E4150 Ministry of Education Republic of Maldives Maldives Enhancing Education Development Project Environmental and Social Assessment and Management Framework March 2013 Prepared by the Ministry of Education Environmental and Social Consultant to the team - Ms. Maureen Hameed TABLE OF CONTENTS TABLE OF CONTENTS .......................................................................................................................... i ACRONYMS .......................................................................................................................................... iv EXECUTIVE SUMMARY ...................................................................................................................... v EXECUTIVE SUMMARY (DIVEHI) .................................................................................................... xi 1. INTRODUCTION ................................................................................................................................ 1 1.1 Background ................................................................................................................................... 1 1.2 Project Description........................................................................................................................ 1 1.2.1 Component One: National Level Education Development ................................................... 2 1.2.2 Component Two: School Level Education Development ..................................................... 4 1.3 Purpose of the Report.................................................................................................................... 6 1.4 Presentation of the Report ............................................................................................................. 6 2. ENVIRONMENTAL & SOCIAL BASELINE CONDITIONS .......................................................... 8 2.1 Environmental and Social Status of Maldives and Selected Islands ............................................. 8 2.1.1 Physical Environment ........................................................................................................... 8 2.1.2 Biological Environment ...................................................................................................... 15 2.1.3 Socio-Economic Profile ...................................................................................................... 17 2.2 School-Specific Site Details........................................................................................................ 18 2.2.1 Site Identification ................................................................................................................ 18 2.2.2 Site Locations...................................................................................................................... 18 2.2.3 Chronology of Sites ............................................................................................................ 18 2.2.4 Site Features ........................................................................................................................ 19 3. ENVIRONMENTAL AND SOCIAL IMPACTS OF THE PROJECT ............................................. 37 3.1 Potential Environmental Impacts ................................................................................................ 37 3.1.1 Pre-Construction and Construction Stages.......................................................................... 37 3.1.2 Operations and Maintenance Stage ..................................................................................... 39 3.2 Potential Social Impacts .............................................................................................................. 39 3.2.1 Positive Social Impacts ....................................................................................................... 39 3.2.2 Negative Social Impacts...................................................................................................... 40 4. ENVIRONMENTAL & SOCIAL SAFEGUARDS POLICIES & LEGISLATIONS ....................... 41 i 4.1 Government of Maldives Environmental and Social Policies and Legislations and Their Applicability ........................................................................................................................................... 41 4.1.1 Environment Protection and Preservation Act (Law No. 4/93) .......................................... 41 4.1.2 The Regulation on Environmental Liabilities (Regulation No. 2011/R-9) ......................... 42 4.1.3 Environmental Impact Assessment Regulation, 2007......................................................... 42 4.1.4 Byâ€?law â€? Cutting Down, Uprooting, Digging Out and Export of Trees and Palms from one island to another (Regulation No. 493) .............................................................................................. 42 4.1.5 Regulation on Mining Coral, Sand and Coral Aggregate ................................................... 43 4.1.6 Maldives Building Act (Draft 2010) and Building Code (2008) ........................................ 43 4.1.7 Landuse Planning and Management and Traditional rights to Land .................................. 43 4.2 World Bank’s Environmental and Social Safeguard Policies and Guidelines and Their Applicability ........................................................................................................................................... 44 4.2.1 OP/BP 4.01 Environmental Assessment ............................................................................. 44 4.2.2 Social Safeguards ................................................................................................................ 45 4.2.3 Environment, Health and Safety Guidelines ....................................................................... 45 5. FINDINGS OF THE PUBLIC CONSULTATIONS ......................................................................... 47 5.1 Conditions of Existing School Facilities ..................................................................................... 47 5.2 Proposed Extension Work........................................................................................................... 48 5.3 Impacts from Construction Work ............................................................................................... 48 5.4 Source of Construction Material and Labour Force .................................................................... 49 5.5 Project Implementation, Building Construction Quality and Contractor Supervision ................ 50 5.6 Aspirations Regarding the School Once Developed ................................................................... 51 6. ENVIRONMENTAL AND SOCIAL IMPACTS MITIGATION MEASURES ............................... 53 6.1 Generic Environmental and Social Mitigation Measures ........................................................... 53 6.2 Site-Specific Environmental and Social Management Plans ...................................................... 55 7. ENVIRONMENTAL AND SOCIAL MANAGEMENT FRAMEWORK ....................................... 56 7.1 Environmental and Social Screening and Consultations ............................................................ 56 7.2 Preparation, Approval and Disclosure of Site-Specific Environmental and Social Management Plans 57 7.3 Implementation of Environmental and Social Management Plans ............................................. 57 7.4 Monitoring and Reporting on Implementation Progress ............................................................. 59 APPENDICES ............................................................................................................................................ 60 Appendix A. Socio-Economic Statistics................................................................................................. 61 Appendix B. Site Locations .................................................................................................................... 73 ii APPENDIX C. Site Features .................................................................................................................. 81 APPENDIX D: List of Stakeholders Consulted ................................................................................... 106 APPENDIX E: Guidelines for Sanitation facilities, Wells, Laboratories and Asbestos Use ............... 109 E1. Guidelines for Construction of Sanitation Facilities ............................................................. 109 E2. Guidelines for Construction of Dug/Tube Wells .................................................................. 112 E3. Guidelines for Laboratories .................................................................................................. 114 E4. Guidelines on Asbestos Use in Construction ........................................................................ 116 APPENDIX F. Site-Specific Environmental and Social Management Plans ....................................... 120 F1. Muhiyiddin School, K. Villingili - Environmental and Social Management Plan..................... 121 F2. Lhaviyani Atholhu Madharusa, Lh. Kurendhoo - Environmental and Social Management Plan .......................................................................................................................................................... 128 F3. Meynaa School, N. Holhudhoo - Environmental and Social Management Plan ....................... 136 F4. Funadhoo School, Sh. Funadhoo - Environmental and Social Management Plan ..................... 144 F5. Shaviyani Atoll Thauleemee Marukaz, Sh. Komandoo - Environmental and Social Management Plan................................................................................................................................................... 152 F6. Faafu Atoll Thauleemee Marukaz, F. Nilandhoo - Environmental and Social Management Plan .......................................................................................................................................................... 159 F7. Dhaalu Atoll Thauleemee Marukaz, Dh. Meedhoo - Environmental and Social Management Plan................................................................................................................................................... 167 F8. Maamendhoo School, Ga. Maamendhoo - Environmental and Social Management Plan ........ 175 APPENDIX G. Environmental and Social Screening Format .............................................................. 183 APPENDIX H. Guidelines for Preparation of Environmental and Social Management Plans ............ 186 APPENDIX I. Provisions to be Included in Contract Documents ....................................................... 188 APPENDIX J. References .................................................................................................................... 190 iii ACRONYMS A-C Asbestos-Cement MHI Ministry of Housing AST Aboveground Storage Tank and Infrastructure BP Bank Policy MoAD Ministry of Atoll Development CBO Civil Society Organization MoE Ministry of Education Dh Dhaalu MPND Ministry of Planning and EEDP Enhancing Education National Development Development Project MQA Maldives Qualifications EPA Environmental Protection Authority Agency MVR Maldivian Rufiya EPZ Environmental Protection Zone MWSC Maldives Water and Sewerage ESA Environment and Social Company Assessment N Noonu ESAMF Environmental and Social NGO Non-Governmental Assessment and Management Organization Framework NIE National Institute of Education ESMF Environmental and Social OECD Organization for Economic Co- Management Framework operation and Development ESMP Environmental and Social OP Operational Policy Management Plan OPP Office of Projects and Programs F Faafu PAP Project Affected Person Ga Gaafu Alifu PTA Parent Teacher Association GoM Government of Maldives QA Quality Assurance GRC Grievance Redressal Committee SBPD School-Based Professional HDPE High Density Poly Ethylene Development ILO International Labour Sh Shaviyani Organization SOE State of Environment ISN Interim Strategy Note STELCO State Electric Company K Kaafu UNDP United Nations Development Lh Lahaviyani Programme MEE Ministry of Environment and UST Underground Storage Tank Energy iv EXECUTIVE SUMMARY Background Education is extremely important for the Maldives, at the current stage of development of the country, to increase the number of well-educated and qualified Maldivians. At present the country depends heavily on expensive overseas labor for management, technical and administrative jobs, as there are insufficient Maldivians with higher secondary and tertiary level qualifications to take up these jobs. The project will assist the Government of Maldives to expand secondary education and higher education to meet the rising demand for sophisticated and high-level skills from employers. The increase in the number of educated Maldivians will, in the long-term, assist the sustained economic growth of the country by enabling a greater proportion of the human capital needs of the economy to be met from the domestic labor market, thus reducing the dependence on expensive expatriate labor. The promotion of education access and quality under the project also covers the entire country, including the outer atolls. By increasing education levels in the outer atolls, the project will help to broad-base economic opportunities for young people and promote equitable economic and social development in the country. The project development objective is to enhance and strengthen strategic dimensions of education access and quality. The direct beneficiaries of the project will be approximately 70,000 school children, about 7,000 school teachers, 220 principals and 500 education managers and administrators. The indirect project beneficiaries will be the school communities of about 220 schools; the households of the 70,000 school children; the contractors of school infrastructure and suppliers of education equipment; and the academics and researchers who will receive support for research and evaluation activities. In the long-term, as the quantity and quality of school completers rises, employers and the higher education and training sectors will also benefit. Project Components The Maldives Enhancing Education Development Project (EEDP) is organized under two components: (a) national level education development; and (b) school level education development. Component One: National Level Education Development: The objective of this component is to promote strategic initiatives at the country level to strengthen and develop the education system. The following key sub-components will be supported under this component. ï‚· National Assessments of Learning Outcomes for Policy and Program Development ï‚· Management and Leadership Development in the Education Sector ï‚· Learning Environment Enrichment of Secondary Schools ï‚· Education Strategy and Program Development  A Model for Multi-Grade Teaching in Small Schools  A Model for Combined Curriculum Streams  Continuing (In-Service) Training for Untrained Teachers v  A Master Plan for Higher Education  Strengthening the Maldives Qualifications Authority Component Two: School Level Education Development: The objective of this component is to promote strategic initiatives to improve the performance of schools. The following key sub- components will be supported under this component. ï‚· School-Based Management ï‚· Modernizing Quality Assurance for School Improvement ï‚· Strengthening School-Based Professional Development for Teachers and Other School Staff ï‚· School Quality Assurance and Teacher Development Awards Purpose of the Report The main purpose of the Environmental and Social Assessment and Management Framework (ESAMF) is to identify potential environmental and social impacts based on the Environmental and Social Assessment (ESA) carried out to set up the baseline within which the project will be implemented and focusing physical activities within the first two years of the MESDP, to design measures to address these impacts and an Environmental and Social Management Framework (ESMF) to provide broad guidelines outlining measures, processes, institutional arrangements, procedures, tools and instruments that need to be adopted by the project and integrated into project implementation to mitigate any adverse environmental or social impacts. The ESAMF has been designed to be consistent with Government of Maldives environmental and social requirements and the relevant World Bank Safeguard Policies. Considering the scope of the MESDP, it has been assessed that there will not be any significant negative environmental or social impacts as a result of the project activities. Construction activities will be undertaken only on existing school premises and it is anticipated that building construction will result in minor environmental and social impacts. Hence the project has been identified as a Category B project. Potential Environmental and Social Impacts of the Project The environmental impacts are expected to be limited to (i) the management of wastes at the rehabilitation /construction sites (waste water, solid waste, rejection and elimination of wastes such as oils and paints, demolished material), soil erosion, loss of vegetation, as well as dust and noise during the works; (ii) issues around the water supply, sanitation and solid waste management in the schools; (iii) high demand of material for construction, such as wood for furniture and windows, sand, etc.; (iv) structural integrity of the facilities; and (v) issues related to use and disposal of chemicals from laboratories. In addition to new construction activities, there may be rehabilitation activities related to water proofing of roofs, replacement of broken fittings, repairing malfunctioning drainage, water and electrical installations, painting, etc. that may give rise to environmental issues. The extraction of construction material particularly sand and coral aggregates could constitute a source of adverse impacts on the natural environment. Overall environmental impacts are expected to be temporary and of minimal if appropriate mitigation and management measures are adopted. vi The anticipated social impacts during construction phase and operations phase once the buildings are in place are expected to be positive. This is considering the island communities urgent need for additional classrooms and other facilities to ensure better education system to their children. Multipurpose halls are expected to provide a venue for the island communities to hold function sand sports activities at an island and atoll level. Based on the consultations with the island communities there are no concerns with the likely increase in number of students from other islands and atolls. As it is, there are number students from other islands and atolls studying in the schools, which is an accepted practice in the Maldives. Increase in students from other islands is seen as an indication of the high quality education that is provided by the school. Applicable Environmental and Social Policies and Legislations The Government of Maldives (GOM) has various legal instruments applicable for this project including the following: ï‚· Environment Protection and Preservation Act (Law No. 4/93) ï‚· Regulation on Environmental Liabilities (Regulation No. 2011/R-9) ï‚· Environmental Impact Assessment Regulation, 2007 ï‚· Byâ€?law, Cutting Down, Uprooting, Digging Out and Export of Trees and Palms from one island to another (Regulation No. 493) ï‚· Regulation on Sand and Aggregate Mining ï‚· Regulation on Coral Mining (1990) ï‚· Building Act and Building Code ï‚· Land Use Planning and Management and Traditional Rights to Land Based on the nature and scale of the project activities will trigger only the World Bank Operational Policy (OP)/Bank Policy (BP) 4.01 on Environmental Assessment. In addition, the project is expected to follow the World Bank’s Performance Standards particularly focused on Performance Standard 2 – Labour and Working Conditions; Performance Standard 3 – Resource Efficiency and Pollution Prevention; and Performance Standard 4 – Community Health, Safety and Security related to designing of buildings, construction activities and operations and maintenance of buildings. Public Consultations As part of the Environmental and Social Assessment, consultations with the school focal point (deputy principal or principal), leading teachers and supervisors, parent-teacher association members, school board members, island council members, civil society and island communities were held regarding the project. Consultations were held in the eight islands (Lhaviyani Kurendhoo, Kaafu Villingili, Noonu Holhudhoo, Shaviyani Funadhoo, Dhaalu Meedhoo, Gaafu Alifu Maamendhoo, Faafu Nilandhoo and Shaviyani Komandoo) selected to be supported during the first two years of project implementation. vii Conditions of existing school facilities: Representatives from all islands except for K. Villingili and Sh. Komandoo expressed their concerns with regards to the poor condition and inadequacy of the school hall to hold international exams (GCSE) as well as functions and meetings at an island level. Proposed extension work: There was an overall consensus with the island council, school board and island community representatives regarding the proposed facilities and location of the extension work. The representatives also requested to minimize the building footprint and construct multiple-storeyed buildings. Impacts from construction work: According to the island council members there have been no major complaints with regards to any ongoing construction work at the islands. As such, they do not anticipate any major issues with the public with regards to the proposed extension work. However, issues, such as noise, dust, over usage of groundwater, health and safety and inadequately demarcated construction boundary as concerns that require mitigation measures. Community representatives added that World Bank and MoE should expect full cooperation from the island council and community for the project. Source of construction material and labour force: For most of the representatives from the island communities and island council, the construction material, equipment and labour force is expected to be sourced from Male’. Use of foreign labour for construction work is considered the norm for the island community and council representatives. Therefore, no concerns were raised with regards to the use of foreign labour for the project. As long as the labour force used are legal immigrants and they are supervised sufficiently no issued are expected within the island community. It was also highlighted that highlighted that community driven activities have shown a higher rate of sustainability and increased positive socio economic impacts within the island. Project implementation, building construction quality and contractor supervision: In summary, the representatives would like to be involved throughout the whole process of the project from concept design to project completion. They would especially like to be consulted during the building design phase of the project as well as during contractor evaluation. Some felt that corruption during the contractor tendering process have led to selecting contractors that have had history of bad quality work. They also felt that contractors and subcontractors often cheat and use substandard materials for their construction work. This is one of the biggest reasons why some of the buildings funded by the government had building defects and issues with building quality. There was an overwhelming request for the World Bank to closely monitor the project implementation and building quality. Aspirations regarding the school once developed: The overall aim of island communities is to increase the student enrollment. There were no concerns raised with regards to the possible influx of students from the surrounding islands within the atoll as most schools already enroll students from other islands. Environmental and Social Mitigation Measures A number of mitigation measures have been identified to be put in place as part of project implementation. These include during planning and construction phases: Well-Informed Building Planning and Designing including basic facilities structural integrity and safety; Land Protection and viii Management of Water; Waste Management; Sustainable Resource Extraction; Safe Transportation; Reducing Air Quality Impacts; Properly Located and Supervised Labour Camps; Safety Measures; Management of Dust and Noise; and Safe Decommissioning of Structures; and during operations and maintenance phase: Drinking Water Supply to the School; Sanitation Facilities Management; Waste Management; and Improve Aesthetics of the School Environment. Environmental and Social Management Framework An Environmental and Social Management Framework (ESMF) is developed to provide a process to identify, assess and mitigate potential environmental and social impacts related to physical activities proposed by the project. As part of the ESMF, based on the ESA conducted and environmental and social safeguards requirements of the GOM and the World Bank the following process has been put in place as guidance to ensure adequate level of compliance of project activities. The site selection, design, contracting, monitoring and evaluation of school construction will be undertaken by the respective education agencies at the national, atoll and island levels with the support of the island communities. The safeguard screening and mitigation process will include the following steps: The first two steps are more applicable for new schools that will be identified for improved physical facilities. All other steps are applicable for 8 schools identified for support during the first two years, as well as any new school that will be identified subsequently. Step 1 - Environmental and social screening: Environmental and social screening will be conducted at the island level, where a school has been identified to be physically developed. During the screening process, consultation should take place with stakeholders in each island, specifically focused on school authority, island/atoll council, teachers, community and civil society/non-governmental organizations based on the island. Site-specific screening will be undertaken by the MoE’s Physical Facilities Development (G) Section. Step 2 - Preparation, approvals and disclosure of site-specific Environmental and Social Management Plans (ESMPs): Information generated by the screening will feed into preparing site-specific ESMPs. In addition, all ESMPs that will be prepared by the project will be disclosed to public prior to commencing the bidding process. Site-specific ESMPs will be also prepared by the MoE’s G Section or using a consultant similar to screening. Step 3 - Implementation of ESMPs: The design requirements will need to be incorporated in finalizing the engineering designs of the proposed construction and rehabilitation activities. The construction requirements of the ESMP will have to be included as part of technical specifications to the bid documents with an item in the Bill of Quantities and provisions within the contract documents. Lastly, various good environmental practices identified should be incorporated into the school development activities post construction/operations and maintenance period. At the early stages of the project implementation, training will be provided on the implementation of ESMPs to contractors, school authorities and relevant stakeholders at the island level. While, no major complaints are envisaged through project activities, each school with the support of the island/atoll council will establish a grievance redressal system. The likely impacts due to project activities will be limited to disturbances due ix to construction-related work. The school authorities will make efforts at site level to resolve such grievances through negotiations involving island community leaders and project affected people. Incorporations of design requirements will be the responsibility of the assigned engineer of the Office of Projects and Programs (OPP) of Ministry of Housing and Infrastructure (MHI). MoE’s G Section will ensure ESMP is included in the procurement documents of construction work. Step 4 - Monitoring and reporting on ESMP implementation progress: ESMP monitoring is aimed at checking the effectiveness and relevance of the implementation of the proposed environmental and social mitigation measures. Monitoring will be conducted both at the island level, as well as national level. Overall monitoring responsibility lies with the engineer assigned by the OPP. At island level the school authority with the support of the atoll/island council and community will also monitor if the construction activities are undertaken within the agreed framework of the ESMP. x ‫)‪EXECUTIVE SUMMARY (DIVEHI‬‬ ‫ޚ ާ‬ ‫Þ? ާ‬ ‫Þ?‬ ‫ގނ ު‬ ‫ޑ ު‬ ‫އ ަ‬ ‫ަ‬ ‫މ ި‬ ‫ތ ާ‬ ‫ޢ ަ‬ ‫ރފ‬ ‫ަ‬ ‫ކ‬ ‫ނ ަ‬ ‫މ ީ‬ ‫އ ެ‬ ‫ނގ ު‬ ‫މ ު‬ ‫Þ? ީ‬ ‫ޢ ީ‬ ‫ތު‬‫އ‪ަ ،‬‬ ‫ޓ ަ‬ ‫މއ ަ‬ ‫ކ ި‬ ‫ރ ަ‬ ‫ކ ު‬ ‫ރު‬ ‫އު‬ ‫ތ ު‬ ‫ހނ ި‬ ‫ދެ‬ ‫ވ ި‬ ‫ބÞ? ި‬ ‫ދ ާ‬ ‫ޤ ި‬ ‫މ ަ‬ ‫އ ި‬ ‫Þ? ީ‬ ‫ތު‬ ‫ޢ ީ‬ ‫އ‪ަ ،‬‬ ‫ތ ަ‬ ‫ފު‬ ‫ގ ި‬ ‫ހ ު‬ ‫ރ ަ‬ ‫ގ ަ‬ ‫ޤ ެ‬ ‫ތ ަ‬ ‫ރއ ީ‬ ‫ޖ ޮ‬ ‫އތ ަ‬ ‫ރއ ެ‬ ‫ހ ާ‬ ‫ދެ‬ ‫ވ ި‬ ‫ި‬ ‫ބަ‬ ‫ޑÞ?‬ ‫އު‬ ‫މ ޮ‬ ‫ތ ަ‬ ‫ޤ ު‬ ‫ގު‬ ‫މަ‬ ‫ވު‬ ‫ތ ަ‬ ‫ކÞ? ި‬ ‫ޒފ Þ§ ަ‬ ‫ރ ަ‬ ‫ވ ީ‬ ‫އ ާ‬ ‫ދ ީ‬ ‫ދ ި‬ ‫ރ ަ‬ ‫އ ި‬ ‫ރެ‬ ‫ވ ި‬ ‫ހ ަ‬ ‫ނ ު‬ ‫ރ‪ު ،‬‬ ‫ގނ ެ‬ ‫ތ ި‬ ‫ހނ ު‬ ‫ކެ‬ ‫ވ‪ި .‬‬ ‫މެ‬ ‫ކ ެ‬ ‫މ ަ‬ ‫ހއ ު‬ ‫އއ ު‬ ‫މ ި‬ ‫ހ ަ‬ ‫ތ ާ‬ ‫އނ ި‬ ‫ރއ ެ‬ ‫ޖ ަ‬ ‫އއ ި‬ ‫ހ ާ‬ ‫ދެ‬ ‫ވ ި‬ ‫ި‬ ‫Þ? ެ‬ ‫ނ‬ ‫ތ ާ‬ ‫މި‬‫ރ ަ‬ ‫ކÞ? ު‬ ‫ކ ި‬ ‫ތ ަ‬ ‫ޒފ Þ§ ަ‬ ‫އ‪ަ ،‬‬ ‫ވ ީ‬ ‫މ ީ‬ ‫Þ?ެ‬ ‫ވ‪ި .‬‬ ‫ނ ެ‬ ‫ރނ ަ‬ ‫ކތ ެ‬ ‫ތ ި‬ ‫Þ?Þ‡ ަ‬ ‫މ ަ‬ ‫Þ? ަ‬ ‫ބދޭ ީ‬ ‫ވ ެ‬ ‫ގނ‪ި ،‬‬ ‫ރި‬ ‫ކއ ު‬ ‫ތ ެ‬ ‫ކ ެ‬ ‫ދަ‬‫ރ ު‬ ‫ޚ ަ‬ ‫ތ ަ‬ ‫ޑި‬‫ބެ‬ ‫ތ‪ޮ ،‬‬ ‫ޮ‬ ‫އ ީ‬ ‫އ‬ ‫ވ ަ‬ ‫ފ ި‬ ‫Þ?ެ‬ ‫ބ ޯ‬ ‫ރ ާ‬ ‫ަ‬ ‫ނެ‬ ‫ވ‪.‬‬ ‫ބ ު‬ ‫ބނ ެ‬ ‫Þ? ަ‬ ‫މ ެ‬ ‫ގ ަ‬ ‫ތު‬‫ނު‬ ‫ވ ަ‬ ‫ރÞ? ެ‬ ‫ވަ‬‫ގނ ާ‬ ‫Þ? ެ‬ ‫ކ ީ‬ ‫ހނ ެ‬ ‫އ ަ‬ ‫ދެ‬ ‫ވ ި‬ ‫ރ ި‬ ‫ރެ‬ ‫ވ ި‬ ‫ހ ަ‬ ‫ނ ު‬ ‫ވ ު‬ ‫ބ ެ‬ ‫ގނ ާ‬ ‫Þ? ި‬ ‫ވ ު‬ ‫ފނ ަ‬ ‫ރ ި‬ ‫ރ ެ‬ ‫ޓ ަ‬ ‫ރÞ? ީ‬ ‫ދ ާ‬ ‫ރ ަ‬ ‫އ ި‬ ‫Þ? ަ‬ ‫ކނ Þ‘ ީ‬ ‫ތ ެ‬ ‫ަ‬ ‫މ ީ‬ ‫ދނ ަ‬ ‫ތއ‬ ‫އ ު‬ ‫ެ‬ ‫ރު‬ ‫މ ެ‬ ‫ގ‬ ‫ެ‬ ‫ނ ު‬ ‫ކ ަ‬ ‫ޓÞ?‬ ‫ރ ޭ‬ ‫މ ު‬ ‫ާ‬ ‫ޒފ Þ§ ެ‬ ‫ގ‬ ‫ަ‬ ‫ވ ީ‬ ‫ރތ ަ‬ ‫ފ ާ‬ ‫ތއ‬ ‫ަ‬ ‫ރ‬ ‫ރެ‬ ‫ވ ި‬ ‫ހ ަ‬ ‫ނ ު‬ ‫ު‬ ‫ރ ެ‬ ‫ގ‬ ‫ވ ު‬ ‫ެ‬ ‫ފނ ަ‬ ‫މނ ާ‬ ‫ދ‬ ‫ދު‬‫އ ެ‬ ‫ެ‬ ‫ތު‬ ‫ކނ‬ ‫ފ ާ‬ ‫ރތ ަ‬ ‫ަ‬ ‫ޒފާދޭ‬ ‫ަ‬ ‫ވ ީ‬ ‫ކ ަ‬ ‫ރÞ?‬ ‫ރ ާ‬ ‫ހ ަ‬ ‫Þ? ު‬ ‫ދެ‬ ‫ވ ި‬ ‫އނ ި‬ ‫ތ ެ‬ ‫ރ ި‬ ‫ގ ެ‬ ‫ރު‬ ‫ޢ ެ‬ ‫މÞ? ޫ‬ ‫މ ަ‬ ‫ކ ު‬ ‫ރ ަ‬ ‫މÞ?‪ި ،‬‬ ‫ޅު‬ ‫ރ ު‬ ‫އ ާ‬ ‫ފ ާ‬ ‫މ ާ‬ ‫ދ ި‬ ‫Þ? ީ‬ ‫ތު‬ ‫ޢ ީ‬ ‫ތ ަ‬ ‫ދ ަ‬ ‫މ ީ‬ ‫ރ ަ‬ ‫އ ި‬ ‫Þ? ަ‬ ‫ކނ Þ‘ ީ‬ ‫އ‪ެ ،‬‬ ‫ޓ ަ‬ ‫ކ ި‬ ‫ދ ަ‬ ‫މÞ? ަ‬ ‫ު‬ ‫ފއ ު‬ ‫ނި‬ ‫ވ‬ ‫މެ‬ ‫ހއ ެ‬ ‫ޓ ި‬ ‫ދެ‬ ‫އ‪ެ ،‬‬ ‫މު‬ ‫ގ ަ‬ ‫ގ ި‬ ‫ރ ަ‬ ‫ބނ‪ު ،‬‬ ‫ކ ި‬ ‫ބ ު‬ ‫ގ ަ‬ ‫Þ? ަ‬ ‫މ ެ‬ ‫ވު‬‫ރު‬ ‫ތ ު‬ ‫އު‬ ‫ދ ު‬ ‫އ ަ‬ ‫ދ ި‬ ‫ހނ ެ‬ ‫ގ ަ‬ ‫ދެ‬ ‫ވ ި‬ ‫ވ ި‬ ‫ރ‪ި ،‬‬ ‫މެ‬‫ޢÞ? ު‬ ‫ދ ި‬ ‫މ ަ‬ ‫އ ި‬ ‫Þ? ީ‬ ‫ތު‬ ‫ޢ ީ‬ ‫ވ‪ަ .‬‬ ‫އެ‬ ‫ދވ Þ­ ެ‬ ‫ނ ެ‬ ‫އހީ ެ‬ ‫ވ ެ‬ ‫ެ‬ ‫ރ ަ‬ ‫ކÞ?