Course Material of ESDP on Desk Top Publishing in Hindi + English

Government <strong>of</strong> India 

Ministry <strong>of</strong> Micro, Small & Medium Enterprises 

-<strong>Course</strong> <strong>Material</strong> - 

<strong>ESDP</strong> 

On 

‘ Desk Top Publishing (DTP) ’ 

Prepared by: 

34, Industrial Estate, Nunhai, Agra 

0562- 2280879/ 2280882(F) 

Website:- www.msmediagra.gov.in 

E-mail:- dcdi-agra@dcmsme.gov.in

fo"k; lwph 

dzekaad fooj.k ist la[;k 

1 m|ferk ,oa m|eh ds xq.k 1 

2 m|fe;ksa ds fy;s nl ea= 4 

3 m-iz- m|ksx funs’kky; 8 

4 Hkkjrh; ykq m|ksx fodkl cSad 9 

5 m-iz- foRrh; fuxe 11 

6 m-iz- jkT; vkS|ksfxd fodkl fuxe 12 

7 jk"V~zh; d`f"k vkSj xzkeh.k fodkl cSad 13 

8 mRikn p;u ,oa volj vfHkKku 15 

9 izcU/k ,oa foi.ku lw= 18 

10 ykq m|ksxksa esa dEI;wVj ,oa lwpuk rduhd 23 

11 vkbZ-,l-vks- 9000 25 

12 mRiknu izcU/k 27 

13 fu;kZrd dSls cusa 29-31 

Technical Notes -: 

14 Desk-Top Publishing & Advanced Word 

Processing 

32 

15 Development and Management <strong>of</strong> Data 

Resources 

33 

16 Instructional Resource/Mind Tool 34-35 

Development 

17 Telecommunications and Online Resource 

Management 

36-40 

18 Web Mastering 41-44

m|ferk ,oa m|eh ds xq.k 

vkids izR;sd O;ogkj ds ihNs dksbZ dkj.k vo'; gksrk gSA ;fn ge [kkus ds fy,s dqN

2. le; izfrc)rk % 

,d vPNs m|eh ds fy, le; ,d lalk/ku gSaA og vius le; dk vf/kdkf/kd lnqi;ksx 

djrk gSA le; dk /;ku j[kus o bldk lnqi;ksx djus okyk O;fä gh vkxs pydj m|e dh 

nqfu;k esa lQy gksrk gSA vkidks vius le; dk [kkl /;ku j[kuk gsA fdl pht ij fdruk le; 

yx jgk gS rFkk fdruk yxuk pkfg, o dgk¡ ij le; dk lgh bLrseky gks ldrk gS ;g lc 

ckrsa ,d lQy m|eh dks irk gksuh pkfg,A tks O;fä le; dk /;ku j[krk gS ogh vious dk;ksZ 

dks O;<strong>of</strong>LFkr rjhds ls dj ikrk gS rFkk ogh vkxs pydj m|e dh nqfu;k esa lQy Hkh gksrk gSSA 

ogh nwjn'khZ gksrk gSA ßle; iSlk gSß ;g fopkj ges'kk cuk;s j[kuk pkfg,A 

3. n`

11. /kS;Z % 

'kq: esa gks ldrk gS fd vkidks ,dne lQyrk u feys vkSj vkidks dkQh le; rd lak"kZ 

djuk iM+s] blfy, vkidks /kS;Z rFkk vk'kkoknh n`f"Vdks.k viukuk pkfg;sA gks ldrk gS fd igys 

vki vlQy gks tk;sa ij /khjs&/khjs vki lQyrk vo'; izkIr djsaxsA 

12. nwjnf'kZrk % 

,d lQy v|eh dks nwjn'khZ o cqf)eku gksuk pkfg,A cqf) ls gh og tku ik,xk fd D;k 

djus ls og lQy gksxk rFkk D;k djuk mlds fy,s gkfudkjd gks ldrk gSA 

13. leL;k lek/kku dh {kerk % 

vkidks viuh leL;kvksa ls vPNh rjg fuiVuk lh[kuk gksxkA mu ij /;ku u nsuk nwljksa 

ij Vky nsuk vkidks NksM+uk gksxk tSls Hkh gks vki mUgsa lqy>kuk lhf[k,A 

14. volj vfHkKku % 

vkidks vc ;f lh[kuk gS fd vki vius fy, lgh voljksa dks igpku dj mudk iwjk&iwjk 

ykHk fdl izdkj mBk,aA 

15. O;oLFkk o xq.koRrk ds izfr lpsr gksuk % 

vkxj vki vius dk;Z dks O;<strong>of</strong>LFkr j[krs gSa rFkk vius mRikn dk Lrj Å¡pk j[kus dh 

bPNk j[krs gSa rks vki vo'; lQy gksaxasA 

16. Lora=krk dh bPNk % 

D;k vki viuk Lokeh Lo;a gh cuuk pkgrs gSa rFkk fdlh ds v/khu dk;Z djuk ugha ilUn 

djrs\ rks vkids fy, ;gh jkLrk Bhd gS ] mijksä xq.kksa dh lwph ns[kdj vki kcjkb;s reA vki 

vius esa bu xq.kksa dk fodkl dj ldrs gSa A 

17. vkRe izsj.kk % 

D;k vki crk ldrs gSa fd vkius m|e yxkus dh ckr D;ksa lksph\ D;k vkius cpiu esa 

dksbZ liuk ns[kk Fkk blfy, ;k fd vkids fdlh fe=k us QSDVªh yxkbZ gS] ;k lM+d ij pyrs gq, 

ek:fr dkj esa cSBs yksxksa dks ns[kdj vkidk Hkh eu djrk gS fd vkids ikl Hkh ,d vkyh'ku 

caxyk] dkj] Mªkboj vkfn gks ;k vkius fdlh if=kdk esa m|ksxifr;ksa ds ckjs esa i

m|fe;ksa ds fy, nl ea= 

MkW0 jk0 R;kxjktu 

Hkwfedk 

vktdy ds irs gSa fd vxj mUgsa ukSdjh u feyh rks muds lj ij 

vkleku gh VwV iM+sxkA rFkk] vxj] ljdkj mUgsa ukSdjh u fnyk;s rks vkSj dkSu mUgsa ukSdjh ;k jkstxkj nsxkA 

D;k ;s lc ckrsa lp gSa\ D;k bu ckrksa esa dqN rF; gS\ vkSj vxj gS rks ge] bl ns[k ds ukxfjd] bu 

ukStokuksa ds vkalw iksNus ds fy, D;k dj jgs gSa\ 

dgha&dgha ;s Hkh dgk tkrk gS fd] vki csjkstxkjh gVkus ds fy;s bu ;qod&;q<strong>of</strong>r;ksa dks izf'k{k.k nsdj 

m|eh cuk;saA bldk eryc ;g gksxk fd ftu O;fä;ksa esa dke ikus dh ;ksX;rk ugha gS] mUgsa Hkh m|eh cuk;k 

tk;sA bldk ;g vFkZ gksxk fd csjkstxkjksa dh la[;k vkSj c

ijUrq leL;k gS gh D;k\ vkidks dksbZ ;kstd&;kfu m|eh] izcU/kd oxSjg dh deh gSA pkgs Hkr`Zgfj ds fnu 

gksa ;k orZeku dk le;] ;g iafä cgqr gh egRoiw.kZ gSA 

bu lcds dgus dk reyc ;g gS fd vxj vki esa m|ferk ds y{k.k gksa rks vki m|eh cu tkb;s vkSj 

vius ekxZ ls er gfV;sA vc vk;k bl ea=kksa dk le;A vkb;s bu nl ea=kksa dh vksj ns[krs gSaA 

igyk ea=k 

ßtxr ls ,d gks tkvksß 

gesa ;g ;kn j[kuk gksxk fd ge lc bl txr~ ds cgqr NksVs ls vax gSaA ge lc ds iSnk gksus ls igys 

txr esa o`{k] ufn;k¡] igkM+] lkxj vkSj thojkf'k FksA vkSj bl 'kjhj dks NksM+dj ge tc pys tk;saxs rc Hkh txr~ 

,sls gh pysxkA vxj txr~ esa dksbZ ßifjorZuß gks] rc Hkh gekjh vkRek dks ;g 'kk;n gh ekywe gksxk fd dqN 

ifjorZu gq, gSaA ifjorZu gksa ;k ugha] gekjh vkRek dks dksbZ vUrj ugha iM+sxkA 

blfy;s gesa ;g ;kn j[kuk gksxk fd bl NksVh lh ßtUe ls ysdj e`R;q rdß dh ;k=kk esa ge D;ksa u 

txr~ ds lklFk ,d gks tk;saA 

vFkkZr~ vkidks mRiknu 'kq: djus ls igys ;s lkspuk gksxk fd D;k igys ls cktkj esa dqN yksx blh oLrq 

dk mRiknu dj jgs Fks\ vxj ,slk gS rks vkidk blesa D;k ;ksxnku gS\ vr% tc Hkh ge fdlh fLFkfr dks cnyuk 

pkgsa rks lcls igys gesa vius vkidks cnyuk gksxkA 

nwljk ea=k 

ßHkfä vkSj I;kj dks viukvksß 

,sfrgkfld rkSj ij ns[kk tk;s rks Hkkjr ds egku iq:"kksa us Hkfä ls gh Hkxoku~ dks cka/k fy;k FkkA felky 

ds rkSj ij Hkä izâkn] /kqzo] ehjk] xkSre cq)] egkohj] xq: ukud] jkeÑ".k ijegal] foosdkuUn bR;kfn] bR;kfnA 

nf{k.k Hkkjr ds R;kxjkt uked ,d e'kgwj xk;d rsyqxq esa xkrs gSa ßlaxhr Kkueq HkfäfoukßA ge ;gh dguk pkgrs 

gSa fd pkgs vki Hkxoku ls oj ekaxs ;k cSad izca/kd ls _.k] Hkfä dk jkLrk idfM+;sA 

lkFk&lkFk ;g Hkh ;kn jf[k;s fd vk/kqfud nqfu;k esa ßO;kikj Kkueq ;qfä fcukAß 

tc vki Hkfä vkSj I;kj Hkjh n`f"V ls vius dkjksckj ,oa mRikn dks ns[ksaxs rc vki eglwl djsaxs fd 

vkidk [kkuk] ihuk] vkjke vkSj izflf) dqN Hkh ugha gSA vki vius dkjksckj ls fcYdqy ,d gks x;s gSaaA tSls fd 

vtqZu dks i{kh dh vka[k gh fn[kykbZ nh vkSj dqN Hkh ughaA 

rhljk ea=k 

ßgaluk lh[kksß 

O;kikj ds lapkyu esa vkidks ;qfä ls dke ysuk gksxkA tc dHkh vkids xzkgd vk;sa mudk Lokxr gal dj 

dhft;sA pkgs og xzkgd mnkl gh D;ka u gksa] vkidh eqLdqjkgV dks ns[kdj og izlUu gksxk vkSj lkFk gh lkFk 

vki dh fcØh Hk c

galks vkSj galrs jgksA bl lcd dks vey esa ykus ls eSa fnokfy;k gks x;k gwaA esjh gkyr ns[k jgs gSa u vki\ßgeus 

iwNk fd D;k] galus ls FkksM+s gkyr [kjkc gks ldrh gS\ m|eh th dgus yxs&ßbruh rks vdy esjh Hkh gSA vkids 

dgus ds eqrkfcd gj ,d ds lkeus geus vius nkarksa dks fn[kk;kA ,d fnu ,d vk;dj vf/kdkjh esjs ikl vk;kA 

mlds lkeus Hkh eSA izlUu gksdj galus yxkA mlls D;k gqvk ns[krs gSa u esjh gkyr\ß 

vr% ge ;g crkus pkgsaxs fd vkidks ßdc galuk gS vkSj dc jksuk gSAßtc dksbZ xzkgd vkids lkeus vk;s] 

[kwc gafl;sA izlUu gks tkb;sA mlds vykok dksbZ vkSj vk tk;s vki mnkl gks tkb;sA vki mnkl psgjs ls mlls 

ckr dfj;sA 

pkSFkk ea=k 

ßrkjhQ djuk lh[kksß 

O;kikjh ges'kk nsljs yksxksa dh rkjhQ djrs gq, viuk iSlk cukrk gSA rkjhQ djr esa vkidh dksbZ rdyhQ 

ugha gksuh pkfg;sA rkjhQ ls Hkxoku Hkh Mjrs gSa&D;ksa\ blfy;s fd ftldh vki rkjhQ djrs gSa og 

vkfgLrk&vkfgLrk vius vki j j[ks gq, dkcw dks [kks cSBrk gS&jghe dk dguk gS&ßdjr djr vH;kl ls tM+er 

gksr lqtkuA jljh vkor tkr rs fly ij gksrk fu'kkuAß blh rjg iRFkj ds Hkh fikyus dh mEehn gS] rkjhQ lsA 

vkidh rkjhQ ls Mjrs gq, Hkxoku Hkh vkids lkeus ,slh dfBukb;ksa dks [kM+k djrs gSa fd iwfN;s erA 

dfBukbZ;ksa dks ns[kdj dksbZ u dksbZ Hkxoku dks xkfy;ka rks nsxkA rHkh Hkxoku Hkh ftUnk jg ldrs gSa gS u\ 

iakpok ea=k 

ßvkenq'eu dks igpkuß 

tc dHkh fdlh ls dke djkuk pkgrs gSa] ml O;fä ls ckr izkjEHk djrs le; fdlh vke nq'eu dh 

vksj utj Mkfy;sA vxj ekSle [kjkc gS] ekSle ds ckjs esa 'kq: dhft;sA vxj lM+dssa [kjkc gSa mlds ckjs esa 

cksfy;sA vxj nwljs O;fä dh csVh dh HkrhZ fdlh e'kgwj Ldwy esa ugha feyrh ml Ldwy ds izcU/kdksa dks xkfy;k¡ 

nhft;sA 

tc nks vaxzst yksx yUnu ;k vSj fdlh egkuxj esa feyrs gSa] vkil esa lcls igys xUns ekSle ds ckjs esa 

gh ckr djrs gSaA 

vke fe=k ls ßvke nq'eußds ckjs esa yksx ,dne ljy rjhds ls le> tkrs gSaA 

NBk ea=k 

ßvk/kqfud jkek;.k fy[kksß 

lkjs ns'k esa xjhch js[kk gVkus dk vkUnksyu py jgk gSA ge Hkh D;ksa u ,d ukjk yxk;sa ßlc js[kkvksa dks 

gVkvksA ß,sls ukjksa ls FkksM+h gh dksbZ xjhch gV tk,xh ;k vki js[kk dks ikj dj ldsaxs\ 

xjhch dks gVkus ;k js[kk dks ikj djus ds fy;s] D;k vkids ukjksa ls dke py tk;sxk\ 

ge lc tkurs gS fd jkek;.k dh iwjh dFkk] lhrk th ds ßy{e.k js[kkß ikj djus ls gh cuh ftls ckYehfd 

th us jpkA ;g Hkh dguk lgh gS fd jkek;.k esa vxj ßy{e.k js[kk ugha] rks jkek;.k ughaAß;g dguk mfpr gh gS] 

D;ksafd vxj lhrk th ml js[kk dks ikj ugha djrh] rks jko.k ls ;q) dSls gksrk] rFkk guqeku th tSls Hkä gedks 

dgka feyrs\ blfy;s vki Hkh Lo;a ugha cfYd gekjs ns'k ds vU; xjhc vkSj fiNM+s oxZ ds yksxksa dks xjhch js[kk 

ikj djus esa enn nhft;s vkSj ,d vk/kqfud jkek;.k] tks Hkkjr dh ,sfrgkfld uezrk] ohjrk vkSj lH;rk dks vkSj 

