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Navrachana International School Vadodara (INDIA)
Nature of Language B course:
Hindi course is for the students with some previous experience
of the language. It may bestudied either Higher Level or Standard
Level. The main focus of the course of Hindilanguage in the
following language skills :
1 Receptive Skill2 Productive Skill3 Interactive Skill
1. Aims of Hindi course:
The aims of the language B (Hindi) course reflect those of group
2 listed above but are tobe defined within theparameters of the
language B syllabus. The range of contexts, purposes, language
skillsand texts to betaught are listed in “Syllabus content”. The
use of appropriate language and the breadthof
interculturalunderstanding to be demonstrated are also defined
within the syllabus content.
2. Objectives of Hindi course:
There are six assessment objectives for the language B course.
Students will be assessedon their ability to:1. communicate clearly
and effectively in a range of situations, demonstrating
linguisticcompetenceand intercultural understanding2. use language
appropriate to a range of interpersonal and/or cultural contexts3.
understand and use language to express and respond to a range of
ideas with accuracyand fluency4. organize ideas on a range of
topics, in a clear, coherent and convincing manner5. understand,
analyse and respond to a range of written and spoken texts6.
understand and use works of literature written in the target
language of study (HLonly).
IB DIPLOMA PROGRAMMEHANDOUT: A COURSE OUTLINE
Language Acquisition-SL(Information in this document is
resourced from IB subject guide and TSM)
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Syllabus Outline:
TopicsThe course comprises five topics: three from the core and
two chosen from the fiveoptions.At least two aspects must be
covered in each of the five topics that make up the
course.Additionally, at HL students must read two works of
literature.For example, a course could be structured as
follows.Topic Aspects covered
Communication and media : Advertising Bias in mediaGlobal
issues: Global warming MigrationSocial relationships: Language and
identity Social structuresHealth: Diet and nutrition Drug
abuseScience and technology: Ethics and science Impact of IT on
societyThe core and the options at both levels, as well as
literature at HL, must be studied withinthe context of
theculture(s) of the target language. The order in which the
components of both the coreand the options arepresented in this
guide is not an indication of the sequence in which they should
betaught.In addition, the suggested aspects for the core and the
options do not have defineddelimitations—theymay be interrelated
and may be perceived from more than one topic’s perspective.
Theaspects listed areneither prescriptive nor exhaustive. For
example, one can approach “drug abuse” from anumber of anglessuch
as the effect of drug addiction on the addict’s relationship with
family members, theway in whichreality TV shows address drug
addiction, the funding of initiatives to raise awareness, theeffect
of drugabuse on one’s health, athletes on performance drugs, and
the use of scientific researchto combat drugaddiction.CoreThere are
three topics in the core.• Communication and media• Global
issues
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• Social relationshipsThese three topics are compulsory at SL
and HL. Students are required to study at leasttwo aspects fromeach
core topic.
Communication and mediaHow people interact, transmit and gather
data for the purposes of information andentertainment.Possible
aspects to cover:• advertising• bias in media• censorship•
internet• mail• press• radio and television• sensationalism in
media• telephone.
Global issuesCurrent matters and future scenarios that have an
impact at a regional, national and/orinternational level,bearing in
mind that they need to be addressed from the perspectiveof the
target language’s culture(s). Possible aspects to cover:• drugs•
energy reserves• food and water• global warming, climate change,
natural disasters• globalization• international economy• migration
(rural–urban, or international)• poverty and famine• racism,
prejudice, discrimination• the effect of man on nature• the
environment and sustainability.
Social relationshipsHow people interrelate and behave—as members
of a community, individually and ingroups. Possible aspects to
cover:• celebrations, social and religious events• educational
system• language and cultural identity, or self-identity•
linguistic dominance• minorities• multilingualism• nationalism,
patriotism, fanaticism• relationships (friendship, work, family)•
social and/or political structures• social behaviours and stances•
taboos versus what is socially acceptable.
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OptionsThere are five topics in the options.• Cultural
diversity• Customs and traditions• Health• Leisure• Science and
technologyTeachers select two topics. At least two aspects must be
studied from each selection.
Cultural diversityThe ethnic, gender, racial, ideological and
socio-economic varieties within a communityof the target language.
Possible aspects to cover:• beliefs, values and norms• culinary
heritage• how culture is learned• intercultural assimilation•
interlinguistic influence• language diversity• migration•
population diversity• subcultures• the concepts of human beauty•
verbal and non-verbal communication.
