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Friday, 15 January 2016

Building Peace Project - Some Memories from 2014

Ajrak


Sweets at LUMS, Pakistan during Diwali

Sehr's drawing for Indo-Pak Peace

My Peace Partner from Lahore, Sehr Nisar

'India loves Pakistan' by Sehr Nisar

International Peace Day, 2014

International Day of Tolerance

Rangoli at LUMS, Pakistan

Pakistani Rangoli

My Peace Message on occasion of independence days of India and Pakistan, 2014

Wednesday, 4 November 2015

Indians and Pakistanis Cement Friendship through Peace Building Course

Although it may be hard to believe, the sight of Indians and Pakistanis talking to each other is not at all unusual. Despite the barbed wires that separate people of the two ‘enemy’ nations, one finds Indians and Pakistanis connecting beyond physical and mental barriers. With the help of virtual technologies, it is no longer an uphill task to connect with someone from across the border. While one-off interactions are quite common, an Indo-Pak peace building initiative recently introduced a peace building course that aimed to facilitate interaction between select individuals in an organized and structured manner for a longer duration of time.

Aaghaz-e-Dosti (AED), a civilian peace building initiative spearheaded by Mission Bhartiyam, a Delhi based non-profit and The Catalyst, based in Pakistan, working for normalization of relations between the two countries through people-to-people contact, introduced a novel peace building course called ‘Friends Beyond Borders’. For the first season of the course, which ran for eight weeks, AED received around 80 applications from different parts of India and Pakistan, small and big areas alike. This eight-week intense, interactive course, paired an Indian and a Pakistani through a mentor who was responsible for moderating interaction between them. The participants were designated as Indo-Pak E-Pals or Fellows. Devika Mittal, an AED convener, described the course as intending to “facilitate people-to-people communication, generate a culture of mutual respect and understanding, strengthen bonds of friendship, and develop a faculty of critical thinking for participants to be able to accept and move ahead with differences”. In her views, what South Asia requires at the moment is a celebration of differences to be able to counter extremist narratives of hate and violence.

Madeeha Dogar from Pakistan (Left) and Yashika Pahwa from India (Right)
As part of the course, twelve cross-border pairs interacted on several broad themes including politics, culture, religion, media, and society. Each week, the pairs were given discussion points, activities, and resources on a particular subject. They then explored the topic and worked on theme-based assignments as a pair. Participants spent the first five weeks learning about diversity in terms of religion, language, culture in India and Pakistan, common challenges faced by both countries, role of media in the Indo-Pak relationship, and a basic introduction to peace and conflict resolution.

I spoke to four participants and two mentors about their experience of participating in the course. Akshay Mankar, an undergraduate student at Hidayatullah National Law University, India, was paired with Salma Noureen, an educator from Khyber Pakhtunkhwa province in Pakistan. Akshay shared that his motivation to apply for the course was to contribute towards the noble goal of peace. “Before the course, my perception was that Pakistanis have a single identity; that as Muslims. It is from this course that I learnt of the diversity of identities in Pakistan, both Muslim and non-Muslim. I also used to blame Pakistan for all the problems in the Indo-Pak relationship. I have now realized that this is not correct. Both nations have their fair share of blame.” For Akshay’s project partner Salma Noureen, this was the second time she was involved in a cross-border peace building exchange. For Salma, no nationality teaches people to be prejudiced and biased. Hence, judging people based on their nationality is a narrow-minded exercise. Through her interaction with Indians so far, particularly in this course, Salma believes, “they are more concerned, aware of the changing world, and are able to see things in a broader perspective”. As a Pakistani, she feels that she has more to connect with on a common ground with Indians than disagree with them. During the course, Salma witnessed a glimpse of what she refers to as the ‘diversity of India’. She was ignorant of the many dimensions of India and the course helped her enrich her understanding of India. Akshay shares that Salma taught him to be optimistic for peace and strengthened his belief in humans striving for humanity on the other side of the border.

Yashika Pahwa and Madeeha Dogar, two young ladies from India and Pakistan respectively, was the other pair that I spoke with. Madeeha is a teacher's assistant with ACE International Academy, Islamabad. Yashika has a Masters Degree in Psychology. Yashika, who aspired for a more serious and deeper conversation than the occasional informal interactions that she’d had with Pakistanis earlier, was convinced about this course right from the beginning. Despite the considerable age gap between the two, Yashika and Madeeha broke the ice as soon as they began talking. Their common belief in being sensitive to alternate realities helped them through the course's journey. “Today, Madeeha is a good friend on whom I rely for advice, with whom I happily share my problems just like I would do with my friends here in India. I have learnt that Pakistan is a great country which has amazing talent with a potential to make impact at the global level”, Yashika recounts. Madeeha on the other hand recalled being inspired by her father’s interactions with Indians while he was studying. Her views of India came from Indian dramas, leading her to believe that Indians are mean, opportunistic, and can never be trusted. Her imagination of India was more ‘Hindu’ than a country that accommodates more religions and cultures than one can even imagine. Talking to Yashika, she says, changed all of that. They connected especially through their love for food and exchanged details of the kind of food that was popular on both sides. The pair, like others in the course, made an attempt to learn the other’s language as Madeeha wrote to Yashika in Hindi while Yashika tried doing the same in Urdu.

The mentoring process was facilitated by team members of Aaghaz-e-Dosti. The idea was not to instruct but to provide participants a flexible platform to help them build their interactions. Imrana Qasim from Quaid-i-Azam University, Islamabad, who mentored Fatima Shah from Pakistan and Aasma Pratap Singh from India, spoke to me about how the friendship paradigm that this course brought forth attracted her to play the role of a mentor. She was all praise for the pair whom she credited to being open and patient to divergent views. “Through activities such as video sharing, media analysis, and sharing of cultural values, I experienced a growing friendship between the two as the course progressed. Thinking altered, misconceptions were resolved, perspectives were enhanced, and more support was built in for Indo-Pak friendship”, said Imrana. Madhulika Narasimhan, a researcher from Delhi, mentored two pairs for the course: Richard Salafia from India and Faisal Latif from Pakistan, and Jasmine Singh from India and Muhammad Saad Farooqi from Pakistan. Madhlika claims the experience allowed her to both contribute to the process of peace building, as well as gain individually from it. She said it was a challenge mentoring the pairs since they already had a defined mentality about the ‘other’. Being sensitive to their ideas and thoughts was what she deemed important. Although she denies experiencing a sense of euphoria or achievement for having interacted with Pakistanis, because of her regular conversations with people from across the border, the course did allow her to dwell in exploring the mystery that surrounds a common understanding of issues between India and Pakistan. “I felt the course gave a sense of space and freedom to the participants, allowing them room for discussion and disagreement, rather than burdening them with structured thought processes. What the participants documented, stemmed naturally from their experiences, believes Madhulika.

Friends Beyond Borders concluded in early August with fellows interacting with Dr. Meenakshi Chhabra of Lesley University, Cambridge, Dr. Dhananjay Tripathi of South Asian University, India, and Dr. Zahid Shahab Ahmed of National University of Sciences and Technology, Pakistan, through video conferencing. While sceptics continue to doubt the fruitfulness of people-to-people dialogue between Indians and Pakistanis, what a course like this demonstrates is that even if virtually, such initiatives can indeed have a potential long term impact on the way relations between India and Pakistan take shape in times to come. 

You can check out the Aaghaz-e-Dosti Facebook page and follow them on Twitter at @aaghazedosti.

Written by Nidhi Shendurnikar-Tere and published on 16-October-2015 on the Sarhadpaar campaign at Beyond Violence