Hkh Åps LFkku ij ys tk lds] fy[ksaA lkFk&lkFk vki Hkh ,d vk/kqfud ckYfefd cusaA 

6

lkroka ea=k 

ß[kpksZ ij dkcw djksß 

;g ,d vke ckr gS fd u;s m|eh] tSls gh iSlk gkFk es vkrk gS mldks mM+kus dh dksf'k'k esa yx tkrs 

gSaA gksrk ;g gS fd& ßvkenuh vëuh [kpkZ :i;kß vkSj vxj vkenuh de gks vkSj [kpkZ T;knk rks ;g dSls py 

dlrk gSA 

vkBoka ea=k 

ßthou esa vkSj phtsa Hkh gSaß 

tc vki m|eh cusaxs rks gesa iwjk ;dhu gS fd vki vkus ;qus gq, jkLrsa esa vo'; lQy gksaxs] ij ;g ;kn 

jf[k;s fd ftUnxh esa iSls ds flok; vkSj Hkh cgqr lh phtsa gSa] ftudh vksj Hkh vkidks /;ku nsuk gksxkA 

ftl uxjh esa vki jgrs gSa] mldh lqUnjrk] izxfr vkSj mUufr ds fy;s] vkidks Hkh lg;ksx djuk gksxkA 

vki ftl lM+d ij jgrs gSa] ml lM+d dks lkQ vkSj lqUnj j[kuk gksxkA gekjs ns'k ds egku iq:"kksa ds ckjs esa] 

ytksxksa dks le;≤ ij /;ku fnykuk gksxk] rkfd yksx fey tqydj ft;sa vkSj ,drk dh vksj c

m0iz0 m|ksx funs'kky; ,oa ftyk m|ksx dsUæ dh Hkwfedk 

Hkkjr tSls fo'kky ns'k ds lEiw.kZ vkS|ksfxd fodkl esa ykq m|ksxksa] dqVhj m|ksxksa ,oa 

xzkeks|ksxksa dh egRoiw.kZ Hkwfedk gSA blds fodkl ds fy, fodsfUær O;oLFkk dh vko';drk dks 

ns[krs gq, Hkkjr ljdkj us o"kZ 1978 esa jkT; ljdkj }kjk m|ksx funs'kky;ksa ds vUrxZr ftyk 

m|ksx dsUæksa dh LFkkiuk dhA fiNM+s o xzkeh.k {ks=kksa esa vkS|ksfxd fodkl ds dk;Z bu ftyksa ds 

m|ksx dsUæksa }kjk fd;s tkrs gSA ukMy ,tsUlh ds :i esa ;g dsUæ ftyk Lrjh; vU; foHkkxksa ,oa 

laLFkkvksa esa leUo; dk dk;Z djrs gSaA rglhy Lrj ij lgk;d izca/kd gksrs gSA bl izdkj ftyk 

m|ksx dsUæ] m|ksx funs'kky; ds {ks=kh; vax ds :i esa izns'k ds vkS|ksfxd fodkl ds fy, dk;Zjr 

gSA 

ykq m|ksxksa gsrq lqfo/kk;sa 

1. ijke'kZ % 

m|fe;ksa ds ekxZn'kZu gsrq ftyk m|ksx dsUæksa esa ijke'kZ foHkkx gksrs gSaA Hkkoh m|fe;ksa dk 

lk{kkRdkj dj mldh i`"BHkwfe] vuqHko ,osa vfHk:fp ds vk/kkj ij m|ksx dh tkudkjh ,oa 

ifj;kstuk rS;kj djus gsrq ijke'kZ fn;k tkrk gSA 

2. iathdj.k % 

ftyk m|ksx dsUæksa esa loZizFke nks o"kZ] ds fy, izLrkfor iathdj.k fd;k tkrk gS ftldk 

uohuhdj.k vxys ,d o"kZ ds fy, egkizca/kd ftyk m|ksx dsUæ ds }kjk rFkk iqu% ,d o"kZ dk 

uohuhdj.k m|ksx funs'kky; }kjk fd;k tkrk gSA bdkbZ }kjk larks"ktud dk;Z gksus ij ljdkj 

}kjk iznÙk lqfo/kk;sa fey ldrh gSA bdkbZ lapkfyr djus ds i'pkr~ LFkk;h iathdj.k Hkh fd;k 

tkrk gSA 

3. djksa esa NwV % 

xjhc dkjhxjksa o nLrdkjksa gsrq vkS|ksfxd lgdkjh lfefr;ksa dk iathdj.k gksrk gSA bu 

lfefr;ksa dks foÙkh; lgk;rk ,oa f<strong>of</strong>HkUu djksa esa NwV dh lqfo/kk feyrh gSA 

4. Hkwfe@Hkou % 

gj ftys esa vkS|ksfxd vkLFkkuk gksrs gSa tgk¡ ij m|ksx yxkus ds fy, vko';d Hkwfe o 

Hkou fnykus esa lg;ksx fd;k tkrk gSA 

5. f<strong>of</strong>HkUu foÙkh; laLFkkvksa ls _.k gsrq vkosnu % 

ftyk m|ksx dsUæ ds ek/;e ls f<strong>of</strong>HkUu foÙkh; laLFkkvksa ls _.k ysus gsrq Hkh vkosnu fd;k 

tk ldrk gSA ftyk m|ksx dsUæ }kjk iz/kkuea=kh jkstxkj ds vUrxZr _.k dh lqfr/kk Hkh miyC/k 

djk;h tk jgh gSA 

6. ,dy est O;oLFkk 

,d Nr ds uhps ,dy est O;oLFkk ds vUrxZr LohÑfr;k¡ tSls%& fo|qr la;kstu] iznw"k.k 

vukifÙk izek.k&i=k] bR;kfn] lEcfU/kr ftyk m|ksx dsUæ }kjk lqfuf'pr djkbZ tk jgh gSA bl 

O;oLFkk ds vUrxZr ,d ^,dy vkosnu&i= ¼iqfLrdk½ rS;kj dh x;h gS] ftlesa lHkh lEcfU/kr 

foHkkxksa ds vkosnu&i=kksa dks lekfgr fd;k x;k gSA iPphl :i;s ek=k uxn Hkqxrku djds ;g 

iqfLrdk ftyk m|ksx dsUæ ls izkIr dh tk ldrh gSA bl O;oLFkk ds vUrxZr izR;sd ekg es ,d 

ckj lEcfU/kr m|fe;ksa dks ftyk m|ksx dsUæ esa cqyk;k tkrk gS] mudh lgk;rk ds fy, lEcfU/kr 

foHkkx ds vf/kdkfj;ksa dh enn ls okafNr vkosnu&i=k Hkjok fy;s tkrs gSa] blds mijkUr nks 

lIrkg ckn lHkh okafNr LohÑfr;k¡ ogha ls fu/kkZfjr frfFk esa tek dj nh tkrh gSA ftlls m|eh 

dks f<strong>of</strong>HkUu LFkkuksa ij tkus ds ctk, ,d gh LFkku ij lHkh vuqefr fey tkrh gSA bl O;oLFkk dk 

ykHk :i;s 25.00 djksM+ rd fuos'k djus okys m|eh mBk ldrs gaSA 

'kklu }kjk ;g vuqHko fd;k x;k fd u;s m|fe;ksa dks fo'ks"k :i ls ykq m|fe;ksa dks f<strong>of</strong>HkUu 

Lrjksa ij vuqefr;k¡@LohÑfr;k¡ izkIr djus esa cgqr le; yxrk gS] u, m|eh m|ksx yxkus esa grksRlkfgr 

gksrsa gS] vr% bl lfefr dk xBu fd;k x;kA mDr lfefr dk v/;{k ftykf/kdkjh gksrk gSA 

8

Hkkjrh; ykq m|ksx fodkl cSad 

Hkkjrh; ykq m|ksx fodkl cSad dh LFkkiuk o"kZ 1990 esa ykq m|ksxksa ds izorZu] foÙkiks"k.k ,oa 

fodkl rFkk bu xfrf<strong>of</strong>/k;ksa esa layXu laLFkkvksa ds dk;ks± dks lefUor djus ds mís'; ls izeq[k foÙkh; 

,aLFkk ds :i esa dh xbZ gSA 

ykq m|ksx fodkl cSad }kjk ns'k Hkj esa LFkkfir okf.kT; cSadksa] xzkeh.k] cSadksa] jkT; foÙkh; fuxeksa] 

jkt; vkS|ksfxd fodkl fuxeksa] jkT; vkS|ksfxd fuos'k fuxeksa] lgdkjh cSad dsd ek/;e ls iqufoZÙk ds :i 

esa foÙkh; lgk;rk miyC/k djk;h tkrh gSA 

ykq m|ksx fodkl cSad fuEu ;kstukvksa ds vUrxZr iqufoZr lgk;rk nh tkrh gS%& 

1. ykq ,ao xzkeh.k m|ksxksa dks vkS|ksfxd _.k miyC/k djus grq iqufoZr ;kstuk %& 

¼v½ dEiksftV _.k% ¼lfEeJ _.k½ 

f'kYih] xzkeh.k ,oa dqVhj m|ksx ykq m|ksx bdkbZ] budks ;a=kksa] dk;Z'khy iawth rFkk dk;Z gsrq 

:i;s 2,00,000 rd dk _.k myC/k djk;k tkrk gSA blesa izorZd va'knku 'kwU; gSA 

¼c½ vuqlwfpr tkfr @ tutkfr ,oa fodykax gsrq ;kstuk 

vuqlwfpr tkfr@vuqlwfpr tutkfr ,oa fodykaxksa gsrq bl ;kstuk dsk ykxw fd;k x;k gS bl 

;kstuk esa dk;Z'khy iwath ,oa e'khu ;a=ksa gsrq vf/kdre :i;s 50000 dk _.k fn;k tkrk gSA blesa 

izorZd va'knku 'kwU; gSA 

2. fo'ks"k ;sktuk %& leLr ykq m|ksxksa gsrq bl ;kstuk dks ykxw fd;k x;k gS bl ;kstuk ds 

vUrxZr fuEu enksa gsrq _.k izkIr fd;k tk ldrk gS %& 

¼v½ xq.koÙkk fu;a=kd lqfo/kk,¡ & vko';drkuqlkj 

¼c½ tujsVj lsV & &rnSo& 

¼l½ iznw"k.k fu;a=k.k midj.k & &rnSo& 

¼n½ dEI;wVj gsrq & vf/kdre :- 5.00 yk[k 

¼;½ Lons'kh@vk;kr izfrLFkkiuk & &rnSo& 

¼j½ oSdfYid ÅtkZ@ÅtkZ cpr dh LFkkiuk rFkk fuekZ.k gsrq vko';drk vuqlkj 

3. ykq lM+d ifjogu ifjpkydksa dh lgk;rk %& 

lkoZtfud okgu ;k lafonk okgu ds :i esa iathÑr u;s okgu [kjhnus ds fy, x;s lk<strong>of</strong>/k _.k 

iqufoÙk lgk;rk ds ik=k gksaxsA bl ;kstuk ds vUrxZr izfr ifjpkyd ekStwnk okguksa lfgr vf/kdre 20 

okguksa ds fy, _.k miyC/k djk;s tkrs gSaA _.k dh lhek vko';drkuqlkj fu/kkZfjr gksrh gSA 

4. midj.k iqufoZÙk ;kstuk %& 

bdkbZ fiNys pkj o"kks± ls dk;Zjr gks] rFkk 3 o"kks± ls cSad _.k ds Hkqxrku esas dksbZ fcyEc u 

fd;k gksA bl ;kstuk ds vUrxZr vidj.k@u;s ;a=kksa ds foLrkj bR;kfn gsrq _.k fn;k tkrk gSA mä 

;kstuk foÙkh; fuxe@,l-vkbZ-Mh-lh- ds ek/;e ls iz;ksx esa yk;h tkrh gSA _.k dh lhek 

vko';drkuqlkj fu/kkZfjr dh trh gSA 

5. is'ksoj oxZ gsrq ;kstuk %& 

;g ;kstuk MkDVj]= bathfu;j] vkfdZVsDV] ,dkmaVslh] eSustesUV] f'k{kk izkIr oxZ gsrq gksrh gSA izFke ckj 

viuh f'k{kk ij vk/kkfjr bdkbZ@ijke'kZ laLFkk [kksyus ij :i;s 20.000 yk[k rd _.k fn;k tkrk gSSA 

blls Hkwfe ,oa Hkou dh dwy ykxr dqy ifjO;; ds 50: ls vf/kd u gksA 

6. foi.ku dk;Z gsrq ;kstuk %& 

¼v½ foi.ku laxBu gsrq %& O;fäxr@lk>snkjh@izkbosV@ifCyd fyfeVsM laxBu dks tks 

foi.ku {ks=k esa vuqHko izkIr gks] rFkk xzkeh.k ,oa ykq m|ksx ds mRikn ds foi.ku gsrq :i;s vf/kdre 

25.00 yk[k rd _.k izkIr dj ldrs gSaA 

¼c½ fcØh ds fy, okgu gsrq %& bl ;kstuk ds vUrxZr leLr [kknh ,oa xzkeks|ksx vk;ksx 

}kjk leFkZu izkIr izLrkoksa ij gh fopkj fd;k tk;sxkA bldk mís'; u;s okgu ds Ø; gsrq _.k miyC/k 

djuk gSA _.k dh vf/kdre lhek :i;s 3.00 yk[k gSA 

9

7. fpfdRlk O;olk; gsrq ;kstuk %& 

¼v½ vLirky@ufl±x gkse %& ;g ;kstuk mu m|fe;ksa gsrq gSa tks vLirky@ufl±x gkse 

[kksyuk pkgrs gSaA blds fy, de ls de 10 'kS;k ,oa vf/kdre 50 'kS;k okys vLirkyksa@ufl±x gkse ds 

fy, vko';drk vk/kkfjr _.k fn;k tkrk gS ftlesa ,d LukrdksÙkj MkDVj vo'; lEc) gksuk pkfg,A 

¼c½ bySDVªksesfMdyh ,ao vU; midj.k gsrq ;kstuk %& fpfdRlk 

f'k{kk izkIr MkDVj tks bySDVªksesfMdy e'khu@midj.k dks LFkkfir djuk pkgrs gSa mudks vf/kdre :i;s 

60.00 yk[k ykxr rd ds midj.kksa gsrq _.k iznku fd;k tk;sxkA 

8. i;ZVu vk/kkfjr ;kstuk,¡ %& 

m|eh tks lkaLÑfrd euksjatd ikdZ] jsLVksjsUV] i;ZVu lsokvksa ds uohuhdj.k@foLrkj bR;kfn 

djuk pkgrs gSa rFkk i;ZVu fodkl laLFkk ls vuqeksnu izkIr gks] vko';drkuqlkj _.k gsrq vkosnu dj 

ldrs gSaA 

9. bfDoVh vk/kkfjr lgk;rk ;kstuk %& 

¼v½ lhM dSihVy ;kstuk %& ykq@ykqÙkj v|fe;ksa gsrq tks izorZd va'k yxkus dh fLFkfr esa 

ugha gksrs] mudks 10% ifj;kstuk dh ykxr vFkok vf/kdre 15.00 yk[k :i;s 1% dh nj ls C;kt 

ik¡p o"kks± rd] rRi'pkr 10% dh nj ls C;kt yxsxkA 

¼c½ jk"Vªh; bfDoVh QaM ;kstuk %& ykq@ykqÙkj bdkbZ tks ubZ LFkkfir vFkok iquZjhf{kr 

¼fjgsfcysVsM½ gS rFkk egkuxjh; {ks=kksa ls fdlh {ks=k ea LFkkfir gks] mijksä bdkbZ ds bfDoVh xSi dks iwjk 

djus ds fy, ifj;kstuk ykxr vf/kdre :i;s 10.00 yk[k gksuh pkfg,A lgk;rk dh jkf'k ifj;kstuk dh 

ykxr dk 25% ftl ij ek=k lsok izHkkj 1% gksxhA 

10. efgykvksa gsrq ;kstuk,¡ %& 

¼v½ efgyk m|e fuf/k ;kstuk %& ;g ;kstuk efgyk m|fe;ksa gsrq tks bfDoVh ds va'k dks 

yxkus esa vleFkZ gSA ;fn ifj;kstuk dh ykxr vf/kdre 10% yk[k :i;s gks] rks efgyk m|eh 2.5 

yk[k :i;s rd izkIr gksaxs C;kt dh nj 1% ckf"kZd gksxhA 

¼c½ efgyk m|eh gsrq ;kstuk %& ;s ;kstuk efgyk m|fe;ksa gsrq gSa tks ykq m|ksx LFkkfir 

djuk pkgrh gSaA bl ;kstuk ds vUrxZr izf'k{k.k ,oa foLrkj gsrq lgk;rk miyC/k gksrh gSA 

11. lsesQSDl ¼HkwriwoZ lSfud gsrq½ fo'ks"k ;sktuk %& 

;g ;kstuk HkwriwoZ lSfudksa vFkok lSfudksa dh fo/kokvksa gsrq gSaA bldk mís'; ykq 

bdkbZ@lsok;sa@ifjoguksa gsrq ftudh vf/kdre ifj;kstuk ykxr :i; 15.00 yk[k gks] dk vf/kdre :- 

