drive is being undertaken by Indian Railway in all the railway colonies of the country and along with Railway tracks. Finding a solution to the global warming due to degradation of environment is the biggest challenge that humankind is facing today. The task is huge, most difficult one but not impossible. A proper planning and a collective effort are necessary on a long term basis. It is the time to react-else tomorrow it could be too late. Everyone will have to participate in this mass movement. Indian Railways has already taken initiative towards a greener tomorrow by adapting various eco-friendly measures. Now it is the time for others to take a lesson from Indian Railways and start reacting accordingly. Because – ‘Together We Can Make It Happen.’ (The author is an alumni of Tinsukia College and now works at Chittaranjan Loco Works, West Bengal. For more articles on Environmental Issues, please logon at his site : http://sites.google.com/site/planetgreenactnow & http://blogofanirban.blogspot.com) The Kamarupa Anusandhana Samiti (The Assam Research Society), the oldest research institution in North East India, which was established in 1912 by a galaxy of distinguished scholars and researchers to throw light on the past history, culture and civilization of ancient Assam and disseminate research findings throughout India and abroad is going to celebrate the centenary during the year from 7th April, 2010 to 7th April, 2011. It may be mentioned that this institution has to its credit a good number of books and research journals of high standard and many volumes of its journal, viz. ‘The Journal of the Assam Research Society’ which have drawn the attention and admiration of national and international scholars. Besides, a number of valuable ancient manuscript of Assam were edited and published by the Kamrupa Anusandhana Samiti. The Kamrupa Anusandhana Samiti possesses a large number of manuscripts of great importance, besides a library which remains open for researchers and scholars. It is, therefore, not necessary to emphasize that it would be pertinent to celebrate the centenary of the Kamarupa Anusandhana Samiti in a dignified manner. Needless to say that such a centenary celebration would require a handsome amount of money for publishing the proposed commemoration volumes, souvenirs and past history of Kamarupa Anusandhana Samiti. The centenary Celebration Committee of the Kamarupa Anusandhana Samiti, therefore, earnestly makes an appeal to you all to donate generously for making the celebration a success. Thanking you, Centenary Celebration Committee : Dr. Pramod Ch. Bhattacharya, Adviser; Prof. J.N. Phukan, President; Dr. S.N. Goswami, Working President; Dr. Arun Ch. Bhuyan, Vice President; Dr. Nishipad Dev Choudhury, General Secretary; Dr. Gajendra Adhikary, Asst. Secretary; Prof. Kiran Sarma, Treasurer. Executive Committee : Dr. Banikanta Sarma, President and Chief adviser; Dr. Romesh Buragohain, Vice President; Dr. Bharati Barua, Secretary; Shri Bhuban Ch. Lahkar, Jt Secretary; Dr. I.S. Mumtaza, Asstt. Secretary; Dr. Anima Choudhury; Prof. Biswesar Hazarika; Dr. Bhagaban Maral; Shri Jagadish Patgiri; Smt. Madhuri Chowdhuri For membership form of KAS and more details please visit Pragyan’s blog on : http://pragyan06now.blogspot.com/2010/04/centenary-celebration-of-kamrupa.html KAMARUPA ANUSANDHANA SAMITI (ASSAM RESEARCH SOCIETY) Reg. No. 85 of 1960-61 Guwahati - 781001 Centenary Celebration (7th April, 2010 to 7th April, 2011) / 58 /Vol. VIII, Issue - I, June '10 Introduction : M ass communication is the term used to describe the academic study of the various means by which individuals and entities relay information through mass media to large segments of the population at the same time. It is usually understood to relate to newspaper and magazine publishing, radio, television and film, as these are used both for disseminating news and for advertising. Characteristics Of Mass Communication : Cambridge University’s John Thompson has identified five characteristics of mass communication. Firstly, it ‘‘comprises both technical and institutional methods of production and distribution.’’ This is evident throughout the history of the media, from print to the Internet, each suitable for commercial utility. Secondly, it involves the ‘‘co-modification of symbolic forms’’, as the production of materials relies on its ability to manufacture and sell large quantities of the work. Just as radio stations rely on its time sold to advertisements, newspapers rely for the same reasons on its space. Mass communication’s third characteristics is the ‘‘separate contexts between the production and reception of information’’, while the fourth is in its ‘‘reach to those 'far removed' in time and space, in comparison to the producers’’. Mass communication, involves ‘‘information distribution’’. This is a ''one to many'' form of communication, whereby products are mass-produced and disseminated to a great quantity of audiences. (Thompson ; 1995) Purpose : Mass communication can be used for various purposes : Advocacy, both for business and social concerns. This can include advertising, marketing, propaganda, public relations and political communication. Entertainment, traditionally through performances of acting, music and sports along with light reading; since the late 20th century also through video and computer games. Public service announcements. The main function of education is communication of knowledge, skill and attitudes. The mass media are known to have great potential in communicating these effectively. (Emery et al, 1965). Men hurting through space send back radio reports of what they experience. Cameras mounted on space shuttles give us close-up televised photographs of the moon’s surface. Television programmes are being transmitted from one side of the world to another by bouncing of signals off a satellite in orbit. Each year brings additional wonders in the craft of communication. With computers and instantaneous transmission systems Dr. Sanjita Chetia 59 / /Vol. VIII, Issue - I, June '09 we are blending time and space to our will. The Working Group of Educational Technology in 1978 recognised the importance of television as a persuasive and effective medium for education and recommended that the educational technology programme should focus attention on the use of radio and television with a view to reach out to the largest possible members of people in different categories. Educational broadcasting can become a major instrument of education as well as a significant component of distance and alternative learning systems of various categories of learners. There are number of compelling reasons for incorporating technology into the instruction of mass communication. As technology plays an increasing important role in our lives, it becomes vital to expose journalism students to that technology (Singer et al, 1996). And indeed new technology is heavily used throughout the journalism and mass communication industry (Bowen and Durbin, 2001). Technology has caused a revolution in the way we teach and learn but there can be no real revolution unless the faculty changes how they teach (Zemsky and Massey ; 2004) Objectives : 1. To develop an understanding of modern technology in education. 2. To be able to know and appreciate the different instructional media. Forms of Mass Communication : Electronic media and print media include : Broadcasting, in the narrow sense, for radio and television. Various types of discs or tapes. In the 20th century, these were mainly used for music. Video and computer uses followed. Film, most often used for entertainment, but also for documentaries. Internet, which has many uses and presents both opportunities and challenges. Blogs and podcasts (such as news, music, pre- recorded speech, and video). Mobile phones, often called the 7th Mass Media, used for rapid breaking news, short clips of entertaiment like jokes, horoscopes, alerts, games, music, and advertising. Publishing, including electronic publishing. Video games, which have developed into a mass form of media since cutting-edge devices such as the Play Station 3, XBox 360, and Wii broadened their use. Emerging Technologies And Their Educational Relevance : An emerging technology is one that, as it’s maturing, is redesigning the educational process. Emerging technologies such as Skype, Podcasting with digital Audio Recording, Moodle (a course management systems), Wikis (collaborative encyclopedias), and Blogs are redefining the way teacher teach and students learn. These technologies are changing the traditional school environment into one of excitement and cooperative learning. With these teacher instead takes the role of guide and coach. But before discussing further on impact on teaching learning scenario in coming years. Mobile Learning : Mobile learning or m-learning is defined as ‘‘Using mobile technologies, including mobile phones and hand held devices to enhance the learning process’’. As ‘‘mobile’’ implies that the technology is wirelessly connected, this means that learners are not restricted to one learning environment and m-learning allows them to access information anywhere and at anytime. Horizon Report (2008) states ‘Mobile now keep us in touch in almost all the ways that laptops used to; with email, web browsing, photos and videos, documents, searching and shopping – all available anywhere without the need to find a hotspot or a power outlet. The fact that many students already own and carry mobiles remains a key factor in their potential for education. Added to that is the tremendous pace of innovation in this sector, where competition is driving continual advancements (Horizon Report, 2008). The report further elaborates ‘Students doing fieldwork are using mobiles to take notes and photographs and send them directly to a course blog, where they receive instructor feedback : colleagues using virtual collaboration tools have access to materials while travelling or otherwise away from their computers. Academics are now beginning to / 60 /Vol. VIII, Issue - I, June '10 acknowledge the importance of m-learning. For example, the ‘‘new generation’’ of young individuals or the present and future participants of e-learning interventions have been described as ‘always on, one handed texting, instant messaging and multi-tasking. Wireless Technologies : The term, ‘‘wireless technologies’’ by its very terminology, is self explanatory and can be linked to m-learning to some extent. Wireless technology allows the learner to access information at their convenience. An example of wireless technology is iBurst, which offers wireless broadband internet that allows learners to access the internet at any location. Technologies like iBurst allows cheap telephone calls over the internet, as speeds increase, will be able to handle ‘video-on-demand’ The technology makes it possible for learners to access almost any internet content and motivates them to learn at their own pace and in an environment that suits them. In this way, iBurst represents an inexpensive and effective learning tool that allows teachers to manage their students more effectively: to have more control over course content and communicate with colleagues easily. Skype : ‘Skype’ is a software that allows one to talk to people over the computer. With a fast connection, Skype allows one to talk to up to five people over the computer for free. If one has a good internet connection (e.g. broadband). He/she can talk to anyone in the world and the reception, based on digital technology, is crystal clear. To use this service, users are required to have an internet connection, have downloaded the program and have a microphone and headset. Skype is quite helpful for language teachers. By using this technology, they can connect their language classrooms to a world of language speakers. It offers good opportunity for teachers to connect a language class to a group of foreign language exchange. Skype is the best way for students to practice communication of a new Language. This way, the students can internet with other students who speak the language. This way, the students can internet with other students who speak the language they are learning. Podcast : A podcast is a series of digital-media files which are distributed over the Internet using syndication feeds for playback on portable media players and computers. The term podcast, like broadcast, can refer either to the series of content itself or to the method by which it is syndicated; the latter is also called podcasting. The host or author of a podcast is often called a podcaster. The options for using Podcasting as a teaching resource are beyond imagination. Teachers can create their own podcasts that are related to the subject they are teaching as supportive information. The education Podcast Network allows teachers to connect and collaborate via a podcast. They can view podcasts created by academics within their field of expertise, and are also given the opportunity to produce their own programs. In this way, podcasting enables the participating teachers to ‘shade their knowledge, insight and passions for teaching. Furthermore, podcasting has the functional capacity to assist students’ learning. For example, podcasting not only provides teachers with the flexibility to post important segments of their lectures online, or their interview with experts, but also allows students to view and create their own podcasts on material covered in class, or in their textbooks. Wiki : Wiki is sometimes interpreted as the acronym for ‘‘What I know, Is’’ which describes the knowledge contribution, storage and exchange up to some point. The name is based on the Hawaijan term wiki meaning ‘‘quick’’ ‘‘fast’’ or ‘‘to hasten’’. A wiki is a group of web pages that allows others (often completely unrestricted) to edit the content. The wiki is a simpler process of creating HTML pages and provides tools by which individuals can discuss wiki changes and alterations. Content displayed on a wiki can be constantly modified, with changes being recorded as the content is updated. By keeping records of all modifications, wiki creators may at anytime change the content and / or the site’s functionality to its previous state. As wiki functions with the intent of sharing and exchanging 61 / /Vol. VIII, Issue - I, June '09 knowledge it can be used to support the collaboration of learners. In this way, learners can develop a more comprehensive understanding of all the issues in question. Learners can feel empowered by having the opportunity to build on their knowledge and can subsequently derive a sense of involvement. Blogs (Web Logs) : Blogging has become a huge form of media, popular through the internet. A blog is a website, usually maintained by an individual, with regular entries of commentary, descriptions of events, or other material such as graphics or video. Entries are commonly displayed in reverse chronological order. Many blogs provide commentary or news on a particular subject; others function as more personal online diaries. A typical blog combines text, images, and links to other blogs, web pages, and other media related to its topic. The ability for readers to leave comments in an interactive format is an important part of many blogs. Most blogs are primarily textual, although some focus on art (artlog), photographs (photoblog), sketchblog, videos (vlog), music (MP3 blog), audio (podcasting) are part of a wider network of social media. Micro-blogging is another type of blogging which consists of blogs with very short posts. Weblogs allow teachers to communicate with students and parents as they can log daily class activities. The teachers and learners can easily create their weblogs to disseminates and share ideas, study material, research work/findings or their views on different educational aspects. They can regularly edit their postings on their weblogs and use weblogs to universalize their ideas and achievement for academic world and community. Teachers can also use weblogs as portals to list homework assignments, classroom procedures, and class work. Students can use the weblog to post their own work and have it commented by their teachers and classmates. Moodle : Moodle is a virtual learning environment. It is an online designed to mimick the classroom experience. Moodle is like a virtual classroom and Moodle homepage behaves just like a website does. The downside to MOODLE is that it must be hosted by an outside source and is not free. A moodle homepage (or class website) looks and acts just like a website. There are links to the course calendar, online syllabus, weekly topics, assignment descriptions, discussion forums and so on students are able to jump around from one week to the next so they will always be able to find information they may have missed. Moodle is especially useful for a teacher because she/he can create links to resources for students, create and assess quizzes and has control over the entire site. Therefore, the teacher can monitor student activity, add/delete any of the content, keep track of grades, which can be either accessed or hidden from student view. Teachers can post links to the class calendar , links to assignments that need to be completed, an online syllabus, and discussion forms. This gives students the ability to find information