Monday, 27 April 2015

Rabtt: Connecting for Change

In the chilly winter of 2010, two friends from the Lahore University of Management Sciences (LUMS), Pakistan, gave birth to a unique idea to revolutionize education in Pakistan. They were inspired by their experience of the LUMS National Outreach Programme – a community development initiative that trains exceptionally bright students from all over Pakistan – and the annual Seeds of Peace International Camp in the United States that brings together young people from South Asia and the Middle East to deconstruct stereotypes through dialogue.
These were the encounters that encouraged Imran Sarwar and Aneeq Ahmed Cheema, both of whom have been Fulbright scholars, to envision Rabtt – a social enterprise in Pakistan working to redefine the way mainstream education is imparted to school students. Though Rabtt began to take shape in Imran and Aneeq’s minds in 2010, it was formally founded in 2011. Since then, it has been a harbinger of positive transformation on Pakistan’s educational scene.
For a society that battles extremism, intolerance, violence almost on a daily basis, the young team at Rabtt (derived from the Urdu term ‘Rabta’ meaning connections) strives to build on the power of connections to carve a society that values four core competencies among young people – empathy, critical thinking, self-confidence and creativity.
How does Rabtt achieve this? By connecting with school students across public and private low cost schools in Pakistan to let education be a wholesome, creative and an experience unique to each student.
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Learning is Fun!
It is through Rabtt’s summer camps and year-long workshops with a select set of students from schools in and around Lahore that a wide range of creative skills based on alternative learning techniques have been introduced to the traditional education system in Pakistan. Courses in English, mathematics, public speaking, world history, art and dramatics are taught at these summer camps, not in a traditional sense of classroom lecturing, but through cross-disciplinary learning, interaction, guest lectures, educational trips, and students putting up innovative performances. This facilitates exposure to different perspectives and lets them venture into the ‘real world’ through processes of experiential learning.
In seven summer camps organized through 2014, Rabtt managed to connect with 300 students who learnt about difference, empathy, team building, the concept of tolerance in the early Islamic period and non-violence in ways that stressed conceptual understanding, critical analysis, and open discussion. These were students who belonged to diverse age groups and socio-economic backgrounds.
While connecting with students on a personal level and fostering creativity, curiosity and the spirit of mutual learning, all of which sound exciting to undertake, are quite daunting in reality. The Rabtt team is supported by a pool of volunteers, also known as facilitators or ‘Rabtt Fellows’, who are typically university students selected through a multi-layered screening process. It is these Fellows who engage with students to creatively nurture them with a skill set that mainstream education processes do not equip them with. Prior to the summer camps, Fellows undergo intensive training in skill building and interactive team building, which they subsequently translate to learning spaces full of talented and hard-working students.
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Fellows engaging creatively with students
In the process, Rabtt taps the energy and enthusiasm of two significant groups of people – school students and university students (Fellows) since this is the generation that can contribute most to Pakistan, with an emphasis on values such as mutual learning, respect for cultural diversity and empathy with the ‘other’. Harnessing their skills constructively is essential to overcome barriers that mar the traditional learning space. The attempt at Rabtt is thus not to dislodge the existing system but fill in gaps to achieve greater equity and quality in education.
The process of ‘learning to unlearn’ happens for students, Fellows, teachers, parents and school administrations in ways more than one. For students get a much deserved platform for showcasing individual talents, teachers and parents learn about hidden potentials, and Fellows are able to burst the bubble of coming from a sense of comfort and privilege.
Salma Chaudhry, Director, Operations and Human Resources, says, “When the first camp was organized in 2011, we had more facilitators than students. After much initial reluctance, schools have warmed up to our activities and now we receive an overwhelming number of requests from schools to conduct camps and workshops with their students. Last year, we connected with seven schools in Lahore. This year the number is ten, and in the near future we will move from strength to strength. Gradually, we are also trying to bring schools in rural areas within our fold.”
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Making a Difference
The Rabtt team has developed a unique course curriculum that allies with core competencies to be achieved by students at various levels. Course packs, especially on English language proficiency and World History, have been developed with insights from experts, mentors and partner organizations. Over the years, Rabtt has done its best to evolve creative ways of engaging students, be it in the form of art work during summer 2013 or through a summer camp in collaboration with a Spanish non-profit organization ThinKids in 2014. Recently, Rabtt, along with other education-focused non-profits, was part of ‘Bridging Barriers’, a six month project meant to train underprivileged students in drama, general knowledge, and public speaking.
That Rabtt’s four years of existence have been momentous is evident from the huge number of applications they received for the teaching fellowship this year. Hammad Anwar, who is Director of Communications at Rabtt gushes, “These are super-talented kids that we work with, brilliant and hard-working, just in need of the right push! Most of them had never performed in front of huge audiences. Now, they do so with ease, with positivity and confidence. It is heartening to have them showcase their talents to large number of people, including their parents, who acknowledge they never knew about their kids’ talent.”
Interestingly, each batch of students graduates with a ceremony where they put up performances in front of well-known personalities from media, civil society, education and the development sector in Pakistan. The 2014 graduation ceremony had a mime performance by the girls of Government Comprehensive Girls High School, Wahdat Road, presenting the art of non-verbal communication learnt in the camp and a staged performance depicting the story of a girl marginalized by society by the City District Government Girls High School. I am told that both performances were received by thunderous applause from the audiences and tears of joy and pride among parents.
Rabtt is a humble attempt with grand plans for the future. Plans to collaborate with Indian educators are in the pipeline, and so are concerted efforts to reach out to more and more students, link with like-minded organizations, tread on the path to self-sustainability, and embark on an integrated approach to address issues facing education and society in Pakistan.
I ask Salma and Hammad about the current distressed scenario of strife and violence in Pakistan. How is it possible to stay motivated when extremist elements inflict brutal violence on educational institutions and even innocent children are not spared? Their reply leaves me spell bound. It is this extremism, intolerance and hatred they are fighting against, they assert. Attacks like the one that took place in Peshawar on December 16, 2014 have confirmed that it is only through education that society can be made to undertake the path of peaceful co-existence. No society, especially its young minds, is safe when violence and hateful ideas are left unchallenged. Rabtt lives for the dream of a free, safe and inclusive educational space in Pakistan which fosters acceptance, harmony and diversity! A space where children can be themselves, raise questions and seek answers on their own, where the window to life is always left open, for them to fly, to discover. Rabtt is that vision, Rabtt is that space for which Pakistan craves.

Published on The Bayside Journal - http://baysidejournal.com/wp/rabtt-connecting-for-change/
April 22nd, 2015

Wednesday, 22 April 2015

Making Media, Building Peace

Making Media, Building Peace









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Middle: Master of Communication Studies Student

Twenty four students and the idea of peace! In a world dominated by narratives of hate and violence, what happens when young minds are encouraged to engage with the idea and practice of peace? Peace, not as an illusory ideal to be achieved, but peace with oneself and those around us! Peace which is not as lofty as the goal of world peace! This and something more exciting happened at The Faculty of Journalism and Communication at the Maharaja Sayajirao University of Baroda in Gujarat, India. Junior students of the Master of Communication Studies programme participated in a workshop on media and peace building. The workshop was facilitated and steered by Chintan Girish Modi, founder and pioneer of Friendships Across Borders: Aao Dosti Karein (FAB) , an innovative platform premised on fostering cross-border friendships between Indians and Pakistanis through story-telling, social media content generation & dissemination, and real-time interactions with people across both countries.

Spanning two days (10-11th March, 2015), Chintan visited the Faculty in Baroda, a small but culturally vibrant town in central Gujarat, known for being multicultural and cosmopolitan. The purpose was to sensitize budding media professionals about concepts like peace journalism, social media in peace building, and content creation through digital citizenship. Speaking about the significance of such an exposure for media students, Dr. Niti Chopra, Officiating Dean of the Faculty said, “It is relevant for media students to be able to engage intellectually with significant issues of their time. Indo-Pak relations have always borne a delicate edge. But journalists, with their power to negotiate change through ideations and projections in their writings and other media manifestations can effectively help to manage and change stereotypical mind sets. Interactive workshops such as these lead to eye- opening exposure which ultimately veers students’ towards alternative lines of thinking and realisations.” In her view, a global, digital and culturally intertwined future albeit with dangers of a strife torn scenario, would require these students to plug into their work in a major way, endeavours towards peace building.

Given the growing presence of new media tools and platforms and their role in information sharing, the workshop facilitated knowledge of important concepts through innovative on-field activities and transmitted requisite skills for students to pursue options quite different from those available in mainstream media.

So what did the students undertake as part of the workshop? Quite a varied and interesting set of activities that included:

• Learning about media’s role in creating and furthering stereotypes
• Conducting surveys about prevalent attitudes towards Pakistan among Indians
• Art activities and problem solving tasks devised around peace
• Preparing and presenting skits on peace building
• Watching short films on people to people contact in the Indo-Pak context
• Exploring existing social media peace initiatives between India and Pakistan

According to Chintan, “The growing interest in peace journalism comes from recognizing that media persons have, in many cases, created or instigated or exaggerated conflict instead of keeping their focus on reporting it. If media folks put their mind to it, they can be tremendously influential as peace builders. Journalists and other kinds of media makers need to radically rethink their priorities if they would like to be peace builders. For example, they will have to stop reporting on an India-Pakistan cricket match like a war. Or they will have to start reporting on India-Pakistan issues from a humanitarian perspective in addition to a national security perspective.”

During the workshop, students were shown films like Nina Sabnani’s ‘Mukand and Riaz’ and Supriyo Sen’s ‘Wagah’. They were also introduced to the work of other peace building initiatives between India and Pakistan such as Aman ki Asha, Aaghaz-e-Dosti, Building Peace Project and India loves Pakistan. What was important was students were allowed to explore different ideas of peace. Their learning, which otherwise may be dominated by classroom teaching, was let loose as they were sent out to explore ground realities by talking to people at the most common of places – railway stations, markets, cafes and the university campus.

Chintan shared that he enjoyed the workshop experience primarily because of the students’ enthusiasm to learn, to ask questions and to face challenges in the form of group tasks allotted to them. At the end of two days, they warmed up to the idea of peace journalism and were sensitized to thinking about how as future media practitioners they could do their bit for India-Pakistan peace.

The students had a similar story to tell. The workshop has set them thinking on many aspects of journalism, peace, Pakistan and their own perceptions about the ‘other’. All of them are abuzz with excitement about the projects they have undertaken post workshop.

For Kaushani Sen, the workshop was no less than a lifetime experience. She speaks with hope, “This workshop has changed me as a person, the way I perceived Pakistan, also the dynamics of media in respect to peace building or conflict resolution strategies. It made me a responsible citizen and somewhere enlightened the fire within me to visit Pakistan someday.” She affirms that the next time she hears anything negative about Pakistan, she will make an attempt to reason and talk to that person and let them know an alternative way of thought. Her friend Aparna Upadhyay felt it was interesting to talk to strangers about Pakistan and understand their point of views which in a way, have been shaped by the media over the years. As students are working on unique project proposals for promoting peace and friendship between the two countries, Aparna is excited about infusing this experience into the research project that she will be taking up in the next semester.

What Manish Yadav liked was the interactive nature of the workshop and that each one of them was participating through their original inputs. He now feels determined to not place blind belief on what media and other information sources tell him about Pakistan. Empathizing with his friends across the border, he says, “Pakistanis too are victims of terrorism. Instead of spewing hatred we should all be one in the fight against terror and violence perpetrated in the name of religion.” He wants to be a travel journalist, visit Pakistan, explore its natural beauty, talk to people, know more about their food, culture, life style, and bring forth the positive aspects of Pakistan. He also wants to run a Skype centre where people from India and Pakistan can talk to each other without restrictions to share their lives and build lasting friendships.

