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øŒ‰vÚÛî¦ô¢Ù 12 áì÷J 2018- Ð-û¦-è[ª - 13
APPROACHES OF TEACHING ENGLISH
"An approach is a set of correlative assumptions dealing with the nature of
language teaching and learning."- Edward Anthony
THE STRUCTURAL-ORAL-SITUATIONALAPPROACH
Historical Background:★ This approach is otherwise known as 'S-O-S'
Approach.★ It is believed to be an alternative to the direct
method of teaching English.★ It is an outcome of the experiments carried
out in language teaching in the army campsin World War-II.
★ Charles Fries, the director of first EnglishLanguage Institute in the USA in 1939applied structural linguistic principle to teach-ing of language and developed structuralapproach.
★ For Charles Fries grammar of structure wasthe starting point in teaching language.
★ Similarly, the British linguists evolved the oralapproach to teaching of English.
★ They believed that a structure or word shouldnot be presented in isolation.
★ It has to be introduced and practiced in con-text or in situation.
★ Harold Palmer and A.S.Hornby were the twomost important advocates of this approach.
Distinctive Features Of S-O-S Approach
Structural approach is a scientific study of thefundamental structures of the English lan-
guage, their analysis and logical arrangement- Brewington
A. Aim: Presentation and practice of carefullyselected and graded structures is the mottoof structural approach.
B. Unit of teaching: Structure is the unit ofteaching. According to ML. Tickoo in learningforeign language mastery of structure ismore important than acquiring vocabulary.
C. Syllabus:1. About 250-300 carefully selected and
graded structures.2. 2500-3000 words (vocabulary).
D. Selection of structures: 1. Useful to pupils(utility oriented): The structures which fre-quently occur in both spoken and written lan-guage should be selected.E.g. The verb 'have' has more than one
meaning.I have two hands.She has a car.India have won the world cup.
2. Simple and comprehensible (Simplicity):Simple structures like, I am walking, You areplaying-can be selected for the easier under-standing of the pupils.
3. Easily teachable and learnt (Teach ability):The teachable structures should be selectedand taught in the beginning. For example 'Iam standing' is an easy structure when com-pared to 'I am honest' (or) 'I am thinking'.
4. Yield results (Productivity): The structureselected should be productive. It means thatone structure should be able to produce morestructures. For example 'I drink milk' is a pro-ductive structure with which we connect morelinks such as you drink.... They drink..., wedrink.
E. Procedure of teaching: In S-O-S approachevery structure is taught separately.Generally the following five steps areinvolved.i) Presentation of structure in appropriate sit-
uation by the teacher.
ii) Oral drill by the students of the situationscreated in step-I.
iii) Presentation of item/structure in somenew situation.
iv) Oral drill by the students of situationscrated in step-III.
v) Over all drill.F. Language perception:
i) Language is primarily speech. So oralwork plays a vital role.
ii) Language is a set of habits. So languagedrills take a vital position. Use of drill is thecentral technique here.
G. Adoption of other approaches: Structuralapproach goes with situational approach.
Structural Approach In India
★ The structural approach made its advent inIndia in 1952.
★ Tamilnadu was the first state in India to agreeto use S-O-S approach.
★ The British Council helped the TamilnaduGovernment in framing the structural syl-labus and producing necessary materials.
Communicative ApproachLanguage is used to achieve
A communicative purpose- Widdowson
Language is a mean of communication. Meremastering of structures would not be helpful tocommunicate. In the words of Keith Johnson
the structural Approach makes the learner'sstructurally competent but communicativelyincompetent.
The structural approach helps the child toreceive a strong foundation in grammar andrules of language. But language is not structur-al alone it is functional also. If the user of a lan-guage has only the knowledge of languagerules and form, then he said to have 'linguisticcompetence' and if he also has the knowledgethat enable him to communicate functionallyand interactively, then he said to have 'commu-nicative competence'.
The goal of language teaching is therefore todevelop 'communicative competence'. The termCommunicative competence was coined byDell Hymes, an American Anthropologist. Thiswas developed in contrast to Chomsky's theoryof competence which emphasises on the mas-tery of grammatical rules. In Hymes view a per-son who acquires both knowledge and ability oflanguage use. According to Cannale and Swainthere are four dimensions of Communicativeapproach.
So it is clear from the above diagram thatCommunicative Competence is an ability notonly applies to the grammatical rules of a lan-guage in order to form grammatically correctsentences but to know when and where to usethese sentences and to whom.
Chief Characteristic Features OfCommunicative Approach or
Communicative Language Teaching
1. Goal /Aim: The goal of language Teaching isto develop Communicative Competenceamong the learners. This implies both syn-tactic and semantic use of language.
2. Prime Focus on the Learner: The CLTapproach focuses on the learners. Learner ispivot here as it is learner centred. It takes intoaccount the priorities of the learner. Thelearner is constantly faced with the problemsof how to learn English and chooses his ownroute to the solution. He learns by discovery.
3. Syllabus: CLT often uses a functional notion-al syllabus. The model syllabus was first pro-posed by Wilkins in 1976. He called it aNotional Syllabus. The syllabus of CLT givespriority to the students interests. Its interest ison how language is used for communication.The Functional- Notional categories may be
like greeting, introducing people, expressingjoy, extending and accepting invitations,making appointments, agreeing and dis-agreeing making apologies, giving sugges-tions etc..
4. Teacher's Role: Communicative Languageteaching is task based. This means theteacher gives many tasks to the students inthe process of language learning. Theteacher acts as a facilitator. He is the man-ager of the class room. He creates umpteensituations that are likely to promote commu-nication. During these activities the teacheracts as an advisor answering students' ques-tions and monitoring their performance. Atother times he might be a Co- Communicator(Little Wood).
5. Class room Activities/ Tasks: In CLTnumerous exercises can be executed. Classroom activities are designed to focus on com-pleting tasks. Information gap activities, Roleplay, Interview, Pair work are some of theactivities used in the process of languagelearning.
★ The following are some tasks which generatelanguage:a) Making requests for something.b) Making a phone call.c) Inviting somebody's attention.d) Greeting and introducing the people.e) Booking a room in a hostel or guest
house.f) Making a reservation of the railway ticket.
6. Use of Mother Tongue: Careful use ofMother Tongue or translation is allowed inthis approach. The use of mother tonguealtogether cannot be banished as in theDirect method. Judicious use of mothertongue or L1 will ensure effective use andlearning of the target language.
7. View of errors: Errors among the learnersare tolerated and treated as natural in thedevelopment of language. Trial and Errormethod is followed here because language iscreated by the learner through trial and error.There is no stress on rules of grammar orsyntax initially.
8. Testing: Testing the learner's knowledge isnot the goal; testing the learner's ability touse the language is crucial in this approach.
Advantages:✪ Student's inhibition is driven out. Student
feels discouraged.✪ This approach envisages more practical
type of learning the language.✪ Students acquire fluency, accuracy and
appropriacy in the use of language.Limitations:
✪ Communicative approach needs speciallytrained and skilled teachers to teachEnglish. An average teacher finds it to dif-ficult to use this approach.
✪ It is quite unmanageable to organisegroup activities and pair works in over-crowded classes.
✪ It is somewhat difficult to evaluate lan-guage competence of students when thelearner is involved in the problem solvingtask.
An approach refers to the actual nature of the language. It describes
the kind of subject matter to be taught and how best do pupils learn
it. It states a point of view, a philosophy or an assumption which
one believes but cannot necessarily prove.
The main approaches used in teaching English are Structural-Oral-
Situational Approach (S-O-S) and Communicative Approach.
[email protected] your feedback to...
Sk. Rahamatulla
Subject Expert
Writer:
The structural approach helps to..
English (Methodology)
ADVANTAGES LIMITATIONS/DISADVANTAGES
★ Structuralapproach givesimportance tospeech or oralaspect of the lan-guage whichenables the learn-ers to acquire flu-ency.
★ Habits of correctpronunciation ofEnglish words aredevelopedbecause of itsemphasis on oralpractice.
★ Structures aregrasped perma-nently as result ofrepeated use bythe students.
★ Drills and repeti-tion minimise themistakes.
★ As situationalteaching is thehallmark of thisapproach, stu-dents learnt thelanguage in mean-ingful situation.This could helpthem to performbetter in the life sit-uations.
★ This approachsuits lower class-es. The studentsof higher classesdislike monoto-nous drills. Theytake the drills asfun.
★ Situations eitherreal or contrived(artificial) cannotbe created foreach and everystructure.
★ Complete knowl-edge of grammarcan not beobtained.
★ It is time consum-ing approach.
★ It does not suit tothe crowded class-es. This is nothelpful in teachingpoetry, descriptiveand narrative writ-ing.
