Sbd kirqn : iek ivl`kx gwien prmprw. mnuk num ies smswr swgr qon aubwrn lei guru swihb ny Sbd kirqn dw Awgwz krdy

Since March 2002 R esearch Paper An International, Registered & Referred Monthly Journal : Research Link - 149, Vol - XV (6), August - 2016, Page No. 11-12 ISSN - 0973-1628 RNI - MPHIN-2002-7041 Impact Factor - 2015-2.782 Sbd kirqn : iek ivl`kx gwien prmprw mnuk num ies smswr swgr qon aubwrn lei guru swihb ny Sbd kirqn dw Awgwz krdy hoey iesnum mnuki cyqnw dy sgly pwswrw ADIn vsiaw smgiqk DwrwvW num Sbd kirqn ihq prxog kridaw ies ivc SwsqrI AMg qon rwgwqmk gwien Dwrw Aqy lok AMg qon Sbd kirqn coki di mirawdw sqwipq kiqi[ SwsqrI AMg AwDwirq kirqn prmprw ivc ijqy mnuki igawn diaw sukm prqw num ies ivc Swiml kiqw igaw hy qw lok ivc jivn dy KulyH vhwa ivc ijaun rhi mwniskqw ijs ivc srl swdwrn DunW ausdy nwdwqmk prgtwa dw mwidam bxdiaw hn num Sbd di dyvi mirawdw ADIn isrijaw hy[ kulivmdr ismg*, rwjys Srmw** Sbd kirqn prmprw' is`k Drm ivc iek ivsys mirawdq prmprw vjon ivdmwn hy jo kwl di lgwqwrqw ivc vihmdy mnu`ki jivn dy ivvhwrk pihluaw dy smu`cy kwr ivhwr num AwpxI AgMmI dyvi mirawdw rwhin invwjdi hoei aus dw mwrg drsn kr rhi hy[ nwd' Aqy Sbd' dy smdur smgm di DwrnI ieh prmprw iehnw dovw rupw dy ivsv-ivawpi ArQW num smytdi hoei smpurn lokwei num aus ivsys dyvi mirawdw nwl swikawq krvwauændi hy ijs ADIn isrsti dy smu`cy pwswr di rupmwnqw Aqy clwiemwnqw inrbr krdi hy[ ies dy prq`k prmwx ies prmprw dy AwDwr grmq sri guru grmq swihb ji' ivcon imldy hn, ijs ivc Sbd dy ivawkrxk Aqy BwSwgq smpurn ArQW nmu svikwr krdy hoey iek-pdy, dupdy, iqpdy, caupdy, pmcpdy, pvqwl, bwrwmwh, pti, vwr, AlwhuxI, GoVIAW, kucji, sucji Awid snwqni Aqy lok kwiv rupw dy ivsqirq pswr nmu dyvi inxm dy qihq bwxi dw ih`sw bxwieaw Aqy nwl hi snwqni Aqy dysi prmprwvw ivcon aupjy nwd svrup rwg dy bhuawxwmi pwswr nmu ivsys gwien ivdwn ADIn isrjdy hoey ienhw bwxi rupw dy gwien lei prxukq kiqw igaw hy[ ies qrhw nwd SrUqI, svr Aqy rwg dy ivsiqrq Aqy ivswl pwswr ADIn ivcrdw hoieaw AwpxI qrlqw, komlqw Aqy rswqimkqw nwl mnu`ki ihridaw num iksy AgMmI sur nwl ieksur krdw hoieaw iekwgr krdw hy, auqy Sbd' iehnw iekwgr hoey ihridaw num isrsti dy smpurn BOiqk Aqy prwboiqk vrqwry dw bod krvw Awpxy igawnmei prkws nwl sroswr krdw hy[ ieh swri mnùkqw di qrwsdi rhi hy ik auh AwpxIAW mwnisk, boidk Aqy Awqimk iqrsnwvw num SWq krn Aqy sdivi AwnMd di prwpqi krn ih`q nwd' Aqy Sbd' di iekhri idsw ivc hi vrqon krdw Aw irhw hy[ ijs dy nqijy vs jdon ASWq mn num SWq krn lei kyvl nwd dw shwrw lyndw hy qw Sbd dy mwidam rwhin prwpq hox vwly smxk igawn di AxhoNd kwrn ihrdy ivcon pydw hox vwly SrDw, dieaw, AihMsw Awid ijhy koml BwvW di AMD ivsvws, kmzori Aqy kwierqw ivc pltx di smbwvnw bxi rihmdi hy[ iesy qrhw ihrdy di komlqw di AxhoNd ivc Sbd rwhin Arijq kiqw bwhri Aqy AMqrIvI igawn KuSk ho jwdw hy jo mnu`k ivc haumyn dy rup ivc prgt hmudw hy[ ijs krky mnu`ki smwj jwq-pwq, vrg-vrx vmf, auc-nic, vihm-brm, krm-kwf ijhiaw mwru kuriqiaw di vlgx ivc Ps jiv, jgq Aqy prmwqmw di AwpsI ieksurqw num pcwnx qon Asmr`Q humdw hoieaw Arwjkqw, bd- AmnI Aqy bd-pyli dw iskwr hoieaw rihmdw hy[ Sbd kirqn prmprw di isrjxw krky guru swihb dw AwSw kyvl mnuk num ausdiaw cmcl ibrqiaw ADIn loikk mmfl ivc KMifq hoei mwniskqw num kyvl nwdwqmk Drwql mhèiaw krvw ky qrmigq krnw hi nhin si, sgon mnuki mwniskqw ivc PYlI vrg vmf ijhi siqqi ivcon bwhr k`fx, jgq jlmdy dy qpdy ihridaw num SWq krn, iek nroey ishqmmd smwj di isrjnw krn, aus nuum Akwl purk dy dyvi dys ijqy iksy prkwr dw rj, qm, sq ADIn koei Zm, dùk ihrdy num swvdw nhin, qvpwaundw nhin ijqy sq, icq, AwnMd di AvsQw rihmdi hy, dw vwsi bxwaux lei hi guru nwnk dyv ji ny nwd Aqy Sbd dy sihj-imln vwlw Sbd kirqn' dw iek pirp`k sumwrg bxwieaw[ gurbwxi ivc ies smbmdi ies prkwr AMikq hy: bygm purw shr ko nwau] duku AMdohu nhi iqih Twau] nw qsvis ikrwju n mwlu] KauPu n Kqw n qrsu jvwlu] Ab moih KUb vqn gh pwei] auhw KYir sdw myry BweI] (1) Sbd kirqn di rwgwqmk prmprw di mhwnqw num drswaundw iek hor idrstwq purwqn jnm swkiaw ivcon imldw hy[ ijs ADIn BweI mni ismg ji di jnm swki ivc AMikq kiqw hy ik jdon guru nwnk dyv ji jgq audwr *KojwrQI (piayc-fi), smgiq ivbwg, guru nwnk dyv XUnIvristI, AMimRqsr **fw. rwjys Srmw, Aiss. pro. smgiq ivbwg, guru nwnk dyv XUnIvristI, AMimRqsr Research Link - An International Journal - 149 Vol - XV (6) August - 2016 11

vwsqy audwsiaw 'qy jwx l`gy qw mrdwny num Awpxy nwl c`lx lei ikhw qw mrdwny ny ikhw ik jy qum myri Aqy myry kutmbiaw di Kbr lvyn qw my ikaun nhin irpwkq krdw[ qw bwby kihaw rwg qmu jwxdw hyn so jo rwg ieho Sbd rwg pwieky gwvyngw qw qyrw prlok isd hovygw qy jy ieho sbd qyry vms vwly gwvxgy qw aunkw ivvhwr isd hovygw[ qw mrdwny AwiKAw Blw ji[ (2) iesy prkwr iek vwr JwjU, mukmd Aqy ikdwrw guru Arjn dyv ji dy hzur Awey qw AwKx l`gy, grib invwj swfw audwr iks qrhw hovygw? qw siqguru ji A`goN bcn kiqw, quhwnum rwg di smj hy qy klxug ivc kirqn dy smwn koei hor Xog q`p nhin, qusin kirqn kiraw kro[ (3) gurbwxi ivc vi ies isdwq num guru swihb ny kljug mih kirqn prdwnw, gurmuk jpiayy lwie idawnw' dy Anuswr prp`k kiqw hy Aqy jgq audwr vwsqy ies lei Drmswl rupi gurduawrw swihbwn di sqwpqi kiqi ijqy smuh lokwei iek`qr ho ky Dur ki bwxi dy kqy nw jw skx vwly guv rh`sw num gwien dy mwidam rwhin AwpxI cyqnw ivc vsw ky guru di imhr sdkw smjx dw auprwlw krdy hn[ Sbd kirqn di rwgwqmk prmprw dw muk AwDwr ijqy ies ivc v`k-v`k prmprwvw ivcly rwgw dw AnuswrI hy auqy ies ivc prym Bwvnw, sihj Bwv ijhy kudrqi guxw dw vi smwvys kiqw igaw hy[ ijs krky ieh mukqi dwiek, AOgux ivnwsk, durmiqhrqw, nwm indwn dy rup ivc vi mnuk num sroswr krdw hy[ dyikaw jwvy qw smswr ivc hor koei AYsw ividawlw smsqw rupi swdn nzr nhin AwaNuædw jo smùci mwnvqw num ivsy ivkwrw di jhwlq BrI gmdgi ivcon k`f sw& piv`qr krky swri kwienwq krqy di rcnw hy dw bod krvw aus di swb smbwl Aqy BlweI ih`q kwrj krn di pryrnw krdw hovy[ iesy krky guru swihbwn ny Sbd kirqn di ivdi num mhwnqw id`qi[ auh jwxdy sn ik mnùki ihrdy num drivq kiqy bzyr r`bi igawn aus di suriq ivc nhin itkwieaw jw skdw Aqy bzyr igawn dy ivsv-ivawpi nyiqk kdrwkimqw num mwnvi smwj ivc pirp`k nhin kiqw jw skdw[ Sbd kirqn di nwdwqmk BgqI ADIn Sbd' mnu`k num kwl di mirawdw di zmini hkikq dw bod krvwauændw hoieaw aus num Awpxy inj nwl swikawq krvw, smpurn jgq ivc iek prmwqmw dy vws dw Bwv prgt krdw hy[ nqijy vs mnu`k duinawvi moh mwieaw di vlgx qon sucyq ho AYsI