Aman Chhabra narrates a personal nostalgia since his maternal grandmother came from Lahore and had to leave the city during partition violence. “I have this wish of visiting Pakistan as my grandmother was just about five years old when her family had to leave Lahore and come to Delhi. I have read about the immense pain and agony that people underwent during the partition, and have always wondered why! In that sense, it was exhilarating to know that platforms such as friendshipsacrossborders.org are doing some wonderful work to promote peace between the two countries.” Though he himself doesn’t think negatively of Pakistanis, he knows many who do. That is why he feels it is essential to work to alter misconceptions and stereotypes about the ‘other’. His mother too, he says has a desire to visit Lahore, recalling a line from the movie Filmistaan (2014) –
“Jine Lahore na dekhya ohne kuch na dekhya” (The one who hasn’t seen Lahore, hasn’t seen anything). 


The process of sensitization that has begun for students through this workshop will open them up to new and innovative thought processes. They have been given assignments to work with, on themes of ‘positive peace’, ‘negative peace’ and have submitted proposals with a scope to encompass different themes such as comparing the food, architecture, fashion and other cultural aspects of both countries. Project proposals include a range of ideas including use of mobile applications, tweeting about positive memories from the past, websites that promote friendship, a food blog and an online portal for games. Many among the students have also started pitching actively on FAB’s Facebook page and have shown a keen interest in contributing to other similar initiatives on social media. 

Dr. Chopra perhaps sums this entire experience in the best way, “There is no doubt about the fact that the deep imprint left on their minds and the internalisation of the spirit of “doing something” after going through the workshop will make these students remember and transfer to their work as professionals in the media - an inclusive approach - which would manifest in a positive way and help bridge and heal the divide and hurt between India and Pakistan.” What the students have indeed achieved through Making Media, Building Peace is not being guided to peace, but charting their own way to it. 

Nidhi Shendurnikar-Tere is an independent researcher with interests in politics, gender, peace and popular culture. She has been a former UGC fellow at The Dept. of Political Science, The M.S. University of Baroda, Gujarat. She has recently submitted a PhD thesis in Political Science and is a team member with Friendships Across Borders: Aao Dosti Karein
She blogs at http://www.68pagesofmylife.blogspot.com and tweets at @mailtonidhi
Written by Nidhi Shendurnikar-Tere and published on 15-April-2015 for the 'Sarhadpaar' campaign at Beyond Violence. 

Thursday, 5 March 2015

Happy Birthday FAB

This little birthday note was written to celebrate the birthday of Friendships Across Borders: Aao Dosti Karein which completed an year of its existence on February 14, 2015. I have the privilege of associating with FAB as a core team member and volunteer. This is an outpour of my feelings for what I think is more than just a portal that uses stories to spread the power of friendship. Visit our newly launched website www.friendshipsacrossborders.org


By Nidhi Shendurnikar

Celebrated FAB's birthday with a yummy strawberry cake

When I write Happy Birthday today ... On Valentines Day ... A day that is meant to celebrate the spirit of love, I wonder whom am I actually conveying this wish to. It is not to an individual, not to a group. It is my sincere and warm wish to an idea. To that idea of friendship, the seed for which was sown by a very dear friend and my brother Chintan Girish Modi in Mumbai on February 14 exactly a year ago. Why did he choose this particular day to gift this idea to the world? I think it was because more than mere love, this day symbolizes a feeling of wanting to develop new bonds, forge new connections and let go off one's prejudices that one often holds against people. It was a unique idea that was launched this day last year because it defied the boundaries set by conventional ideas of love ... The love between two enemy nations, love between people who find it difficult to cross the border to meet each other, love between people who probably have never met each other and know that it will be a difficult task to meet in this lifetime. It was on February 14 that Friendships Across Borders: Aao Dosti Karein FAB) was born and I have had the fortune of associating with it since its inception. Today, on FAB's birthday I feel beam with pride and my conviction in the cause of India-Pakistan peace stands strengthened.

There are so many groups working for India-Pakistan peace. So what is new and unique about FAB? I was attracted to FAB because it was built around the premise of sharing stories. Stories of friendship, love and bonding between Indians and Pakistanis. Before being introduced to the idea of peace between India and Pakistan, it was difficult for me to accept the fact that Indians and Pakistanis could ever be friends, that they could share something as special as a friendship. How can two perpetual enemies be friends? All stereotypes, misconceptions and prejudices were to be gradually shattered as FAB entered into my life. There was something so special about it that one could not resist visiting the page and read about simple, ordinary but moving tales of friendships between Indians and Pakistanis. The best thing about FAB is its innovative streak and the fact that it does not attempt to be preachy about issues of peace. What is put forward as content is so delightful that reading it is an interesting exercise even for those who may be are not convinced about the idea of Indo-Pak friendship. Throughout the year, I have keenly followed all stories published on FAB and have seen the friendship community grow from strength to strength. Every time, I open up the FAB page, it inspires me through its novel approach to the idea of friendship. There is so much more to explore and learn each time, that I keep wanting more!

A simple idea, a simple thought can transform into something so productive and substantive with immense power for transformation. This is what FAB has done in the first year of its life. So much in love with FAB, I wrote a story about my friendship with my lifetime partner in peace ... Sehr Nisar, from Pakistan. This story has been read and appreciated by many, has been translated into Gujarati and Marathi and is waiting to be translated into many other languages. I felt there could be no apt forum to let the world know of my friendship with Sehr, than FAB. FAB will always remain special to me for many reasons, one being that I wrote my heart out about a friendship that I cherish.

While, personally I got to connect with FAB, academically as part of my doctoral thesis, I made an attempt to study its activities and content. Apart from being engaged in dissemination of friendship stories, FAB is also carrying out many on ground activities to address stereotypes. prejudices and hostilities. Any initiative can deliver results only if it is taken to people on the ground. FAB is doing exactly that and in the coming year, I dearly wish that its message spreads far and wide. 

With stories at the centre, the idea of user generated content is also exciting and will take a unique shape in times to come as more and more people join FAB and are actively contributing to its evolution. The personal and emotional connect that FAB offers is what makes it stand out. It encompasses personal, heart touching experiences which would be common place for people who have friends across the border. Forums like FAB are best for the younger lot in both countries seeking to engage with each other in ways apart from those offered by media, history text books and nationalist discourses. 

On this birthday, I wish for more and more young people to join this wonderful initiative, spread the power and love of friendship and share their stories on this forum. There is nothing more important than building and cherishing friendships in a world full of hostility and violence. Friendships are close to the heart. You feel you can lean back on them when you are drained, tired, distraught and dejected. I feel like I can lean back on FAB whenever I feel down and disillusioned by the hate, enmity and conflicts around me. I can drown myself in the power of friendship, be consumed by it and also inspire others to be a part of this process.


HAPPY BIRTHDAY FAB, wish you many more to come. Prosper, celebrate, flourish and spread peace :)