‬ ‫ވ ަ‬ ‫މނ ަ‬ ‫ގ ަ‬ ‫ނ ި‬ ‫ކ ު‬ ‫ރ ަ‬ ‫މ Þ?‪ި ،‬‬ ‫ކތ ަ‬ ‫ތÞ? ު‬ ‫Þ?Þ‡ ަ‬ ‫ދ ަ‬ ‫މ ަ‬ ‫ތ ާ‬ ‫Þ? ީ‬ ‫އ ު‬ ‫ޤ ި‬ ‫ދ ީ‬ ‫ނ‪ި ،‬‬ ‫ވ ެ‬ ‫ގނ ާ‬ ‫ހެ‬ ‫މ ަ‬ ‫ކނ ަ‬ ‫ފ ި‬ ‫އެ‬ ‫ވ‪ި .‬‬ ‫ނ ެ‬ ‫ދވ Þ­ ެ‬ ‫ވ ެ‬ ‫ހެ‬ ‫މÞ? ެ‬ ‫އ ީ‬ ‫އ ު‬ ‫ރ ަ‬ ‫ރ ެ‬ ‫ދ ު‬ ‫ކ ި‬ ‫ތ ާ‬ ‫Þ? ީ‬ ‫އު‬ ‫ޤ ި‬ ‫ި‬ ‫ނެ‬ ‫ވ‪.‬‬ ‫ވު‬ ‫މނ ެ‬ ‫ރު‬ ‫ޑ ު‬ ‫ކ ެ‬ ‫ކަ‬‫Þ? ު‬ ‫ބ ޯ‬ ‫ރ ާ‬ ‫ވ ަ‬ ‫ނÞ? ާ‬ ‫ރނ ަ‬ ‫ތ ި‬ ‫މ ަ‬ ‫Þ?Þ‡ ަ‬ ‫ކތ ެ‬ ‫Þ? ަ‬ ‫ބދޭ ީ‬ ‫ގނ ާ‬ ‫ދ‪ި ،‬‬ ‫ވ ެ‬ ‫ރި‬ ‫ކÞ? ު‬ ‫ކ ެ‬ ‫ތެ‬ ‫ރ ު‬ ‫ދަ‬ ‫ޚ ަ‬ ‫ތ ަ‬ ‫ޑި‬ ‫ވ‪ޮ ،‬‬ ‫ބެ‬ ‫ރި‬ ‫ނނ ު‬ ‫ކ ެ‬ ‫ބ ު‬ ‫ހނ ޭ‬ ‫ދެ‬ ‫ވ ި‬ ‫ި‬ ‫މ ެ‬ ‫ގ‬ ‫ވު‬ ‫އ ު‬ ‫ރު‬ ‫ރ ެ‬ ‫ރނ ު‬ ‫ކ ި‬ ‫ޅު‬ ‫ކ ު‬ ‫ރ ަ‬ ‫ނގ ު‬ ‫ވ ު‬ ‫ރ ަ‬ ‫ފނ ަ‬ ‫ގ ެ‬ ‫Þ?ު‬ ‫މ ެ‬ ‫ތު‬ ‫ޢ ީ‬ ‫އ ަ‬ ‫ގު‬ ‫ތ ާ‬ ‫މ ި‬ ‫ބ ަ‬ ‫Þ? ި‬ ‫Þ?ު‬ ‫ތ ި‬ ‫ރ ަ‬ ‫ގ ު‬ ‫ފ ު‬ ‫މ ެ‬ ‫ނު‬‫ނގ ު‬ ‫އ ެ‬‫މ ު‬ ‫Þ?ު‬ ‫ތު‬ ‫ޢ ީ‬ ‫ދ ު‬ ‫Þ?ނ‪ަ ،‬‬ ‫ޢ ެ‬ ‫ގ ަ‬ ‫ރު‬ ‫މ ަ‬ ‫މÞ? ޫ‬ ‫ި‬ ‫Þ?ު‬ ‫މ‬ ‫ތު‬ ‫ޢ ީ‬ ‫ވ)‪ަ .‬‬ ‫Þ?ެ‬‫ކ ެ‬ ‫ޅަ‬ ‫ތ ަ‬ ‫ތ ު‬ ‫ހ ަ‬ ‫އ ޯ‬ ‫ރ ާ‬ ‫ގ ު‬ ‫ހ ި‬ ‫ބ ު‬ ‫ރ ެ‬ ‫އނ ޭ‬ ‫އ ާ‬ ‫މ ެ‬ ‫Þ? ި‬ ‫ޅ ާ‬ ‫އ ި‬ ‫ތ ު‬ ‫Þ? ަ‬ ‫އ ޮ‬ ‫މ ެ‬ ‫ވ ( ާ‬ ‫Þ?ެ‬ ‫އ ަ‬ ‫މ ެ‬ ‫ޅ ަ‬ ‫ޤ ު‬ ‫ނ ު‬ ‫މ ި‬ ‫އަ‬ ‫ވ ީ‬ ‫ވ ަ‬ ‫ފ ި‬ ‫ރި‬ ‫ކތ ަ‬ ‫ތއ ޭ‬ ‫Þ?Þ‡ ަ‬ ‫މ ަ‬ ‫ަ‬ ‫ނނ ަ‬ ‫ނÞ?‬ ‫ޒ ާ‬ ‫ވ ު‬ ‫ބނ‪ު ،‬‬ ‫Þ? ަ‬ ‫ބ ު‬ ‫މ ެ‬ ‫ގ ަ‬ ‫ވު‬ ‫ތ ު‬ ‫ރު‬ ‫އު‬‫އ ި‬ ‫ތު‬ ‫ކ ަ‬ ‫ގ ި‬ ‫ތ ު‬ ‫ޅ ަ‬ ‫އ ޮ‬ ‫އ ަ‬ ‫ރÞ? ަ‬ ‫ތ ާ‬ ‫ކ ި‬ ‫ހނ ަ‬ ‫ނެ‬ ‫އެ‬ ‫ހ ި‬ ‫އ ެ‬ ‫ޔަ‬ ‫ވ ި‬ ‫ފ ަ‬ ‫މ ެ‬ ‫Þ? ި‬ ‫ރ‪ާ ،‬‬ ‫ފނ ަ‬ ‫ވ ު‬ ‫ގ ެ‬ ‫އ ެ‬ ‫އ ޭ‬ ‫ނ ާ‬ ‫މ ި‬ ‫ނގ ު‬ ‫އ ެ‬‫ު‬ ‫އÞ? ި‬ ‫މ‬ ‫ޤ ަ‬ ‫ޢ ަ‬ ‫ތ ަ‬ ‫ރއ ީ‬ ‫ތ ާ‬ ‫މ ީ‬ ‫އ ު‬ ‫ޖ ި‬ ‫ދ ި‬ ‫ދ ަ‬ ‫އ ި‬ ‫ތ ާ‬ ‫Þ? ީ‬ ‫އ ު‬ ‫ޤ ި‬ ‫ނ ާ‬ ‫ވ ި‬ ‫ރެ‬ ‫މއ ު‬ ‫ކ ު‬ ‫ތު‬ ‫އ ަ‬ ‫ތފ Þ§ ު‬ ‫ކ ާ‬ ‫މ ި‬ ‫މ ަ‬ ‫ހ ަ‬ ‫މ ަ‬ ‫ހ ަ‬ ‫ަ‬ ‫ހެ‬ ‫ވ‪،‬‬ ‫ަ‬ ‫ފ ި‬ ‫Þ?ު‬ ‫ތ ަ‬ ‫ތއ‬ ‫ފ ު‬ ‫ރ ަ‬ ‫ު‬ ‫ދ‬ ‫ތ ާ‬ ‫Þ? ީ‬ ‫ޤި‬‫އ ު‬ ‫ި‬ ‫އެ‬ ‫ވ‪.‬‬ ‫ވ ެ‬ ‫ދެ‬ ‫އހީ ެ‬ ‫ވ ެ‬ ‫Þ?Þ‚ ެ‬ ‫ގ ަ‬ ‫ޢ ެ‬ ‫ދ ު‬ ‫ރު‬ ‫ަ‬ ‫މÞ? ޫ‬ ‫މ ެ‬ ‫ގ‬ ‫Þ?ު‬ ‫ތު‬ ‫ޢ ީ‬ ‫އ ަ‬ ‫އ ާ‬ ‫އ ި‬ ‫ގ ި‬ ‫މ ަ‬ ‫ތު‬‫ގު‬ ‫ބ ަ‬ ‫Þ? ި‬ ‫ތ ި‬ ‫Þ?ު‬‫ރ ަ‬ ‫ފ ު‬ ‫މ ެ‬ ‫ގ ު‬ ‫ނު‬ ‫އ ެ‬ ‫ނގ ު‬ ‫Þ?ު‬ ‫މ ު‬ ‫ތު‬ ‫ޢ ީ‬ ‫ކ‪ަ ،‬‬ ‫Þ? ަ‬ ‫މޤ ަ‬ ‫ދ ީ‬ ‫ޑ ަ‬ ‫ގނ ު‬ ‫އ ަ‬ ‫ގ ަ‬ ‫މ ި‬ ‫މ ެ‬ ‫ރު‬‫ކ ެ‬ ‫ޤު‬ ‫ޢ ަ‬ ‫ތ ަ‬ ‫ރއ ީ‬ ‫ރު‬‫މÞ? ޫ‬ ‫މ ަ‬ ‫ި‬ ‫މެ‬ ‫ވ‪.‬‬ ‫ރެ‬ ‫ދ ު‬ ‫ކ ު‬ ‫ރ ަ‬ ‫ގ ަ‬ ‫ކ Þ?‪ަ ،‬‬ ‫ވ ު‬ ‫ތ ު‬ ‫އު‬ ‫ރ ޮ‬ ‫ވ ު‬ ‫ރ ަ‬ ‫ތއ ި‬ ‫މނ ަ‬ ‫ޖ ި‬ ‫ތ ާ‬ ‫ރ ީ‬ ‫އÞ? ި‬ ‫ގ ޭ‬ ‫ޅ ި‬ ‫އ ު‬ ‫ވ ާ‬ ‫ރ ި‬ ‫ފނ ަ‬ ‫ެ‬ ‫ދނ‪،‬‬ ‫ކÞ? ‪ 07777‬Þ? ޫ‬ ‫ކÞ? ު‬ ‫ކ ި‬ ‫ޑ ަ‬ ‫ގތ ަ‬ ‫ގނ ަ‬ ‫ކ‪ާ ،‬‬ ‫ތ ަ‬ ‫ކ ީ‬ ‫ރތ ަ‬ ‫ފ ާ‬ ‫ނ ަ‬ ‫ގނ ާ‬ ‫ދ ެ‬ ‫ބ ެ‬ ‫Þ? ި‬ ‫އ ާ‬ ‫ދ ި‬ ‫ތު‬ ‫ކނ ަ‬ ‫ފ ި‬ ‫ދ ޮ‬ ‫ގ ަ‬ ‫Þ? ާ‬ ‫ބ ު‬ ‫ބނ‪ީ ،‬‬ ‫Þ? ަ‬ ‫ޢ ެ‬ ‫ގ ަ‬ ‫ރު‬ ‫މ ަ‬ ‫މÞ? ޫ‬ ‫ި‬ ‫ރ‬ ‫ހނ ު‬ ‫ގނ ެ‬ ‫ތ ި‬ ‫ދ ި‬ ‫ރ ަ‬ ‫އ ި‬ ‫އ ާ‬ ‫ދ ީ‬ ‫ރ ެ‬ ‫ގ ‪ި 077‬‬ ‫އ ާ‬ ‫މ ާ‬ ‫ދ ި‬ ‫Þ?ު‬ ‫ތު‬ ‫ޢ ީ‬ ‫ަ‬ ‫ދ‬ ‫Þ?Þ‚ ަ‬ ‫އ ި‬ ‫ޕ ު‬ ‫Þ? ަ‬ ‫ރނ ި‬ ‫Þ?ނ‪ 227 ،‬ޕ ި‬ ‫ރ ު‬ ‫މ ަ‬ ‫ދއ ި‬ ‫ކÞ? ު‬ ‫‪ 0777‬Þ? ޫ‬ ‫ދ ާ‬ ‫ވ‬ ‫ދ ު‬ ‫ނ‪ަ 227 ،‬‬ ‫އ ަ‬ ‫މ ެ‬ ‫ނ ީ‬ ‫ހ ެ‬ ‫ގ ި‬ ‫އ ި‬ ‫ކ ަ‬ ‫ތު‬ ‫ފ ާ‬ ‫ރތ ަ‬ ‫ނ ަ‬ ‫ގނ ާ‬ ‫ދ ެ‬ ‫ބ ެ‬ ‫Þ? ި‬ ‫އ ާ‬ ‫ދ ި‬ ‫ބނ ަ‬ ‫ފ ި‬ ‫Þ? ަ‬ ‫ބ ު‬ ‫ގ ަ‬ ‫ޢ ެ‬ ‫ރު‬ ‫މ ަ‬ ‫މÞ? ޫ‬ ‫ގު‬ ‫ތނ ި‬ ‫ދ ޮ‬ ‫Þ? ާ‬ ‫ވ‪ު .‬‬ ‫ނ ީ‬ ‫ކެ‬ ‫ރތ ަ‬ ‫ތ ަ‬ ‫ފ ާ‬ ‫ަ‬ ‫މ ެ‬ ‫ގ‬ ‫ޓު‬ ‫މެ‬ ‫ހއ ު‬ ‫ދެ‬ ‫ރތ ޮ‬ ‫ކÞ? ެ‬ ‫މ ާ‬ ‫އ ާ‬ ‫Þ? ަ‬ ‫ތއ‪ ،‬Þ? ޫ‬ ‫ކÞ? ި‬ ‫ބ ީ‬ ‫ގ ި‬ ‫ވ ެ‬ ‫ގނ ާ‬ ‫ވ ޭ‬ ‫Þ?ި‬ ‫އު‬ ‫ކ ެ‬ ‫ރނ ެ‬ ‫ވ ު‬ ‫ރަ‬ ‫ކÞ? ަ‬ ‫ދ ި‬ ‫ޓÞ?‪ 07777 ،‬Þ? ޫ‬ ‫ނ ީ‬ ‫ކު‬ ‫މ ި‬ ‫Þ? ޫ‬ ‫ކÞ? ޮ‬ ‫އ‬ ‫Þ?ަ‬ ‫ތ ާ‬ ‫ކ ި‬ ‫ރ ާ‬ ‫ދ ާ‬ ‫އ ި‬ ‫ދ ި‬ ‫ޔރÞ?Ø› ަ‬ ‫Þ?Þ• ަ‬ ‫Þ? ާ‬ ‫ކއދޭ ަ‬ ‫މނޓ ÞŠ Þ¯ ު‬ ‫ރ ޮ‬ ‫ވޕ ަ‬ ‫ކި‬‫އު‬ ‫މ ި‬ ‫Þ? ީ‬ ‫ތު‬ ‫ޢ ީ‬ ‫އ ަ‬ ‫ޓރÞ? ާ‬ ‫އ ި‬ ‫ރކ ާ‬ ‫ރ ޮ‬ ‫ކނޓ ެ‬ ‫ކތ ަ‬ ‫ތއ ު‬ ‫ކ ާ‬ ‫މ ަ‬ ‫Þ?Þ‡ ަ‬ ‫ަ‬ ‫އ‪،‬‬ ‫މު‬ ‫ގ ަ‬ ‫ގ ި‬ ‫ރ ަ‬ ‫ކެ‬ ‫ވ‪ު .‬‬ ‫ކ ި‬ ‫ރތ ަ‬ ‫ތެ‬ ‫ރ ަ‬ ‫ފ ާ‬ ‫ކ ާ‬ ‫Þ?ު‬‫ރ ާ‬ ‫ދ ާ‬ ‫އ ި‬ ‫ރނ ާ‬ ‫ނ ި‬ ‫މެ‬ ‫ވ ި‬ ‫ޢÞ? ު‬ ‫ދ ެ‬ ‫ނ ި‬ ‫ގނ ާ‬ ‫ބ ެ‬ ‫Þ?Þ•Þ¯ÞƒÞ“ ި‬ ‫Þ? ި‬ ‫މÞ? ަ‬ ‫ގ ަ‬ ‫ހނ ު‬ ‫ކތ ަ‬ ‫ތއ ި‬ ‫ހނ ަ‬ ‫މ ަ‬ ‫Þ?Þ‡ ަ‬ ‫ނެ‬ ‫އެ‬ ‫ހ ި‬ ‫ެ‬ ‫‪xi‬‬ ‫ޒފާދޭ‬ ‫ބނ‪ަ ،‬‬ ‫ވ ީ‬ ‫ބ ު‬ ‫ަ‬ ‫Þ? ަ‬ ‫މ ެ‬ ‫ގ‬ ‫ވު‬‫ތު‬ ‫ވ ު‬ ‫ރ ަ‬ ‫މ ި‬ ‫މ ެ‬ ‫ފނ ަ‬ ‫Þ? ީ‬ ‫ތު‬ ‫ޢ ީ‬ ‫ރނ ެ‬ ‫ގ ަ‬ ‫ރަ‬ ‫ވ ު‬ ‫ވ‪ަ ،‬‬ ‫ދ ި‬ ‫ރެ‬‫ތ ު‬ ‫އު‬ ‫އ ަ‬ ‫ދ ު‬ ‫ދ ި‬ ‫ރނ ެ‬ ‫ގ ަ‬ ‫ވ ު‬ ‫ރަ‬ ‫ނއ ާ‬ ‫މ ަ‬ ‫ދ ި‬ ‫ި‬ ‫Þ? ޫ‬ ‫ކÞ?‬ ‫އެ‬ ‫ވ‪.‬‬ ‫ނ ެ‬ ‫ގނ ާ‬ ‫ދ ެ‬ ‫ބ ެ‬ ‫Þ? ި‬ ‫އ ާ‬ ‫ދ ި‬ ‫ވÞ? ަ‬ ‫ފ ި‬ ‫ކÞ? ެ‬ ‫ރތ ަ‬ ‫ތ ަ‬ ‫ފ ާ‬ ‫ކއދޭ ަ‬ ‫ރ ު‬ ‫ނ ÞŠÞ¯ ު‬ ‫ރ ޮ‬ ‫ދ ަ‬ ‫ތމ ީ‬ ‫މ ަ‬ ‫އ ި‬ ‫Þ? ީ‬ ‫ތު‬ ‫ޢ ީ‬ ‫ތ ަ‬ ‫އ‪ަ ،‬‬ ‫މ ީ‬ ‫ތ ާ‬ ‫ކ ި‬ ‫ފ ާ‬ ‫ރތ ަ‬ ‫ަ‬ ‫އ ަ‬ ‫ތއ‬ ‫ޢ ެ‬ ‫ގ ަ‬ ‫ބ ި‬ ‫ރު‬ ‫ަ‬ ‫މÞ? ޫ‬ ‫ނ ެ‬ ‫ދ‬ ‫އ ާ‬ ‫ވ ީ‬ ‫ބ ެ‬ ‫ވ ަ‬ ‫ފ ި‬ ‫ތ ު‬ ‫ތ ު‬ ‫ރ ީ‬ ‫ޕ) ަ‬ ‫އ‪.‬ޑީ‪ީ .‬‬ ‫އ‪ީ .‬‬ ‫މނޓ Þ• ޮ‬ ‫ރ ެ‬ ‫ޖކޓ" ( ީ‬ ‫ވ ޮ‬ ‫Þ?Þ• ަ‬ ‫ޑެ‬ ‫ކ ަ‬ ‫Þ?Þ‚ ި‬ ‫އ ޭ‬ ‫ޑު‬ ‫Þ?Þ‚ÞŽ ެ‬ ‫އި‬ ‫އނ ާ‬ ‫ހނ ި‬ ‫ޑވÞ? ެ‬ ‫"Þ‹ Þ‰Þ¯Þ? ި‬ ‫ަ‬ ‫މެ‬ ‫ވ‪.‬‬ ‫ކ ު‬ ‫ރ ެ‬ ‫ޤު‬ ‫ތ ަ‬ ‫ރއ ީ‬ ‫Þ?ު‬ ‫މ ަ‬ ‫ތު‬ ‫ޢ ީ‬ ‫އ ަ‬ ‫ރއ ަ‬ ‫ގ ި‬ ‫ވ ެ‬ ‫ކÞ? ެ‬ ‫ފނ ަ‬ ‫ކ ު‬ ‫ރނ؛ (Þ?) Þ? ޫ‬ ‫ޤު‬ ‫މ ަ‬ ‫ތ ަ‬ ‫ރއ ީ‬ ‫Þ?ު‬ ‫ތު‬ ‫ޢ ީ‬ ‫އ ަ‬ ‫ރއ ަ‬ ‫ގ ި‬ ‫ފނ ަ‬ ‫ވ ެ‬ ‫މ ެ‬ ‫ޤ ު‬ ‫އ ީ‬ ‫ވ؛ (Þ€) ަ‬ ‫Þ?ެ‬‫ކ ެ‬ ‫ޔ ަ‬ ‫ބ ަ‬ ‫ަ‬ ‫ދ ޮ‬ ‫ކÞ?‬ ‫ރ ަ‬ ‫ގ ަ‬ ‫ވ ު‬ ‫ޒމ ަ‬ ‫ނ ާ‬ ‫Þ? ީ‬ ‫މ ި‬ ‫ތު‬ ‫ޢ ީ‬ ‫ކ ަ‬ ‫މގ ަ‬ ‫Þ? ަ‬ ‫ދ ީ‬ ‫ޑ ަ‬ ‫އ ަ‬ ‫ގނ ު‬ ‫ރނ ‪ަ :‬‬ ‫މ ި‬ ‫ކ ު‬ ‫ރ Þ‡Þ¤ Þ© ު‬ ‫ތ ަ‬ ‫ޢÞ? Þ© ު‬ ‫މ ަ‬ ‫ތު‬‫އ ަ‬ ‫ރއ ަ‬ ‫ގ ި‬ ‫ފނ ަ‬ ‫ވ ެ‬ ‫ޤު‬ ‫އމ Þ© ެ‬ ‫އ ‪ަ :‬‬ ‫ނ ަ‬ ‫ބ ި‬ ‫‪ަ 1‬‬ ‫ވ ަ‬ ‫ގނ ާ‬ ‫ވ‬ ‫ވ ެ‬ ‫Þ?ި‬‫ކ ެ‬ ‫އު‬‫ެ‬ ‫އ‬ ‫އ ަ‬ ‫ގ ި‬ ‫މ ަ‬ ‫ބ ި‬ ‫ި‬ ‫މެ‬ ‫ވ‪.‬‬ ‫ވ ެ‬ ‫ރު‬‫އ ު‬ ‫ރ ެ‬ ‫ު‬ ‫ކ ި‬ ‫ނ ު‬ ‫ގނ‬ ‫އÞ? ެ‬ ‫ި‬ ‫ޖ‬ ‫ތ ާ‬ ‫ރ ީ‬ ‫އÞ? ި‬ ‫ި‬ ‫ގ ި‬ ‫އ‬ ‫ރ ަ‬ ‫ވ ު‬ ‫ފނ ަ‬ ‫ެ‬ ‫އ ީ‬ ‫މ‬ ‫އ‪ަ ،‬‬ ‫ޤ ު‬ ‫ޓ ާ‬ ‫ކ ި‬ ‫ކ ު‬ ‫މÞ? ަ‬ ‫ރ ަ‬ ‫ޤު‬ ‫ތ ަ‬ ‫ރއ ީ‬ ‫ަ‬ ‫އެ‬ ‫ވ‪.‬‬ ‫ނ ެ‬ ‫މ ަ‬ ‫ވ ީ‬ ‫އ ި‬ ‫ގ ި‬ ‫ރ ަ‬ ‫ތ ީ‬ ‫ރމ ަ‬ ‫ތއ ި‬ ‫ގ ާ‬ ‫ރު‬‫ޕ ޮ‬ ‫ޖަ‬ ‫ތÞ?‬ ‫ތ ާ‬ ‫ވ ަ‬ ‫ނ ީ‬ ‫Þ?Þ? ާ‬ ‫ޙ ި‬ ‫މނ ާ‬ ‫ނު‬ ‫އ ެ‬ ‫ނގ ު‬ ‫Þ?ު‬ ‫މ ު‬ ‫ތު‬ ‫ޢ ީ‬ ‫އ ަ‬ ‫ރ Þ‡Þ– Þ­ ަ‬ ‫އ‪ާ ،‬‬ ‫ގ ި‬ ‫ކ ި‬ ‫މÞ? ަ‬ ‫ރ ަ‬ ‫ޓ ަ‬ ‫ކ ު‬ ‫ޤ ު‬ ‫ތ ަ‬ ‫ރއ ީ‬ ‫ތއ ަ‬ ‫ތ ަ‬ ‫Þ?ު‬‫ޔ ަ‬ ‫Þ? ާ‬ ‫އ ި‬ ‫މަ‬ ‫ތ ާ‬ ‫ކ ި‬ ‫ގ ާ‬ ‫ރު‬ ‫ޕ ޮ‬ ‫ރ ު‬ ‫‪‬‬ ‫ކ ު‬ ‫ރނ‬ ‫Þ?ު‬‫ރ ާ‬ ‫ދ ާ‬ ‫އ ި‬ ‫ވ ެ‬ ‫ރÞ? ަ‬ ‫ގ ި‬ ‫މ ެ‬ ‫ފނ ަ‬ ‫ޤު‬ ‫ޢ ީ‬ ‫ަ‬ ‫ކ ު‬ ‫ރނ‬ ‫ޤު‬ ‫ރÞ?Þ• ަ‬ ‫ތ ަ‬ ‫ރއ ީ‬ ‫Þ? Þ‘Þ§ ި‬ ‫އ ީ‬ ‫ރ ަ‬ ‫ކ ާ‬ ‫މ ި‬ ‫ގނ ެ‬ ‫ތ ި‬ ‫ހނ ު‬ ‫ގ ި‬ ‫އ‪ި ،‬‬ ‫އ ާ‬ ‫ރ ަ‬ ‫މ ާ‬ ‫ދ ި‬ ‫Þ? ީ‬ ‫ތު‬ ‫ޢ ީ‬ ‫ަ‬ ‫‪‬‬ ‫ކ ު‬ ‫ރނ‬ ‫ޤު‬ ‫Þ? ަ‬ ‫ތ ަ‬ ‫ރއ ީ‬ ‫ހ ު‬ ‫އ ު‬ ‫Þ?‪ާ /‬‬ ‫މ ަ‬ ‫ގ ެ‬ ‫ވ ި‬ ‫ނު‬ ‫މ ެ‬ ‫އ ެ‬ ‫ގ ު‬ ‫އÞ? ު‬ ‫މ ު‬ ‫އ ި‬ ‫ކ ަ‬ ‫ގ ި‬ ‫ތު‬‫ކÞ? ަ‬ ‫ރ Þ? ޫ‬ ‫Þ? ަ‬ ‫ކނ Þ‘ ީ‬ ‫ެ‬ ‫‪‬‬ ‫ރނ‪:‬‬ ‫ޤ ު‬ ‫ކ ު‬ ‫ރއ ީ‬‫ތ ަ‬ ‫ރމ ަ‬‫ގ ާ‬‫ރ ު‬ ‫ދ Þ• ޮ‬ ‫އ ި‬‫ޖ ަ‬ ‫ރ ީ‬‫ތ ާ‬ ‫އÞ? ި‬‫މ ި‬ ‫Þ? ީ‬ ‫ތު‬ ‫ޢ ީ‬ ‫ަ‬ ‫‪‬‬ ‫ވ ު‬ ‫Þ?ނ؛‬ ‫ކ ަ‬ ‫Þ? ާ‬ ‫އު‬ ‫ޑÞ? ެ‬ ‫އއ ެ‬ ‫މ ަ‬ ‫މ ެ‬ ‫ގ ޮ‬ ‫ނު‬‫ދ ު‬ ‫އ ި‬ ‫ޔަ‬ ‫ވ ި‬ ‫ކ ަ‬ ‫އÞ? ި‬ ‫ރޑ ަ‬‫ގ ޭ‬ ‫ޓ‪ު -‬‬‫މÞ? ި‬‫އ ަ‬ ‫ގ ި‬ ‫ކ ަ‬ ‫ތު‬ ‫Þ? ަ‬ ‫ކ ު‬‫ޑ Þ? ޫ‬ ‫ކަ‬ ‫‪ު o‬‬ ‫ވ ު‬ ‫Þ?ނ؛‬ ‫Þ? ާ‬ ‫އު‬ ‫ކ ަ‬ ‫ޑÞ? ެ‬ ‫އއ ެ‬ ‫ގ Þ‰Þ® ަ‬ ‫ތު‬ ‫ކ ެ‬ ‫ރު‬ ‫މަ‬ ‫އ ާ‬ ‫ވ Þ?Þ“ ީ‬ ‫އ ަ‬ ‫ފ ި‬ ‫Þ? ި‬ ‫Þ?Þ‰ ެ‬ ‫ކÞ? ަ‬ ‫އއ ޮ‬ ‫ކު‬ ‫އ ަ‬ ‫ކ ަ‬ ‫ރ ި‬ ‫‪ަ o‬‬ ‫އ ި‬ ‫ނނގ‬ ‫Þ?Þ‚ ަ‬ ‫ނ Þ?‪ ،‬ޓ ެ‬ ‫ރ ި‬ ‫ރ ު‬ ‫މ ަ‬ ‫ދއ ި‬ ‫ބ ު‬ ‫ބ ި‬ ‫ތ ި‬ ‫ނ ި‬ ‫Þ? ި‬ ‫އނނގ ު‬ ‫ވ‪ ،‬ޓ ެ‬ ‫ރ ި‬ ‫ދ ާ‬ ‫ވު‬ ‫މނ ެ‬ ‫ގނ ަ‬ ‫ދއ ަ‬ ‫ޔ ާ‬ ‫ކ ަ‬ ‫ވ ެ‬ ‫ހ ު‬ ‫ރ ި‬ ‫މ ާ‬ ‫‪ި o‬‬ ‫ދު‬ ‫އނ؛‬ ‫ރ ަ‬ ‫އÞ? ެ‬ ‫ގނ ި‬ ‫ދ ު‬ ‫ނނ ު‬ ‫ކ ި‬ ‫ި‬ ‫ވ ު‬ ‫Þ?ނ؛‬ ‫Þ? ާ‬ ‫އު‬ ‫ކ ަ‬ ‫އއ ެ‬ ‫މރÞ? ާ‬ ‫ގ ާ‬ ‫ޓ Þ•Þ?Þ­Þ‚ ެ‬ ‫Þ?ު‬ ‫މ ެ‬ ‫ތު‬ ‫ޢ ީ‬ ‫ތ ަ‬ ‫‪ަ o‬‬ ‫މ ީ‬ ‫ކ ު‬ ‫ރނ‪.‬‬ ‫ދު‬ ‫ރ ަ‬ ‫ގ ަ‬ ‫ވ ު‬ ‫ޓ ަ‬ ‫ރ ީ‬ ‫ތ ި‬ ‫ކ ަ‬ ‫Þ?Þ‚ ޮ‬ ‫އ ޯ‬ ‫ފ ޭ‬ ‫Þ?ި‬ ‫ޑވÞ? ޮ‬ ‫ކ ި‬ ‫‪ o‬މޯÞ? ި‬ ‫އ‪،‬‬ ‫ގ ާ‬ ‫މ ި‬ ‫ހނ ު‬ ‫ކ ެ‬ ‫ތު‬ ‫ގ ި‬ ‫ކÞ? ަ‬ ‫Þ? ޫ‬ ‫ކ‬ ‫Þ? ަ‬ ‫މގ ަ‬ ‫ދ ީ‬ ‫އ ަ‬ ‫ގނޑ ަ‬ ‫ރނ‪ަ :‬‬ ‫މ ި‬ ‫ރ Þ‡ÞŽ Þ© ު‬ ‫ކ ު‬ ‫މ ަ‬ ‫ތ ަ‬ ‫ތު‬ ‫ޢÞ? Þ© ު‬ ‫އ ަ‬ ‫ރަ‬ ‫ގ ި‬ ‫ވ ު‬ ‫އ ‪ :‬Þ? ޫ‬ ‫ފނ ަ‬ ‫ކÞ? ެ‬ ‫ނ ަ‬ ‫ބ ި‬ ‫‪ަ 2‬‬ ‫ވ ަ‬ ‫ގ ާ‬ ‫ރމ ަ‬ ‫ތއ‬ ‫ރު‬ ‫ގނ ާ‬ ‫ވ Þ• ޮ‬ ‫ވ ެ‬ ‫Þ?ި‬‫ކ ެ‬ ‫އު‬‫އ ެ‬ ‫އ ަ‬ ‫ގ ި‬ ‫މ ަ‬ ‫ބ ި‬ ‫މެ‬ ‫ވ‪ި .‬‬ ‫ރު‬ ‫ވ ެ‬ ‫ރ ެ‬ ‫އ ު‬ ‫ނ ު‬ ‫ގނ ު‬ ‫ކ ި‬ ‫އÞ? ެ‬ ‫ޖ ި‬ ‫ތ ާ‬ ‫ރ ީ‬ ‫އÞ? ި‬ ‫ޓ ަ‬ ‫ކ ި‬ ‫އ ި‬ ‫މÞ? ަ‬ ‫ރ ަ‬ ‫ކ ު‬ ‫ޅ ު‬ ‫ނގ ު‬ ‫ރ ަ‬ ‫ތއ ަ‬ ‫ޖަ‬ ‫ތ ާ‬ ‫ނ ީ‬‫ރ ަ‬ ‫ނ ޭ‬ ‫ެ‬ ‫އެ‬ ‫ވ‪.‬‬ ‫ނ ެ‬ ‫މ ަ‬ ‫ވ ީ‬ ‫އ ި‬‫ގ ި‬‫ރ ަ‬ ‫ތ ީ‬ ‫ި‬ ‫ދ ު‬ ‫ނނ؛‬ ‫އހީ ެ‬ ‫ވ ި‬ ‫ރ ަ‬ ‫މއ ެ‬ ‫ޅު‬ ‫ކ ު‬ ‫ރ ަ‬ ‫ނގ ު‬ ‫ގނ ަ‬ ‫ހނ ު‬ ‫ކ ެ‬ ‫ގ ި‬ ‫ތު‬ ‫Þ? ޫ‬ ‫ކÞ? ަ‬ ‫‪‬‬ ‫ނ ާ‬ ‫ޒމ‬ ‫ި‬ ‫ޅ ި‬ ‫އ‬ ‫ކނ ަ‬ ‫އ ާ‬ ‫ޑ ަ‬ ‫އ ަ‬ ‫ބ ަ‬ ‫Þ? ި‬ ‫ވ ު‬ ‫ރ ަ‬ ‫ފނ ަ‬ ‫ގ ެ‬ ‫ތު‬ ‫ކ ެ‬ ‫ކÞ? ަ‬ ‫އ‪ ،‬Þ? ޫ‬ ‫މÞ? ަ‬ ‫ޓ ަ‬ ‫ކ ި‬ ‫ރ ަ‬ ‫ކ ު‬ ‫ޅ ު‬ ‫ނގ ު‬ ‫ރ ަ‬‫ަ‬ ‫ވ ު‬ ‫ރ‬ ‫ގ ެ‬ ‫ފނ ަ‬ ‫ތު‬ ‫ކ ެ‬ ‫ކÞ? ަ‬ ‫Þ? ޫ‬ ‫‪‬‬ ‫ނު‬ ‫ކ ު‬ ‫ރނ؛‬ ‫ަ‬ ‫ޒ ާ‬ ‫މ ީ‬ ‫ކތ ަ‬ ‫ތއ‬ ‫ރ ާ‬ ‫ަ‬ ‫ޙ ަ‬ ‫ވ ޮ‬ ‫Þ?Þ• ަ‬ ‫މނޓ"‬ ‫ޑެ‬‫ި‬ ‫Þ? ަ‬ ‫ނÞ?‬ ‫ފ ަ‬ ‫ރ ެ‬ ‫"Þ• ޮ‬ ‫ފނ ަ‬ ‫ނÞ?‬ ‫މަ‬ ‫ވއ ަ‬ ‫ޒ ު‬ ‫ު‬ ‫ނެ‬ ‫ހނ‬ ‫އެ‬ ‫ހ ި‬ ‫ެ‬ ‫ނ ި‬ ‫އ‪،‬‬ ‫ރނ ާ‬ ‫ޗ ު‬ ‫ޓ ަ‬ ‫ީ‬ ‫Þ? ޫ‬ ‫ކÞ?‬ ‫‪‬‬ ‫ދު‬ ‫ކ ު‬ ‫ރނ؛‬ ‫ރ ަ‬ ‫ގ ަ‬ ‫ަ‬ ‫ވ ު‬ ‫‪xii‬‬ ‫ތ ަ‬ ‫ކÞ?‬ ‫ރ ާ‬ ‫ކތ ަ‬ ‫ޙ ަ‬ ‫މ ެ‬ ‫ގ ަ‬ ‫ނު‬‫ދ ު‬ ‫އވ Þ¯ ު‬ ‫ޑ ި‬ ‫އ ެ‬ ‫ގނ ެ‬ ‫ޅަ‬ ‫ވ ި‬ ‫އ ު‬ ‫ގ ު‬ ‫ރު‬ ‫ވ ާ‬ ‫މ ި‬ ‫އ ު‬ ‫ރ ެ‬ ‫ރނ ު‬ ‫ކ ި‬ ‫ޗ ު‬ ‫ޓ ަ‬ ‫އ ީ‬ ‫ކ ު‬ ‫ރ ާ‬ ‫މ ި‬ ‫ނގ ު‬ ‫ރ ަ‬ ‫ޅ ު‬ ‫ރ ަ‬ ‫ވ ު‬ ‫ގ ެ‬ ‫ފނ ަ‬ ‫ކÞ? ެ‬ ‫Þ? ޫ‬ ‫‪‬‬ ‫ދ ު‬ ‫ނނ‪.‬‬ ‫ެ‬ ‫އހީ ެ‬ ‫ވ ި‬ ‫މގ ަ‬ ‫Þ? ު‬ ‫ދ‬ ‫ޓ ެ‬ ‫ގ ަ‬ ‫ރޕ Þ¯ ު‬ ‫ި‬ ‫ޓÞ? ެ‬ ‫އނ ޑ‬ ‫މނ ަ‬ ‫ވ ަ‬ ‫ރ ެ‬ ‫ެ‬ ‫(Þ‡Þ‚ ާ‬ ‫ޑ ެ‬ ‫ގ‬ ‫ނ ަ‬ ‫ގނ ު‬ ‫ގ ެ‬ ‫ނ ޮ‬ ‫އ ި‬ ‫ހނ ާ‬ ‫ވނ ަ‬ ‫ތއ ި‬ ‫ރު‬‫އ ޭ‬ ‫ދ ެ‬ ‫Þ?‪ަ ،‬‬ ‫އ ި‬ ‫ރ ާ‬ ‫ދ ާ‬ ‫އ ެ‬ ‫ބ ޭ‬ ‫ހ ި‬ ‫އ ާ‬ ‫މ ު‬ ‫އ ި‬ ‫ތ ާ‬ ‫އ‪ި ،‬‬ ‫އޖ ި‬ ‫މެ‬ ‫ވއ ާ‬ ‫ޓ ި‬ ‫ތ ާ‬ ‫ި‬ ‫ޢ ެ‬ ‫ގ‬ ‫ރު‬ ‫މ ަ‬ ‫މÞ? ޫ‬ ‫ދ ީ‬ ‫ކ‪ި ،‬‬ ‫މގ ަ‬ ‫Þ? ަ‬ ‫ގނ ު‬ ‫ޑ ަ‬ ‫އ ަ‬ ‫‪.‬އފ) ަ‬ ‫މ ި‬ ‫އ ެ‬ ‫‪.‬އމ ެ‬ ‫އ ެ‬ ‫‪.‬އÞ?‪ޭ .‬‬ ‫ރމ ާ‬ ‫ވރކ‪ީ -‬‬ ‫ނޖ ަ‬ ‫މނތ ÞŠ ޭ‬ ‫މ ޭ‬ ‫އނ Þ‘ ެ‬ ‫މނޓ ެ‬ ‫އ ެ‬ ‫Þ?Þ? ަ‬ ‫Þ?Þ? ެ‬ ‫Þ? ަ‬ ‫ޯ‬ ‫Þ? ެ‬ ‫ނ‬ ‫ތ ާ‬ ‫ރ ަ‬ ‫މ ި‬ ‫ކ ު‬ ‫ކ ި‬ ‫ތ ާ‬ ‫Þ? ު‬ ‫ރ ަ‬ ‫އ ަ‬ ‫އ ަ‬ ‫ކÞ? ެ‬ ‫ގ ޮ‬ ‫ހ ަ‬ ‫Þ? ު‬ ‫ރ ަ‬ ‫ތއ ÞŠÞ§ ަ‬ ‫އ ަ‬ ‫ރވ Þ­ ަ‬ ‫Þ?ÞŠ Þ§ ު‬ ‫ކ ެ‬ ‫ކ ަ‬ ‫މÞ? ަ‬ ‫ނ ަ‬ ‫އÞ? ÞŠ Þ¯ ާ‬ ‫ރ ެ‬ ‫އ ަ‬ ‫ތ ާ‬ ‫މ ު‬ ‫އޖ ި‬ ‫ޓ ާ‬ ‫Þ? ި‬ ‫އ ި‬ ‫މެ‬ ‫ވއ ަ‬ ‫ތ ާ‬ ‫ބ ު‬ ‫ބނ ި‬ ‫ަ‬ ‫Þ? ަ‬ ‫ތ‪،‬‬ ‫މ ޮ‬ ‫އ ީ‬ ‫އ ި‬ ‫ވ ަ‬ ‫ފ ި‬ ‫ރި‬ ‫ގު‬ ‫ކ ެ‬ ‫ހ ަ‬ ‫ރަ‬ ‫ތއ ÞŠÞ§ ަ‬ ‫އ ަ‬ ‫Þ? ު‬ ‫ކ ެ‬ ‫ރވ Þ­ ަ‬ ‫Þ?ÞŠ Þ§ ު‬ ‫ކ ަ‬ ‫މÞ? ަ‬ ‫ނ ަ‬ ‫އ ަ‬ ‫އÞ? ÞŠ Þ¯ ާ‬ ‫ރ ެ‬ ‫މ ު‬ ‫ތ ާ‬ ‫އޖ ި‬ ‫އ ި‬ ‫ޓ ާ‬ ‫Þ? ި‬ ‫ވއ ަ‬ ‫މެ‬‫ތ ާ‬ ‫މެ‬ ‫ވ‪ި .‬‬ ‫ޅ ެ‬ ‫އ ު‬ ‫ޑެ‬ ‫ކއ ަ‬ ‫ކނ ަ‬ ‫ތެ‬‫ގތ ަ‬ ‫ޮ‬ ‫މ ާ‬ ‫ރތ ަ‬ ‫ތÞ?‬ ‫(Þ‡ ާ‬ ‫ި‬ ‫ކތ ަ‬ ‫ތއ‬ ‫Þ? ަ‬ ‫Þ?Þ‡ ަ‬ ‫މ ަ‬ ‫އ ަ‬ ‫މ ީ‬ ‫ގ ަ‬ ‫ރ ެ‬ ‫ހ ު‬ ‫ދ ަ‬ ‫އ ަ‬ ‫މ ެ‬ ‫ރ ަ‬ ‫ތ ަ‬ ‫ފ ަ‬ ‫ގ ު‬ ‫ރު‬ ‫ޢ ެ‬ ‫އ‪ަ ،‬‬ ‫މÞ? ޫ‬ ‫ހ ު‬ ‫އ ާ‬ ‫Þ? ި‬ ‫މ ަ‬ ‫ގނ ާ‬ ‫ނ ާ‬ ‫ދ ެ‬ ‫ވ ެ‬ ‫ރި‬ ‫ޒ ު‬ ‫ކ ެ‬ ‫ފ ު‬ ‫ޢ ަ‬ ‫ތނ ީ‬ ‫ރު‬‫މÞ? ޫ‬ ‫ަ‬ ‫ގު‬ ‫ތނ‬ ‫މ ެ‬ ‫ގ ޮ‬ ‫ރު‬‫ކ ު‬ ‫ޔނ ު‬ ‫ބ ާ‬ ‫އނ ަ‬ ‫ގ ޭ‬ ‫ބÞ? ަ‬ ‫Þ? ި‬ ‫Þ? ެ‬ ‫އ ޮ‬ ‫އތ ެ‬ ‫ވ ީ‬ ‫ކÞ? ަ‬ ‫ފ ި‬ ‫ދ ޮ‬ ‫ރނ ަ‬ ‫ޤÞ? ު‬ ‫ކ ަ‬ ‫ކތ ަ‬ ‫ތއ) ު‬ ‫މ ަ‬ ‫Þ?Þ‡ ަ‬ ‫ދ ަ‬ ‫ކ ު‬ ‫ފ ަ‬ ‫ރނ ަ‬ ‫ރ ާ‬ ‫މތ ު‬ ‫މ ާ‬ ‫ނ ޮ‬ ‫ކÞ? ަ‬ ‫ބ ާ‬ ‫ި‬ ‫Þ? ަ‬ ‫Þ?Þ?‬ ‫ޯ‬ ‫ެ‬ ‫އނ ޑ‬ ‫މނ ަ‬ ‫ޓÞ?‬ ‫ވ ަ‬ ‫ރ ެ‬ ‫ެ‬ ‫(Þ‡Þ‚ ާ‬ ‫ނެ‬ ‫ވ‪.‬‬ ‫އު‬ ‫ކނ ެ‬ ‫Þ? ަ‬ ‫ދ ާ‬ ‫ރ ާ‬ ‫ެ‬ ‫ބ ޭ‬ ‫ހ ި‬ ‫ތ ާ‬ ‫ކ‬ ‫ރު‬ ‫ވނ ަ‬ ‫ޭ‬ ‫މ ީ‬ ‫އ‬ ‫ތ ާ‬ ‫އޖ ި‬ ‫ި‬ ‫އ‬ ‫ޓ ި‬ ‫މެ‬ ‫ވއ ާ‬ ‫ތ ާ‬ ‫ި‬ ‫ޮ‬ ‫އތ‬ ‫ފ ި‬ ‫އ‬ ‫އ ަ‬ ‫ހ ަ‬ ‫ދ ި‬ ‫ާ‬ ‫އ ެ‬ ‫‪.‬އÞ?‪ޭ .‬‬ ‫އ)‬ ‫އ ެ‬ ‫Þ?Þ? ަ‬ ‫މނޓ‪ީ -‬‬ ‫ެ‬ ‫އ‪،‬‬ ‫މÞ? ަ‬ ‫ޓ ަ‬ ‫ކ ި‬ ‫ޑު‬ ‫ރ ަ‬ ‫ކ ު‬ ‫ކަ‬ ‫ތއ ު‬ ‫Þ? ު‬ ‫ރ ަ‬ ‫ދވ Þ­ ަ‬ ‫އ ަ‬ ‫ނ ެ‬ ‫ނ ޭ‬ ‫އÞ? ު‬ ‫ކ ާ‬ ‫ރ ެ‬ ‫ތ ާ‬ ‫އ ަ‬ ‫މ ު‬ ‫އ ު‬ ‫ޖ ި‬ ‫އ‪ި ،‬‬ ‫ވއ ަ‬ ‫ޓ ާ‬ ‫Þ? ި‬ ‫މެ‬‫ތ ާ‬ ‫ދ ީ‬ ‫ކ‪ި ،‬‬ ‫ގ ަ‬ ‫Þ? ަ‬ ‫މ ު‬ ‫ނއ ަ‬ ‫ގ ަ‬ ‫އ ެ‬ ‫ޓ ެ‬ ‫ރޕ Þ¯ ު‬ ‫މ ި‬ ‫ި‬ ‫އ‪،‬‬ ‫Þ?ަ‬ ‫ތ ާ‬ ‫ކ ި‬ ‫ނ ު‬ ‫Þ? ު‬ ‫އ ޫ‬ ‫ގ ޭ‬ ‫ޅ ެ‬ ‫އ‪ެ ،‬‬ ‫ގނ ު‬ ‫ތ ާ‬ ‫ޑ ަ‬ ‫ކ ި‬ ‫ގނ ު‬ ‫މނ ަ‬ ‫ރ ެ‬ ‫ނ ި‬ ‫Þ?ު‬ ‫ކ ާ‬ ‫އ ަ‬ ‫މ ު‬ ‫އ ަ‬ ‫މ ަ‬ ‫ގ ި‬ ‫ރު‬‫ކ ު‬ ‫ޒު‬‫ފ ު‬ ‫އ ަ‬ ‫ތނ ީ‬ ‫އ ާ‬ ‫އ ި‬ ‫މ ަ‬ ‫ގ ި‬ ‫އު‬‫ދު‬ ‫އÞ? ެ‬ ‫ރ ަ‬ ‫ގނ ި‬ ‫ޢ ު‬ ‫ކ ި‬ ‫ރު‬‫މÞ? ޫ‬ ‫މ ަ‬ ‫ި‬ ‫އ ޮ‬ ‫އތ‪،‬‬ ‫ފ ި‬ ‫ޑ ަ‬ ‫ޅ ަ‬ ‫އ ާ‬ ‫ތއ ަ‬ ‫ކނ ަ‬ ‫އ ާ‬ ‫Þ?ÞŒ ަ‬ ‫އ ާ‬ ‫ތ ާ‬ ‫ކ ި‬ ‫Þ?ÞŒ ަ‬ ‫Þ? ަ‬ ‫ނ ަ‬ ‫ވ ީ‬ ‫ކ ެ‬ ‫ނނ ު‬ ‫ރވ Þ­ ެ‬ ‫ބ ު‬ ‫ދ ޭ‬ ‫ތއ ަ‬ ‫އ ި‬ ‫ޅަ‬ ‫ޔަ‬ ‫ވ ު‬ ‫ފ ަ‬ ‫ޅ ެ‬ ‫ނ ި‬ ‫އ ާ‬ ‫އ‪ަ ،‬‬ ‫ވނ ަ‬ ‫ތ ާ‬ ‫ކ ި‬ ‫ރު‬‫Þ? ޭ‬ ‫Þ? ާ‬ ‫Þ? ީ‬ ‫އއ ަ‬ ‫މ ަ‬ ‫ު‬ ‫‪.‬އމ ެ‬ ‫‪.‬އފ)‬ ‫‪.‬އÞ? ެ‬ ‫އ ެ‬ ‫ނ ަ‬ ‫ގނ ެ‬ ‫ޑއ ( ީ‬ ‫ނ ޮ‬ ‫އ ި‬ ‫ގ ެ‬ ‫ހނ ާ‬ ‫ރު‬ ‫ވނ ަ‬ ‫ތއ ި‬ ‫ޭ‬ ‫މ ީ‬ ‫ޢ‬ ‫ތ ާ‬ ‫އޖ ި‬ ‫އ ި‬ ‫ވއ ާ‬ ‫ޓ ި‬ ‫މެ‬‫ތ ާ‬ ‫ކÞ?Þ‹Þ­ ެ‬ ‫ނ‪ި ،‬‬ ‫ރ ޮ‬ ‫ތެ‬ ‫ކއ ÞŠ Þ¯ ު‬ ‫އނÞ? ަ‬ ‫އޑ ަ‬ ‫Þ? ި‬ ‫ަ‬ ‫ގ ި‬ ‫އެ‬ ‫ވ‪.‬‬ ‫ކ ެ‬ ‫މÞ? ަ‬ ‫ޓ ަ‬ ‫Þ? ަ‬ ‫Þ? ާ‬ ‫ކ ަ‬ ‫ވ ު‬ ‫އު‬‫ެ‬ ‫ޢ‬ ‫ތ ާ‬ ‫މ ީ‬ ‫އ ި‬ ‫އޖ ި‬ ‫ވއ ާ‬ ‫ޓ ި‬ ‫މެ‬‫ތ ާ‬ ‫ކ ު‬ ‫ރ ެ‬ ‫ގ ި‬ ‫Þ? ު‬ ‫ރ ާ‬ ‫ހ ަ‬ ‫ދެ‬ ‫ވ ި‬ ‫ނ ި‬ ‫ވ ީ‬ ‫އ ާ‬ ‫ވ ަ‬ ‫ފ ި‬ ‫Þ?ި‬ ‫Þ? ާ‬ ‫ވ ެ‬ ‫ކ ަ‬ ‫އު‬‫‪.‬އފ) ެ‬ ‫އ ެ‬ ‫‪.‬އމ ެ‬ ‫‪.‬އÞ?‪ޭ .‬‬ ‫އ ެ‬ ‫ގނ ު‬ ‫ޑ( ީ‬ ‫ނ ަ‬ ‫އ ޮ‬ ‫އ ި‬ ‫އ ަ‬ ‫ވ ި‬ ‫ރޕ Þ¯ ު‬ ‫ތ ަ‬ ‫ގ ި‬ ‫މ ި‬ ‫ި‬ ‫ނެ‬ ‫ވ‪.‬‬ ‫ތނ ެ‬ ‫މި‬ ‫ތ ެ‬ ‫ގ ަ‬ ‫ގު‬ ‫ގތ ާ‬ ‫ވ ޮ‬ ‫އ ެ‬ ‫އއ ޮ‬ ‫ތ ާ‬ ‫ކ ި‬ ‫Þ?Þ?" ަ‬ ‫ގ Þ‘ Þ•Þ® ި‬ ‫Þ? ީ‬ ‫ބނކ ޭ‬ ‫Þ?ÞŠ ާ‬ ‫ގ ޭ‬ ‫ޅ "ÞˆÞ¯Þ? Þ‘ ޭ‬ ‫އ ު‬ ‫ޢ ާ‬ ‫އ ި‬ ‫ރު‬ ‫މ ަ‬ ‫މÞ? ޫ‬ ‫އ‪ި ،‬‬ ‫ތ ާ‬ ‫ނނ ަ‬ ‫ކ ި‬ ‫ބ ު‬ ‫ޭ‬ ‫ޅ ެ‬ ‫ގނ‬ ‫އ ު‬ ‫ގ ި‬ ‫ކތ ަ‬ ‫ތ ާ‬ ‫ކ ި‬ ‫ހ ަ‬ ‫ރ ާ‬ ‫ޢ ެ‬ ‫ގ ަ‬ ‫ރު‬ ‫މ ަ‬ ‫މÞ? ޫ‬ ‫އތ ޮ‬ ‫ކÞ?‪ި ،‬‬ ‫ޔ ަ‬ ‫ރ ާ‬ ‫ތ ަ‬ ‫ކÞ? ި‬ ‫Þ?Þ‡ ަ‬ ‫ކތ ަ‬ ‫މ ަ‬ ‫ގނ ާ‬ ‫ވ ަ‬ ‫ވ ެ‬ ‫Þ?ި‬ ‫އު‬ ‫ކ ެ‬ ‫ޕ) ެ‬ ‫އ‪ީ .‬‬ ‫އ‪.‬ޑީ‪ީ .‬‬ ‫އ( ީ‬ ‫ޢ ަ‬ ‫ގ ި‬ ‫ރު‬‫މÞ? ޫ‬ ‫މ ަ‬ ‫ި‬ ‫އު‬ ‫ގޅޭ‬ ‫ޢ ާ‬ ‫އ ި‬ ‫ރު‬ ‫ވ‪ަ .‬‬ ‫މÞ? ޫ‬ ‫އެ‬ ‫Þ?ެ‬ ‫ވ ެ‬ ‫ނ ެ‬ ‫ބ ެ‬ ‫ކÞ? ު‬ ‫ކ ަ‬ ‫މ ަ‬ ‫ނ ެ‬ ‫ނ ަ‬ ‫އއ ާ‬ ‫Þ? ަ‬ ‫ތއ ަ‬ ‫ބ ަ‬ ‫ދ ު‬ ‫އ ަ‬ ‫ރ ަ‬ ‫ތ ާ‬ ‫ކ ި‬ ‫ދވ Þ­ ަ‬ ‫Þ? ު‬ ‫އ ަ‬ ‫ނ ެ‬ ‫ތ ޭ‬ ‫ބެ‬ ‫ޑ ި‬ ‫އ ަ‬ ‫އÞ? ޮ‬ ‫މ ު‬ ‫ތ ާ‬ ‫އޖ ި‬ ‫އ ި‬ ‫Þ? ި‬ ‫ވއ ަ‬ ‫ޓ ާ‬ ‫މެ‬‫ތ ާ‬ ‫ި‬ ‫ދ‬ ‫އެ‬ ‫ވ ަ‬ ‫އ ި‬ ‫ރ ަ‬ ‫ގ ެ‬ ‫ދ ެ‬ ‫ތ ޭ‬ ‫ރަ‬ ‫ހއ ު‬ ‫Þ? ަ‬ ‫މ ެ‬ ‫ގ ަ‬ ‫ބު‬ ‫ތ Þ? ޫ‬ ‫ކÞ? ި‬ ‫މ ޮ‬ ‫އ ީ‬ ‫އ ި‬ ‫ވ ަ‬ ‫ފ ި‬ ‫ރި‬‫މÞ? ޭ‬ ‫އ ަ‬ ‫ދު‬ ‫އÞ? ެ‬ ‫ރ ަ‬ ‫ގނ ި‬ ‫ތއ ު‬ ‫ކ ި‬ ‫ކތ ަ‬ ‫ހ ަ‬ ‫ރ ާ‬ ‫ރކ ަ‬ ‫Þ?Þ‚ ަ‬ ‫ޮ‬ ‫ކނÞ?Þ“ ަ‬ ‫ނ ެ‬ ‫ދވ ޭ‬ ‫ރއ ެ‬ ‫ގ ޭ‬ ‫މނ ަ‬ ‫ވ ެ‬ ‫ކަ‬ ‫ޑ ި‬ ‫ރÞ? ު‬ ‫ނ ަ‬ ‫ވ ަ‬ ‫އ ަ‬ ‫އÞ? ÞŠ Þ¯ ާ‬ ‫ރ ީ‬ ‫ތ ާ‬ ‫މ ު‬ ‫އ ި‬ ‫އޖ ި‬ ‫ޓ ާ‬ ‫Þ? ި‬ ‫މެ‬ ‫ވއ ަ‬ ‫ތ ާ‬ ‫ޅ ެ‬ ‫ގނ ި‬ ‫އ ު‬ ‫ގ ި‬ ‫ކ ި‬ ‫ތ ާ‬ ‫ރ ާ‬ ‫ކތ ަ‬ ‫Þ?Þ‚ ަ‬ ‫ހ ަ‬ ‫ރކ ަ‬ ‫ކނÞ?Þ“ ަ‬ ‫ޮ‬ ‫ބ‬ ‫ީ‬ ‫ރ‬ ‫ކ ަ‬ ‫ޓ ަ‬ ‫ގ ީ‬ ‫ނ ެ‬ ‫މަ‬ ‫ވ ީ‬ ‫އ ި‬ ‫ފ ި‬ ‫ހ ަ‬ ‫ކއ ަ‬ ‫ގ ޮ‬ ‫ޢ ÞŠÞ§ ަ‬ ‫ރު‬‫މÞ? ޫ‬ ‫މ ަ‬ ‫ޅ ެ‬ ‫ގނ ި‬ ‫އ ު‬ ‫ގ ި‬ ‫ތ ާ‬ ‫ކ ި‬ ‫ބ ު‬ ‫Þ? ަ‬ ‫ބ ަ‬ ‫ަ‬ ‫މ ަ‬ ‫ފ ަ‬ ‫ދ‬ ‫އެ‬ ‫ވ‪ި .‬‬ ‫Þ?ެ‬ ‫ވ ެ‬ ‫ބ ެ‬ ‫ކ ަ‬ ‫މÞ? ެ‬ ‫ކއ ަ‬ ‫ތެ‬ ‫Þ? ު‬ ‫ރ ަ‬ ‫ަ‬ ‫އ ަ‬ ‫އެ‬ ‫ވ‪.‬‬ ‫ގ ެ‬ ‫ގު‬ ‫ތ ަ‬ ‫ޓއ ެ‬ ‫ގ ޮ‬ ‫ރ ެ‬ ‫ޖކ ެ‬ ‫ޕ ޮ‬ ‫‪xiii‬‬ ‫ރ ަ‬ ‫ތއ‬ ‫އ ަ‬ ‫Þ? ު‬ ‫ރވ Þ­ ަ‬ ‫Þ?ÞŠÞ§ ު‬ ‫ކ ެ‬ ‫މÞ? ަ‬ ‫ނ ަ‬ ‫ކ ަ‬ ‫ރ ެ‬ ‫އÞ? ު‬ ‫ޢ ަ‬ ‫ކ ާ‬ ‫މު‬‫ތ ާ‬ ‫އ ު‬ ‫ޖ ި‬ ‫އ ި‬ ‫ވއ ަ‬ ‫ޓ ާ‬ ‫Þ? ި‬ ‫މެ‬‫ތ ާ‬ ‫ޅ ެ‬ ‫ގނ ި‬ ‫އ ު‬ ‫ގ ި‬ ‫ރ ާ‬ ‫އ ި‬ ‫މÞ? ޫ‬ ‫ަ‬ ‫ކނÞ?Þ“ ަ‬ ‫ރކ ަ‬ ‫Þ?ނ‬ ‫ދ ޮ‬ ‫Þ?Þ‚ ަ‬ ‫އ ި‬ ‫ޓ ަ‬ ‫Þ? ޭ‬ ‫ބ ި‬ ‫ރެ‬ ‫ހ ި‬ ‫ކ‪( ،‬ހ) ި‬ ‫ކ ީ‬ ‫ތ ަ‬ ‫ތއ ަ‬ ‫ކނ ަ‬ ‫އ ާ‬ ‫ވ ަ‬ ‫ވ ަ‬ ‫ފ ި‬ ‫Þ?ި‬ ‫އ ެ‬ ‫ބ ެ‬ ‫ކު‬ ‫މ ަ‬ ‫ގ ި‬ ‫ތއ ަ‬ ‫Þ? ު‬ ‫ރ ަ‬ ‫އ ަ‬ ‫ރ ެ‬ ‫ނ ަ‬ ‫ޓÞ? ު‬ ‫ކ ާ‬ ‫ވއ ަ‬ ‫މެ‬‫ތ ާ‬ ‫ި‬ ‫Þ? Þ‘ ÞˆÞ­Þ?Þ“"‪،‬‬ ‫ޮ‬ ‫"Þ? ި‬ ‫ފނ‪ު ،‬‬ ‫ކ ި‬ ‫ނ‬ ‫ޖÞ? ެ‬ ‫ރ ‪ަ /‬‬ ‫ޔ ު‬ ‫ނ ި‬ ‫(ÞŒ ަ‬ ‫ޤއ ަ‬ ‫ަ‬ ‫ތ ު‬ ‫Þ?ނ‬ ‫ނއ ާ‬ ‫ނ ަ‬ ‫ނ ު‬ ‫ބ ި‬ ‫އ ު‬ ‫ކ ި‬ ‫ރ ަ‬ ‫ގ ި‬ ‫ތ ޭ‬ ‫ދެ‬ ‫ރ ަ‬ ‫ހއ ު‬ ‫ދ ަ‬ ‫Þ? ަ‬ ‫މނ ާ‬ ‫ނގ ު‬ ‫ހ ަ‬‫ި‬ ‫މ ެ‬ ‫ގ‬ ‫ޅު‬ ‫ތއ ޫ‬ ‫ރ ު‬ ‫ރތ ަ‬ ‫އ ާ‬ ‫މ ާ‬ ‫އ ި‬ ‫ކއ ާ‬ ‫ޗ ި‬ ‫ދ ަ‬ ‫ތ ެ‬ ‫ފ ަ‬ ‫ދ ަ‬ ‫ދ ަ‬ ‫ދ ާ‬ ‫ވ ު‬ ‫ތ ޮ‬ ‫ޔ ަ‬ ‫އ ި‬ ‫ހނ ަ‬ ‫ނ ެ‬ ‫އ ު‬ ‫ކÞ? ަ‬ ‫ފ ި‬ ‫ނނ ޮ‬ ‫ބ ު‬ ‫އ ޭ‬ ‫ކ ަ‬ ‫ގ ި‬ ‫ތު‬ ‫Þ?Þ‡ ަ‬ ‫ކތ ަ‬ ‫މ ަ‬ ‫Þ?Þ‚ ަ‬ ‫ކނÞ?Þ“ ަ‬ ‫ރކ ަ‬ ‫ޮ‬ ‫ގނ ު‬ ‫ޑ‬ ‫ފÞ? ަ‬ ‫މ ެ‬ ‫ގ ަ‬ ‫ބު‬ ‫އ ު‬ ‫ރ ި‬ ‫މނ ާ‬ ‫ދ ި‬ ‫ރު‬ ‫ކތ ު‬ ‫ކ ަ‬ ‫Þ?Þ‡ ަ‬ ‫ރކ ަ‬ ‫Þ?Þ‚ ަ‬ ‫މ ަ‬ ‫ތ)‪ޮ ،‬‬ ‫ކނÞ?Þ“ ަ‬ ‫ކި‬ ‫ދ ަ‬ ‫ތ ެ‬ ‫ފ ަ‬ ‫ޑ ަ‬ ‫އު‬ ‫ކނ ި‬ ‫ގ ު‬ ‫ކނ ު‬ ‫ފދޭ ަ‬ ‫އ ެ‬ ‫ތު‬‫ކތ ަ‬ ‫Þ?Þ‡ ަ‬ ‫ަ‬ ‫މ ަ‬ ‫ދު‬ ‫ވނ‪( .‬Þ?)‬ ‫ގ ަ‬ ‫އު‬ ‫ޑ ަ‬ ‫އ ަ‬ ‫ރ ާ‬ ‫މ ި‬ ‫ފÞ? ެ‬ ‫އ ު‬ ‫ރ ު‬ ‫ހ ަ‬ ‫ދ ި‬ ‫ޑނ ަ‬ ‫އ ި‬ ‫ހ ެ‬ ‫ކނ ު‬ ‫ގ ި‬ ‫ގ ާ‬ ‫ގÞ? ަ‬ ‫ހ ެ‬ ‫ވނ‪ަ ،‬‬ ‫ހު‬ ‫ގ ަ‬ ‫ފ ި‬ ‫މ ު‬ ‫މÞ? ަ‬ ‫ރ ަ‬ ‫ގ ު‬ ‫ބ ު‬ ‫ބނ ި‬ ‫ަ‬ ‫Þ? ަ‬ ‫މ ެ‬ ‫ގ‬ ‫ވު‬‫ދު‬ ‫ޫ‬ ‫ނނ ާ‬ ‫ވ‬ ‫މÞ? ޭ‬ ‫ބ ު‬ ‫ދ ަ‬ ‫ރތ ެ‬ ‫ހ ު‬ ‫މ ާ‬ ‫އ ާ‬ ‫Þ? ަ‬ ‫Þ? ަ‬ ‫ތއ‪( .‬ނ) ި‬ ‫މއ ަ‬ ‫ޅ ަ‬ ‫އ ު‬ ‫ގ ޭ‬ ‫ޒ ާ‬ ‫މ ި‬ ‫ނ ާ‬ ‫Þ?ު‬ ‫މ ެ‬ ‫ގ ި‬ ‫ތ ު‬ ‫ނ ަ‬ ‫ނއ ާ‬ ‫ދ ު‬ ‫ކ ި‬ ‫މ ަ‬ ‫އ ި‬ ‫ނ ު‬ ‫ދ ާ‬ ‫ރ ަ‬ ‫އ ަ‬ ‫ފ ާ‬ ‫ނ ި‬ ‫އ ެ‬ ‫ކ ަ‬ ‫ގ ި‬ ‫ތު‬ ‫Þ? ޫ‬ ‫ކÞ? ަ‬ ‫ތު‬ ‫ކ ެ‬ ‫ގ‬ ‫Þ? ަ‬ ‫Þ?ÞŒ ަ‬ ‫އ ަ‬ ‫ވ ީ‬ ‫ކ ި‬ ‫މ ާ‬ ‫ތ ާ‬ ‫ރތ ަ‬ ‫އ ާ‬ ‫ތ)‪( .‬ރ) Þ? ޫ‬ ‫ކÞ? ި‬ ‫ތ ެ‬ ‫ކ ި‬ ‫ނެ‬ ‫ހނ ަ‬ ‫އެ‬ ‫ހ ި‬ ‫ދ ެ‬ ‫Þ? ަ‬ ‫އ ި‬ ‫Þ?‪ެ ،‬‬ ‫ވ ި‬ ‫(ÞŠ ާ‬ ‫ި‬ ‫ރު‬ ‫ވނ‬ ‫ތ ު‬ ‫އު‬ ‫ޑ ާ‬ ‫މނ Þ‘ ި‬ ‫ތ ެ‬ ‫ގ ި‬ ‫ތ ެ‬ ‫ކ ީ‬ ‫ަ‬ ‫ރ‬ ‫އ ު‬ ‫ހ ި‬ ‫ގ ި‬ ‫މ ަ‬ ‫Þ?ު‬ ‫ނއ ާ‬ ‫ތ ު‬ ‫ތ ަ‬ ‫ތ ެ‬ ‫ކ ި‬ ‫ފ ަ‬ ‫ދ ަ‬ ‫އ ެ‬ ‫އ ަ‬ ‫ރ ާ‬ ‫ކ ު‬ ‫މ ި‬ ‫ބ ު‬ ‫ކÞ?Þ? ޭ‬ ‫ނނ ު‬ ‫މ ަ‬ ‫އ ެ‬ ‫ކ ި‬ ‫ކ ަ‬ ‫ގ ި‬ ‫ތު‬‫ރަ‬ ‫ބ ަ‬ ‫ޓ ީ‬ ‫Þ? ޯ‬ ‫ޓ" (Þ„) ެ‬ ‫ރ ީ‬ ‫އނ ެ‬ ‫ޓގ ި‬ ‫ޗ ަ‬ ‫ރÞ? ި‬ ‫ރކ ު‬ ‫"Þ?Þ“ ަ‬ ‫ތއ‪.‬‬‫Þ? ަ‬ ‫މއ ަ‬ ‫Þ? ަ‬ ‫ަ‬ ‫ތު‬ ‫ކނ‬ ‫Þ?Þ‡ ަ‬ ‫ކތ ަ‬ ‫ރވ Þ­ ަ‬ ‫މ ަ‬ ‫ކ ެ‬ ‫ު‬ ‫އ‬ ‫ޓ ަ‬ ‫ކ ި‬ ‫ހއ ު‬ ‫ޓ ަ‬ ‫މÞ? ަ‬ ‫މެ‬ ‫ެ‬ ‫ދ ެ‬ ‫ތނ ަ‬ ‫ތނ‬ ‫ަ‬ ‫އ ާ‬ ‫ވ‬ ‫ވ ަ‬ ‫ފ ި‬ ‫ރި‬‫ކ ެ‬ ‫ރތ ު‬ ‫މ ާ‬ ‫އ ާ‬ ‫ި‬ ‫ތ ު‬ ‫ރނ‬ ‫އު‬‫ި‬ ‫މ ެ‬ ‫ގ‬ ‫ޅު‬‫އ ު‬ ‫ެ‬ ‫މ ާ‬ ‫ރތ ަ‬ ‫ތއ‬ ‫އ ާ‬ ‫އު‬ ‫އ ި‬ ‫ަ‬ ‫އ ާ‬ ‫ވ‬ ‫ހ ަ‬ ‫ފ ި‬ ‫Þ? ެ‬ ‫ޖ ި‬ ‫Þ? ަ‬ ‫ރނ‪ަ ،‬‬ ‫މއ ަ‬ ‫Þ?ު‬ ‫ކ ު‬ ‫ބ ަ‬ ‫ދ ު‬ ‫ތއ ަ‬ ‫އ ާ‬ ‫Þ?ÞŒ ަ‬ ‫އ ާ‬ ‫ވ ާ‬ ‫ވ ަ‬ ‫ފ ި‬ ‫ކެ‬‫Þ?ު‬ ‫ހ ާ‬ ‫ދނ‪ަ ،‬‬ ‫ގތ ެ‬ ‫ހ ު‬ ‫ވނ ަ‬ ‫ނ ޮ‬ ‫ނަ‬ ‫ތު‬ ‫ފނ ު‬ ‫ކނ ެ‬ ‫ޅަ‬ ‫ފ ާ‬ ‫ރ ު‬ ‫Þ? ަ‬ ‫ކÞ? ު‬ ‫(Þ‰ ާ‬ ‫Þ? ަ‬ ‫ި‬ ‫ފ ަ‬ ‫ދ‬ ‫Þ?Þ‚ ަ‬ ‫ވ ު‬ ‫ދ ު‬ ‫ދ ަ‬ ‫ދ ާ‬ ‫ރނ ަ‬ ‫އ ި‬ ‫ކ ު‬ ‫ރ ާ‬ ‫މތ ު‬ ‫ތއ ަ‬ ‫މ ާ‬ ‫Þ?ÞŒ ަ‬ ‫އ ާ‬ ‫ވ ާ‬ ‫އ ާ‬ ‫ވ ަ‬ ‫ފ ި‬ ‫ރި‬‫ކ ެ‬ ‫ރު‬‫ހ ު‬ ‫ރ ަ‬ ‫މÞ? ަ‬ ‫ކ ު‬ ‫ބ ު‬ ‫ނނ ު‬ ‫ފނ ޭ‬ ‫އ ެ‬ ‫ކ ަ‬ ‫ރނ ާ‬ ‫ޓ ި‬ ‫އ ަ‬ ‫ތ ާ‬ ‫ކ ި‬ ‫ނޖ ަ‬ ‫އ ޭ‬ ‫ޑ ަ‬ ‫ރ ި‬ ‫އެ‬ ‫ވ‪.‬‬ ‫ވ ެ‬ ‫Þ? ެ‬ ‫ގނ ެ‬ ‫އ ަ‬ ‫ކ ީ‬ ‫ރނ ެ‬ ‫ތ ެ‬ ‫ކއ ÞŠ Þ¯ ު‬ ‫ރ ަ‬ ‫ދވ Þ­ ަ‬ ‫އ ަ‬ ‫Þ? ު‬ ‫ނ ެ‬ ‫ރއ ެ‬ ‫ގ ޭ‬ ‫ވ ެ‬ ‫މެ‬ ‫ވÞ? ަ‬ ‫ޓÞ? ޮ‬ ‫ކނ ެ‬ ‫ވއ ަ‬ ‫މެ‬‫ތ ާ‬ ‫ަ‬ ‫ކނ ަ‬ ‫ކނ) ި‬ ‫މ ެ‬ ‫ގ‬ ‫ގު‬ ‫ތ ެ‬ ‫ނ ު‬ ‫ކި‬‫ތެ‬ ‫ފ ަ‬ ‫ދ ަ‬ ‫ރ ަ‬ ‫ކ ި‬ ‫ދ ަ‬ ‫އ ި‬ ‫Þ? ަ‬ ‫އ ި‬ ‫އ‪ެ ،‬‬ ‫ވ ި‬ ‫ގ ާ‬ ‫Þ? ި‬ ‫Þ? ޮ‬ ‫ކÞ? ަ‬ ‫ޚއ ަ‬ ‫އ ާ‬ ‫ގ ި‬ ‫ގު‬ ‫މ ަ‬ ‫ނ ު‬ ‫ތ ެ‬ ‫ތ ެ‬ ‫ކ ި‬ ‫ނ ަ‬ ‫ދ ެ‬ ‫ނނ ެ‬ ‫ވ ާ‬ ‫ބ ު‬ ‫މÞ? ޭ‬ ‫ހ ު‬ ‫ދ ަ‬ ‫ރތ ަ‬ ‫ތއ ެ‬ ‫އ ާ‬ ‫މ ާ‬ ‫ި‬ ‫އ‬ ‫ގެ‬ ‫ތއ ަ‬ ‫ގ ި‬ ‫ޑ ޮ‬ ‫އ ަ‬ ‫ގނ ު‬ ‫ވÞ?‪ަ ،‬‬ ‫މ ި‬ ‫މެ‬‫ނ ަ‬ ‫އެ‬ ‫ވ‪ަ .‬‬ ‫ގނ ެ‬ ‫ވ ެ‬ ‫Þ? ެ‬ ‫އ ަ‬ ‫ކ ީ‬ ‫ކ ު‬ ‫ރނ ެ‬ ‫ކއ ު‬ ‫ތ ެ‬ ‫ރ ަ‬ ‫އ ަ‬ ‫Þ? ު‬ ‫ދވ Þ­ ަ‬ ‫ޑÞ? ޭ‬ ‫ނ ެ‬ ‫ބަ‬ ‫ވ ަ‬ ‫ރÞ? ޮ‬ ‫ޓÞ? ަ‬ ‫މެ‬ ‫ވއ ަ‬ ‫ތ ާ‬ ‫ބ ު‬ ‫ބނ ި‬ ‫Þ? ަ‬ ‫ަ‬ ‫ވ ު‬ ‫ރ‬ ‫މނ ަ‬ ‫ދ ި‬ ‫ތ ަ‬ ‫އ ި‬ ‫ކ ަ‬ ‫ވ ު‬ ‫ގ ީ‬ ‫ތ ަ‬ ‫ރަ‬ ‫ކ ީ‬ ‫އ ަ‬ ‫Þ? ު‬ ‫ރ ެ‬ ‫ނ ަ‬ ‫ޓÞ? ÞŠ Þ¯ ާ‬ ‫ވއ ަ‬ ‫މެ‬‫ތ ާ‬ ‫ނ ަ‬ ‫މ ި‬ ‫ފ ަ‬ ‫އި‬ ‫އ ަ‬ ‫ޅ ި‬ ‫ތެ‬ ‫ކއ ަ‬ ‫ޅަ‬ ‫ވ ު‬ ‫ޔަ‬‫ފ ަ‬ ‫ކ ު‬ ‫ރ ަ‬ ‫މÞ? ި‬ ‫ޑު‬ ‫ރު‬ ‫ކަ‬ ‫އ ަ‬ ‫Þ? ު‬ ‫ރ ަ‬ ‫ޓÞ? ު‬ ‫ކ ާ‬ ‫މެ‬ ‫ވއ ަ‬ ‫ތ ާ‬ ‫ި‬ ‫އެ‬ ‫ވ‪.‬‬ ‫ވ ެ‬ ‫Þ?ެ‬ ‫މÞ? ެ‬ ‫ބ ެ‬ ‫ކ ަ‬ ‫ކ ެ‬ ‫ނ ަ‬ ‫މއ ަ‬ ‫ނ ާ‬ ‫ދ ެ‬ ‫ގނ ު‬ ‫މ ެ‬ ‫ދި‬ ‫ދ ު‬ ‫ގ ެ‬ ‫ކަ‬ ‫ޑ ި‬ ‫ު‬ ‫ކ ަ‬ ‫ރނ‬ ‫ބ ު‬ ‫ނނ ު‬ ‫ތނ ޭ‬ ‫އަ‬ ‫ތނ ަ‬ ‫ހ ެ‬ ‫ފު‬‫މÞ? ަ‬ ‫އ ު‬ ‫ޅ ަ‬ ‫ތނ ެ‬ ‫އަ‬ ‫ތނ ަ‬ ‫ދ ެ‬ ‫އ ަ‬ ‫އ ި‬ ‫ހ ާ‬ ‫Þ? ަ‬ ‫ގ ި‬ ‫ރ ަ‬ ‫މ ެ‬ ‫ގ ަ‬ ‫މ ު‬ ‫ދު‬‫ހ ު‬ ‫މ ާ‬ ‫ތއ ެ‬ ‫ރތ ަ‬ ‫އ ާ‬ ‫އު‬ ‫އ ި‬ ‫Þ?Þ‚ ަ‬ ‫ގ ަ‬ ‫ދ ު‬ ‫އ ެ‬ ‫ރ ު‬ ‫މÞ? ޫ‬ ‫މ ަ‬ ‫ި‬ ‫ޒެ‬ ‫މއ‬ ‫ނ ާ‬ ‫Þ? ީ‬ ‫މ ި‬ ‫ތު‬ ‫އ ީ‬ ‫ނގ ު‬ ‫ޅ ަ‬ ‫ރ ަ‬‫މއީ ަ‬ ‫އެ‬ ‫ވ‪ި .‬‬ ‫ވ ެ‬ ‫Þ?ެ‬‫ބ ެ‬ ‫މÞ? ެ‬ ‫ކ ަ‬ ‫ރ ަ‬ ‫ތ ެ‬ ‫ކއ ަ‬ ‫އ ަ‬ ‫Þ? ު‬ ‫ދވ Þ­ ަ‬ ‫އ ެ‬ ‫ނގ ު‬ ‫ޅ ‪ެ /‬‬ ‫ރ ަ‬‫ނ ަ‬ ‫ކ ާ‬ ‫ރ ީ‬ ‫އ ަ‬ ‫އÞ? ު‬ ‫މ ު‬ ‫ތ ާ‬ ‫އޖ ި‬ ‫Þ?ު‬ ‫މނ ި‬ ‫ފ ު‬ ‫ެ‬ ‫ޔު‬ ‫ތނ‬ ‫ރއ ި‬ ‫ތއ ާ‬ ‫މ ަ‬ ‫އއ ު‬ ‫Þ?ÞŒ ަ‬ ‫Þ? ަ‬ ‫ހނ Þ? ޫ‬ ‫ކÞ? ަ‬ ‫ވ ީ‬ ‫ނެ‬ ‫އެ‬ ‫ހ ި‬ ‫އ ެ‬ ‫ތ ާ‬ ‫ރމ ަ‬ ‫ކ ި‬ ‫ރ Þ† ާ‬ ‫ތ ު‬ ‫Þ?Þ? ޫ‬ ‫އު‬‫އ‪ި ،‬‬ ‫ޓ ަ‬ ‫ކ ި‬ ‫މÞ? ަ‬ ‫ޓ ަ‬ ‫ހއ ު‬ ‫މެ‬‫ދ ެ‬ ‫އ ެ‬ ‫Þ? ަ‬ ‫ގ ި‬ ‫ރÞ? ަ‬ ‫ރ ު‬ ‫ަ‬ ‫ވ ެ‬ ‫ނ‬ ‫އ ާ‬ ‫ބއ ާ‬ ‫ރއ ަ‬ ‫ގ ި‬ ‫ފނ ަ‬ ‫ވ ެ‬ ‫ތ ު‬ ‫ޅ ެ‬ ‫ދ ަ‬ ‫އ ޮ‬ ‫Þ? ަ‬ ‫އ ި‬ ‫ރ ު‬ ‫ރ ާ‬ ‫ކތ ަ‬ ‫ތއ ަ‬ ‫ހ ަ‬ ‫ގ ަ‬ ‫ވ ު‬ ‫ރ ެ‬ ‫ޅަ‬ ‫އ ު‬ ‫ކ ި‬ ‫ތ ާ‬ ‫ކ ި‬ ‫Þ? ަ‬ ‫Þ?ެ‬ ‫ޖÞ? ާ‬ ‫ވ‪ަ .‬‬ ‫ކ ެ‬ ‫ބ ާ‬ ‫ނ ޮ‬ ‫ވ ަ‬ ‫ރÞ? ި‬ ‫މނ ަ‬ ‫ނނ ާ‬ ‫ވ ި‬ ‫ބ ު‬ ‫ޭ‬ ‫އެ‬ ‫ވ‪.‬‬ ‫ދެ‬ ‫ވ ެ‬ ‫ގނ ެ‬ ‫ހެ‬ ‫ގ ަ‬ ‫ފ ި‬ ‫މު‬ ‫ޅު‬ ‫މނ ަ‬ ‫އ ު‬ ‫ތއ ެ‬ ‫ޓޕާޕޯÞ? ޯ‬ ‫ހÞ? ަ‬ ‫Þ?ު‬ ‫ތ ަ‬ ‫މÞ? ި‬ ‫ރ ަ‬ ‫މ ެ‬ ‫ފ ު‬ ‫ގ ު‬ ‫ބު‬‫Þ? ު‬ ‫ތ ެ‬ ‫ނއ ި‬ ‫ަ‬ ‫ރު‬ ‫ވނ‬ ‫އު‬ ‫ތ ު‬ ‫ދ ު‬ ‫ދ ި‬ ‫ގ ަ‬ ‫އ ަ‬ ‫އު‬ ‫މ ެ‬ ‫ދނ ަ‬ ‫އު‬ ‫ވު‬ ‫ކ ި‬ ‫ޔ ާ‬ ‫ކ ަ‬ ‫ތު‬ ‫ކނ ި‬ ‫ތ ު‬ ‫ޅ ަ‬ ‫އ ޮ‬ ‫އ ަ‬ ‫Þ?Þ‚ ާ‬ ‫ނ ި‬ ‫ރ ު‬ ‫ރÞ? ަ‬ ‫ރ ަ‬ ‫އ ި‬ ‫ބ ު‬ ‫ބނ ަ‬ ‫ކ ި‬ ‫ަ‬ ‫Þ? ަ‬ ‫މ ެ‬ ‫ގ‬ ‫ޅު‬ ‫ތއ ެ‬ ‫އ ު‬ ‫ރތ ަ‬ ‫މ ާ‬ ‫އ ާ‬ ‫ި‬ ‫އއ ު‬ ‫މ‬ ‫ގ ާ‬ ‫ރ ު‬ ‫Þ? ެ‬ ‫މÞ? ަ‬ ‫ރÞ? ަ‬ ‫ނނ ަ‬ ‫ކ ަ‬ ‫ޫ‬ ‫ކެ‬ ‫މއ‬ ‫ޑ ާ‬ ‫ވ ަ‬ ‫ބު‬‫ކނ ޮ‬ ‫ތނ ަ‬ ‫ޔު‬ ‫އއ ު‬ ‫މ ަ‬ ‫ރއ ި‬ ‫Þ? ެ‬ ‫ގ ާ‬ ‫ރ ު‬ ‫އ ަ‬ ‫ރÞ? ަ‬ ‫މ ީ‬ ‫މެ‬ ‫ވÞ?‪ި ،‬‬ ‫ަ‬ ‫ނ ަ‬ ‫އެ‬ ‫ވ‪.‬‬ ‫ގނ ެ‬ ‫ވ ެ‬ ‫Þ? ެ‬ ‫އ ަ‬ ‫ކ ީ‬ ‫ެ‬ ‫އ ި‬ ‫ރ‬ ‫ަ‬ ‫ކ ި‬ ‫ތ ަ‬ ‫ކÞ?‬ ‫Þ? ޫ‬ ‫ކÞ? ަ‬ ‫Þ? ެ‬ ‫ގ‬ ‫ރ ު‬ ‫ރÞ? ަ‬ ‫ގ ަ‬ ‫ނ ަ‬ ‫ި‬ ‫ރެ‬ ‫ވÞ?‬ ‫މ ާ‬ ‫ހ ު‬ ‫ި‬ ‫އެ‬ ‫ވ‪.‬‬ ‫ކެ‬ ‫ަ‬ ‫ދއ ަ‬ ‫ތު‬ ‫ކނ‬ ‫Þ?ަ‬ ‫ޔ ު‬ ‫ޚ ާ‬ ‫ި‬ ‫ގ ު‬ ‫ނ‬ ‫ނު‬‫ެ‬ ‫ރު‬ ‫ތނ‬ ‫ފ ާ‬ ‫ަ‬ ‫ޔު‬ ‫ތނ‬ ‫ަ‬ ‫ރއ ި‬ ‫‪xiv‬‬ ‫ރ ު‬ ‫Þ?ނ‬ ‫ރÞ? ަ‬ ‫ރ ަ‬ ‫ކ ި‬ ‫އ ި‬ ‫އ‪ަ ،‬‬ ‫ތ ަ‬ ‫ގ ި‬ ‫ގު‬ ‫ދ ޭ‬ ‫ކ ޮ‬ ‫ޔު‬ ‫ތނ ެ‬ ‫މ ަ‬ ‫ރއ ި‬ ‫ގ ާ‬ ‫އއ ު‬ ‫ރ ު‬ ‫ވ‪ަ .‬‬ ‫Þ? ެ‬ ‫އެ‬‫ދ ެ‬ ‫އ ެ‬ ‫ވނ ާ‬ ‫ޔަ‬‫ކ ަ‬ ‫ދނ ި‬ ‫ގ ު‬ ‫ކ ި‬ ‫ކ ެ‬ ‫ތު‬ ‫ތ ު‬ ‫ޅަ‬ ‫އ ޮ‬ ‫އ ަ‬ ‫Þ?Þ‚ ާ‬ ‫ނ ި‬ ‫ރ ު‬ ‫ރÞ? ަ‬ ‫ަ‬ ‫މެ‬ ‫ވ‪.‬‬ ‫ޅ ަ‬ ‫ކ ެ‬ ‫ނގ ު‬ ‫ރ ަ‬ ‫ވ ު‬ ‫ރ ަ‬ ‫ފނ ަ‬ ‫މ ެ‬ ‫Þ? ީ‬ ‫ތު‬ ‫އ ީ‬ ‫ކÞ? ެ‬ ‫ގ ަ‬ ‫Þ? Þ? ޫ‬ ‫ނ‪ަ ،‬‬ ‫ރ ު‬ ‫ނގ ެ‬ ‫ގނ ަ‬ ‫ދ ީ‬ ‫އ ި‬ ‫އު‬ ‫މނ ެ‬ ‫އު‬ ‫ވނ ަ‬ ‫ޔަ‬‫ކ ަ‬ ‫ދނ ި‬ ‫ތު‬ ‫ކނ ު‬ ‫ކ ި‬ ‫ޅ ަ‬ ‫އ ޮ‬ ‫ތ ު‬ ‫ދ ަ‬ ‫ަ‬ ‫އ ި‬ ‫ނ ަ‬ ‫ތއ‬ ‫ނ ު‬ ‫އ ާ‬ ‫ޤ ޫ‬ ‫ތ ާ‬ ‫ކ ި‬ ‫ތ ަ‬ ‫Þ?ު‬ ‫Þ? ާ‬ ‫ޔ ަ‬ ‫ޢ ި‬ ‫މ ީ‬ ‫ތ ާ‬ ‫އ ު‬ ‫ޖ ި‬ ‫އ ި‬ ‫ވއ ާ‬ ‫މެ‬ ‫ޓ ި‬ ‫ތ ާ‬ ‫ގޅޭ ި‬ ‫އ ު‬ ‫ރ ާ‬ ‫އ ި‬ ‫މÞ? ޫ‬ ‫ަ‬ ‫އެ‬ ‫ވ‪:‬‬ ‫ނ ެ‬ ‫މަ‬ ‫ވ ީ‬ ‫އ ި‬ ‫ރ ަ‬ ‫ގ ި‬ ‫ތއ ި‬ ‫ތ ީ‬ ‫Þ?ÞŒ ަ‬ ‫އ ާ‬ ‫ނ ާ‬ ‫ނ ީ‬ ‫ހ ާ‬ ‫ޤ ޫ‬ ‫ދެ‬ ‫ވ ި‬ ‫ކ ި‬ ‫ކ ެ‬ ‫އ ި‬ ‫ޅ ެ‬ ‫އ ި‬ ‫ގ ޭ‬ ‫އ ު‬ ‫ރ ާ‬ ‫މÞ? ޫ‬ ‫އ ި‬ ‫މ ަ‬ ‫ި‬ ‫ބ ު‬ ‫ރ ‪)4/39‬‬ ‫ނނ ަ‬ ‫ނ ަ‬ ‫ނ ު‬ ‫ނ ( ާ‬ ‫ޤ ޫ‬ ‫ޤ ޫ‬ ‫ނ ު‬ ‫ބހޭ ާ‬ ‫އ ެ‬ ‫ޓ ާ‬ ‫މ ި‬ ‫މެ‬ ‫ހއ ު‬ ‫ކÞ? ެ‬ ‫ދ ެ‬ ‫ރ ޮ‬ ‫ކެ‬ ‫ތ ި‬ ‫Þ? ަ‬ ‫ރއ ާ‬ ‫މެ‬ ‫ވ ި‬ ‫ތ ާ‬ ‫ރ Þ‡Þ– Þ­ ެ‬ ‫ގ ި‬ ‫ހ ާ‬ ‫ދެ‬ ‫ވ ި‬ ‫ި‬ ‫‪‬‬ ‫ދ (‪ާ /2711‬‬ ‫އރ‪)3-‬‬ ‫އ ު‬ ‫ވ ި‬ ‫ގ ަ‬ ‫ޤ ާ‬ ‫މ ެ‬ ‫ދު‬ ‫Þ? ޯ‬ ‫ހ ު‬ ‫ބ ަ‬ ‫ދ ު‬ ‫އ ަ‬ ‫ޅ ާ‬ ‫މ ި‬ ‫އ ު‬ ‫ކނ ަ‬ ‫ޑ ެ‬ ‫މ ާ‬ ‫ނ ަ‬ ‫ކÞ? Þ– Þ« ި‬ ‫ރ ަ‬ ‫ގއ ު‬ ‫ތ ަ‬ ‫Þ?Þ‚ ަ‬ ‫ވއ ަ‬ ‫ޓÞ? Þ‹Þ­ ެ‬ ‫މެ‬‫ތ ާ‬ ‫ި‬ ‫‪‬‬ ‫އ ު‬ ‫ދ ‪2712‬‬ ‫ވ ި‬ ‫ބ ޭ‬ ‫ގ ާ‬ ‫ހ ަ‬ ‫މ ެ‬ ‫ހ ު‬ ‫ދ ާ‬ ‫ރޕ Þ¯ ު‬ ‫ޓ ެ‬ ‫ކÞ? ި‬ ‫ބ ާ‬ ‫ރ ަ‬ ‫ޔނ ޮ‬ ‫މނ ަ‬ ‫ވ ު‬ ‫ރ ÞŠÞ¯ ާ‬ ‫ރ ެ‬ ‫ނ ި‬ ‫Þ? ު‬ ‫ޓÞ? ަ‬ ‫އ ަ‬ ‫ވއ ަ‬ ‫މެ‬‫ތ ާ‬ ‫ި‬ ‫‪‬‬ ‫ބ ޭ‬ ‫ހ‬ ‫އ ެ‬ ‫ދު‬ ‫އ ާ‬ ‫މ ި‬ ‫Þ?Þ? ެ‬ ‫ގނ ި‬ ‫ރ ަ‬ ‫ނއ ަ‬ ‫Þ?Þ‚ ަ‬ ‫އ ެ‬ ‫އއ ަ‬ ‫ރ ު‬ ‫ދ ެ‬ ‫ގނ ަ‬ ‫އ ި‬ ‫ގނ ެ‬ ‫ނ ު‬ ‫ކ ެ‬ ‫ނ ެ‬ ‫އ‪ޮ ،‬‬ ‫ރ ާ‬ ‫މ ި‬ ‫ފ ު‬ ‫އ‪ު ،‬‬ ‫އ ު‬ ‫ކނ ު‬ ‫ޑ ާ‬ ‫މ ި‬ ‫ގÞ? ެ‬ ‫ރއ ަ‬ ‫ު‬ ‫‪‬‬ ‫ބ ު‬ ‫ރ ‪)4/39‬‬ ‫ނނ ަ‬ ‫ނ ަ‬ ‫ނ ު‬ ‫ދ ( ާ‬ ‫ޤ ޫ‬ ‫އ ު‬ ‫ަ‬ ‫ޤ ާ‬ ‫ވ ި‬ ‫އ ު‬ ‫ދ‬ ‫ވ ި‬ ‫ހ ަ‬ ‫ޤ ާ‬ ‫ބ ޭ‬ ‫އ ެ‬ ‫ރ ާ‬ ‫މ ި‬ ‫ކ ު‬ ‫ބ ު‬ ‫ނނ ު‬ ‫އ ޭ‬ ‫ގ ާ‬ ‫މ ި‬ ‫ނު‬‫ރ ެ‬ ‫ކ ި‬ ‫އ ަ‬ ‫އ ި‬ ‫ވއ ާ‬ ‫ޔ ި‬ ‫އ‪ެ ،‬‬ ‫ގ ާ‬ ‫Þ? ި‬ ‫ަ‬ ‫‪‬‬ ‫ނ ު‬ ‫ނ‬ ‫ޑނގ ާ‬ ‫ޤ ޫ‬ ‫ބÞ? ި‬‫ދ ި‬ ‫އ ި‬‫ކޑ ަ‬‫ޑނގ ޯ‬ ‫މ ި‬ ‫ބÞ? ި‬ ‫ޤ ު‬ ‫އ ީ‬ ‫ގ ަ‬ ‫ރ Þ‡Þ– Þ­ ެ‬‫ހ ާ‬ ‫ދެ‬ ‫ވ ި‬ ‫ި‬ ‫‪‬‬ ‫އ ު‬ ‫ދ‬ ‫ޤ ާ‬ ‫ވ ި‬ ‫ގ ަ‬ ‫ގު‬ ‫މ ެ‬ ‫ހނ ު‬‫އ ި‬ ‫ރ ާ‬ ‫މ ި‬ ‫ކ ު‬ ‫Þ? Þ•Þ?Þ­Þ‚ ު‬ ‫ވ ި‬ ‫ބ ާ‬ ‫ނެ‬ ‫ގ ި‬‫ރ Þ‡Þ– Þ­ ެ‬ ‫ާ‬ ‫‪‬‬ ‫ކ‪:‬‬ ‫ތަ‬ ‫ތ ަ‬ ‫ކ ީ‬ ‫Þ?ު‬ ‫Þ? ާ‬ ‫ޔ ަ‬ ‫ބނކ ެ‬ ‫ގ ި‬ ‫ޅ ÞˆÞ¯ÞƒÞ? Þ‘ ޭ‬ ‫ގ ޭ‬ ‫އÞ? ު‬ ‫ރ ަ‬ ‫މÞ? ޫ‬ ‫މ ަ‬ ‫ި‬ ‫ރ ަ‬ ‫މނޓ‬ ‫ވ ަ‬ ‫ޔ ަ‬ ‫އނ ަ‬ ‫ޕ) ‪ޮ 4.71‬‬ ‫އނ ެ‬ ‫(ބ‪ީ .‬‬ ‫ީ‬ ‫Þ?‬ ‫)‪/‬ބނކ Þ• Þ® ި‬ ‫Þ? ީ‬ ‫ޭ‬ ‫ޕ‬ ‫Þ? ( ޯ‬ ‫އ‪ީ .‬‬ ‫ނÞ? Þ• Þ® ި‬ ‫Þ? ީ‬ ‫Þ? ަ‬ ‫ޕ ޭ‬ ‫ރ ަ‬ ‫އ ަ‬ ‫ބނކ ޮ‬ ‫ވޯÞ? Þ‘ ޭ‬ ‫‪‬‬ ‫އ ެ‬ ‫Þ?Þ? ަ‬ ‫މނޓ؛‬ ‫ެ‬ ‫މނÞ? Þ? ޭ‬ ‫ޓނ ަ‬ ‫ޑޑÞ?؛‬ ‫ބނކ ަ‬ ‫ޕފ Þ¯ ެ‬ ‫ވޯÞ? Þ‘ ޭ‬ ‫‪‬‬ ‫ކނ Þ‘ Þ® ަ‬ ‫Þ?Þ‚Þ?؛‬ ‫ކނ ޮ‬ ‫ބރ ެ‬ ‫އނ Þ‘ Þˆ Þ¯ ި‬ ‫ޑޑ ‪ 2‬Þ? Þ­ ަ‬ ‫މނÞ? Þ? ޭ‬ ‫ޓނ ަ‬ ‫‪ o‬ޕާފ Þ¯ ެ‬ ‫ވނ ަ‬ ‫Þ?ނ؛‬ ‫ރެ‬ ‫Þ?ު‬ ‫އ ަ‬ ‫Þ?Þ‚ Þ• ި‬ ‫Þ? ެ‬ ‫އނ Þ‘ Þ• Þ® ި‬ ‫ފ ަ‬ ‫Þ?Þ‚ ީ‬ ‫އި‬‫Þ?Þ? ެ‬ ‫ރ ޯ‬ ‫ޓނ ަ‬ ‫ޑޑ ‪ި 9‬‬ ‫މނÞ? Þ? ޭ‬ ‫‪ o‬ޕާފ Þ¯ ަ‬ ‫ރ ާ‬ ‫މ ޮ‬ ‫ކÞ?‬ ‫ތއ ަ‬ ‫ފ ު‬ ‫މ ާ‬ ‫ރތ ަ‬ ‫(Þ‡ ާ‬ ‫ި‬ ‫ޓ‬ ‫ރ ި‬ ‫Þ?ު‬ ‫ކ ި‬ ‫އނ Þ‘ ެ‬ ‫ޓ ެ‬ ‫Þ?ÞŠ ީ‬ ‫ތ ޭ‬ ‫ހÞ? ު‬ ‫ޓ ެ‬ ‫ނ ީ‬ ‫މ ު‬ ‫އ ި‬ ‫ކި‬‫ޑޑ ‪ޮ 4‬‬ ‫މނÞ? Þ? ޭ‬ ‫ޓނ ަ‬ ‫‪ o‬ޕާފ Þ¯ ަ‬ ‫ގ ޭ‬ ‫ޅ)‪.‬‬ ‫އ ު‬‫މ ި‬ ‫ހއ ު‬ ‫ޓ ާ‬ ‫Þ?ެ‬‫ބ ެ‬‫ރތ ެ‬‫މ ާ‬‫އ ާ‬ ‫އ ި‬ ‫ކ ި‬‫ތ ާ‬ ‫ރ ާ‬ ‫ކތ ަ‬ ‫ހ ަ‬ ‫Þ?Þ‚ ަ‬ ‫ކނÞ?Þ“ ަ‬ ‫ރކ ަ‬ ‫ޮ‬ ‫ޙ ާ‬ ‫ޔ ު‬ ‫Þ?‬ ‫އއ ު‬ ‫މނ ެ‬ ‫ގ ި‬ ‫ާ‬ ‫މއ ަ‬ ‫ޗÞ?‬ ‫ގ ަ‬ ‫ރ ާ‬ ‫ބ ެ‬ ‫ތ ު‬ ‫ޖ ި‬ ‫ދ ަ‬ ‫Þ? ަ‬ ‫އ ި‬ ‫ޔ ު‬ ‫ހ ާ‬ ‫އ ި‬ ‫Þ? ަ‬ ‫ފ ާ‬ ‫އ ި‬ ‫ގ ަ‬ ‫ބ ެ‬ ‫އއ ެ‬ ‫ގ ަ‬ ‫ނ ަ‬ ‫ނ‪ި ،‬‬ ‫ދު‬ ‫ވ ީ‬ ‫އÞ? ެ‬ ‫ގނ ެ‬ ‫ރ ަ‬ ‫Þ? ު‬ ‫ކ ި‬ ‫ރ ާ‬ ‫ދ ާ‬ ‫ކ ެ‬ ‫ތު‬ ‫ގ ި‬ ‫ވނ ަ‬ ‫ރު‬‫ޢ ޭ‬ ‫ތ ާ‬ ‫މ ީ‬ ‫އ ި‬ ‫އޖ ި‬ ‫ވއ ާ‬ ‫ޓ ި‬ ‫މެ‬‫ތ ާ‬ ‫ި‬ ‫Þ? ެ‬ ‫ގ‬ ‫ރޔ ަ‬ ‫ރ ު‬ ‫އ ާ‬ ‫ވ ަ‬ ‫ޅ ަ‬ ‫ފ ި‬ ‫ކނ ަ‬ ‫ޑ ެ‬ ‫އ ި‬ ‫ދ ު‬ ‫ނ ަ‬ ‫މއ ަ‬ ‫Þ?Þ• Þ¯ ު‬ ‫ޓ ި‬ ‫ަ‬ ‫ރ‬ ‫އަ‬ ‫ހ ު‬ ‫މ ެ‬ ‫ދ ަ‬ ‫ތ ަ‬ ‫ރ ަ‬ ‫ގ ު‬ ‫ފ ަ‬ ‫ޢ ެ‬ ‫ރު‬‫މÞ? ޫ‬ ‫ތނ ަ‬ ‫ގު‬ ‫ވ‪ެ .‬‬ ‫އ ޮ‬ ‫ނެ‬‫ގނ ެ‬ ‫ވ ެ‬ ‫ރި‬‫ކ ެ‬ ‫ނު‬‫ބ ާ‬ ‫ި‬ ‫އ‬ ‫ރ ު‬ ‫Þ?Þ‚ ާ‬ ‫ނ ި‬ ‫ު‬ ‫މ ަ‬ ‫ދއ ި‬ ‫އÞ?‬ ‫ި‬ ‫ޕ ު‬ ‫Þ?)‪،‬‬ ‫Þ? ަ‬ ‫އ ީ‬ ‫ޓ‬ ‫ޕު‬ ‫ރނ ި‬ ‫ޑި‬‫ު‬ ‫Þ?‪ެ /‬‬ ‫ޕ ި‬ ‫ޕ ު‬‫Þ? ަ‬ ‫ރނ ި‬ ‫( ު‬ ‫ޕ ި‬ ‫ރނ‬ ‫ގނ ެ‬ ‫ތ ި‬ ‫ހނ ު‬‫ި‬ ‫ކ ެ‬ ‫ގ‬ ‫ތު‬‫Þ?ަ‬ ‫Þ? ޫ‬ ‫ކ ު‬ ‫މ ެ‬ ‫ގ‬ ‫އެ‬ ‫ވ‪ީ .‬‬ ‫މ ެ‬ ‫ނ ެ‬ ‫ހެ‬ ‫ބ ު‬ ‫ރނ ި‬ ‫ބރޑ ެ‬ ‫މމ ަ‬ ‫ކÞ? ޯ‬ ‫އ Þ? ޫ‬ ‫ޅނ ާ‬ ‫ފ ު‬ ‫ނ ި‬ ‫ބ ު‬ ‫ގ ޭ‬ ‫ޔ ެ‬‫ޢއ ާ‬ ‫މ ި‬‫ޖ ި‬ ‫ރނ ެ‬ ‫ގ ަ‬ ‫ޗ ު‬ ‫ޓ ަ‬ ‫އ ީ‬ ‫ރނ ާ‬ ‫ނ ި‬ ‫ވ ި‬‫ނެ‬ ‫Þ? ި‬ ‫ބ ެ‬ ‫ރނ‪ެ ،‬‬ ‫އ ަ‬ ‫ޒ ު‬ ‫ވ ި‬‫ޕަ‬ ‫ު‬ ‫Þ? ަ‬ ‫މ‬ ‫ގ ާ‬ ‫އއ ު‬ ‫ދއ ެ‬ ‫ދ ެ‬ ‫އ ަ‬‫ނ ަ‬‫ގ ަ‬‫ދ ި‬ ‫އ ަ‬ ‫އ ި‬ ‫ނ ި‬‫ރނ ާ‬ ‫ބ ު‬‫މމ ަ‬‫ގ ެ‬ ‫ތު‬ ‫ކ ެ‬ ‫ޓ ަ‬ ‫މ ީ‬ ‫ރ ު‬ ‫Þ? ޮ‬ ‫ކ ި‬ ‫ރÞ? ަ‬ ‫އ ަ‬ ‫ރނ ާ‬ ‫ނ ި‬ ‫ބ ު‬‫މމ ަ‬ ‫Þ?Þ? ެ‬ ‫އނ ި‬‫ކު‬ ‫ަ‬ ‫ކ ެ‬ ‫ގ‬ ‫ތު‬‫ރÞ? ަ‬ ‫ތ ު‬ ‫ރނ ަ‬ ‫އު‬‫ި‬ ‫އ ި‬ ‫ކ‬ ‫ހ ެ‬‫ބ ޭ‬‫އ ެ‬ ‫މ ި‬‫ކ ާ‬‫އ‪ަ ،‬‬ ‫ހ ަ‬ ‫ދ ި‬ ‫ތ ޯ‬ ‫Þ? ާ‬ ‫މު‬ ‫އ ޫ‬ ‫ވ ަ‬ ‫މ ު‬ ‫ނނ ާ‬ ‫އÞ? ޭ‬ ‫ބ ު‬ ‫ޢ ަ‬ ‫ރު‬‫މÞ? ޫ‬ ‫ވ ަ‬ ‫ކ ެ‬ ‫ރި‬ ‫ހއ ާ‬ ‫Þ?ު‬ ‫ތ ި‬‫މު‬ ‫Þ? ާ‬‫ޢ ޫ‬ ‫މު‬ ‫ޢ ެ‬ ‫ގ ަ‬ ‫ރު‬ ‫މÞ? ޫ‬ ‫ަ‬ ‫މ‬ ‫ތނ ަ‬ ‫ނÞ? ި‬ ‫ޔު‬ ‫ަ‬ ‫ރއ ި‬ ‫‪xv‬‬ ‫ވ‪ެ .‬‬ ‫އ‬ ‫އ ީ‬ ‫އެ‬ ‫Þ?Þ‡ ަ‬ ‫ގ ެ‬ ‫އÞ? ަ‬ ‫ރ ެ‬ ‫ޙއ ު‬ ‫ދނ ަ‬ ‫ރަ‬ ‫ކ ަ‬ ‫Þ? ަ‬ ‫ގ ެ‬ ‫އ ި‬ ‫ނ ާ‬ ‫ރ Þ‡Þ– Þ­ ެ‬ ‫ދު‬ ‫ވ ީ‬ ‫ޔÞ? ެ‬ ‫ގނ ެ‬ ‫ރ ަ‬ ‫Þ? ު‬ ‫ކ ި‬ ‫ރ ާ‬ ‫ދ ާ‬ ‫މ ި‬ ‫ނެ‬ ‫ވ‪ި .‬‬ ‫ރު‬ ‫ވ ެ‬ ‫ކ ެ‬ ‫ދ ު‬ ‫Þ? ު‬ ‫ބ ަ‬ ‫ޔ ު‬ ‫Þ? ަ‬ ‫ޙ ާ‬ ‫ި‬ ‫އެ‬ ‫ވ‪.‬‬ ‫މނ Þ‘ Þ« ެ‬ ‫ދ Þ?‪ޮ .‬‬ ‫ކ ަ‬ ‫ދ ަ‬ ‫އ ި‬ ‫ފ‪.‬ނ ަ‬ ‫Þ?Þ‚ ޫ‬ ‫ި‬ ‫މނ ޫ‬ ‫ދ‪،‬‬ ‫މ ެ‬ ‫މ ޫ‬ ‫ދ‪ ،‬ގއ‪ާ .‬‬ ‫ނ ޫ‬ ‫ދ‪ ،‬ދ‪ީ .‬‬ ‫ފ ަ‬ ‫ޅ ޫ‬ ‫ދ‪ ،‬Þ?‪ު .‬‬ ‫ހ ު‬ ‫Þ?‪ ،‬ނ‪ޮ .‬‬ ‫Þ? ި‬ ‫ނގ ި‬ ‫ވ ި‬ ‫ރނ ޫ‬ ‫ދ‪ ،‬ކ‪ި .‬‬ ‫ު‬ ‫ޅ‪.‬ކ ެ‬ ‫Þ?ު‬ ‫ތ‪:‬‬ ‫ޙަ‬ ‫ކެ‬ ‫ގ ާ‬ ‫ރތ ަ‬ ‫ތު‬ ‫މ ާ‬ ‫އ ާ‬ ‫އ ި‬ ‫ތ ާ‬ ‫ކ ި‬ ‫Þ?ަ‬ ‫Þ?ÞŒ ަ‬ ‫ގ ަ‬ ‫ވ ީ‬ ‫ކެ‬‫ތު‬ ‫Þ? ޫ‬ ‫ކÞ? ަ‬ ‫ޑު‬ ‫ވނ‬ ‫ބު‬ ‫ދ ަ‬ ‫ކނ ޮ‬ ‫އ ެ‬ ‫މ ު‬ ‫Þ? ާ‬ ‫ތ ި‬ ‫ޙ ަ‬ ‫ގ ާ‬ ‫ހÞ? ެ‬ ‫ފ ު‬ ‫ޅނ Þ? ޫ‬ ‫ކÞ? ޯ‬ ‫ބ ު‬ ‫ރ ު‬ ‫Þ? ޭ‬ ‫ހނ ަ‬ ‫ރÞ? ަ‬ ‫އެ‬‫އ ެ‬ ‫ޔަ‬ ‫ވ ި‬ ‫ފ ަ‬ ‫ފ ު‬ ‫ޅނ ި‬ ‫މނ Þ‘ Þ« ޭ‬ ‫ބ ު‬ ‫ކ ަ‬ ‫ދ Þ?‪ޮ .‬‬ ‫Þ? ަ‬ ‫އ ި‬ ‫Þ? ި‬ ‫ނގ ި‬ ‫ކ‪ި .‬‬ ‫ވ ި‬ ‫އ‬ ‫ތ ަ‬ ‫ރ ާ‬ ‫Þ? ި‬ ‫ވަ‬ ‫ގނ ު‬ ‫ނަ‬ ‫ހނ ަ‬ ‫އ) ި‬ ‫‪.‬Þ? ެ‬ ‫‪.‬އÞ?‪ީ .‬‬ ‫(Þ– ީ‬ ‫ީ‬ ‫ޙނ ަ‬ ‫ތއ‬ ‫ތ ާ‬ ‫ވ ީ‬ ‫މ ި‬ ‫އމ ި‬ ‫އޤ ާ‬ ‫ނÞ? ަ‬ ‫އ ަ‬ ‫ކ ަ‬ ‫ބ ި‬ ‫ހ ަ‬ ‫ގ ޯ‬ ‫Þ? ީ‬ ‫ކ ެ‬ ‫ތު‬‫Þ? ަ‬ ‫ދ Þ? ޫ‬ ‫ކ ު‬ ‫އެ‬ ‫ވ‪ަ .‬‬ ‫އ ި‬ ‫ރ ެ‬ ‫ޅު‬ ‫ކ ި‬ ‫ފާ ު‬ ‫އެ‬ ‫ވ‪.‬‬ ‫ރ ެ‬ ‫ގ ު‬ ‫ކ ި‬ ‫ހ ަ‬ ‫ނއ ަ‬ ‫މÞ? ÞŠ Þ§ ަ‬ ‫ކ ަ‬ ‫ނނ ަ‬ ‫ތ ެ‬ ‫Þ? ަ‬ ‫ނ ޫ‬ ‫ކ ޭ‬ ‫އ ަ‬ ‫ރ ަ‬ ‫މÞ? ެ‬ ‫ކ ު‬ ‫Þ? ު‬ ‫ރ ެ‬ ‫ޖÞ? ާ‬ ‫ގ ަ‬ ‫ފނ ަ‬ ‫ވ ު‬ ‫ތ ު‬ ‫ޅ ެ‬ ‫ަ‬ ‫އ ޮ‬ ‫ތ‪:‬‬ ‫މާ‬ ‫ވ ަ‬ ‫ދ ި‬ ‫ދ ާ‬ ‫ރު‬ ‫މނ ި‬ ‫ރތ ު‬ ‫ކ ު‬ ‫މ ާ‬ ‫އ ާ‬ ‫އ‪ި /‬‬ ‫މ ި‬ ‫ކ ު‬ ‫ރ ާ‬ ‫ނު‬‫ބ ާ‬ ‫ި‬ ‫ޑެ‬ ‫ވ‬ ‫ކނ ޮ‬ ‫ބު‬ ‫މ ަ‬ ‫އ ަ‬ ‫ކ ާ‬ ‫ވ ެ‬ ‫ގނ ެ‬ ‫ގެ‬ ‫އ ަ‬ ‫ނދ ޫ‬ ‫ތނ ަ‬ ‫ޔު‬ ‫ނÞ? ު‬ ‫މ ަ‬ ‫ރއ ަ‬ ‫ކނ ާ‬ ‫އއ ު‬ ‫ތު‬ ‫ރު‬ ‫ޢ ަ‬ ‫ގ ަ‬ ‫މÞ? ޫ‬ ‫މ ެ‬ ‫ރު‬ ‫ރތ ު‬ ‫ކ ު‬ ‫މ ާ‬ ‫އ ާ‬ ‫މނ ާ‬ ‫ދ ި‬ ‫ގު‬‫ހނ ަ‬ ‫އ ި‬ ‫Þ? ަ‬ ‫ގ ި‬ ‫ރ ު‬ ‫ަ‬ ‫ރއ ަ‬ ‫އި‬ ‫ވ‬ ‫ފ ި‬‫ވ ަ‬ ‫މÞ? ޭ‬ ‫ރި‬ ‫ގ ަ‬‫ހނ ު‬ ‫ޔÞ? ި‬ ‫ރ ަ‬ ‫ދ ު‬ ‫ކ ި‬ ‫ވ‪ަ .‬‬ ‫އ ި‬ ‫އެ‬‫ވ ެ‬ ‫ޅި‬‫ދ ު‬ ‫ވ ާ‬‫ރނ ި‬ ‫ބ ު‬ ‫މމ ަ‬‫Þ?Þ? ެ‬ ‫އނ ި‬ ‫ކު‬ ‫ގ ަ‬‫Þ? ެ‬ ‫ރ ު‬‫ރÞ? ަ‬ ‫މÞ? ަ‬ ‫ކ ަ‬ ‫ރ ަ‬ ‫ކ ާ‬ ‫ނު‬ ‫ތެ‬ ‫ކއ ު‬ ‫ކ ާ‬ ‫ވަ‬ ‫ޟު‬ ‫ޑ ަ‬ ‫މ ޮ‬ ‫ބު‬ ‫ާ‬ ‫ބ ު‬ ‫Þ?‬ ‫ޤ ޫ‬ ‫ޅނ ަ‬‫ފ ު‬‫ބ ު‬‫މ ޭ‬ ‫މÞ? ި‬ ‫ކ ަ‬‫ނ ަ‬ ‫ކ ާ‬ ‫ރ ެ‬ ‫ނު‬‫ވ ު‬ ‫ކ ާ‬‫ޟު‬ ‫ދ ަ‬ ‫މ ު‬‫އ ެ‬ ‫ކ ި‬ ‫ތ ާ‬‫ކތ ަ‬ ‫ހ ަ‬ ‫ރ ާ‬ ‫ގ ަ‬ ‫ރު‬ ‫މ ެ‬ ‫ކ ު‬‫ރތ ު‬ ‫މ ާ‬‫އ ާ‬ ‫ގ ި‬ ‫ހނ ާ‬‫Þ?Þ‚ ި‬ ‫ގ ަ‬ ‫ދ ު‬ ‫ޢ ެ‬ ‫ރު‬‫މÞ? ޫ‬‫މ ަ‬ ‫ި‬ ‫މނ ާ‬ ‫ދ‬ ‫ވު‬ ‫ކ ެ‬ ‫ރެ‬ ‫މ ާ‬ ‫ރތ ު‬ ‫އ ާ‬ ‫އ ި‬ ‫Þ? ަ‬ ‫މ ާ‬ ‫ކ ި‬ ‫ދ ެ‬ ‫ނ ެ‬ ‫ގއ ު‬ ‫ބ ާ‬ ‫Þ? ި‬ ‫Þ? ަ‬ ‫އÞ? ި‬ ‫Þ? ަ‬ ‫ގ ެ‬ ‫ފނ ަ‬ ‫ފ ަ‬ ‫ރ ު‬ ‫Þ? ެ‬ ‫އ ަ‬ ‫ވ ާ‬ ‫މ ި‬ ‫ދު‬‫ގ ަ‬ ‫ޑ ަ‬ ‫އު‬‫އ‪ަ ،‬‬ ‫ފ ާ‬ ‫ހ ި‬ ‫ރ ު‬ ‫ހ ަ‬ ‫ނÞ?‪ި ،‬‬ ‫ހ ަ‬ ‫އެ‬ ‫އެ‬ ‫ވ‪ެ .‬‬ ‫ވ ެ‬ ‫ރއ ަ‬ ‫ކ ަ‬ ‫ު‬ ‫މެ‬ ‫ހނ‬ ‫މ ަ‬ ‫ކނ ި‬ ‫ތ‪ި ،‬‬ ‫ރ ޮ‬ ‫ކÞ?ÞŠÞ§ ެ‬ ‫ނ ީ‬ ‫އ ަ‬ ‫Þ? ު‬ ‫ކ ަ‬ ‫މއ ަ‬ ‫ރ ަ‬ ‫ކެ‬ ‫ތ ި‬ ‫ރއ ާ‬ ‫އ ަ‬ ‫Þ?Þ‡ ަ‬ ‫ޙ ާ‬ ‫ތ ި‬ ‫ތނ ެ‬ ‫ގ ި‬ ‫ޔު‬ ‫މނ ަ‬ ‫ރއ ަ‬ ‫ވު‬‫ޑު‬ ‫ކަ‬‫ވު‬ ‫ރ ާ‬ ‫އ ަ‬ ‫ފ ު‬ ‫މ ަ‬ ‫ގ ި‬ ‫ރު‬ ‫ކ ު‬ ‫ކ ު‬ ‫ދ ަ‬ ‫ވ ި‬ ‫ރ ަ‬ ‫ޙ ު‬ ‫Þ? ަ‬ ‫ަ‬ ‫ނÞ?Þ“ ީ‬ ‫ރ‬ ‫މ ި‬ ‫ދ ި‬ ‫އެ‬ ‫ވ‪ަ .‬‬ ‫އ ި‬ ‫ރ ެ‬ ‫ގ ު‬ ‫ކ ި‬ ‫ހ ަ‬ ‫ކ ަ‬ ‫މÞ? ÞŠÞ§ ަ‬ ‫ޖ ޭ‬ ‫ހ ަ‬ ‫ރނ ެ‬ ‫އމ ު‬ ‫ކ ަ‬ ‫އ ާ‬ ‫ގ ި‬ ‫އ ަ‬ ‫ޅ ި‬ ‫ކަ‬ ‫ޑ ަ‬ ‫ކއ ަ‬ ‫ތެ‬ ‫ކއ‪ޮ /‬‬ ‫ގތ ަ‬ ‫ތެ‬‫ޅަ‬ ‫ވ ު‬ ‫ޔަ‬‫ފ ަ‬ ‫ދ ާ‬ ‫ނ ި‬ ‫ހނ ަ‬ ‫ހ ު‬ ‫ރ ަ‬ ‫ނެ‬ ‫ނ ާ‬ ‫ވ ެ‬ ‫ު‬ ‫ހ ަ‬ ‫މ‬ ‫ރަ‬ ‫ގ ު‬ ‫ފ ި‬ ‫ރނ ެ‬ ‫ބ ު‬ ‫Þ?Þ? ެ‬ ‫މމ ަ‬ ‫ކު‬ ‫އނ ި‬ ‫އ ަ‬ ‫ތނ ާ‬ ‫ނ ި‬ ‫ޔު‬‫ރއ ަ‬ ‫ތ ަ‬ ‫ޢ ަ‬ ‫ކÞ? ަ‬ ‫ރު‬‫މÞ? ޫ‬ ‫ދ ަ‬ ‫މ ަ‬ ‫ފ ަ‬ ‫ބނކ ެ‬ ‫ގ ި‬ ‫ވރÞ? Þ‘ ޭ‬ ‫އ ަ‬ ‫ޟނ ާ‬ ‫އ ި‬ ‫ކ ަ‬ ‫އ ޭ‬ ‫ޑު‬ ‫އފ ެ‬ ‫އި‬ ‫ޮ‬ ‫އެ‬ ‫ވ‪.‬‬ ‫ރ ެ‬ ‫މު‬ ‫ކ ި‬ ‫ވÞ? ާ‬ ‫ހ ަ‬ ‫މÞ? ެ‬ ‫ބ ެ‬ ‫ނ ަ‬ ‫ކ ަ‬ ‫Þ? ޭ‬ ‫އ ު‬ ‫ދ ި‬ ‫ާ‬ ‫ތ ި‬ ‫އ Þ‰Þ© ު‬ ‫ހނ‪:‬‬ ‫ކއ ާ‬ ‫ޗ ި‬ ‫ތެ‬ ‫ނނ ާ‬ ‫ވ ަ‬ ‫މÞ? ޭ‬ ‫ބ ު‬ ‫ރަ‬ ‫ރތ ު‬ ‫ކ ު‬ ‫އ ާ‬ ‫މ ާ‬ ‫މ ި‬ ‫އ‪ި /‬‬ ‫ރ ާ‬ ‫ކ ު‬ ‫ނު‬‫ބ ާ‬ ‫ި‬ ‫ޔު‬ ‫ކ‬ ‫ނ ަ‬ ‫ބ ަ‬ ‫ގ ަ‬ ‫އނ ަ‬ ‫ކ ަ‬ ‫މÞ? ި‬ ‫ނ ާ‬ ‫މ ެ‬ ‫Þ? ި‬ ‫ޖެ‬ ‫ހ ީ‬ ‫ގނ ަ‬ ‫ނނ ެ‬ ‫ހނ ެ‬ ‫މު‬ ‫ކު‬ ‫ތ ީ‬ ‫މ ަ‬ ‫Þ?Þ‡ ަ‬ ‫ދ ަ‬ ‫Þ?ÞŒ ަ‬ ‫އ ި‬ ‫އ ާ‬ ‫އ ާ‬ ‫ކއ ާ‬ ‫ޗ ި‬ ‫ތެ‬ ‫ނނ ާ‬ ‫ވ ަ‬ ‫ބ ު‬ ‫ރ ަ‬ ‫މÞ? ޭ‬ ‫ކ ު‬ ‫މ ާ‬ ‫ރތ ު‬ ‫އ ާ‬ ‫ި‬ ‫ފ ަ‬ ‫ދ‬ ‫މ ަ‬ ‫ި‬ ‫ބދޭ ީ‬ ‫Þ?ނ‬ ‫ި‬ ‫ކު‬ ‫މނ‪،‬‬ ‫ަ‬ ‫ބދޭ ީ‬ ‫Þ?ނ‬ ‫ި‬ ‫ނ‬ ‫ު‬ ‫އ ެ‬ ‫ޅ ީ‬ ‫ގ ި‬ ‫އ‬ ‫ާ‬ ‫ރ Þ‡Þ– Þ­ ަ‬ ‫މ ޮ‬ ‫ކÞ?‬ ‫އު‬‫ާ‬ ‫އ‬ ‫ތ ަ‬ ‫ގ ި‬ ‫ކު‬‫Þ?Þ‡ ަ‬ ‫މ ަ‬ ‫ަ‬ ‫މ ެ‬ ‫ގ‬ ‫ރު‬ ‫ރތ ު‬ ‫ކ ު‬ ‫އ ާ‬ ‫މ ާ‬ ‫ި‬ ‫އެ‬ ‫ވ‪.‬‬ ‫ކެ‬ ‫ދެ‬‫ެ‬ ‫ދ‬ ‫އެ‬ ‫ވ‪ަ .‬‬ ‫އ ި‬ ‫ކެ‬ ‫ދެ‬ ‫ކ ު‬ ‫ނ ެ‬ ‫ޔު‬ ‫ވÞ? ަ‬ ‫ބ ަ‬ ‫އއ ެ‬ ‫ކ ަ‬ ‫މ ަ‬ ‫ކÞ? ެ‬ ‫Þ? ަ‬ ‫Þ? ެ‬ ‫އއ ަ‬ ‫މއ ަ‬ ‫ކ ަ‬ ‫ޅ ަ‬ ‫މ ީ‬ ‫އ ު‬ ‫އ ު‬ ‫ތ ަ‬ ‫ގު‬ ‫ގ ި‬ ‫ގ ޮ‬ ‫ހނ ެ‬ ‫މު‬ ‫ކު‬ ‫ތ ީ‬ ‫މ ަ‬ ‫Þ?Þ‡ ަ‬ ‫އ ަ‬ ‫ކ ަ‬ ‫ގ ި‬ ‫ތު‬‫ޢަ‬ ‫ރު‬‫މÞ? ޫ‬ ‫ަ‬ ‫ރވ Þ­ ެ‬ ‫ނ‬ ‫ކ ެ‬ ‫އޒ ު‬ ‫ޕަ‬ ‫ވ ި‬ ‫ނ ު‬ ‫‪/‬Þ? ަ‬ ‫ހއ ޭ‬ ‫ޓ ެ‬ ‫Þ?ެ‬‫ބ ެ‬ ‫ހނ ެ‬ ‫މު‬ ‫އ ެ‬ ‫އ ީ‬ ‫ވ ަ‬ ‫ފ ި‬ ‫ކÞ? ެ‬ ‫ބ ަ‬ ‫ޔ ަ‬ ‫ގ ެ‬ ‫ނވ Þ­ ަ‬ ‫އ ު‬ ‫ދނ ެ‬ ‫ގަ‬ ‫ވ ި‬ ‫ކ ަ‬ ‫Þ?Þ‚ ަ‬ ‫ނ ީ‬ ‫ގ ެ‬ ‫ނވ Þ­ ި‬ ‫ބދޭ ީ‬ ‫ކަ‬ ‫ތÞ? ެ‬ ‫Þ?Þ‡ ަ‬ ‫ަ‬ ‫މ ަ‬ ‫އެ‬ ‫ވ‪.‬‬ ‫ރ ެ‬ ‫ހ ަ‬ ‫ގ ު‬ ‫ކ ި‬ ‫މނ ÞŠÞ§ ަ‬ ‫އ ާ‬ ‫އއ ު‬ ‫ރނ ާ‬ ‫ނ ި‬ ‫Þ? ަ‬ ‫Þ? ު‬ ‫ކު‬ ‫އނ ި‬ ‫ކ ަ‬ ‫މÞ? ަ‬ ‫ޖ ޭ‬ ‫ހ ެ‬ ‫ނ ަ‬ ‫އއ ު‬ ‫ނ ެ‬ ‫Þ? ެ‬ ‫މއ ަ‬ ‫Þ? ަ‬ ‫އ ަ‬ ‫ރ ަ‬ ‫ގ ި‬ ‫Þ?ެ‬ ‫ތ ޭ‬ ‫ރ ު‬ ‫ތު‬ ‫މނ‪ަ ،‬‬ ‫މއ ޮ‬ ‫އު‬ ‫ޒ ެ‬ ‫ނ ާ‬ ‫ނގ ު‬ ‫ޅ ި‬ ‫ރ ަ‬‫ަ‬ ‫ނގ ު‬ ‫ޅ‬ ‫ރ ަ‬ ‫ރ ަ‬ ‫Þ?Þ? ަ‬ ‫ކނ ަ‬ ‫އު‬ ‫ރު‬ ‫ޢ ަ‬ ‫އ ަ‬ ‫މÞ? ޫ‬ ‫ވ ެ‬ ‫ނި‬ ‫ހނ ަ‬ ‫ނ ި‬ ‫މު‬ ‫ކ ެ‬ ‫ދި‬ ‫ތ ަ‬ ‫ކ ީ‬ ‫ޢ ަ‬ ‫ރު‬ ‫ވ ަ‬ ‫މÞ? ޫ‬ ‫Þ? ާ‬ ‫ހއ ާ‬ ‫ރު‬ ‫ވނ ި‬ ‫އެ‬ ‫ވ ި‬ ‫ގ ަ‬ ‫ބ ި‬ ‫ޔު‬ ‫ތނ ެ‬ ‫މ ަ‬ ‫އއ ު‬ ‫ރއ ި‬ ‫Þ? ެ‬ ‫ގ ާ‬ ‫ރ ު‬ ‫ަ‬ ‫އެ‬ ‫ވ‪.‬‬ ‫ރ ެ‬ ‫ގ ު‬ ‫ކ ި‬ ‫ހ ަ‬ ‫މÞ? ެ‬ ‫ވÞ? ÞŠÞ§ ަ‬ ‫މÞ? ަ‬ ‫ކ ަ‬ ‫ނ ަ‬ ‫ކ ެ‬ ‫ދ ެ‬ ‫ގނ ާ‬ ‫ބ ެ‬ ‫Þ? ި‬ ‫ތެ‬ ‫ކÞ? ި‬ ‫Þ? ު‬ ‫ރ ަ‬ ‫އ ަ‬ ‫ޢ ަ‬ ‫ތ ާ‬ ‫މ ީ‬ ‫އ ު‬ ‫ޖ ި‬ ‫ދ ި‬ ‫ދ ަ‬ ‫އ ި‬ ‫ތ ާ‬ ‫Þ? ީ‬ ‫އު‬ ‫ޤ ި‬ ‫ި‬ ‫ކ ު‬ ‫ރނ‪:‬‬ ‫އޒ ު‬ ‫ޕަ‬ ‫ވ ި‬ ‫Þ?ަ‬ ‫ޓ ު‬ ‫ރނ ު‬ ‫ރކ ަ‬ ‫ދ ޮ‬ ‫ކނޓ ެ‬ ‫ޓނ ަ‬ ‫އ ި‬ ‫މެ‬ ‫ހއ ު‬ ‫ދެ‬ ‫ރ ެ‬ ‫ފނ ަ‬ ‫ވ ު‬ ‫ތެ‬ ‫ގ ެ‬ ‫ރު‬ ‫މ ާ‬ ‫އ ާ‬ ‫ކ ު‬ ‫ރނ‪ި ،‬‬ ‫ޒު‬ ‫ޢ ަ‬ ‫ތނފީ ު‬ ‫ރު‬‫މÞ? ޫ‬ ‫ަ‬ ‫‪xvi‬‬ ‫Þ? ެ‬ ‫ގ‬ ‫ވ ަ‬ ‫ރ ު‬ ‫ގނ ާ‬ ‫މވޮ ި‬ ‫Þ? ެ‬ ‫ކު‬ ‫ތ ަ‬ ‫ކތ ަ‬ ‫ކÞ? ަ‬ ‫ހ ަ‬ ‫ރ ާ‬ ‫ޢ ެ‬ ‫ރު‬ ‫ގ ަ‬ ‫އ ަ‬ ‫މÞ? ޫ‬ ‫އއ ަ‬ ‫ގ ި‬ ‫ހ ާ‬ ‫Þ? ެ‬ ‫ރ ަ‬ ‫ހ ަ‬ ‫މ ު‬ ‫ރ ާ‬ ‫ކ ެ‬ ‫ގ ު‬ ‫ހ ި‬ ‫ތު‬‫ޢަ‬ ‫ރު‬ ‫ދވ Þ­ ަ‬ ‫މÞ? ޫ‬ ‫ގނ ެ‬ ‫އÞ? ެ‬ ‫ރ ަ‬ ‫އ ު‬ ‫ކ ި‬ ‫Þ? ަ‬ ‫ގ ި‬ ‫ރ ު‬ ‫ަ‬ ‫ވ ު‬ ‫Þ?‬ ‫އ ަ‬ ‫ހ ާ‬ ‫ރނ ާ‬ ‫ނ ި‬ ‫ރކ ަ‬ ‫ޓ ު‬ ‫އ ޮ‬ ‫ކނޓ ެ‬ ‫ގ ާ‬ ‫ޔ ި‬ ‫ރު‬ ‫މ ަ‬ ‫ކ ު‬ ‫މ ު‬ ‫ރތ ަ‬ ‫ފ ު‬ ‫ރ ާ‬ ‫މ ާ‬ ‫އ ާ‬ ‫ޚއ ަ‬ ‫Þ? ޮ‬ ‫ކÞ? ި‬ ‫މެ‬ ‫ވ‪ާ .‬‬ ‫ނ ެ‬ ‫ބ ު‬ ‫ވނ ޭ‬ ‫ރ ާ‬ ‫އެ‬ ‫ވ ި‬ ‫ތނ ަ‬ ‫ބ ި‬ ‫ގު‬‫Þ? ޮ‬ ‫އ ަ‬ ‫މ ީ‬ ‫މު‬ ‫ހނ ަ‬ ‫ީ‬ ‫ގަ‬ ‫ތÞ?‬ ‫ހ ާ‬ ‫ވ ޮ‬ ‫ގ ަ‬ ‫ފ ި‬ ‫މު‬ ‫Þ?Þ‚ ަ‬ ‫އÞ? ަ‬ ‫ރޕ ަ‬ ‫އ ޮ‬ ‫ކ ަ‬ ‫ވ‪ެ .‬‬ ‫އެ‬ ‫އ ީ‬ ‫ކ ެ‬ ‫ދ ެ‬ ‫މ ަ‬ ‫ކ ަ‬ ‫މÞ? ެ‬ ‫ހނ ު‬ ‫ވނ ު‬ ‫މ ި‬ ‫ރު‬ ‫އެ‬ ‫ވ ި‬ ‫ގ ަ‬ ‫ހނ ެ‬ ‫ބ ި‬ ‫މު‬ ‫އ ެ‬ ‫އ ީ‬ ‫ގ ި‬ ‫Þ? ަ‬ ‫ރ ަ‬ ‫ހ ާ‬ ‫ގ ަ‬ ‫މ ު‬ ‫މ ެ‬ ‫ރު‬‫ކ ު‬ ‫ު‬ ‫Þ?Þ‡ ަ‬ ‫ކތ‬ ‫ރކޓ ަ‬ ‫މ ަ‬ ‫ކނޓ ެ‬ ‫ރނ ެ‬ ‫ދވ Þ­ ޮ‬ ‫ބ ު‬ ‫އ ު‬ ‫ދނ ޭ‬ ‫ގަ‬ ‫ވ ި‬ ‫އ‪ަ ،‬‬ ‫Þ? ަ‬ ‫ގ ި‬ ‫އ ީ‬ ‫ރ ާ‬ ‫ބ ެ‬ ‫ގ ަ‬ ‫ތ ު‬ ‫ޖ ި‬ ‫ވ‪ަ .‬‬ ‫Þ?ެ‬ ‫ނ ަ‬ ‫މ ެ‬ ‫ދ ު‬ ‫ޔ ު‬ ‫ނ ި‬ ‫ރ ަ‬ ‫Þ? ު‬ ‫ކ ި‬ ‫ހ ާ‬ ‫ވ ު‬ ‫ރކޓ ަ‬ ‫ކނޓ ެ‬ ‫ޮ‬ ‫ޢ ެ‬ ‫ގ‬ ‫ރު‬‫މÞ? ޫ‬ ‫ދ ަ‬‫މ ާ‬‫ގނ ި‬‫ވ ެ‬ ‫ރ ޭ‬ ‫ރި‬ ‫މ ާ‬ ‫ހ ު‬ ‫ދ ި‬ ‫ވ‪ަ .‬‬ ‫އ ި‬ ‫އެ‬ ‫ދެ‬ ‫ކެ‬ ‫ކ ެ‬ ‫ބ ަ‬ ‫ޔު‬ ‫ގ ަ‬ ‫ނ ަ‬ ‫މÞ? ި‬ ‫ތ ަ‬ ‫ކ ަ‬ ‫ރވ Þ­ ީ‬‫ކ ެ‬ ‫ގ ު‬ ‫ކ ަ‬ ‫މÞ? ÞŠÞ§ ަ‬ ‫ހ ަ‬ ‫ދÞ? ަ‬ ‫ޓ ަ‬ ‫Þ? ީ‬ ‫އ ޮ‬ ‫ކ ި‬ ‫ވ ަ‬ ‫ފ ި‬ ‫ޔެ‬ ‫ދ ާ‬‫ދ ި‬‫ޯ‬ ‫ވ‪.‬‬‫ނެ‬ ‫އ ު‬ ‫ދ ެ‬ ‫ކ ެ‬ ‫ޔު‬‫ބ ަ‬‫ގ ަ‬ ‫ދ ެ‬ ‫ދއ ެ‬ ‫އ ަ‬‫ނ ަ‬ ‫ގ ަ‬ ‫ވÞ? ި‬ ‫މÞ? ެ‬ ‫ވ ަ‬ ‫ކÞ? ެ‬ ‫ދއ ު‬ ‫ޓރ ޮ‬ ‫ނ ަ‬ ‫ރނ ޮ‬ ‫މ ި‬ ‫އ ި‬ ‫ކ ި‬ ‫ކނ ަ‬ ‫ބނ ު‬ ‫ވރÞ? Þ‘ ޭ‬ ‫ދނ ަ‬‫މނ ެ‬‫ނ ެ‬ ‫ތއ ި‬ ‫ކތ ަ‬‫ރ ާ‬‫ހ ަ‬ ‫ަ‬ ‫ވ ު‬ ‫ރ‪:‬‬ ‫Þ?Þ‡ ަ‬ ‫ރވޭ ަ‬ ‫ތ ަ‬ ‫ދ ު‬ ‫ކ ެ‬ ‫މ ު‬ ‫އ ެ‬ ‫ކÞ? ާ‬ ‫އ ި‬ ‫ފު‬ ‫ހ Þ? ޫ‬ ‫ރަ‬ ‫މއ ަ‬ ‫ރއޤ Þ© ު‬ ‫ކ ު‬ ‫ރތ ަ‬ ‫ތ ަ‬ ‫އ ާ‬ ‫މ ާ‬ ‫Þ? ޫ‬ ‫ކÞ? ި‬ ‫އ‬ ‫އު‬ ‫އ ާ‬ ‫މ ި‬ ‫ދނ ަ‬ ‫ރ ު‬ ‫Þ?Þ‚ ު‬ ‫ކ ި‬ ‫ރÞ? ަ‬ ‫ރ ަ‬ ‫ކ ި‬ ‫އ ި‬ ‫ވ‪ަ .‬‬ ‫މެ‬‫ވ ެ‬ ‫ނު‬‫ގ ަ‬ ‫ދ ު‬ ‫ދ ި‬ ‫ގ ަ‬ ‫އ ަ‬ ‫ދނ ެ‬ ‫މނ ާ‬ ‫ދ ު‬ ‫ކ ި‬ ‫ވު‬‫ޔަ‬ ‫ކ ަ‬ ‫ގ ި‬ ‫އ ި‬ ‫Þ? ަ‬ ‫ކ ު‬ ‫ކ‪ ،‬Þ? ޫ‬ ‫މ ަ‬ ‫ޒ ީ‬ ‫ގ ަ‬ ‫އ ާ‬ ‫ޔު‬ ‫ތނ ެ‬ ‫ގ ަ‬ ‫ރއ ި‬ ‫ރ ު‬ ‫Þ? ެ‬ ‫ަ‬ ‫ވު‬ ‫މނ‬ ‫ޔަ‬ ‫ކ ަ‬ ‫ކ ި‬ ‫ދނ ި‬ ‫Þ? ެ‬ ‫ގ ު‬ ‫ރ ަ‬ ‫ރ ު‬ ‫ރÞ? ަ‬ ‫އ ި‬ ‫އ ަ‬ ‫ކ ި‬ ‫ކ ަ‬ ‫ގ ި‬ ‫ތު‬ ‫ކ ު‬ ‫Þ? ަ‬ ‫ރެ‬ ‫ވÞ? Þ? ޫ‬ ‫ހ ު‬ ‫މ ާ‬ ‫ނ ި‬ ‫އެ‬ ‫ހ ީ‬ ‫ވ‪ެ .