2.25 yk[k _.k myC/k djkuk gSA bl _.k ij ek=kk 1% C;kt eksjVksfj;e rd ,oa blds i'pkr 6% 

C;kt dh nj ykxw gksrh gSA 

12. ,dy óksr ;kstuk %& 

u;h vfr ykq o ykq bdkb;ka ftudh ifj;kstuk ifjO;; 100 yk[k :i;s ls vf/kd ugha gS vkSj 

lkekU; Lrj ij ifjpkyu ds fy, ftudh dk;Z'khy iawth dh vko';drk 10 yk[k :i;s rd gS] bl 

;kstuk ds vUrxZr lglk;rk dh ik=kk gSa o'krsZ vpy ifjlaifÙk;ksa ds fy, lk<strong>of</strong>/k _.k o dk;Z'khy iwath 

gh laLFkk }kjk eatwj dh xbZ FkhA 

13. fcy iquHkqZukbZ ;kstuk&e'khu gsrq %& 

bl ;kstuk ds vUrxZr e'khu fuekZrk iwfrZdrk@Øsrk tks Lons'kh] e'khuksa dks ysrs gSa] bdkbZ ds 

foLrkj vk/kqfudhdj.k] izfrLFkkfir djrs gSa] jk"Vªh;Ñr cSad ds ek/;e ls _.k izkIr dj ldrs gSaA bl 

;kstuk ds vUrxZr vYik<strong>of</strong>/k ds fy, ykq bdkbZ iwfrZdrkZ Hkh ykHk mBk ldrk gSA 

14. izR;{k fcy HkqukbZ ;kstuk %& 

izR;{k ;kstuk ls ykq bdkbZ@fuekZrk ykHk mBk ldrs gSaA 

10

mÙkj izns'k foÙkh; fuxe 

mís'; % 

vkS|ksfxd fodkl gsrq foÙkh; lgk;rk miyC/krk djkukA 

dk;Zdyki % 

jkT; ds lHkh e.My;h ¼jktLo½ eq[;ky;ksa rFkk vU; cksl {ks=kh; dk;kZyk;ksa ds ek/;e ls 

izns'k ds vkS|ksfxd fodkl dk lrr~ iz;klA 

foÙkh; lgk;rk dh f<strong>of</strong>HkUu ;kstuk;sa % ykq o e/;e Lrjh; vkS|ksfxd bdkbZ;ksa ds fy, :- 3 djksM+ 

rd pqdrk iwath ¼isM vi dSfiVy½ o eqä lap; ¼Qzh fjtoZ½ okyh dEiuh;ksa dh ifj;kstukvksa dh 

LFkk;h lEifr;ksa dh ¼vFkkZr~ Hkwfe] ¼LVkEi o jftLVªh [kpZ½ Hkou] e'khujh o la;=k fuekZ.k v<strong>of</strong>/k ds 

C;kt rFkk rduhdh ijke'kZ½ ds fy;s :- 90 yk[k rd dh foÙkh; lgk;rk :- 5 djksM+ rd dh 

;kstukvksa ds fy, fidi rFkk vuqlwfpr cSadksa ds lkFk feydj lgk;rkA 

fczftax _.k% ;kstuk ds R<strong>of</strong>jr fØ;kUo;u gsrq LohÑr _.k ds fo:) fczftax&yksu dh O;oLFkkA 

vk/kqfudhdj.k %LFkkfir bdkbZ;ksa dks viuh mRiknu {krek c

mÙkj izns'k jkT; vkS|ksfxd fodkl fuxe 

mís'; 

lqfu;ksftr ,oa R<strong>of</strong>jr vkS|ksfxd fodklA 

dk;Zdyki 

vkS|ksfxd {ks=kksa dk fodkl] va'kiw th Hkkxhnkjh] va'kd vfHkxksiu ,oa la;qä@lgk;frr 

{ks=kksa esa m|ksxksa dk izoZruA lLrh njksa ,oa vklku fd'rksa ij Hkw[k.M viyC/k djkukA m|ksxksa 

dh vfu;fer LFkkiuk esa deh ykus rFkk fiNM+s tuinksa esa vf/kdkf/kd iwath fuos'k dks izksRlkgu 

dj vkS|ksfxd {ks=kksa dh LFkkiuk ,oa vU; ljdkjh foHkkxksa rFkk miØeksa ds fy, fuekZ.k dk;ZA 

la;qä@lgk;frr {ks=kksa esa LFkkfir dh tkus okyh ifj;kstuk;s% 

larqfyr vkS|ksfxd fodkl ds mís'; ls f<strong>of</strong>HkUu m|fe;ksa] vkS|ksfxd lewgksa dh lgk;rk ls 

e/;e ls o`gn v|ksxksa dh LFkkiuk dks izksRlkguA ifj;kstukvksa dh rduhdh@foÙkh; vko';drkvksa 

ds vuq:i ;Fkk&lEHko fiNM+s {ks=kksa esa LFkkfir djus dk iz;RuA 

va'kiwath Hkkxhnkjh ;kstuk % 

fu/kkZfjr va'kiwath dk fuos'k u dj ldus dh n'kk esa izoZrdksa dks fu/kkZfjr v'kaiwath o 

mlds }kjk fd;s x;s fuos'k ds vUrj ds vkkkj ij va'kiw th lgk;rkA fiNM+s tuinksa] 

fu;kZrksUeq[k@vk;kr izfriwjd m|ksxksa o vizoklh Hkkjrh;ksa dks ojh;rkA 

Hkw[k.M vkoaVu@ava'k vfHkxksiu i=k % 

izns'k esa yx jgh lkoZtfud dEiuh dks iwath cktkj ls va'k iawth tqVkus gsrq va'k 

vfHkxksiu }kjk vkfFkZd lgk;rkA lgk;rk jkf'k lkekU;r% fuxZfer iawth ds 15% rd fuxe }kjk 

fodflr vkS|ksfxd {ks=kksa esa Hkw[k.M vkoaVu ds bPNqd m|eh fu/kkZfjr vkosnu i=k ij izLrkfor 

ifj;kstuk ds laf{kIr fooj.k] Hkwfe mi;ksx] izLrkfor ekufp=k ,oa ck¡fNr /kujkf'k rhoz ,oa eUn 

xfr vkS|ksfxd {ks=kksa ds fy;s Øe'k% :- 550 o :- 1000 izfr ,dM+ ¼:- 100 vkosnu 'kqYd ds 

lkFk½ vkosnu dj ldus dh lqfo/kkA fuxe ds rhozxkeh ,oa eUn xfr vkS|ksfxd {ks=k esa Hkw[k.M ds 

dqy ewY; dh Øe'k% 25% o 10% /kujkf'k vkoaVu dh frfFk ls 30 fnu esa ns;A fdlh foÙkh; laLFkk 

ls vkfFkZd lgk;rk izkIr u djus dh n'kk esa Hkw[k.M dks vo'ks"k /kujkf'k dk Hkqxrku vkoaVu ds 

ckn 10 Nekgh fd'rksa esa 20% C;kt lfgr esa rhoz o eUn xfr vkS|ksfxd {ks=kksa eas Øe'k% 2% o 4% 

dh NwVA 

12

jk"Vªh; Ñf"k vkSj xzkeh.k fodkl cSad 

ukokMZ dh LFkkiuk ,d 'kh"kZd xzkeh.k fodkl cSad esa fjtoZ cSad }kjk dh x;hA jk"Vªh; cSad okf.kT; cSadks] 

Hkwfe fodkl cSadksa }kjk f<strong>of</strong>HkUu ifj;kstukvkas ds fy, iquZfor ;kstuk vUrxZr] vYik<strong>of</strong>/k e/;k<strong>of</strong>/k o nkkkZ<strong>of</strong>/k _.kksa 

dh lgk;rk iznku dh tkrh gSA jk"Vªh; cSad }kjk vuqlU/kku o fodkl ds {ks=k esa ,oa f<strong>of</strong>HkUu izdkj ds izf'k[k.k 

dk;ZØeksa gsrq Hkh lgk;rk miyC/k djkrk gSA 

jk"Vªh; cSad dh nkkkZ<strong>of</strong>/k _.k ¼;kstukc)½ 

¼d½ ik=k laLFkk;sa 

¼1½ vuqlwfpr okf.kT; cSadA 

¼2½ {ks=kh; okf.kT; cSadA 

¼3½ ftyk e/;orhZ lgdkjh cSadA 

¼4½ ftyk e/;orhZ Hkwfe fodkl cSadA 

¼[k½ v<strong>of</strong>/k & 

¼1½ 3 o"kZ ls de u gksA 

¼2½ 25 o"kZ ls vf/kd u gksA 

¼x½ ik=k dk;Zdyki 

Ñf"k vkSj xzkeh.k dk;Zdyki tSls& ykq flapkbZ] Hkwfe fodkl] catj Hkwfe fodkl] ckxokuh] js'ke mRiknu] 

i'kq ikyu] eRL; ikyu] lesfdr xzkeh.k fodkl ifj;kstuk] Ñf"k e'khuhdj.k] Hk.Mkj.k foi.ku ekMZ] ok;ks rduhdh 

ifj;kstuk bR;kfnA 

M~okdjk ;kstuk ¼xzkeh.k {ks=kksa esa efgykvksa ,oa cPpksa ds fodkl ds fy, Hkkjr ljdkj dh ;kstuk& 

;g ;kstuk xk¡o dh efgykvksa o cPpksa ds fy, gSaA fo'ks"k dj xzkeh.k {ks=k esa xjhch js[kk ls uhps jgus okys 

xzkeh.k ifjokjksa dh efgyk lnL;ksa dks vk; izkfIr rFkk Lojkstxkj ds volj iznku djus ds mís'; ls rS;kj dh 

x;h gSA 

Ñf"k;sÙkj {ks=k 

xzkeh.k {ks=kksa esa dqVhj] ykq m|ksxksa gLrf'kYiksa rFkk vU; xzkeh.k f'kYiksa dks c

(7) C;kt dh nj& (1.0394 ls izHkkfor½ :i;s 25 gtkj dh jkf'k rd & 12% :i;s 25 gtkj ls Åij & 

14% :i;s 2 yk[k ls Åij & 15% 

izkFkfed cqudj lfefr;ksa ds mRiknu vkSj foi.ku dk;Zdyki& 

izkFkfed cqudj lfefr;ksa dh mRiknu vkSj foi.ku xfrf<strong>of</strong>/k;ksa ds fy, foÙkh; lgk;rk miyC/k djkus gsrq 

ftyk e/;orhZ vkS|ksfxd lgdkjh cSadksa ds fy, jkT; lgdkjh cSadksa jk"Vªh; cSad ls vYi<strong>of</strong>/k _.k lhek miyC/k gSA 

cqudjksa }jk odZ'ksM ds fuekZ.k] djkksa ds vtqZu vkfn ds fy, lk<strong>of</strong>/k _.k dh lgk;rk iznku dh tkrh gSA us'kuy 

VsDlVkby dkiksZjs'ku ds ,sls deZpkjh] ftUgksaus ikojywe dk;Zdykiksa dks viukus ds fy, LosPNk ls lsokfuo`Ùk gksus 

dh bPNk tfgj dh gS% muds iquZokl ds fy, Hkh iqufoZr lqfo/kk iznku dh tkrh gSA 

efgykvksas ds Lo;a lgk;rk lewg vkSj jk"Vªh; cSad dh izk;ksfxd ifj;kstuk 

xzkeh.k {ks=kksa esa ferO;f;rk vkSj opr dks izksRlkfgr djus rFkk cSafdax iz.kkyh ds ek/;e ls mudh _.k 

vko';drkvkas dks iwjk djus ds mís'; ls o"kZ 1992 esa Lo;a lgk;rk lewgksa dks cSadksa ds lkFk lgc) djus dh 

izk;ksfxd ifj;kstuk izkjEHk dh xbZ Fkh] blesa eq[; ckrsa fuEu gSaA 

(i) Lo;a lgk;rk lewg tks de ls de fiNys 6 efguksa ls lfØ; :i ls dk;Zjr gS rFkk vius lnL;ksa 

dks _.k nsus rFkk mudh cprksa dks izksRlkfgr djus dk dk;Z djrs gSA 

(ii) Lo;a lgk;rk lewg vkSipkfjd vFkok vuksipkfjd lewg gks ldrs gSaA lewg ds lnL;ksa dh la[kk 

10 ls 20 gks ldrh gSSA 

(iii) lewg }kjk laxzfgr cprksa ds vuqikr ds vuqlkj cSad mUgsa foÙkiks"k.k iznku djsaxsA _.k vkSj 

cprksa dks vuqikr cSad ds ewY;kadu ds vk/kkj ij 1:4 ls 1:4 ds chp gks ldrk gSA 

(iv) Lo;a lgk;rk lewg dks _.k lgk;rk esa C;kt dh 12% r; dh x;h gSA 

xzkeh.k ekbØks vksj kjsyw m|eksa dh lgk;rk iznku djus ds fy, xSj ljdkjh laxBuksa dks c

mRikn p;u ,oa volj vfHkKku 

vki Lo;a ;g lksfp, fd vki dkSu lk m|ksx yxkuk pkgrs gSaA lkcqu cukuk pkgsaxs ;k nok;sa cukuk\ 

vPNk! vc vki ;g lksfp, fd m|ksx pykus ds fy, fdu&fdu phtksa dh t:jr gksxh tSls lkcqu ds m|ksx ds 

fy, FkksM+h lh txg dqN IykfLVd ds iSdsV] lksfM;e flfydsV] ,UghMªl lksi ikmMj] lksfM;e DyksjkbM] VsVªk 

lksfM;e] ik;jk QkLQsV] vkIVhdy Cyhp vkfn dh t:jr gksxhA 

;fn vkius m|ksx dk pquko lgh dj dne mBkuk pkfg, D;ksafd vxj blesa dksbZ Hkwy gks x;h rks u dsoy vkidk /ku o le; 

cckZn gksxk] cfYd ckn esa bldk izHkko vkids vkRefo'okl o Hkfo"; ij Hkh iM+sxk ,oa dq.Bk mRiUu gksxhA vr% 

lksp fopkj dj gh dksbZ dne mBkuk pkfg,A blds fy, fuEu ckrksa dks /;ku esa j[kuk pkfg,A 

1. viuh {kerk 

vkidks m|ksx pquus ls igys ;g ns[kuk pkfg, fd vkiesa fdl izdkj ds dk;Z djus dh {kerk gS tSls fd 

vkiesa rqjUr lgh fu.kZ; ysus dh {kerk gS\ fdl {ks=k esa vki vf/kd dk;Z dj ldrs gSa ,oa fdu {ks=kksa esa vki 

vius dks detksj le>rs gSa \ vki t;knk nkSM+&/kwi dj ik;saxs fd ugha \ vkiesa lgu'khyrk gS\ vki gkj dks 

lgu dj nksckjk dke mlh yxu ls dj ik;saxs\ vkidh lsgr bl dke ds fy, vuqdwy gS\ bR;kfn igyqvksa ij 

Hkyh&Hkk¡fr ls fopkj djuk gksxkA 

2. /kS;Z 

dgha ,slk rks ugha fd vki fdlh ijs'kkuh esa ,dne kcjk tkrs gksa\ vkidks /khjt j[kuk pkfg,A 

dHkh&dHkh ,slk gksrk gS fd dksbZ ,slh leL;k vk {kM+h gksrh gS ftl ij igys lkspk gh ugha x;k gksrkA ,sls le; 

esa vkidks /kS;Z ls dke djuk vkuk pkfg,A vDlj vkidk dke vkidh vk'kkvksa ds foijhr Hkh gks ldrk gSA ;k 

fdlh dk;kZy; esa ckj&ckj iz;Ru djds Hkh vkidk dke ugha gks jgk gS ,slh fLFkfr esa vkidks xqLls ls dke ugh 

ysuk gSA cfYd /kS;Z ls vius bjkns dks iDdk djrs gq, fLFkfr dks le>uk gS vkSj ifjfLFkfr;ksa dk lkeuk djuk gSA 

3. lkgl 

m|e yxkus ds fy, lkglh gksuk Hkh t:jh gSA fcuk lkgl ds dksbZ dne ugha mBk;k tk ldrkA vkids 

eu esa ;g loky mBsxk fd eSa dSls tkuw fd eSa fdruk lkglh gwwaA blds fy, vkReniZ.k fl)kUr ds vuqlkj vkidks 

vksj yksxksa ls vius okjs esa jk; ysuh gksxh fd yksx vkids ckjs esa D;k lksprs gSa\ vki [kqn gh lksfp, fd vki Lo;a 

dks r4st] prqj] /kS;Zoku ;k dqN vkSj le>rs gSaA vkils yksx dSlk O;ogkj djrs gS\ D;k vki fdlh Hkh dfBukbZ 

dks ljyrk ls lqy>krs gSa\ fdlh nwljs dh ftEesnkjh dks Hkh ysrs gSa vkSj mls iwjk djokrs gSsaA 