Wednesday, 4 March 2015

Nidhi and Sehr - Friendship Story on FAB in Gujarati

āŠĻāŠĩી āŠŪિāŠĪ્āŠ°āŠĪાāŠĻું āŠŠ્āŠ°āŠ­ાāŠĪ
āŠŦેāŠŽ્āŠ°ુāŠ†āŠ°ી āŦĻāŦĶāŦ§āŦŠāŠĻી āŠ† āŠĩાāŠĪ āŠ›ે. āŠŪāŠĻે āŠ°ેāŠĄ āŠāŠēિāŠŦāŠĻ્āŠŸ āŠŦાāŠ‰ંāŠĄેāŠķāŠĻ āŠĪāŠ°āŠŦāŠĨી āŠ•ીāŠ°્āŠĪિ āŠœāŠŊāŠ•ુāŠŪાāŠ°āŠĻી āŠāŠ• āŠˆ-āŠŪેāŠˆāŠē āŠŪāŠģી āŠ…āŠĻે āŠŪાāŠ°ા āŠ†āŠĻંāŠĶāŠĻો āŠŠાāŠ° āŠĻ āŠ°āŠđ્āŠŊો. āŠĪે āŠˆ-āŠŪેāŠˆāŠēāŠŪાં āŦĻāŦĶāŦ§āŦŠ-āŦ§āŦŦ āŠĶāŠ°āŠŪિāŠŊાāŠĻ āŠ­ાāŠ°āŠĪ āŠ…āŠĻે āŠŠાāŠ•િāŠļ્āŠĪાāŠĻ āŠĩāŠš્āŠšે āŠŊોāŠœાāŠĻાāŠ°ા ‘āŠŽિāŠē્āŠĄીંāŠ— āŠŠિāŠļ āŠŠ્āŠ°ોāŠœેāŠ•્āŠŸ’ (āŠķાંāŠĪિ āŠļ્āŠĨાāŠŠāŠĻા āŠŠ્āŠ°ોāŠœેāŠ•્āŠŸ) āŠŪાāŠŸે āŠŪાāŠ°ી āŠŠāŠļંāŠĶāŠ—ી āŠ•āŠ°āŠĩાāŠŪાં āŠ†āŠĩી āŠđોāŠĩાāŠĻું āŠœāŠĢાāŠĩāŠĩાāŠŪાં āŠ†āŠĩ્āŠŊું āŠđāŠĪું. āŠĻāŠĩા āŠļંāŠšાāŠ° āŠŪાāŠ§્āŠŊāŠŪોāŠĻા āŠ‰āŠŠāŠŊોāŠ— āŠĶ્āŠĩાāŠ°ા āŠ† āŠŽંāŠĻે āŠĶેāŠķોāŠĻા āŠēોāŠ•ોāŠĻે āŠāŠ•āŠŽીāŠœા āŠļાāŠĨે āŠœોāŠĄāŠĩાāŠĻા āŠĻāŠĩāŠĪāŠ° āŠŠ્āŠ°āŠŊોāŠ—āŠĻી āŠ† āŠāŠ• āŠķāŠ°ૂāŠ†āŠĪ āŠđāŠĪી. āŠŪેં āŠŪાāŠ°ા āŠŠી.āŠāŠš.āŠĄી. āŠĨિāŠļિāŠļ āŠŪાāŠŸે  āŠœ્āŠŊાāŠ°āŠĨી āŠ­ાāŠ°āŠĪ-āŠŠાāŠ•િāŠļ્āŠĪાāŠĻ āŠĩāŠš્āŠšેāŠĻા āŠĩિāŠ–āŠĩાāŠĶ āŠ…āŠĻે āŠĪેāŠŪાં āŠŪીāŠĄિāŠŊાāŠĻી āŠ­ૂāŠŪિāŠ•ા āŠ…ંāŠ—ેāŠĻા āŠĩિāŠ·āŠŊ āŠŠāŠ° āŠ…āŠ­્āŠŊાāŠļ āŠ•āŠ°āŠĩાāŠĻું āŠķāŠ°ૂ āŠ•āŠ°્āŠŊું āŠđāŠĪું, āŠĪ્āŠŊાāŠ°āŠĨી āŠœ āŠđું āŠļીāŠŪા āŠŠાāŠ°āŠĻા āŠ˜āŠĢા āŠēોāŠ•ો āŠļાāŠĨે āŠļંāŠŠāŠ°્āŠ•āŠŪાં āŠđāŠĪી āŠ…āŠĻે āŠŪāŠĻે āŠĪ્āŠŊાāŠ°āŠĨી āŠœ āŠ† āŠļીāŠŪા āŠŠાāŠ°āŠĻી āŠŪૈāŠĪ્āŠ°ીāŠĻી āŠđૂંāŠŦ āŠ…āŠĻે āŠ‰āŠĶાāŠ°āŠĪાāŠĻો āŠ…āŠĻુāŠ­āŠĩ āŠĨāŠĩા āŠēાāŠ—્āŠŊો āŠđāŠĪો. āŠ†āŠŪ āŠ›āŠĪાં, āŠœે āŠŪāŠĻે āŠ–āŠ°ા āŠ…āŠ°્āŠĨāŠŪાં āŠŠાāŠ•િāŠļ્āŠĪાāŠĻāŠĻો āŠŠāŠ°િāŠšāŠŊ āŠ•āŠ°ાāŠĩી āŠķāŠ•ે āŠ…āŠĻે āŠŠાāŠ•િāŠļ્āŠĪાāŠĻ āŠĩિāŠķે āŠŪેં āŠ•્āŠŊાāŠ°ેāŠŊ āŠĻ āŠœાāŠĢ્āŠŊું āŠđોāŠŊ, āŠĪેāŠĩી āŠŪાāŠđિāŠĪી āŠ†āŠŠી āŠķāŠ•ે, āŠĪેāŠĩી āŠ•ોāŠˆ āŠĩ્āŠŊāŠ•્āŠĪિ āŠļાāŠĨે āŠļāŠĪāŠĪ āŠēાંāŠŽા āŠļāŠđāŠĩાāŠļ āŠ…āŠĻે āŠļંāŠŠāŠ°્āŠ•āŠĻી āŠŪāŠĻે āŠœāŠ°ૂāŠ° āŠĩāŠ°્āŠĪાāŠĪી āŠđāŠĪી. āŠŪાāŠ°ા āŠ°ોāŠœāŠĻા āŠķૈāŠ•્āŠ·āŠĢિāŠ• āŠ•ાāŠ°્āŠŊāŠ•્āŠ·ેāŠĪ્āŠ° āŠ…āŠĻે āŠŽૌāŠĶ્āŠ§િāŠ• āŠĶાāŠŊāŠ°ાāŠŪાંāŠĨી āŠŽāŠđાāŠ° āŠ†āŠĩીāŠĻે āŠŪાāŠ°ે āŠ•ંāŠˆāŠ• āŠ…āŠēāŠ— āŠ•āŠ°āŠĩું āŠđāŠĪું āŠ…āŠĻે āŠķાંāŠĪિ āŠ…ંāŠ—ેāŠĻા āŠŪાāŠ°ા āŠĩિāŠšાāŠ°ો āŠļાāŠĨે āŠĪાāŠēāŠŪેāŠģ āŠ§āŠ°ાāŠĩāŠĪા āŠđોāŠŊ, āŠĪેāŠĩા āŠœ āŠĩિāŠšાāŠ°ોāŠĩાāŠģી āŠ•ોāŠˆ āŠĩ્āŠŊāŠ•્āŠĪિ āŠļાāŠĨે āŠĶોāŠļ્āŠĪીāŠĻો āŠāŠ• āŠļુંāŠĶāŠ° āŠ…āŠĻુāŠ­āŠĩ āŠēેāŠĩો āŠđāŠĪો. āŠ•ીāŠ°્āŠĪિāŠ āŠœāŠŊાāŠ°ે āŠŪāŠĻે āŠœāŠĢાāŠĩ્āŠŊું āŠ•ે āŠķાંāŠĪિ āŠļ્āŠĨાāŠŠāŠĩાāŠĻા āŠ† āŠŠ્āŠ°ોāŠœેāŠ•્āŠŸāŠŪાં āŠŪાāŠ°ી āŠŠાāŠ°્āŠŸāŠĻāŠ° āŠļેāŠđāŠ° āŠĻિāŠļાāŠ° āŠ›ે, āŠĪ્āŠŊાāŠ°ે āŠđું āŠ–ૂāŠŽ āŠ–ુāŠķ āŠĨāŠˆ āŠ—āŠˆ. āŠ† āŠŠ્āŠ°ોāŠœેāŠ•્āŠŸ āŠ…ંāŠĪāŠ°્āŠ—āŠĪ āŠ…āŠŪાāŠ°ે āŠŽંāŠĻેāŠ āŠķાંāŠĪિ āŠļ્āŠĨાāŠŠāŠĻ āŠŪાāŠŸેāŠĻા āŠ•ાāŠŪāŠŪાં āŠŠ્āŠ°āŠĩૃāŠĪ્āŠĪ āŠ°āŠđેāŠĩાāŠĻું āŠđāŠĪું.