klw n KyfIAY ijqu drghu gieaw hwriay (3), hm nhin cmgy burw nhin koie (4), eyku ipqw eyks ky hm bwirk qum myrw gurhwei (5), Avil Alhu nur aupwieaw kudriq ky sb bmdy (6) dw Bwv suidrv krky smu`ci mwnvqw di BlweI qy kilawx ih`q kwrj krn l`gdw hy[ ies dy nwl hi sb ko miq hm Awpn kinw hm sbnw ky swjn (7) ADIn AwpxI nyk kmwei num Gwil Kwie ikcu hqhu dy nwnk rwhu pcwxih sy (8) Anuswr swiraw nwl iml-vmf ky Ckdw hy, ijs ivc kudrqi brkq vi pyndi hy[ gurvwk hy Kwvih Krcih ril imil BweI, qoit nw AwvY vddo jwei] (9) ies prkwr mnu`k suriq Aqy Sbd dy myl ivcon prwpq Asl nyiqkqw dy syvw, ismrn, ikrq krn Aqy vmf Ckx ijhy mufly isdwqw ijnhw ivcon bwki swriaw nyiqk kdrw-kimqw rupmwn humdiaw hn numm Apxw ky sgl lokwei dy KuShwl jivn lei kwrj krdw hy[ ies qrrw Sbd hr smyn mnu`k di rihnumwei krdw hoieaw swry du`kw-klysw num qm krdw hy[ Bu`ilAW-BtikAW num ie`k rwh dw pwdi bxwaundw hy[ ivcivaw num myldw hy Aqy iek ivsv BweIcwrk swj num pydw krdw hoieaw ie`k Awqmk KyVw bksdw hy[ ijs rwhin swri kwienwq iksy AgMmI Anhd Junkwr' ivc ivgsdi hoei krqy dy soihly gwaux l`gdi hy[ ieh guru di bkiss hy aus di imhr hy jo klxu`g ivc jivw dy audwr vwsqy Sbd-kIrqn dy ielwhi gwien dy qor qy DrqI au`qy mojud hy[ mnuk num ies smswr swgr qon aubwrn lei guru swihb ny Sbd kirqn dw Awgwz krdy hoey iesnum mnuki cyqnw dy sgly pwswrw ADIn vsiaw smgiqk DwrwvW num Sbd kirqn ihq prxog kridaw ies ivc SwsqrI AMg qon rwgwqmk gwien Dwrw Aqy lok AMg qon Sbd kirqn coki di mirawdw sqwipq kiqi[ SwsqrI AMg AwDwirq kirqn prmprw ivc ijqy mnuki igawn diaw sukm prqw num ies ivc Swiml kiqw igaw hy qw lok ivc jivn dy KulyH vhwa ivc ijaun rhi mwniskqw ijs ivc srl swdwrn DunW ausdy nwdwqmk prgtwa dw mwidam bxdiaw hn num Sbd di dyvi mirawdw ADIn isrijaw hy[ iehnw num is`k Drm ivc kirqn cokiaw dy rup ivc prvwn kiqw igaw hy[ ijhnw dy prqk prmwx swnum iski jivn ivcon iml jwdy hn[ Sbd kirqn di rwgwqmk mirawdq kirqn cokiaw swnum drbwr swihb AMimRqsr di mirawdw ivcon imldiaw hn, ijs ivc A`TW pihrw ivc 15 kirqn cokiaw dw ivdwn ivdmwn hy[ ies qon ielwvw smyn-smyn qy v`k-v`k ruqw, mosmw dy AwDwr vi kirqn cokiaw lgweiaw jwdiaw hn[ dusry pwsy sri drbwr swihb di pirkrmw ivc Sbd kirqn coki ijsnum 'coki swihb' ikhw jwdw hy lok AMg di Dwrnw AwDwirq kirqn coki hy[ ies qon ielwvw prbwq PyrIAW, ngr kirqn, jnm qon moq qk dy hr ^usi ZmI dy moky qy kirqn diaw v`k-v`k cokiaw dykx-sunx num imldiaw hn[ ijhnw ivc sgl lokwei iek srv-swjy rup ivc ivcrdi hoei prmwqmw di is&q slwh krdi hoei Awpxy AMiqm lks di prwpqi vl vddi hy[ A`j globlweizysn dy dor ivc ijqy swri mwnvqw pwdrqk p`dr au`qy iek dujy nwl juv rhi hy au`qy aunhw ivc Bwvnwqmk p`dr qy swj Aqy ieksurqw kwiem krn ivc guru duawrw bkiss kiqi Sbd-kIrqn di nwdwqmk ivsmwdi Dwrw Awpxw Aihm Xogdwn pw skdi hy[ ies lei ies dy smpurn PYlwA ijs ivcon smgiqk, smwijk, rwjniiqk, AwriQk, ivigawink Awid FWcy inkldy hn num dwrsink p`dr qy ivcwrn di zrurq hy[ hvwly : (1) sri guru grmq swihb, AMg 345. (2) ikrpwl ismg (smpw.), jnm swki prmprw, pmjwbi XUnIvristI pitawlw, 1990, pmnw 333. (3) sri guru grmq swihb, AMg 469. (4) auhi, 728. (5) auhi, 611. (6) auhi, 1349. (7) auhi, 671. (8) auhi, 1245. (9) auhi, 181. Research Link - An International Journal - 149 Vol - XV (6) August - 2016 12

Since March 2002 E conomics An International, Registered & Referred Monthly Journal : Research Link - 149, Vol - XV (6), August - 2016, Page No. 13-15 ISSN - 0973-1628 RNI - MPHIN-2002-7041 Impact Factor - 2015-2.782 Indira Gandhi - Economics Thought and The 20 Point Programme New in the history of India Indira Gandhi, the architect of the nation's development as are checks. Those of the green revolution, inflation, trade policies, etc. industry to provide the bedrock of India's age-old nemesis again free from pride and self-respect were provided. Pandit Jawaharlal Nehru's ideas and then the effect of the conditions are also reflected on their ideas. All economic activities and policies of Indira Gandhi imprints of their ideas. Therefore presented in the context of his economic views are being expressed. Key words : Economic Thought, 20 point programme. DR. ASHISH KUMAR Introduction - 20 Point Programme : Gandhi Indian public confidence in the end to the feeling of powerlessness to 1, July 1975 twenty-point programme announced. The country's economic, social problems was a new way of solving the scientific progress of the country, was aimed at the earliest. Announcing these programs broadcast to the nation, said Mrs. Gandhi, "Today I want to tell the nation the government faces some economic programs are proposed. These are not magical treatment. Poverty is only hard work, vision, paved intention, can be overcome only by strict discipline in the last few months, the crisis has hurt the nation's confidence. Now is the opportunity to reclaim the national spirit". In fact it was an attempt as a unifying framework for the country. In 1975 announced 20 Point economic program are : (1) The maximum limit of cultivation of implementing the laws, additional land increasingly share and prepare the ground details. (2) To outlawing bonded labour. (3) Review of minimum agricultural wage laws. (4) Preparation of the new development plans for the development of the handloom sector. (5) Fall in prices of essential commodities continuing to strive lane, reduction in public spending and the purchase and distribution of production marshalling. (6) Give land to the landless and poor houses. (7) Rural debt elimination plan, landless peasants, small farmers and artisans to suspend recovery of the debt to the law. (8) 50 million hectares of additional land in the irrigation facility. Underground water used to prepare the national programme. (9) The level of public and common use clothes to improve his supply. (10) Smugglers property names, or anonymous, to seize legislation (11) The rapid development of power in the central control of the programme preparation and make powerful thermal power station. (12) Easy ways to fund, take action against the misuse of import licenses. (13) Involving workers in industry to prepare new plans. (14) Middle class people in tax relief by increasing the exemption limit to Rs. 8,000. (15) Urban and urbanization socialization of land, vacant land ownership ceiling and maximum new housing area to be certain of fulfillment of the planets. (16) Shortly trial on economic criminals walk and to arrange for their punishment. Evaluation of luxurious buildings and to prevent evasion of taxes to special squad. (17) National permit scheme for road transport. (18) Books and make copies available at controlled prices. (19) Hostel, students provide the necessary items at controlled rates. (20) An expansion of employment and training, especially for vulnerable groups planning new Apprentice. As a result of certain policies, including family planning during the emergency, Mrs. Gandhi could not have Assistant Professor (Department of Economics), A.D. College, Dharamkot, Dist. Moga (Punjab) Research Link - An International Journal - 149 Vol - XV (6) August - 2016 13

