GandhiVs Anna

सरकार की सब चालें हुई बेकार .

जनलोकपाल बिल के लिए अन्ना ने भरी हुंकार.

रामलीला मैदान से उठाया है सवाल .

सारे देश अन्ना अन्ना हो गयी मच गया धमाल 

डटे रहो अन्ना  डटे रहो साथ में हैं किरण केजरीवाल .

गाँधी जी के साथी वन्केट खोल रहे पुराना पन्ना .

 गाँधी से आगे निकल गए अन्ना .

 कोई कहता कौन है अन्ना कोई कहता गलत है अन्ना .

 धरती में उतर आया ऋषि हैं अन्ना

 लोकपाल की रस्साकस्सी में भरी पड़ते अन्ना .

 दिन से है भूखे जीवन दाव पर लगाये अन्ना  .

 कभी इधर तुम्हारा जनलोकपाल  .

 कभी उधर हमारा मजबूत लोकपाल
 संवेदनशील थे अंग्रेज सुनते गाँधी के सवाल .

 संवेदनहीन हैं भ्रस्टाचार  में लीन हैं ये मचाते बबाल .

 कभी संसद कभी सर्व दल बैठक नए बनते हालचाल .

 है अन्ना जगाया तुमने जन को

 देश उठने लगा सवाल .

Bhrastachaar

          Hkz’Vkpkj

vejhdk dgrk gS vkt]

Hkkjrh;ks la;e ls djks ckrA

Ekkeyk gS yksdrU= dk]

uhfr gekjh gS fcxjkMA

foDVksfj;k U;wyS.M esMe tks gSa]

izoDrk vejhdh fons”k foHkkxA

dgrh] gekjk gS leZFku]

yksdfgr esa gksrk gS tc izn”kZuA

ekSdk fn;k gLr{ksi djus dk ]

tuyksdiky ds fy, “kkfUriw.kZ vu”kuA

ljdkjh ea=h dg jgs tks”k ls]

xSjokftc gS v..kk rqEgkjk mioklA

dkaxzsl Hkh dgrh CySdesyj gks rqe]

xka/kh ds rjhdksa dk djrs gks ifjgklA

 yM+rk jgwaxk vkf[kjh lkal rd]

 tkuk gS eSus xjhcksa dh lsok gS iwtk]

 lsok ds fy, efUnj  gS ?kj]

 tkap dj ysa] fuokl ugh dksbZ nwtkA

yky fdys dh izkphj ls]

 ih,e mBkrs gSa lokyA

dksbZ enn ugh dj ldrk gS ;s vu”ku]

er djks tuyksdiky dk cckyA

lkoZtfud thou ls ]

Hkz’Vkpkj feVkuk pkgrs gSa geA

,d etcwr yksdiky]

vfLrRp esa ykuk pkgrs gSa geA

v..kk dgrs dHkh xEHkhj u fn[ks]

bl vksj vkids dneA

fxj¶rkj dj frgkM Hkst fn,]

v..kk djus yxs ogha ls vu”kuA

ns[krs gh frgkM ij pkjksa vksj ]

HkhM+ gqbZ tek dne is dneA

Tkuyksdiky Mªk¶V fcy dks]

feyus yxk Hkkjh tu leFkZuA

pkjksa vksj tu ls f?kjk frgkM+]

eSa gwa vUuk] eSa gwa vUuk gksus yxh ngkMA

vu”ku jksdus dh pky gks xbZ csdkj

vc Lo;a vu”ku LFky ltk jgh ljdkjA

o`) ;qod ukStokuksa dh vkbZ gS vka/kh]

frjaxk gkFk fy, dgrs v..kk gSa vkt ds xka/khA

f[kfl;kuh fcYyh gqbZ v:a/krh]

muds Hkh lqfu;s gkyA

t”us fo”odi fdzdsV ls rqyuk dj jgh]

tuyksdiky Hkz’Vkpkj feVkus dk gS lokyA

vgks Nne Lo;alsfo;ks]

detksj djus dh lksprs v..kk dh e”kkyA

;s Hkh v..kk oks Hkh v..kk eSa Hkh v..kk rw Hkh v..kk]

Iwkjc if”pe mRrj nf{k.k lkjk ns”k epk /kekyA

Ckkrphr ds gSa nkj [kqys ]