they may have missed because they were absent form class. Teachers can also create and give tests, monitor students' activity, edit content and organize grades. Moodle helps teacher to keep total control of the learning environment. Moodle also allows for a class forum where topics relevant to course material can be discussed. A great benefit of having a class forum is that students are given the freedom to gather their thoughts and express themselves without the pressures felt in classroom discussions. Instant Messaging (IM) : IM is an acronym for instant Messaging. It is‘‘a tool that successfully supports informal communication’’. A form of IM is SMS technology. IM is a synchronous learning tool, which is as e- learning context can provide the students with real time and instant learning opportunities. IM, as a real-time communication tool can be utilized as a delivery option for hearing impaired students. This allows them to access teachers without a third party to interpret. Learners can be also use this to get automated feedback from assignments or questions, freeing the tutor from any additional workload . IM in its SMS form has proved to be extremely effective amongst a group of hearing impaired students. With the assistance of IM technology, these / 62 /Vol. VIII, Issue - I, June '10 students were able to communicate in real time and use this medium as a tool to facilitate communication with their teachers without the support of an interpreter. The most common use of IM within an e-learning context has been to provide a cooperative learning environment. Users of IM are said to be able to articulate ideas, issues and options in real time. As such, IM can be used to engage and maintain learner interest as correspondence occurs in a timely manner. Although some people may become confused by dialogue or the functionality of chat room discussion. It would appear that the positive facets of IM far outweigh this limitation. CONCLUSION: Mass communication denotes a section of the media specifically designed to reach a very large audience such as the population of a nation state. The term was coined in the 1920s with the advent of nationwide radio networks, mass-circulation newspapers and magazines. However, some forms of mass media such as books and manuscripts had already been in use centuries. The term public media has a similar meaning : it is the sum of the public mass distributors of news and entertainment across media such as newspapers, television, radio, broadcasting, which may require union membership in some large markets such as newspaper Guild, AFTRA, and text publishers. Mass media includes Internet media (like blogs, message boards, podcasts and video sharing) because individuals now have a means to exposure that is comparable in scale to that previously restricted to a select group of mass media producers. The communications audience has been viewed by some commentators as forming a mass society with special characteristics, notably atomization or lack of social connections, which render it especially susceptible to the influence of modern mass-media techniques such as advertising and propaganda . The term "MSM" or "mainstream media" has been widely used in the blogosphere in discussion of the mass media and media bias. Internet is quickly becoming the center of mass media. Everything is becoming accessible via the Internet, instead of picking up a newspaper or watching the news people will log onto the get the news they want, when they want it. Even the education system relies on the Internet. Teachers can contact the entire class by sending one e-mail. They have web pages where students can get another. In the times to come in recent future we should make our self well conversed with the emerging facilities which helps in teaching-learning and acquiring knowledge in the field of education. Because through mass media whole world is being squeezed in a smaller circle where efficient learning as well as teaching can take place. In this regard we have got to make our self well acquainted with all these modern techniques and facilities to keep the pace with present days growth rate in the field of education so that a fair amount of upliftment in the standard of education can be achieved. We may confer out here that mass media plays an important role which enhanced the grape vine of education among the mass of the world. REFERENCES : 1. BOWEN,C AND DURBIN, T.2001. Convergence: Bringing together new and old technologies. Communication: Journalism Education Today, 34(4). 3-8 2. EMERY,E.: ADULT AGE, P.H.; K.W. 1965 Introduction to Mass Communication. Bombay: Vikils Fikils Feffer and Simons Private Ltd. 3. HORIZON REPORT 2008. Retrieved October 13, 2008 from http://www.nmc.org/pdf/2008-horizon-Report.pdf. 4. THOMPSON, JOHN.B.1995. The Media and Modernity. Pp-14-18. 5. SINGER, J.B, CRAIG, D., Allen, C.W., et al. 1996. Attitudes of professors and students about new media technology. Journalism Mass Communication Educator. 51(2), 36-45. 6. ZEMSKY, R. AND MASSEY, W.F. 2004 Thwarted innovation: what happened to e-learning and why. University of Pennsylvania. (The author teaches Home Science at Digboi Mahila Mahavidyalaya, Digboi) 63 / /Vol. VIII, Issue - I, June '09 '+šƒ' š|·':+|:+ ·|-· <·| ·-||-| ·š+|+' =”+ .ƒ·:- .+|~ +'-·+|+ ·š'+·. ··<+ '+··|:- š<|= -|:+ '+· š:+|~ +'+ ·|-·+ ·-'-< .-|~|++ .+|:ƒ|+ '+· o.+ .·|> .-|:·|+| ·|-:·· .+|:ƒ|+ -|· o'-:-· ·|< =|š ·|:++ '+·|· ·|'+ ƒ+-|-ƒ+- -++| ·|-· '-·>+ -|·+ =· '+· :- ·'+ ++| š|·':+|++ '++:+ ·|:-|>-| ++|· =· š+++ ·:„·|+ ·'+šƒ' š|·':+ ·÷+ ·|÷·· š'<:+|‹ +'+++ +|:+ +| ·|ƒ| ···+ +|:+. '++|¬ +|·|+'-+ šƒ|···· '<'- ‹+:·:+ š:+|~ +'++ š|:+ : +) =|r¤|+|+ === — '+··|- ·'+šƒ':+ +|·'+ '++|¬ ‰+|. ·-| ='++ .ƒ·< š:+|~ +:++ .™:- :- ·++| ·) or÷r+ |-¶|+ === — '++|¬ šƒ|·+|·' o:.:+. .<:- ‰+| ='+ .ƒ·:- š:+|~ +:++ .™:- :— .·-++- ·|'ƒ+ ~) ºš-+ === — '+·| +| '+··|- -+++| =|<'+ š<~+ -š·+ +-< ·|-· ·|+ =”+ ·|- ƒ+-|-ƒ+- ·++ |-¢|= *|¶šƒ| :=|=r-|+^ '++|¬ ·'+šƒ' '<'-»| .··'+ ·”~<. .··:+·»| ™·|÷:·. — ·-:>¯| (Insecta). =+|·'-·| (Arachnida) ·|+ ·|+'++| š’·| (Myriapoda)+ +) ·-:>¯| .··'+ '-<+< š<~ ='+‹ -+·š· š|·'+ ·+|:+. o. ·+|. +|:·|+| ·|+ ·-| +:+|+| š<~· '++|¬ ‰+| +·- +:++ .·.- ++- ·|+ š++|+ .=÷< -' š<~+ '·· š·+ ·~ [™|+ ·+|='< ‘·'- š'=»+’ (ovipositor) .+|-| ·+ ] + ·|·|-| š'++¬:-:+ '+'+++ ·š:™|~' +'+ -++ ™|'·+ ƒ:+ =· ·~:»|+ ·'+-|~ š|+:·|+| ·+. ™’< =:™|+| '++·”‚' ·|+ ···”‚' '·'-< ·++ =· ·~:»| š+· -•|+·”‚'+ ‡|+| '-+'”< ·++ .· ·|'·+ o ·|-< ƒ»| '++·”‚' ·™¬. š:<|:+· ·|'·+ ·|+ =|+™¬ +· '-:·+· +:++ .·-·|'·+ '+++ š+< ·š|ƒ|- ·’- — .·'-'¯- (Melittin) -|·+ +¬:+|+ ‹+·+|+' +| '··’-|·'»+ (Haemolytic) š'»-+ -~:< .-'>'·:-= ·|+ ·|+|-+’'-:·= -|·+ ƒ'+‹ ··:·>++ .·'-'¯:- =-|'= ·'¯ ++|+ ·š'+· ·|+|-+’'-:·:= +-|+ ·|=< '++|¬ ‰+| <'+· ~'<:+ +||'œ< ··|+ +:++ ++-+ '+++ ·š|ƒ|- ··· ·’-. — .>+’»'-- (Serotonin) ·|+ ·|+|-+'·:-= -~:< .+'<+|+| ='>»|·- +'-- ·|:++ š++|+ .=÷< ‘·'+·’'·+:·'>-’ (Iridomyrmecin) ·|:+ ™|+ +|· '·.'·.'».+ :·:< =:+. <|:+|š'+ ‘+'·+ ='>·’· ·|:++ =|r¤|+| š=:~ : ·+|+ '-<+< ··. ·+· ·|+ '+ (Flea — .š~+ +·‰ =|+|¢+ -+=|=|= / 64 /Vol. VIII, Issue - I, June '10 š‹|- +|++) š<~· ='+ .ƒ·+ š+| +¬ .·|+· +'+ š<|=-|:+ ·|+ .+|~+ '+=|· ·÷·- +'+ š:+|=-|:+ ·'-¯ +:++ .· º| · ”‚ ':+ +·- ++| '++ ·’- — ‘=:--‚|'»+’ ·|+ ‘='·»:+|+|:~|'--’+ '···+ =· šƒ|· ·|ƒ| ···+ ··+< .š|+:+ ~· -|š|++ +|:+ +|+·|+ +:++ š|=|r¤|=| -r¶|o| š=:~ : ··<+ -š·+ +-< ~|+ ·|- ƒ+-|-ƒ+- ·++ ··<+ '-<+< o ™¬ '+·| ·|+ '+¯|+ '+»:-· ·-|<·+ ‘.-'š·:Ÿ»+|’ +~+ ·”~< š |+ .· »| .~|÷ ·|+ «· '+‹·|- š =|'<+ š'·-|+ ·š·|~:+|++ =· ‹· ·|:·+ =· '+·|+ o.< '++|¬ šƒ|· ·|:+. +<|·< ·'+ ·|'· +| š<|= -š·+ +-< .ƒ·+ · +'- ··< š ·:· +~| š|·< +.| :· .™|+| š|-':=|-| .ƒ·| ™|++ ·-|·|:<. ‘+'-·’:Ÿ»+|’ +~ ·|+ ‘.·-· '·’ .~|÷+ ·” ~ < ‘'+ ¯|+ '+»-’ -|·+ š< ~· ‘+ |”‚ |'+'· -’ -|·+ '++|¬ šƒ|· š-< +:++ ƒ'=· ·|'+ +|+ +|-|·|'+ ·+ - '·< ·+| ·|'ƒ+|·' ·+ :- ‹- + ·+< +|–:|'+'·- +|+·|+ +:++ =· šƒ|· .ƒ·< -|'~:- š|-':=|-| +|:+ + ·) =+| ·' -=| .· ·' + .=÷<. ™'ƒ· .+· »|·|- š =|'<+ ·++|· '++ +' -+|· <·|'š ·++|+ ·|÷ ·· -++++ + ~ '+‹+| ·++| (Black Widow Spider) ='+‹ ·+ ÷:< '++|=·|- ++| ·++|+ =· ·++|· ·|÷·· ++| +|'¬ + '++ ƒ 'ƒ- š™ |” ·|:++ ·++|+ '+:+ -• |™ <” + ·|÷ ·· + :+. · +|+ ‘=+|·'-'· =·’ (Arachnidism) .+|-| ·++ ·++|. '>++|. >|'· ·|+ +'·>+ ·|'ƒ =+|·'-=| .· ·'+ ·” ~ <+ ·-|·|:< .+:+- +| (milliped) ·|+ .>-| (centiped) ·|+'++|š·| .··'+ ·”~<+ *|¶šƒ|+ |-¢|==|+ š|==|+ :¤|-¤||v ¤|+· -+= : .) š··:<. ·|÷|” ·+-+ š+| o·|- ·|<+|· .š-|+ -|:~+ ·+ > +' +»|+' =·:-:+. .·· ··:»| >'> ·|'-:- o·|- ··:= ·|<+ +'++ š|'++ -) ·|÷|” ··< ++++ ·|+ ·'·+|· +|·+|+:-»+ '··· š:+|~ +'++ -|:~+ ++:+ +-| (Tissue) + ‡|+| '++ .·|+·+ š'+·|· +·|· 'ƒ:++ :) ·'< ·:+ƒ-·'- +|'¬+ š-|+ ·-|. ·|·<”+ ···|| ·|+ ·ƒ:+|~+ š+·<|· .ƒ·| 'ƒ+ š|:++ =·:»| ·+:·| '+·+ +|:+ -·+. .·· ‰+|< ·+| ='·»:=-+ +|:+:· ·++ =:- ·’:- ·|¯:+ ='·»'·¯|'·'-+ ·|+ ·|· ·:¬=+ š:+|~ +'++ š|:++ |-v| : '+·|· ·'¯ ++| .+ |·|:+|+< .+'+ ·’·|. + | + :-:» · .- ·' --. =·’'-+| ·|+ +|-|·|· - -’·- š:+|~ +'++ š|:++ |- t|+ |-|= : š|-' .=|-|:+|+ ·|+‹|:- -|'. 'ƒ ='·»:·'Ÿ»+ š :+|~ +'++ -|:~+ ¤=+| : + ~ '+‹+| ·+ +| · =» | + -| ‹+ ·|š<:+ ·'‹+ '++|¬ ‰+| +·- +:+ ™'ƒ· · .<:-· '-·— ·|÷|+ '++:· ·÷ + ·š+< š :+|~ +:++ =· '+:+ š ·:· š |·'+-|+. š|·< -•|++ ·|÷·· +:++ ·|” :'·+|< +| ·|” :·|·:š·'< .·· ·' ¬ ™ ¬ .+ -' ·+| · ·+’:-» š:+|~ +'+ ·+- .š|+| ™|++ ·|¬++ š+|·· :- ‘='–»'·¯|'·'-+’ ·|+ ‘='–»:-'--’ ·š™¬ ·|÷|< š:+|~ +'++ š|:++ ·'+šƒ'+ ·|÷··+ ·|÷| >|· ·'< ·':· '>'+··++ +|+ >š| -|-+ =· .=÷< ·+ '+· |· š'+<||~ +'+ ·'-= '>'+··++ š+|·· ··· ++|:»| ·¬·+ .) š=:~+ ‡|+| -=·+ «š+= |-c šr¢|~ -) or÷r+ |-¶| š=:~ :) |-¢|= :=|¤™= š=:~+ š= s) :=¤+ š|v=|+ ‘¤rº:||+¢|¤’ - - - ™|+ ‡|+| ƒ~¶ +||c+ c¢ ¤rº:||+¢|¤ [-~|· (···)+ =·=- +'+'+=|-' ···'+| -|+|< '+=|- '++++ ==- -¬ š'<ª .-·+ ·|+ ~:++++ ··~'< ‘š<~ +··|’ -|:·:+ .<· =·- '+<|š š+|· +'+ ·'-+|·:·+] 65 / /Vol. VIII, Issue - I, June '09 P eople generally like to treat science and religion as two different fields altogether, each working in antagonism to each other. It was Albert Einstein, the scientist, who tried to show the relation between the two with his remarkable quote, “Science without religion is blind, and religion without science is lame.” During the last fifty years there have been several outstanding books published that try to explain the world view unifying the science and metaphysics together for the common reader. Stephan Hawkins, another great scientist of the day, wrote a remarkable book, ‘A Brief History of Time’ which is an exploration in the outer limits of science, and addresses such questions as “Was there a beginning of Time? Will there be an end? Is the Universe infinite?” and other such questions that were normally considered off the limits of science. Hawkins was addressing the issues purely from a scientist’s point of view. Then we have Dr. Ervin Laszlo, a recipient of four honorary PhDs, who wrote a historic book, ‘Science and the Akashic Field’ (Akashic from the Sanskrit word Akash=sky) that tries to give an integral theory of science and metaphysics for the world view. Fritziof Capra, another scientist in theoretical high energy physics, wrote a very popular book, ‘The Tao of Physics’ that gives an integration of the mathematical world view of modern physics and the vision with the Buddhist and other Eastern mystical vision. The American-Indian doctor-philosopher Deepak Chopra has been writing several books where we find a meeting ground of modern science and eastern mysticism. These are all outstanding books which have received wide acclaim in the international field and have been doing great service in bringing a synthesis between science and metaphysics. This is a subject which is close to my heart, and like many others, I have been exploring on my own limited way to find a happy synthesis between science and religion. In view of above, it was a pleasant surprise when the American publisher sent me for review a courtesy copy of the book, ‘The Circle of Fire, (The Metaphysics of Yoga)’ written on similar subject. I was doubly pleased and surprised because the book was written by an Assamese. Frankly speaking, I was starting to read the book with certain skepticism in my mind. However, once I started the book, I could not stop before finishing the 400 page long book. After reading it, I realized that ‘The Circle of Fire’ is indeed another such outstanding book where science and metaphysics meet. Looking at the reviews of the book, I realized that I was not alone in my high acclaim for the book. However, before dealing with the reviews, let me write about the author and about the book. ‘The Circle of Fire: The Metaphysics of Rajen Barua / 66 /Vol. VIII, Issue - I, June '10 Yoga’ is written by a young Assamese surgeon from Guwahati, Dr P.J. Mazumdar, and is published by North Atlantic Books in USA. The book is however yet to be released in India. Like other books on the meeting of science and spirituality, The Circle of Fire is ambitious in scope and a challenging, rewarding read. Mazumdar is not afraid to ask the big questions like, “What is God?” and “Who created the universe?”. While explaining answers to these questions, the book grapples with an exhilarating array of eternal metaphysical riddles and provides a broad examination of all the religions of the world with particular emphasis on the Indian philosophy of Advaita and Buddhism. The book also gives a lucid exploration of the modern frontiers of science in different fields covering a broad range of topics such as Big Bang theory, Darwin’s theory of evolution, DNA, theory of relativity and Quantum physics and many others. All these modern discoveries of science, especially Darwin’s theory of evolution and Quantum mechanics, have revolutionized our knowledge of the world so much that many of the old religious beliefs became almost redundant. Science has shown that “The beating of the heart, for example is only due to some specially constituted proteins in the heart muscle, cells that polarize and depolarize rhythmically as long as they are supplied with energy in the form of ATP”. (pp 35) Quantum physics also rules out a deterministic world being controlled by an almighty God. Mazumdar writes, “The progress of our knowledge in the origin and course of life poses a serious challenge to the traditional concept of religion. The dominance of God is derived in most religions from his importance in creating and sustaining life. But the role cannot be believed in any more. Science has shown that there is no need to posit any divine hand in the origin of life; the human race does not occupy a central position, nor was it created differently from the rest. The new knowledge has demolished the beliefs at the core of most religions, and as a result much of their doctrines have become redundant. It is untenable now for religions with pre-evolutionary concept to sustain their teachings in light of this knowledge. Only religions that can accept evolution and other scientific discoveries can achieve harmony with our intellectual progress and spiritual needs.” (pp15). In the book, Mazumdar explains that the metaphysics underpinning only two religions: Buddhism and Advaita, although they appear to contradict each other, are the only theories that remain consistent with the findings of modern science. Mazumdar explains in details how and why. In doing so, he gave a very clear and concise view of all the dualist religions who believe in a supreme creator for the universe. The theory of God as a creator is not only inconsistent with modern science but also inconsistent with metaphysical logics. It may be noted that in the beginning, the Vedas asked the right question if the creator knows whence the existence came. In fact the book starts with the famous quote from the Vedas “Then who knows from whence came this universe? Who is controlling it from the highest of the Heavens - . Perhaps he knows, or perhaps even He knows not!” (Rig Veda X.129). Mazumdar writes, “Modern science has finally proven the contention of Advaita, and also of Buddhism, that the world has only an ill-defined, realty, and these two religious traditions are today the only ones consistent with our knowledge of the world.” (pp 105). …”For the advatitists, there is no God to turn to, none to guide them, and none who can punish or reward them.” (pp137). Compared to Advaita, other forms of Hinduism are either dualist or qualified monism. “The idea that the world is in realty an ill defined, nebulous world, was a cornerstone of Advaitism and Buddhism, and had always, attracted much criticism from other philosophers…..But now modern scientific discoveries have also uncovered just such a view of the world.”