come to power in 1977, in 1980 Gandhi once again stepped into power with the defection. After coming to power, his government announced the revised 20-point programme of the 14 to January 1982. The new economic programme of 20 points are : (1) Special measures will be taken to increase the production of Pulses and oilseeds. (2) Capacity will be increased in irrigation and dry land farming and related technical information and equipment etc. will be ready to transport them to the farmers. (3) Convention rural development and national rural employment programs will be strengthened. More and more people will benefit. (4) Dissociation of agricultural land will be surplus land will be divided, and by removing all administrative and legal constraints will be revamping land records. (5) Effective system of minimum wages for agricultural labour will unleash. Then it would also be reviewed. (6) Rehabilitation of bonded labourers will be. (7) Scheduled Castes and Tribes good of the programme will be intensified. (8) Drinking water will be made available in all villages with water shortages. (9) Families in villages near the houses will be given them for houses and financial aid for housing programs will be expanded. (10) Tight settlements will be improved, would run the program to build houses for poor and efforts will be made to prevent unjustified rise in land prices. (11) Will increase the production of electricity, electricity will be designed to improve the functioning of the institutions and all villages will be provided electricity. (12) Tree planting programs, social and agricultural plantation programs and other means of Gower gas and energy development programs will be promptly isolated. (13) Voluntary family planning as a public campaign will be launched. (14) General primary health care will be significantly expanded. Leprosy, tuberculosis and blindness prevention will be. (15) Women and child welfare programs, children, mothers and those living in backward areas, tribal and nutrition program will be implemented rapidly. (16) 6 to 14 year olds, particularly girls and adults will be expanded to the compulsory primary education to overcome illiteracy will be the cooperation of NGOs and students. (17) Increasing the number of FPS, moving into remote areas by providing a mobile shops, workers in factories and shops open for Hostel, text-books and notebooks to students on priority by providing the public distribution system will be expanded and the campaign will be launched to safeguard the interests of consumers. (18) Capital investment will be liberalized procedures and plans to complete within the given time industrial policy will be made simpler. Handicrafts, handloom and cottage industries of stay will be short so they can progress and to modernize their technology. (19) Smugglers, hoarders and strict action would be taken against tax evaders, which is imposed on black money. (20) Public sector institutions will use the full capacity and power to raise internal resources will be enhanced to improve their functioning. Achievements of The 20 - Point Programme : After a 20-point program announced dramatic change in every sphere of national life. Apathy in the country and help spread the spirit of faith and certainty. The country's economy significantly improved. Wholesale prices and a sharp decline in the consumer price index. July 1975 and March 1976 between wholesale prices fell by 8.5% in the indicator points. During the same period the consumer price index number for industrial workers 12.8% and 25.6% of farm workers came down. Lack of essential commodities ended altogether. Several measures were taken to protect the interests of consumers. For traders and stock price were mandatory. Goods in packages related to issue orders to the manufacturer it was inevitable that the weight of cargo in the packet, the maximum price, date of manufacture etc. written on it. Sugar, vegetable, cement and paper industries such as selling agent in the Sol system was terminated. Prices trend monitoring and inspection of public distribution system Mohalla committees in all states and consumer associations were formed. The fertilizer adulteration Act. Smuggling, tax evasion, such as economic crimes against hoarding and adulteration has waged a relentless war. The struggle against economic crimes highlighting the achievements of the book published by the Directorate of Advertising and Visual Publicity, commented that the "campaign against tax evasion have been intensified. 2635 were searched and the result 21.35 crore worth of goods was taken. The survey resulted in proceedings 1975-76 defined or redefined during the income approximately 1.48 million voluntary returns were received. The individuals who have evaded taxes in the past, the to declare their undeclared income and wealth were fired for allowing voluntary disclosure scheme was miraculous results. Declaration by more than a quarter million workers 1587 crore declared income and wealth, of which have received Rs 249 crore. This benefited the economy of the states, because under the transfer plan, had received the most money. In the industrial sector 1975-77 growth rate steadily increased. The average rate of growth during the first nine months 10.9% said. More growth rate in production due to increase in exports and decrease in imports occurred. February 1977) by the middle of 2484 crore foreign exchange reserves had been up to. Emergency achievements in relation to the famous British newspaper "The New Research Link - An International Journal - 149 Vol - XV (6) August - 2016 14