4. viuh ifjokfjd ifjfLFkfr 

m|e LFkkfir djus ds fy, vkidks viuk djhc&djhc lkjk le; mlh vksj yxkuk gksxkA vr% vki vius 

ifjokfjd nkf;Ro] [kpksZ ,oa fudV Hkfo"; dh vko';drkvksa dks /;ku esa jf[k,A 

5 'kkjhfjd {kerk 

m|e pqurs le; vki ;g Hkh nsf[k;s fd vki fdruk dk;Z dj ldrs gSA vki ,d LoLFk uo;qod gSa ;k 

vf/kd mez ds fjVk;MZ O;fä gSa\ ;fn vki nwljh Js.kh ds gSa rks Bgfj;s\ vki ,slk m|ksx pqfu, ftlesa vkidks 

T;knk esgur u djuh iM+sA 

15

6 ijEijxr O;olk; 

D;k vki fdlh O;olk;h ifjokj ls vkrs gSa\ ;fn gka rks vki ds fy, ;gh t;knk Bhd gksxk fd vki vius 

ifjokj ds O;olk; dks gh djsa ;k mlls tqM+k gqvk m|e yxk;sa rkfd vkids ifjokj dk o"kkZsa ls pyk vk jgk 

vuqHko] ifjp; vkfn vkids dke vk ldsA ,d ckj dk;Z dk vuqHko gks tkus ds ckn vU; fdlh dk;Z dks Hkh 

vkjEHk dj ldrs gSA 

7 cktkj dh fLFkfr 

vki tks m|e pqu jgs gSa mldh [kir ds ckjs esa irk dj yhft,A cktkj esa ;g pht lky Hkj mi;ksxh 

gksrh gSA ;k dwqN gh le; mldk mi;ksx gksrk tgS\ mldh [kir lkekU; cktkj esa gksrh gS ;k ef.M;ksa esa\ blds 

lkFk gh ;g Hkh ns[kuk gksrk gS fd vU; m|fe;ksa }kjk cukbZ xbZ pht dk D;k Lrj gS\ dgha ,slk rks ugh fd 

vmids eky dk Lrj cgqr [kjkc gks\ bl ckjsa esa vkidks cktkj dk Hkjiwj losZ{k.k djuk gksxk vkSj vf/kd ckrsa 

tkuus ds fy, cktkj losZ{k.k v/;k; dks i

dh leL;k dk lkeuk djuk iM+ ldrk gS] lkFk gh lkFk ;g lHkh ewyHkwr vko';drkvksa ds miyC/k gksus ij 

vko';d Hkkx&nkSM+ ls Hkh m|eh cp ldrk gS rFkk ifj;kstuk dh ykxr Hkh de dh tk ldrh gSA 

13 ekuo 'kfä dh miyC/krk 

mRikn@m|e p;u izfØ;k esa mi;qä ekuo 'kfä ¼dq'ky½ p;u] Hkh ,d egRoiw.kZ izfØ;k gS D;ksafd ;fn 

vki p;u djrs gSa phuh feêh ds crZu] ihry] fufdy vFkok 'kh'kk mRikn dk] rks fu'p; gh vkidks dq'ky 

dkjhxj dk p;u djuk iM+sxkA dq'ky dkjhxj mUgha {ks=kksa esa miyC/k gksaxs] tgk¡ fuekZ.k@mRikn izpqj ek=kk esa 

gksrs gSaA vr,c ekuo 'kfä dk p;u] mRikn p;u izfØ;k esa egRoiw.kZ Hkwfedk vnk djrk gSSA 

m|ksx 

LFkkfir djuj m|eh ds O;fäRo ls dkQh xgjkbZ ls tqM+k gqvk gSA tc vki viu fy, fdlh m|ksx dk p;u djsa 

rks viuh rkdrksa] detksfj;ksa ,oa vius lEeku dks /;ku esa j[krs gq, gh fdlh m|ksx volj dk p;u djsaA vkidks 

,sls gh voljksa dk p;u djuk gksxk ftldk rkyesy lh/kk vkids O;fäRo ls gks lds D;ksafd lgh m|ksx dk p;u 

u gksus ds dkj.k vkidh iwjh 'kfä xyr fn'[kk dh rjQ yxus dh laHkkouk gSA u;s m|eksa ds fy, mRikn dk 

p;u djuk bruk ljy ugha gS vkSj mlds eu esa vfUre fu.kZ; ysus ls igys vusd 'kadk;sas mRiUu gksrh jgsxhA 

14 ljdkjh uhfr;k¡ 

mRiknksa m|e p;u izfØ;k ds mijksä fcUnqqvksa ij xagu fopkj ,oa dk;Z djus ds lkFk&lkFk m|eh dks 

ljdkjh uhfr;ksa dk Hkh v/;;u djuk gksxk fd p;fur m|ksx izfrcaf/kr lwph esa rks ugha gS D;ksafd ;fn p;fur 

m|ksx izfroaf/kr lwwph esa gS rks ml m|ksx@mRiknu dk p;u djuk mi;qä ugha gksxkA izfrcaf/kr lwph dh 

tkudkjh ftyk m|ksx dsUæ@cSad@m-iz- foÙkh; fuxe ls miyC/k gks ldrh gSA 

p;u ds pj.k % vkS|ksfxd volj igpku & 

vkidks Lo;a dh dq'kyrk ,oa dk;Zdq'kyrk] vPNkb;ksa ,oa dfe;ksa dks /;ku esa j[krs gq, okrkoj.k esa ekStwn 

voljksa dks

izcU/k 

vkids m|e dh iw.kZ :ijs[kk cu pqdh gSA vc vkidks ;g tkuuk gS fd vki viuk m|e dSls pyk,a o 

vkus okyh fnDdrksa dk lkeuk dSls djsaA leqfpr

2. 'ks;j 

lerk jkf'k izkIr djus dk ,d ókr gS 'ks;j cspukA ijUrq 'ks;j cspus dk vf/kdkj izR;sd dEiuh dks ugha 

gksrkA blds fy, ljdkjh vuqefr ysuk t:jh gSA O;fä ftrus ewY; dk 'ks;j [kjhnrk gS] dEiuh ds mrus Hkkx dk 

ekfyd gks tkrk gS ,oa dEiuh vius ykHk dk dqN izfr'kr va'k ¼fuos'k ds vuqlkj½ 'ks;j /kkjd dks nsrh gSA 'ks;j 

/kkdj dks fn;s tkus okys bl Hkkx dks ykHkka'k dgrs gSaA dEiuh ykHkka'k dk forj.k fdlh fuf'pr le; esa djus ds 

fy;s dkuwuh :i ls ck/; ugha gksrh] cfYd vius lfo/kuqdwy le; ij forj.k dj ldrh gSA ykHkka'k forj.k ds 

vk/kkj ij 'ks;j /kkdjd izeq[kr% nks oxksZa esa foHkkftr fd;s tk ldrs gSa %& 

¼v½ 

gSA 

¼c½ 

izkFkfed 

izeq[k 'ks;j /kkjdksa ds ykHkka'k dh nj fuf'pr gksrh gS ,oa ykHkka'k vkoaVu esa mudks izkFkfedrk nh tkrh 

lkekU; 

lkekU; 'ks;j /kkjdksa ds ykHkka'k dh nj fuf'pr ugha gksrhA dEiuh ds izcU/kdksa ,ao funs'kdksa }kjk fy, 

x;s ykHkka'k fu.kZ;ksa ds vk/kkj ij gh ykHkka'k dh nj vkSj vkoaVu dk Øe fu/kkZfjr fd;k tkrk gSA viuh dEiuh ds 

'ks;j cspus ds lkFk gh vki dqN vU; dEifu;ksa ds 'ks;j [kjhn Hkh ldrs gSa] ftuls vkidks le;≤ ij /ku 

feyrk jgsxk vkSj m|ksx esa lgk;d fl) gksxkA 

vYidkyhu _.k óksr ¼dk;Z'khy iawth½ 

,sls O;; ftudh okj&ckj vko';drk iM+rh gS tSls dPpk eky vkfn ijA bu fujUrj gksus okys O;;ksa ds 

fy, vkidks dqN ,slh iawth dk izcU/k j[kuk iM+rk gS ftldk vki rqjUr mi;ksx dj ldsA bldks dk;Z'khy iwath 

dgrs gSaA dk;Z'khy iawth ds fy, vkidks vYidkyhu _.k ksa dh vko';drk gksrh gSA buds izeq[k óksr bl izdkj 

gS%& 

1. O;olkf;d m/kkj 

fdlh Hkh y/kq m|ksx dh mRiknu izfØ;k esa ;gka óksr cgqr gh egRoiw.kZ Hkwfedk fuHkkrs gSaA ;g Lo;a 

mikftZr gksrs gSa] blds fy, vkidks fdlh ls iSlk m/kkj ugha ysuk iM+rk gS] cfYd vki iznk;dksa ls dPpk eky ys 

ysrs gSa vkSj mldk Hkqxrku ckn esa djrs jgrs gSaA bl izdkj ds _.k dk lcls vf/kd Qk;nk ;g gksrk gS fd u rks 

vkidks vf/kd vkSipkfjdrk,¡ iwjh djuh iM+rh gS vkSj u vf/kd C;kt nsuk iM+rk gS] lkFk gh bleas vkidks lkeku 

dh uhykeh ;k fnokfy;k gksus dk [krjk Hkh ugha gksrkA lkeku dk _.k ysdj cph gqbZ uxn jkf'k dk mi;ksx vki 

vU; oLrqvksa esa dj dlrs gSaA 

bl izdkj ds m/kkjksa dh miyC/krk iznk;dksa esa vkidh llk[k ij fuHkZj gksrh gSA ;fn vkidh lk[k 

fu;fer :i ls m/kkj pqdkus okys O;fä ds :i esa gS rks vkidks lkeku ljyrk ls m/kkj fey tkrk gSA ;kfu fd 

;fn iznk;d dks vki ;g fo'okl fnyk lds fd vki islk fu;fer le; ls pqdk nsaxs rks og vkidks m/kkj lkeku 

ns nsxkA u;s m|fe;ksa dks cktkj ea lk[k u gksus ds dkj.k vkjEHk esa ;g m/kkj feyus esa ijs'kkuh gksrh gS vr% mUgsa 

uxn iSlk Hkh vf/kd ysuk iM+rk gSA ijUrq ,d ckj lEcU/k LFkkfir gks tkus ij blesa dksbZ fo'ks"k leL;k ugha vkrh 

gSA 

2. cSad 

dk;Z'khy iawth ds :i esa _.k iznku djus okys cSad vkids vYidkyhu _.k óksr gSA ;g _.k vkidks 

vkidh lEifÙk ds vk/kkj ij feyrk gSA cSad }kjk vkidh izLrqr lEifÙk ds vk/kkj ij vkidks feyus okys _.k dh 

lhek fuf'pr dj nh tkrh gSA bleas ls vki viuh vko';rkuqlkj iSlk fudky ldrs gSaA vf/kdrj ;g _.k 

mRiknu vkSj fcØh dh vko';drkvksa dks iwjk djus ds fy, feyrs gSsA ijUrq tc rd vki ;g _.k ugha pqdk nsrs 

rc rd izLrqr lEifÙk] dPpk eky bR;kfn dk vf/kdkjh cSad dks gh ekuk tkrk gSA ykq m|ksx dh mRiknu {kerk 

de gksrh gS vkSj mUgsa muds Hkqxrku feys esa vf/kd le; yxrk gS vr% mUgsa bl izdkj ds _.k vf/kd jkf'k ds 

ysus iM+rs gSsaA dHkh&dHkh O;olkf;d gkfu gksus ij Hkh m|ksx dks pyw j[kus ds fy;s vkidks cSad ls _.k fey 

ldrk gS] ysfdu blds fy, lEcfU/kr cSad ls vkids O;olkf;d lEcU/k vPNs gksus vfr vko';d gSA 

3 lkekftd 

m|eh dks dqN _.k ,sls feyrs gSa tks og lfØ; mÙkjnkf;Ro ds f<strong>of</strong>o/k :iksa esa pqdkrk gSA ;g _.k 

m|ksx ,oa m|eh ds vuqkj cnyrs jgrs gSaA ;g _;m fuEu óksrksa ls fy, tk ldrs gSa%& 

19

¼v½ xzkgdksa ls vfxze HkqxrkuA 

¼c½ fe=kksa ;k fj'rsnkjksa ls m/kkj ysukA 

¼l½ funs'kd] deZpkfj;ksa vkfn ls vLFkkbZ iwath tek djokukA 

nhkZ dkyhu _.k óksr ¼LFkk;h iawth½ 

m|ksx dks LFkkfir djus esa nhz/kZ dkyhu _.k dkQh egRoiw.kZ Hkwfedk fuHkkrs gSaA bl jkf'k dk iz;ksx m|ksx 

dh LFkk;h iwath tSls Hkwfe] e'khu] Hkou vkfn ds fy, fd;k tkrk gSA ;g _.k fuEu laLFkkvksa ls izkIr fd;s tk 

ldrs gSaA 

¼v½ jkT; ljdkj 

jkT; ljdkj }kjk ;g _.k m|ksx foHkkx ds ek/;e ls fn;s tkrs gSaA bldks feyus esas yxHkx ,d 

o"kZ dk le; yx tkrk gSA 

¼c½ jkT; foÙk fuxe 

bl fuxe }kjk vf/kdrj xSj lgHkkxh m|ksxksa dks gh _.k fn;k tkrk gSA ftldk iz;ksx m|ksx dh vpy 

o LFkk;h iwath ds fy, fd;k tkuk pkfg,A vko';drk iM+us ij blesa ls dqN va'k dk iz;ksx dk;Z'khy iawth ds 

fy;s Hkh fd;k tk ldrk gSA 

¼l½ jkT; ykq m|ksx fuxe 

ns'k esa ykq m|ksxksa dks c

foi.ku lw= 

mRoknu ,oe~ foØ; dk dk;Z izkjEHk djus ls iwoZ mRiknd dks Hkyh&Hkk¡fr le> ysuk pkfg, fd dkSu lh 

oLrq dk mRiknu fd;k tk; tks orZeku cktkj esa miHkksäk }kjk ije larks"k ls Ø; fd;k tk ldsA 