Customs and traditionsThe current and past practices,
representations, expressions and knowledge that belongto a
community of the target language.Possible aspects to cover:•
celebrations, social and religious events• dress codes, uniforms•
etiquette and protocols• fashion• food• historical events• national
costumes• the arts.
HealthPhysical, mental and social well-being, as well as matters
related to illnesses.Possible aspects to cover:• concepts of beauty
and health• diet and nutrition• drug abuse• epidemics• health
services• hygiene• illnesses, symptoms of good/ill health• mental
health• physical exercise• surgery• traditional and alternative
medicine.
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LeisureThe variety of activities performed for enjoyment.
Possible aspects to cover:• Entertainment• Exhibitions and shows•
Games• Hobbies• Recreation• Social interaction through leisure•
Sports• travelling.
Science and technologyThe relationship between science and
technology, and their impact on a community ofthe target language.
Possible aspects to cover:• entertainment• ethics and science•
ethics and technology• impact of information technology on society•
natural sciences• renewable energy• scientific research• social
sciences.
Literature (HL only)Reading literature in the target language
can be an enjoyable journey into the culture(s)studied. It will
helpstudents to broaden their vocabulary and to use language in a
more creative manner,developing fluent readingskills, promoting
interpretative and inferential skills, and contributing to
interculturalunderstanding. Studentsshould understand the works in
some depth (see “Assessment objectives” number 6), butliterary
criticism assuch is not an objective of the language B course at
HL.Students are required to read two works of literature originally
written in the targetlanguage. These worksmay be from any genre, or
may both be of the same genre. They do not need to be linkedin any
way(by author, theme, period).When selecting the works, teachers
should keep in mind that students are in the processof acquiring
anadditional language. Works written with a high complexity of
language may not besuitable material.
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[Hindi B SL]Assessments Outline :
External assessment criteria—SLOverview
Paper 1Markschemes are used to assess paper 1, which is worth
25% of the overall mark.
Paper 2Assessment criteria are used to assess paper 2, which is
worth 25% of the overall mark.There are three assessment
criteria.
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Criterion A: Language• How effectively and accurately does the
student use language?
Failure to write the minimum number of words will result in a
1-mark penalty.
Marks Level descriptor
0 The work does not reach a standard described by the
descriptors below.
1–2
Command of the language is generally inadequate.
A very limited range of vocabulary is used, with many basic
errors.
Simple sentence structures are rarely clear.
3–4
Command of the language is limited and generally
ineffective.
A limited range of vocabulary is used, with many basic
errors.
Simple sentence structures are sometimes clear.
5–6
Command of the language is generally adequate, despite many
inaccuracies.
A fairly limited range of vocabulary is used, with many
errors.
Simple sentence structures are usually clear.
7–8
Command of the language is effective, despite some
inaccuracies.
A range of vocabulary is used accurately, with some errors.
Simple sentence structures are clear.
9–10
Command of the language is good and effective.
A wide range of vocabulary is used accurately, with few
significant errors.
Some complex sentence structures are clear and effective.
Criterion B: Message• How clearly can the student develop and
organize relevant ideas?
Marks Level descriptor
0 The work does not reach a standard described by the
descriptors below.
1–2
The message has not been communicated.
The ideas are irrelevant and/or repetitive.
The development of ideas is unclear; supporting details are very
limited and/or not appropriate.
3–4
The message has barely been communicated.
The ideas are sometimes irrelevant and/or repetitive.
The development of ideas is confusing; supporting details are
limited and/or notappropriate.
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5–6
The message has been partially communicated.
The ideas are relevant to some extent.
The development of ideas is evident at times; supporting details
are sometimes appropriate.
7–8
The message has been communicated fairly well.
The ideas are mostly relevant.
The development of ideas is coherent; supporting details are
mostly appropriate.
9–10
The message has been communicated well.
The ideas are relevant.
The development of ideas is coherent and effective; supporting
details are appropriate.
Criterion C: Format• How correctly does the student produce the
required text type?
• To what extent are the conventions of text types
appropriate?
Marks Level descriptor
0 The work does not reach a standard described by the
descriptors below.
1The text type is not recognizable.
Conventions appropriate to the text type are not used.
2The text type is hardly recognizable or is not appropriate.
Conventions appropriate to the text type are very limited.
3The text type is sometimes recognizable and appropriate.
Conventions appropriate to the text type are limited.
4The text type is generally recognizable and appropriate.
Conventions appropriate to the text type are evident.
5The text type is clearly recognizable and appropriate.