Dimensions of
competence
Discourse competence
the ability to participate in
speeches/conversations
Socio-linguists
competence
the ability to
use rightwords
Grammatical
competence
the ability to use grammar
Strategic Competence
the ability to solve
communication
problems
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úÕGöÀ–ñ„Ç®¸á°∂ˇ 2018 §ÚÆæ’d: WEߪ’®¸ JÂÆ®¸a °∂™. Å®º|ûª : •ßÁ÷õ„é¬o©@Æ涄bèπ◊dûÓ, GÑ/Gõ„é˙/áçáÆ‘q/áçõ„é˙/ áçNáÆ‘q ´ßª’Ææ’ : 28 à∞¡xèπ◊ N’çîªèπÿúøü¿’ áç°œéπ: •ßÁ÷õ„é¬o©@ áL>GLöÃ Æˇd (GÑöÃ) 2018 üΔy®« ü¿®ºë«Ææ’h NüµΔ$ç: ÇØ˛™„jØ˛ v°æ¢Ë¨¡°æKéπ~ ûËC : 18.03.2018*´J ûËC : 28.03.2018 ¢Á¶¸ÂÆjö¸: . http://bcil.nic.in/
ÉØ˛Æœdô÷uö¸ Ç°∂ˇ ®º÷®º™ ̧¢Ë’ØËñ¢̧Á’çö¸ éÓ®º’q: °œ> úÕ§Òx´÷ ÉØ˛ ®º÷®º™¸ ¢Ë’ØËñ¸¢Á’çö¸ Å®º|ûª : àüÁjØ√ úÕvU áç°œéπ: é¬uö¸/í¬bö¸/ âÇ®¸áçᨻö¸≤Ú\®ºx ÇüµΔ®ºçí¬, ü¿®ºë«Ææ’h NüµΔ$ç : ÇØ˛™„jØ˛ *´J ûËC : 20–01–2018
¢Á¶¸ÂÆjö¸: https://www.irma.ac.in/
Ø√ö« – 2018 éÓ®º’q: ¶«u*©®¸ Ç°∂ˇ ÇJ\õ„éπa®¸ ´u´Cµ : 5 Ææç´ûªq®«©’ Å®º|ûª : ÉçôKtúÕߪ’ö¸, áç°œéπ: ®«ûª°æKéπ~ üΔy®« ®«ûª°æKéπ~ ûËC : 29.04.2018 ü¿®ºë«Ææ’h NüµΔ$ç : ÇØ˛™„jØ˛ ü¿®ºë«Ææ’h v°ævéÀߪ’ : 2018 ï$´J 16–´÷Ja 2 ¢Á¶¸ÂÆjö¸: http://www.nata.in/
Å©í∫§ƒp ߪ‚EJqöà éÓ®º’q: °œÂ£«î˝úÕ v§Úví¬¢˛’ N¶µ«í¬©’: Ç®¸dq, ÂÆjØ˛q, ¢Ë’ØËñ¸¢Á’çö¸, áúø’uÍé≠æØ˛, Å®º|ûª: °œ>, áç°œéπ : ®«ûª°æKéπ~ Éçô®º÷yu üΔy®« ü¿®ºë«Ææ’h °∂‘V: ®º÷.500, *´J ûËC : 05.02.2018 ¢Á¶¸ÂÆjö¸: http://www.alagappauniversity.ac.in
Ø˲*ô˲Ø˲ —ßë≈ —´ßëØË˛Ö M¯Á‹Ö ØÈsÏ˝ {Á≥´ßë∞ Δ>i-–í˛-V>Ö´© 1985 fØ˲-–ö˛« 5Ø˲ ¥ÎΔÊˇœ-–˛$Ö-så˝ÃZ {Á≥Á‹Ö-WÁ‹*¢ –ö˛$Ø˲—ßë≈ —´ßëØË˛Ö 21–ö˛ ‘Ë˝ôÈ-∫™Á≥# Á‹–È-‚Ê˝œØ˲$ GßÊ˛$-ΔˆP-ØÛ˛ÃÍ EÖyë-À∞ Á‹*_Ö-^ÈΔÊˇ$. ßë∞ M¯Á‹Ö JMʸ —ßë≈ —´ßë-ØÈ∞≤ ΔÊˇ*¥˜Ö-®Ö_ AÜ ô˲”ΔÊˇÃZ ¥ÎΔÊˇœ-–˛$Öså˝ –ö˛$$ÖßÊ˛$Mʸ$ ô˛›Î¢-–ö˛$∞ ı≥ΔˆP-ØÈ≤ΔÊˇ$. ^˛Ì≥µØ˲ —´ßÊ˛Ö-V>ØÛ˛ {Á≥–ö˛$$Q —ßë≈-–Û˛-ô˲¢À Á‹À-‡À$°Á‹$-Mˆ∞ —ßë≈ —´ßë-ØÈ∞≤ ΔÊˇ*¥˜Ö-®Ö_ 1986 H{Ì≥Ãå˝ 20Ø˲"—ßë≈ ΔÊˇÖVʸÖÃZ Á‹–È‚Ê˝ìœ øÊ˝—ÁŸ≈ô¨˛(Challenges inEducation a policy perspective)' ı≥ΔÊˇ$ô¯ {Á≥–Û˛-‘Ë˝-Ú≥-sÍtΔÊˇ$. ßë∞≤ 1986 –Û˛$ 28Ø˲ ¥ÎΔÊˇœ-–˛$Öså˝ B–˛*-®Ö-_Ö®. AßÛ˛1986 gÍ°ƒÊ˝$ —ßë≈ —´ßëØ˲Ö.
–ö˛$$RÍ≈Ö-‘ÈÀ$
◆ {Á≥Á‹$¢ô˲Ö, øÊ˝—-ÁŸ≈-ô˲$¢ÃZ —ßÊ˛≈Ø˲$ JMʸ Ú≥r$t-∫-yÏ˛V> Á≥«-Vʸ-◊Ï˝Ö-^ÈÕ. gÍ°ƒÊ˝$ —ßë≈ —´ßë-ØÈ-∞Mϸ D –ö˛$$Q≈ Á‹*{ô˲ÖMÓ¸À-MʸÖV> EÖyëÕ.
◆ 10+2+3 —ßë≈ ∞Δ>√◊˝Ö ßÛ˛‘Ë˝-–È≈-Á≥¢ÖV> Á≥sÏ˝-ÁŸtÖV>A–ö˛$À$ fΔÊˇ$-Vʸ$-ô˲$Ö®.
◆ gÍ°ƒÊ˝$ —ßë≈ —´ßëØË˛Ö gÍ°ƒÊ˝$ ¥ÎuÊˇ≈-{Á≥-◊Í-„Mʸ ^˲{rÖ“$ßÊ˛ B´ßë-ΔÊˇ-Á≥yÏ˛ EÖr$Ö®. CÖßÊ˛$-M¯Á‹Ö ßÛ˛‘Ë˝-–È≈-Á≥¢ÖV>A–ö˛$-À$-^Û˛-ı‹Ö-ßÊ˛$Mʸ$ M>–ö˛$Øå˛ M¯Δäˇ Ì‹À-∫ã‹ ô˲ƒÊ˝*ΔÊˇ$^Û˛›Î¢ΔÊˇ$.
◆ A∞≤ ßÊ˛‘Ë˝ÃZœ —ßë≈-ΔÊˇ$¶À$ ØÛ˛ΔÊˇ$a-M¯-–È-ÕfiØ˲ Mʸ±Á‹ AøÊ˝≈-Á‹Ø˲›Î¶ƒÊ˝$$ÀØ˲$ ΔÊˇ*¥˜Ö-®-›Î¢ΔÊˇ$. Mʸ±Á‹ AøÊ˝≈-Á‹Ø˲ ›Î¶ƒÊ˝$$ÀM¯Á‹Ö BΔäˇ.-Úfl˝-^å˛.-ßÊ˛–Û˛ Mʸ—$-sÓ˝∞ ∞ƒÊ˝$-—$Ö-^ÈΔÊˇ$.
◆ –ö˛$Ø˲ ßÛ˛‘Ë˝ {Á≥fÀ —¿Ø˲≤ Á‹ÖÁ‹Pñ-ÜMʸ, ›Î–ö˛*-hMʸ –ö˛≈–ö˛-Á‹¶-ÀØ˲$ —ßë≈-ΔÊˇ$¶À$ AΔÊˇ¶Ö ^Û˛Á‹$-Mˆ-ØÛ˛ÃÍ ^˲ΔÊˇ≈À$ ^Û˛Á≥-yÊ˛-ôÈΔÊˇ$.