 Lkc fey cSB djsa  fopkjA

lkoZtfud thou ls]

vc gVkvks Hkz’VkpkjA

                                       izLrqfr&&& gse pUnz tks”kh

friendship day

; vkt d fnu  vUrjjk’Vªh; nxf³ fnol lc nxf³u dSa eqckjd gksy~ e/kqj lEcU/k ºoky ]ehfB ehfB ckrwu vkuUn tkxksy~ ;fl dkeuk NwA

kul geet

dqy xhr

jktdh; b.Vj dkyst Hkxrksyk

lqUnj vfr lqUnj Ldwy gks esjkA 

fo”kky [kM+k lkSUn;Z Hkjk]

dksSf”kdh unh rV ijA

mRrj esa gS f”koky;]

lksenso :Ik lskes”oj]A

 iwoZ esa gS eka dk vkapy]

dk’kk; nsoh ioZr f”k[kjA

if”pe <ky ij gjs Hkjs c`{kksa chp]

fLFkr Ldwy gS vfr lqUnjA

mRrj ls if”pe cgrh]

lnk uhjk dkSf”kdh djrh dy dyA

lw;Z nso gSa j{kk djrs nf{k.k fn”kk]

fojklr gS gekjh lw;Z efUnj dVkjeyA

dSlk Ldwy gks esjk]

lqUnj vfr lqUnj Ldwy gks esjkA

lqjbZ ibZ;ka nsonk: dh Mky]

i{kh okuj djrs gSa MsjkA

Qwyksa ls egdrk gks vkaxu]

Pkgdrk gks ;gka cky iuA

,slk Ldwy gks esjk]

lqUnj vfr lqUnj Ldwy gks esjkA

eu ds [kksys Hksn lkjs]

ckr u dksbZ Nqius ikos

lc feydj HkkbZ cfgu

vkilh nnZ gS feVkosA

,slk Ldwy gks esjk]

lqUnj vfr lqUnj Ldwy gks esjkA

Mj Hk; dk  rks ugh gks uke]

LosPNk ls lc djrs gks dkeA

f”k{kd ds in Hkjs gks lkjs]

fo|kFkhZ lc Kku fu[kkjsA

Eskgur u gksus ikos fu’Qy]

“kr izfr”kr gks ijh{kkQy

,slk Ldwy gks esjk]

lqUnj vfr lqUnj Ldwy gks esjk A                   

                 

                                            izLrqfr  -------       gsepUnz tks”kh l0 v0

KUL_GEET

dqy xhr

jktdh; b.Vj dkyst Hkxrksyk

lqUnj vfr lqUnj Ldwy gks esjkA 

fo”kky [kM+k lkSUn;Z Hkjk]

dksSf”kdh unh rV ijA

mRrj esa gS f”koky;]

lksenso :Ik lskes”oj]A

 iwoZ esa gS eka dk vkapy]

dk’kk; nsoh ioZr f”k[kjA

if”pe <ky ij gjs Hkjs c`{kksa chp]

fLFkr Ldwy gS vfr lqUnjA

mRrj ls if”pe cgrh]

lnk uhjk dkSf”kdh djrh dy dyA

lw;Z nso gSa j{kk djrs nf{k.k fn”kk]

fojklr gS gekjh lw;Z efUnj dVkjeyA

dSlk Ldwy gks esjk]

lqUnj vfr lqUnj Ldwy gks esjkA

lqjbZ ibZ;ka nsonk: dh Mky]

i{kh okuj djrs gSa MsjkA

Qwyksa ls egdrk gks vkaxu]

Pkgdrk gks ;gka cky iuA

,slk Ldwy gks esjk]

lqUnj vfr lqUnj Ldwy gks esjkA

eu ds [kksys Hksn lkjs]

ckr u dksbZ Nqius ikos

lc feydj HkkbZ cfgu

vkilh nnZ gS feVkosA

,slk Ldwy gks esjk]

lqUnj vfr lqUnj Ldwy gks esjkA

Mj Hk; dk  rks ugh gks uke]

LosPNk ls lc djrs gks dkeA

f”k{kd ds in Hkjs gks lkjs]

fo|kFkhZ lc Kku fu[kkjsA

Eskgur u gksus ikos fu’Qy]

“kr izfr”kr gks ijh{kkQy

,slk Ldwy gks esjk]

lqUnj vfr lqUnj Ldwy gks esjk A                   

                 