Conventions appropriate to the text type are effective and
evident.
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Written assignment: Receptive and written productive skills
(SL)
Assessment criteria are used to assess the written assignment,
which is worth 20% of theoverall mark.There are four assessment
criteria.
Criterion A Rationale and task 10 marks
Criterion B Organization and development 6 marks
Criterion C Language 8 marks
Total 24 marks
Criterion A: Rationale and task• How well does the student use
the rationale and the task in order to accomplish the
assignment?
– How clearly has the task been introduced in the rationale?
– How successfully does the task address the subject and aim(s)
stated in the rationale?
– How appropriate is the choice of the text type to the
task?
Marks Level descriptor
0 The work does not reach a standard described by the
descriptors below.
1–2
The student uses the rationale and the task in a limited way and
may have partiallyaccomplished the assignment.
There is little reference to the sources in the rationale.
The student has barely explained what his or her aim(s) are.
The subject is hardly relevant to the chosen sources and not
addressed in the task.
The chosen text type is inappropriate to the audience and aim(s)
stated in the rationale.
3–4
The student uses the rationale and the task in order to
accomplish the assignmentto a certain extent.
There is some reference to some of the sources in the
rationale.
The student has explained what his or her aims are but not how
he/she intends to achievethem.
The subject stated in the rationale is partially relevant to the
chosen sources or notaddressed throughout the task.
The chosen text type is not completely appropriate to the
audience and aim(s) stated inthe rationale, and is applied
inconsistently throughout the task.
5–6
The student uses the rationale and the task adequately in order
to accomplish theassignment.
All sources have been referred to but not necessarily described
in the rationale.
The student has explained what his or her aims are and how
he/she intends to achievethem.
The subject stated in the rationale is generally relevant to the
chosen sources andaddressed throughout the task.
The chosen text type is not completely appropriate to the
audience and purpose stated inthe rationale, but is applied
consistently throughout the task.
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Marks Level descriptor
7–8
The student uses the rationale and the task well in order to
accomplish theassignment.
All sources have been described in the rationale.
The student has clearly explained what his or her aim(s) are and
how he/she intends toachieve them.
The subject stated in the rationale is relevant to the chosen
sources and addressedthroughout the task.
The chosen text type is appropriate to the audience and purpose
stated in the rationale,and is applied throughout the task.
9–10
The student uses the rationale and the task effectively in order
to accomplish theassignment.
All sources have been fully described in the rationale.
The student has clearly explained what his or her aim(s) are and
how he/she intends toachieve them.
The subject stated in the rationale is focused, relevant to the
chosen sources andconsistently addressed throughout the task.
The chosen text type is appropriate to the audience and purpose
stated in the rationale,and is applied consistently throughout the
task.
Criterion B: Organization and development• How well are ideas
organized and developed?
Note: Criterion B is applied on the task only.
Marks Level descriptor
0 The work does not reach a standard described by the
descriptors below.
1–2 The organization and development of ideas is mostly
ineffective.
3–4 Ideas are organized and developed mostly effectively.
5–6 Ideas are organized and developed effectively.
Criterion C: Language• How appropriately and effectively does
the student use language in relation to the task?
Note: Criterion C is applied on the task only.
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Marks Level descriptor
0 The work does not reach a standard described by the
descriptors below.
1–2
The use of language is mostly limited.
Vocabulary is limited or is generally inappropriate to the
task.
Simple sentence structures are rarely clear.
The rhetorical devices are not used or are used
inappropriately.
3–4
The use of language is generally adequate.
Vocabulary shows range but is sometimes used inappropriately to
the task.
Simple sentence structures are clear but no complex structures
have been attempted.
There is limited use of appropriate rhetorical devices.
5–6
The use of language is appropriate and is generally
effective.
Vocabulary shows range and is mostly appropriate to the
task.
Simple sentence structures are clear but there are errors in
complex structures.
The rhetorical devices are used appropriately.
7–8
The use of language is appropriate and effective.
Vocabulary shows good range and is consistently used
appropriately to the task.
Complex sentence structures are clear and effective.
The rhetorical devices are varied and used effectively.
Internal assessment details—SLIndividual oralDuration: 8–10
minutes (plus 15 minutes of preparation)Weighting: 20%This
component is based on the options: cultural diversity, customs and
traditions, health, leisure, scienceand technology.The individual
oral is divided into two parts.