āŠļેāŠđāŠ° āŠ āŠēાāŠđોāŠ° āŠŊુāŠĻીāŠĩāŠ°્āŠļીāŠŸી āŠ“āŠŦ āŠŪેāŠĻેāŠœāŠŪેāŠĻ્āŠŸ āŠļાāŠŊāŠĻ્āŠļિāŠ (LUMS)āŠĻી āŠĩિāŠĶ્āŠŊાāŠ°્āŠĨિāŠĻી āŠ›ે. āŠ† āŠŠ્āŠ°ોāŠœેāŠ•્āŠŸāŠĻી āŠķāŠ°ૂāŠ†āŠĪāŠĨી āŠœ āŠĪેāŠĢે āŠŪાāŠ°ા āŠđૃāŠĶāŠŊāŠŪાં āŠāŠ• āŠĩિāŠķેāŠ· āŠļ્āŠĨાāŠĻ āŠŽāŠĻાāŠĩી āŠēીāŠ§ું āŠ›ે. āŠĪેāŠĻી āŠļાāŠĨે āŠ“āŠģāŠ–ાāŠĢ āŠĨāŠŊા āŠŽાāŠĶ āŠŪાāŠ°ો āŠāŠ• āŠŠāŠĢ āŠĶિāŠĩāŠļ āŠāŠĩો āŠĻāŠĨી āŠ—āŠŊો, āŠœે āŠĶિāŠĩāŠļે āŠŪેં āŠĪેāŠĻે āŠ­ાāŠĩāŠĨી āŠŊાāŠĶ āŠĻ āŠ•āŠ°ી āŠđોāŠŊ. āŠ†āŠœ āŠĶિāŠĻ āŠļુāŠ§ી āŠ…āŠŪે āŠ°ૂāŠŽāŠ°ૂ āŠāŠ•āŠŽીāŠœાāŠĻે āŠ•્āŠŊાāŠ°ેāŠŊ āŠŪāŠģ્āŠŊાં āŠĻāŠĨી, āŠĪેāŠŪ āŠ›āŠĪાં, āŠ† āŠŠ્āŠ°ોāŠœેāŠ•્āŠŸāŠĻા āŠēીāŠ§ે āŠ…āŠŪાāŠ°ા āŠļāŠĪāŠĪāŠĻા āŠļંāŠŠāŠ°્āŠ•, āŠŦેāŠļāŠŽુāŠ• āŠŠāŠ°āŠĻી āŠĩાāŠĪāŠšીāŠĪ āŠ…āŠĻે āŠļ્āŠ•ાāŠˆāŠŠ āŠŠāŠ°āŠĻા āŠĩિāŠĄીāŠŊો āŠšેāŠŸિંāŠ— āŠļેāŠķāŠĻ્āŠļāŠĻા āŠ•ાāŠ°āŠĢે āŠļેāŠđāŠ° āŠŪાāŠ°ી āŠœિંāŠĶāŠ—ીāŠĻો āŠāŠ• āŠŪāŠđāŠĪ્āŠĩāŠĻો āŠđિāŠļ્āŠļો āŠŽāŠĻી āŠ—āŠˆ āŠ›ે āŠ…āŠĻે āŠ…āŠŪāŠĻે āŠŽંāŠĻેāŠĻે āŠĩિāŠķ્āŠĩાāŠļ āŠ›ે āŠ•ે āŠ…āŠŪાāŠ°ી āŠ† āŠŪિāŠĪ્āŠ°āŠĪા āŠœીāŠĩāŠĻāŠ­āŠ° āŠŸāŠ•āŠķે. āŠāŠ•āŠŽીāŠœાāŠĻા āŠķāŠĪ્āŠ°ુ āŠĪāŠ°ીāŠ•ે āŠ“āŠģāŠ–ાāŠĪા āŠĶેāŠķોāŠĻી āŠŽે āŠĩ્āŠŊāŠ•્āŠĪિ āŠœાāŠĢે āŠķાંāŠĪિāŠĻા āŠŽીāŠœ āŠ°ોāŠŠāŠĩા āŠĻીāŠ•āŠģી āŠđોāŠŊ, āŠĪે āŠŠ્āŠ°āŠ•ાāŠ°ે āŠ…āŠŪાāŠ°ી āŠĩāŠš્āŠšે āŠĩાāŠĪāŠšીāŠĪāŠĻી āŠķāŠ°ૂāŠ†āŠĪ āŠĨāŠˆ āŠđāŠĪી. āŠœે āŠĶિāŠĩāŠļે āŠ…āŠŪે āŠ…āŠŪાāŠ°ા āŠŠ્āŠ°ોāŠœેāŠ•્āŠŸ āŠŪાāŠŸે āŠāŠ•āŠŽીāŠœા āŠļાāŠĨે āŠ”āŠŠāŠšાāŠ°િāŠ• āŠĩાāŠĪāŠšીāŠĪ āŠķāŠ°ૂ āŠ•āŠ°ી, āŠĪે āŠĶિāŠĩāŠļે āŠœ āŠļેāŠđāŠ°ે āŠŪāŠĻે āŠœāŠĢાāŠĩી āŠĶીāŠ§ું āŠđāŠĪું āŠ•ે āŠĪે āŠŪāŠĻે ‘āŠ†āŠŠા’(āŠŽāŠđેāŠĻ) āŠ•āŠđીāŠĻે āŠļંāŠŽોāŠ§āŠķે. āŠđું āŠđોંāŠķે āŠđોંāŠķે āŠĪેāŠĻી āŠ† āŠĩાāŠĪ āŠļાāŠĨે āŠļંāŠŪāŠĪ āŠĨāŠˆ āŠ—āŠˆ, āŠ•ાāŠ°āŠĢāŠ•ે āŠ†āŠœ āŠĶિāŠĻ āŠļુāŠ§ી āŠŪāŠĻે ‘āŠĶીāŠĶી’, ‘āŠĪાāŠˆ’ āŠ•ે ‘āŠŽāŠđેāŠĻ’ (āŠđિāŠĻ્āŠĶી, āŠŪāŠ°ાāŠ ી āŠ…āŠĻે āŠ—ુāŠœāŠ°ાāŠĪી āŠ­ાāŠ·ાāŠŪાં ‘āŠŽāŠđેāŠĻ’ āŠ•āŠđેāŠĩા āŠŪાāŠŸે āŠĩāŠŠāŠ°ાāŠĪા āŠķāŠŽ્āŠĶો) āŠ•āŠđેāŠĻાāŠ°ાં āŠĪો āŠ˜āŠĢાં āŠŪāŠģ્āŠŊાં āŠđāŠĪાં, āŠŠāŠĢ ‘āŠ†āŠŠા’ (āŠ‰āŠ°્āŠĶૂ āŠ­ાāŠ·ાāŠŪાં) āŠ•āŠđેāŠĻાāŠ°ું āŠ•ોāŠˆ āŠĻāŠđોāŠĪું. āŠ…āŠēāŠ—āŠ…āŠēāŠ— āŠ­ાāŠ·ાāŠŪાં ‘āŠŽāŠđેāŠĻ’ āŠĪāŠ°ીāŠ•ે āŠļૌ āŠŪāŠĻે āŠœે āŠŠ્āŠ°ેāŠŪāŠĨી āŠŽોāŠēાāŠĩāŠĪાં, āŠĪે āŠœોāŠĪાં āŠ† ‘āŠ†āŠŠા’ āŠķāŠŽ્āŠĶ āŠŠāŠĢ āŠœાāŠĢે āŠŪાāŠ°ા āŠŪાāŠŸે āŠ–ાāŠļ āŠŽāŠĻાāŠĩāŠĩાāŠŪાં āŠ†āŠĩ્āŠŊો āŠđોāŠŊ, āŠĪેāŠŪ āŠŪāŠĻે āŠēાāŠ—્āŠŊું. āŠŽāŠļ, āŠĪે āŠĶિāŠĩāŠļāŠĨી āŠđું āŠļેāŠđāŠ° āŠŪાāŠŸે āŠĪેāŠĻી ‘āŠĻિāŠ§િ āŠ†āŠŠા’ āŠŽāŠĻી āŠ—āŠˆ āŠ›ું.
‘āŠļેāŠđāŠ°’āŠĻો āŠ…āŠ°્āŠĨ āŠĨાāŠŊ āŠ›ે āŠŠ્āŠ°āŠ­ાāŠĪ. āŠ†āŠŪ āŠœુāŠ“, āŠĪો āŠ† āŠļેāŠđāŠ°ે āŠŪāŠĻે āŠœીāŠĩāŠĻāŠŪાં āŠĶોāŠļ્āŠĪી āŠ…āŠĻે āŠđૂંāŠŦાāŠģા āŠļંāŠŽંāŠ§ોāŠĻો āŠĻāŠĩો āŠ…āŠ°્āŠĨ āŠļāŠŪāŠœાāŠĩ્āŠŊો āŠ›ે. āŠŽંāŠĻે āŠĶેāŠķોāŠĻા āŠĩિāŠĩાāŠĶાāŠļ્āŠŠāŠĶ āŠļંāŠŽંāŠ§ો āŠ…ંāŠ—ે āŠ…āŠĻે āŠĪેāŠŪāŠĻી āŠĩāŠš્āŠšે āŠķાંāŠĪિ āŠļ્āŠĨāŠŠાāŠŊ, āŠĪેāŠĩી āŠķāŠ•્āŠŊāŠĪાāŠ“ āŠ…ંāŠ—ે āŠ…āŠŪે āŠĩાāŠĪો āŠ•āŠ°āŠĩા āŠŽેāŠļીāŠ, āŠĪ્āŠŊાāŠ°ે āŠĪેāŠĻો āŠ•āŠĶી āŠ…ંāŠĪ āŠ†āŠĩāŠĪો āŠĻāŠĨી. āŠ† āŠŽે āŠĶેāŠķ āŠĩāŠš્āŠšેāŠĻી āŠĶુāŠķ્āŠŪāŠĻાāŠĩāŠŸ āŠ…āŠĻે āŠĩિāŠĩાāŠĶāŠĻા āŠ† āŠĩાāŠĪાāŠĩāŠ°āŠĢāŠŪાં āŠ…āŠŪે āŠŽંāŠĻે āŠ•āŠˆ āŠ°ીāŠĪે āŠķાંāŠĪિ āŠ…āŠĻે āŠļુāŠŪેāŠģāŠ­āŠ°્āŠŊું āŠĩાāŠĪાāŠĩāŠ°āŠĢ āŠŠāŠ­ું āŠ•āŠ°āŠĩાāŠŪાં āŠ•ંāŠˆāŠ• āŠŊોāŠ—āŠĶાāŠĻ āŠ†āŠŠી āŠķāŠ•ીāŠ, āŠĪેāŠĻા āŠĩિāŠĩિāŠ§ āŠ‰āŠŠાāŠŊો āŠĩિāŠķે āŠ•્āŠŊાāŠ°ેāŠ• āŠ…āŠŪે āŠšāŠ°્āŠšા āŠ•āŠ°ી āŠ›ે. āŠĩāŠģી, āŠ•્āŠŊાāŠ°ેāŠ• āŠ…āŠŪાāŠ°ી āŠŠોāŠĪાāŠĻી āŠĩ્āŠŊāŠ•્āŠĪિāŠ—āŠĪ āŠ‡āŠš્āŠ›ાāŠ“ āŠĩિāŠķે āŠŠāŠĢ āŠāŠ•āŠŽીāŠœાāŠĻે āŠœāŠĢાāŠĩ્āŠŊું āŠ›ે. āŠ­āŠēે āŠ•ોāŠˆ āŠĪેāŠĻે āŠĩāŠ°્āŠš્āŠŊુāŠ…āŠē āŠ•ે āŠ†āŠ­ાāŠļી āŠ•āŠđે, āŠŠāŠĢ āŠ āŠđāŠ•ીāŠ•āŠĪ āŠ›ે āŠ•ે