;g lw=k mRiknd dks lgh fopkj djus dh {kerk ,oe~ ijke'kZ nsrk gSA og miHkksäk ,oe~ mldh 

vko';drk dks le>us esa leFkZ gks tkrk gS rnqijkUr og lgh oLrq dk mRiknu dj foØ; djus esa lQy gksrk gSA 

miHkksäk tks oLrq Ø; dj jgk gS] mlds :i dks egRo u nsdj ;g fujh{kd djksfd mls ml oLrq ls D;k 

ykHk gks jgk gSA 

bl fujh{k.k vkSj v/;;u ds vk/kkj ij vkidks uohu oLrqvksa ds mRiknu ds laHkkfor volj izkIr gksaxsA 

yksx xfeZ;ksa esa igkM+ksa ij D;ksa tkrs gSa\ mUgsa D;k ykHk izkIr gksrk gS\ 

'khry okrkoj.k 

gfj;kyh Hksj n`'; 

izkÑfrd lkSUn;Z 

lLrs Qy 

xzh"e dkyhu mRlo 

ekufld 'kkfUr 

euksjatu 

jksekafpr okrkoj.k 

ifjorZu 

mnkgj.kkFkZ Hkkjro"kZ esa dwyj dk fodkl gqvk D;ksafd cgqr yksxksa dks mlls 'khry okrkoj.k feykA dwyj] 

igkM+ ij tkus ds vfrfjä dgha vf/kd lLrk gh ugha iM+k] oju~ os vf/kd le; rd 'khry okrkoj.k dk mi;ksx 

dj ldsA 

foi.ku esa lQyrk rHkh izkIr gksxh tc m|eh ;g le> ys fd miHkksäk D;ksa Ø; djrk gSSA 

lgh foi.ku dk vFkZ gS] mu oLrqvksa dk cukuk ftldh miHkksäk dks vko';drk gS] u fd og oLrq,a cspuk tks 

m|eh cuk ldrk gSA 

orZeku ,oa Hkkoh cktkj esa vkids m|ksx ds lk/ku miHkksäkvksa dks lUrq"V djus esa] fdl lhek rd izHkko'kkyh gS 

bl ij vkidh lQyrk vk/kkfjr gSA 

cktkj dk ewY;kadu 

cktkj esa f<strong>of</strong>HkUu izdkj ds miHkksäk gksrs gSaA vr% mudh vko';drk,¡ Hkh f<strong>of</strong>HkUu gksrh gSa loZizFke u;s 

m|eh dks le>uk gS fd mlds }kjk mRikfnr oLrq dh cktkj esa ek¡x dSlh gSA lkFk esa ;g Hkh tkuuk vko';d gS 

fd izfrLi/kkZ fdruh gSA m|eh vius lk/kuksa dh miyC/krk ,oe~ fdruk ykHk mls izkIr gks ldrk gS ;g le>dj 

gh og vius miHkksäkvksa dk pquko dj ldrk gSA 

cktkj dk eY;kadu rhu rF;ksa ij vk/kkfjr gSA 

1. ek¡x dk fo'ys'ky 

2. izfrLi/khZ dh lhek dks le>uk 

3. O;kikj f<strong>of</strong>/k;k¡ 

ek¡x dk fo'ys"k.k 

miHkksäkvksa dh bPNk ,oe~ lkeF;Z dks /;ku esa j[kuk gSA 

1. ;fn miHkksäk x`gLFkh dk lkeku Ø; dj jgk gS rks izR;sd kj tkuk lEHko ugha] vr% m|eh dks ,d 

nqdkunkj ls gh lEidZ djuk pkfg,] ;fn miHkksäk laLFkkxr gS rks m|eh Lo;a laLFkkvksa esa tkdj lEidZ dj 

ldrk gSA 

2. ;fn miHkksäk f<strong>of</strong>HkUu izns'kksa ds gSa] f<strong>of</strong>HkUu vkfFkZd Lrj ds gSa rc mfpr vkdM+s ,df=kr fd;s tk,a rHkh 

lgh cktkj ewY;kadu gks ldrk gSA 

3. ;fn miHkksäk vR;Ur foLr`r {ks=-k esa QSys gSa vkSj la[;k esa Hkh vf/kd gS rc mfpr gksxk] Mkd }kjk 

i'ukoyh Hkst dj izfrfØ;k;sa yh tk;saA 

ek¡x yksp 

;fn FkksM+s ls ewY; esa vUrj ds QyLo:i miHkksäkvksa dh ek¡x ls cgqr vUrj vk tk, rks ek¡x esa 

yphykiu gSA blds foijhr ;fn ewY; esa ifjorZu ls ek¡x esa fo'ks"k vUrj ugha vkrk rc ek¡x esa yphykiu ugha gSA 

bu ifjfLFkfr;ksa esa fuiq.k ijke'kZ dh vko';drk gS ftlls ewY; esa LFkkf;Ro jg ldsA 

izfrLi/kkZ dh fLFkfr dks le>uk 

1. fdruh dEifu;k¡ vkids tSls mRikn dk foi.ku dj jgh gS\ 

2. mudh cktkj ek¡x fdruh gSA 

3. muds }kjk mRikfnr lkexzh esa D;k xq.k vFkok =kqfV gS\ 

4. izR;sd czkUM ds izfr miHkksäkvksa dh /kkj.kk D;k gS\ 

21

5. vkids izfr}Unh dkSu lh cktkj uhfr dk iz;ksx djrs gSa\ 

6. eq[; miHkksäk dkSu gS\ 

mi;qZDr rqyukRed pkVZ ls m|eh dks viuh mRikn dh =kqfV] deh] 'kfä Hkkoh volj vkSj ,oe~ ladV vkSj 

gkfu dk Kku gksrk jgsxkA rHkh og vius iz;klksa esa miHkksäk lUrks"k vkSj mudh mi;ksfxrk dk /;ku j[k i;sxkA 

forj.k ek/;e 

O;kikj ds vH;kl ls m|eh vius miHkksäk rd lgh :i ls igqapus dh f<strong>of</strong>/k le>rk gSA dqN ifjfLFkkfr;ksa 

esa m|eh lh/ks miHkksäk rd ugha igqap ldrk] cgqr e/;LFk iz;qä gksrs gSaA vr% izkjEHk esa m|eh dh f<strong>of</strong>HkUu izdkj 

ds e/;LFkksa ds lEidZ ls gksus okys ykHk&gkfu dk Kku izkIr djuk vfr vko';d gSA 

mRiknd miHkksäk mRiknd 

nqdkunkj miHkksäk mRiknd 

nqdkunkj miHkksäk nqdkunkj 

miHkksäk cktkj oxhZdj.k 

cktkj f<strong>of</strong>HkUu izdkj ds vo;oksa ls feydj curk gSA ftuds vyx&vyx xq.k gksrs gSa tks fd f'k{kk 

jkstxkj] vk;]fLFkfr] ilUn] ukilUn] vkSj fopkjksa esa ,d nwljs ls fHkUu gSaA muesa ls lHkh yksx fdlh ,d mRikn 

ds [kjhnnkj ugha gks ldrsA 

cktkj oxhZdj.k }kjk xzkgdksa ds lewg dks muds leku xq.kksa }kjk foHkä fd;k tkrk gS tks fd mRikn ds 

y{; lewg gksrs gSaA 

oxhZdj.k ds vk/kkj 

(i) HkkSxksfyd xzke] uxj] jkT;] ns'k] Hkkx] igkM+h kkVh] xzkeh.k] 'kgjh bR;kfnA 

ftyk ftlesa m|e LFkkfir gSA 

HkkSxksfyd foHkktu 

(ii) tula[;k vk/kkfjr 

vk;q% cPpk] ;qok] o;Ld] cw

y/kq m|ksxksa esa dEI;wVj ,oa lwpuk rduhd 

izkjafHkd nkSj esa dEI;wVj dks oSKkfud ,oa lka[;dh; x.kuk djus ds fy, ,d mi;ksxh lk/ku ek=k ds :i 

esa ns[kk tkrk FkkA rRi'pkr ik;k x;k fd dEI;wVj dks lwpuvksa o vkadM+ksa ds LVksjst] izkslsflax ,oa iqu% mi;ksx 

gsrq Hkh iz;ksx fd;k tk ldrk gSA ;EI;wVj vkSj lapkj iz.kkyh dks tksM_dj bl izdkj dh lwpuk,a o vkadM+s ,d 

LFkku ls nwljs LDkku ij Hkstk tkuk Hkh laHko gks x;kA okn esa bldh mi;ksfxrk dk nk;jk oSKkfud leqnk; ds 

c

le; esa yksxksa dh thou 'kSyh dks cny Mkyk gSA ;gh ugha] f<strong>of</strong>HkUu O;olk;ksa esa yksxksa dks dke djus ds rjhdksa 

dks Hkh izHkkfor O;olk;ksa esa yksxksa dks dke djus ds rjhdksa dks Hkh izHkkfor djus ds lkFk gh m|fe;ksa ds fy, 

vusdksa O;kikfjd lqfo/kk,a Hkh bl rduhd us iznku dj nh gSA vkt gj jkst u, m|ksx LFkkfir gks jgs gSaA 

mÙkjksÙkj ykHk vftZr djus ds fy, vkSj ,d u, cktkj ds fuekZ.k ds fy, m|eh bu rduhdksa dk mi;ksx dj jgs 

gSaA baVjusV dk mi;ksx djds m|eh vius mRikn dj jgs gSa A baVjusV dk mi;ksx djds m|eh vius mRikn o 

fMtkbu dks vR;ar de ykxr o le; esa nqfu;k Hkj esa igq¡p ldrs gSa vkSj ekax ds vuqlkj vkMZj izkIr dj ldrs 

gSaA ;g baVjusV ;k lwpuk rduhd Økafr dk ,d egRoiw.kZ o v/kqukru vk;ke gS ftls ^bySDVªkfud dkelZ^ ;k 

^bZ&dkelZ^ dgk tkrk gSA 

bZ&dkelZ esa O;fDr baVjusV }kjk fo'o ds fdlh Hkh dksus ls fdlh Hkh oLrq dh [kjhn Qjks[r ,oa Hkqxrku 

dj ldrk gSA bZ&dkelZ O;olk; laxr dks u, cktkj miyC/k djkus ds lkFk gh mRikn ds izpkj ,oa forj.k gsrq 

vf/kd volj] ykHk Hkh ^miyC/k djkrkgSA ijUrq blds lkFk gh izfr;ksfxrk esa gqbZ c

vkbZ- ,l- vks- -9000 

orZeku le; esa thou ds lHkh vk;keksa rFkk Lrjksa ij xq.krÙkk dh ckr dh tk jgh gSA fo'ks"kdj vkt ds 

cnyrs ifjos'k esa xq.koÙkk dk egRo vkSj Hkh cus dk iz;kl fd;k tkrk gSA blh vUrj ds vk/kkj 

ij laxBu esa vkbZ-,l-vks- ds fØ;kUo;u gsrq ;sktuk cuk;h tkrh gSSA 

f}rh; pj.k %& 

1. lkekU; izf'k{k.k dk;ZØe %& bl pj.k ds vUrxZr izf'k{k.k dk;ZØeksa ds ek/;e ls bl iwjh ;kstuk ds 

laca/k esa leLr lsodksa dh foLr`r tkudkjh iznku dh tkrh gSA ftlls laxBu fo'ks"k ds leLr lsodksa dks bl dk;Z 

gsrq O;ogkfjd :i ls rS;kj fd;k tkrk gSA bl vk/kkj ij gh Hkfo"; esa vkbZ-,l-vks- ds izHkkoh fØ;kUo;u lEHko 

gksrk gSA 

25

2. xq.koÙkk ;kstuk fØ;kUo;u izf'k{k.k %& bl dk;ZØe esa f<strong>of</strong>HkUu O;ogkfjd igyqvksa ij izf'k{k.k iznku fd;k 

tkrk gSA blds ek/;e ls fdlh laxBu fo'ks"k esa vkbZ-,l-vks- dsd izHkkoh fØ;kUo;u gsrq fdl izdkj ds ifjorZu 

dh vko';drk gS rFkk xq.koÙkk ;kstuk ds lQy lapkyu gsrq fdl izdkj ds izi=k] izk:i] fu;e rFkk vU; rkSj 

rjhds cukus dh vko';drk gS ij tkudkjh iznku dh tkrh gSA 

3. vkUrfjd vkads{kd (Internal Auditor) izf'k{k.k dk;ZØe %& xq.koÙkk ekin.Mksa dks bl ;kstuk 

fØ;kUo;u ds ek/;e ls fu/kkZfjr ekin.Mksa dk ifjikyu lqfu'fpr djkus gsrq le;≤ ij vkUrfjd vkads{k.k 

(Intarnal Auditor) djk;s tkus dh O;oLFkk gSA vr% bl O;oLFkk ds lqpk: :i ls lapkyu gsrq f<strong>of</strong>HkUu vkfMV 

fu;eksa rFkk ekin.Mksa dk fu/kkZfj.k Hkh bl ;kstuk esa djuk gksrk gSA ftlds fy;s laxByu fo'ks"k esa dqN fpfUgr 

vkUrfjd vkfMVjksa dks] vkfMV laca/kh f<strong>of</strong>HkUu fo"k;ksa tSls fd vfMV dh ;kstuk cukuk] vkfMV djuk] vkfMV djkuk 

rFkk vkfMV ds O;ogkfjd igyqvksa ij izf'k{k.k iznku fd;k tkrk gSA 

4. vkfMVj@yhM vkfMVj izf'k{k.k dk;ZØe %& vkbZ-,l-vks- 9000 fu;e ds vuqlkj izR;sd 100 lsodksa 

ds mij ,d yhM vkfMVj dk gksuk visf{kr gsSA yhM vkfMVj ,d ;k T;knk gks ldrs gSa budks laxBu fo'ks"k ds 

vfrfjDr fo"k; ij vfrfjDr izf'k{k.k iznku fd;k tkrk gs rkfd vkUrfjd vkfMV izHkko'kkyh rjhds ls fd;k tku 

lEHko gksA 

r`rh; pj.k %& 

bl pj.k esa ;kstuk fØ;kUo;u lEcU/kh f<strong>of</strong>HkUu izys[kksa dks fodflr fd;k tkrk gS rFkk fØ;kUo;u dh 

izfØ;k ds izys[kksa dks mi;qDr ,oa izHkko'kkyh rjg ls ykxw djus gsrq fo'ks"k ijke'kZ l=k vk;ksftr fd;s tkrs gSaA 

prqFkZ pj.k %& 

fØ;kUo;u %& r`fr; pj.k esa LFkkfir dh tk jgh izfØ;k dk ,d iwoZ vkads{k.k (Audit) bl pj.k esa 

fd;k tkrk gSA 

iape pj.k %& 

bl pj.k esa izek.khdj.k laLFkk ds p;u ds ckjs esa ijke'kZ fn;k tkrk gsA p;fur izek.khdj.k laLFkk }kjk 

izek.k i=k iznku fd;s tkus ds iwoZ dksbZ vU; dk;Z vFkok lq/kkj] ;fn vko';d gS rks muds ckjs esa Hkh ijkek'kZ 

fn;k tkrk gSSA 

blds mijkkUr lHkh eukdksa dks mi;qDr ik;s tkus ij laxBu dks vkbZ-,l-vks- -9000 ds fu;ekuqlkj izekf.kr fd;k 

tkrk gSSA 

vkbZ-,l-vks- 9000 izfØ;k dks ykxw djus ds ykHk %& 

fdlh Hkh laLFkk laxVu esa vkbZ-,l-vks- 9000 izfØ;k ykxw djus ls laxBu dks fuEu ykHk gksrs gSa%& 

1. xkzgd dks %& 

& fo'oluh; ,oa HkjkslseUn mRikn 

& mUur vkiwfrZ 

& ek¡x ds vuqlkj lQyrk iwoZd vkiwfrZ dh lEHkkoukA 

& izfr;ksxh ewY;A 

& ifjorZu ds vuqdwy izfrfØ;kA 

2. laxBu dks %& 

& xq.koRrk ds vk/kkj ij mRikn ds vLohd`r gksus dh nj esa dehA 

& ifjpkyu ds mUur ifj.kkeA 

& izfrQy esa lkeatL;A 

& xzkgd dks csgrj larqf"VA 

& cktkj dh fgLlsnkjh esa o`f)A 

& f<strong>of</strong>u;kstu ds csgrj ykHkA 

3. deZpkfj;ksa dks %& 

& fu/kkZfjr dk;Z ;kstuk ,oa ftEesnkfj;kaA 

& fu/kkZfjr dk;Z esa larqfyr Lrj esa o`f)A 

& eukscy esa o`f)A 

& csgrj dk;Z djus dk okrkoj.k A 

& yxu 'khyrkA 

& vkRe xkSjo dk cks/kA 

4. vkiwfrZdrkZ ,oa lk>snkjksa dks %& 

& fLFkjrkA 

& fujUrj fodklA 

& lk>snkjh ds chp esa csgrj vkilh lkeatL;A 

5. lekt dks %& 

& fu;e ,oa dkuwuksa dk csgrj ifjikyuA 

26

& 

& 

lqj{kk ,oa LokLF; dh lEHkkoukvksa esa o`f)A 

i;kZoj.k ij gksus okys dqizHkkoksa esa dehA 

vkbZ-,l-vks- ,oa ch-vkbZ-,l- esa vUrj 

1. vkbZ-,l-vks- b.Vjus'kuy LVS.MMZ vkxsZukbts'ku gS vFkkZr~A 

2. vkbZ-,l-vks- 9000 DokfyVh flLVe dk LVs.MMZ gS ;g ekud dsoy mRikn dh xq.koRrk rd gh lhfer ugha 

gS cfYd e'khuksa dh l{kerk eSVhfj;y dh DokfyVh] cukus dk rjhdk ,oa cukus okys lsodksa dh dk;Zdq'kyrk ij Hkh 