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Interactive oral activityWeighting: 10%This component is based
on the core: communication and media, global issues, social
relationships.Three interactive activities will be carried out in
the classroom during the course and assessed by the teacher.One of
these must be based on a listening activity. The highest of the
three marks will be submitted as the finalmark for the interactive
oral. Where there is only one student in the class, these
activities shouldbe carried out with the teacher.Audio recordings
of the interactive orals are not required.
Internal assessment criteria—SLOverviewInternal assessment is
worth 30% of the overall mark.Individual oralAssessment criteria
are used to assess the individual oral, which is awarded a total of
20 marks.There are two assessment criteria.
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Criterion A: Productive skillsHow successfully does the student
use the language in speech?
• How fluent and clear is the student’s speech?
• How accurate and varied is the language used?
• How much does the student’s intonation aid communication?
Marks Level descriptor
0 The work does not reach a standard described by the
descriptors below.
1–2
Command of spoken language is very limited.
The production of language is very hesitant and hardly
comprehensible.
Language is often incorrect and/or very limited.
Intonation interferes seriously with communication.
3–4
Command of spoken language is limited.
The production of language is hesitant and not always
comprehensible.
Language is often incorrect and/or limited.
Intonation sometimes interferes with communication.
5–6
Command of spoken language is fairly good.
The production of language is comprehensible and fluent at
times.
Language is sometimes correct, with some idiomatic
expressions.
Intonation does not interfere with communication.
7–8
Command of spoken language is good.
The production of language is mostly fluent.
Language is generally correct, varied and articulate.
Intonation contributes to communication.
9–10
Command of spoken language is very good.
The production of language is fluent.
Language is correct, varied and articulate; errors do not
interfere with message.
Intonation enhances communication.
Criterion B: Interactive and receptive skillsTo what extent does
the student understand and demonstrate an ability to interact in a
conversation?
• How well can the student express simple and complex ideas?
• How well can the student maintain a conversation?
Marks Level descriptor
0 The work does not reach a standard described by the
descriptors below.
1–2
Simple ideas are understood with great difficulty and
interaction is very limited.
Simple ideas and opinions are presented incoherently.
The conversation is disjointed.
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3–4
Simple ideas are understood with difficulty and interaction is
limited.
Simple ideas and opinions are presented with difficulty,
sometimes incoherently.
The conversation does not flow coherently.
5–6
Simple ideas are understood fairly well and interaction is
acceptable.
Simple ideas and opinions are generally presented clearly.
The conversation flows coherently at times but with some
lapses.
7–8
Simple ideas are understood well and interaction is good.
Simple ideas and opinions are presented clearly and coherently;
there is some difficultywith complex ideas.
The conversation generally flows coherently.
9–10
Complex ideas are understood well and interaction is good.
Both simple and complex ideas and opinions are generally
presented clearly, coherentlyand effectively.
The conversation flows coherently.
Interactive oral activityAssessment criteria are used to assess
the interactive oral activity, which is awarded a total of 10
marks.There are two assessment criteria.
Criterion A: Productive skillsHow successfully does the student
use the language in speech?
• How fluent and clear is the student’s speech?
• How accurate and varied is the language?
• How much does the student’s intonation aid communication?
Marks Level descriptor
0 The work does not reach a standard described by the
descriptors below.
1
Command of spoken language is very limited.
The production of language is very hesitant and hardly
comprehensible.
Language is often incorrect and/or very limited.
Intonation interferes seriously with communication.
2
Command of spoken language is limited.
The production of language is hesitant and not always
comprehensible.
Language is often incorrect and/or limited.
Intonation sometimes interferes with communication.
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3
Command of spoken language is fairly good.
The production of language is comprehensible and fluent at
times.
Language is sometimes correct, with some idiomatic
expressions.
Intonation does not interfere seriously with communication.
4
Command of spoken language is good. The
production of language is mostly fluent. Language
is generally correct, varied and articulate.
Intonation contributes to communication.
5
Command of spoken language is very good.
The production of language is fluent.
Language is correct, varied and articulate; errors do not
interfere with message.
Intonation enhances communication.
Criterion B: Interactive and receptive skillsTo what extent does
the student understand and demonstrate an ability to interact in a
conversation?
• How well can the student express ideas and opinions?
• How well can the student maintain a conversation?
Marks Level descriptor
0 The work does not reach a standard described by the
descriptors below.
1
Simple ideas are understood with great difficulty and
interaction is very limited.Simple ideas and opinions are presented
incoherently.
The conversation is disjointed.
2
Simple ideas are understood with difficulty and interaction is
limited.