Statesman" comment, has written: "India's economic situation at the moment as good as never before. The trade balance for India and 1976 of the end India has more than 20 billion of the reserve fund. Meanwhile, industrial production is also growing rapidly. India has the world's major industrial countries to join the ranks. Railway material cloth from India to other countries this time making machines, motor cars and other goods have been exported. Interestingly, the export of these things, not only developing countries, but also the USA, Australia, Europe, the countries of the European Economic Community and West Germany is also. India has asked for the most goods West Germany. Here, India has made progress in developing the tools. Minerals, metals, Government of India has already invested more capital. Cast iron, cast manganese and coal have also started sending out India. These things are getting income from the export of the mineral resources are being spent to detect." All items of mass consumption, especially engineering, goods production increased significantly. Ntrajniy and phosphatic fertilizers, cord is viscose, polyester fibers, Streptomasin, salable steel, transmission towers, heavy structures, aluminum, scooters and three-wheeled vehicles of more than 25% increase in production. Hand tools, machine tools, Trekataron, electric fans, radios, receivers, cement, steel pipes and cigarettes from 10 to 15 percent increase in production. Electricity generation grew by more than 11 percent. Weaker sections of society to support and strengthen the public distribution system is more effective. States were advised that the ration should be increased to 50% of the quota. For the sale of goods of mass consumption of essential goods and consumer co-operatives was strengthened. Dress better control over the country's installment provided readily available. The arrangement of the weaker sections of society, especially in rural areas, was relieved. Control over the country was littered with clothes shops. Girls on the public to provide the lowest prices in the handloom sector of public dhoti and sari people started to produce a plan. Under the scheme, in the handloom sector control 10 million square meters to 30 million square meters of cloth and get in control designed cloth. Food oils, cotton, sugar and allied to control soaring prices of commodities Indira Gandhi's government has taken certain steps. Prominent among these were the wheat in bulk to be released from official outlets, inevitably imported vegetable oils used in the production and import of oils in bulk cotton and fertilizer. Placing too much stock on the cotton mills were banned. Controlling betting and loan from banks to purchase these items were made harsh conditions. May 26, 1976 in front of the Parliament of the annual plan was put document economic growth than the first with 11 million to 60 million tonnes and the production of industrial peace had hoped. Parliament then Planning Minister Dr. Shankar Ghosh said in the document that caused the emergency and twenty-point economic program has created industrial peace. Conclusion : At the time he assumed the responsibility of Prime Minister Indira Gandhi had multiple complex problems to them. The third five-year plan had failed and was preparing for the Fourth Plan. India under Nehru and Lal Bahadur Shastri had funded many countries. Indira Gandhi was obtained eventually inherited an economy in which the disparity, the difference between income and expenditure, the lack of food, inflation, unemployment, corruption, and had a sense of public dissatisfaction. Yet they were the first Prime Minister to fulfill the dream of socialism of Nehru, who then can overcome the shortcomings of the economy taken commendable steps towards making India selfsufficient. References : (1) Hindustan Times, Dec. 9th, 1973. (2) Ibid. (3) Broadcast Message to Nation, July 1st, 1973. (4) Review of 20 point programme progress, p. 6. (5) Weekly Dinman News Paper, March 6th, 1977. (6) Speech of Indira Gandhi in the Meeting of Indian National Trade Union Congress on Nov. 15th, 1975. (7) Dr. Jaiveer Pratap Sharma, Indira Gandhi Yuvaon ki Prarena, p. 90. (8) Keval Verma, Indira Era, p. 75. Research Link - An International Journal - 149 Vol - XV (6) August - 2016 15

Since March 2002 R esearch Paper An International, Registered & Referred Monthly Journal : Research Link - 149, Vol - XV (6), August - 2016, Page No. 16-18 ISSN - 0973-1628 RNI - MPHIN-2002-7041 Impact Factor - 2015-2.782 Role of ICT in Religious Education ICT gives access to large amounts of information. The critical examination of information and data is a key component of enquiry in Religious Education. Ability to detect bias, prejudice and personal position in such information is an important consideration in Religious Education at all levels. Students needs to be able to identify, interpret and use a range of sources appropriately to support their learning about religion and learning from religion. Use of ICT allows to convey the outcomes of this enquiry by means of a range of media and presentation techniques. DR. RUBY VIG & HARPREET KAUR Technology has become inseparable part of every walk of life in contemporary times. In education field it acted as tool of dissemination of knowledge and has become central part of learning process in 21st century. Learners are already interacting extensively with technology and use various technological tools in order to get meaningful information in learning institutions. Information Communication Technology (hereafter ICT) is an umbrella term which refers to these tools. It refers to technologies which are being used for collecting, storing, editing and passing on information in various forms. These tools comprise electronic devices which utilized information and communication needs of institutions, individually and organization. These may include any communication device or application, encompassing: radio, television, cellular phones, computer and network, hardware and software, satellite system and so on, as well as the various services and applications associated with them, such as video conferencing