/;ku nsrs gSaaA 

3. ;g laLFkk] laxBu ,oa bdkbZ dh ^dk;Ziz.kkyh^ dk ekud gSA 

4. vkbZ-,l-vks- 9000 LVS.MMZ dh 'kq:vkr 1987 esa dh xbZA 

5. vkbZ-,l-vks- 9000 izek.k i=k izkIr djus ds i'pkr Hkh le;≤ ij fu/kkZfjr ,oa ekU; izfØ;kvksa dk 

ifjikyu fd;k tk jgk gS vFkok ugha] tkuus ds fy,] vkfMV fd;k tkrk gSA 

6. vkbZ-,l-vks- 9000 izek.k i=k izkIr gksus ij gekjk mRikn ,oa laxBu xq.koRrk esa vUrjkZ"Vªh; Lrj ij ekU; 

gksrk gSA 

1. Hkkjrh; ekud O;wjks jk"Vªh; Lrj dh ekud fu/kkZdjd laLFkk gSA 

2. ch-vkbZ-,l- ds ekud ddsoy mRikn dh xq.koRrk cuk, j[kus rd gh lhfer gSA 

3. ;g mRikn fo'ks"k dh xq.koRrk dk ekud gSA 

4. vkbZ-,l-vkbZ- dk izek.khdj.k ^vf/kfu;e 1952' ds vUrxZr cus fu;eksa ds vuqlkj eatwj fd;k tkrk gsA 

¼iwoZ esa ch-vkbZ-,l- dks- vkbZ-,l-vkbZ- ds :i esa tkuk tkrk FkkA½ 

5. vkbZ-,l-vkbZ- esa xq.koÙkk lqfuf'pr djus gsrq le;≤ ij mRikn dk vkdfLed fujh{k.k fd;k tkrk gSA 

6. ch-vkbZ-,l- }kjk izekf.kr mRikn U;wure jk"Vªh; Lrj ij vo'; ekU; gksrk gSA 

vkbZ-,l-vks- izek.khdj.k izkIr djus ds óksr %& 

vkbZ-,l-vks- 9000 ds ekudksa dks ykxw djus ds fy, izekf.kr lykgdkj (Consultant) dh vko'drk gksrh gSA ;s 

lykgdkj laxBu ds dk;Zuqlkj 'kqYd ysrs gSaA ;s lykgdkj vUrjkZ"Vªh; xq.koRrk ekudksa ds vqulkj fo'k"k:i ls 

izf'kf{kr gksrs gSa rFkk blh ds vk/kkj ij lykgdkj ds :i esa izekf.kr gksrs gSaA eq[; izek.khdj.k laLFkk bUgha ds 

ek/;e ls vkbZ-,l-vks- 9000 iznku djrh gSA Hkkjr esa ,sls vusd lykgdkj miyC/k gSA 

mRiknu izcU/k 

fdlh Hkh mRiknu fØ;k esa ik¡p ^,e^ dk lkeatL; gksrk gS& eSu ¼O;fDr½] e'khu] eSVhfj;y ¼inkFkZ½ euh 

¼/kuh½] ekdsZV ¼cktkj½ bu ik¡pksa dk lgh lapkyu vPNk izcU/kd gh dj ldrk gSA bu ik¡pksa ckrksa ds vykok nwljh 

ckrsa tks mRiknu ij izHkko Mkyrh gS] og gS mRiknu dk fMtkbu] dkj[kkus dh O;oLFkk] lkexzh dk izcU/k vkSj 

ns[kHkky vkfnA bu lcdks ge bl rjg ls Øe okj j[k ldrs gSaA 

1. mRiknu dk fMtkbu 

2. e'khu dk pquko o ns[kHkkyA 

3. dkj[kkusa dh O;oLFkkA 

4. eky dk izcU/kA 

5. deZpkjh izcU/kA 

6. ns[kHkky vkfnA 

1. mRiknu dk fMtkbu 

fMtkbu pqurs lr; rhu ckrksa dk /;ku vkidks j[kuk gS %& 

¼v½ fMtkbu ,slk gksuik pkfg, tks lqfo/kkiwoZd cu ldsA 

¼c½ 

¼l½ 

fMtkbu cukus ls lEcfU/kr lkexzh vklkuh ls miyC/k gksA 

mRiknu izfØ;k ljy gksA 

gks ldrk gS fd ,d fMtkbu esa lkjh ckrsa gks ysfdu yEcs le; ds nkSju og fMtkbu cukus esa ijs'kkuh 

gks] vr% bu lc ckrksa dk /;ku igys ls gh j[kuk pkfg,A 

2. e'khu dk pquko o ns[kHkky 

vius m|ksx ds fy, izR;sd m|ksx o midj.k dk pquko ,oa [kjhnkjh djrs le; lEcfU/kr e'khu ds 

tkudkj dh enn vo'; ysaA e'khu fo'ks"k ls lEcfU/kr yksxksa dks gh e'khuksa dk pquko djuk pkfg,A 

gj ,d e'khu dks ns[kHkky dh t:jr gksrh gSA izfrfnu@lkIrkfgd@ifj{kd@ekfld@okf"kZd 

vko';drkuqlkj mudh lQkbZ ,oa ejEer dh tkuh pkfg,A fdlh VwV&QwV dks QkSju Bhd djkuk pkfg,A vki [kqn 

27

gh vUnktk yxkb;s fd dkSu&dkSu ls vfrfjDr iqtsZ vkids m|e dh e'khuksa ds j[k&j[kko gsrq vko';d gSaA bldh 

iwoZ O;oLFkk dj ysus ls vkidk le; cpsxk vksj e'khuksa dh dk;Z {kerk c

fu;kZrd dSls cusa 

fu;kZr gsrq opuc)rk] dqN lalk/kuksa] iawth rFkk mlds tksf[keksa ds ckjs esa ,d vPNh lw>cw> dh 

vko';drk gksrh gSA pfy, ns[ksa fd fu;kZr gS D;k\ ,d fu;kZrd f<strong>of</strong>uekZrk ¼,d f<strong>of</strong>uekZrk tks fd mRiknksa dks 

mRikfnd djrk gS vkSj fu;kZr djrk gS½ gks ldrk gS ;k O;kikjh fu;kZrd ¼,d O;fDr tks fd f<strong>of</strong>uekZrkvksa ls 

mRiknksa dh [kjhn dj fu;kZr djrk gS½ 

fu;kZr djuk^ Hkkjr esa fcØh djus tSlk gh gSA nksuksa ds ekSfyd dne yxHkx ,d tSls gh gS] vFkkZr~ 

mRikn ;k lsok dh fcØhA Hkkjr esa fcØh djus rFkk Hkkjr ds ckgj fu;kZr djus ds chp dwN izeq[k vUrj gS tSls 

fd izR;sd ns'k esa fu;kZrd miHkksäkvksa dks lh/ks fu;kZr u dj ^b.VjehfM;sV Iys;lZ^ ds ek/;e ls djrs gSaA lcls 

igys bl ;kstuk esa vnk;xh fds fy, eqæk&f<strong>of</strong>u;e dh t:jr gksrh gS] f<strong>of</strong>HkUu vnk;xh f<strong>of</strong>/k;ksa dk iz;ksx blesa 

gksrk gS] lkekU;r;k vkn;xh dh izkfIr vkids rFkk vk;krd ds ns'k esa cSadks }kjk fu/kkZfjr izfØ;k }kjk lapkfyr 

gksrh gSA blds vyko] vkidk mRikn varjkZz"Vªh; cktkj] ogka ds okrkoj.k ¼i;kZoj.k&tyok;q½ miHkksDrkdh :fp] 

ifjos'k bR;kfn ds vuqlkj ^mfpr^ gksuk pkfg,A blds vykok] fu;kZr djus esa izk;% ukS&ifjogu ds fy, vk;krd 

ns'k esa eky ds ches ds laca/k esa vfrfjDr ykxrsa 'kkfey gksrh gSaA fu;kZr ij lheh 'kqYd rFkk vk;kr djus okys 

ns'kksa ds dj Hkh ykxw gksrs gSaA 

fu;kZr djus esa D;k tksf[ke 

mRikn ds fu;kZr esa dbZ izdkj ds tksf[ke gsa] tSls fd] foÙkh; tksf[ke¼eky ds ukS&ifjogu ds ckn 

xSj&vnk;xh½] O;kikj tksf[ke] f<strong>of</strong>/kd tksf[ke ¼f<strong>of</strong>HkUu O;kikfjd f<strong>of</strong>/k;ksa rFkk f<strong>of</strong>u;eu ls lacf/kr½] jktuSfrd 

tksf[ke ¼jktuSfrd vfLFkjrk] vFkZ O;oLFkk uhfr esa izeq[k cnyko yk ldrh gS½] jk"Vªh;dj.k] oS;fDRo vf/kdkjksa dh 

deh] bR;kfnA Hkkoh fu;kZrd dks bu lHkh izdkj ds tksf[ke dks /;ku esa j[kuk pkfg, rFkk ,sls tksf[keksa dks de 

djus ds fy, mfpr dk;Zuhfr viukuh pkfg,A 

fu;kZr ds fy, ekdsZfVax ;kstuk 

fu;kZr djus esa nwljk dne ekdsZfVax ls lacaf/kr ;kstuk dks fodflr djuk gSA cgqr fons'kh ekdsZV Hkkj ds 

cktkj ls cgqr vyx gSA fHkUurkvksa ds eq[; dkj.kksa esa tyok;q rFkk i;kZoj.k] lkekftd rFkk laklÑfrd ifjos'k] 

dPps eky dh LFkkuh; miyC/krk] mRikn [kjhn djus dh {kerk esa varj] fons'kh eqæk dh miyC/krk rFkk ljdkjh 

vk;kr&uhfr bR;kfn 'kkfey gSA bu fHkUurkvksa dks le>dj fu;kZr gsrq ,d ekdsZV fjlpZ ij vk/kkfjr ;kstuk 

fu;kZrdksa dks mfpr ykHk iznku djrh gSaA 

fu;kZr ds fy, ekdZZsV fjlpZ 

vius mRikn dk lQyrkiwoZd fu;kZr djus ds fy, vkidks fons'kh cktkjksa ds v/;;u dh vko';drk gS 

rkfd fu;kZr djus ds voljksa rFkk ^ck/kkvksa^ dk irk yxkus ds lkFkk&lkFk Hkkoh [kjhnnkjksa rFkk miHkksDrvksa dk Hkh 

irk yxk;k tk ldsA ekdsZV fjlpZ ;g r; djus esa lgk;rk djrk gS fd dkSu ls fons'kh cktkj esa mRiknksa ds 

csgrj fu;kZr dh laHkkouk gSA ,d pj.kc) ekdsZV fjlpZ esa ewyr% Hkkoh cktkj dh LØhfuax] yf{kr cktkjksa dk 

ijh{k.k dj mfpr fu"d"kksZ ij igqapuk bR;kfn 'kkfey gSA blesa fu;kZr] vk;kr] ekax] vkadM+s] cktkj 'ks;j] ck/kk,a 

¼VSfjQ rFkk ukWu VSfjQ½ fu;kZr gsrq Hkkjrh; rFkk fons'kh izksRlkgu] bR;kfn dk fo'ys'k"k.k 'kkfey gSA laca) vkadM+ksa 

dk fo'ys"k.k djus ds ckn gh ;g fu"d"kZ fudkyuk ljy gks tkrk gS fd fdlh f<strong>of</strong>'k"V mRikn ds fu;kZr ds fy, 

varjkZZ"Vªh; txr esa dkSu&dkSu ls mfpr ekdsZV gSaA 

fu;kZr ekdsZfVax izos'k gsrq dk;Zfufr;k¡ 

izR;sd pqus x;s ekdsZV esa izos'k ikus gsrq ,d f<strong>of</strong>'k"V dk;Zfufr viukus dh vko';drk gksrh gSA vki ,d 

f<strong>of</strong>'k"V dk;Zuhfr ds vHkko esa pqus x;s cktkj dh miyC/krk {kerk dk iwjk Qk;nk vius fu;kZr gsrq ugha mBk ldsaxs 

;k vki ,slh xyfr;ka dj ldrs gSA tks vkidks egaxh iM+sA fu;kZr ekdsZV esa izos'k dk;Zfufr ds rgr pkj eq[; 

fcUnqvksa dks /;ku esa t:j j[kk tkuk pkfg,A 

1. forj.k dk;Zuhfr 

mRikn forj.k dls fy, eq[; fodYi gS%& 

miHkksDrkvksa dkd lh/ks fcØhA 

,tsaVksa ;k forjdksa ds ek/;e ls fcØhA 

fons'kh lsYl LVkWQ dh lsok,sa ysukA 

fons'kh lsYl vkQWlksa dh LFkkiukA 

29

fons'kh la;qDr miØe ;k NwVksa dh LFkkiukA 

^LFkkuh; ,tsaVksa rFkk forjdksa^ ;k ^lh/ksfcØh^ dk izdkj vf/kdrj iz;ksx esa yk;k tkrk gSA 

11. izpkj dh dk;Zuhfr 

;fn vki igys ls fons'k esa ugha tkus tkrs gSa rks vkidks daiuh rFkk mlds mRiknksa ds izpkj djus dh 

vko';drk gksxhA lkeU;r% ftruk vki izpkj&izlkj djsaxs] mruk gh vf/kd vkids fu;kZr ij vuqddwy izHkko 

gksxkA vkidks yf{kr cktkjksa esa vius mRiknksa dks ifjfpr djokus ds laca/k esa izpkj&izlkj dh vko';drk gksxhA 

fons'k esa fodYi lkekU;r% ogh gS tks fd kjsyw rkSj ij gS& daiuh dk csctst] lh/ks i=kkpkj ¼fu;fer ;k 

bZ&esy½ VsyhekdsZfVsax] izsl fjyht] l'kqYd foKkiu] VsªM 'kks esa Hkkx ysuk rFkk lsYl nkSjs] fu;kZr Mk;jsDVªht esa 

lwphc) fd;k tkuk bR;kfnA 

III. ewY; fu/kkZj.k uhfr 

fu;kZr cktkj esa ftl ewY; ij vki viuk mRikn cspuk pkgrs gSa] mlesa vkn'kZ :i ls lHkh ykxrsa 'kkfey 

gksus ds lkFk&lkFk og izfrLi/kkZRed Hkh gksuh pkfg,A lkFk gh lkFk ;g [kjhnnkjksa dks vkdf"kZr djus okyh rFkk 

ykHk iznku djus okyh gksuh pkfg,A ;g t:jh ugha fd ,d cktkj ds fy, mi;qDr ewY; vU; cktkjksa esa Hkh lgh 

gksaA cktkj pkgs dqN Hkh gks] ewY; fu/kkZj.k izfØ;k ^mRiknu dh ewy bdkbZ ykxr^ ds llkFk 'kq: gksuh pkfg,A 

ykxr ls uhps ewY; r; djuk vkfFkZd :i ls le>nkjh ughsa gSSA tc vkius ,d ckj ewy bdkbZ ij ykxr r; dj 

yh gS] rks mlls vf/kd ewY; dk r; djuk cktkj ds viukus ij fuHkZj gS vFkkZr~ og ewY; ftls cktkj eatwj 

djsxkA lkekU;r% ;g cktkj f<strong>of</strong>'k"V xq.k tSls u;k vFkok ,dek=k ] Js"B xq.koRrk] czk.M vf/kekU;rk bR;kfn tSlh 

ckrksa ij vk/kkfjr gSA 

IV LFkkfud uhfr 

vf/kla[; ns'kksa esa Hkk"kk,a] lkaLÑfrd ewY;] :fp;ka] dkjksckjh i)fr;ka] vk;s Lrj] i;kZoj.k laca/kh fLFkfr;ka] 

mRiknu ekud] f<strong>of</strong>/kd vko';drk,a bR;kfn fHkUu gksrh gSaA bu lHkh ls izeq[k fcØh izHkkfor gksrh gSaA f<strong>of</strong>HkUu 

cktkjksa esa lQy gksus ds fy, vkidks mu ckrksa dk /;ku j[krs gq, vious mRiknu vFkok lsok dks LFkkuh; kVdksa 

ds vuq:i

fu;kZr dks ljy cukuk ek=k HkkM+k QkjoMZj 

fu;kZr nLrkost ,oa ukS&ifjogu vko';drkvksa dk vuqikyu djus gsrq fu;kZrd ekyHkkM+k QkjoMZj dks 

vius ,tsUV ds :i esa fu;qfDr dj mudh lsokvksa dks izkIr dj ldrs gSaA ,d varjkZ"Vªh; ekyHkkM+k QkjokMZj og 

gsS] tks fdlh leqæikj ns'k dks eky Hkstus dk dke djrk gSA ;s ,tsUVksa fons'kksa d fu;kZr fu;esks ,oa f<strong>of</strong>u;eksa] 

Hkkjr ljdkj ds fu;kZr fu;eksa] ukS&ifjogu ds

Desk-Top Publishing 

& Advanced Word Processing 

Summary 

Desktop Publishing is the process <strong>of</strong> creating publications such 

abrochures, movie posters, newsletters, and magazines for the purpose 

<strong>of</strong> large scale publishing or small scale distribution. Desktop 

publishing requires the use <strong>of</strong> a publishing s<strong>of</strong>tware such as Micros<strong>of</strong>t 

Publisher, Adobe InDesign, or Scribus. This s<strong>of</strong>tware enables the user 

to format content, pictures, graphics or other visual elements in an 

organized way producing pr<strong>of</strong>essional results. 