Simple ideas and opinions are presented with difficulty,
sometimes incoherently.The conversation does not flow
coherently.
3
Simple ideas are understood fairly well and interaction is
adequate.
Simple ideas and opinions are generally presented clearly.The
conversation flows coherently at times but with some lapses.
4
Simple ideas are understood well and interaction is good.
Simple ideas and opinions are presented clearly and coherently;
there is some difficultywith complex ideas.The conversation
generally flows coherently.
5
Complex ideas are understood well and interaction is very
good.
Both simple and complex ideas and opinions are generally
presented clearly, coherentlyand effectively.The conversation flows
coherently.
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IBDP HINDI - B STANDARD LEVEL - WRITTEN ASSIGNMENT
“CORE” पर आधा रत ( थम परीक्षा - सन २०१३ म)
१. यह कायर् "CORE" स ेिलए गए तीन अलग - अलग ग ांश पर आधा रत होगा
| २. ध्यान रह ेिक ग ांश तो अलग - अलग ह गे परन्तु िवषय वस्तु एक ही
होगी अथार्त तीन ग ांश का आतं रक िवषय एक दसूरे से सम्ब होना चािहए
यानी तीन ग ांश "CORE" के एक ही िवषय तथा एक ही पहलू से संबंिधत ह तो
अ छा ह ै| जैसा िक मने इस नमूने म दशार्ने का यास िकया ह ै| अिधक
जानकारी के िलए IBO ारा कािशत Language - B Guide (First Exam 2013)
की पृ संख्या ३३ की पंि संख्या १३ से १७ दखे | ३. यह कायर् कुल २५ अंक
का होगा परन्तु इसकी भा रता (Weightage) कुल मूल्यांकन का मा २०% ही
होगी | ४. यह कायर् बा मूल्यांकन के िलए भजेा जाएगा |
इस कायर् म िव ाथ की भूिमका : १. इस काय को िव ाथ को िन िलिखत दो
भाग मर् बांटना ह : ैअ) सारांश लेखन (150-200 श द , सारांश म मुख्य प
से यह बताएँ िक इस कायर् को इस प म करने का उ े य या था और यह उ े य
कैस पे रा ू हुआ?) ब) ल ेखन कायर् (300 से 400 श द का जैसे - भाषण,
डायरी, प , रपोटर्, लेख या प - २ म यु होने वाली िकसी भी लेखन िवधा का
योग कर सकते ह ) २. इस कायर् को IBO को भेजन से े पहले फलक (Cover
sheet ) पर हस्ताक्षर |
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ग ांश : - १
चीन म चौगनु ेहुए माइ ो लॉगर Core: Communication and Media
(Aspect: Censorship)
चीन के एक थक-टक की रपोटर् के मुतािबक़ 2011 म चीन म माइ ो लॉ गग
करने वाल की सखं्या म चार गनुा बढ़ोतरी दखेी गई. चीन म वेब का इस्तेमाल
करने वाले लोग की संख्या 51.3 करोड़ ह,ै िजसम से आधे लोग न े2011 म ि
वटर जसैी ‘वीबो’ साइट का इस्तेमाल िकया | चीन के इंटरनटे नेटवकर्
इन्फ़ॉमशन सटर का कहना ह ैिक 2010 म ये संख्या 6.3 करोड़ ही थी | चीन म
माइ ो लॉ गग करने वाले लोग ने ि वटर जैसी वीबो साइट के ज़ रए िविभ िवषय
पर अपना िवरोध और िवचार िकए. कभी ाचार के िख़लाफ़ माइ ो लॉग पर आवाज़
उठाई गई, तो कभी दसूरे अपवाद और बड़ी रा ीय घटना पर. चीन की 1.3 अरब
जनसंख्या म से 38.3 ितशत जनसंख्या इंटरनेट का इस्तेमाल करती ह ै|
सरकारी िनयं ण माइ ो लॉग का इस्तमेाल करने वाल की संख्या म आई
बढ़ोतरी ने चीन शासन के िलए वेब पर िनयं ण करना मुि कल कर िदया ह ै|
िपछले साल वीबो साइट का इस्तेमाल करने वाल के िलए एक ऐितहािसक साल था.