( pp 209). The position of Buddhism may in fact be compared to that of science itself; originally Buddha refused to deal with any metaphysical questions. Instead it deals with realty and explains the world the way it is. Thus Buddhism rejects the speculation of Advaita and all other forms of Hinduism that there is an ultimate non changeable Brahman or God. “The Buddhist proposes a world that exists in itself. There is no higher realty; this world has what is called dependant reality….In Buddhism everything is seen to be composed of discontinuous, discrete particles. Even the flow of time is seen merely a stream of discontinuous 67 / /Vol. VIII, Issue - I, June '09 moments, which add together. Consciousness is also is a stream of individual flashes of thoughts and sensations.” (pp 215). In fact the title of the book, ‘The Circle of Fire’ is a Buddhist term coined by the renown Buddhist scholar Nagarjuna to explain the world the way it is. When a fire band is whirled around, it gives the illusion of a ‘circle of fire’. According to the Buddhists, the universe is such. It also can be compared to a movie which in reality is movement of a series of still pictures in high speed. Advaitism also states that the universe is an illusion (Maya) but unlike the Buddhists, maintains that there is a continuous flow and there is an unchangeable Brahman behind all this illusion. It is no wonder that Sankaracharya, the architect of the modern Advaita movement in Hinduism, is called a crypto Buddhist. Having explained about the book, let us now see how the American readers are reviewing the book in Amazon.com website. One reader writes, “Fritziof Capra’s pioneering work (The Tao of Physics) not only succeeded in introducing the field of quantum physics to a wide, non-scientifically oriented audience but also unveiled ancient, spiritual principles at work within the physical universe working in harmony with this new science. Now 34 years later P. J. Mazumdar’s book `The Circle of Fire’ takes us deeper into the mysteries of the physical and non-material universe exploring the generally unnoticed, or ignored underlying harmony between modern science, Indian philosophy, Advaita, and the metaphysics of yoga.“ Another American reader writes, “`The Circle of Fire’ is a challenging and rather imposing 389 page volume… However once one takes that first step you will soon discover the author is a talented and accomplished communicator possessing the ability to relate both scientific and esoteric subject matter to his reading audience in a clear, intelligent and highly accessible manner. Mazumdar writes in a flowing, easy, almost conversational style that will immediately put the reader at ease. You will find yourself so immersed in this book that the pages will quickly disappear, the many diverse disciplines and concepts converge, and the authors point made before you realize the conversation is drawing to a close.” And Mazumdar deals the dry scientific and metaphysical views with passion and enthusiasm . One reader writes, “Mazumdar is able to bring, through his knowledge of Modern Science, the necessary lucidity to find the satisfactory congruence with contemporary knowledge, and the ancient hallowed teachings of Advaita Vedanta and Non-Dualism.“ Another writes, “in my opinion the authors enthusiasm infuses his presentation with the spirit of adventure and discovery, raising Mazumdar work above the field of dry, impersonal analysis into the realm of personal applicability and infinite possibilities….This superb book tackles the difficult questions contained in the Metaphysics of Yoga with great clarity, so that to- day’s educated laymen, eager to understand these great Truths, will find it comparatively easy to comprehend them.”I would like to make a statement that the considering the scope of the book, I think that it should have been better subtitled ‘The Metaphysics of the Universe’ instead of the present ‘The Metaphysics of Yoga’. Let me conclude with a quote from another American reader about the book, “This highly successful achievement makes a unique contribution to the literature, directed towards the understanding and solution of the many metaphysical questions, relating to Higher Consciousness Studies and the task of Self Realization. I am confident that this book will serve as an indispensible guide for all those earnest readers keen to follow and understand the essential wisdom of the major Upanashadic Truths, still applicable more than ever for the modern man and woman.” It is to the pride of Assam, nay to India, that such a profound book came out from an Assamese writer. We are sure to see more from this young writer in the future. Let us hope that the book will be published in India sooner than later for the benefit of the Indian intellectual readers, because irrespective of whether you are an atheist, or a scientist, or a Buddhist, or a Hindu, or a Christian or whatever your belief is, you owe it to yourself to read the ‘The Circle of Fire’. (Rajen Barua is an engineer by profession and is a freelance writer. Barua lives in Houston, Texas and may be reached at email:
[email protected]) / 68 /Vol. VIII, Issue - I, June '10 O ne important & practical aspect of modern human civilization is the question of nationality. It was even implicit in the French revolution when the institution of ‘associated labour’ was discovered in communes of the workers. Karl Marx wrote “The Second Empire had been the jubilee of cosmopolitan blackleggism, the rakes of all countries rushing in at its call for a share in its orgies and in the plunder of the French people. Even at this moment, the right hand of Theirs is Ganessco, the foul Wallachian, and his left hand is Markovsky, the Russian spy. The Commune admitted all foreigners to the honor of dying for an immortal cause. Between the foreign war lost by their treason, and the civil war fomented by their conspiracy with the foreign invader, the bourgeoisie had found the time to display their patriotism by organizing police hunts upon the Germans in France. The Commune made a German working man [Leo Frankel] its Minister of Labor. Thiers, the bourgeoisie, the Second Empire, had continually deluded Poland by loud professions of sympathy, while in reality betraying her to, and doing the dirty work of, Russia. The Commune honored the heroic sons of Poland [J. Dabrowski and W. Wróblewski] by placing them at the head of the defenders of Paris. And, to broadly mark the new era of history it was conscious of initiating, under the eyes of the conquering Prussians on one side, and the Bonapartist army, led by Bonapartist generals, on the other, the Commune pulled down that colossal symbol of martial glory, the Vendôme Column”. 1 The year 1848 was a turning-point in Europe. The defeat of the revolution meant that the national question had to be solved by other means. Marx hoped that the task of resolving national question would be achieved from below by the working class using revolutionary means. Since the proletariat had failed to solve this question by revolutionary means in 1848, it was solved by reactionary means by conservative Prussian Junker Bismarck. Marx always opposed the reactionary Bismarck, but when the latter succeeded in uniting Germany, Marx and Engels reluctantly were compelled to support it as step forward, because it would facilitate the unification of German proletariat. So the ideologically important premise is to see the way in which the national question is resolved, by which class Arup Baishya 69 / /Vol. VIII, Issue - I, June '09 and in whose interest. The nationality question became more complicated with the emergence of imperialist capital or with the beginning of colonial era. The development of ‘communist mass consciousness’ in the wake of bourgeois role on nationality question in the post Russian-revolutionary period had been neglected and viewed as an organizational task to develop proletarian revolution against capital under the leadership of erstwhile soviet Russia, despite Lenin’s unequivocal emphasis on national autonomy to the point of secession and on bourgeois role on anti colonial – anti imperialist struggle. Lenin always advocated the right of the various national minorities to full autonomy “to the point of secession”, whereas Stalin degraded them to nothing more than “border region” to be retained at all cost, in strictest subordination to the interest of Russia. Invasion of Georgia was mainly carried out by Stalin keeping Trotsky unaware. Lenin agreed to invasion, but urged to ensure that the “Russian bully” would help and not dominate the Georgian revolution. That’s why Lenin wrote in 1922 “the Georgian (Stalin) who is neglectful of this aspect of the question or who carelessly flings about accusation of “nationalist-socialism” (whereas he himself is a real and true “nationalist- socialist”, and even a vulgar Great-Russian bully), violates, in substance, the interest of proletarian class solidarity, for nothing holds up the development and strengthening of proletarian class solidarity so much as national injustice; “offended” nationals are not sensitive to anything so much as to the feeling of equality and violation of this equality, if only through negligence or jest – to the violation of their proletarian comrades. That is why in this case it is better to over-do rather than undergo the concessions and leniency towards national minorities. That is why, in this case, the fundamental interest of proletarian class struggle, requires that we never adopt a formal attitude to the national question, but always take into account the specific attitude of the proletarian of the oppressed nation towards the oppressor nation”. However Lenin’s agreement with the invasion in the first instance is also questionable and seems to be guided by the deterministic approach of overemphasizing the external factors rather than complete reliance on the dynamics of internal forces. This approach of Stalin had been extended to the international situation then embroiled with colonial and the nationality question and this approach had been persuaded through the organizational setup of comintern. As the ideology is also epochally circumscribed in the sense that the conflictual orientation of the various forces of practical social consciousness remain their prominent feature for as long as societies are divided into classes. In the context of post-Russian Revolutionary period especially after Lenin, the point is to emphasize the importance of the much neglected and often completely ignored – relationship between cultural/ideological changes and the social movement to which they are objectively linked. 2 Stalin’s approach towards national question within the then soviet Russia had its bearing on the communist parties of other countries, as the communist international of which the parties of other countries were members was under the surveillance, patronization & mechanism of control of Russia. On the question of periodisation of history of comintern, historians may differ, but all agree to the fact that the Russification of comintern was complete by 1935 and with that withering away of autonomy of the national section of communist parties and establishment of almost monolithic character of the comintern was also complete. “ The vast literature on this subject reflects on two aspect of this mechanism : the internal control mechanism which operated within comintern; the external levers of control employed by the comintern to maintain hold over communist parties. The mechanism of control within the comintern broadly operated along two lines - ideological and organizational. What it meant was every voice of opposition, criticism and difference was simply branded as anti-party and counterrevolutionary, labeled as manifestation / 70 /Vol. VIII, Issue - I, June '10 of social democracy, Menshevism, Liquidationism or anti-Bolshevism, ideologically validating thereby the suppression and control of any critic in the name of revolution and socialism. Organisationally, the control devices within the comintern exhibited a high level of complexity, involving centralization and growing Russian domination of Executive committee of the communist international (ECCI), the detail of which are now available” 3 The organizational question was delinked from the crosscurrents of political life in order to ensure firm holds of the ruling faction in the soviet communist party over the comintern. The ideological impatience towards difference of opinion is revealed by the Stalin’s vituperative attack on Rosa Luxemburg through his 1931 letter entitled “On some Question concerning the history of Bolshevism” followed by the liquidation of the heritage of “Luxemburgism”. “The necessary cementing function of the ruling ideology becomes all the more evident (and significant) if we recall that even its more aggressive variants — from chauvinism to Nazism and to the most recent ideologies of the ‘Radical Right’— must claim to represent the overwhelming majority of the population against the outside enemy, the ‘racially inferior’ minorities, the so called ‘mere handful of trouble-makers’ who are supposed to be the cause of strikes and social unrest (‘the enemy within’ in Mrs Thatcher’s parlance) etc. 4 This ruling ideology is structurally determined to misrepresent the narrow ‘self interest’ as the ‘general interest’ of the society and at times of major crisis, this claim of ‘general interest’ gets exposed as empty rhetoric. For all those who try to articulate the interest of the subordinate classes should not only set out from the premise that there is an alternative, but also define the condition of bringing about that alternative. That is why the socialist project cannot content itself with the negativity of the political revolution, however necessary, but must strive for the intrinsically positive social revolution in the course of which the associated individual can ‘change from top to bottom the condition of their industrial and political existence, and consequently their whole manner of being (Marx). And this is why it must insist, with Rosa Luxemburg, that ‘socialism will not be established by any government, however admirably socialist. Socialism must be created by the masses, must be made by every proletarian. Evidently, such objectives cannot be released without the work of emancipator ideology through which necessary motivational framework of transforming the social individual’s ‘whole manner of being’ is defined and constantly redefined. Not from about but as a matter of consciously pursued self-activity. 5 The question may arise, if the Russian revolution is considered to be the culmination of ‘the self activity’, how the policy direction could change so radically with the emergence of Stalin at the helm affairs with his overwhelming organizational control without any significant manifestation of popular resistance from below. Someone may argue that Lenin’s democratic stand on National Question could easily be sidelined due to the centralized organizational legacy that prepared the ground for Stalin’s organizational highhandedness. This part of ideological- organisational history and Lenin vs. Luxemburg debate on it will be dealt with separately at a later stage. At this point, it is to be seen how the Russian control in the communist movement sealed the fate of a radical perspective on national question to emerge and to go beyond the ‘ruling ideological’ framework even in the country like India. The organizational-ideological intolerance, divorce of organizational question from reality, non-adherence to democratic principle, over dependence on the skill & efficiency of the leaders and perceived infallibility of the central policy makers all resulted due to the skewed view on class line and abandonment of mass line and led to the ideological quagmire. Basing on recent archival finding which remained secret till the Gorvachev regime, Sobhanlal Datta Gupta enumerated the history of Comintern and the Indian Communist in his book 71 / /Vol. VIII, Issue - I, June '09 titled “Comintern and the Destiny of Communism in India 1919-43”. The national question was first discussed in the comintern’s second congress. The second congress and the Baku congress were the first signal of the Comintern’s growing interest in the East. Sobhanlal asserted that apart from the fall of revolutionary wave in the west, there were very specific Russian factor too which possibly explain this shift. In the neighboring states of Soviet Russia i.e. Turkey, Iran and China, liberation movement were quite active, second, the Bolshevik, while striving to control the former Russian colonies in Central Asia, faced stiff opposition from Armenia & Georgia, which, with the military and political backing of Britain, also struggled to “liberate” Azerbaijan from Soviet rule. Lenin’s Imperialism (1917), followed by the Colonial Thesis and M.N.Roy’s draft supplementary thesis were both adopted in the second congress (1920). Comintern’s understanding of the strategy and tactics of the Colonial question was summed up in the ‘Directives on the Nationality and colonial’ signed by Lenin. In contrast, M.N.Roy’s position was similar to Trotsky, who believed that “Indian revolution can only be successful on a proletarian revolution”. In the forth congress, Lenin upheld the outlook projected by him at the second congress, which aimed at diametrically fusing the national and class question. The ‘Thesis on the Eastern Question’ adopted by the comintern stated that the ‘refusal of the communists in the colonies to participate in the struggle against imperialist oppression on the pretext of alleged ‘defense’ of independent class interest, is opportunism of the worst kind calculated only to discredit the proletarian revolution in the east”. In the early twenties there were very few in the comintern who appreciated Lenin’s stand. In 1922, Gaya session of the Indian National Congress received a document entitled ‘Program of National Liberation & Reconstruction’ carrying the signature of M.N.Roy and Abani Mukherjee in the wake of growing peasant militancy with Chauri Cheura incident and the passivity of Gandhi. On the other hand, Dr. Manilal’s manifesto which was drafted by Dr. Manilal & Abani Mukherjee proposed