Desktop Publishing Review 

S<strong>of</strong>tware: Adobe InDesign 

Version: CS3 

Platform: Windows & Macintosh 

Features: 

Compatible with Photoshop & 

Dreamweaver 

Easy to create effects & add 

effects to your page layout 

Multi-file Place & Quick Apply 

Multiformat Publishing 

Print to Web Workflows 

Pr<strong>of</strong>essional typography controls 

Full-featured tables 

(import content into tables) 

Import styled text 

Windows 

 

 

 

 

 

 

System Requirements 

Intel® Pentium® 4, Intel 

Centrino®, Intel Xeon®, 

or Intel Core Duo (or 

compatible) processor 

Micros<strong>of</strong>t® Windows® 

XP with Service Pack 2 

or Windows Vista 

Home Premium, 

Business, Ultimate, or 

Enterprise 

256MB <strong>of</strong> RAM 

1.8GB <strong>of</strong> available harddisk 

space 

1,024x768 monitor 

resolution 

DVD-ROM drive 

Macintosh 

 

 

 

 

 

 

PowerPC® G4 or G5 or 

multicore Intel processor 

Mac OS X v10.4.8–10.5 

(Leopard) 

256MB <strong>of</strong> RAM (512MB 

recommended) 

1.6GB <strong>of</strong> available hard-disk 

space 

1,024x768 monitor 

resolution with 16-bit video 

card 

DVD-ROM drive 

My Reactions 

Overall Adobe InDesign is a great product with a lot <strong>of</strong> advanced features that will appeal 

to a graphic designer or an advanced user. However, I think that this s<strong>of</strong>tware might be a 

little advanced to the ordinary computer user. InDesign can create amazing graphics and 

page layouts but the average user will not be able to utilize some <strong>of</strong> the more advanced 

features do to their complexity. 

References 

Adobe InDesign, http://www.adobe.com/products/indesign/, accessed January 28 th , 2008 

32

Development and 

Management <strong>of</strong> Data Resources 

Article Summary 

McFarland, S. (2003). Five OS X-Ready Programs for Teachers Get Assorted Marks. 

Macworld, 20(11), 30-39. Retrieved February 20, 2008. 

Instructors have a hard enough time keeping up with their students and classes that it can only be 

seen as a hassle to have to keep track <strong>of</strong> all <strong>of</strong> their grades as well. MacWorld released an article in 

2003, reviewing different brands <strong>of</strong> grade book s<strong>of</strong>tware that are Mac OS-X compatible (s<strong>of</strong>tware 

also runs on OS 9 and Windows). The following s<strong>of</strong>tware applications were used in this review: 

Chariot S<strong>of</strong>tware Group's MicroGrade 6.02, Daniel Ethier's Gradekeeper X 5.4, Matt 

Fahrenbacher's Perfect Score 1.1.6, Maxium Developments' Master Grade X 1.5, and Orbis 

S<strong>of</strong>tware's Easy Grade Pro 3.6. The writer focused on how each piece <strong>of</strong> s<strong>of</strong>tware handled 5 

different criteria. The criteria used for the comparison were: 

• First Day <strong>of</strong> Class: importing student 

information, adding classes, and adding 

assignments. 

• Grading Through the Year: sorting and 

searching students and calculating final grades 

• Present and Accounted For: absences, 

excused absences, tardies, and seating charts 

• Progress Reports: customizable progress 

reports and grade exporting methods 

• Cost: best bang for your buck 

"Easy Grade Pro 3.6 can save a classroom 

teacher time while making it easier than ever to 

keep parents and students informed <strong>of</strong> progress 

on a regular basis. It is exactly what technology 

in the classroom should be; simple and 

performance-enhancing." -Top Honors 

Awarded by Applelinks, February 2002 

According to this review Easy Grade Pro is the best option for Mac friendly grade book s<strong>of</strong>tware. 

This program was easy to use (a big plus for teachers), came with printed instructions, met all <strong>of</strong> the 

criteria, and was reasonably priced. 

My Reaction 

I truly believe that the days <strong>of</strong> red spiral grade books are gone. Technology has 

enabled teachers in the classroom and it has also produced many new types <strong>of</strong> 

s<strong>of</strong>tware and media that make teaching’ easier. The grade book s<strong>of</strong>tware 

compared in this article only skims the surface; there are many new and innovative 

solutions that help teachers with the daily activities. The grade book s<strong>of</strong>tware 

makes it easy and convenient for teachers to update their grades but it also removes 

any room for error. 

I think that the challenge grade book s<strong>of</strong>tware producers are going to encounter is having to sell 

their s<strong>of</strong>tware to districts. Since this type <strong>of</strong> technology is becoming so common, there are more 

options for consumers and more opportunities for companies to sell this product in bulk. Orbis’s 

s<strong>of</strong>tware met all <strong>of</strong> the criteria presented in this review and therefore is a big competitor in the 

educational s<strong>of</strong>tware market. The big question is: will Orbis be able to compete with other grade 

book s<strong>of</strong>tware a year from now. 

33

Instructional Resource 

Mind Tool Development 

Summary 

As different forms <strong>of</strong> media and technology applications have 

become available in our classrooms and as more funding is 

thrown at public schools, an increasing amount <strong>of</strong> pressure is 

being put on teachers to incorporate technology into their 

everyday lessons. The unfortunate thing about this is that teachers 

have enough responsibility as it is and learning how to use and 

then incorporate these different type <strong>of</strong> technology into their 

classrooms is more <strong>of</strong> a hassle than a benefit in their eyes. 

If teachers were educated on how to incorporate different types <strong>of</strong> 

technology into their lessons and everyday classroom activities 

while they were in school, ideally they would be more ready and 

willing to use these applications in the classroom. 

Technology and the Development <strong>of</strong> Instructional Resources 

This article discusses the use <strong>of</strong> 

technology applications in the classroom 

and why preservice teachers are not 

prepared when they begin their careers. 

Education today is not at all what it used 

to be; gone are the days <strong>of</strong> chalkboards 

and heavy dictionaries and 

encyclopedias. The new classroom is 

full <strong>of</strong> computers, Smart Boards, 

projectors, Elmos, television sets, and 

DVD players. The only problem is that 

the innovative technology <strong>of</strong> the future 

is present, but it’s collecting dust. Many 

school districts across the nation are 

receiving federal funding through grants 

and partnerships (Pope et al, 2002), 

however, the money is no good if the 

teachers don’t know how to use 

technology and incorporate it into their 

lessons. 

A great deal <strong>of</strong> research has gone into 

teacher technology training and how it 

effects the implementation <strong>of</strong> different 

forms <strong>of</strong> media in the classroom. This 

article presents the results <strong>of</strong> a research 

study that examined the effects <strong>of</strong> 

technology training, implementation 

examples, and technology application 

practice on new teachers that are about 

to begin their career in the classroom. 

By learning how to use the technology, 

teachers became were more confident in 

their ability to successfully integrate 

technology into their teaching practices 

(Pope et al, 2002). College education 

majors are prepared to use word 

processors and access the internet in the 

classroom, however they do not know 

how to create Power Point Presentations 

34

and use multimedia s<strong>of</strong>tware to develop 

By training teachers before they reach the 

classroom and demonstrating how the different 

forms <strong>of</strong> technology will assist them in the 

classroom. Preservice teachers are becoming 

interactive and innovative lessons. 

more confident around technology and are more 

wiling to think outside <strong>of</strong> the box and try and 

implement these new, innovative solutions into 

the classroom <strong>of</strong> the 21 st century. 

Reactions 

I breathe a sigh <strong>of</strong> relief every time I read a research article that examines the 

effects <strong>of</strong> technology in the classroom. In the past decade we have seen many new 

forms <strong>of</strong> media and technology introduced to our society, more importantly, these 

forms <strong>of</strong> media have made their way into the classroom. The biggest issue is that 

districts’ and school boards’ are expecting teachers to teach themselves how to use 

this media or they are providing it with the hopes that somebody knows how to use 

it. This is not the ideal way to introduce new ideas to teachers! By investing the 

time and money into students before they reach the 

classroom, administrators are saving themselves from 

having to develop programs and scheduling training days to 

ensure that the teachers know how to use the thousands <strong>of</strong> 

dollars <strong>of</strong> technology that they have access to. 

As it is with most things that cost money, their needs to be 

substantial pro<strong>of</strong> that technology benefits the students and 

the educational system as a whole. This pro<strong>of</strong> includes but 

is not limited to lots <strong>of</strong> research that shows, without a doubt, 

that technology is worth investing in. After all, what good 

are all <strong>of</strong> those computers and programs if nobody knows 

how to use them 

References 

Pope, M., Hare, D., & Howard, E.. (2002). 

Technology Integration: Closing the Gap 

Between What Preservice Teachers are 

Taught To Do and What They Can Do, 

Journal <strong>of</strong> Technology and Teacher 

Education, 10(2), 191-203. 

35

Telecommunications and Online 

Resource Management 

Fair Use Issues and <strong>Course</strong> Management Systems 

As computerized learning or e-learning start to gain popularity among instructors who are 

interested in converting their courses online, <strong>Course</strong> Management System (CMS) <strong>of</strong>fers 

great help in managing content and organize materials in order to facilitate learning. Due 

to the features <strong>of</strong> online materials, such as easy accessibility, posting academic articles or 

instructional materials on any <strong>Course</strong> Management System (CMS) now has raised 

challenging questions about Copyrights. Copyright laws currently provide legal protection 

to nearly all readings and course materials which are posted by instructors on electronic 

delivery systems and it allows use <strong>of</strong> the materials without permission only if it is a “Fair 

Use”. There are no simple, concise rules about the concept <strong>of</strong> Fair Use and how it applies 

to the materials on CMS, such as Blackboard and Moodle. This can be tricky because 

different universities sometimes have different policies for Fair Use under the limitation 

<strong>of</strong> the Copyright Act. The text <strong>of</strong> which follows: 

Notwithstanding the provisions <strong>of</strong> sections 106 and 106A, the fair use <strong>of</strong> a copyrighted 

work, including such use by reproduction in copies or phonorecords or by any other 

means specified in that section, for purposes such as criticism, comment, news reporting, 

teaching (including multiple copies for classroom use), scholarship, or research, is not 

an infringement <strong>of</strong> copyright. In determining whether the use made <strong>of</strong> a work in any 

particular case is a fair use the factors to be considered shall include 

1. The PURPOSE and character <strong>of</strong> the use, including whether such use is <strong>of</strong> a 

commercial nature or is for nonpr<strong>of</strong>it educational purposes; 

a. Nonpr<strong>of</strong>it educational uses over commercial uses 

b. Uses that are “transformative, “Such as quotations incorporated into 

a paper. 

c. Multiple copies for educational purposes are specially allowed 

2. The NATURE <strong>of</strong> the copyrighted work; 

a. Fair use <strong>of</strong> a commercial work meant for the educational market is 

generally disfavored. 

b. Nonfiction, rather than fiction is generally more favored. 

c. Commercial audiovisual works generally receive less fair use than 

do printed works 

3. The AMOUNT and substantiality <strong>of</strong> the portion used in relation to the 

copyrighted work as a whole; and 

a. Both quantitatively and qualitatively 

b. Quantity must be evaluated relatively to the length <strong>of</strong> the entire 

original. 

c. A thumbnail or a low-resolution version <strong>of</strong> the image might be an 

acceptable “amount” to serve an education or research purpose. 

36

4. The EFFECT <strong>of</strong> the use upon the potential market for or value <strong>of</strong> the 

copyrighted work. 

a. A use for which a purchase <strong>of</strong> an original theoretically should have 

occurred—regardless <strong>of</strong> personal willingness or ability to pay for 

such purchase—then this factor may weigh against fair use. 

b. Reproductions <strong>of</strong> s<strong>of</strong>tware and videotapes direct inroads on the 

potential markets for those works. 

The fact that a work is unpublished shall not itself bar a finding <strong>of</strong> fair use if such 

finding is made upon consideration <strong>of</strong> all the above factors. 

Texas A&M University Fair Use Policy 

The concepts related to Fair Use are relatively new and therefore not all developers and 

teachers are educated on Fair Use guidelines in online courses. Texas A&M University 

IMS (Internet Media Services) provides guidelines for Fair Use <strong>of</strong> materials on academic 

online resources, including <strong>Course</strong> Management Systems. Below are the outlines: 

FILM / VIDEO 

(MOTION MEDIA) 

Proportion: 10% 

Limits: Up to 3 minutes from a work 

PHOTOS / ILLUSTRATIONS 

Proportion: Complete photo 

Limits: Up to five from one artist 

TEXT 


Limits: Up to 1000 Words 

COLLECTED WORK 


Additional Guidelines: 

Max 15 from a single collected work. 

POETRY 

Proportion: Entire Poem if 250 words or less 

Limits: Up to 250 words 

Additional Guidelines: If from anthology, limit 3 from 

one poet or 5 poems total 

DATABASE 

(NUMERICAL DATA SETS) 


Limits: Up to 2500 fields or cell entries 

Additional Guidelines: Cell entry is row by column 

intersect (spreadsheet). Field item is single item <strong>of</strong> 

information. 

MUSIC, LYRICS OR MUSIC VIDEO 


Limits: 30 seconds maximum 

Additional Guidelines: No change in melody or fundamental character <strong>of</strong> work. 

No matter course designers develop a CMS independently or utilizing an established one, 

it takes considerable amount <strong>of</strong> time to put together the course materials and therefore all 

the collecting efforts on the system from both instructors and learners deserve to be 

protected. On the other hand, as long as we are careful with using others’ intellectual 

37

property, proper application <strong>of</strong> fair use can prove to be extremely beneficial to the 

instructor, the students, and 

Moodle vs. Blackboard’s WebCT 

Working with both Moodle and WebCT is relatively straight-forward; nevertheless there 

are advantages and disadvantages <strong>of</strong> each course management system. The more you 

work with each, the more obvious the differences become. Either way, both systems are 

incredibly powerful and would be beneficial to any instructional designer or eLearning 

course developer looking for a way to create a classroom environment online. 

One <strong>of</strong> the advantages <strong>of</strong> WebCT is that after logging into the system, any items that have 

been updated will appear as icons below the class name. If you are taking multiple 

classes, this helps clarify which classes need your immediate attention and which classes 

have not changed since your last login. Moodle does notify the user <strong>of</strong> any updates since 

their last login, but only after they have selected a particular class. WebCT’s quick and 

easy way <strong>of</strong> notifying students makes it easy to keep your classes organized and helps you 

recognize which classes need your immediate attention. 

Another difference between WebCT and Moodle is the way that forum and blog posts are 

identified. One <strong>of</strong> the major disadvantages <strong>of</strong> eLearning and distance education is that 

many people find it difficult to form relationships with people in their classes due to the 

lack <strong>of</strong> synchronous interaction. Moodle helps solve this dilemma by posting a small, 

thumbnail graphic <strong>of</strong> the student next to the forum or blog entry. By seeing the graphic, 

the student is able to put a face with a name, helping them form a relationship with the 

other students in the online course. Though both courses allow the pr<strong>of</strong>essor to setup a 

page that displays a student’s name and picture, Moodle is the only one that allows the 

student to actually create their own pr<strong>of</strong>ile. This also helps build relationships between 

the students. One <strong>of</strong> the only ways to do something like this in WebCT is through an 

asynchronous discussion where students would actually create a post about themselves 

and attach a picture. Another great feature found in Moodle and WebCT that allows users 

to build relationships is the 

Online Users tool. This 

tool displays what users 

have recently logged into 

the website by posting 

their name and a 

thumbnail picture 

(Moodle only) within the 

course area. This feature 

is beneficial to students 

because <strong>of</strong> the face to 

face recognition but also 

because students know 

who else is logged in 

and possibly working on a 

project at the same time! 

38

Another advantage <strong>of</strong> Moodle is the 

amount <strong>of</strong> information that can be 

displayed on the main page <strong>of</strong> the course. 

Moodle allows for many different panes 

<strong>of</strong> content (left, center, right) which 

makes it easy to organize course materials 

and categories. On the home page, 

students can access class resources, 

upcoming events, recent users, a calendar, 

as well as a weekly outline <strong>of</strong> the course 

(just to mention a few). In addition, once 

you click on an assignment 

or page, a “Jump To” drop 

down menu appears in the 

top right part <strong>of</strong> the header 

that allows you to view and 

choose other pages on the 

Moodle site to navigate to. 