and distance learning. Therefore, ICT helps in fast flow of information and plays vital role to enhance learning process. The importance of ICTs lies in the technology itself. It enhances the ability to create greater access to information and communication in underserved population. Many countries around the world have established organizations for the promotion of ICT because it is feared that unless less technologically advanced areas have a chance to catch up the increasing technological advances in developed nations will only serve to exacerbate the already-existing economic gap between technological 'have' and 'have not' areas. Internationally, the United Nations actively promotes ICTs for development (ICT4D) as a means of bridging the digial divide. Today, these technologies have penetrated almost all the spheres of life including religious education. Religious Education gives people a new theory of knowledge. It is an academic subject giving children and young people an understanding that how beliefs and values affect their lives. In religious schools they learn about values of their religion and also views of other religions. The Internet is a vast, unregulated resource that is used extensively by groups wishing to convey their own religious, ethical or moral positions. It can give access to a wealth of information, insight and experience about authentic and contemporary religious expression and give space for the 'authentic voice' of members of faith communities, which goes far beyond what traditional teaching materials can provide. ICT helped not only to enhance the efficiency of the Religious Education system but also make it more explicable and interesting for modern man particularly the youth. ICT as a Powerful Tool for Religious Education : ICT recommends a range of powerful tools to help to learn and to achieve high standards in Religious Education. It helps to learn in Religious Education by enabling them to strengthen and deepen their knowledge. Use of ICT can help to access, select and interpret information. It helps to be familiar with patterns, relationships and behavior of different people in different religions. It also helps to communicate with others and modify their effort to improve the quality of their work. Therefore, ICT is a powerful tool which helps to find, develop analyse and present information, as well as to model situations and solve problems. Moreover it can be used to teach and learn Religious Education and also helps to raise standards by encouraging. The main characterstics of ICT in Religious Education are as follows: (1) ICT's most dominant characterstic is speed and automation which helps for enabling tasks to be carried out more quickly and easily. The quantity of material is available Research Fellows, Centre on Studies in Sri Guru Granth Sahib, Guru Nanak Dev University, Amritsar (Punjab) Research Link - An International Journal - 149 Vol - XV (6) August - 2016 16

on the Internet. It gives opportunities to students to develop their learning skills that help them to evaluate both the information they receive and the websites themselves. There are various websites which have searchable database of material about different religious and non-religious perspectives. e.g. http.//www.natre.org.uk/db/ (2) ICT has capacity to provide access to local, national and global resources which is not generally possible in the class room, including images, sounds or clips. Use a resource such as Google earth to take a virtual tour of a place which could not be visited by the class. e.g. Golden Temple, Makka, British Hindu Temple etc. Google street map to prepare for a visit by looking at the outside of the place of worship to be visited or signs of religion or community to look out for on the way. The websites which are related to these perspectives: http://www.bbc.co.uk/ learningzone/clips/ (3) ICT has interactivity and communicability which make possible to interact with sources which can also not doable with books or videos. It is also possible through video conferencing or other tools such as Skype, Tango, Line etc. for the class room. These applications help to bring together diverse population of leaners to explore different views on a particular issue or to work on a joint project. (4) It enables to be creative in how they explore, express and present their project work. Examples could be visible on a school's 'Religious Education Website' or 'Blog' through use of digital cameras or videos or using a smart phone to record an interview. Using a webtool such as ipadiohttp://www.ipadio.com/. Relgious Education is a statutory subject in the curriculum. It has an important contribution to make in relation of youth's 'spiritual strength' and can make a major contribution to giving insights into issues of sustainability, society solidity and enterprise. The understanding of these issues will never be completed without an appreciation of the role that is played by Religious Education. ICT enables rapid access to ideas and experiences from wide range of people, communities and cultures, and allows collaborating and exchanging information on a wide range. Religious Education aims to support to develop their religious identity by giving them the opportunity to participate at religious practices. The use of ICT can make an important contribution in Religious Education. It enables to: (i) Make proper use of the internet or multimedia sources to investigate, analyse and evaluate different aspects of religious beliefs and practices. They can also acquire detailed information about ultimate questions and ethical issues. (ii) Use email or video-conferencing to communicate and collaborate with individuals in different locations in national and international life. (iii) To communicate a personal response on a particular issue they can use Multimedia and PowerPoint application software for acquiring the essence of an argument or a motivation for discussion. (iv) To organise thoughts and communicate knowledge and understanding of the diversity of beliefs and practices within and between religious traditions by using writing support and concept-mapping software. (v) To bring authentic images into the classroom by using equipments such as digital