the idea of a Labour Peasant Party of India for national independence and also advocated abolition of the standing army and the police. It also proposed arming of the masses and the organization of militia, while dissociating itself from Bolshevik and later a party was formed with almost similar program ingrained in Manilal’s manifesto & class demands. But M.N.Roy was against nationalist and tried to persuade the new party to abandon its path without much success. However through M.N.Roy the destiny of Indian communism got firmly anchored in the comintern and its future. The first organization was formed in 1919 in defense of the cause of the oppressed people of the colonies in the East. Later in 1920, Indian Revolutionaries association (IRA) was formed on the initiative of Abdur Barq and M.P.B.T Acharyaa, following their visit of Soviet Russia in 1919. IRA comprised diverse elements, many of whom had a strong inclination towards nationalism and Pan-Islamism. Yet Lenin had no difficulty in considering the IRA as a possible ally, while formulating the strategy of anti-imperialist struggle. Various documents reveal that Lenin’s approach towards nationalism and non-communist forces was different from comintern in the early twenties and the leader like M.N.Roy whose vision was focused on the premise that the path of revolution and the nationalist path were simply non-negotiable. Fourth congress was the last congress Lenin attended. After his death in 1924, in the fifth congress there was not much discussion on colonial question. By this time, inner party struggle within soviet communist party was taking decisive turn and by sixth congress Stalin was about to establish his overwhelming control over the party and the comintern. All opposition voices either gradually subdued, maimed or purged. Monolithic nature of comintern and overwhelming control hinged the fate of the communist movement to the soviet party vis- à-vis Stalin’s dictum. The aftermath of the sixth congress witnessed the fall of Bukharin, the removal of Roy for not siding with Stalin in the Stalin – / 72 /Vol. VIII, Issue - I, June '10 Bukharin conflict and purge of the “right”. The ground was now set for a shift from the strategy of anti-imperialist united front to that of “class vs. Class” which was envisaged to lead the international communist movement by the “proletarian class ruled state of soviet Russia and soviet party” and the transformation of comintern from a platform for interaction of diverse opinion and mutual support with the autonomy of the communist parties to frame their policy on the basis of the country specific objective reality to a monolithic character with full control of soviet party. This paradigm shift was in vogue in the period that followed, namely, 1929-34. The impact of this line was tragic, if not brutal. In India it led to disaster. Under the influence of the comintern and overwhelming control of soviet party at a later stage, Indian communists were oblivious to the specific character of India reality. Till 1940 Indian communists contemplated India as a single nation. The communist party of India attempted to develop its policy on national question during early 1940s and advocated the formation of linguistic state in the subsequent period on the premise that India is multi-national country. In 1943 resolution affirmed “every section of the Indian people which has a contiguous territory as its homeland, common historical tradition, common language, culture, psychological make up and common economic life would be recognized as a distinct nationality with the right to exist as an autonomous state within the free Indian union or federation and will have the right to secede from it if it may so desire”. 6 After 1947 in the post British period, though Indian communists advocated linguistic states, but it tragically failed to comprehend the overlapping & multi-dimensional identity & consciousness of the Indian people due to their adherence to the Russian legacy of dogmatic deterministic approach and in this context there remained a curious inconsistency in their position on nationality question and subsequently they even bade farewell to the idea of “self determination”. This deterministic approach moulded the ideological mindset of the Indian first generation communists like Dange whose “tunnel vision” about the Indian history led him to overlook the caste reality of India to suggest that Brahman was the ‘commune of Aryan Man’ which was contested by eminent Marxist historian D.D.Kosambi. Only after the Chinese revolution and the failure of the subsequent Indian peasant upsurge especially that of sixties and the growing rise of community aspiration based on language, culture, caste etc, a section of Marxist-Leninist parties have started looking Indian situation objectively and to theorise the issues at stake on Marxian outlook. However the overall scenario in the Indian communists circle are still mired with dogmatic approach, slogan mongering or manufacturing slogan for petty gains or doing nothing to rally the people around this slogan, strict organizational hierarchy detrimental to the cause of lively debate and of people’s initiative. The Marxist concept of withering away of state does not fit in with the organizational practice of the communists. The ideology behind this organizational practice needs to be debated at length. (To be continued) REFERENCE (1) Karl Marx: The Civil War in France (2) Power of Ideology , P13, 53 (3) Comintern and the Destiny Of Communism in India 1919-1943, Sobhanlal Datta Gupta, P19-20. (4) Power of Ideology (5) Power of Ideology P 257 (6) Dynamic of National Question In India, Debnarayan Modak, P77 (The Silchar based author is a well known social science writer and social activist of the state) 73 / /Vol. VIII, Issue - I, June '09 T he term ‘governance’ and ‘good- governance’ are being increasingly used in development literature. The concept of ‘Governance’ is as old as human civilization. Simply it means ‘the process of decision making and the process by decisions are implemented’. Since governance is the process of decision making or decision implemented the analysis of governance focuses on the formal or informal actors involved in decision making and its implementation. Government is one of the actors in governance and other actors involved in the process vary depending on the level of Government. The other actors may include land lords, NGOs, associations, co-operatives, research institute, religious leaders, military, political parties etc. at the rural level. At the national level media, lobbyists, international donors, multi-national corporations etc. may play a role in decision making and decision making process. Good governance has eight major characteristics. These are participatory, consensus oriented, accountable, transparent, responsive, effective and efficient, equitable and inclusive and followed by the rule of law. It assures that corruption is minimized, the views of minorities are taken into account and that the voice of the most vulnerable in society are heard in decision making. It is also responsive to the present and future needs of the society. Participation by both men and women either directly or through representative is the cornerstone of good governance. It requires fair legal frameworks that are enforced impartially. The decision taken and their enforcement should be transparent i.e. every information should be accessible to those who are affected by such decisions. This also means that enough informations should be provided through press. Good governance requires that institutions and process try to serve all stakeholders within a reasonable time-frame. Besides the other characteristics accountability is the key requirement of good governance. Not only the governmental institution the private sector and civil society organizations must be accountable to the public and to their institutional stakeholders. A modest attempt has been made here to analyse what role has played by the press in Assam to make the government responsive and accountable. “One of the subject of a news paper is to understand the popular feeling and give expression to it, another is to arouse the people Dr. Tanusree Sarker / 74 /Vol. VIII, Issue - I, June '10 certain desirable sentiments, the third is fearlessly to expose popular defects”— M.K. Gandhi. This statement of Gandhiji explain the importance of press in upholding freedom and is expanding education and social reform and change. Media can inform the people giving them the voice to be heard and heeded to . Democracy requires that people should have the right to know the activities of the Government, especially the decision of the Govt. that affects the life, liberty and property of the people. Information is important for the people to make choices regarding their participation in the state. Media both print and electronic helps people to know what is happening around the world, socialize them and equip them with the elements of modernity. In an International conference held on 1-3 May, 2005 on Media and Good Governance on the occasion of World Press Freedom Day organized by UNESCO, a declaration was passed by the representatives of 150 states that “Independent and pluralistic media are essential for ensuring transparency, accountability and participation as fundamental elements of good governance and human rights based development”. The declaration emphasizes the need for national authorities to create an environment that is favourable to free and independent media and to recognize the right to access all informations held by public bodies. A Chinese representative Mr. Cheng Yizhong expressed that, “For us, the press practitioners of China, our top priority for the moment is to expand the right of the general public to be informed and to raise the political visibility. This is a duty that we have to shoulder and it is also the power of the powerless. As journalists, you have the right to keep silent, but you have no right to tell lies. To tell the truth is not the maximum of journalists it’s the bottom line”. (UNESCO Press release No.2005-54) The press in India is regarded as the fourth pillar of democracy and it is an institution made for the welfare of the country and its people. According to Article 19(1) A of Indian constitution all citizens have the right to freedom of speech and expression. So the press enjoys this freedom of speech and it considered an authentic medium through which people of the country can ask for their rights. Our news papers played an important role during freedom movement and the press contributed a lot to bring unity among the people during the colonial era to aware the people against the oppression of foreign rule. The 228 years old Indian media today is at the cross roads. Everyone is in dilemma regarding the role of media and whether it has been swayed away by the wave of commerce, whether it has shaded all its long cherished values. Marketing pressure, the tabloidization of news, management and economic pressure are effecting media ethics and issues such as accountability, fairness and conflict of interests. In the rural areas the journalists are not paid well so money matter becomes important for most of the media personal which compel them to adopt unfair means in journalism and many times the people do not get the true fact from the media. Sometimes due to the threat or hooliganism by political leaders or influential persons in the society discouraged the journalists to bring the truth to the masses. The right to information is not being used by the journalists adequately. In most of the cases the journalists have to prove that he/she is a bonafide before accessing Govt. information. Traditional system of information access in India has made journalists dependent on sources, who are people in power. They must cultivate whether bureaucrat or politicians much depends on the privilege and patronage of the individual source. The journalists may have a personal relationship or a power - equation with the source. ROLE OF PRESS IN ASSAM: Assam is a multi-lingual state, as such a number of news papers, weeklies, monthlies are published from Assam in different languages. The table in the next page shows the number publications, language and type of publication from Assam. Beside the above dailies there are some more news papers published from different places those are yet to get approval. There are some weeklies and monthlies too which are not yet approved by the DIPR, but playing an important role to aware the people regarding various issues. The highest circulation of Assamese daily is ‘The Asomiya 75 / /Vol. VIII, Issue - I, June '09 Pratidin’ and the highest circulation of English daily is ‘The Assam Tribune’. On the basis of above information let me analyse the role of Press in Assam to ensure and protect the principles of good governance. Media in Assam is not free and it is not possible to be free. The economic factor, especially at the district and grass root level, as the main factor for unfairness of the media. During the crucial period of Assam agitation from 1979 to 1985 the press was sharply divided on the question of giving support to the agitation leaders. The agitationists most of the time had fallen prey to ‘xenophobia’. A ‘False consciousness’ had taken them to such extremity that the national assimilation process of the greater Assamese nationality suffered a huge set-back. Some section of the society could not digest all these developments and tried their best to give balm to the new injury to the process of democratic assimilation. Their deep concern found echo in the news papers published in the Brahmaputra valley. The news papers played largely to the popular demand of the time and they too were reluctant to give space to the democratic yearning of the society. So the dailies like ‘The Assam Tribune’, ‘Dainik Janambhumi’, ‘The Sentinel’, weeklies and bi- weeklies like ‘Asom Bani’, ‘Agradoot’ etc. had become unofficial mouth pieces of the movement. If the media had not played such role during that time the state and the nation may not witnessed some young political leaders of the Brahmaputra valley. This is one of the reasons that the movement leaders after acquiring power in Dispur were reluctant to see opposing voices amplified through the press. On the other hand few weeklies like ‘Sadiniya Nagarik’, ‘Sapthahic Kalaker, ‘ Saptahic Sanchipat’ and monthlies like ‘Sampratic Samayika’, ‘Natun Prithibi’ etc. become voice of the democratic forces. Never before the mass-media in Assam become polarized at such acute level. It can be said that this kind of polarization signified a shift in the role of the media. And during the Assam movement media failed to act in unison. A very crucial period in the history of the media in Assam was witnessed during the rise of the ULFA. In the late 1980s and early 1990s, the outfit was hell-bent to make its presence felt : sometimes it tried to project itself with a Robin Hood type of image and sometimes tried to establish itself as a modern age revolutionary. To fulfill both these purposes, ULFA used the media outlets to the maximum. At that time, there was no privatization in the media world; and hence the scope of using the electronic media was limited to government wings of Radio and TV. A secessionist outfit like ULFA which was welding its gun against the rulers of New Delhi could not obviously go for a sympathetic coverage of its ideology and objectives in the electronic media. So it relied heavily on the local newspapers for a lasting impression and to Type of publication Assamese Bengali English Hindi Manipuri Total Karbi Bodo Dailies Weeklies Bi-weeklies Fortnightlies Monthlies Bi-monthlies Quarterly Yearly 12 17 2 2 8 2 2 2 6 11 1 1 1 - - - 5 4 - - 1 - - - 4 1 1 - 1 - - - 2 1 - - - - - - 1 - - - - - - - - 1 - - 1 - - - 30 35 4 3 12 2 2 2 Source: D.I.P.R., Guwahati,Assam / 76 /Vol. VIII, Issue - I, June '10 inculcate a fear psychosis in the minds of the common masses. The first big blow up of ULFA’s campaign in the local media was seen when its Publicity Secretary was Siddhartha Phukan. Journalists from all the major dailies and weeklies were taken to ULFA hide-outs in and outside Assam. The resultant publicity had given a news boost to the insurgent outfit’s ideology and a glamour to its revolutionary colour. A very powerful lobby in the media had gone further to give ULFA’s ideology a leftist fervour and credence. All of a sudden there were ultra-left literature from Che Guevara to Vietnam, from urban guerrilla warfare to Naxalbari movement-finding ready acceptance in these newspapers. A select section among the journalists fraternity even gone to the extent of drawing parallels between similar armed movements in Jammu and Kashmir, North-eastern States and activists like Maoists elsewhere, Tamil Tigers of Sri Lanka, and so on. Such type of articulate but immature campaigns misdirected much of the younger generation in Assam. But the media was seen sharply divided and so also the Assamese intelligentsia centring on this subject. This division saw the newspapers published in Brahmaputra valley acting like unofficial mouthpieces of either the militants or the government. Exaggeration had become the role of the law. The state and individual terrorism put immense pressure on