‬‬ ‫އެ‬ ‫ކ ެ‬ ‫ރ ެ‬ ‫ނު‬‫ޅއ ު‬ ‫ވެ‬ ‫މ Þ‡ ÞŠÞ§ ެ‬ ‫ބު‬ ‫ޑު‬ ‫ކނ ޮ‬ ‫ދ ަ‬ ‫މ ު‬ ‫ެ‬ ‫އެ‬ ‫ވ‪.‬‬ ‫ތ ެ‬ ‫ެ‬ ‫ގނ ާ‬ ‫ދ ީ‬ ‫ޑ ަ‬ ‫ތÞ?‬ ‫މނ ަ‬ ‫ގ ު‬ ‫އޅޭ ެ‬ ‫ނ ި‬ ‫ކނ ަ‬ ‫ޑ ެ‬ ‫އ ަ‬ ‫ޓ ަ‬ ‫ކ ި‬ ‫ރ ަ‬ ‫މÞ? ަ‬ ‫ޑު‬ ‫ކ ު‬ ‫ތÞ? ު‬ ‫ކަ‬ ‫ރ ަ‬ ‫އ ަ‬ ‫Þ? ު‬ ‫ނ ެ‬ ‫ދވ Þ­ ަ‬ ‫ނ ޭ‬ ‫ކÞ?ÞŠÞ§ ެ‬ ‫މު‬ ‫އÞ? ޮ‬ ‫ޢ ަ‬ ‫ތ ާ‬ ‫އ ު‬ ‫ޖ ި‬ ‫Þ? ި‬ ‫އ ި‬ ‫ވއ ަ‬ ‫ޓ ާ‬ ‫މެ‬‫ތ ާ‬ ‫ި‬ ‫ތެ‬ ‫ކއ‬ ‫ގ ު‬ ‫ޑަ‬ ‫މނ ަ‬ ‫ނ ާ‬ ‫ޚއ ަ‬ ‫Þ? ި‬ ‫ގ ޭ‬ ‫ޅ ެ‬ ‫އ ެ‬ ‫ގނ ު‬ ‫ޓ ަ‬ ‫ކÞ? ަ‬ ‫ކ ި‬ ‫Þ? ަ‬ ‫ކ ަ‬ ‫ޢ ަ‬ ‫ރއ ަ‬ ‫ތ ާ‬ ‫މ ީ‬ ‫އ ު‬ ‫ޖ ި‬ ‫ޓ ި‬ ‫އ ި‬ ‫މެ‬ ‫ވއ ާ‬ ‫ތ ާ‬ ‫އ‪ި ،‬‬ ‫މ ަ‬ ‫ގ ި‬ ‫އު‬‫ދު‬ ‫އÞ? ެ‬ ‫ގނ ި‬ ‫ރ ަ‬ ‫ޢ ު‬ ‫ކ ި‬ ‫ރު‬‫މÞ? ޫ‬ ‫ަ‬ ‫ހ ަ‬ ‫ގ‬ ‫ކ ަ‬ ‫މÞ? ÞŠ Þ§ ަ‬ ‫ކނ ަ‬ ‫ދ ެ‬ ‫ނ ަ‬ ‫ޅ ާ‬ ‫ޑ ެ‬ ‫އ ި‬ ‫އ ަ‬ ‫ކނ ަ‬ ‫ވހ Þ© ަ‬ ‫ޔަ‬ ‫ގ ި‬ ‫ފ ަ‬ ‫ރު‬ ‫މ ެ‬ ‫ގ ި‬ ‫ރތ ު‬ ‫ކ ު‬ ‫އ ާ‬ ‫މ ާ‬ ‫އ ި‬ ‫މ ި‬ ‫ކ ު‬ ‫ރ ާ‬ ‫ވ‪ .‬ޕÞ?Þ­Þ‚ ު‬ ‫އެ‬ ‫އ ެ‬ ‫ވ ެ‬ ‫ޅ ަ‬ ‫ފ ި‬ ‫ޑެ‬ ‫އ ި‬ ‫ކÞ? ަ‬ ‫ކނ ަ‬ ‫ގ ޮ‬ ‫ހ ަ‬ ‫ފާ ަ‬ ‫ކ ެ‬ ‫ރވ ޭ‬ ‫ބ ު‬ ‫ނނ ު‬ ‫މÞ? ޭ‬ ‫ރ ަ‬ ‫ކ ު‬ ‫މ ާ‬ ‫ރތ ު‬ ‫އ ާ‬ ‫ތ ު‬ ‫ރނ ި‬ ‫އު‬ ‫ރު‬ ‫މ ެ‬ ‫ގ ި‬ ‫ކ ު‬ ‫މު‬ ‫ފ ު‬ ‫ރ ާ‬ ‫މ ާ‬ ‫ރތ Þ•Þ?Þ­Þ‚ ޮ‬ ‫ކÞ? ަ‬ ‫އ ާ‬ ‫އ ި‬ ‫Þ? ަ‬ ‫ގ ި‬ ‫ގ ަ‬ ‫އ ީ‬ ‫މު‬ ‫ތ ެ‬ ‫އ ޫ‬ ‫Þ? ާ‬ ‫މ ު‬ ‫ހ ަ‬ ‫މ ަ‬ ‫ރ ަ‬ ‫ނ‪ު :‬‬ ‫ފ ި‬ ‫ރެ‬ ‫ވ ީ‬ ‫ކ ެ‬ ‫ު‬ ‫އ‬ ‫ބ ާ‬ ‫މ ި‬ ‫އ ެ‬ ‫ހ ު‬ ‫ދނ؛ ި‬ ‫މ ަ‬ ‫ގ ި‬ ‫ކު‬ ‫ތ ެ‬ ‫ކއ ަ‬ ‫ގތ ަ‬ ‫އ ޮ‬ ‫ކއ ާ‬ ‫ޗ ި‬ ‫ތ ެ‬ ‫ޓ ެ‬ ‫ނ ަ‬ ‫ހއ ާ‬ ‫ފަ‬‫ހ ަ‬ ‫ފނ ަ‬ ‫ވ ު‬ ‫ރ ި‬ ‫ތ ެ‬ ‫ގ ެ‬ ‫ރު‬‫މ ާ‬ ‫އ ާ‬ ‫ރ‪ި ،‬‬ ‫ކެ‬ ‫ތ ި‬ ‫ރއ ާ‬ ‫ކ‪ަ ،‬‬ ‫ތ ަ‬ ‫ކ ީ‬ ‫އ ޮ‬ ‫ގތ ަ‬ ‫ތ ެ‬ ‫ކއ ާ‬ ‫ޗ ި‬ ‫ަ‬ ‫އ‬ ‫މ ާ‬ ‫ކ ި‬ ‫ޒ ަ‬ ‫ނ ާ‬ ‫ނ ި‬ ‫ކ ެ‬ ‫ރވ Þ­ ެ‬ ‫ނނ ު‬ ‫އ ޭ‬ ‫ބ ު‬ ‫ތ ަ‬ ‫ގ ި‬ ‫ގު‬‫ޅ ޮ‬ ‫ރ ަ‬ ‫ނގ ު‬ ‫ފނ ަ‬ ‫ދ ެ‬ ‫ވނ ަ‬ ‫އ ި‬ ‫ރު‬ ‫ތއ ޭ‬‫ކތ ަ‬ ‫Þ?Þ‡ ަ‬‫މ ަ‬‫ކÞ? ަ‬‫ތ ަ‬ ‫ގަ‬ ‫ނ ޮ‬ ‫ވ ެ‬ ‫ނ ާ‬‫Þ?Þ‚ ު‬ ‫ގއ ު‬ ‫އއ ެ‬ ‫Þ? ަ‬ ‫Þ? ަ‬‫ފ ަ‬ ‫ފނ ަ‬‫ެ‬ ‫ތއ‬ ‫Þ?Þ?ÞŒ ަ‬ ‫ހނ ަ‬ ‫ވ ީ‬ ‫ނެ‬ ‫އެ‬ ‫ހ ި‬ ‫ދ ެ‬ ‫ތ ަ‬ ‫އ ި‬ ‫ރ ީ‬‫ދ ަ‬‫ޤ ު‬‫އ ު‬‫ގ ި‬ ‫ގެ‬ ‫ތއ ަ‬ ‫ވ ޮ‬ ‫ނި‬‫ޓ ެ‬ ‫ހއ ެ‬ ‫މެ‬‫ދެ‬‫ރނ؛ ެ‬ ‫ކ ު‬ ‫މ ު‬‫އު‬ ‫މއ ާ‬ ‫ގ ި‬ ‫ނ ާ‬ ‫ޒ ެ‬ ‫ޅ ި‬ ‫ނގ ު‬ ‫ނ ަ‬ ‫ރ ަ‬ ‫ތ ެ‬ ‫Þ?Þˆ Þ­ ެ‬ ‫ނއ ާ‬ ‫ނ ަ‬ ‫ކ ި‬ ‫ު‬ ‫ރނ؛‬ ‫ޑު‬ ‫ކ ު‬ ‫ކަ‬‫ތއ ު‬ ‫ރ ަ‬ ‫އ ަ‬ ‫Þ? ު‬ ‫ދވ Þ­ ަ‬ ‫ނ ޭ‬ ‫ނ ެ‬ ‫ރ ެ‬ ‫އއ ު‬ ‫ކ ާ‬ ‫ޓ ަ‬‫Þ? ީ‬‫ކ ި‬‫ގ ޮ‬‫އ ެ‬ ‫ވ ި‬‫ވނ؛ ަ‬ ‫ރު‬ ‫ކެ‬ ‫ތ ި‬ ‫ރއ ާ‬ ‫އ ަ‬ ‫މ ަ‬ ‫ގ ި‬ ‫Þ?ު‬‫ފ ު‬ ‫އ ު‬‫ހނ ު‬ ‫މު‬ ‫އ ީ‬ ‫ކއ ާ‬ ‫ޗ ި‬ ‫ރނ؛ ަ‬ ‫ތެ‬ ‫ކ ު‬ ‫ނނ ު‬ ‫ބ ު‬‫ޭ‬ ‫ދ‬ ‫ރނ ަ‬ ‫އ ި‬ ‫ކ ު‬ ‫އު‬ ‫މު‬ ‫ގ ި‬‫އ ާ‬ ‫ގ ި‬‫ދއ ަ‬‫ހއ ެ‬ ‫Þ? ަ‬ ‫ރ ަ‬ ‫ވ ަ‬ ‫ގނ ާ‬‫Þ? ެ‬‫ކ ީ‬‫އ ަ‬‫ތއ ެ‬ ‫ޕ ަ‬ ‫ޅ ޭ‬ ‫ކމ ު‬ ‫އ ޭ‬‫ރ ު‬ ‫ދ ި‬ ‫ހނ ި‬ ‫މު‬ ‫އ ޭ‬ ‫ޅ ީ‬ ‫އ ު‬ ‫ތ ަ‬ ‫ގ ި‬ ‫Þ?Þ‡ ަ‬ ‫ކު‬ ‫މ ަ‬ ‫ގ ަ‬ ‫ރު‬ ‫މ ެ‬ ‫ކ ު‬ ‫ރތ ު‬ ‫މ ާ‬‫އ ާ‬ ‫ި‬ ‫ތ ަ‬ ‫ކއ‬ ‫ގަ‬‫ޮ‬ ‫ނ ާ‬ ‫ވ‬ ‫ތ ު‬ ‫ަ‬ ‫ދ ި‬ ‫ހ ަ‬ ‫ނއ‬ ‫މު‬‫ޅ ީ‬ ‫ރ ު‬ ‫އ ޭ‬ ‫ދ ި‬ ‫ި‬ ‫އ‬ ‫Þ? ަ‬ ‫ގ ި‬ ‫ރ ު‬ ‫ަ‬ ‫އު‬ ‫ޑނ‬ ‫ަ‬ ‫އ‬ ‫ފ ާ‬ ‫ހ ި‬ ‫ހ ަ‬ ‫ރ ު‬ ‫ި‬ ‫ކ ު‬ ‫ރނ؛‬ ‫ު‬ ‫ވ ި‬ ‫އޒ‬ ‫ޕަ‬‫‪/‬Þ? ަ‬ ‫އ ު‬ ‫Þ? ަ‬ ‫ހއ ަ‬ ‫ޓ ި‬ ‫ބ ަ‬ ‫ަ‬ ‫ތނ ަ‬ ‫ތނ‬ ‫އަ‬‫ެ‬ ‫ބ ު‬ ‫ނނ‬ ‫މ ޭ‬ ‫ނ ި‬ ‫އ ާ‬ ‫މ ާ‬ ‫ރތ ި‬ ‫މެ‬ ‫ވ‪ި .‬‬ ‫ވު‬ ‫ރު‬ ‫ކެ‬ ‫ތ ި‬ ‫އ ަ‬ ‫ރއ ާ‬ ‫މ ަ‬ ‫ގ ި‬ ‫ޅު‬‫ރ ު‬ ‫ތނ ޫ‬ ‫އ ަ‬ ‫ތނ ަ‬ ‫ގ ާ‬ ‫އ ި‬ ‫ރު‬ ‫މ ަ‬ ‫ކ ު‬ ‫ރތ ު‬ ‫މ ާ‬ ‫އ ާ‬ ‫ދު‬ ‫އނ؛ ި‬ ‫އއ ެ‬ ‫ގނ ި‬ ‫ރ ަ‬ ‫ތއ ު‬ ‫ކ ި‬ ‫Þ?Þ‡ ަ‬ ‫ކތ ަ‬ ‫މ ަ‬ ‫ަ‬ ‫ބ ެ‬ ‫ނ‬ ‫Þ? ޭ‬ ‫ފ ޯ‬ ‫ބ ެ‬ ‫ފނ ި‬ ‫Þ? ު‬ ‫އ ާ‬ ‫ތު‬ ‫ކ ަ‬ ‫ގ ި‬ ‫ނ‪ :‬Þ? ޫ‬ ‫ކ ު‬ ‫Þ? ަ‬ ‫ރެ‬ ‫ވ ީ‬ ‫ކ ެ‬ ‫މÞ? ÞŠ Þ§ ަ‬ ‫ހ ަ‬ ‫ގ ު‬ ‫ކނ ަ‬ ‫ކ ަ‬ ‫ނ ަ‬ ‫ޅ ާ‬ ‫ދ ެ‬ ‫ޑެ‬ ‫އ ި‬ ‫އ ަ‬ ‫ކނ ަ‬ ‫ރު‬ ‫މ ަ‬ ‫ގ ި‬ ‫ކ ު‬ ‫އނ ު‬ ‫އނ ެ‬ ‫ޓ ި‬ ‫އ ެ‬ ‫މ ި‬ ‫ރ ާ‬ ‫މ ި‬ ‫ކ ު‬ ‫ު‬ ‫ޒެ‬ ‫މއ‬ ‫ނ ާ‬ ‫Þ?Þˆ Þ­ ެ‬ ‫ނ ި‬ ‫ނއ ާ‬ ‫ތ ެ‬ ‫ނ ަ‬ ‫ކ ު‬ ‫ރނ؛ ު‬ ‫ކ ި‬ ‫އު‬ ‫މ ު‬ ‫ގނ‪ާ /‬‬ ‫ގ ި‬ ‫ހނ ު‬ ‫ޒެ‬ ‫މއ ި‬ ‫ނ ާ‬ ‫މ ި‬ ‫ރ ަ‬ ‫ނ ު‬ ‫ދ ާ‬ ‫އ ަ‬ ‫ނ ާ‬ ‫އ ި‬ ‫ޚ ާ‬ ‫ޅ ÞŠÞ§ ާ‬ ‫ރ ަ‬ ‫ނގ ު‬ ‫ރ ަ‬ ‫ކެ‬ ‫ތ ި‬ ‫ރއ ާ‬ ‫އ ަ‬ ‫ތ ާ‬ ‫ކ ި‬ ‫ގަ‬‫ޮ‬ ‫މެ‬ ‫ވ‪.‬‬ ‫ރ ެ‬ ‫މ ު‬ ‫ކ ު‬ ‫އު‬ ‫ކއ ާ‬ ‫ގ ި‬ ‫ތ ެ‬ ‫ނ ޮ‬ ‫ގތ ަ‬ ‫ކÞ? ެ‬ ‫ހދޭ ެ‬ ‫ތ ަ‬ ‫ތ ަ‬ ‫ނ ަ‬ ‫ރ ި‬ ‫ކ ީ‬ ‫އ ަ‬ ‫Þ? ީ‬ ‫މަ‬ ‫ހ ު‬ ‫Þ? ާ‬ ‫ރނ؛ Þ? ޫ‬ ‫ކ ު‬ ‫ކ ު‬ ‫މ ު‬ ‫އު‬ ‫ާ‬ ‫ގ ި‬ ‫ގނ ު‬ ‫ޑ‬ ‫ނ ަ‬ ‫ގ ޭ‬ ‫ނ ޮ‬ ‫އ ި‬ ‫ހނ ާ‬ ‫ރު‬ ‫ވނ ަ‬ ‫ތއ ި‬ ‫އ ޭ‬ ‫ތ ާ‬ ‫މ ީ‬ ‫އ ި‬ ‫އޖ ި‬ ‫ޓ ި‬ ‫ވއ ާ‬ ‫މެ‬‫ތ ާ‬ ‫ި‬ ‫‪xvii‬‬ ‫ނ ި‬ ‫މ‬ ‫މަ‬ ‫ވ ީ‬ ‫އި‬ ‫ވ ަ‬ ‫ފ ި‬ ‫Þ?ި‬ ‫Þ? ާ‬ ‫ވ ެ‬ ‫ކ ަ‬ ‫އު‬‫ކÞ? ެ‬ ‫ޤ ޮ‬ ‫ތ ަ‬ ‫ރއ ީ‬ ‫‪.‬އފ) ަ‬ ‫‪.‬އމ ެ‬ ‫އ ެ‬ ‫‪.‬އÞ? ެ‬ ‫ގނ ު‬ ‫ޑ( ީ‬ ‫ނ ަ‬ ‫ގ ޭ‬ ‫ނ ޮ‬ ‫އ ި‬ ‫ހނ ާ‬ ‫ވނ ަ‬ ‫ތއ ި‬ ‫ރު‬‫ޭ‬ ‫މ ީ‬ ‫އ‬ ‫ތ ާ‬ ‫އ ި‬ ‫އޖ ި‬ ‫މެ‬ ‫ވއ ާ‬ ‫ޓ ި‬ ‫ތ ާ‬ ‫ި‬ ‫ބ ު‬ ‫ބނ‪،‬‬ ‫Þ? ަ‬ ‫ކ ެ‬ ‫ގ ަ‬ ‫ތު‬ ‫Þ?Þ‡ ަ‬ ‫ކތ ަ‬ ‫ދ ަ‬ ‫މ ަ‬ ‫ރނ ަ‬ ‫ކ ު‬ ‫ފ ަ‬ ‫ރ ާ‬ ‫މތ ު‬ ‫ރތ ާ‬ ‫މ ާ‬ ‫އ ާ‬ ‫މ ާ‬ ‫ނަ‬ ‫ވ ަ‬ ‫ތ ި‬ ‫Þ?Þ‚ ު‬ ‫ކނÞ?Þ“ ަ‬ ‫ރކ ަ‬ ‫ޮ‬ ‫ހނ ާ‬ ‫ގ‬ ‫ދ ު‬ ‫Þ?Þ‚ ި‬ ‫ގ ަ‬ ‫ރު‬ ‫ޢ ެ‬ ‫މÞ? ޫ‬ ‫ަ‬ ‫ޅ ެ‬ ‫ނ‬ ‫މÞ? ަ‬ ‫އ ާ‬ ‫ރ ަ‬ ‫ޑު‬ ‫ކ ު‬ ‫ކަ‬ ‫ރ ަ‬ ‫Þ? ު‬ ‫ތއ ު‬ ‫މ ަ‬ ‫އ ަ‬ ‫ދ ި‬ ‫ނ ަ‬ ‫އ ި‬ ‫ދ ެ‬ ‫ނ ަ‬ ‫ގ ެ‬ ‫ކÞ?‪ެ ،‬‬ ‫ގ ޮ‬ ‫ތއ ÞŠÞ§ ަ‬ ‫ހ ަ‬ ‫Þ? ު‬ ‫ރ ަ‬ ‫އ ަ‬ ‫ދވ Þ­ ަ‬ ‫ނ ޭ‬ ‫ނ ެ‬ ‫ކ ާ‬ ‫ރ ެ‬ ‫އÞ? ު‬ ‫މ ު‬ ‫އ ަ‬ ‫ތ ާ‬ ‫އޖ ި‬ ‫Þ? ި‬ ‫އ ި‬ ‫ޓ ާ‬ ‫ވއ ަ‬ ‫މެ‬‫ތ ާ‬ ‫ި‬ ‫Þ?ެ‬ ‫ވ‪.‬‬ ‫Þ? ަ‬ ‫މ ެ‬ ‫ވ ު‬ ‫ކ ަ‬ ‫Þ? ާ‬ ‫އު‬ ‫Þ? ެ‬ ‫Þ?Þ? ެ‬ ‫އ ޫ‬ ‫ކު‬ ‫ތ ަ‬ ‫ވ ި‬ ‫ވަ‬ ‫އއ ު‬ ‫ނަ‬ ‫ހ ާ‬ ‫Þ? ެ‬ ‫ރ ަ‬ ‫މ ެ‬ ‫މ ު‬ ‫ގ ަ‬ ‫ޅު‬‫އ ު‬ ‫ޑެ‬‫ކނ ަ‬ ‫ޅަ‬ ‫ތއ ަ‬ ‫ޔަ‬ ‫ވ ު‬ ‫ފ ަ‬ ‫ި‬ ‫ޢ‬ ‫ތ ާ‬ ‫މ ީ‬ ‫އ ި‬ ‫އޖ ި‬ ‫ވއ ާ‬ ‫ޓ ި‬ ‫މެ‬‫ތ ާ‬ ‫ބނ ު‬ ‫ކ ެ‬ ‫ގ ި‬ ‫ޭ‬ ‫އ ާ‬ ‫ވރÞ? ޑ‬ ‫ކ ާ‬ ‫ރ ި‬ ‫ރ ާ‬ ‫ަ‬ ‫Þ? ު‬ ‫ހ‬ ‫ވ ި‬ ‫ދެ‬‫ދ ި‬ ‫Þ? ަ‬ ‫އ ި‬ ‫ދ ާ‬ ‫ރ ާ‬ ‫ކ ެ‬ ‫ގ ި‬ ‫ތު‬ ‫ރު‬ ‫ވނ ަ‬ ‫ޭ‬ ‫ޢ‬ ‫ތ ާ‬ ‫މ ީ‬ ‫އޖ ި‬ ‫އ ި‬ ‫ވއ ާ‬ ‫މެ‬ ‫ޓ ި‬ ‫ތ ާ‬ ‫ި‬ ‫އ ަ‬ ‫މÞ?‬ ‫ދު‬ ‫ރ ަ‬ ‫އÞ? ެ‬ ‫ގނ ި‬ ‫ު‬ ‫ކ ި‬ ‫ރު‬ ‫ޢ‬ ‫ަ‬ ‫މÞ? ޫ‬ ‫ނ ޮ‬ ‫ކÞ?‪،‬‬ ‫ބ ާ‬ ‫ި‬ ‫ތ ަ‬ ‫ކއ‬ ‫Þ?ު‬ ‫ތ ަ‬ ‫ޔ ަ‬ ‫Þ? ާ‬ ‫ި‬ ‫އ ާ‬ ‫ވ‬ ‫ޅ ަ‬ ‫ފ ި‬ ‫ޑެ‬ ‫އ ި‬ ‫ަ‬ ‫ކނ ަ‬ ‫ރ ަ‬ ‫މÞ?‬ ‫ރު‬ ‫ކ ު‬ ‫ކެ‬ ‫ތ ި‬ ‫ަ‬ ‫ރއ ާ‬ ‫ތއ ަ‬ ‫ތއ‬ ‫ކނ ަ‬ ‫ަ‬ ‫އެ‬ ‫ވ‪.‬‬ ‫ދެ‬ ‫ހ ޮ‬ ‫ކÞ? ެ‬ ‫މު‬ ‫ގ ަ‬ ‫ފ ި‬ ‫ގނ ު‬ ‫ޑ ަ‬ ‫ނ ަ‬ ‫މ ޮ‬ ‫އ ި‬ ‫ި‬ ‫ދ‬ ‫ކ ު‬ ‫ރނ ަ‬ ‫އ ި‬ ‫އ‪ޮ ،‬‬ ‫ރކޓ ު‬ ‫ކނޓ ެ‬ ‫ރ ާ‬ ‫މ ި‬ ‫ކ ު‬ ‫އނ ު‬ ‫ޑ ަ‬ ‫ޒ ި‬ ‫މ ި‬ ‫އ‪ި ،‬‬ ‫އ ު‬ ‫ޅ ާ‬ ‫ޑ ެ‬ ‫އޓ ަ‬ ‫ކނ ަ‬ ‫އ‪ަ ،‬‬ ‫Þ? ި‬ ‫ކ ަ‬ ‫ގ ި‬ ‫ތު‬‫އަ‬ ‫ރ ު‬ ‫ގ ަ‬ ‫މÞ? ޫ‬ ‫މ ެ‬ ‫ޅު‬ ‫ކÞ? ެ‬ ‫އ ު‬ ‫Þ? ެ‬ ‫ގ Þ? ޫ‬ ‫ރ ު‬ ‫ރÞ? ަ‬ ‫ަ‬ ‫އު‬ ‫ކ‪،‬‬ ‫އެ‬ ‫ގ ަ‬ ‫Þ?Þ• Þ¯ ާ‬ ‫ޓ ި‬ ‫ތނ ެ‬ ‫ޔު‬ ‫ރ ު‬ ‫Þ? ަ‬ ‫ރއ ި‬ ‫ނ‪ަ ،‬‬ ‫ޖ ޭ‬ ‫ހ ީ‬ ‫ނ ަ‬ ‫ގނ ެ‬ ‫މ ަ‬ ‫ޒނ ާ‬ ‫މ ެ‬ ‫ގ ި‬ ‫ރު‬ ‫އޓ ު‬ ‫ކ ު‬ ‫ވ ު‬ ‫Þ? ޭ‬ ‫އެ‬ ‫ޓރ ޮ‬ ‫ކÞ? ި‬ ‫ނ ަ‬ ‫ކތ Þ‰Þ® ި‬ ‫ގ ަ‬ ‫Þ?Þ‡ ަ‬ ‫މ ަ‬ ‫ރު‬ ‫މ ެ‬ ‫ކ ު‬ ‫ރތ ު‬ ‫މ ާ‬ ‫އ ާ‬ ‫ި‬ ‫ރ ެ‬ ‫Þ?އ‬ ‫Þ?Þ‚ ެ‬ ‫އ ަ‬ ‫ދ ު‬ ‫މ ެ‬ ‫ގ ަ‬ ‫Þ?ު‬ ‫ގ ެ‬ ‫ބ ު‬ ‫ރ ެ‬ ‫މ ި‬ ‫ނÞ?Þ“ ީ‬ ‫ކ ަ‬ ‫Þ?Þ‚ ި‬ ‫ޑު‬ ‫އ ޭ‬ ‫ެ‬ ‫(Þ‡ ި‬ ‫ނެ‬ ‫ވ‬ ‫ތު‬ ‫ކނ ެ‬ ‫ފ ާ‬ ‫ރ ަ‬ ‫ޓ ަ‬ ‫Þ? ަ‬ ‫ހއ ާ‬ ‫ބ ަ‬ ‫ތއ ަ‬ ‫ކނ ަ‬ ‫ތއ ަ‬ ‫މ ަ‬ ‫Þ? ީ‬ ‫ތު‬ ‫ޢ ީ‬ ‫Þ?Þ‡ ެ‬ ‫ގ ަ‬ ‫ރ ެ‬ ‫އ ަ‬ ‫ެ‬ ‫ކނ ަ‬ ‫ކނ‪،‬‬ ‫ޢ ަ‬ ‫ތ ާ‬ ‫މ ީ‬ ‫އޖ ި‬ ‫އ ި‬ ‫ރ ާ‬ ‫މ ި‬ ‫ކ ު‬ ‫ރު‬ ‫ކެ‬ ‫ތ ި‬ ‫ރއ ާ‬ ‫Þ? ަ‬ ‫މެ‬ ‫ވ ި‬ ‫ތ ާ‬ ‫ނެ‬ ‫ވ)‪ި .‬‬ ‫ކނ ެ‬ ‫ތު‬‫ރ ަ‬ ‫ވ ަ‬ ‫ޓ ާ‬ ‫ފ ާ‬ ‫Þ? ަ‬ ‫ހއ ަ‬ ‫ބ ަ‬ ‫ވ ަ‬ ‫މެ‬‫ޒނ ާ‬ ‫ތ ާ‬ ‫ކ ި‬ ‫ކނ ަ‬ ‫ތއ ަ‬ ‫ތ ެ‬ ‫ޅއ ެ‬ ‫ގ ަ‬ ‫ތ ަ‬ ‫އ ޮ‬ ‫ވ ަ‬ ‫ނަ‬‫ު‬ ‫އެ‬ ‫ވ‪.‬‬ ‫ނ ެ‬ ‫މަ‬ ‫ވ ީ‬ ‫އ ި‬ ‫ރ ަ‬ ‫ގ ި‬ ‫ތއ ި‬ ‫ތ ީ‬ ‫ޅ ަ‬ ‫ޔަ‬ ‫ވ ު‬ ‫ފ ަ‬ ‫މÞ? ަ‬ ‫އ ަ‬ ‫ޅނވ Þ© ި‬ ‫ކ ު‬ ‫ރ ަ‬ ‫ޑު‬ ‫ރ ު‬ ‫ވ ު‬ ‫ކަ‬ ‫މނ ަ‬ ‫ކ ެ‬ ‫ތު‬ ‫ގ ި‬ ‫Þ? ު‬ ‫ރ ަ‬ ‫ދވ Þ­ ަ‬ ‫އ ަ‬ ‫ނ ެ‬ ‫ރނ ޮ‬ ‫ކÞ?‪ޭ ،‬‬ ‫Þ?Þ† ީ‬ ‫ކ ު‬ ‫ރނ‪:‬‬ ‫ރނ ު‬ ‫ރު‬ ‫ވނ ަ‬ ‫ތއ Þ?Þ† ީ‬ ‫ތ ާ‬ ‫މއ Þ© ެ‬ ‫އ ު‬ ‫ޖ ި‬ ‫އ ި‬ ‫ޓ ި‬ ‫ވއ ާ‬ ‫މެ‬‫ތ ާ‬ ‫ވ ު‬ ‫ޔަ‬ ‫ޅ ‪ި -1‬‬ ‫ފ ަ‬ ‫ި‬ ‫އ‪ ،‬Þ? ޫ‬ ‫ކÞ?‬ ‫ވ ު‬ ‫ރ ަ‬ ‫ގ ި‬ ‫ފނ ަ‬ ‫ރ ު‬ ‫Þ? ެ‬ ‫ނ‪ަ ،‬‬ ‫ޖ ޭ‬ ‫ހ ީ‬ ‫ގނ ަ‬ ‫ދނ ެ‬ ‫ރ ަ‬ ‫އÞ? ެ‬ ‫ރނ ު‬ ‫ކ ި‬ ‫ކ ު‬ ‫ރނ ު‬ ‫ކނ ަ‬ ‫ތއ ަ‬ ‫ތއ Þ?Þ† ީ‬ ‫އ ަ‬ ‫ތ ާ‬ ‫މ ީ‬ ‫އޖ ި‬ ‫ދ ި‬ ‫Þ? ަ‬ ‫އ ި‬ ‫މެ‬ ‫ވ ި‬ ‫ތ ާ‬ ‫ި‬ ‫އެ‬ ‫ވ‪.‬‬ ‫ރ ަ‬ ‫ގ ެ‬ ‫އ ާ‬ ‫Þ?Þ‡ ެ‬ ‫ގ ާ‬ ‫ދ ި‬ ‫ރ ެ‬ ‫އ‪ެ ،‬‬ ‫އ ަ‬ ‫Þ? ަ‬ ‫ރ ު‬ ‫ގ ި‬ ‫އތ ަ‬ ‫އ ާ‬ ‫ވ ޮ‬ ‫ޅ ަ‬ ‫ފ ި‬ ‫ޑ ެ‬ ‫އ ި‬ ‫ނ ަ‬ ‫މÞ? ަ‬ ‫ކ ަ‬ ‫ރ ަ‬ ‫ކ ު‬ ‫ނު‬‫ބ ާ‬ ‫ތ ަ‬ ‫ރÞ? ި‬ ‫އު‬ ‫ވ ަ‬ ‫ތ ި‬ ‫ނަ‬ ‫ކ ަ‬ ‫ރނ ު‬ ‫ޤު‬ ‫ތ ަ‬ ‫ރއ ީ‬ ‫ޓއ ަ‬ ‫ޖކ ެ‬ ‫ރ ެ‬ ‫ޕ ޮ‬ ‫ރ ޮ‬ ‫ކÞ?‬ ‫މÞ? ަ‬ ‫ވ ާ‬ ‫އ ަ‬ ‫ތ ަ‬ ‫ކ ަ‬ ‫ކ ި‬ ‫ފ ާ‬ ‫ރތ ަ‬ ‫ރ ާ‬ ‫ހ ަ‬ ‫ނ ު‬ ‫ހ ި‬ ‫ރ ެ‬ ‫އ ަ‬ ‫Þ? ު‬ ‫ރފ Þ¯ ާ‬ ‫ބނ ަ‬ ‫ބ ު‬ ‫ަ‬ ‫Þ? ަ‬ ‫ރު‬ ‫ޢ ެ‬ ‫ގ‬ ‫އ‪ަ ،‬‬ ‫މÞ? ޫ‬ ‫ގ ި‬ ‫ރ ަ‬ ‫Þ? ަ‬ ‫ހ ާ‬ ‫ގ ަ‬ ‫މ ު‬ ‫މ ެ‬ ‫ރު‬‫ކ ު‬ ‫ރނ ު‬ ‫Þ?Þ† ީ‬ ‫ރނ ާ‬ ‫އ‪،‬‬ ‫ނ ި‬ ‫ޗ ު‬ ‫ޓ ަ‬ ‫އ‪ ،‬Þ? ޫ‬ ‫ކÞ? ީ‬ ‫Þ?Þ? ާ‬ ‫އ ި‬ ‫ކު‬ ‫އނ ި‬ ‫Þ? ަ‬ ‫ރ ު‬ ‫އ‪ަ ،‬‬ ‫ރނ ާ‬ ‫ނ ި‬ ‫އÞ? ެ‬ ‫ވ ި‬ ‫ގ Þ? ޫ‬ ‫ކÞ? ެ‬ ‫ގ ި‬ ‫Þ? ެ‬ ‫ތނ ަ‬ ‫ގު‬ ‫ރ ު‬ ‫މ ޮ‬ ‫ި‬ ‫އެ‬ ‫ވ‪.‬‬ ‫ވ ެ‬ ‫ނ ެ‬ ‫ހ ަ‬ ‫ދނ ާ‬ ‫Þ? ޯ‬ ‫ޙ ާ‬ ‫ޔ ު‬ ‫ި‬ ‫Þ? ަ‬ ‫ކނ‬ ‫މ ު‬ ‫ަ‬ ‫Þ? ާ‬ ‫ާ‬ ‫ޚއ ަ‬ ‫Þ?‬ ‫ތ ަ‬ ‫ކÞ?‬ ‫ަ‬ ‫‪.‬ޖ‪ޯ .‬‬ ‫އ‬ ‫ެ‬ ‫އނ ީ‬ ‫ވ‬ ‫ެ‬ ‫އހީ ާ‬ ‫ތ ަ‬ ‫ނÞ?‬ ‫ތނ ަ‬ ‫ަ‬ ‫ފ ަ‬ ‫ދ‬ ‫Þ? ޫ‬ ‫ކÞ? ަ‬ ‫އ‬ ‫Þ? ަ‬ ‫ގ ި‬ ‫ރ ު‬ ‫ަ‬ ‫މ ީ‬ ‫ޓ‪،‬‬ ‫ޮ‬ ‫ކ ި‬ ‫ތނ ެ‬ ‫ގ‬ ‫ޔު‬ ‫Þ? ަ‬ ‫ރއ ި‬ ‫ރ ު‬ ‫ަ‬ ‫ރ ަ‬ ‫އÞ?‬ ‫ކ ި‬ ‫މ ަ‬ ‫ކތ ު‬ ‫Þ?Þ‡ ަ‬ ‫މ ެ‬ ‫ގ ަ‬ ‫ރު‬‫ކ ު‬ ‫ރނ ު‬ ‫ކނ ަ‬ ‫ތއ ަ‬ ‫ތއ Þ?Þ† ީ‬ ‫ދ ާ‬ ‫ރއ ު‬ ‫ވ ަ‬ ‫ގނ ަ‬ ‫ވ ެ‬ ‫Þ?ެ‬ ‫ޓÞ? ާ‬ ‫ޚއ ަ‬ ‫އ ަ‬ ‫ގ ަ‬ ‫Þ? ި‬ ‫މÞ? ޫ‬ ‫ރ ު‬ ‫އ ެ‬ ‫ަ‬ ‫އެ‬ ‫ވ‪.‬‬ ‫ހ ެ‬ ‫ނ ެ‬ ‫ޖ ޭ‬ ‫ދޭނ ެ‬ ‫ނެ‬ ‫ވ‪.‬‬ ‫Þ?Þ† ަ‬ ‫Þ?Þ‚ ެ‬ ‫(Þ–) ެ‬ ‫ީ‬ ‫Þ?Þ• ަ‬ ‫މނޓ‬ ‫ޑެ‬ ‫ވ ޮ‬ ‫Þ? ީ‬ ‫ޓޒ ި‬ ‫Þ? ި‬ ‫ކÞ? ެ‬ ‫ފ ި‬ ‫ޒ ަ‬ ‫ފ ި‬ ‫ކ ަ‬ ‫Þ?Þ‚ ެ‬ ‫ގ ި‬ ‫އ ޭ‬ ‫ޑު‬ ‫އފ ެ‬ ‫އި‬ ‫ރ ޮ‬ ‫މ ި‬ ‫ނÞ?Þ“ ީ‬ ‫ދނ ާ‬ ‫ވ ީ‬ ‫ނ ި‬ ‫ެ‬ ‫ގނ ަ‬ ‫ގ ެ‬ ‫ނ Þ•Þ?ޭނ‬ ‫ހނ ާ‬ ‫ރު‬ ‫ވނ ަ‬ ‫ތއ ި‬ ‫ތ ާ‬ ‫މއ Þ© ޭ‬ ‫އ ު‬ ‫ޖ ި‬ ‫އ ި‬ ‫ވއ ާ‬ ‫ޓ ި‬ ‫މެ‬‫ތ ާ‬ ‫ދާ‬ ‫ވ ި‬ ‫ރއ ު‬ ‫ވެ‬ ‫ގނ ަ‬ ‫ޚއ ަ‬ ‫Þ?ެ‬ ‫ޓÞ? ާ‬ ‫އ ަ‬ ‫ގ ަ‬ ‫Þ? ި‬ ‫އެ‬ ‫މÞ? ޫ‬ ‫ރު‬ ‫ޅ ‪ަ -2‬‬ ‫ޔަ‬ ‫ވ ު‬ ‫ފ ަ‬ ‫ި‬ ‫Þ?ު‬ ‫ކ ު‬ ‫ރނ‪:‬‬ ‫ހއ ާ‬ ‫މ ަ‬ ‫ނÞ? ި‬ ‫ކÞ? ާ‬ ‫އއ ު‬ ‫ޔ ު‬ ‫ރ ޮ‬ ‫‪.‬އމ‪.‬ޕީ) ަ‬ ‫ތއ ާ‬ ‫(Þ‡ Þ© ެ‬ ‫‪.‬އÞ? ެ‬ ‫ދ ާ‬ ‫ވ‬ ‫ގނ ަ‬ ‫ރއ ު‬ ‫ވ ެ‬ ‫Þ?ެ‬ ‫އÞ? ާ‬ ‫ޚއ ަ‬ ‫އޓ ަ‬ ‫ކÞ? ެ‬ ‫ގނ ަ‬ ‫Þ? ި‬ ‫ތ ޭ‬ ‫ބ ު‬ ‫ނނ ޮ‬ ‫މު‬ ‫މޢ ޫ‬ ‫Þ? ާ‬ ‫ޖ ެ‬ ‫ގ ަ‬ ‫ތ ާ‬ ‫ގ ަ‬ ‫ނ ީ‬ ‫ނނގ ެ‬ ‫ކ ެ‬ ‫ރވ Þ­ Þ?Þ† ީ‬ ‫ރ ި‬ ‫އ ު‬ ‫ޔަ‬ ‫ވހީ ަ‬ ‫ގ ި‬ ‫ފ ަ‬ ‫ތ ަ‬ ‫މ ި‬ ‫ރަ‬‫ފ ަ‬ ‫ު‬ ‫ރނ‬ ‫މ ެ‬ ‫ގ ު‬ ‫ކ ި‬ ‫Þ?ު‬ ‫ެ‬ ‫ފ ު‬ ‫ހ ާ‬ ‫Þ?‬ ‫ރ ަ‬ ‫ގ ަ‬ ‫މ ު‬ ‫މ ެ‬ ‫ރު‬‫ކ ު‬ ‫ބޑ ު‬ ‫އ ަ‬ ‫ދު‬ ‫މÞ? ި‬ ‫އÞ? ެ‬ ‫ގނ ި‬ ‫ރ ަ‬ ‫ތއ ު‬ ‫ކ ި‬ ‫Þ?Þ‡ ަ‬ ‫ކތ ަ‬ ‫މ ަ‬ ‫ގ ަ‬ ‫ރ ު‬ ‫އ ެ‬ ‫މÞ? ޫ‬ ‫އެ‬ ‫ވ‪ަ .‬‬ ‫ނ ެ‬ ‫ރވ Þ­ ެ‬ ‫ޭ‬ ‫ޕÞ? Þ­ ެ‬ ‫ނއ‬ ‫ހނ ާ‬ ‫ގ ެ‬ ‫ނ‬ ‫ރު‬ ‫ވނ ަ‬ ‫ތއ ި‬ ‫އ ޭ‬ ‫ތ ާ‬ ‫މ ީ‬ ‫އ ު‬ ‫ޖ ި‬ ‫އ ި‬ ‫ވއ ާ‬ ‫ޓ ި‬ ‫މެ‬‫ތ ާ‬ ‫އެ‬ ‫ވ‪ި .‬‬ ‫ނ ެ‬ ‫ވ ެ‬ ‫ކ ަ‬ ‫ރނ ާ‬ ‫Þ?ު‬‫ހއ ާ‬ ‫ތނ ަ‬ ‫ނÞ? ި‬ ‫ޔު‬ ‫މ ަ‬ ‫އއ ު‬ ‫ރއ ި‬ ‫އ ޮ‬ ‫އތ Þ•Þ?Þ­Þ‚ ާ‬ ‫ދ ަ‬ ‫ފ ި‬ ‫ރނ ެ‬ ‫‪،‬ހ ި‬ ‫ު‬ ‫ކ ި‬ ‫ވަ‬ ‫ތ‬ ‫ނނ ު‬ ‫ނަ‬ ‫Þ?Þ† ަ‬ ‫Þ? ު‬ ‫ެ‬ ‫(Þ–)‬ ‫ީ‬ ‫މނޓ‬ ‫ޑެ‬ ‫Þ?Þ• ަ‬ ‫ވ ޮ‬ ‫ޓޒ ި‬ ‫Þ? ި‬ ‫Þ? ީ‬ ‫ޒ ަ‬ ‫ކÞ? ެ‬ ‫ފ ި‬ ‫ފ ި‬ ‫Þ?Þ‚ ެ‬ ‫ކ ަ‬ ‫ގ ި‬ ‫ޑު‬ ‫އ ޭ‬ ‫ރ ޮ‬ ‫އފ ެ‬ ‫އި‬ ‫މ ި‬ ‫ނÞ?Þ“ ީ‬ ‫ޕÞ?Þ­Þ‚ ެ‬ ‫ވÞ? ި‬ ‫އެ‬ ‫ވ‪.‬‬ ‫ނ ެ‬ ‫ރނ ާ‬ ‫ވ ެ‬ ‫ރު‬ ‫ކ ަ‬ ‫ތއ ާ‬ ‫ޔ ު‬ ‫ކÞ?) ަ‬ ‫ގ ަ‬ ‫ދ ޮ‬ ‫ތ ަ‬ ‫އއ ަ‬ ‫ފ ަ‬ ‫ވ ާ‬ ‫ޅ ެ‬ ‫ޔަ‬‫ފ ަ‬ ‫ކ ާ‬ ‫ރ ި‬ ‫ރނ ު‬ ‫ޓނ ެ‬ ‫ޓއ (Þ?Þ† ީ‬ ‫Þ?Þ? ަ‬ ‫ކނ ަ‬ ‫ތނ ޮ‬ ‫ރު‬ ‫ގ ަ‬ ‫ފ ާ‬ ‫ޅނ ެ‬ ‫ފ ު‬ ‫އ ޭ‬ ‫ބ ު‬ ‫ެ‬ ‫‪xviii‬‬ ‫އ ު‬ ‫ޅނ)‪:‬‬ ‫ޅެ‬ ‫ޔަ‬ ‫ވ ު‬ ‫ފ ަ‬ ‫ގަ‬ ‫ތÞ? ި‬ ‫އއ ޮ‬ ‫ރު‬ ‫ވ ާ‬ ‫މ ެ‬ ‫ރނ ( ޭ‬ ‫ޒު‬ ‫ކ ު‬ ‫‪.‬އމ‪.‬ޕީ ަ‬ ‫ތނފ Þ© ު‬ ‫ޅ ‪ -9‬އ Þ© ެ‬ ‫‪.‬އÞ? ެ‬ ‫ޔަ‬ ‫ވ ު‬ ‫ފ ަ‬ ‫ި‬ ‫އ‬ ‫ރ ު‬ ‫އ ަ‬ ‫ގ ި‬ ‫ފު‬ ‫މÞ? ޫ‬ ‫ހ ަ‬ ‫މÞ? ަ‬ ‫މ ަ‬ ‫ނނ ު‬ ‫އނ ެ‬ ‫ވÞ? ި‬ ‫ޑ ަ‬ ‫ޒ ި‬ ‫މ ެ‬ ‫ގ ި‬ ‫ހު‬‫ރު‬ ‫ގ ު‬ ‫އ ެ‬ ‫ކ ެ‬ ‫ރވ Þ­ ީ‬ ‫ނ ޭ‬ ‫ކ ެ‬ ‫ޤނ ު‬ ‫އނ ަ‬ ‫ޔ ީ‬ ‫ޑ ަ‬ ‫ޒ ި‬ ‫ރނ ެ‬ ‫ގ‪ި ،‬‬ ‫ނ ަ‬ ‫އ ި‬ ‫އނ ި‬ ‫ޖ ި‬ ‫އ ެ‬ ‫ގ ި‬ ‫މÞ? ޫ‬ ‫ރ ު‬ ‫ަ‬ ‫ގު‬ ‫ތނ‬ ‫މ ޮ‬ ‫އެ‬ ‫ވ‪ި .‬‬ ‫ގ ެ‬ ‫ފު‬ ‫ހ ަ‬ ‫ރ ަ‬ ‫މÞ? ަ‬ ‫ޤނ ު‬ ‫ކ ު‬ ‫ކނ ަ‬ ‫ޔ ީ‬ ‫ވ ަ‬ ‫އ ާ‬ ‫ނ ަ‬ ‫ފ ި‬ ‫ހ ެ‬ ‫މ ި‬ ‫ބ ެ‬ ‫އއ ި‬ ‫އ ަ‬ ‫ބ ި‬ ‫ރ ާ‬ ‫ހ ަ‬ ‫ވ ު‬ ‫ހ ި‬ ‫އ ާ‬ ‫ޅ ަ‬ ‫ފ ި‬ ‫ޑެ‬ ‫އ ި‬ ‫ރނ ަ‬ ‫ކނ ަ‬ ‫ކ ަ‬ ‫Þ?ު‬‫އ ާ‬ ‫ދ ާ‬ ‫ަ‬ ‫އ ި‬ ‫ޖ ޭ‬ ‫ހ‬ ‫މ ަ‬ ‫ނނ ެ‬ ‫ހ ަ‬ ‫ި‬ ‫ތ ެ‬ ‫ގ‬ ‫މު‬ ‫މޢ ޫ‬ ‫Þ? ާ‬ ‫ރ ަ‬ ‫ދު‬ ‫ކ ާ‬ ‫މÞ? ޫ‬ ‫ކ ު‬ ‫ރ ަ‬ ‫ބޑ ު‬ ‫ތއ ަ‬ ‫ތއ‪ި ،‬‬ ‫ކނ ަ‬ ‫ބ ު‬ ‫ނނ ާ‬ ‫ވ ަ‬ ‫އ ޭ‬ ‫ރު‬ ‫މ ަ‬ ‫ގ ި‬ ‫ކ ު‬ ‫މ ާ‬ ‫ރތ ު‬ ‫އ ާ‬ ‫އ ާ‬ ‫ވ ި‬ ‫ވ ަ‬ ‫ފ ި‬ ‫ރި‬‫ކ ެ‬ ‫މު‬‫ހ ަ‬ ‫އ ާ‬ ‫ޕ ަ‬ ‫ގ ި‬ ‫‪.‬އÞ? ެ‬ ‫އ ެ‬ ‫‪.‬އމ‪ީ .‬‬ ‫އ ެ‬ ‫ގ ީ‬ ‫ރ ު‬ ‫ަ‬ ‫މÞ? ޫ‬ ‫ކ ެ‬ ‫ރވ ޭ‬ ‫ޓމޭޓ ު‬‫އÞ? ި‬ ‫ގ ެ‬‫ތ ެ‬‫ރު‬ ‫މ ާ‬‫އ ާ‬‫އ ި‬ ‫ގ ި‬ ‫ތ ޭ‬ ‫ރ ަ‬ ‫ގެ‬‫މ ެ‬ ‫އެ‬ ‫ވ‪ީ .‬‬ ‫ނ ެ‬‫ހ ެ‬ ‫ޖ ޭ‬ ‫ވނ ެ‬ ‫އ ާ‬ ‫ނ ަ‬ ‫ފ ި‬ ‫ހ ެ‬ ‫މ ި‬ ‫ގ ި‬ ‫އ ި‬ ‫ތ ަ‬ ‫ގު‬ ‫Þ?Þ‚" ޮ‬ ‫ކ ަ‬ ‫ފ ޭ‬ ‫Þ? ި‬ ‫ޕ ި‬‫ކÞ? Þ? ެ‬ ‫ނ ަ‬‫އ "Þ“Þ† ި‬ ‫ގ ި‬ ‫ތ ޭ‬ ‫ރ ަ‬ ‫ެ‬ ‫ޓމޭޓ‬ ‫ގ ެ‬ ‫އÞ? ި‬ ‫އ ު‬ ‫ގ ެ‬ ‫ގ ަ‬‫އ ެ‬‫އ ޭ‬ ‫ނ ި‬‫މ ާ‬‫Þ? ާ‬ ‫ތ ާ‬ ‫ބެ‬ ‫ޑ ި‬ ‫ހނ ޮ‬ ‫ނެ‬ ‫ހ ި‬ ‫އެ‬ ‫ނނ ާ‬ ‫ވ ެ‬ ‫ބ ު‬‫ތÞ? ޭ‬ ‫ރ ަ‬ ‫އ ާ‬ ‫މ ަ‬ ‫ދ ި‬ ‫ޔ) ަ‬ ‫އ ި‬ ‫‪.‬ކ ު‬‫އ ި‬‫(ބ‪ޯ .‬‬ ‫ީ‬ ‫އ‬‫ބ ި‬‫Þ? ާ‬ ‫ހ ާ‬ ‫Þ? ި‬ ‫ދ ީ‬ ‫އނ ާ‬ ‫ަ‬ ‫ފު‬ ‫ހ‪،‬‬ ‫މÞ? ަ‬ ‫ނު‬ ‫މ ަ‬ ‫ރތ ޮ‬ ‫ކÞ? ި‬ ‫އ ާ‬ ‫މ ާ‬ ‫އު‬ ‫ތ ު‬ ‫ރނ ި‬ ‫މ ެ‬ ‫ކު‬ ‫ގ ި‬ ‫މ ަ‬ ‫ކނ ަ‬ ‫އެ‬ ‫ވ‪ި .‬‬ ‫ހ ެ‬ ‫ޖ ޭ‬ ‫ނ ެ‬ ‫ހނ ަ‬ ‫ނނ ެ‬ ‫އ ު‬ ‫ނ ަ‬ ‫ފ ި‬ ‫ހ ެ‬ ‫މ ި‬ ‫އ ި‬ ‫ރ ަ‬ ‫ގ ި‬ ‫ތ ޭ‬ ‫ގ ެ‬ ‫މ ެ‬ ‫ޔު‬‫Þ? ު‬ ‫ކނޓ ެ‬ ‫ރކޓ ެ‬ ‫ގ ި‬ ‫ވÞ? ޮ‬ ‫ެ‬ ‫މ ެ‬ ‫ގ‬ ‫ރު‬ ‫ޤ ު‬ ‫ކ ު‬ ‫ތ ަ‬ ‫ރއ ީ‬ ‫ކÞ? ެ‬ ‫ގ ަ‬ ‫ތއ‪ ،‬Þ? ޫ‬ ‫Þ? ު‬ ‫Þ? ަ‬ ‫އ ޫ‬ ‫އ ު‬ ‫ކ ި‬ ‫އ ަ‬ ‫ދ ަ‬ ‫ތ ާ‬ ‫ނގ ު‬ ‫ޅ ާ‬ ‫ރ ަ‬ ‫ޅވ Þ­ ެ‬ ‫ނ ަ‬ ‫ގ ެ‬ ‫ތނ ެ‬ ‫ގނ ު‬ ‫ގު‬ ‫މ ެ‬ ‫ގ ޮ‬ ‫ރު‬ ‫ޔތ ު‬ ‫ކ ު‬ ‫ހ ާ‬ ‫މ ަ‬ ‫Þ? ި‬ ‫މެ‬ ‫ވ ި‬ ‫ތ ާ‬ ‫ި‬ ‫އެ‬ ‫ވ‪.‬‬ ‫ވ ެ‬ ‫ނ ެ‬ ‫އނ ަ‬ ‫ނނ ާ‬ ‫އ ޮ‬ ‫ވ ަ‬ ‫ފ ި‬ ‫ރި‬‫ޅ ޭ‬ ‫ޑ ެ‬ ‫އ ި‬ ‫އ‪ަ ،‬‬ ‫ކނ ަ‬ ‫މ ަ‬ ‫ގ ި‬ ‫ޓު‬ ‫Þ?ެ‬ ‫ހއ ު‬ ‫ބ ެ‬ ‫އ ާ‬ ‫މ ާ‬ ‫ރތ ެ‬ ‫ދ ި‬ ‫އ‪ަ ،‬‬ ‫އ ި‬ ‫ގ ާ‬ ‫އ ި‬ ‫ރ ަ‬ ‫ތ ޭ‬ ‫ގ ެ‬ ‫މ ެ‬ ‫ގު‬‫ހނ ު‬ ‫އ‪ ،‬Þ? ޫ‬ ‫ކÞ? ި‬ ‫ގ ާ‬ ‫އ ި‬ ‫ކތ ު‬ ‫ތ ަ‬ ‫މ ަ‬ ‫Þ?Þ‡ ަ‬ ‫ަ‬ ‫އ‬ ‫ތ ަ‬ ‫ކ ާ‬ ‫Þ? ި‬ ‫ފ ާ‬ ‫ރތ ަ‬ ‫ރ ަ‬ ‫ކ ާ‬ ‫މ ާ‬ ‫ރތ ު‬ ‫އ ާ‬ ‫ރ ެ‬ ‫ނ އ‪ި ،‬‬ ‫ގ ަ‬ ‫ތމ ީ‬ ‫ގު‬ ‫ތ ެ‬ ‫ނ ޮ‬ ‫ގނ ަ‬ ‫ދ ާ‬ ‫ވ ޭ‬ ‫އÞ? ެ‬ ‫ރ ަ‬ ‫ވނ ު‬ ‫ކ ި‬ ‫ރު‬ ‫ޕ ެ‬ ‫ގ ޭ‬ ‫އ ެ‬ ‫‪.‬އÞ?‪ެ .‬‬ ‫އމ‪ީ .‬‬ ‫އ ީ‬ ‫ކ ު‬ ‫ޅ ަ‬ ‫ގ ި‬ ‫ރ ޮ‬ ‫އ ެ‬ ‫ގ ު‬ ‫ކ ީ‬ ‫ރ ު‬ ‫މÞ? ޫ‬ ‫ަ‬ ‫ތ ަ‬ ‫ކÞ?‬ ‫ފ ާ‬ ‫ރތ ަ‬ ‫ހ ަ‬ ‫މ ެ‬ ‫ބ ޭ‬ ‫ގ ަ‬ ‫ކ ާ‬ ‫ރ ު‬ ‫Þ? ެ‬ ‫ދ ަ‬ ‫އ‪ަ ،‬‬ ‫އ ި‬ ‫ރނ ާ‬ ‫ނ ި‬ ‫އÞ? ެ‬ ‫ވ ި‬ ‫ކÞ? ެ‬ ‫ގ ި‬ ‫އ‪ ،‬Þ? ޫ‬ ‫ތ ާ‬ ‫ކ ި‬ ‫ފ ާ‬ ‫ރތ ަ‬ ‫ގ ޭ‬ ‫ޅ ަ‬ ‫އ ު‬ ‫ރ ާ‬ ‫ޓރÞ?)‪ަ ،‬‬ ‫މÞ? ޫ‬ ‫ރކ ާ‬ ‫ކނޓ ެ‬ ‫( ޮ‬ ‫ކ ަ‬ ‫މÞ?‬ ‫ނ ެ‬ ‫ނ ަ‬ ‫އނ ާ‬ ‫ކ ާ‬ ‫ވ ަ‬ ‫Þ?ު‬‫ަ‬ ‫ނަ‬ ‫ވ ަ‬ ‫ތ‬ ‫Þ?ެ‬ ‫އއ ު‬ ‫Þ? ަ‬ ‫ބު‬ ‫މއ ަ‬ ‫ޑ ަ‬ ‫މ ޮ‬ ‫އ ާ‬ ‫މ ަ‬ ‫ގ ި‬ ‫އު‬‫ދު‬ ‫އÞ? ެ‬ ‫ގނ ި‬ ‫ރ ަ‬ ‫ތއ ު‬ ‫ކ ި‬ ‫އ ަ‬ ‫މÞ? ޫ‬ ‫ރ ު‬ ‫އެ‬ ‫ވ‪ަ .‬‬ ‫ނ ެ‬ ‫ދވ Þ­ ެ‬ ‫ރ ޮ‬ ‫ކÞ? ެ‬ ‫ފޯ ު‬ ‫ރ ު‬ ‫Þ?‬ ‫މއ ަ‬ ‫ޓެ‬‫Þ?Þ? ަ‬ ‫ވ ެ‬ ‫ނ ި‬ ‫ރ ާ‬ ‫ވ ު‬ ‫ބ ާ‬ ‫ދ ީ‬ ‫ދ ަ‬ ‫ޖ ާ‬ ‫އ ި‬ ‫ގ ެ‬ ‫އ ަ‬ ‫ނ ަ‬ ‫ބ ަ‬ ‫Þ? ި‬ ‫އ ަ‬ ‫ހ ަ‬ ‫ޅ ި‬ ‫Þ? ަ‬ ‫ހ ަ‬ ‫Þ? ު‬ ‫Þ? ަ‬ ‫ނ ަ‬ ‫މއ ަ‬ ‫މ ަ‬ ‫އތ ަ‬ ‫ވ ެ‬ ‫އއ ޮ‬ ‫Þ?ު‬ ‫ކ ާ‬ ‫މެ‬ ‫ވÞ?‪ަ ،‬‬ ‫ނ ަ‬ ‫ނ ު‬ ‫ނ ަ‬ ‫ފ ު‬ ‫ު‬ ‫ނ ެ‬ ‫Þ?ެ‬ ‫އއ‬ ‫މއ ަ‬ ‫Þ? ަ‬ ‫ޅ ަ‬ ‫އ ު‬ ‫ގ ޭ‬ ‫އޓ ާ‬ ‫ތ ަ‬ ‫Þ? ި‬ ‫ނަ‬ ‫ވ ަ‬ ‫އ ު‬ ‫ރ ަ‬ ‫ގ ި‬ ‫އޓ ެ‬ ‫ތ ޭ‬ ‫ވ‪ަ .‬‬ ‫Þ? ި‬ ‫އެ‬‫ނ ެ‬ ‫ޖ ޭ‬ ‫ހ ެ‬ ‫އ ަ‬ ‫ޅނ ެ‬ ‫ކނ ަ‬ ‫ޑ ަ‬ ‫ރ ޮ‬ ‫ކÞ? ަ‬ ‫ދެ‬ ‫ވ ި‬ ‫މ ު‬ ‫Þ?Þ? ެ‬ ‫ކު‬ ‫އނ ި‬ ‫ތ ު‬ ‫ޅ ަ‬ ‫އ ޮ‬ ‫ތ ަ‬ ‫ވަ‬‫ނަ‬ ‫ު‬ ‫ބ ޭ‬ ‫ހ‬ ‫އ ެ‬ ‫Þ? ަ‬ ‫Þ? ާ‬ ‫ދ ަ‬ ‫މއ ަ‬ ‫ރނ ަ‬ ‫އ ި‬ ‫އÞ? ެ‬ ‫ވ ި‬ ‫ގ ި‬ ‫ޓ ެ‬‫މ ީ‬ ‫ގ ޮ‬ ‫ކ ި‬ ‫Þ? ެ‬ ‫ގނ ަ‬ ‫ރ ު‬ ‫އ ެ‬ ‫ދއ ަ‬ ‫ކ ި‬ ‫ކ ަ‬ ‫ވ ަ‬ ‫ހ ަ‬ ‫ތއ ާ‬ ‫ތއ ަ‬ ‫ކނ ަ‬ ‫މ ަ‬ ‫ި‬ ‫ރު‬ ‫ތނ‬ ‫ފ ާ‬ ‫އÞ? ަ‬ ‫ގ ި‬‫ކÞ? ެ‬ ‫މ Þ? ޫ‬ ‫ނ ަ‬ ‫އ ޭ‬ ‫ޅ ަ‬ ‫ު‬ ‫އެ‬ ‫ވ‪.‬‬ ‫ނ ެ‬‫ވ ެ‬‫ރނ ާ‬ ‫ކ ާ‬ ‫ކތ ު‬ ‫މ ަ‬ ‫Þ?Þ‡ ަ‬ ‫މÞ? ަ‬ ‫Þ? ަ‬ ‫ޖއ ު‬ ‫ހ ަ‬ ‫މ ެ‬ ‫ގނ ަ‬ ‫ކÞ? ެ‬ ‫ރ ޮ‬ ‫ވ ާ‬ ‫ކ ަ‬ ‫މÞ? ާ‬ ‫ނ ެ‬ ‫އު‬ ‫ރނ ާ‬‫ޒ ީ‬ ‫ހ ި‬‫ގ ާ‬ ‫ތު‬ ‫ކ ެ‬ ‫ރތ ަ‬ ‫ަ‬ ‫ފ ާ‬ ‫ޢ ެ‬ ‫ގ‬ ‫ރު‬ ‫ކ ަ‬ ‫މÞ? ޫ‬ ‫ރަ‬ ‫ތ ީ‬ ‫ވ ަ‬ ‫ފ ާ‬ ‫ގނ ާ‬ ‫މ ަ‬ ‫ނ ަ‬ ‫ޒނ ާ‬ ‫Þ?ު‬ ‫މ ެ‬ ‫ގ ި‬ ‫ވ ު‬ ‫އު‬ ‫ކ ަ‬ ‫Þ? ާ‬ ‫ޔÞ? ެ‬ ‫ރ ަ‬ ‫މ ަ‬ ‫ހ ަ‬ ‫އ ު‬ ‫ފ ި‬ ‫އ ަ‬ ‫މނޓ ަ‬ ‫ގ ި‬ ‫ކު‬‫ބޑ Þ‘ Þ® ި‬ ‫މު‬ ‫ތ ި‬ ‫މޢ ޫ‬ ‫Þ? ާ‬ ‫ގ ަ‬ ‫އނ ެ‬ ‫ޑ ަ‬ ‫ޒ ި‬ ‫ރު‬ ‫ތ ެ‬ ‫ގ ި‬ ‫މ ާ‬ ‫އ ާ‬ ‫ި‬ ‫ފÞ? ޮ‬ ‫އފ‬ ‫އ) ެ‬ ‫ގ ޮ‬ ‫އ ީ‬ ‫‪.‬އޗ ަ‬ ‫‪.‬އ ި‬ ‫އ ެ‬‫(އމ‪ޯ .‬‬ ‫ެ‬ ‫ރ Þ?Þ“ ަ‬ ‫ރކ ަ‬ ‫ޗރ‬ ‫އނފ ާ‬ ‫Þ?Þ‚ÞŽ ެ‬ ‫އނ Þ‘ ި‬ ‫ހ ު‬ ‫އ ި‬ ‫ރ ޮ‬ ‫އފ ަ‬ ‫މ ި‬ ‫ނÞ?Þ“ ީ‬ ‫Þ?Þ‡ ަ‬ ‫ކތ ި‬ ‫މ ަ‬ ‫ަ‬ ‫Þ?Þ‚ ެ‬ ‫ގ‬ ‫ކ ަ‬ ‫ޑު‬ ‫އ ޭ‬ ‫ރ ޮ‬ ‫އފ ެ‬ ‫އި‬ ‫ނÞ?Þ“ ީ‬ ‫މ ި‬ ‫ނެ‬ ‫ވ‪ި .‬‬ ‫ރނ ެ‬ ‫ނ ު‬ ‫ޖ ޭ‬ ‫އނ ި‬ ‫އ ާ‬ ‫ވ ި‬ ‫ވ ަ‬ ‫ފ ި‬ ‫ރި‬‫ކ ެ‬ ‫Þ?ު‬ ‫އނ ަ‬ ‫ހ ާ‬ ‫ވ ު‬ ‫ޕ) ި‬ ‫ޕ‪ީ .‬‬ ‫ރގ ާ‬ ‫ރމ ( ޯ‬ ‫އ‪ީ .‬‬ ‫ޖކޓÞ? ެ‬ ‫އނ Þ‘ Þ• ޮ‬ ‫ރ ެ‬ ‫ޕ ޮ‬ ‫ދ ަ‬ ‫މÞ?‬ ‫ކ ޯ‬ ‫ހ ު‬ ‫ޔު‬ ‫މÞ? ަ‬ ‫ބ ަ‬ ‫ކ ު‬ ‫ރ ަ‬ ‫މު‬ ‫ފ ު‬ ‫ރ ާ‬ ‫މ ާ‬ ‫އ ާ‬ ‫ރތ ަ‬ ‫ނަ‬ ‫ވ ަ‬ ‫ތ ި‬ ‫ރ ަ‬ ‫މÞ? ު‬ ‫ބޑ ު‬ ‫ކ ު‬ ‫ވ ޮ‬ ‫ގތ‪ި ،‬‬ ‫އ ާ‬ ‫ވ ަ‬ ‫ފ ި‬ ‫ރި‬‫ޭ‬ ‫‪.‬އމ‪ީ .‬‬ ‫ޕ‬ ‫‪.‬އÞ? ެ‬ ‫އ ެ‬‫ނނ ީ‬ ‫Þ? ު‬ ‫Þ?Þ† ަ‬ ‫(Þ–) ެ‬‫ީ‬ ‫އެ‬ ‫ވ‪.‬‬ ‫ނ ެ‬ ‫މ ާ‬ ‫ނ ެ‬ ‫ހ ަ‬ ‫އ ި‬‫ގ ި‬‫ރ ަ‬ ‫ތ ޭ‬ ‫ގެ‬‫ކ ެ‬‫ތު‬ ‫ޔނ ަ‬ ‫Þ? ު‬ ‫ކ ާ‬ ‫ރ ި‬ ‫ދު‬ ‫ޫ‬ ‫ރޕ Þ¯ Þ“ ު‬ ‫ކ ު‬ ‫ރނ‪:‬‬ ‫އ ި‬ ‫ރ ާ‬ ‫މ ި‬ ‫ޓ ު‬ ‫ރކ ު‬ ‫ނ ަ‬ ‫ހނ ު‬ ‫ގނ ޮ‬ ‫މ ި‬ ‫‪.‬އÞ? ެ‬ ‫ޅ ‪ - 4‬އީ ެ‬ ‫‪.‬އމ‪.‬ޕީ ި‬ ‫ވ ު‬ ‫ޔަ‬‫ފ ަ‬ ‫ި‬ ‫މ ެ‬ ‫ގ‬ ‫ނު‬‫ދ ު‬ ‫ރ ޮ‬ ‫ކÞ? ި‬ ‫ރ ަ‬ ‫ކނ ÞŠ Þ¯ ު‬ ‫ކެ‬ ‫ތ ި‬ ‫ރއ ާ‬ ‫އÞ? ަ‬ ‫މު‬ ‫ޢ ަ‬ ‫ތ ާ‬ ‫އ ު‬ ‫ޖ ި‬ ‫އ ި‬ ‫ޓ ާ‬ ‫Þ? ި‬ ‫ވއ ަ‬ ‫މެ‬‫ތ ާ‬ ‫ކ‪ި ،‬‬ ‫މ ަ‬ ‫ޒ ީ‬ ‫އ ާ‬ ‫ގ ަ‬ ‫މ ެ‬ ‫ރު‬‫ކ ު‬ ‫ނ ަ‬ ‫ޓރ ު‬ ‫ގނ ޮ‬ ‫މ ި‬ ‫ހނ ު‬ ‫‪.‬އÞ?‪ެ .‬‬ ‫އމ‪ީ .‬‬ ‫ޕ ި‬ ‫އ ެ‬‫ީ‬ ‫Þ?Þ‡ ަ‬ ‫ކތ‬ ‫މ ަ‬ ‫ަ‬ ‫މ ެ‬ ‫ގ‬ ‫ރު‬‫ރކ ު‬ ‫ޓ ު‬‫ނ ަ‬ ‫ޮ‬ ‫މ ި‬ ‫މެ‬ ‫ވ‪.‬‬ ‫ގު‬ ‫ތ ެ‬ ‫ދ ެ‬ ‫ެ‬ ‫ނ ަ‬ ‫ރ ަ‬ ‫ތއ‬ ‫ވ ު‬ ‫މނ ަ‬ ‫ި‬ ‫Þ?Þ? ާ‬ ‫ވ‬ ‫ާ‬ ‫ޚ ި‬ ‫ދ‬ ‫މޤ ަ‬ ‫ޞ ު‬ ‫ަ‬ ‫އ‪،‬‬ ‫ބ ަ‬ ‫Þ? ި‬ ‫Þ?Þ?Þˆ Þ­ ޯ‬ ‫ތ ަ‬ ‫ާ‬ ‫ޚ ި‬ ‫މޤ ަ‬ ‫ޞ ު‬ ‫ދ‬ ‫ަ‬ ‫ކ‪،‬‬ ‫ރ ަ‬ ‫ތ ީ‬ ‫ފ ާ‬ ‫ރ ާ‬ ‫ވ ަ‬ ‫މ ާ‬ ‫ދ ު‬ ‫ޒނ ާ‬ ‫ރކ ު‬ ‫ރ ަ‬ ‫މÞ? ި‬ ‫ޓ ު‬‫ނ ަ‬ ‫އ ޮ‬ ‫މ ި‬ ‫ތއ ަ‬ ‫ގ ި‬ ‫ގެ‬‫ޑ ޮ‬ ‫ގނ ު‬ ‫އ ަ‬ ‫އެ‬ ‫ވ‪ަ .‬‬ ‫މ ި‬ ‫ނ ެ‬ ‫ގ ެ‬ ‫ހނ ޭ‬ ‫އ ި‬ ‫ރ ަ‬ ‫ގ ި‬ ‫ވ ު‬ ‫މ ެ‬ ‫ފނ ަ‬ ‫އ ީ‬ ‫އ‪ަ ،‬‬ ‫ޤ ު‬ ‫ގ ާ‬ ‫އ ި‬ ‫ފނ ަ‬ ‫ވ ު‬ ‫ރ ަ‬ ‫ރ ު‬ ‫Þ? ެ‬ ‫ަ‬ ‫ތނ ަ‬ ‫ރ ު‬ ‫Þ?‬ ‫ރު‬ ‫އÞ? ަ‬ ‫ފ ާ‬ ‫ކÞ? ެ‬ ‫ގ ި‬ ‫އ Þ? ޫ‬ ‫ގ ި‬ ‫ފނ ަ‬ ‫ރ ަ‬ ‫ވ ު‬ ‫ރ ު‬ ‫Þ? ެ‬ ‫ރެ‬ ‫ވ‪ަ .‬‬ ‫އ ެ‬ ‫ނ ަ‬ ‫ޖ ި‬ ‫އނ ި‬ ‫އ ި‬ ‫އަ‬ ‫ވ ި‬ ‫ޅ ަ‬ ‫ފ ި‬ ‫ޑެ‬ ‫އ ި‬ ‫އÞ? ަ‬ ‫ކނ ަ‬ ‫ރ ަ‬ ‫ތނ ަ‬ ‫މÞ? ޫ‬ ‫ރު‬‫ފ ާ‬ ‫‪.‬ގ ަ‬ ‫ޕ ެ‬‫ޕ‪ީ .‬‬ ‫ޯ‬ ‫އ‪ީ .‬‬ ‫ތއ ަ‬ ‫ތ އ‪،‬‬ ‫ކނ ަ‬ ‫ގނ ާ‬ ‫ވ ަ‬ ‫ވ ެ‬ ‫Þ?ި‬‫ކ ެ‬ ‫އު‬‫އ ެ‬ ‫ޕ ަ‬ ‫ގ ި‬ ‫‪.‬އÞ? ެ‬ ‫އ ެ‬ ‫‪.‬އމ‪ީ .‬‬ ‫އު‬ ‫ކ‪ީ ،‬‬ ‫އ ެ‬ ‫ގ ެ‬ ‫ތނ ެ‬ ‫އހީ ާ‬ ‫ޔު‬ ‫Þ? ަ‬ ‫ރއ ި‬ ‫ރ ު‬ ‫އ ަ‬ ‫އހީ ާ‬ ‫އ ި‬ ‫ގ ެ‬ ‫Þ?Þ? ެ‬ ‫ކު‬ ‫އނ ި‬ ‫ޅ ަ‬ ‫ތ ު‬ ‫ތ ަ‬ ‫އ ޮ‬ ‫ވ ަ‬ ‫ނަ‬‫ު‬ ‫އެ‬ ‫ވ‪.‬‬ ‫ނ ެ‬ ‫ރކ ެ‬ ‫ރވ Þ­ ެ‬ ‫ޓ ު‬ ‫ތ Þ‰Þ® ި‬ ‫ނ ަ‬ ‫ގ ޯ‬ ‫ހނ ާ‬ ‫އ ި‬ ‫ތ ަ‬ ‫ގ ި‬ ‫ކު‬ ‫މ ަ‬ ‫Þ?ÞŒ ަ‬ ‫ގ ަ‬ ‫މ ެ‬ ‫ރު‬‫ކ ު‬ ‫މ ާ‬ ‫ރތ ު‬ ‫އ ާ‬ ‫ި‬ ‫‪xix‬‬ xx 1. INTRODUCTION 1.1 Background 1. Education is extremely important for the Maldives, at the current stage of development of the country, to increase the number of well-educated and qualified Maldivians. At present the country depends heavily on expensive overseas labor for management, technical and administrative jobs, as there are insufficient Maldivians with higher secondary and tertiary level qualifications to take up these jobs. The project will assist the Government of Maldives (GoM) to expand secondary education and higher education to meet the rising demand for sophisticated and high-level skills from employers. The increase in the number of educated Maldivians will, in the long-term, assist the sustained economic growth of the country by enabling a greater proportion of the human capital needs of the economy to be met from the domestic labor market, thus reducing the dependence on expensive expatriate labor. The promotion of education access and quality under the project also covers the entire country, including the outer atolls. By increasing education levels in the outer atolls, the project will help to broad-base economic opportunities for young people and promote equitable economic and social development in the country. 2. An Interim Strategy Note (ISN) is under preparation. The development of the education sector has been identified as of one the key areas for the World Bank support under the ISN. The previous FY08-FY12 Country Assistance Strategy of World Bank identified education as an important area for the Bank’s knowledge engagement. The proposed project builds on the knowledge generated through two education reports during FY11-12. The project also builds on lessons learned from previous education projects in the Maldives. 3. The project development objective is to enhance and strengthen strategic dimensions of education access and quality. 4. The direct beneficiaries of the project will be approximately 70,000 school children, about 7,000 school teachers, 220 principals and 500 education managers and administrators. The indirect project beneficiaries will be the school communities of about 220 schools; the households of the 70,000 school children; the contractors of school infrastructure and suppliers of education equipment; and the academics and researchers who will receive support for research and evaluation activities. In the long-term, as the quantity and quality of school completers rises, employers and the higher education and training sectors will also benefit. 1.2 Project Description 5. The Maldives Enhancing Education Development Project (EEDP) is organized under two components: (a) national level education development; and (b) school level education development. 1 1.2.1 Component One: National Level Education Development 6. The objective of this component is to promote strategic initiatives at the country level to strengthen and develop the education system. The following key sub-components will be supported under this component. 7. National Assessments of Learning Outcomes for Policy and Program Development: National assessments of learning outcomes have become one of the main vehicles for assessing education systems and formulating education policies in Organization for Economic Co-operation and Development (OECD) countries and middle-income countries. The EEDP will support the Maldives to develop the capacity of the country to design and implement national assessments of learning outcomes according to a regular cycle for key subjects, English and mathematics, and use the results and findings for education policy and program development. The EEDP will help build the technical capacity within the Ministry of Education (MoE), especially the National Institute of Education (NIE), to undertake rigorous, state-of- the-art national assessments. The project will also build the capacity of policy makers and education specialists within the MoE, to use the results and findings from national assessments for strategic policy and management decisions. The national assessments under the project will help monitor learning outcomes over time. The information and feedback from these national assessments can be used by policy makers and education specialists in key education areas such as curriculum development, pre-service teacher education, continuing teacher development, the production of educational material including textbooks, and the allocation of resources. 8. Management and Leadership Development in the Education Sector: The EEDP will assist the MoE to develop the human resources in the education sector, with a special focus on education managers and administrators, school principals, and leading teachers who are potential future principals. The project will support principals and leading teachers who already have bachelor’s degrees to obtain master’s degrees in education administration/management (either full time or in block mode). In addition, principals and leading teachers who only have diplomas will be supported to obtain bachelor’s degrees in a relevant field such as education management or administration. Priority would be given to the younger principals and leading teachers, to maximize the return on investment. MoE staff, including from the Atoll Education Units, will be provided with short-term courses and/or exposure programs tailor made to develop their administrative, managerial and technical skills for work in the MoE and Atolls. This would cover in the Maldives Quality Assurance Authority, too. 9. Learning Environment Enrichment of Secondary Schools: The Maldives has an atoll-wide network of schools that provide universal access to primary (grades 1-7) and secondary (grades 8-10) education. However, until recently access to higher secondary education (grades 11-12) was very limited, initially to one school in Male’, and then to four more schools in the atolls. The government has now adopted a policy to expand access to higher secondary education through 37 strategically selected schools, across the country, which will serve as hubs for higher secondary education in the atolls and in Male’. The higher secondary schools, and the secondary schools which feed students into them, need greater physical facilities and equipment, especially for IT and science. Strong IT skills are necessary for all secondary school completers who either plan to seek employment opportunities in the labor market or proceed onwards to higher education. Science subjects are needed to enable secondary school students to 2 offer a curriculum options with subjects such as biology, chemistry and physics. Such subjects are pre- requisites needed for professions such as medicine, allied health sciences, engineering, electronics, and science teaching. These are professions which are in short supply among Maldivians, resulting in expensive expatriate staff being recruited for these occupations. 10. The project will support a set of about 45 strategically selected schools, which include all higher secondary schools and some of the large secondary feeder schools, to enrich their learning environments through the provision of IT and science equipment, and the expansion of classroom facilities in over- crowded large schools to help implement the government policy of single-session schools. This initiative is expected to help improve the transition rate from secondary to higher secondary education and increase the survival rate through the school system to grade 12. Students, including all higher secondary students, attend these schools and will benefit from these facilities and equipment. The schools selected already have adequate numbers of teachers for these subjects, so that additional teachers will not be needed. However, the schools will receive support under the project’s activities for principal’s develop ment, quality assurance and school-based teacher development. Hence, an integrated package of learning enrichment activities will be made available to these strategic higher secondary schools. 11. Education Strategy and Program Development: The EEDP will support the government to develop future strategies and programs in priority areas through policy analysis and technical assistance. The GoM has identified the following priority areas for strategy and program development with support from the project: 12. A Model for Multi-Grade Teaching in Small Schools: The Maldives education authorities are considering multi-grade teaching given the geography of the country with its large number of small islands. Some of the schools in these islands have few students in each grade (as little as 3 students in some cases). Providing a teacher for every grade is very expensive. Multi-grade teaching would help reduce the exorbitant cost of providing education in these small schools. In addition, combining grades in such schools would potentially help enhance the cognitive and non-cognitive skills of students by giving them more opportunities for peer interaction. The EEDP will assist GoM with technical expertise to develop a framework for multi-grade teaching. 13. A Model for Combined Curriculum Streams: The Maldivian education system contains three streams of study at the secondary level: arts, commerce and science. Due to resource constraints, most schools are unable to offer more than one stream of study in practice. At present, there are only 32 schools, out of 185 schools providing secondary education, where combined curriculum streams are taught. As a result, a substantial proportion of students are compelled to study subjects within the confines of one stream, usually commerce, offered by their schools. The MoE, recognizing the need for a broader and more balanced curriculum, has recently developed a National Curriculum which encourages schools to offer combined curricula so that students can select subjects from more than one stream. However, government policy makers and planners recognize that expanding course choices can be expensive, especially in schools where the science stream needs to be introduced. The EEDP will assist GoM with technical expertise to develop a framework for the introduction of combined curricula in larger schools where there are sufficient numbers of students to make the broadening of choice feasible. 3 14. Continuing (In-Service) Training for Untrained Teachers: The Maldives has about 3,600 teachers in primary education, of whom about 23 percent are untrained. The untrained teacher ratio is higher in the atolls than in Male’. One important reason for the relatively low learning outcomes and examination performances of Maldivian students is the poor quality of primary education, partly due to the substantial number of untrained primary teachers, in country. The MoE now recognizes that it is necessary to train the untrained teachers to bring them up to at least diploma level. The EEDP will support the MoE provide the necessary training programs for the untrained teachers so that they can reach at least the minimum of a diploma in education. 15. A Master Plan for Higher Education: The Higher Education Master Plan would provide the foundation for the future development of the higher education sector. The master plan would address issues such as the desired size and structure of the higher education sector, the governance of higher education, the roles of the public and private sectors, the quality of higher education, the economic and social relevance of higher education, and the costs and financing of the higher education sector. The project would support the development of the master plan through the technical assistance required, the consultation process, and the preparation and dissemination of the master plan. 16. Strengthening the Maldives Qualifications Authority: The EEDP would also help to strengthen the Maldives Qualifications Authority (MQA), which has the mandate to undertake quality assurance and accreditation of private and public higher education institutions. The EEDP would assist the Department of Higher Education of the MoE and the MQA to develop the benchmarks, standards and review procedures for external quality reviews as well as guidelines for internal quality assurance units in higher education institutions. Also, the project would help the staff of the MQA involved in quality audits to obtain practical experience of undertaking reviews in another external quality assurance agency. 1.2.2 Component Two: School Level Education Development 17. The objective of this component is to promote strategic initiatives to improve the performance of schools. The following key sub-components will be supported under this component. 18. School-Based Management: The country has adopted a professional control model of school- based management, where the main decision-making authority has been devolved to principals and teachers. School-based management is a new initiative in the Maldives, and members of Senior Management Teams of schools and Schools Boards need training and capacity building in the aims and objectives of school-based management, the roles and responsibilities of the various school level agencies, and the variety of actions that can be taken under school-based management to improve the effectiveness and performance of schools. The EEDP will assist the MoE to train and strengthen the capacity of Senior Management Teams of schools and Schools Boards to take the school-based management initiative forward efficiently. Attention will be given to the fact that there are differences in abilities of principals, leading teachers, school boards and stakeholders, across the various atolls and islands, in the training and capacity building work. 19. Modernizing Quality Assurance for School Improvement: Quality assurance (QA) is a key feature of education systems in many OECD countries, including Singapore and Scotland, and several 4 middle-income countries, including Malaysia and the UAE. The MoE is keen to develop and establish a quality assurance system that encompasses internal self-assessments by schools themselves, consistent with international trends in Quality Assurance in OECD and middle-income countries. The EEDP will help the MoE to establish a regular, annual QA system for schools, with the main emphasis on internal self-evaluations. The school self-evaluations would, in turn, feed into the School Improvement Plans for the following year. 20. Larger schools would be trained and be able to conduct their own self-evaluations, and incorporate the findings and recommendations into their schools. Smaller schools in remote atolls would receive training in self-reviews too; however, they would also be supported to conduct self-reviews and incorporate the findings and recommendations into their School Improvement Plans by atoll level education units, especially the Teacher Resource Centers. Private schools which receive government subsidies to enroll students would also be expected to be part of the QA program. The findings of the QA self-reviews would also inform the school-based teacher professional development activities of schools. 