◆ AØ˲$-Á‹Ö-´ßëØ˲ øÍÁŸØ˲$ A¿-–ö˛ñ®Æ ^Û˛ƒÊ˝$-yÊ˛Öô¯ ¥Îr$ JMʸøÍÁŸ Ø˲$Ö_ –ö˛$ΔˆMʸ øÍÁŸ-ÃZMϸ Á≥#Á‹¢-M>-ÀØ˲$ ô˲ΔÊˇ$j–ö˛*^Û˛›Î¢ΔÊˇ$.
◆ –ö˛*Ø˲-Ì‹-MʸÖV>, øõÜ-MʸÖV> AÖVʸ-—-Mʸ-ÃÍÖ-Vʸ$-ÃÒ˝OØ˲ –ÈΔÊˇ$›Î´ßë-ΔÊˇ◊˝ ÁÁ‹–ö˛$*Áfl˝ÖÃZ Á‹–ö˛*Ø˲ øÍVʸ-›Î”-–ö˛$$-À$V>¥ÎÃüYØÛ˛ —´ßÊ˛ÖV> —ßÊ˛≈ M>ΔÊˇ≈-{Mʸ-–ö˛*À$ ΔÊˇ*¥˜Ö-ßÊ˛$-ôÈΔˇ$$.15&35 Á‹Ö–ö˛-ô˲fi-Δ>-À-–È-«ÃZ EØ˲≤ ∞ΔÊˇ-Ñʸ-Δ>-Á‹≈ô˲ ∞ΔÊˇ*√-À-Ø˲Mʸ$ A´®Mʸ {¥Î´ßëØ˲≈Ö C›Î¢ΔÊˇ$.
◆ ’‘Ë˝ì Á‹ÖΔÊˇ-Ñʸ◊˝, ’‘Ë˝ì —ßÊ˛≈Mʸ$ A´®Mʸ {¥Î´ßëØ˲≈Ö.◆ {¥Î£Ê˛-—$Mʸ —ßÊ˛≈ÃZ ΔˇÖyÊ˛$ AÖ‘È-ÀMʸ$ GMʸ$P–ö˛ {¥Î´ßëØ˲≈Ö.
1. ∫yÏ˛ DyÊ˛$ Ì≥ÀœÕ≤ ∫yÏ˛ÃZ ^Û˛ΔÊˇ$a-Mˆ∞ –ÈΔÊˇÖ-ßÊ˛ΔÊˇ* 14Á‹Ö–ö˛-ô˲fi-Δ>À$ –ö˛^Û˛a-–ö˛-ΔÊˇMʸ$ ∫yÏ˛Mϸ –ö˛^Û˛aÃÍ ^Û˛ƒÊ˝$yÊ˛Ö.2. —ßÊ˛≈ ØÈ◊˝≈-ô˲ÃZ Vʸ◊˝-±ƒÊ˝$ –˛$ΔÊˇ$-Vʸ$-ßÊ˛-ÀØ˲$ MʸØ˲-∫-ΔÊˇ-^˲yÊ˛Ö, {¥Î£Ê˛-—$Mʸ ßÊ˛‘Ë˝ÃZ ’‘Ë˝ì-MÛ¸Ö-{©-Mʸñô˲, {MϸƒÊ˝*-´ßëΔÊˇ AøÊ˝≈-Á‹Ø˲ {Á≥{Mϸ-ƒÊ˝$Ø˲$ A–ö˛$À$ ^Û˛ƒÊ˝$yÊ˛Ö.
◆ {¥Î£Ê˛-—$Mʸ ¥ÎuÊˇ-‘È-ÀÃZ Mʸ±Á‹ ›˚Mʸ-Δ>≈À MʸÀµ-Ø˲Mʸ$ "BÁ≥-ΔÛˇ-ÁŸØå˛ ªÍœMä¸ ªZΔäˇz' Á≥£Ê˛MÊ¸Ö A–ö˛$À$ ^Û˛‘ÈΔÊˇ$.
◆ ∫yÏ˛ –ö˛$´ßÊ˛≈ÃZ ∫yÏ˛-–ö˛*-Ø˲$-MˆØ˲≤ Ì≥ÀœÀ M¯Á‹Ö, ¥ÎuÊˇ-‘È-ÀÀ$ÃÙ˝∞ {¥ÎÖôÈÃZœ ∞–ö˛-Ì‹Ö^Û˛ Ì≥ÀœÀ MˆÁ‹Ö, Á≥∞-^Û˛ı‹ Ì≥ÀœÀ$,ªÍÕ-MʸÀ M¯Á‹Ö ∫ñÁfl˝-ô˲¢ΔÊˇ {Mʸ–ö˛$-∫-ßÊ˛Æ-–˛$OØ˲ A∞-ƒÊ˝$ô˲ —ßë≈M>ΔÊˇ≈-{Mʸ–ö˛$Ö {¥ÎΔÊˇÖ-øÊ˝-–ö˛$-–ö˛#-ô˲$Ö®.
◆ 1990 ØÈsÏ˝Mϸ 11 Á‹Ö–ö˛-ô˲fi-Δ>À$ ∞ÖyÛ˛ Ì≥Àœ-ÀÖ-ßÊ˛ΔÊˇ* IßÊ˛$Á‹Ö–ö˛-ô˲fi-Δ>À$ ¥ÎuÊˇ-‘ÈÀ —ßÊ˛≈ VʸyÏ˛-ı≥ÃÍ, 1995 ØÈsÏ˝Mϸ 14Á‹Ö–ö˛-ô˲fi-Δ>À –ö˛ƒÊ˝$Á‹$ Ì≥Àœ-ÀÖ-ßÊ˛-«Mϸ E_ô˲ ∞ΔÊˇæÖ´ßÊ˛ —ßÊ˛≈MʸյÖ-^Û˛ÃÍ ^˲ΔÊˇ≈À$ °Á‹$-MˆÖ-sÍΔÊˇ$.
◆ Á‹–ö˛*-Ø˲ô˲”Ö, ›ÎÖÌú$Mʸ ØÈ≈ƒÊ˝$Ö {¥ÎÜ-Á≥-®Mʸ “$ßÊ˛{V>“$◊˝ {¥ÎÖôÈÃZœ ∞–ö˛-Ì‹Ö^Û˛ {Á≥ÜøÊ˝ EØ˲≤ —ßë≈-ΔÊˇ$¶ÀM¯Á‹Ö Ø˲–¯-ßÊ˛ƒÊ˝$ ¥ÎuÊˇ-‘È-ÀÀ {¥ÎΔÊˇÖøÊ˝Ö.
◆ ÚflO˝ƒÊ˝$Δäˇ Ú‹MʸÖ-yÊ˛» ßÊ˛‘Ë˝ÃZ —ßÊ˛≈-Ø˲-øÊ˝≈-Ì‹Ö^Û˛ —ßë≈-ΔÊˇ$¶ÃZœ1990 ØÈsÏ˝Mϸ 10 ‘ÈôË˛Ö –ö˛$Ö®, 1995 ØÈsÏ˝Mϸ 25 ‘Èô˲֖ö˛$Ö® –ö˛ñÜ¢ —ßÊ˛≈ M¯ΔÊˇ$fiÀ$ ^˲®-–Û˛ÃÍ ^˲ΔÊˇ≈À$ °Á‹$-MˆÖ-sÍΔÊˇ$.
◆ Á‹“$Á≥ øÊ˝—-ÁŸ≈-ô˲$¢ÃZ {Á≥Á‹$¢ôË˛Ö EØ˲≤ô˲ —ßë≈-Á‹Ö-Á‹¶-ÃZœØÛ˛EØ˲≤ ›˚Mʸ-Δ>≈-ÀØ˲$ Á‹ÖÁú$-sÏ˝-ô˲-Á≥-ΔÊˇ_, —Á‹¢-«Ö-^˲yÊ˛Ö fΔÊˇ$-Vʸ$-ô˲$Ö®. —‘Ë˝”-—-ßë≈-À-ƒÊ˝*ÃZœ GÖÌ≥Mʸ {¥ÎÜ-Á≥-®Mʸ “$ßÊ˛Mˆ∞≤ —øÍ-V>-ÀØ˲$ Á‹”ƒÊ˝$Ö {Á≥Ü-Á≥Ü¢ ‘ÈQ-À$V> A¿-–ö˛ñ®Æ^Û˛›Î¢ΔÊˇ$.