āŠ†āŠœે āŠ…āŠŪે āŠˆāŠĻ્āŠŸāŠ°āŠĻેāŠŸ āŠĶ્āŠĩાāŠ°ા āŠāŠ•āŠŽીāŠœાāŠĻી āŠœિંāŠĶāŠ—ીāŠĻો āŠđિāŠļ્āŠļો āŠŽāŠĻી āŠšૂāŠ•્āŠŊાં āŠ›ીāŠ. āŠĪેāŠĻું āŠŠāŠ°િāŠĢાāŠŪ āŠ āŠ†āŠĩ્āŠŊું āŠ›ે āŠ•ે āŠ†āŠœે āŠ…āŠŪāŠĻે āŠŽંāŠĻેāŠĻે āŠ āŠĩાāŠĪ āŠļāŠŪāŠœાāŠˆ āŠ—āŠˆ āŠ›ે āŠ•ે āŠļાāŠšી āŠĶોāŠļ્āŠĪીāŠŪાં āŠ•ંāŠˆ āŠŽે āŠĶેāŠķ āŠĩāŠš્āŠšેāŠĻી āŠļીāŠŪા āŠĻāŠĄāŠĪāŠ°āŠ°ૂāŠŠ āŠŽāŠĻāŠĪી āŠĻāŠĨી. āŠ•્āŠŊાāŠ°ેāŠ• āŠŸેāŠ•āŠĻોāŠēોāŠœીāŠ•āŠē āŠĪāŠ•āŠēીāŠŦāŠĻા āŠ•ાāŠ°āŠĢે āŠĪો āŠ•્āŠŊાāŠ°ેāŠ• āŠļāŠŪāŠŊāŠĻા āŠ…āŠ­ાāŠĩ āŠ•ે āŠ…āŠĻ્āŠŊ āŠœāŠĩાāŠŽāŠĶાāŠ°ીāŠ“āŠĻા āŠ•ાāŠ°āŠĢે āŠ…āŠŪાāŠ°ા āŠļંāŠĩાāŠĶāŠŪાં āŠ…āŠĄāŠšāŠĢો āŠŠāŠĢ āŠ†āŠĩāŠĪી āŠ°āŠđી āŠ›ે. āŠ†āŠŪ āŠ›āŠĪાં, āŠ­ાāŠ°āŠĪ āŠ…āŠĻે āŠŠાāŠ•િāŠļ્āŠĪાāŠĻ āŠŽંāŠĻેāŠĻે āŠļ્āŠŠāŠ°્āŠķāŠĪા āŠđોāŠŊ, āŠĪેāŠĩા āŠĶāŠ°ેāŠ• āŠŪુāŠĶ્āŠĶાāŠ“ āŠŠāŠ° āŠ…āŠŪે āŠ…āŠŪાāŠ°ા āŠĩિāŠšાāŠ°ો āŠāŠ•āŠŽીāŠœાāŠĻે āŠœāŠĢાāŠĩāŠĩાāŠĻું āŠ•્āŠŊાāŠ°ેāŠŊ āŠšૂāŠ•āŠĪાં āŠĻāŠĨી. āŠŽંāŠĻે āŠĶેāŠķ āŠĩāŠš્āŠšેāŠĻા āŠĩિāŠĩાāŠĶ āŠ…āŠĻે āŠķાંāŠĪિāŠĻે āŠļ્āŠŠāŠ°્āŠķāŠĪા āŠ…āŠŪાāŠ°ા āŠĩિāŠšાāŠ°ોāŠĻી āŠ† āŠ†āŠŠ-āŠēે  āŠđāŠĩે āŠĪો āŠāŠ• āŠ…āŠ°્āŠĨāŠŠૂāŠ°્āŠĢ āŠĩાāŠ°્āŠĪાāŠēાāŠŠāŠŪાં āŠŠāŠ°િāŠĩāŠ°્āŠĪિāŠĪ āŠĨāŠˆ āŠšૂāŠ•ી āŠ›ે āŠ…āŠĻે āŠķાંāŠĪિāŠŪāŠŊ āŠĩાāŠĪાāŠĩāŠ°āŠĢ āŠĩિāŠ•āŠļાāŠĩāŠĩાāŠĻા āŠŠ્āŠ°āŠŊાāŠļોāŠĻા āŠ† āŠļāŠŪāŠŊāŠ—ાāŠģા āŠĶāŠ°āŠŪિāŠŊાāŠĻ āŠ…āŠŪે āŠœે āŠŽ્āŠēોāŠ— (www.nidhiandsehr.blogspot.comāŠēāŠ–āŠĪાં āŠ°āŠđ્āŠŊાં, āŠĪે āŠŽ્āŠēોāŠ—āŠŪાં āŠāŠ• āŠŪāŠđāŠĪ્āŠĩāŠŠૂāŠ°્āŠĢ āŠĶāŠļ્āŠĪાāŠĩેāŠœ āŠŽāŠĻીāŠĻે āŠļāŠšāŠĩાāŠˆ āŠ—āŠˆ āŠ›ે. āŠ…āŠŪે āŠŽંāŠĻે āŠ āŠĩાāŠĪāŠĻો āŠ–ાāŠļ āŠ–્āŠŊાāŠē āŠ°ાāŠ–ીāŠ āŠ›ીāŠ āŠ•ે āŠ…āŠŪે āŠŽંāŠĻે āŠĶેāŠķો āŠļાāŠĨે āŠļંāŠ•āŠģાāŠŊેāŠēા āŠĶāŠ°ેāŠ• āŠļāŠģāŠ—āŠĪા āŠŪુāŠĶ્āŠĶા āŠŠāŠ° āŠāŠ•āŠŽીāŠœાāŠĻો āŠĶ્āŠ°āŠ·્āŠŸિāŠ•ોāŠĢ āŠœાāŠĢāŠĪાં āŠ°āŠđીāŠ āŠ…āŠĻે āŠœેāŠĻી āŠŠāŠ° āŠļાāŠŪāŠļાāŠŪી āŠšāŠ°્āŠšાāŠ“ āŠ•āŠ°ી āŠķāŠ•ાāŠŊ, āŠĪેāŠĩા āŠŪુāŠĶ્āŠĶાāŠ“ āŠŠāŠ° āŠĪો āŠ–ાāŠļ āŠĩાāŠĶ-āŠļંāŠĩાāŠĶ āŠļાāŠ§ીāŠ, āŠœેāŠĨી āŠ…āŠŪે āŠ–āŠ°ેāŠ–āŠ° āŠķાંāŠĪિāŠ­āŠ°્āŠŊું āŠĩાāŠĪાāŠĩāŠ°āŠĢ āŠŠāŠ­ું āŠ•āŠ°āŠĩાāŠĻી āŠĶિāŠķાāŠŪાં āŠāŠ• āŠ•āŠĶāŠŪ āŠ†āŠ—āŠģ āŠĩāŠ§ી āŠķāŠ•ીāŠ.
āŠ˜āŠĢી āŠĩાāŠ° āŠāŠĩું āŠŠāŠĢ āŠŽāŠĻ્āŠŊું āŠ›ે āŠ•ે āŠŪાāŠ°ી āŠ† āŠĶોāŠļ્āŠĪ āŠļાāŠĨેāŠĻી āŠŪાāŠ°ી āŠ† āŠĩāŠ°્āŠš્āŠŊુāŠ…āŠē āŠĶોāŠļ્āŠĪીāŠĻે āŠˆāŠĻ્āŠŸāŠ°āŠĻેāŠŸāŠĻા āŠŪાāŠ§્āŠŊāŠŪāŠŪાંāŠĨી āŠŽāŠđાāŠ° āŠ•ાāŠĒીāŠĻે āŠ“āŠŦ āŠēાāŠˆāŠĻ āŠĶોāŠļ્āŠĪી āŠļુāŠ§ી āŠ†āŠ—āŠģ āŠĩāŠ§ાāŠ°āŠĩાāŠĻી āŠŪāŠĻે āŠĪાāŠĪી āŠœāŠ°ૂāŠ° āŠĩāŠ°્āŠĪાāŠˆ āŠđોāŠŊ. āŠđું āŠĪીāŠĩ્āŠ°āŠŠāŠĢે āŠˆāŠš્āŠ›ું āŠ›ું āŠ•ે āŠ­āŠĩિāŠ·્āŠŊāŠŪાં āŠđું āŠĪેāŠŪ āŠ•āŠ°ી āŠķāŠ•ું. āŠ˜āŠ°āŠŪાં āŠ•ોāŠˆ āŠĪāŠđેāŠĩાāŠ° āŠ‰āŠœāŠĩાāŠĪો āŠđોāŠŊ, ‘āŠી āŠિંāŠĶāŠ—ી’  āŠĻાāŠŪāŠĻી āŠšેāŠĻāŠē āŠŠāŠ° āŠŠાāŠ•િāŠļ્āŠĪાāŠĻી āŠĻાāŠŸāŠ• āŠ°āŠœૂ āŠĨāŠĪું āŠđોāŠŊ, āŠĪ્āŠŊાāŠ°ે āŠ…āŠĻે āŠ–ાāŠļ āŠĪો āŠŪેં ‘āŠŦિāŠē્āŠŪીāŠļ્āŠĪાāŠĻ’ āŠŦિāŠē્āŠŪ āŠœોāŠˆ, āŠĪ્āŠŊાāŠ°ે āŠĪો āŠŪāŠĻે āŠļāŠĪāŠĪ āŠāŠĩી āŠēાāŠ—āŠĢી āŠĨāŠĪી āŠ°āŠđી āŠ›ે āŠ•ે āŠ•ાāŠķ, āŠđું āŠ…āŠĻે āŠļેāŠđāŠ° āŠ† āŠŽāŠ§ા āŠļāŠŪāŠŊે āŠļાāŠĨે āŠđોāŠĪ, āŠĪો āŠ…āŠŪાāŠ°ી āŠĶોāŠļ્āŠĪીāŠĻે āŠ–āŠ°ા āŠ…āŠ°્āŠĨāŠŪાં āŠŪાāŠĢી āŠķāŠ•āŠĪ āŠ…āŠĻે āŠĶુāŠĻિāŠŊાāŠĻી āŠļāŠŪāŠ•્āŠ· āŠāŠ• āŠĶાāŠ–āŠēો āŠŽેāŠļાāŠĄāŠĪ āŠ•ે āŠ•āŠˆ āŠ°ીāŠĪે āŠ…āŠēāŠ—āŠ…āŠēāŠ— āŠĶેāŠķāŠĻી āŠŽે