कई बड़ी घटना ने लोग को इंटरनेट पर अपने िवचार करने के िलए ोत्सािहत
िकया | जनू 2010 म वज़ ेन दघुर्टना, लापरवाही स ेसड़क पर छोड़े गए ब े की
घटना, डािलयां और वुकान म हुए िवरोध दशर्न जैसी घटना न ेचीन म इंटरनेट
पर एक बहस छेड़ दी | िपछले साल बी जग और शाघंाई जैसे शहर म वीबो साइट
पर अपन ेही नाम से लॉग इन करना अिनवायर् कर िदया गया था | माइ ो लॉ गग
सेवा को भी आदशे िदया गया था िक वो अपनी साइट पर िलखे जान ेवाली चीज़
पर नज़र रखे और आपि जनक साम ी को तुरंत हटा द | आलोचक का कहना था िक
सरकार के िख़लाफ़ िलखने वाले लोग पर नकेल कसने के मक़सद से ये क़दम उठाया
गया था. सरकारी आंकड़ के मुतािबक़ 2010 म इंटरनेट का इस्तेमाल करने वाले
लोग की संख्या म 12.2 ितशत बढ़ोतरी दजर् की गई थी |
ोत:
http://www.bbc.co.uk/hindi/china/2012/01/120116_china_microblogging_sy.shtml
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ग ाशं : - २
‘िगर ता रय ’ पर सयंु रा न ेचीन को आड़े हाथ िलया Core:
Communication and Media (Aspect: Censorship)
संयु रा के मानवािधकार िवभाग ने चीन म एक के बाद एक लोकतं की पैरवी
करने वाले सामािजक कायर्कतार् और राजनीितक सुधार की बाद करने वाल को
जेल भेजने को ‘दभुार्ग्यपूणर् चलन’ बताया ह ै|
िपछल ेिदन चीन म चेन शी और चेन वेई सिहत कई नामी लेखक और सामािजक
कायर्कतार् को सात साल और दस साल तक की जेल की सज़ा सुनाई गई ह ै|
बीबीसी संवाददाता जोनाथन जोसे स के मुतािबक चीन के ख्यात सामािजक
कायर्कतार् चेन शी को इंटरनटे पर राजनीितक सुधार संबंधी लेख जारी करने
के जुमर् म 10 साल की सज़ा सनुाई गई ह ै|
57 वष य चेन ए ज़ी पर भी ‘उलटफेर को उकसाने वाले’ लेख िलखने का आरोप
ह ै|
चेन ए ज़ी चार्टर-आठ नाम के एक मसौद ेपर हस्ताक्षर करने वाले उन मुख
कायर्कतार् म से एक ह जो लोकतं की पैरवी करते हुए एकल पाट वस्था का
िवरोध करता ह ै|
इस समूह के सदस्य रह ेनोबल शांित पुरस्कार िवजेता िलयू िज़याबो को
भी दो साल पहले 11 साल की सज़ा सुनाई गई ह.ै राजनीितक जानकार के
मुतािबक चीनी सरकार का ये क़दम िदखाता ह ैिक लोकतं या सरकार के िखलाफ़
आवाज़ बुलंद करने वाल से खुद सरकार िकतनी डरी हुई ह ै|
अिभ ि की स्वतं ता पर सवाल
बीबीसी को िदए गए एक बयान म संयु रा के मानवािधकार िवभाग ने कहा ह
ै िक ये घटना चीन म लगातार बढ़ता हुआ ‘दभुार्ग्यपूणर् चलन’ ह ैजो चीन म
खत्म होती अिभ ि की स्वतं ता पर सवाल खड़े करता ह.ैइससे पहले
मानवािधकार के िलए लड़न ेवाले वकील गाओ िज़शग को भी नौ साल से यादा के
िलए जले भेजा जा चुका ह.ैसंयु रा के मतुािबक चीन म संयु रा के
मानवािधकार िवभाग के उ ायु निव िपल्लई ने कई बार सरकार के सामने इन मु
को लेकर आवाज़ उठाई ह.ै हालांिक चीनी सरकार का कहना ह ैिक सभी मामलो म
न्यायपािलका कानून के दायरे म रहकर िनयम के तहत फैसले कर रही ह.ै इस
बीच चीन म काम कर रह ेसामािजक कायर्कतार् और लेखक लगातार अिभ ि की
स्वतं ता के िलए संघषर् कर रह ेह.