21. Strengthening School-Based Professional Development for Teachers and Other School Staff: The successful achievement of a high quality of education depends on the availability of an adequate stock of professionally educated, competent and motivated teachers. School-based teacher professional development has been noted globally for its effectiveness. The MoE is aware of the importance of school- based professional development (SBPD) for teachers as a promising strategy for continuing teacher education and training. The MoE has published a Professional Development Policy, developed SBPD guidelines for schools, and encouraged schools to conduct SBPD activities. It is mandatory for all academic staff in schools to receive a minimum of 15 hours (3 days) of professional development in every year. The SBPD guidelines seek to ensure that there is a procedure and process involved in the implementation of SBPD programs. 22. The EEDP would assist the MoE, especially the NIE, to further develop the system for SBPD by improving the capacity of Professional Development coordinators and Teacher Resource Center coordinators, helping schools undertake SBPD activities, and assisting the NIE to monitor the implementation of SBPD in schools. All schools in Male’ and the outer atolls would implement SBPD programs according to an annual cycle. Private schools which receive government subsidies to enroll students would also be expected to be part of the SBPD program. 23. The range of SBPD activities would include school-based mentoring, discussion and practice of new techniques and approaches, peer learning, peer coaching, individual consultations, and visits to classrooms in other schools and schools in other islands. Under SBPD: 24. School Quality Assurance and Teacher Development Awards: A system of School Quality Assurance and Teacher Development Awards (QATDA) would be supported under the project. The QATDA would assist school improvement activities through the implementation of School Improvement Plans and Annual School Feedback Forms, with a special focus on quality assurance self-reviews and school-based teacher professional development. Under the project all schools would receive an annual award of between MVR 6,000-7,500 (about US$ 400–500), depending on school size, commencing in 5 2014, to implement the findings and recommendation of the QA self-reviews to improve student learning and soft skills, and to implement SBPD programs to enhance teacher performance. 25. Under the QATDA, there would be an annual Memorandum of Understanding between the MoE and schools to implement, monitor and report QATDA activities. The awards would be made available in the first year as an advance. In subsequent years, the awards would be made available on the basis of performance in the previous year in incorporating and implementing QA activities and SBPD activities in the School Improvement Plans, and monitored through the School Improvement Feedback Forms. 1.3 Purpose of the Report 26. The main purpose of the Environmental and Social Assessment and Management Framework (ESAMF) is to identify potential environmental and social impacts based on the Environmental and Social Assessment (ESA) carried out to set up the baseline within which the project will be implemented and focusing physical activities within the first two years of the MESDP, to design measures to address these impacts and an Environmental and Social Management Framework (ESMF) to provide broad guidelines outlining measures, processes, institutional arrangements, procedures, tools and instruments that need to be adopted by the project and integrated into project implementation to mitigate any adverse environmental or social impacts. 27. The ESAMF has been designed to be consistent with Government of Maldives environmental and social requirements and the relevant World Bank Safeguard Policies with the objective to ensure that activities under the proposed operations will address the following issues: ï‚· Protect human health ï‚· Minimize environmental degradation as a result of either individual sub-projects or their cumulative effects ï‚· Prevent or compensate any loss of livelihood ï‚· Minimize impacts on cultural property, and ï‚· Enhance positive environmental and social outcomes 28. Considering the scope of the MESDP, it has been assessed that there will not be any significant negative environmental or social impacts as a result of the project activities. Construction activities will be undertaken only on existing school premises and it is anticipated that building construction will result in minor environmental and social impacts. Hence the project has been identified as a Category B project. 1.4 Presentation of the Report 29. The Chapter 1 of the report provides the context within which the project has been developed, the project’s development objectives and project description and the purpose of the ESAMF. 6 30. Chapters 2 to 5 provide the details of the Environmental and Social Assessment including stakeholder consultations undertaken for the project focused on the overall project, as well as site-specific details based on the initial selected of project sites. 31. Chapter 6 provides the generic and site-specific environmental and social impact mitigation measures to be adopted by the project. 32. Chapter 7 is focused on the Environmental and Social Management Framework, which will guide the implementation of the project with environmental and social sustainability principles in place. 33. In addition, a number of appendixes are included in support of the main body of the document. 7 2. ENVIRONMENTAL & SOCIAL BASELINE CONDITIONS 34. This chapter provides an overall environmental and social condition of the Maldives, the islands selected for the first two years of project implementation and respective school sites in Lhaviyani (Lh.) Kurendhoo, Kaafu (K.) Villingili, Noonu (N.) Holhudhoo, Shaviyani (Sh.) Funadhoo, Dhaalu (Dh.) Meedhoo, Gaafu Alifu (Ga.) Maamendhoo, Faafu (F.) Nilandhoo and Shaviyani Komandoo. Local conditions are presented in generic form, except in cases where there are features of significance which have been noted. 2.1 Environmental and Social Status of Maldives and Selected Islands 2.1.1 Physical Environment 2.1.1.1 Climate and Meteorology 35. A year round uniform temperature (mean annual temperature of 28ºC), high humidity (relative humidity from 73% to 84%) and variations in rainfall from the north to the south of the country characterize the climate of the Maldives. The north of the country is generally drier than the south. 36. The country’s climate can be divided into two distinct seasons, the dry season (northeast monsoon) and the wet season (southwest monsoon). The dry season lasts from December to February and the wet season lasts from May to September. The inter-monsoon period occurs between March and April for the southwest monsoon and from October to November for the northeast monsoon. 37. The meteorological records in Maldives are based on five major stations and not at the atoll or island level. None of these stations are located at the islands where the project sites are located. Therefore only regional data is available to estimate the weather conditions at an island level. Some of the key weather data presented in the Maldives Meteorological Website is presented below: ï‚· In 2009, the daily mean temperature recorded in the National Meteorological Center, Male’ ranged from 26.3 ºC to 31.1 ºC (closest weather station to K.Villingili); ï‚· The highest temperature ever recorded for the country is 36.8 ºC at Laamu Kadhoo Meteorological Office on May 1991 (closest weather station to Dh. Meedhoo and F. Nilandhoo); ï‚· The lowest minimum temperature ever recorded for the country is 17.2 ºC at the National Meteorological Center, Male’; ï‚· The highest rainfall ever recorded within a 24 hour period was 219.8 millimeters (mm) at the Gaaf Alifu Kadedhoo Meteorological Office on July 9, 2002 (nearest weather station to Ga. Maamendhoo); ï‚· The Central, Southern and Northern parts of the Maldives receive annual average rainfall of 1924.7mm, 2277.8mm, and 1786.4mm respectively. 8 2.1.1.2 Geology, Landscape and Topology 38. The 1,190 small, low lying islands that comprises the Maldives, stretches from latitudes 7° 6’ 3â€? N crossing the equator and extending up to 0° 42’ 24â€? S. The islands are flat with very low elevations of hardly above 1.5 meters above Mean Sea Level (MSL). This low elevation makes the islands very vulnerable to changes in sea level and storms. Based on UNEP (2010) the islands are generally composed of reef-derived carbonate sediments that have been deposited due to waves and currents. The geomorphology of the islands can be generally classified into three forms: 1. Seaward edge islands on the peripheral atoll rim, formed of gravel and sand with steep coarse beaches along the seaward side and sand beaches along the lagoon side; 2. Lagoon edge islands mostly composed of sand and minor gravel; and 3. Sand-cay type islands that form on peripheral rims and within lagoon 39. General geology of the islands in the country consists of residual soils derived by the weathering of calcareous coral formations that form the bedrock foundations of the islands. The general soil profile of a Maldivian island can be summarized as follows (UNEP, 2010): ï‚· 50 to 70 centimeters (cm) of weathered layer which consists of medium sized calcium carbonate sand grains; ï‚· 15-20 cm of top soil which is darker in colour (if some level of organic matter is present) followed by yellowish-white pure sand which forms the column of the soil profile; and ï‚· The bottom of the yellowish-white pure soil profile mixes with various sized coral rubble before reaching the underlying non-weathered coral rock. The depth of the half-weathered rubble layer is estimated to be about 0.5 meters with the rubble layer occurring at a depth of 30 to 40 cm. 40. Silt and clay are not present in the soil material thus water and nutrient adsorption is very low. Nutrient and water holding capacity for the soil is solely dependent on the organic matter present in the topsoil and the medium sized sand. Therefore, natural fertility and the water holding capacity of the soil is very low. The soils have a very high permeability and presumed to have a high infiltration capacity (UNEP, 2010). 41. According to school staff and island communities, no geological studies have been conducted at the project sites and no geological maps were available for review during the assessment. As such, groundwater flow velocity, hydraulic conductivity and groundwater flow direction cannot be ascertained. However, construction is considered to be safe in all inhabited islands. There have not been significant earthquakes reported in Maldives. 42. Based on general site observations, the topography of the sites and their immediate vicinities are flat with no apparent change in elevation. All of the sites and their proposed location of extension infrastructure are situated on natural land. Based on the general soil profile of Maldivian islands, the site’s subsurface is assumed to consist of medium sized sand and coral rubble with a high permeability and hydraulic conductivity. 43. According to United Nations Development Programme (UNDP) (2007) Sh. Funadhoo has an average elevation of +1.1 m Mean Sea Level. The island is generally higher on the southern side and 9 lower on the northern side. There is a well-established drainage system presumed to be due to the narrow width of the island and the presence of wetland areas. 2.1.1.3 Surface Water Resources and Water Quality 44. There are no rivers or streams in any of the islands of Maldives, and only a few wetlands or freshwater lakes. The country’s freshwater resources exist as groundwater in basal aquifers, generally unconfined in nature and extending below sea level in the form of a thin fresh water lens. They are vulnerable to saline intrusion owing to the freshwater-seawater interaction and need to be carefully managed to avoid over-exploitation. 45. Maldivians depend mainly on rainwater for drinking and groundwater for most other domestic needs. Rainwater is tapped from roofs and collected and stored in various types of tanks. All the islands have individual household as well as community tanks. However, the situation is different in the capital island Male’ where the whole population has access to desalinated water distributed through a piped network. In Male’ it is common for people to use desalinated water for drinking as well as for domestic purposes due to high contamination of groundwater. As in Male’, many islands are now facing groundwater problems caused by human activities such as over abstraction and sewage pollution. The need to meet water demand by sustainable and affordable means is of paramount importance to the people of the Maldives. However, there are a number of densely populated islands where it may not be possible to rely totally on natural resources and where the need to go for the expensive alternative of desalination to supplement resources may be inevitable. This has been the case in the capital, Male’, and in the most densely populated island, Kadholhudhoo 46. Muhiyiddin School (K. Villingili): The main source of water for potable use is desalinated water supplied by Maldives Water and Sewerage Company (MWSC). 100% of the households in K. Villingili are supplied with desalinated water by MWSC. Two groundwater extraction wells are located at the site. However, groundwater is only used for non-potable purposes such as flushing, irrigation and as firewater. The water was observed to be colourless with some odour. No petrochemical odour was noted. Rainwater harvesting is not practiced at the site. No surface water resources are located within the site or the immediate vicinity of the site. 47. Lhaviyani Atholhu Madharusaa (Lh. Kurendhoo): Rainwater is the main source of water for potable use within the site and the island of Kurendhoo. High Density Poly Ethylene (HDPE) water tanks with a storage capacity of 2,500 liters are located within the site. Three groundwater extraction wells are located within the site. Groundwater is not used for potable purposes; it is used for washing, flushing and irrigation. Groundwater was observed to be colourless with no odour. No petrochemical odour was noted. No surface water resources are located within the site or the immediate vicinity of the site. 48. Meynaa School (N. Holhudhoo): After the 2004 tsunami, groundwater is not used for potable purpose but only for irrigation and in flush tanks. Rainwater is harvested for potable use at the site. Rainwater is also harvested for potable use at an island level. HDPE tanks are located within the site for rainwater storage. Groundwater is used for non-potable purposes such as washing, irrigation and flushing. Groundwater was observed to be colourless although it had a slight odour (not petrochemical). 10 A desalination plant exists at the island, but this is only used for emergency purposed during times of water shortage. No surface water resources are located within the site or the immediate vicinity of the site. 49. Funadhoo School (Sh. Funadhoo): After the 2004 tsunami, groundwater is not used for potable purposes but only for irrigation and in flush tanks. Rainwater is harvested at the site and used for potable purposes. Rainwater is also harvested at an island level. HDPE tanks are located within the site for rainwater storage. Groundwater is not used for non-potable purposes such as washing, irrigation and flushing. Groundwater was observed to be colourless although it had a slight odour (not petrochemical) A desalination plant exists at the island, and this is only used for emergency purposes during times of water shortage. No surface water resources are located at the site or the immediate vicinity of the site. Mangrove area is located adjacent to the east of the site. 50. Shaviyani Atoll Thauleemee Marukaz (Sh. Komandoo): Main source of potable water for the site is desalinated water supplied by the community run desalination plant. Water is supplied to 100% of the households in Sh.Komandoo by the desalination plant. Groundwater is rarely used and only used for non-potable purposes such as irrigation and in flush tanks. One groundwater extraction well is located at the site. No surface water resources are located at the site or the immediate vicinity of the site. 51. Faafu Atoll Thauleemee Marukaz (F. Nilandhoo) and Dhaalu Atoll Thauleemee Marukaz (Dh. Meedhoo: Rainwater is harvested at the site and an island level for potable use. Groundwater is used for non-potable purposed at the site such as for irrigation, washing and in flush tanks. Groundwater was observed to be colourless at F. Nilandhoo although it had a slight odour (not petrochemical). According to the school staff, groundwater at the school in Dh.Meedhoo had a ‘foul’ smell and is of bad quality. A community operated desalination plant exists at the islands but it is only used during periods of water shortage. No surface water resources are located at the site or the immediate vicinity of the site. 52. Maamendhoo School (Ga. Maamendhoo): Rainwater is harvested at the site and at an island level for potable use. Groundwater is used for non-potable purposes at the site such as for irrigation, washing and in flush tanks. Groundwater was observed to be colourless although and had a bad odour (not petrochemical). One groundwater extraction well exist at the site. No surface water resources are located at the site or the immediate vicinity of the site. 2.1.1.4 Coastal Systems 53. The Maldives is composed of a series of low lying islands, where any area of land mass constitutes a coastal area. The total exclusive economic zone (EEZ) of the Maldives is 959,100 km2. Maldives holds a range of coastal ecosystems including coral reefs, seagrass beds, lagoons, beaches, and small areas of mangrove. Maldives depends entirely on the coastal and marine ecosystems as the asset base of the national economy. Tourism, the largest contributor to Gross Domestic Product, is based wholly on the health and attractiveness of Maldives’s coastal features. The country’s second largest industry, fisheries, depends greatly on the productivity of healthy coastal and marine ecosystems. 54. Development activities have had significant impact on the coastal ecosystems in the Maldives. Some development activities, such as harbour dredging and land reclamation, permanently change the 11 natural environment and substantially damage habitats while activities such as the improper disposal of solid waste and sewage have a slow cumulative impact on the environment. Beach erosion is a serious problem, with 97% of inhabited islands reporting beach erosion and the uncontrolled disposal of solid wastes, including medical waste, is a threat to coastal and marine ecosystems. 55. Currents around the islands of Maldives flow westward during the northeast monsoon period and eastward during the southwest monsoon period. The ocean currents flowing through channels between atolls are driven by the monsoon winds. Tidal currents are defined to be eastward in flood and westward in ebb. Ocean swells are strongest from April to July during the southwest monsoon (MEE, 2012). 56. The shorelines of the islands generally consist of sand, gravel, and/or engineered coastal structures. Coastal vegetation is also naturally present, and these consist of a limited range of species that are stress tolerant, disturbance adapted with high resilience to natural hazards. However with the increase in population and developmental needs, coastal vegetation has been cleared to a high extent (predominantly for land reclamation and permanent coastal infrastructures). These kinds of activities coupled with poorly designed coastal infrastructures; sewage and solid waste disposal at the shoreline has led to an increase in beach erosion. This phenomenon is considered to be a widespread environmental issue affecting the growth and stability of the reef and island structure in the country. 57. Beach systems are highly dynamic in nature where the shape of the island may change with beach erosion on one side of the island and sand accretion on the other side. Currently, the level of beach erosion is found to be much higher than the sand accretion level in most islands. Interacting variables such as oceanographic, climatic, geological, biological and terrestrial processes with anthropogenic impacts generally influence the erosion and accretion process of the beach system dynamics. 58. Following is a summary of the coastal modification and shoreline conditions of the islands visited. These are generally based on visual observations during the field visit and information provided by the island council representatives: 59. K. Villingili: Coastal protection structures are present around the island. Two harbours are present, one on the north and the other on the south of the island. Beach erosion was not visible during the site visit and not highlighted by the island council as and environmental issue for the island. 60. Lh.Kurendhoo: Severe beach erosion visible along the northern shoreline of the island up to the harbour area. The breakwater and seawall near the harbour area was observed to be in poor condition. According to the island council representatives, a harbour development project was planned to commence in 2011. The project did not commence however due to government’s budgetary constraints. Coastal vegetation cover was observed to be poor along the northern and northeastern shoreline (opposite the school). 61. N. Holhudhoo: Majority of the islands shoreline is modified with the disposal of dredged material recovered during the harbour development project at the island. Dredged materials were predominantly disposed at the northeastern and northwestern shoreline where beach erosion is most severe. However, according to the island council representatives, beach erosion is still a big issue for the 12 island and the existing harbour is in very poor condition. About 30 ft. of coastline was lost during the 2004 tsunami along the northeastern shoreline. Households in this area are very vulnerable to storms and swells. The island’s power plant is located close to the northwestern shoreline where beach erosion is also severe. 62. Sh.Funadhoo: The island harbour is located at the western coastline of the island. Based on UNDP (2012), the coastal areas at Funadhoo are in fairly good condition apart from the modifications along the western coastline. The island continues to grow northward and the coastal vegetation is considered to be quite healthy around the island. Vegetation cover is strong along the southeastern and southern coastline, which is the high exposure zone for regular wave activity. The ‘barrier island’ mangrove vegetation strip located at the southeastern coastline is also assumed to form a defensive system against ocean-induced hazard. 63. Sh.Komandoo: The coastline of Komandoo was observed to be in extremely poor condition. There is no Environmental Protection Zone (EPZ) along the coastline and no coastal protection around the island. Households are located right up to the shoreline. There is a seawall around the island although it was observed to be in very poor condition. Solid waste is disposed along the whole coastline of the island except for the southern coastline where the harbour is situated. Expansion of the island through reclamation and provision coastal protection is considered to be the top priorities for developmental work for the island. 64. F. Nilandhoo: There are two harbours located on the island. The island council did not highlight beach erosion issues. Based on the aerial map of the island there appears to be a fairly dense strip of vegetation along the south, southeastern and southwestern coastline of the island. However solid waste was observed to be disposed around the existing waste collection yard located at the eastern coastline of the island. Solid waste was also observed to be disposed next to the fishermen’s harbour along the northeastern coastline. 65. Dh. Meedhoo: The coastline of the island has been intensely modified through reclamation and the development of the existing harbour. The area immediately adjacent to the north and northeast of the school is also reclaimed. There was no coastline vegetation along the northern and eastern coastline of the site. Based on the aerial map of the island, coastline vegetation is observed to be sparse along the southern and western coastline. The island council highlighted Beach erosion as an issue for the island. Based on the draft land use plan for the island, an EPZ is designated for the island around the whole coastline. The reclaimed area north of the school is currently reserved for the youth center. 66. Ga. Maamendhoo: The government announced a 40.3 million Maldivian Rufiyaa (MVR) harbour development project for Maamendho in November 2012. According to the island council the physical work is assumed to commence in 2013. There is a harbour presently at the island although it is of poor condition. The council representatives highlighted beach erosion as an environmental issue for the island. During the field visit, large amounts of solid waste were observed to be disposed along the coastline opposite the school area. The coastline vegetation along this area was non-existent. 13 2.1.1.5 Ambient Air Quality and Noise 67. Air quality and noise levels are not generally monitored in Maldives. As such, baseline levels for air quality and noise levels are not available at an island or atoll level. According to the State of Environment (SOE) Report 2011, Environmental protection Agency (EPA) had started monitoring particulate matter size 10 (PM10) levels at one station in Malé which commenced in December 2011. The 10-day average for December 2011 was recorded at 20 micro grams per meter cube. This was lower than the United States Environmental Protection Agency (US EPA) PM10 24hr limit of 150 micrograms per meter cube. 68. Transport industry, waste management practices (e.g. open burning of waste) and construction related activities could be considered as sources of air pollution in the country. Similarly sources of noise pollution can include community noise levels, road traffic, construction related activities and light industrial activities (vehicular maintenance, electrical workshops). Based on the SOE Report 2011, increasing trends in population, vehicular traffic, imports of petrochemical products and construction related activities as well as industrial activities is set to have a negative impact on the air quality and noise level of the country as a whole, particularly in the capital Malé. 69. Although baseline data is not available to ascertain existing air quality and noise levels at the islands and sites visited, general assumptions can be made based on the presence/absence of potential sources of noise and air pollution: ï‚· Baseline noise levels are considered to be low to negligible. Hardly any road vehicles, major construction activities and high noise generating activities within the community were noted at the site area and/or proposed location of extension work and it’s imme diate vicinity. Dh. Meedhoo was the only island that was observed with several ongoing construction activities although noise levels were noted to be low; and ï‚· Baseline air quality conditions are also considered to be good with the exception of some islands due to their waste management practices. Open burning of waste at the Mangrove area opposite Funadhoo School (Sh. Funadhoo) is common practice and is a nuisance to the school. Similarly disposal of large amounts of solid waste at the coastline opposite Maamendhoo School (Ga.Maamendhoo) and the subsequent smell of the waste is a nuisance to the school staff and students. 70. Based on the surrounding land use of the site and proposed location for extension work, potential Air Sensitive Receptors and Noise Sensitive Receptors during the construction phase of the project can be identified as follows: ï‚· Students attending the school where construction work is to be conducted; ï‚· School staff working at the school where the construction work is to be constructed; ï‚· Residential communities surrounding the vicinity of the site and/or proposed location for extension work; and ï‚· Island community individuals using and working at the institutional and community facilities surrounding the vicinity of the site and/or proposed location for extension work. 14 2.1.2 Biological Environment 2.1.2.1 Terrestrial Flora and Fauna 71. Maldives Fourth National Report to Biological Diversity (2010) reports 583 vascular plant species in the Maldives. Out of these, 323 are cultivated, and 260 are native or naturalized plants, which include 214 flowering plants and 5 ferns. Of the plants found in the Maldives, over 300 species may be used in traditional medicine. 72. Terrestrial mammalian fauna of the Maldives is limited. It has been recorded two endemic subspecies of fruit bats, Pteropus gigantus ariel and Pteropus hypomelanus maris, with the latter only in the southern-most atoll. Very little of the local terrestrial invertebrate fauna are documented. Most bird species resident in the Maldives are seabirds. Over 170 bird species, including 36 seabirds, 91 shorebirds and 63 land birds have been recorded in the Maldives. Birds other than sea birds are seasonal, migrants, vagrants, introduced species or imported species. So far only five subspecies of birds have been identified as endemic to the Maldives. A more comprehensive study may identify others. All birds in have been protected by Maldivian Environment Law (Law no. 4/93) and regulations emanating from it. 73. Thirteen species of mangroves belonging to nine genera have been identified in the Maldives. The most common are Bruguiera cylindrical, Ceriops tagal and Lumnitzera racemosa. There are 6 species of plants and 37 species of fungi associated with mangroves. Vegetation in the Maldives has changed both quantitatively and qualitatively over time and have made the islands of the Maldives, their ecosystems and human populations more vulnerable to natural calamities such as cyclones, tidal waves and tsunami and man-made calamities such as rising sea levels.’ The total forest area of the Maldives is estimated to be around 2817 hectares (draft forest sector review of Maldives, 2006). There is general agreement that the littoral forests and bushes play an important role in coastal protection of the islands of the Maldives. 74. No terrestrial fauna was observed at the sites visited and/or the proposed locations for extension work. Dominant flora observed at the specific sites and/or the proposed location of extension work is presented in Sub-section 2.24. Old Banyan trees observed in N.Holhudhoo, Sh.Komandoo, Dh. Meedhoo and Ga. Maamendhoo are noted as species of conservation significance. Some of the banyan trees are almost 30 years. However, the banyan tree observed in Dh. Meedhoo is the only tree located within an area proposed for extension work. 75. A large Mango tree is also located at the site in F. Nilandhoo. The school staff and island community requested to conserve this tree during the proposed extension work. The mango tree is not located within the proposed extension work area although it is located close to the area. 76. No known rare or endangered species were observed at the sites or proposed location for extension work during the site visit. No protected bird species under the Environmental Protection and Preservation Act 4/93 was observed at the sites or proposed locations for extension work during the site 15 visit. According to the school staff and island communities, no protected bird species have been sited at the site area or proposed location for extension work. 2.1.2.2 Marine Biodiversity 77. Since the islands are surrounded by the ocean, the greatest diversity occurs in marine life. The 1190 tiny, low-lying coral islands form 25 natural atolls. An atoll is formed of a lagoon surrounded by a coral reef. Coral reefs are the dominant ecosystems found in the islands of Maldives. The coral reef systems of the Maldives are the eighth largest in the world and cover an area of approximately 4513 km2 which is approximately 5% of the world’s reef areas. Life on the coral reefs is highly diverse but low in abundance. On a healthy reef, the reef slope is covered with lush coral and vegetation. The outer reef slope has a series of reef terraces at depths of 3-6m, 13-30m, and a deeper one at 50m. The newer, recent coral growth is veneer over older reef rock. The lagoons in the atolls contain micro-atolls, faros, patch reefs and knolls, and vary from 40m to 60m in depth. 78. Due to socio-economic importance, fishes are the well-documented group of marine fauna in the Maldives. A total of 1,100 species of demersal and epipelagic fish fauna including sharks have been recorded and the number is likely to exceed 1500 species. Studies on the status of the turtle populations in the Maldives showed that there were five different species of turtles. Turtles are protected by Law in the Maldives. A 10-year moratorium on catching turtles was declared in 1995 and has been extended since then. Collection of turtle eggs is allowed as a source of protein for the population. However, this has also been banned from the thirteen islands which studies showed to be popular for turtle nests. Not much research has been done into the rich cetacean fauna of the Maldives. Since 1993, whales and dolphins have been protected in the Maldives, and capture of cetaceans is prohibited by a Government directive under the Fisheries Law (Government directive of 15 May 1993), while the export of cetacean products is prohibited under the Export-Import Act of the Republic of Maldives (Law No. 31/79). In general, cetaceans are not exploited commercially in the Maldives and there is no cetacean by-catch from the fisheries. 79. In Maldives 285 species of marine algae including 21 species of bluegreen algae, 163 red algae, 83 species of green algae and 18 of brown algae have been found (Hackett et al. 1977). Five species of 4 genera of sea grass namely, Syringodium isoetifolium, Thalassia hemprichii, Thallassodendron ciliatum, Cymnodoea rotundata, Cymnodocea sp. were reported to be found, with the most common being Thalassia hemprichii. 2.1.2.3 Marine Protected Areas and Environmentally Sensitive Areas 80. Under the Environmental Protection and Preservation Act 4/93, there are 39 protected areas throughout the country. These include Protected Islands, Marine Protected Areas (MPAs), Protected Mangroves and Whale Shark and Manta Ray Protected Areas. 81. None of the sites visited are located in a Protected Island. No protected areas are located within the site and/or proposed locations for extension work. No protected areas are located within a 1 km radius of the site and/or proposed location for extension works. 16 82. The EPA has also listed 274 Environmentally Sensitive Areas (ESA) located throughout the country. A Wetland/Mangrove system (‘Gaambaakulhi’) listed as an ESA is located in Sh. Funadhoo. However the ESA is located more than 1 km to the northwest of the project site. No other ESAs are located at the islands where the project sites are located and none are located within a 1-km radius of the sites. 2.1.3 Socio-Economic Profile 83. In the early 1980s, it was one of the world’s 20 poorest countries, with a population of 156,000. Today, with a population of 320,081 (2011), it is a middle-income country with a per capita income of over US$ 6,300 making impressive socio-economic progress when measured by improvements in socio- economic indicators and poverty reduction. The government has played a central role in the rapid growth of fisheries and tourism, which are the main foreign exchange earners of the country. 2.1.3.1 Population and Demographics 84. Appendix A presents the population and demographics data for each island provided by the Island Councils. Socioeconomic data was unavailable from the island council for K.Villingili and Lh. Kurendhoo; therefore date was based on Census 2006 (accessed from the Department of National Planning website). 2.1.3.2 Services and Utilities 85. Annex A presents the service and utility information for each island. Waste management practices are discussed in the preceding paragraphs. 86. Thilafushi is the only landfill waste disposal facility for the country and the island is located in Kaafu Atoll. A semi-formal system is in place for Malé and Villingili for waste collection and disposal at Thilafushi. Segregation of waste is only done at the collection yard and not at a household level. Households generally employ labourers or carry their own waste to the waste collection yards located in Malé and Villingili. There are two collection yards in Malé and one in Villingili. Some of the inhabited islands located in Kaafu Atoll dispose their waste to the main landfill. 87. For other inhabited islands that are not located within close proximity to Thilafushi, waste collection and disposal is a huge environmental issue. There is no formal system of waste collection and disposal established for any of the islands visited. Households usually carry their own waste to the designated collection yard or dispose it at the coastline area, bury it or burn it. There is designated waste collection yards in all of the islands visited, although the collection yard was observed to be non- operational. Waste is in the end disposed around the collection yard or along the coastline. Construction and demolition waste is generally disposed at locations where beach erosion is present. The main issue with the waste management at these islands is that there are no means of transferring the collected waste for disposal about of the island to Thilafushi or a designated disposal area. 17 88. According to the SOE 2011 report, there are 134 waste Island Waste Management Centers in the Maldives but most of them are non-operational or have never been in operation. At a site level, waste is not segregated (except for Muhiyyiddin School) before disposal. The main composition of waste is green waste and paper waste. Green waste is at times buried within the schoolyard although majority of the sites dispose it to the designated waste collection yard. Most of the sites visited also practices open burning of paper waste. This is usually conducted within the site area after the school session. 2.1.3.3 Archeology, Historical and Cultural Heritage 89. There is no official inventory of archeological, cultural and historical significant sites for conservation and preservation. However, sites of significance identified with approximate distances from the site and/or proposed location for extension work is presented below: ï‚· Lh. Kurendhoo- Tomb of Sheik Najeebul Habashee is located approximately 200 meters northwest of the proposed location for extension work. The tomb and the Mosque at the area is believed to be built in the 1500s; ï‚· F. Nilandhoo- ‘Foah mathi’ area, which also has the ‘Aasaaari Miskiy’, is located approximately 50 meters to the east and southeast of the site. ‘Foah mathi’ has been demarcated as an archeological site where several Buddhist temple remains have been identified during excavation works conducted by Norwegian archeologists visiting the island. The ‘Aasaari Miskiy’ is the second mosque built in the country; and ï‚· N. Holhudhoo- Banyan tree located within the Meynaa School main building in N.Holhudhoo. According to the school staff and island community the Banyan tree is more than 30 years old. The tree is located approximately 150 meters northeast of the proposed location for extension work at the Meynaa School new building area. 2.2 School-Specific Site Details 2.2.1 Site Identification 90. The site name, address, latitude, longitude, zoning, title/land registration number, and current occupier/owner of the eight selected sites are provided in Table 1. 2.2.2 Site Locations 91. The site location and vicinity is illustrated in Figure 1 and Appendix B. Based on a general visual survey, the site and its immediate vicinity are situated in a predominantly residential zone. 2.2.3 Chronology of Sites 92. The historical information of the sites and surrounding vicinity was obtained through interviews with site personnel and island community. Based on these interviews, the site area prior to the construction of the school was generally vacant land or forested area used for agricultural purposes. The surrounding vicinity land use was also noted to be mainly residential. No historical onsite or offsite uses of potential concern were identified based on these interviews. 18 93. The oldest educational establishment was noted to be Meynaa School (N. Holhudhoo), which was established as a small community school in 1963. No previous environmental site investigations or assessments were available for review and according to site personnel no such studies have been conducted at these sites. There were no historical aerial maps or documents available to review and verify the historical land use of the site and surrounding vicinity. Specific details of the site chronology are presented in Table 2. 2.2.4 Site Features 94. Site feature plans (including the approximate location of the proposed extension work) is shown in Appendix C. Site photographs are also provided in Appendix C. Details of the existing site facilities and proposed facilities are also presented in Table 3. 2.2.4.1 Muhiyiddin School (K. Villingili) 95. Existing site features and facilities: The topography of the site and immediately adjacent area is generally flat with no apparent change in elevation. The site is bound by concrete walls on its north, south, east and west boundaries. The main gate is located at the eastern portion of the site; a service entrance is located at the northern portion of the site. 96. The site area was not concrete paved. It was clear of vegetation and mainly consisted of bare soil. The site was divided into the courtyard area (southern portion) and the open play area (northern portion). The southern portion of the site consists of the main buildings for the site. A one-storey building which houses the hall and administrative office is located on the southern boundary of the site. A four-storey ‘L’ shaped building which houses the staffroom, classrooms and principal’s office is located at the center of the site dividing the site into southern and northern portions. A one-storey building which houses the library is located at the western boundary of the site. 97. The northern portion of the site/ the open play area had some vegetation along the northern and western boundaries. The dominant vegetation observed was Cocos nucifers (Coconut palm). Some Casuarina equisetifolia (Australian pine) and Plumeria sp. (Frangipani) were also observed. The service entrance is located at the eastern wall of the open play area. 98. Concrete grated open drain was observed opposite the principal’s office in the courtyard area. No other perimeter drains were observed at the site. According to the school staff, the courtyard area generally floods during heavy rain. Domestic wastewater from the toilet discharges to the two sedimentation tanks located at the site. These sedimentation tanks discharges directly to the municipal sewer system for the island. 99. Two active groundwater extraction wells were observed onsite and these were located close to the site’s wastewater sedimentation tanks. Groundwater is not used for potable purposes, only for irrigation, washing and in flush tanks. The MWSC supplies water for potable use at the site and the island of Villingili. 19 100. The State Electric Company Limited (STELCO) provides electricity to the site and the island of Villingili. STELCO had installed solar panels at the existing four-storey building at the site. Rainwater harvesting is not practiced at the site. 101. Proposed extension work: The location of the proposed extension work is the existing one-storey building which houses the library. The building was observed to be in good condition and the area of the library is estimated to be about 1,100 ft2. The school staff proposed to demolish the existing building and construct a four-storey building housing 12 classrooms, a library and a staffroom. Adequate sanitation facilities were also requested to be included in the building. The presence of Asbestos or Asbestos Containing Material (ACM) at the library building is unknown. No renewable energy concepts are proposed for the extension work, due to expensive capital and maintenance cost. 2.2.4.2 Lhaviyani Atholhu Madharusaa (Lh. Kurendhoo) 102. Existing site features and facilities: The topography of the site and immediately adjacent area is generally flat with no apparent change in elevation. The site is bound by concrete walls on its north, south, east and west boundaries. The main entrance to the site is located at the northwestern boundary wall. 103. The site area was not concrete paved. It was generally cleared of vegetation although landscaped with some large and medium sized trees. Nine buildings are scattered throughout the site, mainly concentrated on the northeastern portion of the site. A five-classroom hall is located in the middle of the site, with the rest of the buildings scattered around the hall. The buildings consists of an administrative/office block, two class room blocks, one library block, one toilet block, one staffroom block and a two-storey building which houses four classrooms. 104. The southeastern portion of the site is vacant and this is the area used as a playground for the students. This area was overlain with grass with patches of bare soil and vegetation along the northern, southern and eastern boundaries. The vegetation observed was a mix of common small and large herbaceous plants and woody shrubs. Large tree species that was observed include Hernadia nymphaeifolia (Lantern tree); Calophyllum inophylum (Ballnut); Terminalia catappa (Tropical almond) and Coconut palm. 105. No surface drains were observed at the site. Domestic wastewater from the toilet discharges to septic tanks, which consists of a small sedimentation, tank and soak pits. Three active groundwater extraction wells were located onsite one of the groundwater wells is located close to a disused septic tank system. Groundwater is not used for potable purposes only for irrigation, washing and in flush tanks. Rainwater is harvested for potable use. Four HDPE storage tanks with storage capacities of 2,500 liters each are located at the site. 106. Northern Utilities Company supplies power to the site and the island of Lh.Kurendhoo. No emergency generators are located at the site. There are also no renewable energy sources at the site. 20 107. Proposed extension work: The vacant playground area was proposed for the construction of six classrooms, one computer lab, one science lab, one library and one hall (a multi-purpose hall). The school staff and community representatives proposed to construct a one-storey building to house the six classrooms, next to the existing two-storey classroom building. The science and computer labs and library was proposed to be located opposite the future six-classroom building. The hall was proposed to be located along the southeastern wall of the site. 108. Future plans for the school involves demolishing the existing five-classroom hall and to free up space in the middle of the site. No renewable energy concepts are proposed for the extension work, due to expensive capital and maintenance cost. 2.2.4.3 Meynaa School (N.Holhudhoo) 109. Existing site features and facilities: Meynaa School consists of two separate blocks, the main building area (old block) and the new building area. The topography of both areas and adjacent vicinities are generally flat with no apparent changes in elevation. The two areas are bound by concrete walls on its north, south, east and west boundaries. Two main entrances to the main building are located at the northwestern boundary wall. Two main entrances to the new building are located at the northern boundary wall. 110. Both site areas were not concrete paved. It was cleared of vegetation with some landscaped areas. The main building or old block consists of a two-storey building (which houses classrooms, a staffroom and administrative offices), a four-classroom hall (located in the middle of the site) and a four-classroom block (located at the southern portion of the site). The new block consists of a four-storey building (which houses labs, classrooms and a staffroom) and two classroom blocks (one block was being constructed at the time of the site visit). The southeastern portion of the site was vacant and is used by the students as a play area. 111. An old banyan tree (Ficus benghalensis) is located at the western corner of the main building area. According to the school staff, the banyan tree is about 30 years old. The play area (southeastern portion of the new building) is overlain with bare soil and sparse vegetation. The dominant vegetation observed was Coconut palm. 112. No open surface drains were observed at either areas. According to the school staff the new building area floods during heavy rains. Domestic wastewater from the toilet discharges to septic tanks, which consists of small sedimentation tanks and soak pits at both the new and old buildings. 113. Active groundwater extraction wells are located at both areas. Groundwater is not used for potable purposes only for irrigation, washing and in flush tanks. Rainwater is harvested for potable use. HDPE rainwater tanks are used onsite for rainwater storage. In the new building area, rainwater storage tanks are also located underground opposite the four-storey classroom building. 114. Power is supplied to the site and the island of Holhudhoo by STELCO. No emergency generators are located at the site. There are also no renewable energy sources at the site. 21 115. Proposed Extension Work: The proposed location for the extension work is at the playground in the new building area. The extension work required is the construction of 12 classrooms and one hall. The school staff proposes to construct a one-storey building to house the classrooms. No renewable energy concepts have been proposed for the extension work. 116. The overall plan for the school is to have sufficient classrooms to transfer all the students to the new building, making the new building the main building for the school. Managing and teaching the students at two plots is a big challenge for the school staff, especially when teachers are having to move back and forth from one plot to another during the school session. The resources provided by the MoE for Meynaa School is also only sufficient to manage one plot. The long-term plan for the school is to demolish the old buildings and use the area as a playground or for any other purposes that may be required in the future. 2.2.4.4 Funadhoo School (Sh.Funadhoo) 117. Existing site features and facilities: The topography of the site and immediately adjacent area is generally flat with no apparent change in elevation. The site is bound by concrete walls on its north, south, east and west boundaries. There are three entrances at the site and the main entrance is located at the western boundary wall. 118. The site area is not concrete paved. It was cleared of vegetation although landscaped in some areas with grass, coconut palms, woody shrubs and bushes and some large trees. Buildings are located at the northern and southern border of the site, with the central and eastern portions of the site left vacant. There are six buildings located at the site. The buildings at the southern area of the site consist of the administrative office, staffroom and four-classroom hall building, a two-classroom block and a laboratory block. A three classroom, printing room, storeroom and toilet block, two two-storey buildings housing labs, library, audio-visual room and classrooms comprises the buildings located at the northern portion of the site. 119. The eastern portion of the site is the area used as a playground for the students. This area was overlain with grass with patches of bare soil and sparse vegetation along the boundaries. The vegetation observed at this area was predominantly young Coconut Palms and Hibiscus tiliacesu (Beach hibiscus). A mix of common herbaceous plants and woody shrubs were also observed. 120. No surface drains were observed at the site. Domestic wastewater from the toilet discharges to sedimentation tanks which are connected to the municipal sewer system for the island. 121. One active groundwater extraction well was located onsite. Groundwater is not used for potable purposes only for irrigation, washing and in flush tanks. Rainwater is harvested for potable use. Eight HDPE rainwater storage tanks are located onsite for rainwater storage. 122. Upper Northern Utilities Company supplies power to the site and the island of Sh.Funadhoo. No emergency generators are located at the site. There are also no renewable energy sources at the site. 22 123. Proposed extension work: The school staff and community representative proposes to demolish an existing building at the northwestern corner of the site to construct thirteen classrooms. This building is the oldest at the site and was constructed in 1992. The existing building houses three classrooms, a printing room, and storage room and toilet blocks. There was no consensus on the demolition the toilet blocks to make way for the new classrooms. Some representatives preferred to demolish the building up to the toilet blocks. The main concern was that these toilet blocks (10 cubicles) are the only toilets available for the students at the school. 124. The hall (multi-purpose) was proposed to be constructed at the media center, which is adjacent to the south of the school. The media center not currently used, the Television Maldives previously utilized the area. According to the island council representatives, the island council owns the land and the process is underway to transfer the ownership to the school. There is a vacant small building and a telecommunication antenna, which is owned by the Maldives National Broadcasting Corporation at the media center. The island council has informed the relevant parties to remove the telecommunication antennae so that the school can use the land. 125. No renewable energy plans were proposed for the proposed extension work. Land registration documents and communications between the island council and the MNBC were not reviewed to ascertain the ownership and occupier status of the media center. 2.2.4.5 Shaviyani Atoll Thauleemee Marukaz (Sh. Komandoo) 126. Existing site features and facilities: The topography of the site and immediately adjacent area is generally flat with no apparent change in elevation. Concrete walls on its northern, southern, eastern and western boundaries bind the site. There are three entrances at the site and the main entrance is located at the southern boundary wall. 127. The site area is not concrete paved. Vegetation was sparse and the western portion of the site was overlain with grass (with patches of bare soil). The buildings located at the southern portion of the site include a four storey building which houses classrooms and labs, a two storey building which houses the administrative office, staffroom, library, computer lab and classroom, a one storey teachers resource building and a residential house (principal house). A multi-purpose hall is located at the northeastern portion of the site. 128. Chilli plants (Capsicum frutescens) are cultivated on a smalls scale east of the four-storey building. A large Banyan tree is located west of the multipurpose hall. The site area was landscaped with Coconut palms, large to medium sized trees and common shrub species around the boundaries of the site. 129. No surface drains were observed at the site. Domestic wastewater from the toilet discharges to septic tanks, which consists of small sedimentation, tanks and soak pits. 130. One active groundwater extraction well was located onsite. Groundwater is rarely used and only used for non-potable purposes such as irrigation and in flush tanks. Rainwater is harvested at the site. 23 HDPE rainwater tanks are located at the southern boundary for rainwater storage. Desalinated water is used for potable purposes at the school and the island of Sh.Komandoo. The island community operates the desalination plant. 131. Upper Northern Utilities Company supplies power to the site and the island of Sh.Komandoo. No emergency generators or renewable energy sources are located at the site. 132. Proposed extension work: The school staff and community representative proposes to construct eight classrooms east of the existing four-storey building. Currently the proposed area for extension is utilized to cultivate Chilli plants by the school staff and students. No renewable energy concepts are proposed for the extension work, due to expensive capital and maintenance cost. 2.2.4.6 Faafu Atoll Thauleemee Marukaz (F. Nilandhoo) 133. Existing site features and facilities: The topography of the site and its immediate vicinity is generally flat with no apparent change in elevation. Concrete walls on its northern, southern, eastern and western boundaries bind the site. There are two main entrances to the site located at the northwestern boundary wall. 134. The site area is not concrete paved although concrete walkways are located connecting the differing buildings within the site. Five buildings are located at the site. The four-classroom hall and office building is at the center, while the rest of the buildings which consists of classrooms; staffroom and TRC are located around the classroom-hall building. A storeroom is located at the eastern corner while a security room is located at the western corner of the site. At the time of the field visit a four classroom building was being constructed northwest of the classroom and TRC building. The school library is located across the road, to the northwest of the site. 135. Vegetation was very sparse with some areas overlain with grass. Coconut palms were the dominant vegetation observed and a large Mango tree (Mangifera indica) is located northwest of the existing 6-classroom building. 136. No surface drains were observed at the site. Domestic wastewater from the toilet discharges to sedimentation tanks which are connected to the municipal sewer system for the island. 137. One active groundwater extraction well is located at the site. Groundwater is rarely used and only used for irrigation, washing and in flush tanks. Rainwater is harvested and HDPE rainwater storage tanks are located at the site. Rainwater is the main source of water for potable purposes. Desalinated water supplied by the community run desalination plant to the site and the island community during water shortage periods. 138. Community run power plant supplies power to the site and the island of F.Nilandhoo. No emergency generators are located at the site. There are also no renewable energy sources at the site. 24 139. Proposed extension work: The school staff and community representative requested for 12 classrooms, (six required at a minimum), three labs (biology, chemistry and physics), one staffroom, one administrative office and one hall (multi-purpose). They proposed the area located northeast of the existing six classroom building to construct the classrooms, labs, staffroom and administrative office building. 140. The hall (multi-purpose) was proposed to be constructed at a vacant plot of land located southwest of the site. This area has an old house that was previously used as the headmaster’s residence. The house is currently vacant and the land area north of the house is an empty plot of land used by the school as a playground area. This empty plot is the area that the school and island community representatives propose to construct a multi-purpose hall. 141. The land is owned by the Island Council; however the council is planning to lease the area to the school board. The school has plans to renovate the headmaster’s residence and rent the house to generate some income to support the school. No renewable energy concepts are proposed for the extension work, due to expensive capital and maintenance cost. 2.2.4.7 Dhaalu Atoll Thauleemee Marukaz (Dh.Meedhoo) 142. Existing site features and facilities: The topography of the site and immediately adjacent area is generally flat with no apparent change in elevation. According to the school staff however, flooding during heavy rain is an issue at the northern portion of the site and there is a slight downward elevation gradient towards the north. The site is bound by concrete walls on its north, south, east and west boundaries. There are three entrances at the site and the main two entrances are located at the western boundary wall. 143. The site area was not concrete paved, predominantly consisted of bare soil with some patched of grass. Six buildings are located at the site. The six buildings includes a temporary classroom shed that was built through UNDPs assistance after the 2004 tsunami and the old headmasters quarters used as two classrooms and a science lab. The eastern portion of the site had no buildings, which is the area used by the students as a playground. 