This feature makes it easy to 

jump around on the website 

and go back and forth 

between units, lessons, 

grades, and your calendar. 

After logging in, WebCT 

only allows students to view 

the home page <strong>of</strong> content 

and a menu for the rest <strong>of</strong> 

the course resources. Though this menu 

is accessible on all pages, it is categorized 

into main groups and not all pages and 

resources are directly accessible. Less is 

more isn’t quite the case when it comes to 

course management systems and 

eLearning. 

When it comes to producing and 

submitting assignments, both WebCT and 

Moodle allows users to browse their 

computers and select the assignment to 

upload. One advantage to WebCT is that 

users are allowed to create a text 

submission to correspond with their 

attached file and also submit a comment. 

Moodle does not include an area to 

comment on your submission; however, 

the instructor can allow multiple 

submissions for certain assignments. 

With any solution, money and support are 

always issues. Moodle can be installed 

on any server free <strong>of</strong> charge; however, 

because the s<strong>of</strong>tware is free you are 

sacrificing support and maintenance. 

WebCT can be a costly solution if you are 

only planning on using this system for 

one or two classes, however, WebCT is 

well supported and maintained if any 

issues arise during a course or semester. 

If you are looking for licensing for wide 

spread use <strong>of</strong> the course management 

system, WebCT would be a more cost 

effective solution. If you are looking for 

a course management system for a couple 

<strong>of</strong> classes and consider yourself relatively 

tech savvy, Moodle would be the way to 

go. 

Each course management system has its 

strengths and weaknesses, overall, they 

are both excellent ways to organize and 

develop an online course. Needless to 

say, it is important for the instructor who 

is in charge <strong>of</strong> the course to have a 

working understanding <strong>of</strong> the system; its 

strengths and its limitations. 

39

Without proper working knowledge <strong>of</strong> the systems, the instructor might not 

utilize many tools that would prove to be beneficial to the students in an 

online learning environment. 

Resources 

Texas A&M University Internetmediaservices 

http://imedia.tamu.edu/documentation/copyright-information/fair_use 

Copyright Management Center <strong>of</strong> IUPUI 

http://www.copyright.iupui.edu/distedcms.htm#int 

Copyright Graphic 

http://www.falseallegations2001.com/Copyright_Symbol.jpg, Accessed April 4 th , 2008 

Web CT Graphic 

www.elearning.tamu.edu, Accessed April 4 th , 2008 

Moodle Graphic 

www.edtcserver.coe.tamu.edu/moodle , Accessed April 4 th , 2008 

40

Web Mastering 

Summary 

As the Internet and technology become more prevalent in classrooms and as new ways <strong>of</strong> 

delivering information are developed and change how students learn, the need for accessible 

digital learning materials arises. The article, “Reaching Accessibility: Guidelines for Creating 

and Refining Digital Learning <strong>Material</strong>s” discusses how important this topic is to education and 

describes a couple <strong>of</strong> ways to check for accessibility in your learning materials. 

According to the U.S. 

Department 

<strong>of</strong> Education, 86% <strong>of</strong> public schools Adaptability is the that 

currently had access to the internet had key to success for websites 

(U.S Department <strong>of</strong> Education, 2003). accessibility efforts In addition, 

during the 2000-2001 school year, 89% (H<strong>of</strong>fman et al., 2005). 

<strong>of</strong> public, 4- 

year colleges <strong>of</strong>fered at least one 

distance 

education course (Waits & Lewis, 2003). 

These numbers sound encouraging until you realize that the same report also recognized that: 

Of the institutions that had used web sites for distance education courses, 18 percent 

indicated that they followed established accessibility guidelines or recommendations for 

users with disabilities to a major extent, 28 percent followed the guidelines to a moderate 

extent, 18 percent followed the guidelines to a minor extent, 3 percent did not follow the 

guidelines at all, and 33 percent did not know if the web sites followed accessibility 

guidelines. (p. 15) 

It should also be noted that the U.S. Census Bureau (2002) 

reported that 19.3% <strong>of</strong> the U.S. population has some form <strong>of</strong> 

disability. With the statistics on paper, it only makes since 

for educators, course designers, and developers to create 

digital learning materials that are accessible to all people 

regardless <strong>of</strong> whether or not they have a disability. 

The need for accessible digital learning materials is 

not limited to students with vision and motor 

impairments (H<strong>of</strong>fman, Hartley, & Boone, 2005). 

Students from all backgrounds and with all type <strong>of</strong> 

disabilities (including learning disabilities) shouldn’t 

be left behind in the digital age because <strong>of</strong> something 

they cannot control. The issue with non-accessible 

materials does not begin with the instructor; this problem begins with the s<strong>of</strong>tware 

developers who do not create disability friendly s<strong>of</strong>tware programs for teachers to utilize 

(H<strong>of</strong>fman et al., 2005). S<strong>of</strong>tware programs should be built to recognize whether or not a 

project or document would be considered accessible or not and <strong>of</strong>fer solutions. 

S<strong>of</strong>tware Accessibility Analysis 

41

The authors <strong>of</strong> this 

article compared the 

accessibility features <strong>of</strong> two 

types <strong>of</strong> s<strong>of</strong>tware commonly 

used to develop digital learning 

materials. One <strong>of</strong> these is 

Adobe Acrobat and the use <strong>of</strong> 

PDF documents to exchange 

information; another is 

Micros<strong>of</strong>t PowerPoint. 

PDF Documents 

PDF documents are incredibly 

beneficial to both students and 

instructors in an eLearning environment. 

One reason for this is the ability 

for PDF documents to be viewed in the 

same format they were created without 

the need for a certain s<strong>of</strong>tware version 

or application (H<strong>of</strong>fman et al., 2005). 

It is important when creating files that 

will eventually be converted to PDF 

documents, to create a logical structure 

for your document (H<strong>of</strong>fman et al., 

2005). This includes defining 

headings and also using built in tools 

to create columns and format your 

document (H<strong>of</strong>fman et al., 2005). In 

addition, tags should be added to any 

graphics used in your document 

(H<strong>of</strong>fman et al., 

2005). This 

can be done 

using features 

built into 

Adobe Acrobat 

and will ensure 

that people who 

cannot see the 

graphics, 

understand 

what you are 

trying to 

convey. 

Acrobat also includes a feature that 

will allow you to test your document 

for accessibility and will notify you if 

any parts (graphics or text) have 

problems (H<strong>of</strong>fman et al., 2005). Once 

you have completed developing the 

PDF document, it is important to test 

the accessibility using a screen reader 

(H<strong>of</strong>fman et al., 2005). This will 

ensure that your document accessible 

to any students who rely on screen 

readers to read information to them. 

PowerPoint 

Power Point is another form <strong>of</strong> 

s<strong>of</strong>tware commonly used in distance or 

eLearning environments. One <strong>of</strong> the 

beneficial things about this s<strong>of</strong>tware is 

that Micros<strong>of</strong>t released a “PowerPoint 

Viewer” that allows students without 

the PowerPoint s<strong>of</strong>tware to view 

presentations made in PowerPoint. 

The main accessibility feature <strong>of</strong> 

PowerPoint is the ability to convert a 

presentation into an HTML document 

(H<strong>of</strong>fman et al., 2005). By doing this, 

the presentation can be viewed in an 

internet browser and site readers can 

access the information (H<strong>of</strong>fman et al., 

2005). The big downside to this is that 

when converting the presentation to a 

HTML document, all <strong>of</strong> the graphics 

lose their descriptions. The only way 

to fix this problem is to update the 

HTML code, which can be very 

difficult if you are not a 

technologically savvy person 

(H<strong>of</strong>fman et al., 2005). Presentation 

developers can also follow certain 

guidelines when creating 

presentations that will help with 

accessibility. According to H<strong>of</strong>fman 

et al., some <strong>of</strong> these are: 

1. Creating user controlled 

animation and not timed 

animation 

2. Using text and background 

colors that contrast each other 

3. Add text transcripts for any 

multimedia objects used in your 

presentation (videos, audio, etc). 

4. Convey information using text and not 

color when at all possible.

Reaction 

I do think that it is important for developers, designers, and 

instructors to recognize that many <strong>of</strong> the materials that they 

use in online courses might not reach all <strong>of</strong> the students in 

the class. Nevertheless, I don’t foresee people going out <strong>of</strong> 

their way and spending a great deal <strong>of</strong> extra money ensuring 

that their materials are accessible to all students. This type <strong>of</strong> 

action towards digital learning materials will not happen until 

there are laws that regulate the production <strong>of</strong> accessible 

digital learning materials. This type <strong>of</strong> education is still 

relatively new and many instructors have a hard enough time 

developing materials that get their point across, let alone 

developing materials that are accessible to all students. This is a very important topic and 

as distance education and eLearning become more popular and more students try to enroll 

in these types <strong>of</strong> classes, accessibility will become regulated. 

Website Development Resources 

When developing a website there are many different programs that you can use to assist 

you throughout the design and development process. While some are more advanced than 

others, all programs are extremely helpful and make the process a little more enjoyable. 

One very popular web development program is Adobe Dreamweaver CS3 (formerly 

Macromedia Dreamweaver). Dreamweaver helps you design, develop and maintain 

websites and web applications. This s<strong>of</strong>tware can assist anybody throughout this process 

whether it is their first website or their hundredth. Dreamweaver supports CSS 

(Cascading Style sheets), HTML, XHTML, CML, JavaScript, Ajax, PHP, ColdFusion, 

ASP, ASP.NET, and JSP. To some these words might seem like a foreign language, that 

is why Dreamweaver also allows you to create a website in design mode so that you do 

not have to know any programming languages at all! 

Another beneficial resource when designing a website is a good photo editing program. 

There are many <strong>of</strong> them out there but two <strong>of</strong> the more popular ones are Adobe Photoshop 

CS3 and Adobe Photoshop Elements. These two programs allow you to crop, resize, 

layer, adjust, and enhance any photos or graphics. By being able to edit these, you can 

rest assured that your website will only consist <strong>of</strong> high quality, pr<strong>of</strong>essional looking 

graphics. 

Techniques 

Each person approaches web development in 

different ways, some use tables, others use 

frames, some prefer text links other prefer 

graphic links. Either way, one <strong>of</strong> the more

important techniques when working with advanced web development is to take everything 

one step at a time. Many times, people rush into things and end up with ten windows 

opens, twenty graphic files, and no clue what to do next. Start <strong>of</strong>f simple and visualize or 

storyboard your site and what you want it to do. How many pages do you need What 

information are you trying to convey What programming language will you use All <strong>of</strong> 

these questions need to be answered before you even sit down at your computer. 

Once you develop a good idea regarding what you are trying to do, start working on your 

layout. Whether this means developing tables, div, or frames; it is important to layout 

your website first. Next, add any additional pages that you might need and organize all <strong>of</strong> 

the files and make sure that your menu and links work. If you are working with 

JavaScript or PHP, make sure that these functions work before you begin adding content 

and “jazzing” up your website. Upload your test files and see if your form is submitting 

and your JavaScript functions are returning the correct values. Functionality should be 

your main concern when you develop the website, if it doesn’t work; it’s not going to 

benefit anybody. Make sure everything is functioning and then go back and add any 

content, pictures, objects or features that will make the site appealing to the eye or ‘sexy’. 

References 

H<strong>of</strong>fman, B., Hartley, K., & Boone, R. (2005). Reaching Accessibility: Guidelines for 

Creating and Refining Digital learning <strong>Material</strong>s. Intervention in School and Clinic, 40(3), 

171-176. 

U.S. Census Bureau (2000). Retrieved on September 15, 2004, from 

http://factfinder.census.gov/servlet/QTTableds_name=D&geo_id=D&qr_name=DEC_20 

00_SF3_U_QTP21&_lang=en 

U.S. Department <strong>of</strong> Education. (2003, October 29). Internet access in U.S. public schools 

and classrooms: 1994–2002. Retrieved April 09, 2004, from 

http://nces.ed.gov/pubsearch/pubsinfo.asppubid=2004011 

Waits, T., & Lewis, L. (2003). Distance education at degree-granting postsecondary 

institutions: 2000–2001 (NCES 2003-017). Washington, DC: U.S. Department <strong>of</strong> 

Education, National Center for Education Statistics. 

Picture <strong>of</strong> Girl and Teacher: http://www.diversity.mnscu.edu/images/copyphoto4.jpg 

Adobe Logo: http://www.techshout.com/s<strong>of</strong>tware/2007/26/adobe-systems-to-open-sourceflash-tool-flex/ 

Dreamweaver: http://www.adobe.com/products/dreamweaver/ogn=EN_USgntray_prod_dreamweaver_home 

Adobe Photoshop: http://www.adobe.com/products/photoshop/family/ 

Web Photo: http://www.4ibw.com/images/web_photo.jpg 

44

QUESTIONNAIRE FOR MARKET SURVEY 

1. Name & Address <strong>of</strong> the Dealer / Manufacture / Consumer: 

2. Know the Product: 

a) Physical Characteristics: 

b) Alternate Uses: 

c) Existence <strong>of</strong> Substitute products & their role in forming the total supplies: 

d) Variation in Sizes, Models, Flavour, <strong>Material</strong> etc.: 

e) Whether the product is assembled or made: 

3. Know the Customers: 

a) Govt. Departments 

b) Industries 

c) House wives 

d) Children 

e) Others 

4. Price <strong>of</strong> the Product: 

a) 

b) 

c) 

Uses 

MSME-Development Institute, Agra 

% <strong>of</strong> sale 

Brand in competition Rough share Sale price 

in market 

per unit 

5. Find out the nature <strong>of</strong> Demand: 

a) Elastic or Inelastic 

b) Constant, Seasonal, Cyclical 

c) Major influencing factor 

6. Know the competitors pricing policies: 

a) Seasonal or special promotional price cuts 

b) Margin allowed to distributors & dealers 

7. Sales trend <strong>of</strong> major competitors (Last 5 years): 

a) 

b) 

c) 

d) 

(Make projections for future sale on the basis <strong>of</strong> past trend)

8. Consumption trend <strong>of</strong> customers: 

Customers 1 2 3 4 5 6 7 8 

a) 

b) 

c) 

d) 

(Make projections for future demand on the basis <strong>of</strong> past trend) 

9. Supply Position: 

Competition Total Production Production going out side the market 

a) 

b) 

c) 

10. Find out the demand & supply position <strong>of</strong> the product: 

1) Short supply Extent 

2) Over supply Extent 

3) Normal supply 

State the reasons if any for the position. 

11. Know the competitors Distribution channel: 

Channels 

% <strong>of</strong> sales covered 

1. Direct 

2. Distributors/ Dealers & Sub dealers 

3. Commission Agent 

4. Retailers 

5. Trough Tenders 

12. Competitors consumers satisfaction: 

Brand 

Consumers Reaction 

Consumers 

Consumers Complaints & 

Satisfaction 

Dissatisfaction 

1) 

2) 

3) 

4) 

MSME-Development Institute, Agra

13. Competitors after sale service methods: 

a) Responsibility <strong>of</strong> the Distribution channel 

b) Responsibility <strong>of</strong> the manufacture 

14. Know the competitors Methods/ Media: 

1) News papers 

2) Periodicals 

3) Show Room 

4) Exhibition / Fairs 

5) Personal contact 

6) Discounts 

7) Bonus Pack 

8) Any other 

15. Collect information about packaging requirements: 

1) Special packaging requirements <strong>of</strong> the product 

2) <strong>Material</strong>s & Design 

3) Sizes 

16. Find reasons for the good/ bad sale performance <strong>of</strong> the competitors: 

17. Identify the likely problems areas & methods <strong>of</strong> tackling them: 

1) Delivery schedule 

2) Specification, Quality etc. 

3) Price 

4) Brand Image 

5) Any other specify 


1. Product description: 

2. Customers <strong>of</strong> the Product: 

3. Nature <strong>of</strong> the demand & pricing <strong>of</strong> the product: 

4. Demand & trend: 

5. Supply position & trend: 

6. Analysis <strong>of</strong> demand & supply conditions for the product: 

7. Distribution channel: 

8. Consumer satisfaction: 

9. After sale service: 

10. Competitors promotional methods: 

11. Packaging requirements: 

12. Reason for good-bad sale performance <strong>of</strong> competitors: 

13. Influence <strong>of</strong> Govt. Policy: 

14. Problems areas & methods <strong>of</strong> tackling them:

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