                                            izLrqfr  -------       gsepUnz tks”kh l0 v0

poem

lqUnj vfr lqUnj Ldwy

dSlk Ldwy gS esjk

lqUnj vfr lqUnj Ldwy gS esjkA

vfr mRlkg Ldwy gS tkrs

Ldwy esa tkdj i<+rs fy[krs vkuUn eukrs

lqUnj vfr lqUnj Ldwy gS esjk

MUMs dk rks vc dksbZ uke uk ysrk

x.kos’k Hkh eq¶r esa Ldwy gS nsrk

cLrs dk gS vc cks> uk Hkkjh

Ldwy ls feyrh ] fdrkcsa lkjh

lqUnj vfr lqUnj Ldwy gS esjk

ns[kks fctyh gS vkbZ

dEI;wVj ls gksrh gS i<+kbZ

lqUnj vfr lqUnj Ldwy gS esjk

nkSM+ nkSM+ dj lcdks Nwrk

jgk u dksbZ vc vNwrk

djrk uk dksbZ HksnHkko gS

vkil esa jgrk lEkHkko gS

fn[krk dksbZ u eueqVko gS

vkil esa jgrk u dksbZ ruko gS

,slk lwUnj Ldwy gS esjk

vfr lqUnj vfr lqUnj Ldwy gS esjk

[kkus dks feyrk nky Hkkr gSS

?kj ls Hkh lwUnj Lokn gS

Ikhus dks feyrk ikuh gS LoPN

vkuUn Kku ls Hkjs gSa d{kk d{k

,slk Ldwy gS esjk

lqUnj vfr lqUnj Ldwy gS esjk

[ksyksa dh gS ckjh vkbZ

[kks [kks dg dj nkSM+ yxkbZ

[ksyksa ls vc ge uk “kjek,sa

jkT; Lrj ij ind gS ge yk,sa

foKku esys esa vc ge tk,sa

iz”kfLr i= ysdj ge vk,sa

lqUnj vfr lqUnj Ldwy gS esjk

jk0 b0 dk0 Hkxrksyk Ldwy gS esjkA

                                                 gsepUnz tks”kh

                                                    l0 v0

                                          jk0 b0dk0 Hkxrksyk vYeksM+k

Bridging the digital divide

28th February-Monday (a very stimulating day)
Today the team visited GIC Bhagtola. In Bhagtola, in a small gathering of all the teachers and about 30 students, the principal spoke about the MN project. He congratulated the team and the students for their efforts.  Teachers, who has shown active interest in the project congratulated the team and mentioned repeatedly that this project has been an effort towards bridging the digital divide and had been successful to a great extent. He agreed that the students proficiency with technology has enhanced manifold so has their level of awareness. Other teachers and the principal also pointed out that students’ confidence level has also enhanced. Few of the students were also asked to speak. Kailash, Pankaj and Suraj pointed out that the project has broaden their horizon and given them a whole new vision.

The teachers were also extremely happy to hear that Students’ website for Bhagtola has been uploaded and running. The teachers informed us that they have been trying to prepare a school website and upload the same in hindi, for along time- but they were unable to so. They were extremely enthusiastic about the website and said that now they will concentrate on updating the site and adding more content to the site.

The teachers also informed the team that they are seriously thinking of ways of continuing the project in schools. They believe that the mapping component should be tied with environment study or computers etc and continued in school. They also pointed out that they are depending on the senior students (those students who have already been trained) to continue training of the juniors.

The team also demonstrated to the teachers, how raw data can be downloaded from PDA to desktop computer and the basics of processing raw data on the desktop. JT Maps was loaded one PC in the school. The teachers requested the team to give them more detailed training

After the programme, the team discussed with the student’s on various issues. The students submitted a brief history of village Bhagtola, which included the origin of the village, the main occupation of the villagers when the first settled down and chronological order of development in the village. Students from village Darimkhola were asked to do a similar exercise for their village. the students also submitted a book of repository of flora. The students had collected samples (leaves) of about 20 different plant/trees found in and around the villages. Along with a sample leaf (of each flora) they wrote few points on the common usages of each of these species.

At the end on the session, the teachers and the students were given feedback forms that needed to be filled and submitted in the next session. The students were given feedback forms for their parents. The students’ feedback form would be given in the next session.