◆ Á‹”ƒÊ˝$Ö {Á≥Ü-Á≥Ü¢ VʸÀ Mʸ‚Í-‘È-À-ÀØ˲$ HΔ>µ-r$-^Û˛Ì‹ ªZ´ßÊ˛-ØÈ-´ßÊ˛≈-ƒÊ˝$ØË˛Ö Á‹–ö˛$-ΔÊˇ¶-–ö˛Ö-ô˲ÖV> EÖyÛ˛ Á≥«-Ì‹¶-ô˲$À$ Mʸյ-›Î¢ΔÊˇ$.
◆ ¥Îu>≈Ö-‘ÈÀ$ –ö˛$Ø˲ Á‹ÖÁ‹Pñ-ÜMϸ AØ˲$-Vʸ$-◊˝ÖV> ΔÊˇ*¥˜Ö-ßÊ˛$-ôÈΔˇ$$.
◆ —ßë≈-ΔÊˇ$¶-ÃZœ ›Î–ö˛*-hMʸ, Ø˛OÜMʸ —À$-–ö˛À$ Ú≥Ö¥˜Ö-®Ö-^˲-yë-∞Mϸ ¥ÎuÊˇ≈-{Á≥-◊Í-„-MʸÃZ –ö˛$Ø˲ gÍ°ƒÊ˝$ –ÈΔÊˇ-Á‹ô˲”Ö, gÍ°ƒÊ˝$B‘Ë˝-ƒÊ˝*À “$ßÊ˛ B´ßë-ΔÊˇ-Á≥-yÏ˛Ø˲ —À$-–ö˛À —ßÊ˛≈Ø˲$ {Á≥–Û˛-‘Ë˝-Ú≥-yÊ˛-ôÈΔÊˇ$.
◆ ∞ƒÊ˝$ô˲, A∞-ƒÊ˝$ô˲ —ßë≈-ΔÊˇÖ-V>ÃZœ —ßë≈ ›ÎÖMÛ¸-Ü-Mʸ-ô˲Ø˲${Á≥–Û˛-‘Ë˝-Ú≥-yÊ˛-ôÈΔÊˇ$.
◆ —ßë≈-ΔÊˇ$¶À A¿-ΔÊˇ$-^˲$À$, ›Î–ö˛$-Δ>¶≈À$, A–ö˛-Á‹-Δ>-ÀMʸ$ AØ˲$-Vʸ$-◊˝ÖV> Á≥∞ AØ˲$-øÊ˝–ö˛Ö A∞≤ —ßë≈ ›Î¶ƒÊ˝$$ÃZœØ˲* JMʸ–ö˛$$Q≈-–˛$OØ˲ AÖ‘Ë˝ÖV> EÖr$Ö®.
◆ Á≥»Ñʸ Á≥ßÊ˛ÆÜ Ø˲–ö˛$√-Mʸ-–˛$O-Ø˲-®V>, ªZ´ßÊ˛-Ø˲Ø˲$, AøÊ˝≈-Á‹-Ø˲Ø˲$–˛$ΔÊˇ$-Vʸ$-Á≥-ΔÊˇ-^˲-yë-∞Mϸ ‘Ë˝Mϸ¢-–ö˛$Ö-ô˲-–˛$OØ˲ ›Î´ßÊ˛-Ø˲ÖV> ΔÊˇ*¥˜Ö-ßÊ˛$-ô˲$Ö®.
◆ ¥ÎuÊˇ-‘ÈÀ —ßë≈-ΔÊˇ$¶-ÀMʸ$ Á≥«-Á‹-Δ>À Á≥«-gÍqØË˛Ö Vʸ$«Ö_ªZ´®-›Î¢ΔÊˇ$.
◆ {Á≥ÜøÊ˝ {¥ÎÜ-Á≥-®-MʸØ˲ E¥Î-´ßë≈-ƒÊ˝$$À ∞ƒÊ˝*-–ö˛$MÊ¸Ö fΔÊˇ$-Vʸ$-ô˲$Ö®.
◆ E¥Î-´ßë≈ƒÊ˝$ —ßÊ˛≈ Á≥#Ø˲-ΔÊˇ”≈-–ö˛-Ô‹¶-Mʸñ-ô˲-–ö˛$-–ö˛#-ô˲$Ö®. {¥Î£Ê˛-—$Mʸ—ßÊ˛≈ ›Î¶Δˇ$$ÃZ Á≥∞-^Û˛-ı‹-–È-«Mϸ JMÛ¸-^¯r –ö˛ñÜ¢-Á≥N-ΔÊˇ”Mʸ,–ö˛ñô˲¢≈Ö-ô˲ΔÊˇ ’Ñʸ◊˝ C^Û˛aÖ-ßÊ˛$Mʸ$ DIET ›Î¶Á≥Ø˲.
◆ —ßÊ˛≈ÃZ Á‹ΔˇOØ˲ ƒÊ˝*f-–ö˛*Ø˲≈ ∞Δ>√◊˝Ö M¯Á‹Ö JMʸ ASÀøÍΔÊˇô˲ Á‹»”-Á‹$V> CÖyÏ˛-ƒÊ˝$Øå˛ GyÊ˛$≈-MÛ¸-ÁŸ-Ø˲Ãå˝Á‹»”ã‹ ›Î¶Á≥Ø˲◆ —ßë≈-¿-–ö˛ñ-®Æ∞ Á‹“$-ÑϸÖ-^˲-yÊ˛ÖÃZ,—ßë≈ —´ßë-ØÈ∞≤ –˛$ΔÊˇ$-Vʸ$-Á≥-ΔÊˇ-^˲-yë-∞Mϸ A–ö˛-Á‹-ΔÊˇ-–˛$OØ˲ –ö˛*ΔÊˇ$µ-ÀØ˲$ ∞ΔÊˇ~-Δˇ$$Ö-^˲-yÊ˛ÖÃZMÛ¸Ö{©ƒÊ˝$ —ßë≈ Á‹À‡ Á‹ÖÁú$Ö(CABE)–ö˛$$Q-–˛$OØ˲ ¥Î{ô˲ ∞ΔÊˇ”-Ìfl˝-Á‹$¢Ö®. Δ>{ÁŸt›Î¶Δˇ$$ÃZ CABE –ö˛ÃÒ˝ Δ>{ÁŸt —ßë≈ Á‹À‡Á‹ÖÁú*-ÀØ˲$ Δ>{ÁŸt {Á≥øÊ˝$-ôÈ”À$ ›Î¶Ì≥Ö-^ÈÕ.Áfl˝ƒÊ˝$≈Δäˇ Ú‹ÖMʸ-yÊ˛» ›Î¶Δˇ$$ –ö˛ΔÊˇMʸ$ —ßÊ˛≈Ø˲$∞ΔÊˇ”-Ìfl˝Ö-^˲-yë-∞Mϸ hÃÍœ —ßë≈ ªZΔÊˇ$zÀ›Î¶Á≥Ø˲.
–ö˛òÕMʸ AÖ‘ÈÀ$
1. ‘È{Ô‹¢ƒÊ˝$ ßÊ˛ñMʸµ£Ê˛Ö 2. _Ø˲≤ Mʸ$r$Ö∫ øÍ–ö˛Ø˲
3. {Ô‹¢, Á≥#ΔÊˇ$ÁŸ Á‹–ö˛*-Ø˲ô˲”Ö 4. Áfl˝Mʸ$PÀ$, ªÍ´ßÊ˛≈-ô˲À$ 5. gÍ°ƒÊ˝$ øÍ⁄Î —M>Á‹Ö 6. øÍΔÊˇ-ô˲-ßÛ˛‘Ë˝ ›Î”ô˲Ö-{ô¯≈-ßÊ˛≈–ö˛$ ^˲«{ô˲ 7. øÍΔÊˇ-ô˲-ßÛ˛‘Ë˝ Á‹ÖÁ‹PñÜ, Á‹Ö{Á≥-ßë-ƒÊ˝*À$ 8. Á‹–ö˛*-Ø˲ô˲”Ö, {Á≥gÍ-›Î”–ö˛$≈Ö, ›Î–ö˛$≈-–ÈßÊ˛Ö 9. ›ÎÖÌú$Mʸ Á≥«-´ßÊ˛$À ôˆÀ-WÖÁ≥#
B^ÈΔÊˇ≈ Δ>–ö˛$*«¢ Mʸ—$-ÁŸØå˛ Ì‹∏Î-ΔÊˇ-Á‹$-ÀØ˲$ Á≥«-÷-ÕÖ_B^˲-ΔÊˇ-◊Í-ô˲√Mʸ Á‹*^˲-Ø˲-ÀØ˲$, 1986 gÍ°ƒÊ˝$ —ßë≈ —´ßë-ØÈ∞≤Á‹“$-ÑϸÖ_ ô˲Vʸ$ –ö˛*ΔÊˇ$µ-ÀØ˲$ Á‹*_Ö^ÈÀ∞ GØå˛.-f-ØÈ-ΔÊˇ™-Ø˲-ΔˇyÏ˛zA´ßÊ˛≈-Ñʸ-ô˲Ø˲ 1991 lÃÒ˝O 31Ø˲ MÛ¸Ö{ßÊ˛ {Á≥øÊ˝$ô˲”Ö D Mʸ—$-ÁŸ-Øå˛Ø˲$∞ƒÊ˝$-—$Ö-_Ö®. D Mʸ—$-ÁŸØå˛ 1992ÃZ ∞–Û˛-®-MʸØ˲$ Á‹*_Ö-_Ö®.