144. Vegetation was sparse and the site area is landscaped with some trees. A medium sized banyan tree is located at the eastern corner of the site. 145. No surface drains were observed. Domestic wastewater from the toilet discharges to sedimentation tanks which are connected to the municipal sewer system for the island. 146. Active groundwater extraction wells are located at the site. Groundwater is not used for potable purposes only for irrigation, washing and in flush tanks. According to the school staff the groundwater has a foul odour and is rarely used. Rainwater is harvested for potable use. HDPE storage tanks are located onsite for rainwater storage. Desalination plants are located at the island and supplied water to the school and site during periods of water shortage. 25 147. A Utility Company supplies power to the site and the island of Dh. Meedhoo. No emergency generators are located at the site. There are also no renewable energy sources at the site. 148. Proposed extension work: The school staff and community representative proposes to construct six classrooms, one administrative office, one science lab in one building at the eastern portion where of the site. This area is vacant except for a banyan tree located at the eastern corner. 149. A multipurpose hall was also requested and is proposed to be constructed at the eastern portion as well. The school has plans to demolish the existing temporary classroom shed and the old headmaster quarters, which is currently used as two classrooms and one science lab to potentially free up space as a playground area and/or space for a multipurpose hall. No renewable energy concepts are proposed for the extension work, due to expensive capital and maintenance cost. 2.2.4.8 Maamendhoo School (Ga.Maamendhoo) 150. Existing site features and facilities: The topography of the site and immediately adjacent area is generally flat with no apparent change in elevation. The site is bound by concrete walls on its north, south, east and west boundaries. There two entrances at the site located at the northern boundary wall. 151. The site area is not concrete paved. It was cleared of vegetation and landscaped with some trees and small shrubs. Dominant species observed include Banyan tree, Coconut palms and Beach hibiscus. Five buildings are located at the site. These include a classroom hall building, two-classroom building, one classroom, staffroom and toilet block building, three-classroom building (one classroom was being constructed at the time of the site visit) and a mosque. The southern portion of the site was empty and generally used as a playground area for the students. 152. The playground area consisted mainly of bare soil with some vegetation. Dominant species observed at the area include Coconut palms and Beach hibiscus. 153. No surface drains were observed at the site. Domestic wastewater from the toilet discharges to a septic tank system, which consist of small sedimentation, tanks and soak pits. 154. Groundwater extraction wells are located at the site. According to the school staff, groundwater quality is very bad and has a ‘foul’ smell. It is not used for potable purposes only for irrigation, washing and in flush tanks. Rainwater is harvested for potable use. HDPE storage tanks are located onsite for rainwater storage. A desalination plant is located at the island and supplies desalinated water to the site and the island during water shortage periods. 155. Fenaka Corporation supplies power to the site and the island of Ga. Maamendhoo. No emergency generators are located at the site. There are also no renewable energy sources at the site. 156. Proposed extension work: The school staff and community representative proposes to construct nine classrooms, one laboratory, one library, one audio-visual room and one computer lab (as one building, potentially of three-storeys) at the eastern portion of the site, next to the existing mosque. They 26 also requested for a multipurpose hall, which is also proposed to be located at the eastern portion of the site. No renewable energy concepts are proposed for the extension work, due to expensive capital and maintenance cost. 27 Table 1. Site Identification Investigation Site Details Details Lhaviyani Noonu Shaviyani Shaviyani Gaaf Alif Site location Kaafu Villingili Faafu Nilandhoo Dhaalu Meedhoo Kurendhoo Holhudhoo Funadhoo Komandoo Maamendhoo Lhaviyani Shaviyani Atoll Faafu Atoll Dhaalu Atoll Muhiyiddin Meynaa School Funadhoo Maamendhoo Site Name Atholhu Thauleemee Thauleemee Thauleemee School (New Building) School School Madharusaa Marukaz Marukaz Marukaz Hassan Kalaminjaa Kanbaaisa Kaleyfaanu Rehendhi Magu, Boduthakurufaanu Ganduvaru Magu, Uthuru Fareedhee Magu, Higun, Magu, Medhuavah, Magu, Shaviyani Magu, Faafu Gaaf alif Site Address avah, Lhaviyani Dhaalu Villimalé, Kaafu Irumathiavah, Shaviyani Komandhoo, Nilandhoo, Maamendhoo Kurendhoo, Meedhoo, 13010 Male' Noonu Funadhoo, 03150 03130 11050 7030 Holhudhoo, 4110 Longitude 73° 29’ 09.13â€? E 73° 27’ 49.83â€? E 73° 15’ 46.40â€? E 73° 17’ 26.72â€? E 73° 03’ 13.81â€? E 73° 17’ 26.72â€? E 73° 00’ 25.55â€? E 73° 26’ 15.73â€? E Latitude 4° 10’ 22.68â€? N 5° 20’ 06.45â€? N 5° 45’ 16.08â€? N 6° 09’ 00.24â€? N 6° 03’ 17.12â€? N 6° 09’ 00.24â€? N 2° 59’ 58.59â€? N 0° 42’ 55.16â€? N Land 22-ER/1/T- 22-ER/1/G- 22-ER/1/D- 22-ER/1/C- 22-ER/1/C- 22-ER/1/L- 22-ER/1/M- Registration 22-A/82/80/54 10/2000/0009 3/2001/0005 13/2001/0023 15/2002/0006 13/2001/00042 6/2001/00048 1/2001/0008 Number Approximately Approximately Approximately Approximately Site Area Not Available Not Available Not Available Not Available 25 m2 6918 m2 6065m2 5305m2 Government Government Government Government Government Government Government Government Ownership of (Ministry of (Ministry of (Ministry of (Ministry of (Ministry of (Ministry of (Ministry of (Ministry of Site Education) Education) Education) Education) Education) Education) Education) Education) Ministry of Ministry of Ministry of Ministry of Ministry of Ministry of Ministry of Ministry of Occupier of Site Education Education Education Education Education Education Education Education For government For government For government For government For government For government For government For government Land Use use (as public use (as public use (as public use (as public use (as public use (as public use (as public use (as public Zoning educational educational educational educational educational educational educational educational institution) institution) institution) institution) institution) institution) institution) institution) Information Sources: Google Earth 2012; http://www.presidencymaldives.gov.mv/Index.aspx?lid=113 28 Figure 1. Site Locations 29 Table 2. Site Chronology Site Name Date Landuse/Activities Land Owner/Occupier Remarks Villingili island was previousely utilized as a tourist resort. Based on interviews conducted, the site area had bungalows that were Vacant area with pre 1994 Unknown used for tourism purposes. Once the island was populated in the bungalows 1990s, the bungalows were left vacant. No information was available to review to ascertain the land use details prior to 1994. Public educational institution established as 'Villingili School'. March Public Educational MoE Guest bungalows that existed at the site were initially used as 08,1994 Institutional Muhiyiddin school premises. School Public Educational School's name changed to 'Muhiyiddin School' and was formally April 08,1999 MoE/MoE Institution registered under the MoE. School was upgraded in three phases spanning from 1996 to 2000 Public Educational 1996 to 2006 MoE/MoE to include the existing buildings at the site. Secondary education Institution was also established at the school in 2006 Public Educational 2012 MoE/MoE Proposed school extension through world bank funding Institution Surrounding vicinity was a mix of residential and agricultural land Coconut plantation use (small scale sundry cultivation ranging from banana's to Kurendhoo Island pre 1984 with about four pawpaw). The first community school established in the early 30s Office/Unknown housing units 'Makuthabu Najeebul Habashee' was located within the immediate vicinity of the site. March Public Educational Educational institution established as 'Lhaviyani Atolhu MoE/MoE Lhaviyani 09,1984 Institution Madharusaa' through the assistance of the Japanese government. Atholhu New land was acquired in 1990 to be used as a playground area Madharusaa Public Educational 1990 &1997 MoE/MoE and for future expansion of the school. Secondary education Institution (commerce stream) was introduced to the school in 1997. Public Educational Secondary education (science stream) was introduced and school 2000 - 2006 MoE/MoE Institution registered as a GCE Ordinary Level center Public Educational 2012 MoE/MoE Proposed school extension through world bank funding Institution 30 Site Name Date Landuse/Activities Land Owner/Occupier Remarks Based on interviews with locals, the Atoll Office ('Chaandanee Villa') was located within the area where the new block of Meynaa 1963 Residential area Atoll or Island office/Unknown School is located. The old block area was also residential. The first school ('Maaludhu Haruge') was also located within the old block area. Noonu Atoll Committee and August Atoll School Holhudhoo Island Chief/Island Atoll education institution established as 'Meynaa School'. 12,1969 Community Holhudhoo Island Chief/Island Ownership transferred to the island chief of Holhudhoo. The June 24,1980 Community School Community school continued to be run by the island community. Meynaa December Holhudhoo Island Office/Island Ownership transferred to the Holhudhoo Island Office. School School Community School 24,1990 Community managed by the island community. Ownership transferred to MoE. New plot of land was also acquired August Public Educational MoE/MoE by the school which later housed the 'new block' of Meynaa 01,1992 Institution School New plot of land was acquired and a four-storey building was Public Educational constructed inaugurating the 'new block' of Meynaa School. The 2005 MoE/MoE Institution four-storey building was constructed in 2005 through EU and World Bank funding Public Educational 2012 MoE/MoE Proposed school extension through WB funding Institution Island Office/Island Funadhoo was populated during the early 70's. The site area and pre 1972 Agricultural Community surrounding vicinity was mainly used for minor cultivation. Farukolhu Funadhoo Island Island level education institution established as 'Makhthabul 16-Mar-72 Community School Office/Island Community Muneer'. Funadhoo Farukolhu Funadhoo Island School's name was changed to Farukolhu Funadhoo Makhthab. 21-Jun-80 Community School School Office/Island Community School continued to be run by the island community. Farukolhu Funadhoo Island School's name was changed to Farukolhu Funadhoo School. 15-Jul-90 Community School Office/Island Community School continued to be run by the island community. Public Educational 1-Jan-01 MoE/MoE Ownership transferred to MoE and registered as 'Funadhoo School' Institution 31 Site Name Date Landuse/Activities Land Owner/Occupier Remarks Proposed to expand the school. The last upgrade/expansion was in Public Educational 2007 with the construction of a tw- storey building housing a 2012 MoE/MoE Institution library and 4 classrooms. The library is currently partitioned and half of the room used as a classroom. About 10 families were reportedly living within the site area prior Komandoo Island Office/Island pre 1982 Residential Area to 1982. A mosque was also situated at the northeastern portion of Community the site. Shaviyani Based on interviews with island community, the residents located Public Educational Atoll 9-Jan-82 MoE/MoE within the site area moved out of their own accord to establish Institution Thauleemee 'Shaviyani Atoll Thauleemee Marukaz' Marukaz Proposed to expand the school. The latest upgrade to the school Public Educational was the construction of a multipurpose hall in 2008 by the 2012 MoE/MoE Institution government with assistance from World Bank and European Union. Forested area pre 1986 (predominantly Uknown -- breadfruit) Faafu Atoll Thauleemee Public Educational Public educational institution established as Faafu Atoll 20-Feb-86 MoE/MoE Marukaz Institution Thauleemee Marukaz Public Educational 2012 MoE/MoE Proposed school extension through world bank funding Institution No information was available for review pertaining to the land use Meedhoo Island pre 1984 Possibly vacant land of the site area prior to 1984. Based on interviews with school Office/Unknown personnel the area was not used for any purpose. Dhaalu Atoll Thauleemee Public Educational Public educational institution established as 'Dhaalu Atoll 16-Jul-84 MoE/MoE Marukaz Institution Thauleemee Marukaz'. Public Educational 2012 MoE/MoE Proposed school extension through WB funding Institution As the site area was close to the shore the area was used for Maamendhoo Maamendhoo Island pr 1984 Forested area maintenance of 'dhonis' as well as for crushing/screening and School Office/Island Community washing limestone for construction purposes. 32 Site Name Date Landuse/Activities Land Owner/Occupier Remarks Public Educational 30-Jun-80 MoE/MoE Public educational institution established as 'Maamendhoo School'. Institution Public Educational 2012 MoE/MoE Proposed to improve/expand the school. Institution 33 Table 3: Details of Existing Site Facilities and Proposed Facilities Required Grades Site Existing Facilities 2012 2013 2012 2013 Remarks Facilities supported Muhiyiddin 21 classrooms, 3 labs, 1 12 classrooms, 1 711 720 67 67 1 to10 2 out of the 3 labs are currently being used as School library, 1 music room, 1 library and 1 classrooms/meeting rooms. Toilets are also an issue, staffroom, 1 hall, 1 staffroom. currently students are using the staff toilets during storeroom, 1open play school hours. At the time of field visit, 4 toilet area, 1 room for cubicles were being constructed at the open play administrative staff and 1 area of the school. This was to cater for students room each for the that camp at the open play area. Various schools in principal and deputy male' use the area for camping purposes. Current principal. staffroom is not adequate to hold all school teaching staff once the school changes to one session. Lhaviyani 11 classrooms ( includes 6 classrooms, 1 329 300 34 34 1 to 12 According to school staff and island community, the Atholhu the 5 classroom hall), hall existing hall is not adequate to hold exams and Madharusaa 1library, 1 AV room, 1 (multipurpose), 1 school functions. It is currently partitioned to 5 staffroom, 1 computer science areas and used as classrooms. Teaching is disrupted lab, 1 science laboratory, 1 when international exams are required to be held at laboratory,10 toilets, 1 computer lab and the hall. In most instances the school is forced to storeroom, 1 printing 1 library. end the school term/year as soon as the syllabus is room, 1 office for covered to prepare the hall for upcoming administrative staff, international exams Sometimes the hall is not supervisors, deputy adequate to hold all students so some students are principal and principal. moved to the library building. Meynaa 20 classrooms (12 in the 12 classrooms 388 450 75 77 1 to 12 Hall not adequate for exams and school functions. School (New old block and 8 in the and 1 hall According to school staff, school is closed for about Building) new block and included 16 to 21 days to cater for Advance Level exams that the 4 classroom hall), 2 are held at the school hall. At the time of the field staffrooms (one in each visit two classrooms were being constructed to block), 1 library (located remedy the immediate need for classroom in 2013. at a different plot of land), Water stained ceilings, walls and leaky window sills 2 laboratories, 1 computer were noted in the classrooms at the four-storey laoratoryb, 1 storeroom, 1 building located in the new block. Several windows room for administrative also appeared to be damaged and according to staff and deputy principle, school staff these issues were observed within a 1 room partitioned into year of building completion. two areas for leading teachers and the principal. Funadhoo 15 classrooms (includes 13 classrooms 477 475 40 48 1 to 10 Hall not adequate for exams and school functions. School the 4 classroom hall), 1 and 1 hall (multi- Currently Funadhoo resource center is used for 34 Required Grades Site Existing Facilities 2012 2013 2012 2013 Remarks Facilities supported office and staffroom area, purpose) school functions and exams but as the island council 1 chemistry laboratory, 1 has plans to lease the building to 'Villa College' it general laboratory,1 may no longer be available for the school for next computer laboratory, year. The existing library is partitioned and half of it 1AV room,1 print room, 1 used as a classroom. Decayed window frames/sill storeroom, 1library and and cracked walls were observed at the science lab playground area. building. Cracked and expanded concrete floors were observed at the computer lab (in the 2- storey building next to the old building). School staff had filled the cracks once before but it keeps reappearing. The building itself is about 11 to 12 years old. Shaviyani 14 classrooms, 2 science 8 classrooms 325 338 39 41 1 to 12 The four-storey building was connected to the next Atoll laboratories, 1 computer building (two-storey) at the second floor. Water Thauleemee room, 1 library, stained walls were observed in the classrooms at the Marukaz 1staffroom, 1 top floor of the building four-storey building. Water administrative office, 1 stained walls were also observed near the stairway multipurpose hall, of the building all the way to the ground floor. 1prayer room, 2 changing Fractures were observed at the wall connecting the rooms (one is used as a four-storey building to the next building. Damaged classroom) 1 teaching ceiling due to water leakage during heavy rain resource center (computer observed at a classroom on the second floor of the lab and classroom), two-storey building. The two science labs are also 1residential block for used as classrooms, sometimes forced to partition principal the room and teach while another group uses it during their lab session. School staff appeared to be unhappy about the quality of the multi-purpose hall. According to the staff, there is no sound or light system in place; ceiling is too low to play certain sports. The ceiling of the walkway around the multi- purpose hall was observed to be recently repaired. Faafu Atoll 27 classrooms (including 12 classrooms, (6 504 509 44 53 1 to 12 At the time of the field visit 4 classrooms were Thauleemee the 4 classroom hall and 1 required at a being constructed (2-storey building) to alleviate Marukaz room in the teaching minimum), 3 classroom shortages for 2013. This was a resource center), 1 laboratories community lead project. Two classrooms are administrative office, 1 (biology, currently utilized as the staff room. A classroom is teaching resource center, chemistry and also designated as the lab. According to the school 1 storeroom and 1 library physics), 1 staff the library was used as a classroom during the (located on a different staffroom, 1 last academic year. The library is located across the plot). administrative road to the northwest of the school. Hall is not 35 Required Grades Site Existing Facilities 2012 2013 2012 2013 Remarks Facilities supported office and 1 hall adequate to hold exams and school/community (multi-purpose) functions. Dhaalu Atoll 16 classrooms (including 6 classrooms, 1 235 219 32 32 1 to 12 Hall not adequate to hold exams, school and Thauleemee 5 classroom hall and 2 hall (multi- community functions. The temporary shed was Marukaz temporary sheds), 1 purpose), 1 staff provided by UNICEF after the tsunami. Old library, 1 computer lab, 1 room, 1 headmasters quarters had been transformed to house staff room, 1 administrative two classes and the science lab, the science lab was administrative office area, office and 1 observed to be very basic and of poor condition. 1 supervisor and head of science Staff room cannot hold all the staff so the library department room, 1 laboratory and science lab is sometimes used by the staff. storeroom and play area. Maamendhoo 9 classrooms (including 9 classrooms, 1 341 344 29 29 1 to 12 Hall not adequate to hold exams and school/island School the 4 classroom hall), 1 laboratory functions. At the time of the site visit, two staffroom,1 library, (science/ temporary classrooms were being constructed to 1administrative office, 1 chemistry/ remedy the immediate need for classrooms in 2013. mosque physics), 1 The two class room building which was constructed library, 1 Audio in 2009 was observed to be of poor condition. With Visual room and water leakage stains was observed on the ceiling of 1 computer one of the classrooms. According to the school staff, laboratory during heavy rains water drips onto the floor from (urgent the ceiling. Furthermore, the glass panels on the requirements) doors of the classrooms shatters during rainy and 1 multi- seasons. purpose hall 36 3. ENVIRONMENTAL AND SOCIAL IMPACTS OF THE PROJECT 3.1 Potential Environmental Impacts 157. The environmental impacts are expected to be limited to (i) the management of wastes at the rehabilitation /construction sites (waste water, solid waste, rejection and elimination of wastes such as oils and paints, demolished material), soil erosion, loss of vegetation, as well as dust and noise during the works; (ii) issues around the water supply, sanitation and solid waste management in the schools; (iii) high demand of material for construction, such as wood for furniture and windows, sand, etc.; (iv) structural integrity of the facilities; and (v) issues related to use and disposal of chemicals from laboratories. 158. In addition to new construction activities, there may be rehabilitation activities related to water proofing of roofs, replacement of broken fittings, repairing malfunctioning drainage, water and electrical installations, painting, etc. that may give rise to environmental issues. The extraction of construction material particularly sand and coral aggregates could constitute a source of adverse impacts on the natural environment. 159. Overall environmental impacts are expected to be temporary and of minimal if appropriate mitigation and management measures are adopted. Potential impacts that are likely are presented below. 3.1.1 Pre-Construction and Construction Stages 160. Poor Designs: issues such as inadequacy of sanitation facilities, water supply and waste management on-sight and improper placement of school laboratories and sanitation facilities will contribute to the already existing issues such as water and air pollution. Poor designs can also contribute to the loss of vegetation, flooding, soil erosion, etc. New water supply may create conflicts between water users. Building design issues may lead to safety issues due to poor structural integrity and energy loss. 161. Soil Erosion and Water Contamination: During site clearing, any vegetation that is not properly disposed of can block drains and waterways and contaminate the water. Gravel/soil brought for any filling purposes if not properly stored and is exposed to the natural elements can be washed off to low lying areas and sea causing sedimentation. Storm water congestion on site can create inconveniences to school activities and construction work. Also waste water generated during construction and from labour camps can also contaminate drinking water sources if not properly treated, particularly in islands where groundwater is still utilized for drinking purposes. The use of machines working with fuel, oils and lubricants on work sites maybe a source of groundwater contamination risks by infiltration. Accidental spillage of oil and chemicals are also possible during construction, which will impact groundwater, as well as uncontrolled site runoff to nearby mangrove areas and/or coastal waters will impacts the water quality due to suspended solids and other contaminants. . 162. Waste Generation: Various types of waste such as litter, human waste, food waste, etc. from labour camps, as well as construction-related wastes will be generated that can create an inconveniences to public and school users, as well as contribute negatively towards public health if not properly managed. 37 In addition, can wastes that are not disposed of properly can become breeding grounds for water borne diseases and can contribute to groundwater and coastal water contamination. Unsafe disposal of asbestos from degraded roofs may cause public health issues. 163. Resource Extraction: The construction work is likely to create a huge demand for construction materials such as sand, timber, coral aggregates, etc. which will place a burden on resources. Groundwater extracted for construction work, if uncontrolled may lead to its depletion and salination. 164. Transport: Transportation of material to and from the site will create disturbances during school hours; can cause injury to children and increase traffic congestion in the area. Transportation of construction material on open vehicles and the high speed of vehicle running can generate dust and will cause potential safety issues. 165. Labour Camps: As construction work will be conducted on school premises, if labour camps are required, location of camps and workers interactions with students can create negative social impacts. Most of the labourers working in Maldives are expatriates, which can also contribute towards negative social impacts. 166. Safety: Safety of workers, school children and residents will be an issue. Construction related operations will generate safety risks to workers. Given work will be on school premises, construction sites that are not cordoned off can contribute towards potential safety hazards to students and residents who are located close to the construction site. 167. Noise: During site preparation and construction work noise will be generated due to construction related work. During school hours this may create disturbances to classroom activities and to residents living close to the construction site. In addition, construction-induced traffic movement from pick-ups, excavators, dump trucks, etc., use of powerful mechanical equipment, and demolition of existing buildings will also contribute to noise pollution. 168. Dust: Dust generated during excavation work, backfilling, reinstatement work, demolition activities, cement mixing, handling construction material, truck movement in the site area in addition to wind erosion can impacts the air quality during construction. Dust generated during clearing and construction work can cause difficulties for students who have respiratory problems, and become a nuisance during school hours. Soil/ gravel kept for long periods without proper cover can generate dust and become an inconvenience during school hours and for surrounding residents. Transportation of materials to site will also generate dust. Decommissioning of existing structures can also create dust that is potentially hazardous. 169. Other Air Quality Impacts: The possibilities of burning of vegetation removed can contribute to air pollution. In addition to gaseous emissions from construction plants, paint and vehicles are also possible. 38 3.1.2 Operations and Maintenance Stage 170. Drinking Water Supply Issues: Use of contaminated / non-purified water sources can cause health issues to users of school facilities. 171. Poor Sanitation Facilities: Poor maintenance of sanitation facilities will also cause health issues. 172. Waste Generation: With the potential increase of facilities, the number of users (school children and teachers) will also increase causing the amount of solid waste generated. This will contribute towards the already existing issue of storage and disposal. 173. Diminishing Aesthetics of the School Environment: With more buildings coming up, vegetation of the school premises will likely to be removed, opening the land further to elements and reducing the aesthetics of the site. In addition, the aesthetics will be reduced if the school grounds are not kept clean all the time. 3.2 Potential Social Impacts 174. The anticipated social impacts during construction phase and operations phase once the buildings are in place are expected to be positive. This is considering the island communities urgent need for additional classrooms and other facilities to ensure better education system to their children. Multipurpose halls are expected to provide a venue for the island communities to hold function sand sports activities at an island and atoll level. 175. Based on the consultations with the island communities there are no concerns with the likely increase in number of students from other islands and atolls. As it is, there are number students from other islands and atolls studying in the schools, which is an accepted practice in the Maldives. Increase in students from other islands is seen as an indication of the high quality education that is provided by the school. 3.2.1 Positive Social Impacts 176. Overall, the financial contribution to the implementation of Maldives education sector plan is likely to contribute positively to the social development of the country for the following reasons: (a) The project will contribute to (i) relevance and quality of education to improve completion of secondary education and enhance transition to post-secondary education; (ii) improve better access to through all geographical areas and between genders; and (iii) increase institutional capacity at decentralized levels to improve organization and management of education; and (b) The improvement of teaching facilities will have positive effects on the education system in general through improved learning conditions and other supporting facilities such as water supply and sanitation. 