the life of the people. Neutral journalism took the back bench. It was indeed a chaotic phase in the history of the media in Assam with almost all the newspapers playing at the hands of this or that and while some were used against some of them for short-term gains. The inhuman killing of a veteran journalist like Kamala Saikia could be a sharp pointer to this direction. The brutal murder of Parag Kumar Das, a noted journalist of the State and the long, arduous task of investigation of the murder failing to yield any convincing conclusion could be seen as a result of this din prevailed in the local media as well as the compromise made by various forces including the polity. Neither the investigation of Kamala Saikia’s murder could brought the culprits to book. Thus the good governance which could prevail upon such confusion and complexity was actually rendered null and void in a very recent period of contemporary Assam which was amply signified by the role of the media. However it can be easily gauged that the inner contradiction of the media in present situation has become a blessing in disguise. Because as there are more and more media outlets coming to the fore, no party can fool people at large. The truth can get an exposure or can expect to see the light of the day at least. However, there are many such occasions where crime against the media is committed and the responsible persons go scot-free. During the second tenure of Prafulla Kumar Mahanta’s government (1996-2001), there were many incidents of burning of newspaper bundles ; apparently some vested interests did not want to see some news circulated among the masses and they indulged in most undemocratic and crimes of civilization by attacking the right to information and freedom of expression. The government failed miserably in preventing such incidents and when the media persons demanded protection of its rights, even then the administration did not assured of a single exemplary punishment to the lawbreakers. So the media in Assam has been asserting itself against all such odds. Good governance did not go hand in hand with media. Sometimes sincere and uncompromising scribes had to sacrifice their lives at the hands of miscreants who range from timber smugglers to land mafias, from drug kingpins to arms dealers, and what not. We can look at some recent examples in this regard. A local correspondent based in Kokrajhar, Jagjit Saikia’s murderers were apprehended, but it is highly doubtful whether the responsible persons involved in such crimes will be booked or just some scapegoats will face the brunt. Since Kamala Saikia’s death there were 20 journalists killed by miscreants, but nothing like proper or result-oriented investigation were done. The media persons who were killed of late were Prahlad Goala (Golaghat), Muslimuddin (Moirabari), Bodosa Narzari (Kokrajhar). Kanakraj Medhi(Hajo) was believed to have committed suicide under serious threat to his life and continuous harassment by the criminals against 77 / /Vol. VIII, Issue - I, June '09 whom he used to write without compromising journalistic ethics. The murder of Anil Mazumdar, a young Editor of a vernacular daily, in the heart of the city of Guwahati is still shrouded in mystery. All such cases show under what circumstances the local media persons have to work across the state of Assam and how much protection of their dignity and right to work is preserved by the concerned authorities. They show two sides of a bitter truth. They were on one hand a failure on the part of the administration to instill good governance. And the other hand, they show that there were stiff resistance to misdeeds at various levels through the voices of the media which saw death of a few journalists. Justice G.N. Ray, the chairman of the Press Council of India lamenting that media has become a ‘commodity’. The distortion, disinformation and paid syndrome aimed to serve certain interest and suppression of news and concerns of other interests have become a usual feature in media. While media has entrusted with the sacred duty of informing the civil society and the administration correctly and dispassionately has indulged in large scale mis- information and tainted communication only to augment greater profit. Instead of making news paper rich in news content and addressing serious issues for better governance of the country and improve socio-economic disparities, the media driven by market forces is indulging in trivialization and sensationalisation. The emergence of big media houses and corporatization of media is heading fast towards monopoly in the media. This is a matter of concern as such monopoly in media is inherently not good for our democracy. The incorrect reporting of different issues have become a disturbing phenomenon. Sensationalisation often leads to dangerous consequences by arousing public passion. Assam is a place where a scourge of sensitive issues plagues and it is the duty of the media to act sensibly to awaken the people and make them more participatory in one hand and make the Govt. responsive to the people on the other. The business interest and work pressure cannot be an excuse against making true and honest coverage. In this regard it can be said that the press in Assam is being played a positive role to some extent. During the last few years more then 20 scribes sacrificed their lives for the sake of reporting true and honest news for the greater interest of the people. Freedom of citizens, a free and responsible press, an independent judiciary and Govt.'s data information are the system which can be perceived to be the key to the enhancement of the right to information and make the institutions of governance transparent and accountable. The right to information is closely tied to the accountability mechanism for monitoring every action of Govt. which leads to good governance, places the dominant actors of governance —the state, the market and civil society in balance and monitors their performance by a free and responsible press. In the 62 nd meeting of the World News Papers Congress and the 16th World Editors forum at Hyderabad, our President Mrs. Pratibha Patil deprecates media's focus on negative news. I conclude with a quote from her speech, ‘‘there is of course, a lesson to be learnt from events that are negative, but equally important to convey positive message and to inspire people. Media, therefore, must search for and find a balance between the portrayal of the positive happenings in society’’. Sources and reference: D.I.P.R.,Guwahati, Assam Books and Articles: 1. B.C. Smith, Palgrave: "Good Governance and Development", Macmillan, 2007 2. C.P. Barthwal: "Good Governance in India", Deep &Deep, New Delhi, 2003 3. Geetartha Pathak: "The Changing face of India Media", The Assam Tribune, Guwahati,November 16, 2009 4. Jogmohan: "Soul and Structurefor Governance in India", Allied pub, New Delhi, 2005 (The author teaches Political Science at Women’s College, Tinsukia. This paper was presented in the XVIII NEIPSA confernce at Pandu College, Guwahati.) / 78 /Vol. VIII, Issue - I, June '10 Introduction : It is a matter of concern that the Hunan Development Indices (HDIs) of the Schedule Tribes population continue to be lower than the non tribal population in terms of all parameters such as, education, income, health etc. Moreover, the socio-cultural attributes differ from one Tribe to another, which result in difference in the demographic behaviour of different tribal groups.The Deoris are likely to exhibit certain peculiar socio-cultural and demographic characteristics which are different from those of other tribes and non tribal population of Assam. The Deoris are one of the plains Schedule tribes of Assam, who were traditionally engaged in priestly activities in the royal temples of the Chutiya at Sadiya. Ethnically they are affiliated to the Indo- Mongoloid group and their ‘Deori language’ also belongs to the Tibeto-Burman of the great family of Sino-Tibetan languages. The tribe comprises of four main divisions (Khel), namely- the Dibongiya, the Tengaponiya, the Borgoya and the Patorgoya. Deoris generally live in riverine areas. Each of the divisions is said to be originated from a particular river’s name. But the Patorgoya group have almost become extinct today. According to the 2001 census, the total Deori population in Assam was 41161 comprising of 20809 male and 20352 female populations. They are mainly concentrated in the districts of Lakhimpur, Dhemaji, Tinsukia, Dibrugarh Sivsagar and Jorhat. The following Chart depicts the district wise distribution of Deori population of Assam. Surjya Chutia District Total Male Female Deori Population Lakhimpur 13534 6822 6712 Dhemaji 7924 4018 3906 Tinsukia 6861 3496 3365 Jorhat 4179 2099 2080 Sivasagar 3860 1926 1934 Dibrugarh 1815 925 890 Sonitpur 826 416 410 Kamrup 826 448 378 Nagoan 535 262 273 Morigoan 454 224 230 Golaghat 77 38 39 Barpeta 71 32 39 Bongaigoan 64 34 30 Nalbari 58 25 33 Darrang 28 15 19 Dhubri 20 10 10 Cacher 19 13 6 Kokrajhar 6 3 3 Goalpara 4 3 1 Total 41161 20809 20352 Chart No. - 1 Source : Census of India 2001, Series 19, Directorate of Census Operation, Assam Lakhimpur is one of the main districts of upper Assam. The total land area of the district is 2277 sq. km and the total population is 889325 as per the 2001 census. Of them 209880 persons are Scheduled Tribes (STs), containing 23.6% of the total district population. The district is the highest 79 / /Vol. VIII, Issue - I, June '09 to moderate concentration of Deori population where, about 32.88% of the total state’s Deori population live as per the last 2001 census. They are scattered all over the seven Revenue Circles of the district. The following Chart depicts Revenue Circle wise Deori population of Lakhimpur district as per 2001 Census. Objective : The basic objective of the present paper is to examine the Human Development status of the Deoris by highlighting some of their present demographic aspects as like education level, income level, housing conditions, infant mortality rate etc. on the basis of field study in three Deori villages of Lakhimpur district, Assam. Scope and Methodology : The paper is prepared on the basis of primary data collected from the field study at three Deori villages of Lakhimpur district in the month of december 2009. Data pertaining to the years 2005- 2009 collected through personal interview with the respondent (women) households through an interview schedule. The surveyed three villages are – a) Bordeori goan under Narayanpur RC, in the East (about 3km) from the Narayanpur centre. b) Kinapather no-2 deori goan under Narayanpur RC in the north (about 2.5 km) from the Narayanpur centre. c) Bahgora deori goan under Bihpuria RC in the East (about 7 km) from the Bihpuria centre. Analysis and Findings Chart No. 3 Revenue Total Males Females % to the Circles Deori total Pop n Deori Pop n of the Dist. Narayanpur 6341 3194 3147 46.85% Bihpuriya 5057 2552 2505 37.37% Nauboicha 342 173 169 2.53% Kadam 251 129 122 1.85% Lakhimpur 489 267 222 3.61% Dhakuakhana 50 29 21 0.37 Subansiri 1004 503 501 7.42% Total 7 RC 13534 6822 6712 100% Source : Census of India 2001, Series 19, Directorate of Census Operation, Assam Sl Sample No. of Male Female Total No. Village Sur- Popn yed house- hold 1 Bordeori Goan (Narayan- pur RC) 40 141 135 276 2 Kinapather 35 130 129 259 No-2 Deori Goan (Narayan- pur RC) 3 Bahgora 35 126 127 253 Goan (Bihpuriya RC) Total 110 397 391 788 1. The total number of sample Deori households surveyed in the study is 110, where the total population is 788, comprising of 397male and 391 female populations. The sex ratio is found to be about 985 (females per thousand males) which is far better than the State’s sex ratio of the total population(935) and the total tribal population (972) as per 2001 census. Table No. 1 Village-Wise Distribution of Surveyed Households with Sex Wise Population Table No. 2 Distribution of the Couples by Family Type Family Type No of Percentage Couples to the total Sample Couples Joint Family 42 38.2% Nuclear Family 68 61.8% Total 110 100% Source : Field Work / 80 /Vol. VIII, Issue - I, June '10 2. On the basis of type of family, the surveyed households have been classified into joint & nuclear family. It is found that though the dominant form of family structure is nuclear (61.8%), still 38.2% of joint family which is much higher than the other tribes of the State like the Bodo (i.e. 19% in 2006) p22. No of family No of Sample % to the total Members Household sample Household Up to 4 12 10.9% 5 to 9 76 69.1% 10 to 14 18 16.4% 15 & above 4 3.6% Total 110 100% Table No. 3 Distribution of Household by Family Members 3. The above table reveals that highest proportion (around 69.1%) of households are having 5 to 9 family members. The big sized families having members 15 & above is about 3.6%. The average family size is found to be 7.16 which is also higher than the other tribes like Bodo in 2006 (i.e. 5.87) p27 Level of No of No. of Education Husbands Wives 1. Illiterate 16 (14.54%) 36 (32.7 %) 2. Literate 94 (85.46%) 74 (67.3%) a) Up to class iv 28 (25.4%) 27 (24.5%) b) Class v to vii 23 (20.9%) 16 (14.5%) c) Class viii to x 26 (23.6%) 21 (19.1%) d)Beyond matric 18 (16.4%) 9 (8.2%) Total 110 (100%) 110 (100%) Table No. 4 Distribution of Couples by Husband's and Wife's Educational Level 4. Education attainment of the people is one of the three components of the HDIs. It is evident from the above table that literacy rate of the surveyed Deori husbands and wives are not so poor as compare to the state’s male and female literacy rate. The male literacy rate is about 85.46% against the state’s rate of 71.3o% as per 2001 census and female literacy rate is about 67.30% against the state’s female literacy rate of 54.60% as per the census. The general literacy rate of the surveyed husbands and wives is about 76.36% which is also higher than the state’s general literacy rate( i.e. 63.3%) in 2001 census. But it is seen that the proportion of both the husbands and wives received education beyond matric level are poor .It is only 14.5% in case of husband and only 8.2% in case of wives. Income level No of Percentage (in Rs.) Households Up to Rs 10,000 7 6.36 10001 – 20,000 22 20.00 20001 – 30,000 31 28.18 30001 – 40,000 13 11.82 40001 – 50,000 12 10.91 Above 50,000 25 22.73 Total 110 100 Table No. 5 Distribution of Households by Family Income (Yearly) 5. The household’s family income has been calculated on the basis of husband’s income, wife’s income, and other family members’ income from all sources ( main& supplementary) taken together. It is clear from the table that 22.73% households are having the annual income above Rs. 50,000. Highest proportion, i.e. 28.18% of the households are within the income group of Rs. 20,001 – 30,000, while 6.36% of households average annual income is up to Rs. 10,000. 6. The number of live births taking place during the period of five years (i.e. 2005, 2006, 2007,2008 & 2009) was 37 and the total infant deaths found in the same period was 2. It gives about 54 per thousand live births as the infant mortality rate during the period. This rate is less than the infant mortality rate of Assam( i.e., 67) and India as a whole (i.e., 60) in 2003. Source : Field Work Source : Field Work Source : Field Work 81 / /Vol. VIII, Issue - I, June '09 Table No. 6 Distribution of Households by Housing Condition 7. It appears from the table that the housing condition of the surveyed population is far from satisfactory as most of the households do not enjoy the basic amenities of life such as pucca house, pucca latrine and pure drinking water. The hygiene behaviour of the surveyed Deori population is detrimental to their good health. It is found that only 19.1% of the households have sanitary latrine. Another fact is that they don’t use scientific method of purification of drinking water. 8. It is found in the study that though most of the surveyed females have heard about AIDS , only 9% of the them have knowledge of transmitting factors and precautions for avoidance of the disease. It reveals poor awareness on such disease among them. 9. The Deoris are mainly agriculturists and they generally live in reverie areas which are mostly affected by flood during summer session. Every year during the flood season most of the Primary and ME Schools of the Deori villages remain closed. As a result a goods number of their school students many a times becomes half- hearted in obtaining education. So droupout in school level is found significant in Deori villages. Conclusion:- Improvment of health and hygienic condition is very much co-related with the economic development of the tribal people. Deori Autonomous Council as well as the State government has implemented various income generating schemes under various department like Animal husbandry & Veterinary, Agriculture, Industry, Fisheries ect. amongst the Deoris. But due to corruption and lack of monitoring & evaluation, most of the schemes could not meet the needs and aspirations of the persons, for whom these are meant. The problems faced by the Deoris have to be examined carefully and need based development programme should be implemented with proper monitoring specially in the field of education, economy and health in priority basis. 1. Census of India 2001, series 19, Directorate of Census operation, Assam. 