ोत:
http://www.bbc.co.uk/hindi/china/2011/12/111227_china_un_pa.shtml
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ग ांश : - ३
लिेकन चीन म नह छपा िगलानी का बयान Core: Communication and Media
(Aspect: Censorship)
पािकस्तान की राजनीित म भूकंप लाए पािकस्तानी धानमं ी यूसुफ़ रज़ा
िगलानी के बयान को अभी तक चीन के अख़बार ने छापा ही नह ह.ै
चीन के अख़बार, ‘पीपुल्स डेली ऑनलाइन’, को िदए एक साक्षात्कार म
धानमं ी िगलानी ने कहा था िक सेना अध्यक्ष अशफ़ाक परवेज़ क़यानी और
आईएसआई मुख शुजा पाशा ने ‘ममेोगेट’ मामल ेम सरकार की अनमुित के बग़ैर
सव न्यायालय म अपने जवाब िदए, जो की ‘ग़ैर-कानूनी’ व ‘असंवैधािनक’
ह.ै
मेमोगेट िववाद की जांच एक न्याियक सिमित कर रही ह.ै ये मेमो किथत
तौर पर पािकस्तान की सरकार ने अमरीका को संबोिधत करते हुए िलखा था,
िजसम ेपािकस्तानी सेना को काबू म लाने के िलए उनसे मदद मांगी गई
थी.
धानमं ी िगलानी ने ये साक्षात्कार सोमवार को िदया था लेिकन गु वार
तक भी ‘पीपुल्स डेली ऑनलाइन’ की वेबसाइट पर छपा नह ह.ै
पािकस्तान म तनाव इस्लामाबाद म िस्थत बीबीसी संवाददाता हफ़ीज़ चाचड़
के मुतािबक धानमं ी के बयान की जानकारी पािकस्तान की समाचार एजसी
एसोिसएटेड ेस ऑफ़ पािकस्तान (एपीपी) के ज़ रए सरकारी टेलीिवज़न पी-टीवी
पर िदखाई गई. िजसके बाद इसे अन्य चैनल और अगल ेिदन सभी मुख अख़बार म
छापा गया.
इस साक्षात्कार के बाद पािकस्तान की सेना की ओर से एक बयान जारी
िकया गया िजसम धानमं ी को चतेावनी दी गई िक उनके आरोप की वजह से 'दशे
को बहुत संगीन और गंभीर प रणाम झेलने पड़ सकते ह.'
इसके बाद पािकस्तान के पूवर् धानमं ी और िवपक्षी पाट मिुस्लम लीग
नवाज़ के मुख नवाज़ शरीफ़ ने सेना और सरकार के बीच टकराव की िस्थित से
बचने के िलए तुंरत आम चुनाव कराने की मांग भी कर डाली.
वषर् 1998 म शु की गई ‘पीपुल्स डेली ऑनलाइन’ वेबसाइट को चीन की
कम्युिनस्ट पाट का आिधका रक अख़बार ‘पीपुल्स डेली’ चलाता ह.ै
ोत:
http://www.bbc.co.uk/hindi/china/2012/01/120112_china_gilani_da.shtml
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सारांश
इस कायर् को पूणर् करने के िलए म भारत दशे का ितिनिध बनकर संयु रा
सघं की सभा के िलए एक भाषण िलख रहा ँतािक संयु रा संघ को अिभ ि की
स्वतं ता िवषय पर चीन सरकार के िनणर्य की खािमय एवं इससे पूरे िव पर
पड़न ेवाले संभािवत दु भाव से प रिचत करवाते हुए इस िदशा म सकारात्मक
कायर्वाही करने की अपील कर सकँू | इस उ े य की पू त के िलए मने ग ांश
को ध्यान से पढ़ा और पाया िक इस िवषय पर म तभी िलख सकता ँजब म िव स्तर
पर चीन की िस्थित का भी ध्यान रखू ँ| िशवराम ओझा कक्षा - १२ ( हदी -
बी - एस. एल.)
-
संयु रा संघ की सभा के िलए भाषण िवषय : अिभ ि की स्वतं ता
सम्माननीय सदन, संयु रा संघ की इस सभा म म भारत का ितिनिधत्व करते
हुए म आप सबका ध्यान िव की सवार्िधक जनसंख्या एवं दसूरी सबसे तेजी से
बढ़ती अथर् वस्था वाले हमारे सम्मािनत सदस्य चीन की आंत रक नीितय की ओर
आक षत करना चाहता ,ँ जो वतर्मान म भले ही चीन से जुड़ी ह परन्तु इनके प
रणाम िनि त ही िव को भािवत करने वाले ह.