39 3.2.2 Negative Social Impacts 177. As the project’s physical activities will be taken place on existing school premises and the possibility of encroachers residing within school buildings is very unlikely under the country conditions (further details provided in Chapter 4), there will not be any issues related to involuntary resettlement or livelihood impacts due to project activities. In addition, construction related impacts which have social implications have been already highlighted under the Environmental Impacts section above. However, based on the social assessment undertaken, the stakeholders have raised the following concerns to be taken into consideration as the project develops and implementation commences: ï‚· Need for additional qualified teachers and difficulty in sourcing quality teachers Lack of incentives for teachers to continue in the education system ï‚· Lack of library books and laboratory equipment ï‚· Need for canteens and small pantry area for staff ï‚· Lack of opportunities for higher education and vocational training at the islands or atolls ï‚· Economic sectors and employers incapable of absorbing all graduates in general education ï‚· Low involvement of communities in defining teaching needs 40 4. ENVIRONMENTAL & SOCIAL SAFEGUARDS POLICIES & LEGISLATIONS 4.1 Government of Maldives Environmental and Social Policies and Legislations and Their Applicability 178. The following sub-sections highlight the salient features of select laws of GOM which have relevance on the design and implementation of the school infrastructure development; hence the implementation of the project will comply with the requirements of the following: ï‚· Environment Protection and Preservation Act (Law No. 4/93) ï‚· Regulation on Environmental Liabilities (Regulation No. 2011/R-9) ï‚· Environmental Impact Assessment Regulation, 2007 ï‚· Byâ€?law, Cutting Down, Uprooting, Digging Out and Export of Trees and Palms from one island to another (Regulation No. 493) ï‚· Regulation on Sand and Aggregate Mining ï‚· Regulation on Coral Mining (1990) ï‚· Building Act and Building Code ï‚· Land Use Planning and Management and Traditional Rights to Land 4.1.1 Environment Protection and Preservation Act (Law No. 4/93) 179. The basic environment law, Law No.4/93 Environment Protection and Preservation Act of Maldives (EPPA) was enacted in April 1993 as an umbrella law to protect and preserve the environment of the country. It is is concerned with the protection of the natural environment and resources including land, water, flora, fauna, beaches and reefs. Islands with special ecological characteristics have been identified, protected and conserved as no-take zones under this Act. The Act makes reference to prohibited waste activities like disposing of wastes in the marine environment, disposing of hazardous or toxic waste in the territorial waters of the Maldives, and transâ€?boundary movement of such wastes elsewhere. Hence the Act will be applicable for project’s physical activities. 180. The penalty for minor offenses in breach of this law or any regulations made under this law is a fine between Maldivian Rufiyaa (MVR) 5.00 and MVR500.00 depending on the actual gravity of the offence. The fine shall be levied by the Ministry of Environment and Energy (MEE) [formally Ministry of Environment, Energy and Water] or by any other government authority designated by the ministry. Except for those offenses that are stated minor offenses, all major offenses under this law shall carry a fine of not more than MVR 100,000,000.00 depending on the seriousness of the offense, which shall be levied by the MEE. The GOM reserves the right to claim compensation for all the damages that are caused by the activities that are detrimental to the environment. This include all the activities that area mentioned in clause 7 of this law as well as those activities that take place outside the projects that are identified here as environmentally damaging. 41 4.1.2 The Regulation on Environmental Liabilities (Regulation No. 2011/R-9) 181. The objective of this regulation is to prevent actions violating the Environmental Protection and Preservation Act 4/93 and to ensure compensations for all the damages that are caused by activities that are detrimental to the environment. The regulation sets mechanisms and standards for different types of environmental liabilities and equal standards that shall be followed by the implementing agency while implementing the regulation. According to this regulation the Government of Maldives reserves the right to claim compensation for all the activities which have breached the Environmental Protection and Preservation Act 4/93. 4.1.3 Environmental Impact Assessment Regulation, 2007 182. The Law No. 4/93 on Environmental Protection and Preservation stipulates under Article 5, any development work or project should have an Environmental Impact Assessment consented to by the MEE. An Environment Impact Assessment must be conducted to consider the effects of a development proposal for the following factors: ï‚· Fauna and flora, and living components of the environment; ï‚· Soil, water, air, climate, the landscape, and the nonliving components of the environment; ï‚· Material assets and cultural heritage; ï‚· Impacts on the project from the environment; and ï‚· Impact of human interactions with the project and the environment. 183. This regulation also deals with the selection of sites or islands for economic and social development by relevant authorities. 184. Since the proposed project’s physical construction activities do not fall within the Schedule D of the Regulation, the activities do not required to undergo Environmental Impact Assessments. 4.1.4 Byâ€?law â€? Cutting Down, Uprooting, Digging Out and Export of Trees and Palms from one island to another (Regulation No. 493) 185. Pursuant to the Environmental Protection and Preservation Act of the Maldives, MEE has developed this byâ€?law in order to educate and guide developers about acceptable practices for the management of trees and palms. The byâ€?law prohibits the cutting down, uprooting, digging out and export of trees and palms from one island to another unless there is no other viable alternative. It also requires that for every tree or palm removed at least 2 should be replanted on the same island. The byâ€?law also provides particular protection to the following: ï‚· coastal vegetation extending 15 meters into the island; ï‚· all trees and palms growing in mangrove and wetland areas; ï‚· all trees and palms growing in Government protected areas; and ï‚· trees and palms that are abnormal in structure. 186. New building construction activities of the project will need to ensure that this By-Law is not violated during the planning and implementation stages. 42 4.1.5 Regulation on Mining Coral, Sand and Coral Aggregate 187. This regulation addresses sand mining from islands and bird nesting sand bars. Sand and aggregate mining from beaches of any island whether inhabited or uninhabited is banned for protection of the islands. Permissions for sand and aggregate mining from other areas shall be obtained from the relevant authorities. 4.1.6 Maldives Building Act (Draft 2010) and Building Code (2008) 188. Maldives Building Act is to provide for the regulation of building work, the establishment of a licensing regime for building practitioners, and the setting of performance standards for buildings, to ensure that— ï‚· people who use buildings can do so safely and without endangering their health; ï‚· buildings have attributes that contribute appropriately to the health, physical independence, and well-being of the people who use them; ï‚· people who use a building can escape from the building if it is on fire; and ï‚· buildings are designed, constructed, and able to be used in ways that promote sustainable development. 189. Building Code that was launched in 2008 lays down the standards for all aspects of constructions, including the quality and the area of open space of the building. Further the Building Code lays down structural standards of the building as well as standards on safety requirements the building. According to the code, all new building will be approved under the new code and that building already constructed need not conform to the new code. 190. The project activities will also conform to the Maldives Building Act provisions in addition to following the national Building Code. 4.1.7 Landuse Planning and Management and Traditional rights to Land 191. Land management on inhabited islands (apart from the capital island, Malé) comes under the purview of the Ministry of Atolls Development (MoAD). Landâ€?use planning of inhabited islands is guided by the Ministry of Planning and National Development (MPND) and Ministry of Housing and Infrastructure (MHI). Land allocations and registrations are finalized by the MoAD with consultations and necessary approvals from both the MPND and the MHI and sometimes also from line ministries. There are no traditional governance structures in the Maldives for coastal land and resource use. Local island and atoll offices play a major role, however, in the planning stages of land allocation and management on their respective islands. Locally formed and selected Island Development Committees and Atoll Development Committees play a critical advisory role in land management on inhabited islands. 192. A large proportion of uninhabited islands are managed under a traditional system called Varuvaa. Under the Varuvaa system land is leased out to individuals not to undertake major economic activities, but to obtain benefits from the island in terms of the coconuts they generate from the islands. However, 43 lessees undertake annual crop cultivation on islands where cleared agricultural land is available. The land tenure systems on inhabited islands are complex. Homestead plots are given free of charge. Plot sizes depend on the availability of land, with an average size of 50 x 100 feet. Trees grown on homestead plots belong to the owner and the homestead allotment is inheritable. Goi land refers to a particular area of the inhabited island with special vegetative characteristics. Coconut palms and tree species grown on goi land belong to the government. Goi land is rented to the highest bidder by the Ministry of Atolls Development. The lessee rents smaller plots for farming. In general, the lessee gets 12.5 percent of the income generated by farmers. Faalabba is a land area generally located close to residential areas. Islanders grow coconut palms and tree species with the permission of the Island Office. Half of the trees grown belong to the person who planted them and the other half is the property of the state. Most islands have communal land for the cultivation of annual crops. No rent is charged for cultivation on this land and no standard regulation exists for its use. On some islands plots change hand every year, whereas on other islands farmers can hold the plots as long as they continue cultivation. 193. Although the land tenure systems is complex in the Maldives, this will have little implications on the project, as all activities will be undertaken on already allocated land of the selected schools. However, close coordination with Island Councils is expected for the effective implementation of project activities. 4.2 World Bank’s Environmental and Social Safeguard Policies and Guidelines and Their Applicability 194. Based on the nature and scale of the project activities will trigger only the World Bank Operational Policy (OP)/Bank Policy (BP) 4.01 on Environmental Assessment. In addition, the project is expected to follow the World Bank’s Environment, Health and Safety Guidelines to ensure Performance Standards – 2 (Labour and Working Conditions), 3 – Resource Efficiency and Pollution Prevention and 4 – Community Health Safety and Security related to designing of buildings, construction activities and operations and maintenance of buildings. 4.2.1 OP/BP 4.01 Environmental Assessment 195. Requirements for OP/BP 4.01 are that an Environmental Assessment for projects that involve Bank financing will need to be conducted. Considering the nature and magnitude of potential environmental impacts from relatively limited scale and magnitude of the construction and/or renovation works, the proposed operation has been classified as category ‘B’. However, these impacts will not be irreversible or cumulative. Limited Environmental and Social Assessment has been conducted as part of the project preparation focused on the sites identified for the first 2 years of the project to develop the environmental and social baseline condition and to identify potential impacts due to project physical activities. 196. Under the project, construction will include new buildings in existing schools, extensions and renovations to existing school buildings, provision of sanitation facilities and laboratory facilities where required. As all planned construction work will be done on existing school premises, construction activities are not anticipated to cause significant environmental impacts. As OP/BP 4.01 does take into 44 account the natural environment, human health and safety, and social aspects the impacts on surrounding environment need to be considered, such as the prevention of water borne diseases, location of sanitation facilities and laboratories in such a manner that does not pollute groundwater, any freshwater bodies if present or the coastal waters. As a requirement under this policy, Environmental and Social Management Plans have been prepared for activities during the first 2 years of the project implementation and have taken into account the planning/pre-construction requirements, construction work and operations and maintenance of facilities as guidelines to mitigate environmental and social impacts. 197. All building construction and renovation will adhere to the existing building and other applicable codes of practice in the Maldives and any other standard construction specifications approved by the country In addition, the contractor is required to pay attention to and address the following in the Environmental and Social Management Plan: ï‚· Addressing noise pollution during construction activities ï‚· Cultural features preservation of culturally significant buildings ï‚· Ecological issues of the sites ï‚· Transport and access to site ï‚· Overshadowing and access to daylight and sunlight, with possible options for passive solar design and its effect on site layouts ï‚· Structural integrity of buildings ï‚· External appearance (aesthetics) ï‚· Floodwater protection provisions ï‚· Designing appropriate landscaping ï‚· Energy conservation and efficiency ï‚· Waste disposal, salvage, re-use and recycling of materials ï‚· Avoidance of hazardous materials ï‚· Health, safety, security and fire ï‚· Potential for sick building syndrome 4.2.2 Social Safeguards 198. The project is designed not to have any negative social impacts, and has the potential to produce considerable positive social benefits. Therefore, the project will not trigger Bank social safeguard policies on involuntary resettlement and indigenous people. Maldives has unique land ownership structure where all lands are under the state ownership. Thus all Maldivians are entitled to shelter and as a result squatters are never found in public land or buildings. Within this context, the project will do not require triggering of the OP 4.12 – Involuntary Resettlement. There are also no indigenous peoples in Maldives and therefore the OP 4.10 – Indigenous Peoples will also not be triggered. All social requirements which will arise due to project activities will be managed through the Environmental and Social Management Plans. 4.2.3 Environment, Health and Safety Guidelines 199. The World Bank Performance Standards are generally meant for activities implemented by the private sector. In the case of this project, the construction activities will be carried out by private construction companies. While the Performance Standards will not be monitored given the scope of 45 project activities do not warrant for their stringent application, due diligence will be expected on certain areas as a World Bank financed project. 200. Based on the type of activities, it has been identified that attention on the following areas will be required by the project: (a) occupational health and safety (where Employers, i.e. the Contractors and supervisors are obliged to implement all reasonable precautions to protect the health and safety of workers), (b) community health and safety (where the project designers, Contractors and school authority will have to ensure structural integrity, health and safety related to activities outside the school premises and construction work within the school premises and adequate health and safety measures during operations and maintenance stage respectively) and (c) construction and decommissioning (where Contractors have to follow engineer-approved measures to avoid, mitigate or offset environment, health and safety issues). 46 5. FINDINGS OF THE PUBLIC CONSULTATIONS 201. As part of the Environmental and Social Assessment, consultations with the school focal point (deputy principal or principal), leading teachers and supervisors, parent-teacher association (PTA) members, school board members, island council members, civil society and island communities were held regarding the project. 202. Representatives from civil society groups or island community were not made available for discussions in K. Villingili (Muhiyyiddin School). In most islands, former or current women’s committee members were also not available for discussions. At the time of the assessment, women’s committee had not been formed or was recently formed and thus was not active. List of informants with their contact details where available is presented in Appendix D. The main messages and feedback from these consultations are presented in the sub-sections below. 5.1 Conditions of Existing School Facilities 203. All of the representatives reiterated the urgent need for additional classrooms in order to accommodate the current and projected students enrolled at their schools. More classrooms are also required to change the operation of the school from two sessions to one session as per MoE policy (enacted in 2009). 204. Some schools (Meynaa School and Shaviyani Atoll Thauleemee Marukaz) operated on a one- session basis last academic year. However these schools were forced to partition classrooms and other facilities such as libraries and laboratories to accommodate the students. According to the lead teachers and school board, based on the student enrollment for 2013, it is unlikely that they can continue operating on a one-session basis without additional classrooms. Furthermore, PTA members expressed their concerns regarding the cramped conditions of the partitioned rooms and the inability to use other facilities such as libraries and laboratories in an appropriate manner. 205. Representatives from all islands except for K. Villingili and Sh.Komandoo expressed their concerns with regards to the poor condition and inadequacy of the school hall to hold international exams (GCSE) as well as functions and meetings at an island level. As the school hall is partitioned and used as classrooms, school sessions are disrupted during the exam period. Often, all students sitting the exams cannot be accommodated inside the hall. In these instances, other facilities within the school and island are utilized to accommodate the remaining students sitting the exams. School ceremonies and functions are held within the school compound, which is often disrupted during bad weather. School functions are also at times held at other island facilities such as the pre-school hall and community centers. 206. The island community representatives and council members (except in K. Villingili, Sh.Komandoo and N. Holhudhoo) requested for a multi-purpose hall at the school, providing the school and community with the possibility to hold various activities (ranging from public meetings, workshops to sports activities at an island/atoll level). 47 207. Overall the island community representatives were very appreciative of the World Bank and the government for initiating such a project. However, there was some sense of frustration and mistrust with the government regarding the actual possibility of commencing project. According to the island council members and school board members, they have discussed the severity of classroom shortages and other issues with the MoE on several occasions (some since 2007). Some islands have had additional classrooms promised but was later informed that the government does not have sufficient funds to carry on with the project. Some representatives expressed that they would only believe that such a project would in-fact happen once the physical work commences. 5.2 Proposed Extension Work 208. There was an overall consensus with the island council, school board and island community representatives regarding the proposed facilities and location of the extension work. The representatives also requested to minimize the building footprint and construct multiple-storeyed buildings. 209. There were minor conflicting views regarding the location of the proposed extension work during the discussions with civil society organizations in Lh. Kurendhoo. 210. No renewable energy concepts were proposed for the extension work. 5.3 Impacts from Construction Work 211. No households will be relocated and no agricultural and residual land is anticipated to be lost due to the proposed extension work. The following concerns/issues were raised to be managed and monitored during construction phase of the project. These were mainly based on previous construction activities on the island: ï‚· Noise- residents surrounding the construction site may have issues with construction related noise if work is to be conducted during the night. Would prefer to have high noise generating activities timed in such a manner that it does not coincide with school sessions to minimize noise nuisance to the students; ï‚· Dust – dust from cement and other aggregates should be managed particularly if there are residential houses adjacent; ï‚· Groundwater usage - extensive usage of groundwater and it’s depletion was highlighted as a potential concern by the F. Nilandhoo council; ï‚· Waste management- waste management in almost all of the islands (except for K. Villingili) is an issue at an island level. There are concerns with regards to road littering and improper disposal of Construction and Demolition (C&D) waste by the contractors. Disposal of waste at designated locations must be ensured; ï‚· Health and Safety- health and safety of laborers as well as the public must be ensured. This was highlighted by the K. Villingili council member; ï‚· Construction site boundary- proper demarcation and closure of the construction area must be ensured so that students and the public cannot access the area. Furthermore, storage of construction equipment and material should be within the construction site boundary or at a designated area agreed with the island council and school administration. 48 212. Funadhoo School (Sh. Funadhoo) proposed to demolish an existing building which houses three classrooms, a storeroom and a toilet block to construct the new classroom block. Few representatives expressed concerns regarding the lack of space to accommodate students from the three classrooms that will be demolished for the construction of the new building. Members of the school board and island council suggested building temporary classrooms to remedy the situation until the new block is built. This was to be lead and funded by the island community. 213. According to the island council members there have been no major complaints with regards to any ongoing construction work at the islands. As such, they do not anticipate any major issues with the public with regards to the proposed extension work. Community representatives added that World Bank and MoE should expect full cooperation from the island council and community for the project. 5.4 Source of Construction Material and Labour Force 214. For most of the representatives from the island communities and island council, the construction material, equipment and labour force is expected to be sourced from Male’. Sand and conc rete bricks can be sourced within the island and/or atoll (Faafu and Lhaviyani) to some extent although for big construction projects, materials and equipment are generally sourced from Male’. 215. Use of foreign labour for construction work is considered the norm for the island community and council representatives. Therefore, no concerns were raised with regards to the use of foreign labour for the project. According to the island council representatives, there have been no issues or complaints from the island community regarding any expatriate workers or labourers in the island. As long as the labour force used are legal immigrants and they are supervised sufficiently no issued are expected within the island community. 216. Island community representatives in Lh. Kurendhoo expressed their wish to involve local contractors for the project. According to them, there are a few construction companies that do small-scale construction work within the island, although they use foreign labour. The island community representatives also expressed their interest to get civil society groups involved in the construction work to do ‘simple’ tasks such as painting and plastering, etc. 217. Island community, council and school board representatives in F. Nilandhoo also expressed their wish to involve local contractors for the construction work. Historically community participation is high at the island and the community is heavily involved in the development of the school. Representatives were very adamant about taking ownership of the school extension project. Given the budgetary constraints with the government, some felt that the island community could implement the project in a less costly and more efficient manner. 218. A recent example of the community participation conveyed by the island representatives is the construction of 10 classrooms at the school. In 2009, the government provided funding for a four- classroom building at the school. The community was able to accumulate sufficient funding to construct 10 classrooms instead of four. Local contractors were used although foreign labour was involved in the 49 actual construction work. The school board oversaw the implementation and progress of the construction work. Decisions were also made in a consultative approach with the island community and school staff heavily involved. 219. F. Nilandhoo community representatives highlighted that community driven activities have shown a higher rate of sustainability and increased positive socio economic impacts within the island. 220. During the site visit the island council shared a proposal document prepared by the council for presentation to potential donors. This document is a proposal to construct a multipurpose hall for the school and island community. According to the island council, they are planning to present it to the Pakistan High Commission. Based on this proposal, the community is prepared to contribute labour if sufficient funds are available to provide required materials for the construction of the hall. An Executive Committee will be appointed by the island council to oversee the project implementation and progress. 5.5 Project Implementation, Building Construction Quality and Contractor Supervision 221. As discussed above, island representatives from F. Nilandhoo would ideally like to have some level of implementing power and authority over the project. They felt that they could monitor the cost and construction progress at a much more efficient manner than the government (considering the current budgetary constraints of the government). 222. Concerns over building quality issues were highlighted by all of the representatives from the islands visited. Based on their experiences on ongoing or historical government lead construction activities, they felt that the building quality was generally poor and that the contractors are not sufficiently supervised. Delays during construction, project cost management issues; building defects are common issues that were highlighted by the representatives. 223. Based on the discussions with the island representatives, contractors are not held liable for poor workmanship and building defects and most of the schools appeared to have temporary fixes to building defects at their own cost. No contracts were available for review to ascertain the contractor liability agreements. Some of the projects with building quality and contractor management issues highlighted by the island community and council representatives include the following: ï‚· Meynaa School new block (N.Holhudhoo)- Four-storey classroom building constructed in 2005 (according to the school administration this was through World Bank’s assistance) with several water leakage issues during heavy rains. Water leaks from the ceiling and the windows and water stained walls are issues present in several classrooms. Plumping and water pipe leakage issues evident through water stained walls at the toilets. All of these issues were observed within the first year of completion of the building. The toilet has been re-piped by the school to solve water leakage issues at the toilets; ï‚· Funadhoo School (Sh. Funadhoo)- The computer lab floor at the two-storey classroom building (constructed in 2000 by the government) keeps expanding and fracturing. School staff had filled the cracks once before but it keeps reappearing. The computer lab is located on the first floor of the building and the school staff are worried about the stability of the concrete sheet; 50 ï‚· Shaviyani Atoll Thauleemee Markaz (Sh. Komandoo)- The island community and island council appeared to be unhappy about the Multipurpose hall that was constructed in 2008 through World Bank’s funding (as part of the post-tsunami recovery and reconstruction project). Allegedly, they requested the government for a four-storey classroom building and one hall but only the hall was constructed and it is not to their expectations. The hall cannot be used for indoor sports because the ceiling is too low and there is no lighting or sound system in place. Cracks on the ceiling of the walkway surrounding the multipurpose hall were observed soon after the buildings completion; ï‚· Magistrate Court (Dh.Meedhoo)- Construction work is slow and delayed, currently no work being conducted and the work has been on hold for six months. The construction work is implemented by the Judicial Administration; ï‚· Tsunami Housing Units and Island Mosque (Ga Maamendhoo): - 83 housing units that was scheduled to be completed by the end of 2009 is still on going. During the construction phase, C&D waste was disposed on the road and not at designated waste disposal areas, community had to clean up the waste. About 60% of the project is complete and the island council was informed that there weren’t sufficient funds to carry on with the project. The council representatives felt that this was due to pure mismanagement of the project. The main contractor for this project was Vimla Construction Company Pvt. Ltd. The island mosque was also scheduled to be completed in 9 months; 14 months have gone past since the award of the contract and work has yet to be started. A Man Maldives Pvt. Ltd. is the main contractor for the project. Based on the island council and communities experience with A Man Maldives Pvt. Ltd. and Vimla Construction Company Pvt. Ltd., they would prefer no work with these contractors for school extension project. In summary, the representatives would like to be involved throughout the whole process of the project from concept design to project completion. They would especially like to be consulted during the building design phase of the project as well as during contractor evaluation. Some felt that corruption during the contractor tendering process have led to selecting contractors that have had history of bad quality work. They also felt that contractors and subcontractors often cheat and use substandard materials for their construction work. This is one of the biggest reasons why some of the buildings funded by the government had building defects and issues with building quality. There was an overwhelming request for the World Bank to closely monitor the project implementation and building quality. 