–ö˛$$Q≈ Á‹*^˲-Ø˲À$
◆ 21–ö˛ ‘Ë˝ôÈ-∫™Ö-ÃZMϸ –˛‚Ê˝œ-Mʸ-–ö˛$$ÖßÛ˛ ßÛ˛‘Ë˝ÖÃZ {Á≥Ü –ö˛≈Mϸ¢ AÑʸ-Δ>-Á‹$≈yÊ˛$ M>–ÈÕ.
◆ 14 Á‹Ö–ö˛-ô˲fi-Δ>À –ö˛ƒÊ˝$-Á‹$-ÃZÁ≥# ªÍÀ-ªÍ-Õ-Mʸ-ÀÖ-ßÊ˛-«MÓ¸∞ΔÊˇæÖ´ßÊ˛ E_ô˲ {¥Î£Ê˛-—$Mʸ —ßÊ˛≈ AÖßëÕ.
◆ {Á≥Ü —ßë≈«¶ CÖsÏ˝Mϸ MϸÃZ-“$-rΔäˇ ßÊ˛*ΔÊˇÖÃZ {¥Î£Ê˛-—$Mʸ¥ÎuÊˇ-‘ÈÀ EÖyëÕ. –ö˛$´ßÊ˛≈ÃZ ^˲ßÊ˛$–ö˛# –ö˛*ØÛ˛-Ì‹Ø˲ Ì≥Àœ-ÀMʸ$,¥ÎuÊˇ-‘È-ÀMϸ ßÊ˛*ΔÊˇÖV> Á≥∞-¥Î-rœÃZœ ∞–ö˛$-Vʸ≤-–˛$OØ˲ Ì≥ÀœÕ≤A∞-ƒÊ˝$ô˲ —ßë≈-ªZ-´ßÊ˛Ø˲ ßë”Δ> —ßë≈-–ö˛Ö-ô˲$-ÀØ˲$ ^Û˛ƒÊ˝*Õ.
◆ 1&5 ô˲ΔÊˇ-Vʸ-ô˲$À –ö˛$´ßÊ˛≈ ^˲ßÊ˛$–ö˛# –ö˛*ØÛ˛-Ì‹Ø˲ Ì≥ÀœÀ Á‹ÖQ≈Ø˲$40 Ø˲$Ö_ 20 ‘ÈôÈ-∞Mϸ, 1&8 ô˲ΔÊˇ-Vʸ-ô˲$À –ö˛$´ßÊ˛≈ ^˲ßÊ˛$–ö˛#–ö˛*ØÛ˛-Ì‹Ø˲ Ì≥ÀœÀ Á‹ÖQ≈Ø˲$ 60 ‘ÈôË˛Ö Ø˲$Ö_ 40 ‘ÈôÈ-∞Mϸ ô˲WYÖ-^ÈÕ.
◆ {¥Î£Ê˛-—$Mʸ, {¥Î£Ê˛-—$-M¯-Ø˲≤ô˲ ¥ÎuÊˇ-‘È-ÀÀ ∞ÁŸµÜ¢ 1:4 Ø˲$Ö_1:2Mϸ Ú≥Ö^ÈÕ.
◆ AICTE∞ Á≥#Ø˲-ΔÊˇ”≈-–ö˛-Ô‹¶-Mʸ-«Ö-^ÈÕ. –ö˛ñÜ¢ Á‹ÖÁ‹¶À{¥ÎΔÊˇÖøÊ˝Ö, Mˆô˲¢ M¯ΔÊˇ$fiÀ {¥ÎΔÊˇÖøÊ˝Ö, —ßë≈-ΔÊˇ$¶À Á‹ÖQ≈
Ú≥ÖÁ≥# –ö˛ÖsÏ˝ —ÁŸ-ƒÊ˝*-ÀÚ≥Oßë∞ {¥ÎÖ°ƒÊ˝$ MÛ¸Ö{ßë-ÀMʸ$ A´®-M>-ΔÊˇ-Ö EÖ-yëÕ.
◆ MÛ¸Ö{ßÊ˛, Δ>{ÁŸt {Á≥øÊ˝$-ôÈ”À$Á‹–ö˛$-ÌŸtV> Á≥»Ñʸ Á≥ßÊ˛Æ-ô˲$-ÀØ˲$ –ö˛*Δ>aÕ.
◆ {Á≥Ü Δ>{ÁŸtÖÃZ EØ˲≤ô˲—ßë≈ –ö˛$ÖyÊ˛‚Ê˝ìœ HΔÊˇµ-yëÕ.
◆ ƒÊ˝$*∞-–ö˛-«fisÓ˝ {V>Öså˝fi Mʸ—$-ÁŸØå˛ {¥ÎÖ°ƒÊ˝$ MÛ¸Ö{ßë-ÀØ˲$HΔ>µr$ ^Û˛ƒÊ˝*Õ.
◆ EØ˲≤ô˲ —ßë≈-Á‹Ö-Á‹¶À$Á‹”ƒÊ˝$Ö ¥˘ÁŸ-M>-À$V> ΔÊˇ*¥˜Ö-ßëÕ.
◆ Á‹*PÃå˝ M>ÖÚ≥œ-Mä¸fiØ˲$ HΔ>µr$ ^Û˛ƒÊ˝*Õ.◆ AÖVʸ-Øå˛-–ÈyÏ˛ –ö˛ΔÊˇP-Δäˇ-ÀMʸ$ ’Ñʸ◊˝ C–È”Õ.
◆ Á‹*PÃå˝ ªÍ≈Vä¸ ∫ΔÊˇ$-–ö˛#Ú≥O {¥˜Úú-Á‹Δäˇ ƒÊ˝$‘å˝-¥ÎÃå˝ A´ßÊ˛≈-Ñʸ-ô˲Ø˲8 –ö˛$Ö® Á‹øÊ˝$≈-Àô¯ Mʸ*yÏ˛Ø˲ JMʸ Á‹“$Ñʸ Mʸ—$-sÓ˝∞ 1992ÃZMÛ¸Ö{ßÊ˛ {Á≥øÊ˝$ô˲”Ö ∞ƒÊ˝$-—$Ö-_Ö®. D Mʸ—$-sÓ˝∞ ∞ƒÊ˝$-—$Ö-^˲-yë-∞Mϸ M>ΔÊˇ◊˝Ö BΔäˇ.-M¸.-ØÈ-Δ>-ƒÊ˝$◊˝ JMʸ ∫›Î¢ ∫ΔÊˇ$-–ö˛#Mʸ$ô˲VʸY∞ Á‹*PÃå˝ ªÍ≈Vä¸Ø˲$ Δ>f≈-Á‹-øÊ˝ÃZ {Á≥–Û˛-‘Ë˝-Ú≥-rt-yÊ˛–Û˛$. DMʸ—$-ÁŸØå˛ ô˲Ø˲ ∞–Û˛-®-MʸØ˲$ 1993 lÃÒ˝O 22Ø˲ MÛ¸Ö{ßÊ˛ –ö˛*Ø˲–ö˛–ö˛Ø˲-ΔÊˇ$À A¿-–ö˛ñ®Æ –ö˛$Ö{ÜMϸ øÍΔÊˇÖ ÃÙ˝∞ AøÊ˝≈-Á‹ØË˛Ö AØÛ˛ı≥ΔÊˇ$ô¯ ∞–Û˛-®Mʸ Á‹–ö˛$-«µÖ-_Ö®.
{Á≥´ßëØ˲ Ì‹∏Î-ΔÊˇ-Á‹$À$
◆ Á≥NΔÊˇ” {¥Î£Ê˛-—$Mʸ, {¥Î£Ê˛-—$Mʸ ¥ÎuÊˇ-‘È-ÀÃZœ Á‹*PÃå˝ ªÍ≈Vä¸Ø˲$ßë∞ô¯ ¥Îr$ ÁflZÖ–ö˛-ΔäˇPØ˲$ Á≥N«¢V> ∞ıŸ-´®Ö-^ÈÕ. “ÃÒ˝OôÛ˛Ú‹MʸÖ-yÊ˛» ›Î¶Δˇ$$ÃZ Mʸ*yë ÁflZÖ–ö˛-ΔäˇPØ˲$ ∞ıŸ-´®Ö-^ÈÕ.JMʸ-–Û˛‚Ê˝ D ßÊ˛‘Ë˝ÃZ ÁflZÖ–ö˛ΔäˇP C–ö˛”-ßÊ˛-Õı‹¢ A® ¥ÎuÊˇ≈{VÊ¸Ö£Û˛-ô˲-ΔÊˇÖ(nontextual)V> EÖyëÕ.