अध्यक्ष महोदय, आपके माध्यम स ेम सदन को बताना चाहता ँिक हाल ही म
चीन म माइ ो लागसर् की बढ़ रही संख्या एवं उनके ारा इंटरनेट के योग पर
चीन सरकार ारा लगी जान े वाली िविभ पाबंिदय के संदभर् म जो ख़बर बाहर आ
रही ह वे िनि त ही चता का िवषय ह. चीन म माइ ो लागसर् पी जनता की आवाज़
दबाने के िलए चीन सरकार ने जो कदम उठाए ह, बीबीसी की वेब साइट के
अनुसार वे इस कार ह.
१. चीन के मखु्य शहर म ख़ास वेब साइट पर केवल अपने नाम से ही लाग इन
करने की शतर् लगा दी गई ह.ै २. सरकार के िखलाफ़ आवाज़ उठाने वाले त य को
आपि जनक घोिषत कर िदया गया ह.ै ३. वेब साइट को ऐसी साम ी पर नज़र रखने
एवं फ़ौरन हटा दने ेके आदशे िदए गए ह.
जबिक आंकड़े कहते ह िक २०१० स ेलकेर २०११ के अंत तक महज एक साल म
चीन म माइ ो लागसर् की संख्या ६.३ करोड़ स े५१.३ करोड़ हो गई ह.ै मतलब
साफ़ ह ैिक चीन की जनता अपनी आवाज़ दिुनया तक पहुचँाना चाहती ह ै लेिकन
उस े चुप रहने के िलए िववश िकया जा रहा ह.ै अिभ ि की स्वतं ता पर
अंकुश लगाते हुए चीन म लगातार िगर ता रयां हो रही ह, चाह ेवो चेन शी ह
या चेन वई,िलय ू िजयाबो ह या गाओ िजशग सब का मुँह बंद कर िदया गया ह.ै
यहाँ तक िक संयु रा संघ के मानवािधकार आयोग ने पहले भी इसे
"दभुार्ग्यपूणर् चलन" की संज्ञा दी ह.ै इतना ही नह दसूरे दशे के मामल
को भी जनता तक नह पहुचँने िदया जा रहा ह ै इसका बड़ा उदाहरण पिकस्तान
के धानमं ी का अपने दशे की िस्थित के सम्बन्ध म "पीपल्स डेली आनलाइन"
को िदया गया साक्षात्कार ह ैजो छापा ही नह गया | िजस तरह से चीन म
आवाज़ उठान ेवाले लोग की संख्या बढ़ रही ह,ै अगर ये तथाकिथत आतं रक मामल
ेगृह यु म बदल गए तो िव स्तर पर इसके प रणाम से मुँह नह फेरा जा सकता
ह ै|
अतः भारत का अध्यक्ष महोदय के माध्यम से चीन स ेऐसी नीितय पर पुन
वचार करने का अनरुोध तो ह ैही, भारत संयु रा सघं से भी अपील करता ह ै
िक वह चीन की ऐसी नीितय के सन्दभर् म सदन म चचार् करे ........
धन्यवाद | ग ांश ोत :
1.
http://www.bbc.co.uk/hindi/china/2012/01/120116_china_microblogging_sy.shtml
2.
http://www.bbc.co.uk/hindi/china/2011/12/111227_china_un_pa.shtml
3.
http://www.bbc.co.uk/hindi/china/2012/01/120112_china_gilani_da.shtml
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िवशेष इस कायर् को करने की शतर् यह ह ैिक छा िजस िकसी िवधा म भी
अपना लेखन कायर् करता ह ैउसके लेखन की िवषय वस्तु म तीन ग ांश से ली
गयी जानका रय (आकंड़ ) का समावेश होना अिनवायर् ह ै| इसीिलए इस बात को
आप तक और भी भावी ढंग से पँहुचाने के िलए मने एक योग िकया ह ै: -
मेरे भाषण को ध्यान स ेदखे - १. भाषण म चार तरह के Font Colour ह |
कला , लाल , नीला और हरा | २. काले Font म मेरी खुद की सोच या लेखन
कला ह ै| ३. लाल Font म वे आंकड़े ह ैजो मने "ग ांश - १" म से िलए ह ै|
४. नीले Font म वे आंकड़े ह जो मने "ग ांश - २" म से िलए ह | ५. हरे
Font म वे आंकड़े ह जो मने "ग ांश - ३" म से िलए ह | अथार्त आपको छा को
े रत करना ह ैिक वह अपना कायर् इस कार से करे िक उसम तीन ग ांश की
जानका रय (आंकड़ ) का समावेश हो |
Handout_Hindi_-_B__SL.pdfHindi_-_B_Written_Assignment_SL_Sample_.pdf