cameras and digital videos. It helps to develop understanding of the impact of religious beliefs and practices on the lives of locals' individuals and faith communities. (vi) Create presentations using ICT software such as slides on PowerPoint. The Religious Education learning can be achieved outcomes more effectively with the use of ICT. When teacher plans to use ICT in Religious Education lessons, he should consider that the ICT is adding value to the lesson or activity. For this purpose teacher should : (i) Be embedded in the Religious Education learning objectives. (ii) Provide access to authentic information, insights and resources from the world's religious population- bringing the world of religion into the classroom. (iii) Make possible safe communication with peers and other communities, locally, nationally and internationally. (iv) Allow to investigate or be creative in ways which otherwise is not possible. (v) Give access to information and resources which is not otherwise readily available. (vi) Help to think and understand the important and complex ideas. (vii) Support in organizing, recording, reporting and communicating findings of related issues. (viii) Enabling to make informed judgments, support initiative and independent learning about when and where to use ICT to enhance their learning and the quality of their work. (ix) Enable to see patterns or behaviours more evidently. Ten means of Technology to enhance Religious Education : As we know the value of technology for Religious Education is more significant, whether learning institutions are technologically advanced or just beginning to implement a technology programme. Therefore, ICT supports to achieve learning objectives in Religious Education by improving the quality and enjoyment of teaching and learning and by adding value to the learning process. ICT also makes planning and teaching more effective and contributes to student's understanding of ICT. There are ten ways to enhance the Religious Education in learning institutions : (1) Communication (email/text) (2) Search (3) Image search (4) Interactive content (5) Social networking (6) Power point (7) Video (8) Music (9) Self produced video (10) Parent-communication (1) Communication : It is a purposeful activity of exchanging information by using various technical or natural means, whichever is available or preferred. This is the main way of technology to enhance the Religious Eduation. For this every individual Research Link - An International Journal - 149 Vol - XV (6) August - 2016 17

should establish an email address because email is used intensively in the learning process. There are various sources in which an individual can make his account like yahoo, hotmail, gmail etc. For effective communication there should be established lists with parents and because various forms of teleconferences and social sites are becoming gradually more popular. (2) Search : It is an act to find something by looking or otherwise seeking carefully and thoroughly from the internet web sites. (i) The internet as an encyclopedia of information except there is junk. (ii) Search for answers to different religious questions. (iii) Search for activities (iv) Search for topics of interest- depression, angst issues. (3) Image search : It also useful activity on network to find the images of different religions as well as own religion. Most useful sources are as: (i) Google (ii) Images (iii) Type the name of image (iv) Print it- frame it (v) Put instructions on back (vi) Pass around at home. (4) Interactive Content : Interactive media normally refers to products and services on digital computer-based systems which respond to the user's actions by presenting content such as text, graphics, animation, video, audio, games, etc. (5) Social Networking : Social networking is the grouping of individuals into specific groups, like small rural communities or a neighborhood subdivision. Although social networking is possible in person, especially in the workplace, universities, and high schools, it is most popular online. This is because unlike most high schools, colleges, or workplaces, the internet is filled with millions of individuals who are looking to meet other people, to gather and share first-hand information and experiences about different people belonging to different religions. These social networks are: (i) Facebook (ii) Twitter (iii) Pinterest (by category) (iv) Instagram etc. (6) Power Point : Power point is an electronic board, video player and digital book. It is a complete presentation graphics package which gives students everything they need to produce a professional-looking presentation. It offers word processing, outlining, drawing, graphing, and presentation management tools- all designed to be easy to use and learn. (7) Video : Visual multimedia source that combines a sequence of images to form a moving picture. Videos usually have audio components that correspond with the pictures being shown on the screen. The most famous websites for videos are: (i) http://www.youtube.com/watch?/ (ii) http://www.webelieveweb.com/_video.cfm?grade=k (8) Music : Music is a technology best suited, developing faith, building togetherness, worshiping God, expressing God's creation and creativity with us. There are many sites which provide religious music: (i) itunes (ii) Ocp.org (iii) youtube (iv) Webelieve web.com (v) Use words of songs (9) Self Produced Videos : Students of particular religion can produce their own video clips and they can share it on private sites as well as personal accounts like facebook, youtube etc. (10) Parents and Communication : Learning Institutions can orgnise Seminars, Workshop on different topics in which as well as parents can participate. Accept all they can communicate through email, text, social network with calendar online, blog etc. Conclusion : ICT gives access to large amounts of information. The critical examination of information and data is a key component of enquiry in Religious Education. Ability to detect bias, prejudice and personal position in such information is an important consideration in Religious Education at all levels. Students needs to be able to identify, interpret and use a range of sources appropriately to