◆ ¥ÎuÊˇ≈-Á≥#-Á‹¢-M>-ÀØ˲$ ¥ÎuÊˇ-‘ÈÀ BÌ‹¢ A∞, Ì≥ÀœÀ$ –ÈsÏ˝∞Mˆ∞≤ Δ¯kÀ$ Á‹*PÃå˝Mϸ, CÖsÏ˝Mϸ –˛*ƒÊ˝$yÊ˛Ö –ö˛*∞µÖ-^È-À∞ Mʸ—$sÓ˝ ^˛Ì≥µÖ®.
◆ Ø˲ΔÊˇfi» ô˲ΔÊˇ-Vʸ-ô˲$ÃZœ {Á≥–Û˛‘Ë˝Ö M¯Á‹Ö GÃÍÖsÏ˝ Á≥»-Ñʸ-ÀØ˲$,CÖr-ΔÊˇ*”≈-ÀØ˲$ ∞ΔÊˇ”-Ìfl˝Ö-^˲-Mʸ*-yÊ˛ßÊ˛$.
◆ Á≥NΔÊˇ” {¥Î£Ê˛-—$Mʸ —ßë≈ Á‹ÖÁ‹¶À Á≥∞-°-ΔÊˇ$Ø˲$ Á≥«-÷-ÕÖ_{Mʸ–ö˛$-∫ßÊ˛ÆÖ ^Û˛ƒÊ˝*Õ. CÖßÊ˛$-M¯Á‹Ö ‘ÈÁ‹Ø˲, ¥ÎÀ-Ø˲-Á≥-ΔÊˇ-–˛$OØ˲^˲ΔÊˇ≈À$ °Á‹$-M¯-–ÈÕ. B Á‹ÖÁ‹¶ÃZœ Á‹ΔˇOØ˲ –ö˛Á‹Ü, Ì‹∫æÖ®,Á≥«-Mʸ-Δ>À$, Br-–ö˛-Á‹$¢-–ö˛#À$ EÖyÛ˛ÃÍ ∞∫Ö-´ßÊ˛-Ø˲À$ ΔÊˇ*¥˜Ö-®Ö-^ÈÕ.
◆ Á≥NΔÊˇ” {¥Î£Ê˛-—$Mʸ —ßë≈-Á‹Ö-Á‹¶À$ _ØÈ≤-ΔÊˇ$-ÀMʸ$ Δ>ƒÊ˝$yÊ˛Ö,^˲ßÊ˛-–ö˛rÖ, AÖMʸ-Vʸ-◊Ï˝ôË˛Ö ØÛ˛«µÖ-^˲yÊ˛Ö AÜV> ^Û˛Á‹$¢-ØÈ≤-ƒÊ˝$∞, C® JMʸ ΔÊˇMʸÖV> Ì≥Àœ-ÀÚ≥O Ìfl˝ÖÁ‹Ø˲$ {Á≥ƒÒ˝*-WÖ-^˲-yÊ˛-–Û˛$- AÖ®. B Á‹ÖÁ‹¶À$ AÃÍ ^Û˛ƒÊ˝$-yë∞≤ AØ˲$-–ö˛$-ÜÖ-^˲-Δ>-ßÊ˛∞, C® [Ú≥O–Û˛så˝ Á‹*P‚Ê˝œMʸ$ Mʸ*yë –ö˛«¢Ö-Á≥-^Û˛-ƒÊ˝*-À∞Á‹*_Ö-_Ö®.
◆ ƒÊ˝$‘å˝-¥ÎÃå˝ Mʸ—$sÓ˝ Á‹*^˲-Ø˲À$ ›Î´ßÊ˛≈-›Î-´ßë≈-ÀÚ≥O 1993ÃZ^˲ô˲$-ΔÛˇ”® Mʸ—$-sÓ˝∞ ∞ƒÊ˝$-—$Ö-^ÈΔÊˇ$.
Á‹*PÃå˝ªÍ≈Vä¸ ^˲ßÊ˛$–ö˛#Ú≥OƒÊ˝$‘å˝¥ÎÃå˝ Mʸ—$sÓ˝ Ì‹∏ÎΔÊˇ$fiÀ$&1992
GØå˛.fØÈΔÊˇ™ØË˛ΔˇyÏ˛z —ßë≈ Mʸ—$sÓ˝&1991
1986 gÍ°ƒÊ˝$ —ßë≈ —´ßëØ˲Ö
°VʸÀ gÍØå˛ΔˇyÏ˛zÔ‹∞ƒÊ˝$Δäˇ ∏Î≈MʸŒt
gÍ°ƒÊ˝$ —ßë≈ —´ßëØË˛Ö GÁ≥#µyÊ˛$ ¥ÎΔÊˇœ–˛$Öså˝ B–˛*ßÊ˛Ö ¥˜Ö®Ö®?
–ö˛ΔÊˇÖVʸÃå˝ AΔÊˇæب˛ ∑ ‘Ë˝∞–ÈΔÊˇÖ 13 fØ˲–ö˛« 2018 www.andhrajyothy.com12 Á‹tyÓ˛
1986 gÍ°ƒÊ˝$ —ßë≈ —´ßë-ØÈ∞≤ Á‹“$-ÑϸÖ_ ßë∞≤B^˲-ΔÊˇ-◊˝-ÃZMϸ °Á‹$-Mʸ$-Δ>-–ö˛-yë-∞Mϸ M>–È-ÕfiØ˲ Ì‹∏Î-ΔÊˇ-Á‹$À$^Û˛ƒÊ˝*À∞ M¯ΔÊˇ$ô˲* MÛ¸Ö{ßÊ˛ {Á≥øÊ˝$ô˲”Ö 1990 –Û˛$ 7Ø˲B^ÈΔÊˇ≈ Δ>–ö˛$-–ö˛$*«¢ A´ßÊ˛≈-Ñʸ-ô˲Ø˲ Mʸ—$-ÁŸ-Øå˛Ø˲$ ∞ƒÊ˝$-—$Ö-_Ö®. 1991 fØ˲-–ö˛-«ÃZ Towards Enlightened Humansociety AØÛ˛ ı≥ΔÊˇ$ô¯ ô˲Ø˲ ∞–Û˛-®-MʸØ˲$ Á‹–ö˛$-«µÖ-_Ö®.
Ì‹∏Î-ΔÊˇ-Á‹$À$
◆ Á≥«-Á≥N-ΔÊˇ~-–˛$OØ˲ ßÊ˛ñÌŸt Ø˲$Ö_ —ßë≈ —´ßë-ØÈ∞≤ Á≥«-÷-ÕÖ_ ∞ƒÊ˝$ô˲ —ßÊ˛≈, A∞-ƒÊ˝$ô˲ —ßÊ˛≈, –ö˛ñÜ¢ —ßÊ˛≈,›ÎÖMÛ¸-ÜMʸ —ßÊ˛≈ AØÛ˛ ôÈΔÊˇ-ô˲-–ö˛*≈À$ Δ>Mʸ$Öyë –ö˛òÕ-Mʸ-–˛$OØ˲ –ö˛*ΔÊˇ$µÀ$ ^Û˛ƒÊ˝*Õ.
◆ –ö˛$∞-ÌŸ∞ "gÍ°ƒÊ˝$ –ö˛Ø˲ΔÊˇ$', ÃÍøÊ˝-ßë-ƒÊ˝$-Mʸ-–˛$OØ˲ BÌ‹¢V>^˲*yÊ˛-Mʸ$Öyë Aô˲-∞-ÃZ∞ –ö˛*Ø˲-–ö˛-ô˲Ø˲$ –Û˛$ÃüPÕµ Eßë-ΔÊˇ$-∞V>, Eßëô˲¢ –ö˛≈Mϸ¢V>, ›ÎÖÁ‹Pñ-ÜMʸ ‘Ë˝Mϸ¢V>, Á‹ÖÁú$Ö,ßÛ˛‘Ë˝Ö Á≥rœ ô˲Ø˲ ªÍ´ßÊ˛≈-ô˲Ø˲$ Vʸ$Δˇ¢-«-VÛ¸-–È-yÏ˛V> °«a-®-ßÊ˛™-yë-∞Mϸ —ßë≈ —´ßëØË˛Ö ß¯Áfl˝ßÊ˛Ö ^Û˛ƒÊ˝*Õ.