āŠĩ્āŠŊāŠ•્āŠĪિāŠ“ āŠĪેāŠŪāŠĻા āŠĶેāŠķāŠĻી āŠļીāŠŪાāŠ°ેāŠ–ાāŠ“āŠĻે āŠŽાāŠœુ āŠŠāŠ° āŠ°ાāŠ–ીāŠĻે āŠ–āŠ°ી āŠĶોāŠļ્āŠĪી āŠĻિāŠ­ાāŠĩી āŠķāŠ•ે āŠ›ે. āŠ…āŠŪાāŠ°ી āŠ† āŠĶોāŠļ્āŠĪી āŠđāŠĩે āŠāŠŸāŠēી āŠ—ાāŠĒ āŠŽāŠĻી āŠ—āŠˆ āŠ›ે āŠ•ે āŠđું āŠœે āŠŠāŠĢ āŠ•āŠ°ું, -āŠ•ંāŠˆāŠ• āŠēāŠ–ું, āŠ•ંāŠˆāŠ• āŠĻāŠĩું āŠ…āŠĻુāŠ­āŠĩું, āŠ•ોāŠˆ āŠĻāŠĩી āŠŦિāŠē્āŠŪ āŠœોāŠ‰ં āŠ•ે āŠ•્āŠŊાંāŠ• āŠĄિāŠĻāŠ° āŠēેāŠĩા āŠœāŠĪી āŠđોāŠ‰ં,- āŠŠāŠđેāŠēાં āŠĪો āŠđું āŠĶોāŠĄીāŠĻે āŠļેāŠđāŠ°āŠĻે āŠ† āŠŽāŠ§ું āŠœāŠĢાāŠĩāŠĩા āŠŪાāŠŸે āŠĩોāŠˆāŠļ āŠĻોāŠŸ āŠŪોāŠ•āŠēāŠĩા āŠŽેāŠļી āŠœાāŠ‰ં āŠ›ું. āŠĪેāŠĻી āŠŠાāŠ›āŠģāŠĻું āŠ•ાāŠ°āŠĢ āŠ āŠ›ે āŠ•ે āŠĪે āŠŪાāŠ°ા āŠœીāŠĩāŠĻāŠŪાં āŠ•ેāŠŸāŠēી āŠŪāŠđāŠĪ્āŠĩāŠĻી āŠĩ્āŠŊāŠ•્āŠĪિ āŠŽāŠĻી āŠ—āŠˆ āŠ›ે, āŠĪે āŠĪેāŠĻે āŠœāŠĢાāŠĩāŠĩા āŠđું āŠ–ૂāŠŽ āŠ†āŠĪુāŠ° āŠ°āŠđું āŠ›ું!
āŠ­ાāŠ°āŠĪ āŠ…āŠĻે āŠŠાāŠ•િāŠļ્āŠĪાāŠĻ āŠĩિāŠķે āŠāŠ•āŠŽીāŠœા āŠļાāŠĨે āŠĩાāŠĪો āŠ•āŠ°āŠĪાં āŠ…āŠŪāŠĻે āŠŽંāŠĻેāŠĻે āŠāŠ• āŠĩાāŠĪ āŠļāŠŪāŠœાāŠˆ āŠ—āŠˆ āŠ›ે āŠ•ે āŠŪિāŠĪ્āŠ°āŠĪાāŠ­āŠ°્āŠŊા āŠļંāŠŽંāŠ§ો āŠ•ેāŠģāŠĩāŠĩા āŠŪાāŠŸે āŠ āŠœāŠ°ૂāŠ°ી āŠĻāŠĨી āŠ•ે āŠ…āŠŪે āŠŽંāŠĻે āŠļાāŠĩ āŠļāŠ°āŠ–ી āŠœ āŠĩિāŠšાāŠ°āŠļāŠ°āŠĢી āŠ§āŠ°ાāŠĩāŠĪાં āŠđોāŠˆāŠ. āŠœāŠ°ૂāŠ° āŠĪો āŠŪાāŠĪ્āŠ° āŠ āŠœ āŠ›ે āŠ•ે āŠ…āŠŪે āŠāŠ•āŠŽીāŠœાāŠĻી āŠĩાāŠĪāŠĻે āŠ§્āŠŊાāŠĻāŠŠૂāŠ°્āŠĩāŠ• āŠļાંāŠ­āŠģીāŠ. āŠ† āŠāŠ• āŠļિāŠ§્āŠ§ાંāŠĪāŠĻા āŠŠાāŠŊા āŠŠāŠ° āŠœ āŠ…āŠŪે āŠ…āŠŪાāŠ°ી āŠĩાāŠĪāŠšીāŠĪ āŠ•āŠ°āŠĪાં āŠ°āŠđ્āŠŊાં āŠ›ીāŠ. āŠļેāŠđāŠ° āŠŪāŠĻે āŠŠાāŠ•િāŠļ્āŠĪાāŠĻ āŠĩિāŠķે, āŠĪ્āŠŊાંāŠĻા āŠ…āŠĒāŠģāŠ• āŠ•ુāŠĶāŠ°āŠĪી āŠļૌંāŠĶāŠ°્āŠŊ āŠĩિāŠķે, āŠĪેāŠĻાં āŠ•ુāŠŸુંāŠŽ, āŠŊુāŠĻીāŠĩāŠ°્āŠļીāŠŸી āŠ…āŠĻે āŠĪેāŠĻી āŠ­āŠĩિāŠ·્āŠŊ āŠ…ંāŠ—ેāŠĻી āŠŊોāŠœāŠĻાāŠ“ āŠĩિāŠķે āŠœે āŠŠāŠĢ āŠœāŠĢાāŠĩāŠĩા āŠ‡āŠš્āŠ›ે, āŠĪે āŠļાંāŠ­āŠģāŠĩાāŠŪાં āŠđું āŠ–ાāŠļ āŠ°āŠļ āŠēāŠ‰ં āŠ›ું. āŠĪેāŠĻા āŠđાāŠĨāŠĻાં āŠđુāŠĻ્āŠĻāŠ° āŠ…āŠĻે āŠ•āŠģા āŠŪāŠĻે āŠ–ૂāŠŽ āŠŠāŠļંāŠĶ āŠ†āŠĩ્āŠŊાં āŠ›ે āŠ…āŠĻે āŠđું āŠđંāŠŪેāŠķાં āŠĪેāŠĻાં āŠĩāŠ–ાāŠĢ āŠ•āŠ°āŠĪી āŠ°āŠđું āŠ›ું. āŠ†āŠŸāŠēી āŠĻાāŠĻી āŠ‰ંāŠŪāŠ°ે āŠĪે āŠœે āŠŠāŠ°િāŠŠāŠ•્āŠĩāŠĪા āŠŽāŠĪાāŠĩે āŠ›ે āŠ…āŠĻે āŠŪાāŠ°ા āŠ…āŠĻે āŠĪેāŠĻા āŠĩિāŠšાāŠ°ો āŠĪāŠĶ્āŠĶāŠĻ āŠĩિāŠ°ુāŠĶ્āŠ§ āŠđોāŠŊ, āŠĪ્āŠŊાāŠ°ે āŠŠāŠĢ āŠŪાāŠ°ી āŠĩાāŠĪāŠĻે āŠ§્āŠŊાāŠĻāŠŠૂāŠ°્āŠĩāŠ• āŠļાંāŠ­āŠģāŠĩાāŠĻી āŠœે āŠ§ીāŠ°āŠœ āŠŽāŠĪાāŠĩે āŠ›ે, āŠĪે āŠŠāŠĢ āŠŪāŠĻે āŠ–ૂāŠŽ āŠŠ્āŠ°āŠķંāŠļāŠĻીāŠŊ āŠŽાāŠŽāŠĪ āŠēાāŠ—ે āŠ›ે.
āŠĩāŠģી, āŠ­ાāŠ°āŠĪ āŠĩિāŠķે āŠĩāŠ§ુāŠĻે āŠĩāŠ§ુ āŠŪાāŠđિāŠĪી āŠŪેāŠģāŠĩāŠĩાāŠĻી āŠĪેāŠĻી āŠœિāŠœ્āŠžાāŠļાāŠĨી āŠŪāŠĻે āŠ•્āŠŊાāŠ°ેāŠ• āŠ†āŠķ્āŠšāŠ°્āŠŊ āŠĨાāŠŊ āŠ›ે, āŠŠāŠĢ āŠĪેāŠĻી āŠ† āŠœિāŠœ્āŠžાāŠļાāŠĻા āŠ•ાāŠ°āŠĢે āŠđું āŠŠāŠĢ āŠŪાāŠ°ા āŠĶેāŠķāŠĻે āŠĩāŠ§ુ āŠļાāŠ°ી āŠ°ીāŠĪે āŠ“āŠģāŠ–āŠĩા āŠēાāŠ—ી āŠ›ું. āŠķિāŠ•્āŠ·āŠĢ, āŠ°ાāŠœāŠ•ાāŠ°āŠĢ, āŠēોāŠ•āŠķાāŠđી āŠ…āŠĻે āŠ§āŠ°્āŠŪ āŠĩિāŠķે āŠāŠ•āŠŽીāŠœાāŠĻા āŠĩિāŠšાāŠ°ો āŠœાāŠĢ્āŠŊા āŠŽાāŠĶ āŠ† āŠŪāŠĻે āŠŽāŠ§ા āŠœāŠŸિāŠē āŠŪુāŠĶ્āŠĶાāŠ“ āŠ…ંāŠ—ેāŠĻા āŠŪાāŠ°ા āŠĩિāŠšાāŠ°ો āŠŠāŠ° āŠŦેāŠ°āŠĩિāŠšાāŠ°āŠĢા āŠ•āŠ°āŠĩાāŠĻી āŠ†āŠĩāŠķ્āŠŊāŠ•āŠĪા āŠœāŠĢાāŠŊ āŠ›ે. āŠđું āŠœાāŠĢું āŠ›ું āŠ•ે āŠđું āŠĪો āŠŪાāŠ°ું āŠđૈāŠŊું āŠ‰āŠēેāŠšીāŠĻે āŠŪાāŠ°ા āŠŽāŠ§ા āŠœ āŠĩિāŠšાāŠ°ો āŠĪેāŠĻે āŠ•āŠđી āŠķāŠ•ીāŠķ āŠ…āŠĻે āŠĪે āŠŪાāŠ°ી āŠĩાāŠĪ āŠļાāŠĨે āŠļંāŠŪāŠĪ āŠĻāŠđીં āŠđોāŠŊ, āŠĪો āŠŠāŠĢ āŠŪાāŠ°ી āŠĩાāŠĪ āŠļાંāŠ­āŠģāŠĩા āŠļાāŠŪે āŠĪે āŠ•ોāŠˆ āŠĩાંāŠ§ો-āŠĩિāŠ°ોāŠ§ āŠĻāŠđીં āŠ‰āŠ ાāŠĩે. āŠĪે āŠŪāŠĻે āŠ§ીāŠ°āŠœāŠŠૂāŠ°્āŠĩāŠ• āŠļાંāŠ­āŠģāŠķે āŠœ āŠ…āŠĻે āŠŠાāŠ•િāŠļ્āŠĪાāŠĻ āŠĩિāŠķે āŠđું āŠĪેāŠĻે āŠļāŠĪāŠĪ āŠļāŠĩાāŠēો āŠ•āŠ°āŠĪી āŠ°āŠđું, āŠĪો āŠĪે āŠŽāŠ§ા āŠļāŠĩાāŠēોāŠĻા āŠœāŠĩાāŠŽ āŠ†āŠŠāŠĪી āŠ°āŠđેāŠķે.