2. Borah KC(2006)ed. ‘The Bodos: A Demographic Profile’, published by the Department of Economics,Dibrugarh University, Dibrugarh under SAP printed at Unique Offset, Santipara Dibrugarh, Assam, p-22, 27. 3. Deori Saranan (2002) ‘Religious Practices of the Deoris’, Bina Library, Guwahati. 4. Deori Shashidhar (2007) ‘A Hand Book on Deori Culture’, Printed at Epitome Offset, North Lakhimpur, Assam 5. Konwar Arpana (1997) ‘Bhasa-Sahityar Bibhid Chinta’(in Assamese), Banalata, Dibrugarh, 1st edition, 6. Sharma Thakur GC (1972) ‘The Plain Tribes of Lakhimpur, Dibrugarh, Sivasagar and Nogaon’,Tribal Research Institute, Shillong, p-30. 7. ‘Society in Tribal India’, BR Publishing Corporation, Delhi.. 8. Sengupta S (2003) ed. ‘Tribes of North East India’, Gyan Publishing House, New Delhi. 3.office of the Registrar General of India, Ministry of Home Affairs quoted in www.indiabudget.nic.in REFERENCES : Housing Type of No of Percentage to Condition Facility Households the total sample Household Type of House Pucca 9 (8.2%) Semi Pucca 26 (23.6%) Kutcha 75 (68.2%) Total 110 (100%) Source of Separate Water 10 (9.1%) Drinking Water Tape Separate Tube 79 (71.8%) well Common Tube 14 (12.7%) well Common Well 7 (6.4%) Total 110 (100%) Latrine Pucca (sanitary) 21 (19.1%) Kutcha 78 (70.9%) Open 11 (10%) Total 110 (100%) (The author teaches Economics) Source : Field Work / 82 /Vol. VIII, Issue - I, June '10 Education and Inequality E ducation has emerged as an important factor underlying inequality. It is true that highly educated workers earn more than persons with basic education and the difference has grown particularly over the 1980s. There are both economic and social advantages to a c hi e vi ng h i g h e r levels of education, both for individuals and society. But the growth of inequality cannot be reduced to this sole factor, i.e. education. The argument that employers’ demands for skills were bidding up the wage rate to those with more “Education is not a way to escape poverty — it is a way of fighting it.’’ — Julius Nyerere, Former President of the United Republic of Tanzania education was arguably true (other factors were involved here) over the 1980s and 1990s, but not after 2000. While increased skill (education) demands were certainly one force in play, other factors were also driving up the wage gap: 1. The real value of minimum wages fell steeply over the 1980s and less educated workers are more likely to earn the minimum wage. 2. Growing trade deficits and globalization also led to the loss of high-quality jobs for non-college-educated workers, putting downward pressure on wages among similarly skilled workers. 3. Union representation has been declining, which is another important reason for greater inequality. 4. Finally, unemployment was high, on average, over the years when the wage rate for skilled workers grew most quickly. When unemployment fell sharply in the latter 1990s, the growth of the wage gap slowed, suggesting that the absence of full employment, and the diminished bargaining power associated with slack labour markets, is another factor that must not be overlooked. In other words, wage inequality is driven by a number of factors, of which differences in education is but one. More recently, in the 2000s, there is no evidence of increasing skill demands, or at least no evidence that these demands are not being met by enough skilled workers. Instead, in recent years, it appears the inequality has largely been driven by increased concentration of income and wealth at the very top of the scale. Anita Baruwa 83 / /Vol. VIII, Issue - I, June '09 In fact, research shows that half of the growth in wage inequality over the 1980s, and most of the growth in the 2000s, occurred within education groups, meaning that growth of inequality is currently being driven by the gains of some educated workers relative to others with the same education credentials. Policy makers and analysts must avoid reducing the inequality debate to a sole explanation regarding education. Education is an obvious and important area but it is not solely responsible for the growth of inequality, not over the longer term, and especially not in recent years. Thus, other policies like minimum wages, a level playing field for union organizing, health care and pension provision, work supports for low-income workers, full employment, and responding to the downsides of globalization also need to be pursued. Education and Poverty Poverty is much more complex than simply lack of income. Poverty entails : Lack of empowerment Lack of knowledge Lack of opportunity Lack of income and capital Despite increased access to education in recent times, the poor (among them the poor women disproportionately being high), socially disadvantageous groups, the physically disabled, persons in remote regions - are often deprived of a basic education. And when basic education is available, the poorest are unable to avail of it because the direct and opportunity costs attached to it are quite high for them. Poverty is thus both a cause and an effect of insufficient access to or completion of quality education. Children of poor families are less likely to enroll in and complete schooling because of the associated costs of attending school even when it is provided “free’’. The cost of uniforms, supplies and transportation are well beyond the means of a poor family, especially when the family has several children of school age. This means that choices have to be made, and the choice is often to drop out of school or, worse yet, to deny schooling to girls while enrolling the boys thereby contributing directly to maintaining the inferior status of women. And as poor children who are enrolled grow older, the opportunity cost (their lost labour and the forgone income it may entail) becomes greater, thus increasing the likelihood of abandoning school. Furthermore, dropping out of school because of poverty virtually guarantees perpetuation of the poverty cycle since the income-earning potential of the child is reduced, not to mention overall productivity, receptivity to change, and capacity to improve quality of life. Lack of education perpetuates poverty, and poverty constrains access to schooling. The relationship between education and poverty reduction is thus quite straight and linear as education is empowering; it enables the person to participate in the development process; it inculcates the knowledge and skills needed to improve the income earning potential and in turn the quality of life. Moreover, education of girls and women helps in improving the number of other indicators of human development. Eliminating poverty requires providing access to quality education. Education thus helps to lay the foundation for the following pillars of poverty reduction: empowerment, human development, social development and good governance. Education transforms the vicious cycle of high birth rates, high maternal and infant mortality and endemic poverty into a virtuous circle through investment in human capital-enhancing labour productivity, reducing fertility and mortality, raising economic growth and thus securing domestic resources for further investments in people. Education is a powerful tool for introducing members of a society to the system of government and the concept of governance. Educated persons are more likely to vote and participate in local and national government. They are more likely to demand better and more accountable government, thus creating demand for improved governance. (Contd. on Page 87) / 84 /Vol. VIII, Issue - I, June '10 J yoti Prasad Agarwala is the doyen of modern Assamese culture. His contribution to Assamese socio-cultural life is invaluable. Jyoti Prasad Agarwala was a rare genius with multifaceted personality who showed excellence in every field of creativity eg. music, literature, art, film making and so on. There is no doubt that his first and foremost identity is ‘Artist’ But he was neither an ordinary artist nor a professional one. He was a people's Artist with a revolutionary zeal whose mission of life was to change the society. His vision was to eatablish a socialist society, which he termed as 'Shilpir Prithivi' or ‘Sundar Prithivi’. To bring his vision bring into reality he relied on culture. Culture was his praxis for social change and in his life time he relentlessly carried on his journey towards light in which he invited all the Artists to be his companion. Jyoti Prasad Agarwala was an ageless artist. His thought and his Praxis can not be restricted to a particular period of time. In his own words –– ‘I am an artist of all time past, present and future ?’ (Bishwa Shilpi) attempts to review the relevance of Jyoti prasad in the changed socio economic, politico cultural situation in the 21 st century post globalisation world with special reference of Assam. Jyoti Prasad Agarwala was born in a colonial age in 1903. At that time India was a British colony and the evils of colonialism, imperialism had a deep impact on Jyoti Prasad’s thinking and ideology. Jyoti Prasad’s concept of culture was developed in the backdrop of colonised land and its people struggling for independence. Jyoti himself joined India's freedom struggle as an active worker of congress. India got independence from British domination on August 15, 1947 but Jyoti Prasad died within less than four years after India's independence on January, 17, 1951. By that time the process of decolonisation of the world was started which has come to an end by the end of the 20 th century. So it may be questioned that is there any relevance of Jyoti Prasad Agarwala’s thought , his praxis of culture which was the product of the 20th century colonial world in a post colonial globalized world ? It we study Jyoti Prasad Agarwala’s writings carefully and analytically we must say that the answer is affirmative. Nilim Jyoti Senapati It is a multi-lingual column. Our valued writers can contribute write-ups in any of the four languages — English, Assamese, Bengali and Hindi. — Editor. 85 / /Vol. VIII, Issue - I, June '09 Jyoti Prasad Agarwala’s praxis of culture is getting more relevant in the wake of globalization. The end of colonialism in the 20th century resulted in the emergence of Neo-colonialism. The colonial powers lost their empires, but the new colonial powers started controlling and exploiting the resources, policies and people of the new states through several indirect and subtle means. 1 The capitalist block developed a new device i.e.. Globalization to gain control over resources, economics and even culture of the newly independent so called developing nations of third world. Theoretically Globalization means a concept as well as a process of 'securing real social economic, political and cultural transformation of the world into a real global community.1 According to Edward S.Herman ‘Globalization is both an active process of corporate expansion across borders and a structure of cross border facilities and economic linkages that has been steadily growing and changing’. The advocates of Globalisation argues that its objective is making the world a truly inter related, inter dependant , developed global village which sounds very sweet. But, if we analyse the process of globalisation as it has been taking place during the last years and its impact on the developing countries it becomes evident that globalistion has come down heavily over the common people of back ward states. Globalisation has been proved to be a curse for the ethnic minorities all over the world as their language, culture, identity even their existence has been put in stake. Globalisation is nothing but imperialism in a new form which we may term as cultural imperialism. India is also not out the reach of the evil impact of globalisation our culture has already been shook by globalisation. If we make a special reference to Assam we find that Assamese culture, which had reached a high stage has been distorted by on going process of globalisation. Assamese culture, which is a composite culture with elements of cultures of different ethnic groups living within the political boundary of the state is facing a danger today. Many elements of our culture have been missing or distorted under the influence of outside culture. It is equally true about the culture of all the ethnic minorities living within the territory of Assam. It has already become a universal problem causing death to languages as well of many ethnic minority groups at different parts of the globe. Jyoti Prasad Agarwala well understood the evil of imperialism and he warned much in advance of the threats on local culture from capitalist powers and showed the way how to protect one's own culture in the face of attack from outside. In the wake of globalisation the way suggested by Jyoti Prasad may be the right way to protect our own identity without losing touch with the collective global identity. Here we may refer to Jyoti’s concept of culture how he beautifully explained about a world culture without destroying the own cultures of different ethnic communities. Jyoti Prasad Agarwala had a distinct and clear view about culture. His concept of culture was much wider than it is used in ordinary parlance. To him culture is not confined to music, dance or drama only. Jyoti said that culture is the sum total of human endeavour to bring beauty in every aspect of life. To quote him ‘Culture is the positive application of beauty in life.’ 1 Jyoti Prasad opined that culture must be total, not fragmented. He said ‘Fine art, literature etc constitute only one part of human culture. The other part of human culture is application of beauty in human behaviour .....If a nation excels in one part but not in the other part then that is not total culture. 2 There is no balance in man's life in the absence of total culture’. 2 It clearly shows Jyoti’s concept of culture which is concerned with every aspect of individual as well as social life of the people. Prasenjit Chaudhury aptly shows the two aspects of culture in Jyoti's thought-inner culture and external culture. According to Chaudhury Jyoti' s concept of psychological soul culture or inner culture means intelligence of mind and infuition. By external control Jyoti means fine art. Jyoti Prasad repeatedly said that a culture balance is required for the development of a total culture. He was opposed to the concept of keeping culture confined to music or drama. 3 Jyoti Prasad preferred to use the term ‘Sanskriti’ as a synonym of the word ‘culture’. He had a vision of a society based on ‘Sanskriti’, which he termed a ‘Shilpir Prithivi (Artist’s world) or ‘Sundar Prithivi’ (Beautiful world). If we analyse / 86 /Vol. VIII, Issue - I, June '10 Jyoti’s writing particularly in post 1946 we clearly notice that he envisioned a Socialist society, based on equality and justice. Any thing resulting exploitation or injustice is not ‘sanskriti’ according to Jyoti Prasad. His concept of ‘Sanskriti’ had an economic dimension also. In his lecture entitled ‘Bhabikalar Sanskriti’ (Culture of the future) he analysed the impact of economy on culture and come to the conclusion that ‘economy is the base of culture.’ (Shilpir Prithivi) Jyoti Prasad used the term duskriti' as an antonym of ‘Sanskriti’. He was very conscious in the use of the two terms ‘Sanskriti’, and ‘Duskriti’. Anything evil was termed as 'duskriti, which is the enemy of culture. Jyoti Prasad said that imperialism and capitalism both were evil (duskriti) in the disguise of culture (Sanskriti). Jyoti’s concept of Sanskriti and duskriti is very significant as it may answer many quiestions raised today in a post globalisation world. It is clear that globalisation is the culmination of capitalism and represents the new face of colonialism. So it is not culture. It is ‘duskriti’. But we can not check the aggression of globalisation by opposing the culture of other people. Globalisation has started a process of ‘levelling’ by manufacturing a world culture, which is homogeneous in character. It has resulted in an identity crisis among the local people. If we cite the example of Assam we see that different ethnic communities are trying to revive their traditional culture and in this process one community is considering other community as their enemy. For example a part of Assamese intelligentsia and some organisations have waged a war against all the outside culture, be it western culture or 'Hindi' culture. An organisation even went to the extent of banning Hindi cinema in Assam. But it is to be noted that culture can not be protected with armed guards. To protect one's own culture one need not attack others culture. Jyoti Prasad understood it very well that there can not be any ‘clash of culture’. Every community has its own culture and no culture is the enemy of other’s culture. Anything evil is not culture. So stead attacking other’s culture every community should try to strengthen its own culture so that it may be as rich as other’s culture. All the people should fight unitedly against evil with the weapon of culture. Jyoti Prasad also talked of a world culture, but that is totally different from the world culture conceived by globalization. A true world culture may be moulded with the harmonisation of the cultures of different people and different areas. It can not be one coloured, but multi coloured where in culture of every community will be reflected with its distinct identity. But the on going process of globalisation is moulding a culture favourable for capitalism which is killing the cultural identity of different communities. The Capitalist culture is a commercial culture spreading consumerism which must be checked. At this juncture Artists have a crucial role to play. They should come forward to make the people aware about the evil of globalisation. Jyoti Prasad said that in the war between ‘Sanskriti’ and ‘duskriti’ a true artist must take the side of Sanskriti 5 . But if we look at the present situation in Assam, we see that the artists have failed to fulfil their responsibilities. There is a two way attack on Assamese culture these days external and internal. Under the impact of globalisation many evil elements have entered our culture causing to its distortion. It is wrong to think that everything western or foreign is bad. In the present situation we can not keep our culture closed to any external influence. Jyoti Prasad said that in this scientific age no state, province, nation or tribe can retain their culture aloof of the flow towards the composite culture and civilisaton 5 . In this process some changes sure to occur in every culture and we must be ready to welcome the change because ‘change makes the world beautiful?’ (Shilpir Prithivi) We should make our culture open so that good elements can enter into our culture which will not harm but enrich it. At the same time we must be aware that ‘evil’ elements can’t enter into our culture. It is now not possible to avoid the impact of globalisation. But a people's movement is required to check the evil effects of globalisation. Today we feel the absence of a people's artist like Jyoti Prasad who can stand against consumerism and commercialisation of culture. Jyoti Prasad’s praxis of culture is getting more relevant today as there’s no one to show the people difference between ‘Sanskriti’ and ‘duskriti’. The war between 87 / /Vol. VIII, Issue - I, June '09 REFERENCES 1. Jyotiprasad Agarwala : Poharoloi Jyoti Chinta. p-92 2. Jyotiprasad Agarwala, Natunar Puja, ibid, p-67 3. Prasenjit Chaudhuri, Carpetar Pora Ghahoniloi. 4. J.P. Agarwala, Shilpir Prithivi. ibid p-37 5. Poharoloi. ibid.p-93 6. Englishversion by Dr. Hiren Gohain ‘good’ and ‘evil’ still continues and in this war we need some people’s artists, who will give a wake up call to the people in the words of Jyoti Prasad. ‘‘Unfailing is this journey of light together, yours and mine O Comrade we have found new meaning in life Welcome, my comrade ! Welcome !’’ 6 Jyoti Prasad in the 40’s of the last century wrote — ‘today we don't need a day dreamer artist. We need such artists who can draw the red sun at the dawn.’ (Aideur Jonaki Baat) A praxis of culture in the line of Jyoti Prasad only can save our culture, economy and identity in this demonic age of globalisation. Education is linked to empowerment, and a major manifestation of empowerment is the demand for better governance. The continuing challenge for education is to ensure that all people have the knowledge and skills necessary for continuing human and economic development and for breaking the poverty cycle. The linear relationship between education, poverty and empowerment is, however, governed by the circumstances of a country and within a country in a particular region. Education, thus, influences and is influenced by the context in which it is developed. This synergistic relationship implies that education must be in a constant state of change as it responds to changing social and economic needs and that education in itself is a force for social and economic change as people become more empowered and more productive. Education might be furthering inequalities and hence poverty if equitable distribution of the benefits of economic growth among people is not achieved. This requires pro-people policies, especially in a region where the benefits are limited to a small minority of educated urban populations. As Amartya Sen says in an essay titled ‘How Does Basic Education Influence Human Security’, “When people are illiterate, their ability to understand and invoke their legal rights can be very limited. This can be a very significant barrier to make use even of the rather limited rights that they do actually have.” Acknowledgment: Newspapers and various websites (The author teaches Economics) (The author teaches Political Science) Education, Inequality and Poverty (Contd. from Page 82) Letters ‘a’, ‘b’, ‘c’ & ‘d’ do not appear anywhere in the spellings of 1 to 99 Letter ‘d’ comes for the first time in Hundred Letters ‘a’, ‘b’ & ‘c’ do not appear anywhere in the spellings of 1 to 999 Letter ‘a’ comes for the first time in Thousand Letters ‘b’ & ‘c’ do not appear anywhere in the spellings of 1 to 999,999,999 Letter ‘b’ comes for the first time in Billion and Letter ‘c’ does not appear anywhere in the spellings of entire English Counting. (Courtesy : Anirban Ghosh) This is awesome - I bet you didn’t know this... / 88 /Vol. VIII, Issue - I, June '10 š +|+ š ·· ·|'++ .+ ·|:-|+ =|+~|-'-+ ·-|<· ·:-| +·-|·|~++ ='<·|'·+ -+ · ·| ·|·. +·-|·|~+ -+·'+ ·:+ ·|:· <|+ '+·||< +|-' ·'–ƒ+'»+ =-|+ =· ·'–ƒ+ ·+|+ +|:· š'+'>< ‘+·+| +|-'’ ·'–ƒ+ '·:·:++ .·|¯ =+ š|·|:·+ ·š+ ƒ|'·:+ ·|:· =· ·'–ƒ+. -':> =+ ·- =-|·++ ƒ :+ +|-|:ƒ:·+ š|'+š|'·+ .™- ·|-|+ ·:<| '·:+ ·|:· =|+~|'»:++ ·'–ƒ:++ š|:·· =+ >|-+|~|- -- - .™- =|+~|'»+ .·–ƒ™ |:+ +:++-· +|' ·:+ 'ƒ:+:·+ +·-|·|~:++ ·'<·|· >:- .~:· '·'~+ .+|·· ·<|ª' š™ ” + '÷š +|+ >-'·- <·- ·|'·+| +|=+:·+ ·|·-+ ·· ·|'·+| +:·+ ··|+|=| +-||··|'·+| ·'·¯ .=-|+ ‹··+ ·|· .·:+ .ƒ+' ·'·+|·+·'ƒ-'+ =+'» ·'< =:- :+-|+~:·+ ƒ:~+ .-<+ š'<'ª< +:+-+ +·-|·|~+:+ '·:+ ·' ·:+ ·|+| +n+·| · =-· '< ·- ™|+'. +|=|:ƒ+ ·|·:- =· =|+~|'»+· -|· '·- :+-|+~ ·+ =·|:-· =+ƒ| ··'»< ·:+'·- =+ ··+ : .~ ·-+:»+ <·+|-'- -+|+ .·|:·- ·|· ·|+ +|=| ‹-|·|'·+|+ ·:‹|+ =·|:-· '·- =+ +|·|:·| ™|:+ .ƒ·:< '·+ =+ .+r|+ ·:<| -|~<+ š:+ =· :+-|+~ ·· +·+| '·:·:+ š'+'>< š|++ ·|+'+ -|+|+ ‘+·+|’ ·:ª+ ·|'-‹|'-+ ·· ·:-| ‘.·|¯ ··+<'-’+ .+· .+· ·+·| +:- ·|:+- ‘+·+|’ ·ª'» =:·:· +++++ ‘+|>|+ +|’ ·ª .·:+ ™|+ ·|:- ·:-| š |>'» · |·+ ·|·:- ™| ·:+'·-. +|=|+ ·|·:-+ '÷š +|+ ·:». <|+ · '<·|:·+ ·:» +·+| -|·'» =+š+ .·:+ ·»|»'-|:+ =' ·:+ '~:+'·-+ .ƒ·-|:~+ š+ .·:+ =|+~|'» ·|- +=:-+ +|:· +·-|·|~+ -|:·· š'+'>< ·:+ ·:·+ ··|+|=| ‹-|·|'·:+|+ +|=·+|- .·:+· =·|-+|+ +|-'·'–ƒ:++ ~·- š '÷ +| o+ ·++ '+” +|=|+ ·|+'-+ ·<|:< ·'–ƒ+ +|-|:-|+ +|= 'š'·:+ ™|++ ·'–ƒ:++ ·|'ƒ- ~·-'» '·- ·|'»++ ·'–ƒ:++ ƒ'=·š|:” =+ š|·+·::+ ·š+ .·|ƒ|· ++| '·- ‘.·:·’ =· ·- +| +·:++ -|·+ ·|'»+ .™ ·»-'- ·'–ƒ+'-·|:·+ +|:= +|+·< ·:+'·- <|:ƒ+ ·|+|+ '·- .·×-×:+ .™ .+|-· '·–ƒ ·'–ƒ:++ ·:< | =· ·'–ƒ:++· ·|·|+ ·|:· =+ '÷· - ™| '+ƒ|··+|-+ <|:++ +|= +:++ ·'–ƒ+--‚|š:<|+ ·-š. '+++· š|·+| ™|+ +|=·|-|+ -+ ·::+ ·· ·‹||:++ .™ +|:-| · |-|· » š|·:+ .ƒ+'· '< .·|'ƒ< ·:+ ·|:·. <|+ š'+·|š . '·»|+ ·|+ «· .·'–»'·»|++ .ƒ+'+ ƒ·'» ·|<. .ƒ+'+ +|·- '··+ .ƒ+'· '< '»:+ <|· ƒ ~ |+ ·|+|+:-ƒ +:- ·:- ·:< š|:++ š|:·· ·· :++ +|»|· :+ ·· :++ ƒ '» · |» + ·|«·|:- =+ '·+'-» --- ™|+ +|+:· .ƒ+':+ +|-'+· ·|+|+:-ƒ +:- ‹:+ .-·+| ™|++ ·|:++'» ·<:+· =·|:- '+:+>-| ++| .™:< š|:++ =· .ƒ+'· '< ·|·:- ‘+=| +|-'’ +· ·|:++ + š+ ‘~ ·’ ·|:- ƒ ~ + · <+|. =· .ƒ+'· '< ·+:<| ~: ·+ +=|+÷ ' '·:·:+ '+:+'>< ·:<-+ ·|+ =+'» =-·'< ·|:·+ ··|+|=| +-||··|'·+| -:š— =+ :ƒ+|:ƒ· š|-+ .š:+. ·'·¯ .=-|+ +|'··-~+ š+~|-|+ ‹··+ ·|:·+ =+ +|¬· š'++|:++ +|· .·:+ =· .ƒ+'·'< '-:+ ·|:·- =+ <|+ :+-|+~· ƒ:~ .ƒ+':+ š '<'ª< +:+-+ .+| ·· ·<:++ š ··'ƒ:+ "[³t¡à®¡ 냤 ëW¡ï‹å¹ã 89 / /Vol. VIII, Issue - I, June '09 ··|+|= ‹-|·|'·+| '+·|- =+ =-|·+ ·-- ++|- <|+ -' ··|+|'- +·-|:ƒ+'+ -|:·. '<'- =+ -|· .ƒ- +·-|·|~++ =-·'< ·:<. ·--+· .·+ ·:+ ™|·+|+ š+· =-|·:+ =+'+–ƒ =- '·- -|+ <·- ·|+|+ =-|·:++ ƒ'=·-š'·>· š|:” ·|:++'» .·|» =-|·+ ·-- ++| ·++ '+” '+·:<· ·|+ =:-+ .ƒ·| š|·+| ™|+ -| + ·< :š+ +|'- +·-|· –ƒ+' - :š— :ƒ+|:ƒ· š|- .™ =-|·+'» +|-|+-+|-|+ -:+ · ·:+ <·-· ™·- +|'- .·|» =-|·:+ -• |- ++:< ™|:+-+ :ƒ+|:ƒ· ·=:+ ·=:+ š|-- ++:-- +|'-+ '+” '-:= ·|+ -•|- .·:+ ·:· =:-- -|+ <|+ š|:·+ '+'-·+ š|· '+:+ .š:-| ·· =-|·++ +|-|+ +|-|+ š· ·:+ ··- <|+ ·|+ '-:=+ š|· 'ƒ:+ +|'- +·-|:ƒ+' '>+'ƒ:-+ =-| .+:> +·:-- =-|·:++ -|·'»+ ·:‹|+ +·+| +|-'+|' · =:++|:+ +|-|:ƒ:·+ +· |:++ +·|:++ ·š|:+ +|-|:ƒ:·+ 'ƒ:+ =+'» .+--|·- >:- .~:·+ +·-|·|~:++ '·+ ·š|:+ +·+| -|:· =+ .+-:~·-· ·|:·+ -|‹'-<|+ ·|:~ š:+| =|+~|»|· '·- <·+|-'- '»:š+| .=-|+ ·”~<+ <·- =· .+-:~·- .ƒ:·+ +|'+ ·:·+ ·:» =+ .™|~|:™|:~+ =+·|÷ š<'+ '·-+ .ƒ·-|:~+ š+. .+--|· - ·|+ .~·- +· |:++ ·š|:+ >:- .~:·+ + '«+ '«+ ++:< ++:< ™·- =š|:++ ƒ·:++ .>|:·+ ·š+ 'ƒ:+ ·”‚+~'<:< >:- .™:< ·|:+ ·š|:++ .»-. <·-. .ƒ·-|:~+ -'<-+:+-'-:+ .++| š+'· š=:–:+ .-|:++| ·+‹|'+<-|:+ ƒ'·'-:·|· .+:--+ <+· š=–: ·+·| .»- .ƒ:· ·-|++:·+ ·=| š|++ ™<'ƒ- '÷š+|+ .»- '·- -|. +|-|:ƒ:·+ =· +- '«+ .»- '÷š+|+ :··:++ .>|:· .»- .ƒ·|+ .+<·-. .+|·|+ ·|+ ···:+|+ ·+|+ ++<+ +·-|·|~:++ =:- .-+| '+·|:++ · +:–ƒ|+- ·|:·+ ·|:· «+«:+ =+ »|'+~ -< ™|+ -|· ‘+'·r| '-·’+ +|-|:ƒ:·+ + '·r| =·|-+ |+ · +· + |:· .™ ! +|:+:»'++|+ -|·'» ‘··'·|'”+’+ ·'·|:”+ +|:·· =· -|· ƒ|+· ··+·. <|· -| ·|+ ·|:· .ƒ·+|-- .=| ·| · ƒ ·| · +'.- ·+ +|++'<+ .š·:-· ~:· ··:· ·ƒ·| · '-•- =+ š|++ =· š|+ . .ƒ·+|-:·|-|. =·|:--··|:- '÷š +|+ · '<·|·- ·'· ¯ -|-| .·|'»+ '-:+ ~: ·- .<|-| .·|ƒ|· +· · +|++'<+ .-š·| +|'+~+'» ·+· ···|·' · ƒ= =+ <+· š·|·+ ·|:- '+-'·-·+ ~< +·:++ -:-·+ ·|· š™” '+·|-~· +:++ š:+| +<· +=|+ '·- <|+ ·|:<+ ··~'< '<'- š:·|·- .š:+ +ƒ'- ·:+ .~:·- ·ƒ+š:++ <|+ -|· š:·-'=· -¯|>|™+ +·-|·|~+ »|'+=:·+ .=:÷ <|+ ·+ƒ|- ·š'+·'· '·n'·-- +'>·'-<|+ · +·-<|+ '<'- ·=|· +:+ 'ƒ:+:·- '-:=+ +|™+|:-+ š|+ š'<'» =·:+ =+ '+·|-~ · + :++ '+'-:++:·+ '++|· · · :'<+ -:=|+ <|+· ···|:· '+·|-~· ·+:-+ =+ š<|” '+” ··‡ ·|· -+''+:- ~:· ·:·:· =+ +:-+ -|·|'+ · ·'+· ·|··+ .··|:- .+|»| +- · ·'+· ·|~+<-|+ +-+|<|+ =<'ƒ-+|+ +--+|+·|:+ .»+| .ƒ+|+ =-|· · '·:+ ·|:·+ .··|-+|+ + - š :+|=- '·'»:+ · ·:< š|+:· ·:-:++· --- '+:+ +|' ·+. · ··+ ·|:+|=:-+ .<| +:»· + <+ · +· :ƒ||~' <·+|-'- '+-'·-· š :·-'=· -¯|>|™ :+ '=:=· ++:-· '<'- · >'+ .·:· +:--. ‘·|··| +- - .<|. '÷š +| +|:=|+ .+|-· '+-'·-· .+|·|+ -· :++ +|·|+|'·’’ ·|·|:·+ '>++|-'- ‘-|:· -|:·’ š+·<|+ +¬ +:+ '-:+ .++| ·|š'- +-:< -| š|+:- š:·-'=:<+ .+'·:·· ·¬+ ·ƒ|< ·:+· ·|:· : ‘-·+:+ .™·- <|+ ·|·|:=|+ ·+ š|·'+ ·+ ++:·+ .·|=-·++ +|·:< ·+. '÷š +| +|:=|+ =+=- '+-'·-· · <|· + =–:· < |:<| š:++ +·|. =+»| +|·>| =–:|:-|+ ·:-+ ·|:~ .·:+· <|+ ·|:+ '+ ƒ|·+|· .ƒ·+| ·:+ -- - =·+ .·:+ o+ +:+ =:++»| + :++ ·+'+· =+=- '+-'·-· + -·ƒš :· ·|:++ -|·:- <|+ '+-'·-· =–: ··+-+’’ +·-|·|~:++ +|·|+|'·· '·š|'·:=|-|+ =·|-+|+ ·-+|+·| · '>' ·+|·|-| ·· +< · ¬+-š + |+:-+ ·:‹| + ·¬++ +·-|·|~+ .·:+ ·|÷ .. '+:-|'·»|+ ƒ :+ '·š|'·:=|-|+ .~:- .ƒ·| .·:- .··-| '><|+. >··|-š+| + |ƒ:+++ -|-| ‹+:-+ '++- š =|'<+ š|'·. šo. ·'+ ·. .-+= ~|·š|-|+ ·:» ·|=|· ·+ =·|:-+ '·š|'·:=|-|+ ·|+|+ · ~ ·|'<·|·|·| +:»= ·|:·. ·|:· 'š+'-:++ · š™ ¬ =|+~|. .+|'» '++| .-+|'+·|:++ =-| =+ +··· š|+'<+ =-|·++ +·-|·|~:++ š |+ :· '·:-|'·»|+ ƒ :+ +¬|-~:+ .ƒ·| š|·+| ™|+ =+ š ·— <|'.+ '-ƒ· :-++ =· '-ƒ· --'- ·· +< +:»+ .+‡ ·-|<| ·+-|·<':+· =+ ··~·|+·+ ƒ’ƒ'» ···+ ƒ™|'š< ·+ +·-|·|~:+. ·:» .·-|+ =+ š ··'» ·+ :+·|··|:·+ ··|+·|| '<'·:< ·|+ '‡<'+'» -|‰ ·|:·+ <·- ·|-:++ š|:·+ +:. +·-|·|~:++ +'.- · ·|·>™ -ƒ·| =·=·|» ·:+ ·:·+ ·:- ·+. -~ ™'ƒ .+|·|· ·|:+ <:+ <| =· ·|:-+ <| =· ·|:-+ <| =· ·|:-+ >--. .+'+:+ š'·+ (+|·|· .=-|+ ·‹|++:–ƒ+ ƒ~|-~+ -+|+|· ··> ·|‹|'·+ -:-+ ·:+'=+ '+++ '·=++ ·'·<|- +|-| ·|'·:<|+ =+ š'·<™·| +'+. ~n+|+ · ·š-||'·++) / 90 /Vol. VIII, Issue - I, June '10 '+··:+· ·|+ ·-| .+|:-| ··+ .+|~':+ .™'<+| ·=- -+:-:+ +|<+-|:+ ++ — ‘.·|+ -|- +'+ 'ƒ+| -|. .<|·|:-|+ ·+:-|:+ .>¯| ++|:>|-. .·|+ ='+|· ·|'++:- ++ ·- :~:·......+’ .<'<+| .... .·· ··<< .+:- ·--+ ·’+ š|:+ +|+ <|:< ™'ƒ:· .·· +|'¬ ·'< '-+<|:'+ ·++ ='+-+ =:- '+· ·|- -š· +|<+ · · < · š +|· =·<| .·++|· .š-|+. ·--+:™|~| :· ++ .··:+|++ ··+ +|:+| +|:+ :+ -|·|:++ ·|'· '+>+|-'-'+>+|+ ·š+< '--+ -+'+ ·»-|:+|+ ·'» ™|+ —:+ ™|+ ·|:·| .·· '+:·+ =·:+|++ ·|-–ƒ +| '++|ƒ+ ··:+ ·+:-|:+|+ ·<'<< ·-‚|š- +:+ š·-š-·'»< +- š|:· ='+ .™|+| · +'- '-™ |·+ ƒ:+ ='+-+ .·· '+:·+ =·:+|+ ·--|+'·'- :+ ™|+ — -'<+ ·'·:+|·|<+ ··:+ <|+ ··|'‹ ·|'=+ .-|+|:++ ='·++ ·»-| ·· '-< =· - '<:+ .+'<+|+| ·|-+ ·-+ ·|-–ƒ 'ƒ:+— .+'<+|+| · ƒ+ '+ƒ'· +:++ ·|'· ÷'·-+ :· >|· +· ·+:-|+ .·'·÷+ :·:< .·|+| +·| š·»< =·:+|+ +·|:+ ·|+|· :+ ·|'·-+ '+++ +-:+ -|-|'++:< ·|:+'~+ +'+ .<|-| ·|+|+ ·|< ƒ·- .·'·÷· ·|-+:- '-=+ ·|<+ ·š+< <'- -’:- — ·|”-| 'ƒ+|+ ·|-:·:++ ·'·|” ·+=| +|'·-'+ +·|-:··» — .·'·÷ +++ 'ƒr'··' +|=‹|-' =¬:š·< ·|+|+ :·:< š·· .ƒ·| .ƒ'· ·|+ .·· >++ '>-|'+:+· š|·:- ·|:'+<| ~'- <'-:- ƒ:+|:+ ·|=<+ ·|+|+ +·|'·'- ··š·+š< ·|'- -+:- »|- š|:- .·'·÷· + <|+ +|+· ·’-— <|+ ='+-< ··'»< '+··|- ='+| +|'·-'+ '™:+|++ ·ƒ¯+ ‡|+| ·'¯ +'- ·-|<:+ '-=+ ‡|+| · ¯ + '-:· '· · ·|-'ƒ:- ·|'- ·|'·:·+ ·”+ ~‹+ +'+ +·| .·· ·»-|:+|++ '++|¬ ƒ·-+ š+| '· ·¬ ·’+ '+>|:++ ·|+|+ <|+ '-+<|:'+ .™- -~| :·:· — .·:+ <|·:+ ·+:-| +·| =-|+ — ·-:»|· š|<- -|'~++ ‘·|- ƒ·=-+ ƒ:+ <'·· :·'-+ '+-|++ ·|‹|+· ·|-·<:+ .+:-~ +'- -|+| .-'+ ’— .·'·÷+ š·—+ ·|+|+ ·¬+:- ·:š=| -+'+ '· '-:=· :+ ~’-+ :·'-+'+-|:+| .<= ·.·:+ ·|- ·+ '·· :< ‘:·'-+’ '·>|:š =–: --++ ·|-+'+ -|+-·- - '<. ·|:+~-·|-–ƒ. +|·-|-+|·-|+ ‡|+| '··:<| š-|+|'+< ·++ .·:+ '··<+ š·· š'+>+ ‘·|-·’ '·>|:š:· — <|+ 'š·<:· :·'-+ +| .=|+|-+ .ƒ·+ <·| ·'·|”+ · +=|+ -|+ '·· <+ ·š+<. .<:--‚ -< · :+|·- ·- - '< + ‡|+| '·· < š'+> |'-< ·’:- -> :- + š'++<-·'- š+'<+ š·+<|+ ·|':‹|< '··<+ ·+'+- ·- :· š:+ ƒ- ·|+ +:·|++ š'·=·+ ··+:<· ·÷+ ·ƒ|+ ·÷ =|- +'++:- '·=| 'ƒ+| ·+. ·-+·š|-ƒ+| ·|'ƒ+ -‚|- -|·+ .ƒ·-=|'<+ š'< -|+'+ -+š ·÷+ ·|:+:~:+ -·+ ·|'++'+ '-™|<- ·|+ š:+|=- ·|:š:= >+· ·|'-:+ š<|¬+ 'ƒ+|+ š:+|=-+ :·'-+·+:- -|+- ·--'<+ š'++:< +<+| ·|+ ƒ|'+·+ .+'· -+· 'ƒ:+ +'-:+· '··<+ ·ƒ+·'- +'- -+|:<|· --+ '+··|- ··<· '··<+ ·ƒ+:<| ·-+'- .<|:-+ +·|'·'- ·-'+|+ ++|+ ·š|+ -|'·- ·|+|++ ·>| +·|. š'+:+· š'+'-‚ '< ·|+ +< +|· :·'-+:+|++ ·|-'·+<|+ '-: -|:+ ~- 'ƒ:++ .·'·÷· :+ ~’- — +|o=| -¤| +|o=| -¤| 91 / /Vol. VIII, Issue - I, June '09 š·· ƒ·-:< .<|·|+ .·|+ -|- -|'~'·-+ š'+>+ '+'-·+ .·|+|+ 'š·< .<|·|+ š'< =+ ·-|·' ·|++· ·--+ +'+'·:-|+ 'ƒr'+ .¯>-< =+|='+ .·|+|+ ··+< — '+· |· ++| · |+| — ·· ='+-< š ··+|++ +|:+ '+>'-< :· š'+'·:-|+ .+|:-|+| ·|:š|-=-+:· .™- ·· '+ƒ|+ 'ƒ:·| — =:- -|+ ·|'·'·-+ .·· .++| -~|+ +|+· '+>|'+ >|·:·|. š·—· +'+:·| '-=:+ +·+|+ — ·-+ ·”'¯+ .=|:·:+ ·¬+ ·|'=· .š|+| -|·+ +’+ š|'++|:- <'·. '+·+ <|·-|< .<|·|+ +|+:- ··|- ƒ+· ·'<÷· +'+ ·|:·| — ™|÷| ™:·¯ ·|·'-ƒ|++ ·|+ +|++·- .·|+|+ ·:·· ·+:<| <'· +’+| +| -|'++ š|+| — ·+|+ ·”+|-< '-·>+ '++| -|· '-'·< ·+| +'- — ··+| :++'++ ··+ +|·-|....... '+” ·|·|+ ··š+ + :-+»| '+·|-— < '·:<| -=-| -·+! ··'š< +'· ·|'· '+'-: '++++ ·|:-|>-|< ··— :·:·|. .+'<+|+| .<|·|+ ·|< ·|-+:- .·|+ ·|<< <'- :-:·| — ··|:-·+ <|<:+:<| ·|~+-| -|·!! ·|+| =|-|:-. ·:+| -|'+ '+>'< ·· — .-· +'·- ·-+ ·-š·· +·+| ++|. ·÷+ ‹+|·|+' +'++:- ·=· .·|+ =· ·|<ƒ·- .<|·|+ ·š'-‚'<< ··|- .-<:·< :· š:+ '++ .·|+ ·'÷+ ·|< ƒ·-:- .™- '-'-+<| ·|'· š:+! · > | ·» -| =» | ·ƒ'+ + '+++ ·- :~:· — o'-+|:- ·|-:· '+>+| ·|+ .š|+|+ ·|=+ +|+‹|- ··|:- .+'· — .· 'ƒ~”+ ·'·|:+·| ·|-+ ƒ:+ ·|+|·+! ·'·|” ·+-< ·+| ··++ +·|+ .··:+|+ ·+-+ ='+- =·|:< 'ƒ .™:-:+ '+šƒ ·+ - ·|-·|:< .+|·|++:+|+ '-: ‹·+. ··~ƒ|++. +'¬='+'+ ·|-·+ ··|~:· .·· =~<·-+ +'+ .<|:- +··|·++ +|'·++ ··=-·+- ··|++++ ·|=< -+|· ·|:+ ·Š< .>:·+|+ .+|:-· +|:+| '+·|·< --+ ··|· ·|-‚|< -’+ .-|+|'++ ·+:·| =· '·+'- .·|+ '-=| ·'-=<|+ +-·'< — š·· ·+-‚|< .·|+ .<:- .+|:-| ‹|+·| -|'·-+ <|:< ·· -~ š|·'·:-| =-=|<'+ .~|ª'+ .ƒ·|:< ·<|” ·+--··= .·|+|-' ==-'+ .·|+|-'=-' .ƒ·'-+|+ ·|'·-+ ·|++ .·|:»- =·- ·|:·+ ·|++ ··|+ +'+ 'ƒ+:- ·|:= ·|:= <|· .·|:»-·-:- ·|:·+ '™ +|+·:< -··+ .·|+|-'=-'+ -~< .·|+ ·'-ª<| +|'-'·-+ <|·+ ·+-<|< ·· ·- :·'·:-|+ .ƒ·+ ·'·| ·+'+| ·|·+ .<:- ='»- š'+:+·+ ·|=< ~|-++ ·+'÷· .·–ƒ™· .·|:+· '++ ·|- ƒ·=- ™++:+| ·|++· +'++ +'- .·|+ '+·|·+ ·|·|+ ·'-ª<|· .·|» ·-|· .·|+ ·”+< .š·+ + š -’:-+ =:- =+ ·+-‚ |< ·· · š-'< ·:- | .™. ='+-·»'-' +'+· +'-· ·-:< '·+| +'+:-|+ ·+:·| .·|+ ·-+ ·-'›| ··š:+ <|·+ =|'-+:- 'ƒ+| -|'·:-|+ '+” ·· .™ <|·+ .š·< +–ƒ' .·+| <|·+ ·=|-| -|'·-+ '+” ·+|+ ™+'-+| š'+'·- =+ ··”ƒ ·|+ -+ª+ ƒ:·|:++ '++ =:- ·’- — .·+| 'š·:- ·:-| — '+” '+ +'+:-| o'-+| ·· <|· + --'+|· ·|'+:- |+ ·+. =· ƒ ·- ·|:<:+· . ·· ·|'++:- +|‹| ·’:-|+ š'+'-‚'< ··|:-· -+ª+ :· ·'·'·- .™ <|·+ .·· ··<:< >+· ·|'” '-'ƒ+| ·’:- ·|'= =:-ƒ:+ .<|·|+ ···< ·· -|·|'+:-|:·:<-+ ·'·|”< -'<:·‹ '-·|· +'+ ··+| -+'+· o-+|ª=' ·+:- ·+:-|¬+-|:+ .·|+ ·‡|«'- =-|:-:·:<-! š'+'-‚'<+ >+· š'+·'<+ +·| o'- <'· .+<·-' :· š'+·|. -·+:- .·+| -|-|'++ +·|+ <|·+ -~+ ··š+· =»| ···+ ·|-–ƒ·+ š'+·'< -|- +'++ +'- ·· ·|·| +'+'·:- |+ <|· + .+–ƒ +'+ =·- · –ƒ+ ··|+ +n-| +'+'·:-|+ '+” +|-+< ·’- ··š· '+š+'< ! ·|+ '+· |· ++|. ·|'=· -|:+ | — =:- ·-|+|'.< š'+'-‚ '<+ ·–: ·'- ·’+ -~| .-|:·|+| ·’:-· ·· · ·' ·’:-|:·:<-+ ='+-+ ·+- 'ƒ .·š|:·:+ ·|:+|+|'- -’+ '+>+| =-':+ '-= ·|:<:+ '-::·+ +'++ -~| ·’-+ =· ·»-|< ·· ·|-'·+ ·” -- .·+ +|· .š-|· '·:- | — '-=:+ >·|'-++ +|:+ ™:·¯ ··++ š:+|=- :·'·-+ <|· ·|'·-— '+:ƒ·' ·” |·+|ƒ' .~|» =»|+ ‘·-++·|+’+ .·|+ ·‹'-< ·+| .·-|+ +:·š-' .+·»|+ ··- '-<++| ·++ ··· +'+ <|· ™·|-‚|-< .™|~|- ‹'+ ·|'·'·-+ :·-| ··||. ·--·- ··š+'+ ·++ ·'·|”< :·-|+ >|->--. ·|-|”+'· '-+|š¬| ··š+'+ +|-+|<'+ — ·| ' ƒ ··- .~| š- ·++ · ·| - ' -· < ·| + š'++'n<-|:+ <|· ·÷ :+|++ 'ƒ ·|'·'·- .™ -|'+ ·|>'+< -|:~+ '··:<· .···:< +»|·|< >-|++ +|:+ =+ +·· š'++n-| ·|<< :-'·-+ 'š:· ·|·|+ -|~| · š ·: ·|'·-+ .·|+ ·<|” '+·|·' .>|+|:>|+| =»|· <|·+ ~'<'+'‹ ·'< ·<+<|:+ -=| +'+ ·|'·-+ š·· ·+-‚|< '·:+| <|·+ ·'+·|· +'++ š+| -|'·-+ '· <|·+ .ƒ·:‰|'·<|+ ··- ·++ <·| š ·|··· .·|+ ·· ·< ƒ|'. ‹'+:-'·+ =· .=÷< '· ·<|” ·|+‹|-<| ·+-·- +'+'·- =· +|:+· .™ — <|·+ š'< .·|+ =+ ·:+|·- ·--+ ~- :- ··|+ ·:·ƒ / 92 /Vol. VIII, Issue - I, June '10 '· ·+:<| š|·'·-+ =·- ·+--··= ·–ƒ+ ··|++++ ·|+< ··|- '++ ·|'++ š|:+ .+:-:+ -'++ <-+ ·|'»:+ .™- .·++|· .š-|·:·| — =:- -|'~'·-+ =· '+++|ºš ·|+ '++'š+:- 'ƒ+ .-|+|'++ · '<·:‹| ™:·¯ ··”+ ·'» :~:··+ .+·š:- ·|'< ·|'- <|·+ .