◆ ’‘Ë˝ì-Á‹Ö-ΔÊˇ-Ñʸ◊˝, ’‘Ë˝ì —ßÊ˛≈-ÀØ˲$ Mʸ*yë Δ>gÍ≈Ö-VʸÖ-ÃZ∞BßÛ˛-’Mʸ Á‹*{ôÈÃZœ ^Û˛Δ>aÕ.
◆ –È«¤Mʸ Á≥»-ÑʸÀ$ Ú≥sÙ˝t B^È-Δ>∞≤ {Mʸ–ö˛$ÖV> °Ì‹-–Û˛Ì‹—ßë≈«¶ A¿-–ö˛ñ-®Æ∞ GÁ≥µ-sÏ˝-Mʸ-Á≥#µyÊ˛$ AÖ^˲ØÈ –Û˛ƒÊ˝$-yë-∞Mϸ ∞ΔÊˇÖ-ô˲ΔÊˇ –ö˛$*ÃÍ≈Ö-MʸØ˲ Á≥ßÊ˛Æ-Ü∞ AØ˲$-Á‹-«Ö-^ÈÕ.
◆ E߯≈-V>-ÀMʸ$ yÏ˛{X-Àô¯ ÀÖM¸ Ú≥rt-Δ>ßÊ˛$. E߯≈-V>-Õ-^Û˛a-
–ÈΔÊˇ$ AøÊ˝≈-ΔÊˇ$¶-ÀØ˲$ GÖ^˲$-MˆØÛ˛Á≥ßÊ˛Æ-ô˲$-ÀØ˲$ Á‹”ƒÊ˝$ÖV> ΔÊˇ*¥˜Ö-
®Ö-^˲$-M¯-–ÈÕ.◆ {¥Î`Ø˲ {Vʸ֣ëÀ A´ßÊ˛≈-ƒÊ˝$Ø˲Ö, –ÈsÏ˝Ú≥O Á≥«-‘Z-´ßÊ˛Ø˲
›ÎÌfl˝-ô˲≈-Á≥-ΔÊˇÖ-V>ØÛ˛ M>Mʸ Á‹Ö{Á≥-ßë-ƒÊ˝*-À$, —À$-–ö˛Õ≤ô˛Õı≥ EßÛ˛™-‘Ë˝Öô¯ fΔÊˇ-¥ÎÕ.
◆ EØ˲≤ô˲ —ßë≈ Á‹ÖÁ‹¶ÃZœ {¥ÎÖ°ƒÊ˝$ ßÊ˛$ΔÊˇ-¿-–ö˛*Ø˲Ö,–ö˛$ô¯-ØÈ√ßÊ˛Ö, Mʸ$À-ô˲ô˲”Ö –Û˛‚Ê˝îœ-Ø˲-Mʸ$Öyë ^˲*yëÕ.
◆ EØ˲≤ô˲ —ßë≈ Á‹¶Δˇ$$ÃZ ÔúkÀ$ Ú≥Ö^˲yÊ˛Ö ßë”Δ>—ßë≈-Á‹Ö-Á‹¶À$ ô˲–ö˛$ –ö˛Ø˲-ΔÊˇ$-ÀØ˲$ Ú≥Ö^˲$-M¯-–ÈÕ. AßÛ˛Á‹–ö˛$-ƒÊ˝$ÖÃZ ∫À-Ôfl˝-Ø˲-–ö˛-Δ>Y-À-–È-«Mϸ ›ÎPÀ-Δäˇ-ÌŸã-≥À$,Δ>Δˇ$$-°À$, ÃZØå˛ ›˚Mʸ-Δ>≈À$ MʸյÖ-^ÈÕ.
◆ –ö˛$Ø˲ —ßë≈ Á‹ÖÁ‹¶À$ Ø˛OÜMʸ {Á≥–ö˛*-◊ÍÀ$ M>¥Î-yÊ˛-sÍ-∞MϸÁ≥NØ˲$-M¯-–ÈÕ.
◆ BƒÊ˝* {¥ÎÖôÈÃZœ B {¥ÎÖôÈ-∞Mϸ ^˛Ö®Ø˲ øÍÁŸ-ÃZØÛ˛A∞≤ ›Î¶Δˇ$$ÃZœ —ßë≈-ªZ-´ßÊ˛Ø˲ fΔÊˇ-V>Õ.
◆ —ßÊ˛≈ A–ö˛-Á‹-Δ>∞≤ –ö˛$$ÖßÊ˛$ ô˛Õ-ƒÊ˝$-^˛Ì≥µ B ô˲ΔÊˇ-–Èô˲–ö˛ƒÒ˝*-fØ˲ —ßÊ˛≈Ø˲$ BΔÊˇÖ-¿Ö-^ÈÕ.
◆ —ßë≈-ΔÊˇ$¶À & E¥Î-´ßë≈-ƒÊ˝$$À Á‹Ö∫Ö-´ßë-ÀØ˲$ –˛$ΔÊˇ$-Vʸ$-Á≥-«-^Û˛Ö-ßÊ˛$Mʸ$ JMʸ ƒÊ˝$Ö{ôÈÖ-V>∞≤ HΔ>µr$ ^Û˛ƒÊ˝*Õ.
◆ —ßë≈ Á‹ÖÁ‹¶À ÃZÁ≥À, –˛À$-Á≥À °Á‹$-MˆØÛ˛ —´ßë-Ø˲-Á≥-ΔÊˇ-–˛$OØ˲ ∞ΔÊˇ~-ƒÊ˝*-ÃZœ E¥Î-´ßë≈-ƒÊ˝$$-ÀØ˲$, —ßë≈-ΔÊˇ$¶-ÀØ˲$øÍVʸ-›Î”-–ö˛$$À$ ^Û˛ƒÊ˝*Õ.
◆ —ßë≈-ΔÊˇÖ-V>-∞Mϸ {Á≥øÊ˝$ô˲” MÛ¸sÍ-Δˇ$$Ö-Á≥#Ø˲$ Ú≥Ö^ÈÕ.◆ ECCE ∫ÃZ-ı≥ôË˛Ö ^Û˛ƒÊ˝*Õ.