āŠđું āŠ…āŠ—ાāŠ‰ āŠŠાāŠ•િāŠļ્āŠĪાāŠĻ āŠĩિāŠķે āŠ–ાāŠļ āŠœાāŠĢāŠ•ાāŠ°ી āŠ§āŠ°ાāŠĩāŠĪી āŠĻāŠđોāŠĪી, āŠŠāŠĢ āŠļેāŠđāŠ°ે āŠŪāŠĻે āŠŠાāŠ•િāŠļ્āŠĪાāŠĻāŠĻા āŠāŠĪિāŠđાāŠļિāŠ• āŠ…āŠĻે āŠļાંāŠļ્āŠ•ૃāŠĪિāŠ• āŠĩાāŠ°āŠļાāŠĻો āŠļુંāŠĶāŠ° āŠŠāŠ°િāŠšāŠŊ āŠ†āŠŠ્āŠŊો āŠ›ે. āŠđāŠĩે āŠ•્āŠŊાāŠ°ેāŠ• āŠŪāŠĻે āŠĪેāŠĻા āŠĩāŠĪāŠĻ āŠēાāŠ°āŠ•āŠĻા āŠœāŠĩાāŠĻી āŠ‡āŠš્āŠ›ા āŠĨાāŠŊ āŠ›ે āŠ…āŠĻે āŠ•્āŠŊાāŠ°ેāŠ• āŠđું āŠœ્āŠŊાં āŠ°āŠđું āŠ›ું, āŠĪે āŠĩāŠĄોāŠĶāŠ°ા āŠķāŠđેāŠ°āŠŪાં āŠĪેāŠĻે āŠŽોāŠēાāŠĩāŠĩાāŠĻી āŠ‡āŠš્āŠ›ા āŠĨાāŠŊ āŠ›ે. āŠđું āŠāŠĩું āŠŠāŠĢ āŠંāŠ–ું āŠ›ું āŠ•ે āŠđું āŠĪેāŠĻી āŠļાāŠĨે āŠ…āŠđીં āŠ•ોāŠˆāŠ• āŠŦિāŠē્āŠŪ āŠœોāŠĩા āŠœાāŠ‰ં āŠ…āŠĨāŠĩા āŠĪો āŠĪેāŠĻે āŠ—ુāŠœāŠ°ાāŠĪી āŠĩાāŠĻāŠ—ીāŠ“āŠĻી āŠŪāŠœા āŠšāŠ–ાāŠĄું. āŠŽāŠļ, āŠĪ્āŠŊાāŠ°ે āŠ…āŠŪાāŠ°ી āŠĩāŠš્āŠšે āŠŽે āŠĶુāŠķ્āŠŪāŠĻ āŠĶેāŠķોāŠĻી āŠĶુāŠķ્āŠŪāŠĻીāŠĻો āŠ•ોāŠˆ āŠŽોāŠœ āŠĻāŠđીં āŠđોāŠŊ. āŠ…āŠŪāŠĻે āŠŽંāŠĻેāŠĻે āŠāŠ•āŠŽીāŠœાāŠĻી āŠĻāŠœીāŠ• āŠēાāŠĩāŠĻાāŠ° āŠĪો āŠ† āŠķાંāŠĪિ āŠļ્āŠĨાāŠŠāŠĻાāŠĻો āŠŠ્āŠ°ોāŠœેāŠ•્āŠŸ āŠœ āŠ›ે āŠ…āŠĻે āŠ† āŠŠ્āŠ°ોāŠœેāŠ•્āŠŸ āŠŠ્āŠ°āŠĪ્āŠŊેāŠĻી āŠ…āŠŪાāŠ°ી āŠļāŠŪāŠ°્āŠŠિāŠĪāŠĪા āŠŠāŠ° āŠœ āŠ†āŠĩāŠĻાāŠ°ા āŠĶિāŠĩāŠļોāŠŪાં āŠ…āŠŪાāŠ°ી āŠĶોāŠļ્āŠĪી āŠ•āŠŊા āŠŪાāŠ°્āŠ—ે āŠ†āŠ—āŠģ āŠœāŠķે, āŠĪેāŠĻો āŠ†āŠ§ાāŠ° āŠ°āŠđેāŠēો āŠ›ે. āŠļેāŠđāŠ° āŠŪāŠĻે āŠđંāŠŪેāŠķાં āŠ•āŠđે āŠ›ે āŠ•ે āŠĪāŠĻે āŠœે āŠ—āŠŪે, āŠĪે āŠŪāŠĻે āŠŠāŠĢ āŠ—āŠŪે. āŠŽંāŠĻે āŠĶેāŠķો āŠķાંāŠĪિāŠĻી āŠŪંāŠિāŠē āŠļુāŠ§ી āŠŠāŠđોંāŠšે, āŠĪે āŠŪાāŠŸે āŠ…āŠŪે āŠœે āŠŊાāŠĪ્āŠ°ા āŠ†āŠĶāŠ°ી āŠ›ે, āŠĪેāŠŪાં āŠ…āŠŪાāŠ°ી āŠĶોāŠļ્āŠĪીāŠĻું āŠ°ોāŠœ āŠāŠ• āŠĻāŠĩું āŠŠ્āŠ°āŠ•āŠ°āŠĢ āŠ‰āŠŪેāŠ°ાāŠĪું āŠ°āŠđે āŠ›ે āŠ…āŠĻે āŠđું āŠŪાāŠĻું āŠ›ું āŠ•ે āŠœીāŠĩāŠĻāŠŠāŠ°્āŠŊંāŠĪ āŠŸāŠ•ે, āŠĪેāŠĩી āŠŪāŠœāŠŽૂāŠĪ āŠĶોāŠļ્āŠĪીāŠĻી āŠ† āŠĪો āŠŪાāŠĪ્āŠ° āŠķāŠ°ૂāŠ†āŠĪ āŠ›ે.
āŠēેāŠ–āŠ• āŠĩિāŠķે āŠŽે āŠķāŠŽ્āŠĶો: āŠĻિāŠ§િ āŠķેāŠĻ્āŠĶૂāŠ°્āŠĻીāŠ•āŠ°-āŠĪેāŠ°ે āŠ­ાāŠ°āŠĪāŠĻી āŠĩāŠĄોāŠĶāŠ°ાāŠļ્āŠĨિāŠĪ āŠŪāŠđાāŠ°ાāŠœા āŠļāŠŊાāŠœીāŠ°ાāŠĩ āŠŊુāŠĻીāŠĩāŠ°્āŠļીāŠŸીāŠĻા āŠŠોāŠēિāŠŸીāŠ•āŠē āŠļાāŠŊāŠĻ્āŠļ āŠĄીāŠŠાāŠ°્āŠŸāŠŪેāŠĻ્āŠŸ āŠŠી.āŠāŠš.āŠĄી. āŠ•āŠ°ી āŠ°āŠđેāŠēાં āŠĩિāŠĶ્āŠŊાāŠ°્āŠĨિāŠĻી āŠ›ે. āŠ­ાāŠ°āŠĪ-āŠŠાāŠ•િāŠļ્āŠĪાāŠĻ āŠĩāŠš્āŠšેāŠĻા āŠĩિāŠĩાāŠĶāŠŪાં āŠ…ંāŠ—્āŠ°ેāŠœી āŠŠ્āŠ°ેāŠļ āŠ…āŠĻે āŠĻāŠĩાં āŠļંāŠšાāŠ° āŠŪાāŠ§્āŠŊāŠŪોāŠĻી āŠ­ૂāŠŪિāŠ•ા - āŠĪે āŠĪેāŠŪāŠĻા āŠļંāŠķોāŠ§āŠĻ āŠ…ંāŠ—ેāŠĻો āŠĩિāŠ·āŠŊ āŠ›ે.

About the Translator:

Mrs. Khyati Keyur Kharod is an experienced translator and has worked with various faculties of M S University, India and Wisconsin University, US. Her inclination towards languages made her choose translation as her profession. She has also been working with R R Sheth Publishers for the last three years. Moreover, she is also a part of the think tank called Spark Academy, in Surat, which works for the multifaceted development of children.