·|‹|:š|·| +'+:-|+ ·+:-|:+|+ +·| ·· -+|<:+· ·>| š·|'·< ·’-+ '++ =:- +'+:- +'- .·|‹|< +’:- .™ — <|·+ .š'·++ · '¬ + +|:+ =· :+|+ +|· +'++ -~| :·:·+ <|· |<+ '++|·+ +|:+ ‹-+ .™|~|+ +'++:- <|· + .š '·:+ '™ +|·< .™|~ƒ|- +'+:- — .·· +| .™ =»| ·” |·+|ƒ' .~|»+ ·|'·- .·· +·| '· š·:· =-| -|'·-+ ·|+ =-|+ 'š·< ·-|· ··|+ š· -|'·-+ =»| ·:™|~ '··:< 'ƒ:· — <|:+| ·<|” +|+'< '·-'<+ 'š·<. .·· +| :·:· — =»| ·|.+ '··|- ·+-<|:+ ··š|ƒ- +'++ -|'~++ <|< ·+- ·’:- — '· '+>+|·:<· ‹-+ -~:< ·'¬· š|++ .·:+. =+·|÷ <|+ ·'¬+ +|:+· <|· =:-ƒ:+ .~|š- ·+|ƒ ·+++|· +'+ ·|'·:·+ <|· -~:< ·+|:+| =-|:- — .™ =· ·'-™|-:»|+ š|·:< '··:< ™·: ='+-+ š|<'- .·'-++ <|· '-= · :·:+ ++| - '+|:+|'¬ '·'- o'- ·· '+· ··+ +|++ ‡ :· +'· ·|'+:- |+ 'š· · · < :< .·|+ + +|-< ·+| 'š- -:»| <|· + ·|<< 'ƒ š-|· ™|+:- +:- |+ -~:< +:- | — ·-'<š-:· .™- <|· =· -‚ |- <||~ +'+ .·|+ ƒ '¯+ +|'·+ ·+ ·|+ .+|:-| ·=|< -‚ |-< ·|::~|š- +:++ ··+ ·š+|+ -++|:+ <|· :+| .+·š+ š+| ·-|· .+|:-|+|:- ƒ '¯ '-:=š -++|:+ .ƒ'++:- ·|+· +'+:-+ '+·ƒ+ .™|++ 'š·:< <|· ·|'»< -'- š'+-. ƒ»| +:-»+ ·|·|<<+ ·>|:+ .·|+ ƒ'¯:+ -'+ .-|:š|+| ·=|- ·|·:- <|· ·|<'+ ~’-+ ·-:š| '+-· -+'+ ··:+| .·· ·|· <||~ +'+:-|+ ·'”· =·< <|·+ ·· ƒ·-+ š+| '++< ·|'+:-|+ .·|+ '+·|··|»+<| ++|+ ƒ:+ <|· .™- .·|:+| š<|++ +'- -|'+ -|™|++ ·|>-:< '+ =|-| · |+|. š '·=·+ +|-:·|+|< ·|·|+ '™ '·=| 'ƒ+| ·+ .··'·'- ·|‹|+:·+ š'+'-‚'<+ ·|-+-| +| š'<+-|· --- ·'-=<| ·++ ++|+ ·:™|~ 'ƒ:++ +n-|<'< '+··|- +·|· ='+- .+'<+|+| +·|- +'+ .<|:-. .+'<+|+| ·”+|:|+ ~-'+:-:+ +š|· .<|:-+ ·-< .+'<+|+| š·— =|:~ — =:-· ·’+ š|:+:- =+|· ='+- +'=·| š:·'-+|·+ ! .<|·|+ -~ .š|+|+ ·|~:-:+ ='+-+ +|·|'-· ·· · ·|- ~-'+-|:+ .>|+| -|'·:- |+ ·|>- +·|:»| ·’- — š :+|=-:+|:‹· ++| -|'·:- |+ <|:<. ==- :·'-++:-| ='+-:+|‹+ '+ ‹|+·| ·|'++ š|:+ ·÷ + ‹+|·|+' +'++ -|:~ — -~:< ·|:+=|+ š |·'·+<| 'ƒ+ -|:~+ .·+|· ·|·|+ .·'-+ <·| · ·| · :„·| — -·+ =|:-| '+” .·|+ :·'-+ ='+-+ š'< ·+| .·'-+ ‹|+·|+ ·|· - š'++< - ·|'·- ·|+ .·+| ·· + ·’- =+·|÷ .<|·|+ ··~+ +|:++ š-·:+ ·’:-· +'=:-| — ='+- .++- 'ƒ+| ·|+ .-|+|+ +|:+· -·++ ·+|:+ ·”'-'·< ··· ·|:· ·|+ š:+|=:-| ·|:·+ ='+-+ --:+ >|+:- '·'+:·| — .<|·|+ ·|:=:++ ··|-'ƒ:- ·++|+ ~·++ ·|=< ·+| .·|+ ·”+|:|· .š|·++ -+· ·+|- š|·:·+ · ·-:- š·|'”+-|+ +'-+|· ·|'-:· =+|· .·|+ +|'ª=< š<||·|+ :++'++ ·· š|'œ ·+|+ ··'+:·+ -·++ ·|+ '+ =|-| + '÷·<| '+·'- .<|·|+ '-• - .+|·- · · ·|+ >|+'-:+ .·|+ '+~< 'ƒ-+ +·+|'=+ '-:·|· '+:·+·+ +|:+ ·|·· .™|~|++ ·· š+¬ ·· ·|:··|:-|>-|< ·|+ -'++|< 'ƒ-:+|++ +|:+ o‡ ·|+ ·+· š· '-‡|+·< +<' ··+ =·+| .·|+ >|'+'÷+ ·¬+· +'- -|-|+|:- +·:=÷< .·|+ +|·+ -'+'< '·>|:š 'ƒ+| =· ¯|+ '>· .+·»|:+| .·|+ ·|:= ··:+ '++< +:++ .·· .+·»| .š|+|+ ·š™¬|< ·· ·'–ƒ·|- :· š:+|+ <|+ +|+· -·+| -·++ -|- +|· -|:-·|- +'+:·| <|< .+|:-| ·:–ƒ· -|·+ ·· -|:+| .·· :- ~+ ++|:+| .+|:-| ·- -|·+ '™:·< -|- +|· +'++:-:+ ·|·|+ '-™'¬ 'ƒ:· — -·+ =|:-| '+” ~'·< +|:·| =|:-| +· +'+:·|+ ·-:- ·- :·|>-| ·|:· — ·” |·+|ƒ'+ -|+ '+ .š|+| +|·:'+ ·'·|” + .·· ···|+ š'++|-:»|+ +·| -|'++ ·” |·+|ƒ'+ -|+ '+< ·” - š'++|-:»|+ '-+|š¬| 'ƒ+|+ ·'>-|< ·:+ .<·:-|++ =+·|÷ +-||+ ·'-<| ·|'- +'++:- ·ƒ|< :·'·:- |+ ··+< '++| +|+·< .·|+ '+>|'+ = '-++ =- ·|'·- + '-:· ! .·· · ·-'+ ··»- ·'» .™|+| ·’:- — .·|+ ·|+ .·|+ ·|+ ·” |·+|ƒ'+ ·|=<:-| '+ š|· +| ·|'+-:· :<- ·|:+ .·· .+|r+·+'+| '+:·|+:»|+ '-ºš|š >+:™|+ ·'·—-·'-~ +++| <|+ ·|<+ ƒ'¯ ·· š|·'++ š+| -|· =»|·+ ·|~+ 'ƒ-+ ƒ:+ ·-|~< 'ƒ-:+|+:<| .·|+ .+·|· '-'ƒ++ +|·:'+ ·'·|”+ ƒ|'+·< ·+| ··+:+ +·|+ ·|·|+ .+·š+ +|++'+| +|'·–ƒ|·+-+ -~< ·|:'+<| ~' - · '·'·-+ ·” |·+|ƒ' ·|+ ··|‹ >÷ + ~'<'+'‹+ ·'·+ ·++- +|<'+ š|++ +|:+ -‚|-'+ ·|-·+ ·|-‚|-|=- .·|+|+ ++ ƒ++|++ ·|'·· .>¯|+ ÷'» ++| -|'·:-|+ .<·:-|++ 93 / /Vol. VIII, Issue - I, June '09 ·>+ >|'š++ +|:++ ·|·|+ '+·|·< .-|+| +|:+· =~+|+' ·|<:+ .<·+ .+|r+·+'+| =+·|÷ š÷ .+·'ƒ-·|-+ š+| ·+< -·+|+ +·| =-|:-'·+ ·|++ ·:–ƒ· — ƒ¯ >÷+ .+|:-| .-|:+ <|+ ‹'+ '-:· — <|+ ·<+|· ·š+|‹ ··'»< ++|++ +|:++ -'<-'+·+-| ·|< ~+|+':+ -+|:»|+ ·:·ƒ ·'-+|· ·|'-'+'·'- .-|:·|+|:+ .™:- .<:- ·‡|+ +'+ ·|'- 'ƒ+:- .·|+ '·-'< +'+:-+ ·»-|+ -+ · ·· '·:+· · š-'¬ +'+:- |+ ·:–ƒ·|<'< -|:+· ‹'+ -:-| — '+'-: ·”|·+|ƒ' ·~·:- '~='~=|· ·+| .·· ·+-< '-·>+ '··<+ ·|=:< .+|:-| =»| .~|:» ··· ·'-š|:+:+ <|+ ·š·+· +'+ '-:·+ .+|·- ++·+ '+:·|+:+|++ ·š+< '··<+ ·>+|>+ >+ ·|:+· — '··<+ ‡|+|· ·-'¯ '·'‡ ++| ·'+‹|=-+ ·+ +|:++ ··+ ·š+|+ -+'+ ·· +|· ·|+· +'+ 'ƒ:-|+ .·|+ <-+ š |>=- .=|+|-+ ·|‹|+· .š|·|+< -’+|:»|+ ·+:»|+ ·š+< ··+· >+ +|'·++ +|:+ '-:ƒ· 'ƒ:-|+ +· ++·+ -’+|— <|:< ·++ š+| š··+|++ +|:+ ·|<'+ :~:· — .·:+ '· .™:- .<:- ·+:- ·|'·+:- ™·—š+ ·’+·+ ··|+-| ·+| ·|- 'ƒ· '+-|++ š'<· ·· ·<+<|:+ +|+-‚| -:-|+ -’+|:»|+ '+” .+|:-| o·÷ .š|+| -~’-+ -|:-·|- 'ƒ-+ '++'<< +|'<+ ·|+ |+< .·· ·+:»|:- ==- +|'¬ ··| .ƒ·| ~’-+ ·|<< ·:–ƒ·=-+ '++| =»| — '-·>+ +–ƒ :+· ·’++ +|+ :<| =»| .»|:š|-| ·|:·+ ··+ ·š+|+ -+'+ +< +|+< .=|+|:- --' >-|:-+ -+ · +|+:- + '- ~|+ +|:+'ƒ š|+ :· .™|+|:+ ·+| --':+ -=|-¯ :· ·|~” ++ 'š'· ·|+ '·'.< ·|·|< +'+:-+ ·|- ·:»| -'- š'+-+ ·++ ·|- :· ·|~” ++ '>-|¬ +'+:- — .·· :»|:+· .<·:-|++ '-+'ƒ¯ .·|+| -’+|:»| — ™|+ '-+|š:ƒ ‹'+ ·|'- 'ƒ++ +|:+ ·|:+ .·|+ ·--+ +'+'·-+ ·+'+ š+| ·|<+ .·|-|:»|< +–ƒ+ +|+ƒ =:+| -|'·- — ·|'·- >|· -. ƒ|· -. ·|- + +|+ < ·-'· ·+| .+~:»|< ·|'·-— ~+· +|:š|++ ·|<-ƒ'·- =»| + |· = ·|+ ·|<-·|· +·+'+| .·|+|-'+ .=|·+ =»| +++ ·:-+-+ ···||. .+|~'+| 'š<+ ·+‹+ ···||:+ =='+< š'++|-:»|+ ·+|· 'ƒ+|+ ·:„:·| '+:·|+ š÷· ·+:-|:+ ·=|:< ·+ <||~ +'+'·-+ '· :ƒ-'–ƒ- ='+-+ =· ·-|+-·-|»-:+|+ ··| +'++ .-|+|'+ ·++ š+| ·-|· :~ ™:·¯ ƒ ++ ==- .-|++ ·+< .- ·|+·'+|+ +|· +'++:- :-'·-+ <|+ +:¯|š|'=< ‹:-:+ ·+:- +'- ·-| .··+| ·|'·- š ·· · š·|++ -’+|:»|+ .=š< =:·|š|·|- '+:ƒ·'-‹-+ š'++:< .š|+| :~'·- — ƒ· ·¬+ »+| — 'š<+ ·+‹+ ·+>+ '·> '+< :· ·+| >|· -:+|+ .·|+ '-:ƒ ·< · |<+|· <|+ ·|· < ƒ »|·|- .+|·|. '=:-'»- '¯+. .+»|+' ·|'ƒ ·|+ .· |·|<< +|+< =»| =. .+. ++'»:>:-- +|'· ·· .™'<+| '++ '¬ 'ƒ ·|'·:- | —-’+|:»|+ ·<|| ++|+ ·š:= ™ '¬ 'ƒ — ·|<~+|+'+ >++ š+| ··+ š'++:< ·'·—-·'-~ ++'+'·-+ 'š< ·=|·'- :· š'+ ·|'·-+ =+·|÷ -·— ':+ · >|-'··|+ =:+| · |< ‹'++ .-|+|'+ ++|:+++ ·|<ƒ ·- '-'+'+-'+ƒ|'+ >|· '·-+ ·+:<| <|· š+'=| +'+'·- — .·· ƒ ·-·|:< +–ƒ + ·|'.+. .+|·| + »|+ š|:+ .- .-|+|:++ '++ '< 'ƒ+|:<· .·|+ +|· .·+ :·'·-+ '+” -’+|:»|+ .·- ·|· ·+| >+ = '++ ·|+ '<. ·|< + ·'·— ·+ >|+'- ·· -~< +' -+|· + '+:· |+ ·-+ š :+|‹ 'ƒ+:- .>¯| +'+:· | — -|- +|· +'++:- ™|· :< .+'<+|+| .++|· :· ™|+ + '-+ ·|+|. .<|·|+ ···< +·+|· =·:+|+ +·| '++ :+ ·|:·| ·· '-:=· -|=|:-|+ · .·|+ ·|:·:·|‹-+ š:·| ·’+ š|:++ ··+| =:-ƒ:+ ‘+- :+· -’+ ='++:< ·|:·|'-+ š+| ·'¬+ š:+|=- +'-· <'· -|'++ š|+|+ .·|+ ='+-+ +·:+|+ ·š +|·| ·»-|+ ··|-+'+ ·|>+· ='·< ƒ·->|'+»| ·»-| .<|·|+ o-|:-|+ ·+|+ š|·:<| <'· .·|+ +|++ š+| ·'· .™|+| -|· — <|+ +|:+ ·|”'++ +<=<| =-|·:·|+ .+|+|:>|- .·|+ ‘·|-·’+ ·|+'< ·+ š|'+·|:<| .·'·÷+ ·|<+ ++-< ·+| ·|+|+ ·|<ƒ·- ·|·|-| +'š ·'·-+ ·|>-:< ƒ:+| ··|- š:+ +·| .+|+| ·|+ o-|< ··|:-· <–:+ :· ·|'·- .™ .<·:-|++ ·|+''++ ·+-‚|- ··š:+ ··:><- :· š'+'·-+ .·'·÷+ ·|<+ š'+:+¯-< ·|+|· '-+|š¬|+ ·· ·--+ +'+:· .-'+ <|+ ···:- <'v-|:+ ·|+|· '-+'=· +'+:-— -|·. .+|:-| >--|. .+|:-| '··||>|++ ·|-|· .·· ··< š'+º·» .·|+| -|·+ · |+|· '-=+ ·|<ƒ ·- ·|:+¯-· ¬ +'++ '+>|'+ š ·++|+ .·'·÷+ · ·:- >|· š'·+|:-. <|· ·|:+·· ¬ š ·|'” +-|+ =»| '++|= ++| .ƒ'·+:- š|:-+ - š'+ < ·š+|‹:+|‹+ · ¬ š +|:· ·+:<| ·-:- š ·|'” + -|+ +' -+|· ·|'-:·+ +|++ š+| · |<'+ ™|+:- · ƒ|< .·|+| · |+|+ ·|<·- .=|:+:+ ·|· '> ‹'+ .·'·÷· š |+ ·|+ '<+ · +< :+ · '·-— ·ƒ|+ +|+:< ·|'++|:- — +|+|+ -~< · |+| .™:-ƒ:+ ·|:+ '·+ .<:-ƒ:+ '-+ |+ '--š–ƒ · |+| .·'·÷+ +|+< '·+ 'ƒ +’- — ='» š-+ ·'¬+ ƒ:++ (.-'·+| ··:·-· +:-=. '<'->+'+|+ ···'+| '+-|~+ '·='+÷' ·|+ =~+|+' ·š'+'>< ~n .-'·+|+) / 94 /Vol. VIII, Issue - I, June '10 ƒ+|+ ·'- .·|·|· ·|'·+:- ==|+ +<|· -š—·+|| :· ='š- :+ ·|:+ ++ =+|· .™|+|:+ .<'<+| +’++|< .+'- ·+|+ ƒ·| =»| :+ ·|:+ -š—·+|| :· ='š- -·-·|· ·|:+ ·|~+ '·>|+ ~|- 'ƒ-:»| š|+>|'+ +'+ ·|:+ +++ +|'->+< -|'· ·|'·+:- .···r|+ +|~ =™| +’++|< :+ ·|:+ ™'ƒ =‹|'- +’:ƒ +·'·< +'+ .<|:- ·|+|:· š|<-'+| +++· ==|:+ ‹+|· ·|:+ +-:+|+ -š—·+|| :· ='š- +|'–ƒ ·:· .·:·+| .š|·+ =»|· -š—·+|| :· ='š-+ ƒ·|:< >:+ -š—·+|| :· ='š-. ·-|·+' '+· .>:-·< ++ :~ ·|:+ ·-< .š-|· ·|:+ .··”+ ·|:+'-:+|++ +·| ·=|· ·|'·+ .-|+|+| +|'++|< ·+ :~ ·|:+ -š—·+|| :· ='š- ÷··: =»| ·+ =-<+~ :· '++'š :~ ·|:+ ='·-| ‹·+ ·+|š|<< -š—·+|| :· ='š- ='ƒ-+ +|:+ =' ·:· ='ƒ-+ +|:+ ·:+. ='ƒ-+ +|:+ +|:–ƒ ='ƒ-+ +|:+ -š—·+|| :· ='š-+ ·|< ·-+| ·+ ='ƒ-+ +|:+ -š—·+|| :· ='š- '-=+ +++ .=|- :· ·:· +|'< :· ·|:· -š—·+|| :· ='š- o+ .-|+|:+ +|'<+ +|'<:»| -š—·+|| :· ='š- +++·< '<'< ·|:+ ~'- ~'- .·+ ·+ -š—·+|| :· ='š-. +|'<+ +<|:· ·++|· :- ™|+ -š—·+|| :· ='š- ·'+ š+| =»| +- ·+ š+|+ ºš—*¶i| :· =|š= |-=|-r¤i||= -c=|¢| ('++|·:=||'< ···'+| +'+<|+ š'<'ª< .-·+ ·|+ ‘:+·+'’ -|·+ +'+<| ·|:-|>-'+ ··š|ƒ+) 95 / /Vol. VIII, Issue - I, June '09 Don’t open the door, Mother! They may seek shelter during the night They may ask for food for the night for the number of them These civilian soldiers carrying clots of blood in their eyes. Every sunset The unnatural people of this land Cannot even collect together their compose Since it has gone astray. During the pervading nights If the sharp spiked booted people knew Of the shelter inside the house They will surely knock on the door In search of the youths Engaged in a game of catching the dark, They may charge you too Heaping upon you terrible acts. So let a gesture of the eye be sufficient To undestand the impression on every face The result of living the life of a commoner. Don’t Open the Door, Mother Original in Manipuri : Abdul Hamid Translation : B.S. Rajkumar '·- +++· ·|+ ‹··|+ 'š>< ~‹'-:+|+ ++ ·+-·+'+| ·+. '™ƒ:+ ƒš+'+|+ '·:+¯| ƒ'·-'+| ·’:- =+|++ '-·»<|· ·-:- '++|ƒ +'-+|· ·|:- .... .<:-:+|+ ··+:< .·|+ .+|·|< ·+| ·+'+| ~'»|+·-< .·|+ .+·+'+| ·|.'-:+|:+ =»| .+·+'+| '»·- +=|· .... ·· ·|'=· -+'=:-| .+:-:+:-| .·· .+·+'+| '»·-:»|:+ .·|+ .+|·|:»| +++· '<<| ·|'»+ ·+|:·:+ ·š>|· .<|:- .+š:+|+| .·|+ ·-:»|:+ .+|:-|+| '=š'·+ ƒ:+ '+>|'+ ™|· =+ .+š:+|+| ='+- .·|+ ·:š|- ·|+ 'ƒ·++ ·|=< ·|:·| =·- '·'·+'+ <+|< .... '·'·+'·:-·:»| +'-+|· ·|:- .·|:- ·+|· ·|+ ·:š|-:+|+ +<·|- ·’- =+ ƒ|·. >|'+:+++ ƒ|·. ··|=+|ƒ ·|+ š'=+|ƒ+ ™=< ™’< '+‹- ·|-+<|+|ƒ. -|‹'-<| .™- =+ ·:š|-. ·'·||·+ ƒ:+ .·|:+| -·++ ·<| ·’- .+'<+|+|· '+” ƒ|··+ '·+'-< .·|+ ·- ·|'=· +–ƒ'. .·|+ .™ =· ƒ|··. =·+|:»| .<|·|:+|. <·|'š:<| '++ =|:-| <'· '·+'-'+·'- -|‹'-<|+ +·| .+|+| .<|·|+ ·-+ .·=|+ ·:š|-+ +|'+ +·| =· '·+'-:+|+ '·.|+ ·|··| ·|:· =|:-| .<|·|+ ƒ|*| ¤|=||”=| -c=|¢| -+|·|»'+ +|'·–ƒ| ·|+|'”+| ··· +|'=|+ '+ƒ|· š'++ƒ+ ·'-™”|+ .<·+ +>-| ··· š'-+:- >|·+ : http://sites.google.com/site/aksthephoenix/daxi (Abdul Hamd is a Civil Engineer by profession works in a Saudi Arabian based Engineering consultancy. He is one among 3 moderators of KHORIROL (a global e-platform of Manipuri literature in yahoo groups). To read his poems visit his site:www.abdulhamids.webs.com A Sahitya Academi Recipient on Translation B S Rajkumar is lecturer in English in a Manipur college.) / 96 /Vol. VIII, Issue - I, June '10 - :o tr| r |-| +r| =(= :o-| trº| |-| +r| =(-= := n|- = =¤t - |=-+| +=|n r := o|-|n| - |=-+| =º|- r =|-+ |+t-t (r-| +:| (||tn - o==t +r| tr| r (r |·«t ¤| ¤|º tr| r |==|t (=| r - (| nrt ¤| ¤|º tr| r|º| =| -t| ||= = ||= r =|t - =º|-|t :o tr| r := ¤|º-| +:| =| ¢ +:| =|t ¢r |·«t ¢r| -| r -t| -+r|:=| = =|«| ¢r| -| r -t| ¢|:| = t|=:|t t|= =|-| r - ¢r| =|+| -+r|:¢| = =|« := |·«t =| º|: - (= =+|-| ==| =|-| r := +:| =| =|+| =r|+| =|t ¢r +:| -=:n= (+ :o-| tr-| r -t ¤|(| =| |(+| == (|=, |(+| -= ·|= =+-| ==| =|-| r -t| (|-| =| |t |-| +r| Š¢| =|= |r=| (|t -r== =t tr| r n|¢: ¢r ¤|º-| +:| == =r+| =|r-| r -== .... ^rJVr ZXt A{^foH$ àgmX °ê¡o [¤\ÚA塳๠®¡j¡àW¡à™¢¡ú ·|:++ ·:·+ -|+|:<· '·o +|:ƒ ·|:++ =·:+ =+·| .=:-· ·|'· +-|| -· ·<||+ ·:<|- +:+'· 'š·|>' š|š ƒ: ƒ|· =–:=–:|”:+ +'‹:++ ‹|+| ·:· .+- ·|:-| .·:·+ ++· <|+ .+|:-| '·:-| -|:<| ·š+|‹ ·|:·+ ·+- šr'+< ·:+ ··| ·+'- .· -· ··|+-| :+·|·' .+|:ƒ+ ·:<| ·|·|:ƒ+ .÷|:‹+ '÷·- ··'š: '+‡ +:+ .~:· <|:+ +:+'- ·|=-| ·|'· .·-·|:++ +|:| ·|:=| ·:· ·:· +'+ ·--+ ·<:š+ .·--|+| =--'+ ·+':+ .-:·:· ·+| o:-'·- =+'ƒ- .·-· ·|< ·|~:++ +-++ <|+ š|=:+ ·'-= .-· .· =·- '·: ·|'· š+| .· ·|:++ ƒ'=:·+ ·|·| ·· .-:.'· <=-' <+ ·+··| ·|<| +|· ·|:< ƒ||+ ·|·'+|ƒ ~-|·:+ '·- .· .™ ·|·|+ .>|:·+ ·'· <'· <|+ +:<|»+ .=:-:·| .· ··|¯·' >|ƒ .· '·o'» .>|· -:+ +··+ ·|+|· ƒ||:·'- ·|= o‹ ·|·|+|:+ -|'+ ·:·· .-|:++ +'¬· .· -- +|'-+| <+ .+:‹:· >:-+ .+·' >'r· ·¬'· .ƒ:· +|:š .š+-·|·-+|=:-+ '·· ·|:++ ·:·+ -|+| +|-|:< .+:ƒ'·:-| -· +«- +'·::< ·+ =<'>· '-·|++ ·+ ·|'· .-··|+ ·:+ ™|:+| +-|+:- .-:~:· ·|-- ÷·+|· +:+ '-:< ƒ|·. ƒ'š'··|. =+» ··+++ ('+=+ .š·|+ ·|+|'ƒ+. .-·|+ +'++ ·|:+- '·->:+) (=|¤+ = +=|: |:-=| = tr+ (|= r =| t ¢ :| ·=º - |=o| =t- r : 1) http://ab8oct.blogspot.com, 2) http://kuchbaat.blogspot.com) 97 / /Vol. VIII, Issue - I, June '09 ·ƒ| š-·'»< .<|·|+ . ~|:+ :+ ™|+ .<|·|+ ·ƒ++ ~|·|. '-·|'- ·|'++:- -+| ++|. -·—<|+ .-.>|'-+ ·:š=| +'++:- .<|·|+ .ƒ·:»| +|·:»:+ ·|++|+ '-+|+< ·|»< ·'+|+ -|'. .š:-|+| .<|·|+ ··|+:<· >:- .š·. ++· -<+| ··+ +<+|+ .-+|+|. +.| ·’:- ·ƒ++ ·|”'++<|. -|- .š|+| +~| ·’:- '+·|·. ··|+. ·+n <'·:+· ·|·|+ =·|- =-|=+'+ +|+|+ ++++'+| +<|·=|:+ š|'· -+|· :+ ™|+ .<|·|+ ='+-+ .~|++ ·¬|+ '·+=+ .<|·|+ --|:+ '-:· +|:-.'+ ··+|+ -|=++'+| >|+'-:+ .<|·|+ ·|--š|:<· .=·'< >+|+ .·=|+»| -·+ +·| +++ ·|:'--+·'-<| <'·:+· '·:+|+| '·:+|+| .·'>·'-+|+ +=| ·’+:- '+'+++ ‡|+| .š·< š'++:-+ ·+ +.| š|'· =»| ·ƒ|+ +|:·| .š·+ š<'+ -·+ =|:-| .·|+ .š· <'·:· .<|·|:+· .š·< ·· +-'+| <'·:+· .·|+ +·|. .·-+|...........+ :~|=|š :cƒ|¢· =t|c Out of the reach of belief, did come the shock; That awful news our world did rock. How did it happen, none knows why; We’re so sad, it did make us cry. How unfair it has been, then and now, Won’t someone tell us, why and how? Her tears had dried, her pains got healed; She and her good soul must have yield. So good was she; her works so even, That God chose her to be placed in heaven. It’s time now, while we’ve moved on- We miss her as though she had just gone. Griefs along to her our farewells we’ve bid; Even though, we’ll never forget the good she did. We remember her still, we miss her yet; And on this we’ll forever strongly bet. Coz had she been truly in our heart, From us she’ll never be truly apart. Carrying her memories; for more tricks to see Of the world, we move saying, ‘Requiscat In Pace’. (A memorial poem for Anindyee Dhar, 19 a February,13 Pune-Blast victim. Anindyee died along with her elder brother Ankik Dhar, 23) (.-·+ '+.'+.= ><· .>'·¯|++ ·|÷+) She’ll never be truly apart Shubhadeep Paul (The author studies in BA 1st Year. He regularly writes in his blogs : 1) http://aasween.blogspot.com 2) http://shuvonline.blogspot.com) / 98 /Vol. VIII, Issue - I, June '10 +|-·|'·<|+ ·|-+ =|'<+. =»| =|'<+ ƒ|:š|· - + š +'- ‹+| ·++ -|+|-·-'<:+· =|'< =»|+ š+< š'+>+ 'ƒ:++ +¬·|- ··|=< -|+| ·|'·<|+ ·'+·:- ·|-+ =|'<+ š'+>+·'-+ -|+|-·|'·<|+ š +|·+ =»| ·-|<· · š|+ ·’- — ‘·š| ·|‹|·’+ +¬ ·|- ·š| ·|‹|·+ <'+ š·|+<|+ +- -+:š ‰< ~'<< ·|:-|>-'. +|+<. '+<|š ·|'ƒ š+|· ·’+ ‹'+:·+ ·|+ .··:+|++ .™|:~'ƒ -|+| ·|'·<|+ š·|+ ·|+ š>|+ ++| :·:·+ .·:+:· -|+| ·|'·<|+ =|'<+ ‹+·' +'- ‹+| :·:·+ '™·|- ƒ+ ·· + -|+|-·|'·<|+ '+:- =|'<+ · :+- ·|·| +'++ .-|+|'++ -|+|-·|'·<|· ·|'-+ š|:+ ·¬ ·+-‚| ·|+ -|‹'-<|+ =»| =|'<. =·- ·-‚ ·+- ··|= ~'-+:- ·’:- -|+|-·|'·<|+ .-'»+ ·+- +'++· -|'~++ =|'<+ ·'- · +=| ++| ‘-|+|’ ·|'= ÷ ·|+:+ '+š· <·| '+-'œ+ š·:- ·|~+|'- :~ ·|:·+ ·+|+ +|:+ ƒ|+' '-=-'-= =|'<+ .-|+ ·+-. -|+| -|+' ·+-+ +’:<| -š¯ ·:r· +'+ .+|+| -|· .™. ·|-+ -|+| ·-++· +'+ +| '·'+ .·· -|+| š>–ƒ ·-·'+ :- '-=+ =|'<+ ·'-· +=| ++| ‘-|+|’+ =-|~' +'++:-+ '-=+ ·|<-'·+ '™ƒ:+ '™'+:-| š'÷+|:+ ·–:|- šƒ·- +'++ -|:~. '·+ .·· ƒ:+· .·· ·|<-'·+ ‘·|< -|+|:+|’ ·–:|- šƒ·- ++| ·'>< +'- .·|+ -|+ ƒ-+ ™'ƒ:· -|+| -|·|:+. .<'<+| ·’:- =|'<· ·|'++ .-|+|:++ ™'ƒ:· ···<. ···+ ·|< -|+| ‘···'+| -|+|’ .·+|· ™|+ .<'<+|·:- ···'+| =|'< ='+|· ·|'+· -|- -|·+ =· .=÷< ·|·|+ ···+ =|<'+ ·~·- ··:· ƒ- šƒ:=š .-|+| ·'><+ ™'ƒ:· -|+| ·+=·+ +|+-‚| ·'< ·':· --+ .<'<+|·’:-. =·:»| '·+ .™. ···+ š+| ···'+| -|+| ·'< +· ··++ '-<+:< .·+|· ™|++ =»| ··'=| ·-·'+ +¬·|- š'·+'< .:.- »| -|+| ·|:·+ <|+ '-<+< -:·· »| -|+|+ '-=| '-'š ·|:· ·|+ .·· ··'=| ·- ·'+:+· -.·· >-:- ·|÷ (· · -|+|+) :··· »| ·|- -|+| ·|'++:~ +'- ‹|+·| ++| :·:·+ -œ :· .™|+| -|+|+ '-<+< ·|·|+ ·|<-|+| ···'+|· ·|'++ š|:++ .·:+:· — ‘‘'>+ .>:-·' .·|+ -|+| =--'’’ — =· +|+|·|+' ·|:+|~< +'+ ···'+|· '-= -|+|+ ·+=·+ +|+-‚| ++| ·'><+ ···'+| -|+| +·+|+ š <||·|-+ ·–: ·'- :· ·|'·:·+ .: · ·'<+|+ .·· š<||·|- .+|:-· š|·'++ .-|+|:++ ·'<·|·+ š|< -'»+|:- .ƒ·| ™|+ .™. .-:«-:. >-< ···'+| -|+|+ '+<|+· +'+ +|-| -|+| ···< š'<ª| ++| :·'·-+ '+” ···'+| -|+|· .·· ·+» ·'<÷· +'+ +·ƒ+ ·|-+|· ·|'· ·|'=+ ·+-‚| š|+:- ·=· ·’-+ ···'+| -|+|· '+·+ '™:+|:-| -|+| ·|'·<|+ -~< .++ ·|'++ š+| ·+-‚| .š|+|+ š|·:<| ·|'= ···'+| -|+| ·|'·<|· ·'-.+ ·+»+ ·–:·'- ·’+ -~| .·|+|:<| š+<:<· =+ ·|·>™|+ '++++ ='<+| ·|'·:· |. ···< ~|-+'+ · ·| · +|=' ·|‹|·+ '+ƒ||-+ ·· ·:-+ ·|·|+ ·'--|++. 'š< -·|< ·+:- '-=+ ·” |--·” '<+ -'++|< · –ƒ+-·+- ++|+ · :„:·| ·|š:< .š|+| · +|=' ·|‹|·+ '+ƒ||-+< -|· -'¬ +'+ 'ƒ:++ ™|+ +|:+ .·· ·” |-·+:- '-= ·|< -|+| -|-ƒ:+ +’+ -|=|:-+ ™'ƒ·+| +’+ =|:-. .·· '+ƒ||-+··· '™:·< ·+|=' ·|‹|·:· >:-+ '-= ·|< - '·:< ™|+ +|:+ ·|'=+ +|+<:+|+< ++ ++ ·+:+:+ .ƒ·| ™|+ — ‘‘···'+|< +·| .+|+|+ ·š+|‹< ·|'- + ·–: ·'- :· =~+|+' ·|÷'+ ·|:·<||+ š:>¯|’’+ '-= ·|<-'·< ·|<-|+| :+. ·+|=' -|+|+ ·+·|š: ·’+ .-|+|+|+ +|:+ ·|:·<||+ š :>¯|+ — · '++. .+:-:+ ·’+:- š|· :·. + '- š ·— -+'+ '-=:+ ƒ’:+ ¤r=|+o= ¤+|+ («+·:) 99 / /Vol. VIII, Issue - I, June '09 =+|+ -|'+ .>|+|+ ·|'= '-<|” · š :+|=- :· š'+:·+ ·|:+ š -++|+ .ƒ|·|:+|. =»| =|'<+ ·'- . ·|+ š'+>+ .·· =|'<+ -|+|-·|'·<|+ .™|:~'ƒ:· ='+|· ·|:++ ···'+| -|+|+ ·'+·:- ···'+| =|'<+ ·'- .· ='ƒ- .-|:·|+| :· ™|++ ~'<:+ ·+:-| ···'+|. ··· .š ·' <·| =|<'+ ·~·-·· :· ·|+ +|'+ '·+ 'ƒ+ -|:~. ···'+| -|+|· ·–: ·'- .·|+| ·+»+ ··|‹|- '+>|'++ .·+< ='» +'+<|:+ — ‘‘='ƒ- ƒ'ƒ- +'+ +·'ƒ- ·’-. '+:ƒ·' -|~'++ .-|:™|+|· ·’-+ ·|+ (!) .·|+ '+ ~'< ·’+ '+:ƒ·':+. ···'+|+ -|+|:»| +|'-:· -’++ '-'ƒ· -’+:- +|:++··'+| +'¯:+ ·'¯ ···'+ ‘-|+| ·-'<’+ -|'~:- +'+ ™|· ··+ ·'¯. <·|'š:<| '-'ƒ· -’+:- ‘···'’+ +'¯+’’ Surjya Chutia 954456991 Bikram M. Baruah :
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