support their learning about religion and learning from religion. Use of ICT allows to convey the outcomes of this enquiry by means of a range of media and presentation techniques. It allows them to plan, refine and present ideas, taking account of sensitive issues and the prior knowledge, emotions and understanding that different audiences bring to bear on a topic. It also allocates to analyse and evaluate evidence, and draw and justify conclusions. Students can communicate similar content in many ways that have a different impact, depending on the specific task and the audience. Stduents can also use presentations to convey a variety of values and attitudes. They can refine and adapt their presentations according to need and the impact they want to make. They can use ICT to draft and redraft their work and also become capable through ICT to decide which software to use to present information and further develop their understanding of how the chosen medium may affect the outcome. References : (1) lisa. M. Hess, Learning in a Musical Key (insight for Theology in performative Mode), Pickwick publication, Eugene, Oregon, 2011. (2) Lynne Broadbent and Alan Brown, Issues in Religious Education, Routledge Falmer, London, 2002. (3) http://searchciotechtarget.com/definition/ictinformation and communication (4) http://re-handbookorg.uk/section/approachers/ict-andreligous-education (5) http://www.religion.byu.edu. (6) http://www.en.wikipedia.org/wiki/communication (7) http://scholar.google.co.in/scholar?q (8) http://www.religiousstudiesproject.com (9) http://books.google.co.in Research Link - An International Journal - 149 Vol - XV (6) August - 2016 18

Since March 2002 R esearch Paper An International, Registered & Referred Monthly Journal : Research Link - 149, Vol - XV (6), August - 2016, Page No. 19-20 ISSN - 0973-1628 RNI - MPHIN-2002-7041 Impact Factor - 2015-2.782 Comparative Analysis of Home Loan Santioned and Disbursed by Leading Corporations in India In this paper an attempt has been made to study the performance of two leading housing finance companies namely HDFC (Housing Development and Finance Corporation) and India Bulls Housing. Besides other needs of food and clothing, Housing is also termed equally important. House protects us from the adverse circumstances of nature like rain, storm and flood etc, and it also ensures the self esteem and identity. Keywords : HDFC, India Bulls, Home Loan. SHUBRA GUPTA Introduction : In a very real way, the home loan is the driving force behind the Indian residential real estate market. Without a home loam, a large portion of the Indian population would be forced to live in rental houses. Because of this facility, one can be a proud home owner without having to have enormous amounts of ready cash. Since they play an extremely vital role in sustaining the real estate market, it is not only home buyers who depend on home loans, but developers as well. To clear up a common misconception- home loans are not available only for the purchase of a house. One can avail of such financing to buy land and to construct on it, and also to renovate an existing property. Of course, there are lending norms attached to the granting of a home loan. A borrower will qualify for home finance if he or she meets certain baseline requirements. The parameters on which a potential borrower's eligibility for a home loan is determined include employment status, duration of current employment, personal income and credit status. This research paper is confined to two major companies- HDFC and India Bulls Housing and is focused on home loans sanctioned and disbursed by the two companies during 2010-11 to 2015-16 HDFC was incorporated in 1977 by Mr. Hasmukhbhai Parekh with the primary objective of meeting the social need that of promoting home ownership by providing long term finance to households. The launch of HDFC was meant to be one small step in dealing the availability of housing accommodation in India which was then virtually absent. HDFC was the India's first home loan company launched with an Intial capital of Rs. 10 crore. India Bulls housing is 2nd largest housing finance company in India, regulated by National Housing Bank. The company holds 'AAA' rating by CARE and Brickwork ratings and a AA+ rating from ICRA and CRICIL. The Indiabulls Group', which was established In 1999 with business' spread across housing finance, real estate and wealth management. Objectives of Study : (1) To have an overview of both the companies i.e. HDFC and India Bulls Housing. (2) To analyze the loan sanctioned and disbursed by HDFC during the period 2010-11 to 2015-16 (3) To analyze the loan sanctioned and disbursed by IndiaBulls Housing during the period 2010-11 to 2015-16. Methods of Research : The study is based on two sources Primary and secondary. Primary data is collected from branches of HDFC and India bulls Housing Ludhiana branch and secondary data is collected from annual reports, official records and published records. Data analysis and Interpretation : Table 1.1 : Home loan sanctioned and disbursed by Year Sanctioned HDFC % inc % inc Disbursed or dec or dec 2010-11 75185 0.00 60314 0.00 2011-12 90514 20.38 71113 17.90 2012-13 103260 14.08 82452 15.94 2013-14 115212 11.57 92455 12.13 2014-15 124690 8.22 100347 8.53 2015-16 134458 7.83 111934 11.54 Assistant Professor, Khalsa Institute of Management & Technology, Ludhiana (Punjab) Research Link - An International Journal - 149 Vol - XV (6) August - 2016 19