B^ÈΔÊˇ≈ Δ>–ö˛$–ö˛$*«¢ —ßë≈ Mʸ—$sÓ˝ & 1990
sÏ˝BΔäˇsÏ˝ 2017ÁÁ≥ΔäˇfiÚ≥Mϸt–í˛fi CØå˛ GyÊ˛$≈MÛ¸ÁŸØå˛
AyÏ˛√ÁŸØå˛fisÏ˝ÁúΔäˇ —Gã-‹-B-ΔäˇÌ≥&2018
–ö˛$$ÖªÒ˝O-ÃZ∞ sÍsÍ CØå˛-Ì‹t-r*≈så˝ Bãú ÁúÖyÊ˛-–˛$Ö-rÃå˝ »Ú‹-Δäˇa(-sÏ˝-ÁúΔäˇ) Á‹–ö˛$√Δäˇ {¥˘V>ÖÃZ »Ú‹Δäˇa M¯Á‹Ö ßÊ˛ΔÊˇ-RÍ-Á‹$¢À$M¯ΔÊˇ$-ô¯Ö®.{¥˘{V>Ö: —h-sÏ˝ÖVä¸ Á‹*ty˛Öså˝fi »Ú‹Δäˇa {¥˜{V>ÖM>À –ö˛≈–ö˛´®: 2018 –Û˛$ 7 Ø˲$Ö_ lÃÒ˝O 4 –ö˛ΔÊˇMʸ$Á‹tΔˇ$$Ú≥Öyä˛: Ø˛ÀMʸ$ ΔÊˇ*.7000AΔÊˇ·ô˲: BƒÊ˝* M¯ΔÊˇ$fiÃZœ {Á≥Á‹$¢ôË˛Ö ^˲ßÊ˛$-–ö˛#-ô˲$Ø˲≤ yÏ˛{X ÃÙ˝ßëÔ≥i —ßë≈-ΔÊˇ$¶À$GÖÌ≥G: AMʸ-yÊ˛-—$Mä¸ –˛$«så˝, ΔˇOrã≥, «Áú» ∞–Û˛-®-MʸÀ B´ßë-ΔÊˇÖV> ßÊ˛ΔÊˇ-RÍÁ‹$¢ —´ßëØ˲Ö: BØå˛-ÃÒ˝OØå˛_–ö˛« ôÛ˛©: 2018 Ìú{∫-–ö˛« 28–˛ªå˝-Ú‹Oså˝: http://www.tifr.res.in
Ô¶æ°ÐéÆý‡… l f¯]lÐ]lÇ l 13 l 201814 ѧýlÅ
Who is immediate right of H?Model QuestionsDirections (Q.No.1-9): Study thegiven information carefully andanswer the given questions.There are seven floors in anapartment. There are seven profes-sors working in the same universitylive in the same apartment but eachprofessor is on each floor. Each pro-fessor deals with a different subject -Chemistry, Biology, Physics,English, Psychology, Geography andHistory, not necessarily in the sameorder. All the seven professors aredifferent heights but not in the sameorder.There is only one floor betweenthe floors in which tallest and short-est stays. There are two floorsbetween the one in which the talleststays and the one in which Biologyprofessor stays. There are exactlyfour floors held between the Historyprofessor's floor and the Physics pro-fessor's floor. The professor whodeals with History is not on secondfloor. Only one floor lies between theHistory professor's floor and theChemistry professor's floor. TheEnglish professor's floor is immedi-ately below the History professor'sfloor. The Psychology professor'sfloor is immediately above theGeography professor's floor. TheGeography professor does not live inthird floor.Biology professor is the secondtallest. English professor who istaller than only the shortest is on thefloor which is immediately above thefloor in which the tallest personstays. Psychology professor is rank-ing third in the descending order ofheight whereas Physics professor isranking third in the ascending orderof height.1. The tallest person stays on whichfloor?1) First 2) Third 3) Sixth4) Fifth 5) Fourth2. Which of the following subject isdealt by the professor who livesin sixth floor?1) Biology 2) History3) English 4) Chemistry5) None of these3. How many floors are therebetween the English professor'sfloor and the Psychology profes-sor's floor?1) One 2) Two 3) Three4) None 5) More than three4. Which of the following state- ments is true according to thegiven sequence?1) English professor lives in firstfloor2) Psychology professor's flooris fourth 3) Physics professor's floor isabove third floor4) History professor's floor isseventh floor5) None is true5. Four of the following five arealike in a certain way based onthe given sequence and henceform a group. Which does notbelong to the group?1) Seventh floor - History2) Fifth floor - Chemistry3) Second floor - Physics4) Third floor - Geography5) Sixth floor - Chemistry6. Which of the following subject isdealt by the professor who livesin fifth floor?1) Chemistry 2) History3) English 4) Chemistry5) None of these7. Biology professor lives in whichof the following floors?1) First 2) Third3) Sixth 4) Fifth5) Seventh8. How many floors are therebetween the one who deals withBiology and the one who dealswith Physics?1) Four 2) Two 3) Three4) Five 5) One9. The shortest person stays onwhich floor?1) First 2) Third 3) Sixth4) Fifth 5) SecondDirections (Q.No.10-16): Studythe following information carefullyand answer the questions given below.A, B, C, D, E, F, G and H are sit-ting around a circular table in such away that four of them face the centrewhile other four members face awayfrom the centre.A sits second to the left of G whois facing away from the centre.C sits fourth to the right of Dwho is not an immediate neighbourof A or G. B sits third to right of Ewho is facing at the centre. Only Dsits between B and H. E is immediateleft of A.The immediate neighbours of Gare facing the same direction, i.e. ifone is facing at the centre then theother person is also facing at the cen-tre and vice versa. At least two pairsof persons are facing each other.10. How many people sit between Band C when counted in anticlock-wise direction from B? 1) One 2) Two 3) Three4) Four 5) None 11. Who is second to the left of B?1) I 2) G 3) H4) F 5) None of these12. What is the position of E withrespect to C?1) Immediate left2) Second to the left3) Third to the right4) Immediately to the right5) Second to the right13. Who is immediate right of H?1) C 2) G 3) E 4) F5) Cannot be determined14. Who is seated between B and H?1) D 2) F 3) B4) G 5) None of these15. Which of the following pairs sitsadjacent to each other?1) B,C 2) E,D 3) G,B4) A,E 5) None of these16. Who is third to the left of A?1) D 2) F 3) B4) G 5) None of theseDirections (Q.No. 17-22): Studythe following information carefullyand answer the questions given.A, B, C, D, E, F, G and H areeight friends studying in three differ-ent schools, viz Slate school,Vidyanjali school and Wonder Kidsschool with not more than three of them in any school. Each of themlikes a different movie character, vizSpiderman, Captain America,Venom, Batman, Superman, Joker,Thanos and Thor, not necessarily inthe same order. D studies inVidyanjali school and does not likeeither Spiderman or CaptainAmerica. F studies in Slate schoolwith only A, who likes Thor.E and H do not study in the sameschool as D. C likes Thanos and doesnot study in Wonder Kids school. Gdoes not study in Vidyanjali schooland does not like either CaptainAmerica or Batman. One of thosewho study in Vidyanjali school likesSpiderman. The one who likesVenom studies in Slate school. Noneof those who study in Vidyanjali sch-ool likes either Batman or Superman.H does not like Captain America.17. In which school does E study?1) Slate school2) Wonder Kids school3) Vidyanjali school4) Data inadequate5) None of these18. Which of the following group offriends study in Vidyanjalischool?1) E,G,H 2) A,F 3) B,C,D4) B,G,D 5) Data inadequate19. Which of the following combina-tions of person-school-favouritecharacter is correct?1) E - Vidyanjali school -Captain America2) F - Slate school - Superman3) H - Wonder Kids school -Superman4) B - Vidyanjali school - Thor5) None of these20. Which is E's favourite character? 1) Captain America2) Batman 3) Joker4) Superman 5) None of these21. What is G's favourite character? 1) Captain America2) Batman 3) Joker4) Superman5) None of these22. In which school does C study?1) Slate school2) Wonder Kids school3) Vidyanjali school4) Data inadequate5) None of theseDirections (Q.No. 23-27): Inthese questions, a relationship betw-een different elements is shown inthe statement(s). The statements arefollowed by two conclusions. Giveanswer.1) If only conclusion I is true2) If only conclusion II is true3) If either conclusion I or II istrue4) If neither conclusion I nor II istrue5) If both conclusions I and II aretrue23. Statements:X>B≥C=D<E; Y>F>B=GConclusions: I. Y>D II. X≤F24. Statements:Q≥P=R>S<T≥U; V≤T=W<XConclusions: I. S<X II. R=V25. Statements:H<I<J=K≤L; M<N=LConclusions: I. N≥J II. H<N26. Statements:A≥X<Y>N; R=M<N=O>DConclusions: I. D<Y II. Y>R27. Statements:U≥V>W≤X<Y=Z; A=B≥C≥VConclusions: I. Z>B II. W<ASpecialSpecialSpecialSpecialSpecialSpecialSpecialSpecialSpecialSpecialSpecialIBPSIBPSIBPSIBPSIBPSIBPSIBPSIBPSIBPSPOs, Clerks
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K.M. Jaya RaoSubject Expert,Hyderabad. Key with Explanations(1-9):1) 5; 2) 2; 3) 1; 4) 5; 5) 5;6) 3; 7) 5; 8) 4; 9) 57 Biology 2nd Tallest6 History 4th Tallest5 English 6th Tallest4 Chemistry Tallest3 Psychology 3rd Tallest2 Geography Shortest1 Physics 5th Tallest(10-16):10) 2; 11) 2; 12) 5; 13) 3; 14) 1; 15) 4; 16) 1(17-22):17) 2; 18) 3; 19) 5; 20) 1;21) 4; 22) 3 Student School CharacterA Slate school ThorB Vidyanjali school SpidermanC Vidyanjali school ThanosD Vidyanjali school JokerE Wonder Kids school Captain AmericaF Slate school VenomG Wonder Kids school SupermanH Wonder Kids school Batman23) 1; From (i) and (ii), we getY> F>B≥C=D<E. Hence, conclusion I is trueAgain, from (i) and (ii), we getF>B=G<XHence, conclusion II is not true. 24) 1;From (i) and (ii), we getQ≥P=R>S<T=W<X.Hence, conclusion I is trueAgain, from (i) and (ii), we getR>S<T≥VHence, conclusion II is not true25) 5; From (i) and (ii), we getH< I<J=K≤L = NThus, J≤N. Hence, conclusion I is true.Even the conclusion II (H<N) istrue. 26) 5; From (i) and (ii), we getY>N=O>D. Hence, conclusion Iis true.From (i) and (ii), we getY>N>M=RHence, conclusion II is also true27) 2; From (i) and (ii), we getA=B≥C≥V>W≤X<Y=ZConclusion I is not true whereasconclusion II is true.HGFD CE AB↓
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