The above data shows that the loan sanctioned by HDFC. The comparison shows that the both loan sanctioned and disbursed has shown an increase from the previous years value. In 2010-11 stood at 75185 crores and in year 20111-12 the corresponding figure was 90514 crores which exhibts an increase of 20.38%. Table 1.2 : Home loan sanctioned and disbursed by India Bulls Housing Year Sanctioned % inc % inc Disbursed or dec or dec 2010-11 4415.05 0.00 4207.22 0.00 2011-12 5027.28 13.87 4670.08 11.00 2012-13 5446.44 8.34 4901.41 4.95 2013-14 6535.74 20.00 5902.52 20.42 2014-15 8186.02 25.25 7351.09 24.54 2015-16 14151.12 72.87 12447.73 69.33 The above data shows the home loans sanctioned and disbursed by IndiaBulls Housing. The study shows that the company has grown continuously over the past 5 years. Table 1.3 : Home Loans sanctioned by HDFC and IndiaBulls Housing Year Sanctioned Sanctioned (HDFC) (IndiaBulls) 2010-11 75185 4415.05 2011-12 90514 5027.28 2012-13 103260 5446.44 2013-14 115212 6535.74 2014-15 124690 8186.02 Average 101772.2 5922.106 as compared to IndiaBulls Housing. The average loan sanctioned by HDFC stood at 101772.2 and the couter part stood at 5922.106. The loans sanctioned by HDFC is 17 times higher than IndiaBulls Housing. Similarly the average loans disubursed by HDFC stood at 81336.2 and IndiaBulls counter part at 5406.46. The loans disbursed by HDFC is 15 times the value of loans sanctioned by IndiaBulls Housing. References : (1) www.hdfc.com (2) www.indiabulls.com (3) www.nhb.org (4) https://en.wikipedia.org/wiki/housing_development_ Finance_Corporation (5) Business Statistics,S.C.Sharma,2005,ISBN8122400116 (6) Housing Finance agencies In India, V.K.Kohli,2007. (7) AnnuaL Reports of HDFC Ltd. 2010-11 to 2014-15. (8) Annual Reports of India Bulls 2010-11 to 2014-15. The above table shows the comparison of the home loans sanctioned by HDFC and IndiaBulls Housing. Home loans sanctioned by HDFC stood at an average of 101772.2 whereas the corresponding fig for IndiaBulls housing stood at 5922.106. the table also depicts that HDFC has much more market share than Indiabulls Housing Table 1.4 : Home Loans Disbursed by HDFC and IndiaBulls Housing Year Sanctioned Sanctioned (HDFC) (IndiaBulls) 2010-11 60314 4207.22 2011-12 71113 4670.08 2012-13 82452 4901.41 2013-14 92455 5902.52 2014-15 100347 7351.09 Average 81336.2 5406.464 The above table shows the comparison of the home loans disbursed by HDFC and IndiaBulls Housing. Home loans sanctioned by HDFC stood at an average of 81336.2 whereas the corresponding fig for IndiaBulls housing stood at 5406.46. Conclusion : On the basis of the above study it is clear that HDFC is playing a much more dominant role in Indian Economy Research Link - An International Journal - 149 Vol - XV (6) August - 2016 20

Since March 2002 H indi Literature An International, Registered & Referred Monthly Journal : Research Link - 149, Vol - XV (6), August - 2016, Page No. 21-23 ISSN - 0973-1628 RNI - MPHIN-2002-7041 Impact Factor - 2015-2.782 ØesceÛevo keâer keâneefveùeew cew je ^erùe cetuùe ( ØesceÛevo keâer meje&ßes keâneefveùeeb meb«en kesâ meboye& cew) Øemlegle MeesOehe$e cew ØesceÛevo keâer meje&ßes keâneefveùeeb meb«en kesâ meboye& cew ØesceÛevo keâer keâneefveùeew cew je ^erùe cetuùeew hej ÛeÛee& keâer ief& nw~ helveer mes heefle veecekeâ keâneveer cew mjeosmeer ØeÛeej kesâ veece mes osme keâer DeLe&JÙeJemLee hej efjeûeej efkeâùee ieùee nw, pees Øekeâejeblej mes je ^erùe cetuùeew keâer DeefYeJÙeefòeâ ner nw~ Mejeye keâer ogkeâeve cew Yeer je erùe cetuùeew keâe Debkeâve nw~ keâeb«esme keâcesšer ves osme cew Mejeye heerves JeeueeW keâes Ûesleeves keâe hewâmeuee efkeâùee~ osme kesâ ØelÙeskeâ keâesves mes peve-deeboesueve efkeâùee ieùee Deewj MejeyeKeeveeW hej peekeâj henjs efoùes peeves ueies~ Fmes efhekesâefšbie keâne peelee nw~ cewketâ keâneveer cew Yeer efhekesâefšbie keâjles ngs efokeeùee ieùee nw~ meyùelee keâe jnmùe cew Yeer je ^erùe cetuùeew keâs meb eâcece keâe efûe$ece efkeâùee ieùee nw~ Ùeneb Deceerj Deewj iejerye JÙeefòeâ kesâ efues Deueie-Deueie cetuùe yelees nq~ ØesceÛebo Skeâ memeòeâ keâneveerkeâej nq~ GvneWves meceepe kesâ ØelÙeskeâ henuet keâes Deheveer keâneefveùeew cew jskeebefkeâle efkeâùee nw~ Gvekeâer keâneefveùeew cew je ^erùe cetuùeew keâer DeefYeJÙeefòeâ JÙeehekeâ mlej hej ngf& nw~ [e@.osjesvõ kegâceej euq";,d lkekftd çk.kh gsa vu; lhkh çkf.k;ksa ls vf/kd fodflr vksj fparu&'kfä ls ;qä gksus ds dkj.k og lozjs"b çk.kh gsaa bl fparu&'kfä ds }kjk gh mlus ekuork dks çkir fd;k gsa ;g fparu&'kfä rfkk foosd cqf) gh mls i'kq txr~ ls i`fkd~ djrh gsa ;gh ekuo dh fof'k"vrk gsa blh fof'k"v gksus ds Hkko us ekuo ds fodkl dks mùkjksùkj u;s&u;s vk;ke fn, gsaa çkphu dky ls gh ekuo us vius thou dks ifjpkfyr djus dk,d fuf'pr dze viuk;k] pkgs mldk Lo:i dqn Hkh jgk gksa thou thus ds bl dze dks gh thou&ewy; vfkok ekuo&ewy; dgk tkrk gsa ewy; D;k gsa \ % bl ç'u ds mùkj esa dgk tk ldrk gs fd ekuo thou dks le;d vksj lqpk# :i ls ifjpkfyr djus ds fy, fu/kkzfjr fd;s x, ekun.m thou&ewy; dgykrs gsaa olrqr% ewy; vius vki esa,d ifjorzu'khy /kkj.kk gs] thou&f"v gs vfkok LFkkfir ospkfjd bdkbz gsa ewy; dh fu"ifùk nks çdkj ls gksrh gs % ¼1½ dks'kxr vfkz vfkok O;qRifÙkewyd vfkz % dks'k ds vuqlkj ewy; 'kcn ds mi;ksfxrk] xq.k] dher] Hkko vkfn lakk ds :i esa vfkz fn, x, gsa rfkk fdz;kred lakk ds :i esa egùo nsuk] vknj nsuk] leeku djuk] dæ djuk vkfn Hkh vfkz gksrs gsaa ¼1½ ewy; 'kcn dh O;qRifÙk ^ewy* /kkrq esa ^;Rk~* çr;; yxkus ls gqbz gs] ftldk vfkz curk gs&ewy ls m[kkmus ;ksx;] dher] nke] eksy ysus ;ksx; vfkok tks ewy esa gksa ¼2½ ¼2½ /kkj.kkred vfkz vfkok ço`fùkewyd vfkz % ewy; ds /kkj.kkred vfkz ls rkri;z ;g gs fd 'kcn viuk O;qRiÙ;kFkZ ewy vfkz /khjs&/khjs NksM+rk tkrk gs ;k ço`fùk ds vuq:i mlesa u;kiu tqm+rk tkrk gs] ftlls mlds vfkz esa ml le; dh fo'ks"k ;k çpfyr ço`fùk ds n'kzu gksrs gsaa ¼3½ ço`fùkewyd vfkz ls ewy; esa lkekftd] vkffkzd] jktusfrd] /kkfezd vkfn ço`fùk;ksa dk cks/k gksrk gs] ftudh /kkj.kk, lnso ifjorzu'khy gksrh gsaa vr: gesa lkekftd ewy;] jktuhfrd ewy;] usfrd ewy;] lkfgfr;d ewy;] vkffkzd ewy;] /kkfezd ewy; vkfn dk cks/k gksrk gsa ewy; 'kcn ewyr% vfkz 'kkl= dk gs] ijurq /khjs&/khjs bldk vfkz folrkj gksrk x;k vksj ;g vfkz'kkl= ;k okf.kt;'kkl= dh lhek ls fudy dj uhfr'kkl=] n'kzu'kkl=] euksfokku] lekt'kkl= vksj vu; lkekftd fokkuksa ds fo"k;ksa ds lkfk&lkfk lkfgr; vksj vkykspuk ds {ks= esa Hkh Lohd`r gks pqdk gsa ewy;&oxhzdj.k % fofhkuu Hkkjrh;,oa ik'pkr; fo}kuksa us ewy; dks fofhkuu oxksaz esa fohkkftr fd;k gsa Hkkjrh; fpurdksa us lr;a] f'koa vksj lqunja dks egùoiw.kz vksj 'kk'or ewy; ekuk gsa blh çdkj /kez] vfkz] dke vksj eks{k dks Hkh ewy; ekuk x;k gsa olrqr% ewy;ksa dk oxhzdj.k vusd fo}kuksa us vius&vius erkuqlkj fd;k gsa çr;sd oxhzdj.k dh dqn fo'ks"krk, gsa vksj dqn lhek, Hkh gsaa vr% ;gk,d,slk ewy;&oxhzdj.k fn;k tk jgk gs] tks vhkh rd ds ewy;&oxhzdj.kksa esa ls lokzf/kd oskkfud vksj Lohdk;Z gsa vhkh rd ds çpfyr oxhzdj.k esa M - gjeksgu Keeuemee keâe@uespe, ieì{oerjeeuee, nesefmeùeejhegj (hebpeeye) Research Link - An International Journal - 149 Vol - XV (6) August - 2016 21