5.6 Aspirations Regarding the School Once Developed The overall aim of island communities is to increase the student enrollment. All of the schools plan to increase the student enrollment from within the island and the atoll to establish grades 11 and 12 in their schools. For those schools that already support grades 11 and 12, they wish to retain more students to continue with their A ‘levels. Several students prefer to leave the school after their Levels (Grades 8 to 10) because of the quality of education provided in grades 11 and 12. Most students, particularly those with good results leave to study in Male’. Additional classrooms and other facilities are expected to attract more students and facilitate the school to provide a better quality education for their students. 51 There were no concerns raised with regards to the possible influx of students from the surrounding islands within the atoll as most schools already enroll students from other islands. In some islands such as in F. Nilandhoo, N. Holhudhoo and Sh.Komandoo the PTA and school board have taken several initiatives to increase the student enrollment from within the atoll. These initiatives include visiting nearby islands for school promotional activities, finding families that can provide accommodation for students and funding students for their education. No issues are anticipated owing to the influx of students from other island, as the island communities would welcome the students. 52 6. ENVIRONMENTAL AND SOCIAL IMPACTS MITIGATION MEASURES 6.1 Generic Environmental and Social Mitigation Measures The following mitigations generic measures are proposed based on the impacts identified in Chapter 3. Well-Informed Building Planning and Designing: As part of the school infrastructure development process, in addition to provision of class rooms, laboratories, etc., adequate facilities to provide water and sanitation should be incorporated. Placement of such facilities within the school complex should be also done to reduce possible contamination due to their outputs such as chemicals from laboratories and sewage from sanitation facilities. New water supply should be built with the consent from the island communities, so there will not be any conflicts between users. Make provisions for rainwater harvesting to be used for sanitation systems and gardening. Design the buildings to ensure good ventilation, energy conservation and safety. Plan a good drainage system, which is especially important for land where water logging is an issue. Use guidelines provided in Appendix E for laboratories and sanitation facilities for designing and placing such facilities and asbestos use for planning roofing. Land Protection and Management of Water: In order to prevent soil being washed away, materials will be stored in a manner to minimize erosion. Silt traps shall be placed where appropriate to minimize sedimentation of nearby waterways. Reduce the amount of vegetation removed. Remove all debris /vegetation to approved disposal sites. Reduce the length of stockpiling through proper planning of construction stages. Treat water generated through construction activities, particularly water mixed with paint and similar hazardous material. Ensure water is not stagnated on the construction area. Introduce soil erosion control methods such as turfing, drainage systems and tree planting. Place laboratories and sanitation facilities downstream and away from drinking water sources and other important water bodies. Waste Management: Waste generated during site clearance should be disposed of in areas approved by the island/atoll council. Construction sites shall be cleared on a daily basis of any material that can cause injury or potential become a public health hazard. Proper waste bins shall be located on construction sites and labour camps. A waste recycling plan shall be prepared by the contractor to reduce the amount of waste disposed. Disposal of hazardous materials shall be done in a manner that does not cause harm to surrounding environment and public. Paints, thinners and other material shall be temporarily stored and disposed of EPA approved sites in consultation with the island/atoll councils. Temporary storage areas should be barricaded and marked. During decommissioning activities, hazardous material shall be identified (e.g asbestos sheets) and removed to minimize contamination. Disposal of such materials shall be done according to national guidelines. Sustainable Resource Extraction: Source construction material only from GOM approved sites and licensed commercial vendors. Water required for construction activities should be obtained in agreement with the community and should be closely monitor to reduce the possibilities of over-exploitation. 53 Safe Transportation: Material transportation should be carried out in closed vehicles or make arrangements to cover the vehicles. Plan transportation to take place after school hours. Speed limits should be introduced for various strategic points. Vehicles should also have proper reverse signaling (both light and sound) to reduce possible accidents. Reducing Air Quality Impacts: The vegetation removed should be disposed to approved disposal sites and not be burned. The vehicles should be maintained well to reduce excessive emissions. Construction plants and paint storage and mixing areas should be away from areas used by the school and residences. Operation of construction plants and painting should preferably take place during after school hours. Properly Located and Supervised Labour Camps: Labour camps if needed to be set up should be located outside the school premises or in an area separated from the main area of school activities. Provide separate worker access to site if possible and closely monitor the movements of workers through strict labour supervision. Safety Measures: Vehicle drivers shall maintain appropriate speeds in order to avoid accidents, especially when driving in school premises. Strict labour supervision should be undertaken of construction workers especially during school hours to minimize interactions with students. Labour awareness programmes to educate labourers on codes of conduct shall be introduced. Safety regulations shall be followed by contractors to minimize risks. Necessary barriers, warnings, signs demarcating unsafe areas should be followed according to standard construction practices. Safety nets should be used to cover buildings and prevent injury to students and teachers. Safety paths should be identified for student and teacher movements. Provide first aid facilities in case of an emergency and safety protocols during such event. Management of Dust and Noise: Materials such as gravel and soil shall be covered during transport. Frequent watering down of construction site will be needed to minimize dust generation. Put up dust barriers in decommissioning areas and areas, extensive earth works and cement mixing areas. Noise shall be kept to minimum required standards during school hours in order to prevent any inconveniences. Where possible, usage of noise generating equipment should be kept to the minimum during school hours. Strict labour supervision should be undertaken to reduce noise. Equipment used on site shall be in good serviced condition. Safe Decommissioning of Structures: Structures that are to be decommissioned should be done in a manner that does not block waterways and is not a safety risk to students and public. All structures should be removed, and debris recycled or disposed of in sites authorized by the appropriate authority. No debris shall be disposed of in a manner that will block waterways or become potential breeding grounds for waterborne diseases. Any open pits shall be filled. Once cleared, area should be landscaped. Drinking Water Supply to the School: Use unpolluted source for water supply. Introduce disinfection of drinking water or encourage students to bring water from home. Encourage water conservation activities such as water harvesting, turning off taps properly, reporting leaking taps, use of cups for drinking, etc. 54 Sanitation Facilities Management: Provide sanitation training to students. Ensure sanitation facilities are cleaned regularly and maintained without odour. Waste Management: Introduce school waste management program to reduce, reuse and recycle material. Provide appropriate facilities for waste disposal within the school premises. Improve Aesthetics of the School Environment: Introduce a school tree planting program. Ensure school grounds are kept clean all the time. 6.2 Site-Specific Environmental and Social Management Plans Based on the Environmental and Social Assessment (ESA) conducted of the eight sites identified for the first two years of implementation, site-specific Environmental and Social Management Plans (ESMPs) have been developed and provided in Appendix F. These take into account the generic mitigation requirements specified above and site-specific needs identified through the ESA. 55 7. ENVIRONMENTAL AND SOCIAL MANAGEMENT FRAMEWORK The objective of the Environmental and Social Management Framework (ESMF) is to provide a process to identify, assess and mitigate potential environmental and social impacts related to physical activities proposed by the project. As part of the Environmental and Social Management Framework (ESMF), based on the ESA conducted and environmental and social safeguards requirements of the GOM and the World Bank the following process has been put in place as guidance to ensure adequate level of compliance of project activities. The site selection, design, contracting, monitoring and evaluation of school construction will be undertaken by the respective education agencies at the national, atoll and island levels. The safeguard screening and mitigation process will include the following steps: 1. Environmental and social screening 2. Preparation, approvals and disclosure of site-specific Environmental and Social Management Plans (ESMPs) 3. Implementation of ESMPs 4. Monitoring and reporting on ESMP implementation progress The following sub-sections provide the details of each processing steps and institutional responsibilities. The first two steps are more applicable for new schools that will be identified for improved physical facilities. All other steps are applicable for 8 schools identified for support during the first two years, as well as any new school that will be identified subsequently. 7.1 Environmental and Social Screening and Consultations Process: Environmental and social screening will be conducted at the island level where a school has been identified to be physically developed. The purpose of this screening process is to determine which activities are likely to have negative environmental and social impacts; to determine appropriate mitigation measures for activities with adverse impacts; and to provide details of the project activities to stakeholders and obtain feedback from them to ensure environmental and social sustainability of investments. The screening will be carried out using the screening form provided in Appendix G. During the screening process, consultation should take place with stakeholders in each island, specifically focused on school authority, island/atoll council, teachers, community and civil society/non-governmental organizations based on the island. Responsibilities: Site-specific screening will be undertaken by the MoE’s Physical Facilities Development (G) Section. Screening and associated consultations will be conducted using internal staffing or with the services of a suitable consultant. If a consultant is to be hired, (a) the consultant should undertake both the screening process and the preparation of ESMPs; and (b) the terms of reference for the assignment should be shared and agreed with the World Bank prior to recruitment. 56 7.2 Preparation, Approval and Disclosure of Site-Specific Environmental and Social Management Plans Process: Information generated by the screening will feed into preparing site-specific Environmental and Social Management Plans (ESMPs). The ESMPs should be prepared based on the guidance provided in Appendix H and template used in Appendix G (ESMPs for first 8 schools). The composite GOM environmental clearance process, in principle, is consistent with World Bank safeguards and public disclosure requirements. Given the type of activities proposed under the project does not fall within the activities identified under the Environmental Impacts Assessment Regulation of GOM and therefore, formal clearance will not be provided by the EPA. However, as per the World Bank safeguards policy requirements, the new ESMPs will need to be submitted to the World Bank for clearance. In addition, all ESMPs that will be prepared by the project will be disclosed to public prior to commencing the bidding process. The ESMPs will be also shared with the respective atoll/island councils and school authorities. Responsibilities: Site-specific ESMPs will be also prepared by the MoE’s G Section or using a consultant similar to screening. ESMPs will be submitted to the World Bank for clearance and disclosed to public by the focal person identified in the MoE to be responsible for overall environmental and social requirements of the project. 7.3 Implementation of Environmental and Social Management Plans Process: The ESMPs will identify measure to be put in place (i) as part of the designs; (ii) as part of construction; and (iii) as part of post construction/operations and maintenance of school. The design requirements will need to be incorporated in finalizing the engineering designs of the proposed construction and rehabilitation activities. The construction requirements of the ESMP will have to be included as part of technical specifications to the bid documents with an item in the Bill of Quantities and provisions within the contract documents (see Appendix I). Lastly, various good environmental practices identified should be incorporated into the school development activities post construction/operations and maintenance period. At the early stages of the project implementation, training will be provided on the implementation of ESMPs to contractors, school authorities and relevant stakeholders at the island level. While, no major complaints are envisaged through project activities, each school with the support of the island/atoll council will establish a grievance redressal system. The likely impacts due to project activities will be limited to disturbances due to construction-related work. The school authorities will make efforts 57 at site level to resolve grievances through negotiations involving island community leaders and project affected people representatives. In case dispute is not resolved at local level, the matter will be placed before a Grievance Resolution Committee to be established at the national level under the MoE. Responsibilities: Incorporations of design requirements will be the responsibility of the assigned engineer of the Office of Projects and Programs (OPP) of Ministry of Housing and Infrastructure (MHI). MoE’s G Section/OPP will ensure ESMP is included in the procurement documents of construction work. Implementation of the construction-related environmental and social mitigation measures will be the responsibility of the contractor. If the ESMP implementation is found to be non-compliance, the engineer should warn the contractor formally in writing. Any ESMP requirement that has been defaulted for a period over one month should be corrected by the engineer using a third party. The cost incurred in such situation will be taken out from the contractors payments with a penalty of additional 10 percent of the cost. MoE’s designated staff for environmental and social safeguard will liaise closely with the school authorities to introduce the environmental bets practices, as well as organize training and awareness creation activities. The Grievance Resolution Committee (GRC) at the site shall be constitute a panel of at least four Members, one of whom shall be the school-based staff (at the respective sites), to be selected by the respective school authority. S/He will be responsible to provide secretarial support to the panel. It will include a representative from the residents of the island, who would be publicly known to be a person of integrity, good judgment and commands respect, who can be considered independent and will chair the GRC. Other persons would be at least one representative from island/atoll council or Non-Governmental; organizations (NGO)/Civil Society organizations (CBOs) and a representative from the Project Affected Persons (PAPs) in the area. The designated project staff shall: ï‚· Convene meetings of the committee as necessary at such place or places in the project area as s/he considers appropriate; and ï‚· Provide all necessary secretarial support to the committee including recording of the committee meeting discussions and dissemination of deliberations and decisions taken to all concerned parties. The chair of the GRC shall: ï‚· Conduct the proceedings in an informal manner as s/he considers appropriate with the object to bring an amicable settlement between the parties; The report of the members shall be recorded in writing and attested copies thereof shall be provided to the parties. In case of continuing differences and notwithstanding the provisions of nationally applicable legislation, the GRC can take a decision regarding entitlement and compensation. The decision taken during negotiations and GRC meetings shall be formally recorded for future reference and presentation in the court, if necessary. 58 If the matter cannot be resolved at the local level, complaints will be referred to the Project Director, MoE, who will head a committee, the respective PAP representative and members of well-known national level NGO/CBOs. All expenses incurred in arranging grievance negotiations and meetings of GRC as well as logistics required, shall be arranged by MoE. The aggrieved PAP, if not satisfied with the decision of GRC, has the right to refer his / her petition to court of law. 7.4 Monitoring and Reporting on Implementation Progress Process: ESMP monitoring is aimed at checking the effectiveness and relevance of the implementation of the proposed environmental and social mitigation measures. Monitoring will be conducted both at the island level, as well as national level. Monitoring during construction activities will take place as per the construction plan agreed with the engineer, which will be closely linked to the ESMP. Island level monitoring should take place daily during the construction period. National level monitoring of the ESMP implementation should take place in a quarterly basis and with the preparation of report based on the monitoring visit and feedback from the engineer. A consolidated report will be prepared bi-annually to be shared with the World Bank and other stakeholders. Overall safeguards performance monitoring will be based on the individual ESMP monitoring reports and capacity building efforts made by the project. Given the scale inputs and outputs will be low at the school level; specific monitoring indicators for environmental and social outcomes have not been proposed. Responsibilities: Overall monitoring responsibility lies with the engineer assigned by the OPP. At island level the school authority with the support of the atoll/island council and community will also monitor if the construction activities are undertaken within the agreed framework of the ESMP. The reporting will be done every quarter by the OPP to the MOE based on the ESMP and a consolidated report will be provided to World Bank bi-annually prior to implementation support missions. 59 APPENDICES 60 Appendix A. Socio-Economic Statistics The following are the socio-economic information gathered for the eight schools selected to be supported during the first 2 years of project implementation. N. Holhudhoo Population Age Group Male Female Total under 18 303 326 629 18 to 35 390 392 782 35 to 65 297 246 543 above 65 85 80 165 Total 1075 1044 2119 Census 2006 Data Average Annual Growth Rate: -0.38 Population Density: 88.78 Expatriate workers Service Sector Male Female Total Education 22 4 26 Health 2 3 5 Construction 16 0 16 Agriculture 5 0 5 Labourers 9 0 9 Others 0 0 0 Total 54 7 61 Main Economic Activities Construction Civil Service Resort Employment Fishing Business Carpentry Landuse Household No. Empty household nos. Plots available for Land leased for business Housing and economic use 343 69 0 0 Services Type of Service Description Numbers Service Provider Other Information Power Supply Diesel Engines 3 Community 24 hours of service Educational Island Schools 1 Government Institutions Pre-Schools 1 Health Services Regional health 0 center Atoll hospital 0 61 Type of Service Description Numbers Service Provider Other Information Health center 1 Government Health Post 0 Health Clinic 0 Pharmacy 1 Community Infrastructure Airport 0 Regional Habour 0 Island Harbour 1 Jetty 1 Slipway 0 Business & Shops 36 Economic Centers S.T.O shops 0 Tea shops/café' 5 Workshops 2 Carpentries 2 Guest House 0 Tailors 1 Others 0 Civil Society 2 Both Active Organizations / Non- Governmental Organizations Community Post Office 0 Facilities Agency Post Office 1 Dhiraagu Office 0 Wataniya Office 0 Ferry service 1 Speed Launch 3 Boats (<75ft) 1 Boats (>75ft) 3 Taxi 0 Pickup 3 Lorry 0 Others 1 Other Important Football ground 1 Facilities Children's Park 1 Public Park 0 Community Center 0 Youth Center 0 Indoor Sports Hall 1 Multi-purpose building 0 Student Population Male Female Total Attending school 283 537 820 Not Attending School 0 0 0 Total 283 537 820 62 Sh. Funadhoo Population Age Group Male Female Total under 18 487 500 987 18 to 35 337 374 711 35 to 65 263 272 535 above 65 47 48 95 Total 1134 1194 2328 Census 2006 Data Average Annual Growth Rate: 11.52 Population Density: 18.51 Expatriate workers Service Sector Male Female Total Education 10 5 15 Health 9 14 23 Construction 20 0 20 Agriculture 0 0 0 Labourers 8 0 8 Others 5 1 6 Total 52 20 72 Main Economic Activities Construction Civil Service Weaving Fishing Business Carpentry Landuse Household No. Empty household nos. Plots available for Land leased for business Housing and economic use 425 510 33 12 Services Type of Service Description Numbers Service Provider Other Information Power Supply Community 24 hours of service Educational Island Schools 1 Government Institutions Pre-Schools 1 Community Health Services Regional health 0 center Atoll hospital 1 Government Health center 0 Health Post 0 Health Clinic 0 Pharmacy 1 Community/private Infrastructure Airport 0 Regional Habour 0 63 Type of Service Description Numbers Service Provider Other Information Island Harbour 1 Jetty 0 Slipway 0 Business & Shops 45 Economic Centers S.T.O shops 0 Tea shops/café' 5 Workshops 2 Carpentries 5 Guest House 0 Tailors 3 Others 6 Civil Society 4 All Active Organizations / Non- Governmental Organizations Community Post Office 0 Facilities Agency Post Office 1 Dhiraagu Office 0 Wataniya Office 0 Ferry service 1 Speed Launch 6 Boats (<75ft) 1 Boats (>75ft) 0 Taxi 2 Pickup 6 Lorry 0 Others 46 Other Important Football ground 1 Facilities Children's Park 1 Public Park 0 Community Center 0 Youth Center 1 Indoor Sports Hall 0 Multi-purpose building 0 Student Population Male Female Total Attending school 240 215 455 Not Attending School 2 0 2 Total 242 215 457 Dh. Meedhoo Population Age Group Male Female Total under 18 247 197 444 18 to 35 258 207 465 35 to 65 167 149 316 above 65 27 30 57 Total 699 583 1282 64 Census 2006 Data Average Annual Growth Rate: 0.2 Population Density: 103.26 Main Economic Activities Construction Civil Service Fishing Business Carpentry Landuse Household No. Empty household nos. Plots available for Land leased for business Housing and economic use 145 176 52 1 Services Type of Service Description Numbers Service Provider Other Information Power Supply Diesel Engines 3 Utility Company 24 hours of service Educational Atoll Schools 1 Government Grade 12 Institutions Pre-Schools 1 Community Health Services Regional health 0 center Atoll hospital 0 Health center 1 Government Health Post 0 Health Clinic 0 Pharmacy 0 Infrastructure Airport 0 Regional Habour 0 Island Harbour 1 Jetty 0 Slipway 0 Business & Shops 19 Economic Centers S.T.O shops 0 Tea shops/café' 1 Workshops 0 Carpentries 0 Guest House 0 Tailors 2 Others 0 Civil Society 2 All Active Organizations / Non- Governmental Organizations Community Post Office 0 Facilities Agency Post Office 0 Dhiraagu Office 0 Wataniya Office 0 Ferry service 1 Speed Launch 1 65 Type of Service Description Numbers Service Provider Other Information Boats (<75ft) 0 Boats (>75ft) 0 Taxi 0 Pickup 1 Lorry 0 Others 0 Other Important Football ground 1 Facilities Children's Park 0 Public Park 0 Community Center 0 Youth Center 0 Indoor Sports Hall 0 Multi-purpose building 0 Ga. Maamendhoo Population Male Female Total Total 761 662 1423 Census 2006 Data Average Annual Growth Rate: 2.01 Population Density: 20.62 Expatriate workers Service Sector Male Female Total Education 11 2 13 Health 1 3 4 Construction 96 0 96 Agriculture 5 0 5 Labourers 10 4 14 Others 0 0 0 Total 123 9 132 Main Economic Activities Construction Civil Service Resort Employment Fishing Business Carpentry Landuse Household No. Empty household nos. Plots available for Land leased for business Housing and economic use 298 82 0 3 66 Services Type of Service Description Numbers Service Provider Other Information Power Supply Diesel Engines 1 Utility Company 24 hours of service Educational Island Schools 1 Government Grade 12 Institutions Pre-Schools 1 Health Services Regional health 0 center Atoll hospital 0 Health center 1 Government Health Post 0 Health Clinic 0 Pharmacy 0 Infrastructure Airport 0 Regional Habour 0 Island Harbour 1 Jetty 0 Slipway 1 Business & Shops 21 Economic Centers S.T.O shops 0 Tea shops/café' 2 Workshops 1 Carpentries 2 Guest House 2 Tailors 2 Others 0 Civil Society 4 One active; 3 Organizations / Non- inactive Governmental Organizations Community Post Office 0 Facilities Agency Post Office 1 Dhiraagu Office 0 Wataniya Office 0 Ferry service 5 Speed Launch 4 Boats (<75ft) 4 Boats (>75ft) 4 Taxi 0 Pickup 1 Lorry 0 Others 48 Other Important Football ground 1 Facilities Children's Park 0 Public Park 0 Community Center 1 Youth Center 0 Indoor Sports Hall 0 Multi-purpose building 0 Student Population Male Female Total Attending school 177 164 341 Not Attending School 0 0 67 Total 177 164 341 F. Nilandhoo Population Age Group Male Female Total under 18 365 378 743 18 to 35 332 338 670 35 to 65 223 197 420 above 65 39 35 74 Total 959 948 1907 Census 2006 Data Average Annual Growth Rate: 2.38 Population Density: 26.59 Expatriate workers Service Sector Male Female Total Education 1 7 8 Health 11 10 21 Construction 0 0 0 Agriculture 0 0 0 Labourers 0 0 0 Others 0 0 0 Total 12 17 29 Main Economic Activities Construction Civil Service Resort Employment Fishing Business Carpentry Agriculture Tailors Weaving / Making Coir Ropes Landuse Household No. Empty household nos. Plots available for Land leased for business Housing and economic use 230 99 77 23 Services Type of Service Description Numbers Service Provider Other Information Power Supply Diesel Engines 2 Community 24 hours of service Educational Atoll School 1 Government Institutions Pre-Schools 0 Health Services Regional health 0 68 Type of Service Description Numbers Service Provider Other Information center Atoll hospital 1 Government Health center 0 Health Post 0 Health Clinic 0 Pharmacy 1 Infrastructure Airport 0 Regional Habour 0 Island Harbour 2 Jetty 1 Slipway 0 Business & Shops 27 Economic Centers S.T.O shops 0 Tea shops/café' 4 Workshops 6 Carpentries 5 Guest House 0 Tailors 3 Others 20 Civil Society 4 Organizations / Non- Governmental Organizations Community Post Office 0 Facilities Agency Post Office 0 Dhiraagu Office 0 Wataniya Office 0 Ferry service 1 Speed Launch 2 Boats (<75ft) 9 Boats (>75ft) 2 Taxi 2 Pickup 4 Lorry 1 Others 2 Other Important Football ground 0 Facilities Children's Park 0 Public Park 0 Community Center 0 Youth Center 0 Indoor Sports Hall 0 Multi-purpose building 0 Student Population Male Female Total Attending school 249 255 504 Not Attending School 0 0 0 Total 245 255 504 69 Sh. Komandoo Population Age Group Male Female Total under 18 254 261 515 18 to 35 591 589 1180 35 to 65 0 0 0 above 65 36 37 73 Total 881 887 1768 Census 2006 Data Average Annual Growth Rate: -2.24 Population Density: 223.66 Expatriate workers Service Sector Male Female Total Education 14 7 21 Health 2 5 7 Construction 0 0 0 Agriculture 0 0 0 Labourers - - 14 Others 0 0 0 Total 16 12 42 Main Economic Activities Civil Service Fishing Business Landuse Household No. Empty household nos. Plots available for Land leased for business Housing and economic use 314 0 0 0 Services Type of Service Description Numbers Service Provider Other Information Power Supply Diesel Engines 4 Utility Compnay 24 hours of service Educational Island Schools 1 Government Grade 12 Institutions Pre-Schools 1 Government Health Services Regional health 0 center Atoll hospital 0 Health center 1 Government Health Post 0 Health Clinic 0 Pharmacy 0 Infrastructure Airport 0 Regional Habour 0 Island Harbour 1 Jetty 0 Slipway 1 70 Type of Service Description Numbers Service Provider Other Information Business & Shops 55 Economic Centers S.T.O shops 0 Tea shops/café' 3 Workshops 1 Carpentries 1 Guest House 1 Tailors 1 Others 1 Civil Society 3 All Active Organizations / Non- Governmental Organizations Community Post Office 1 Facilities Agency Post Office 1 Dhiraagu Office 0 Wataniya Office 0 Ferry service 0 Speed Launch 1 Boats (<75ft) 15 Boats (>75ft) 10 Taxi 0 Pickup 2 Lorry 0 Others 20 Other Important Football ground 0 Facilities Children's Park 0 Public Park 0 Community Center 0 Youth Center 0 Indoor Sports Hall 0 Multi-purpose building 0 Student Population Male Female Total Attending school 227 201 428 Not Attending School 0 0 0 Total 227 201 428 Lh. Kurendhoo Population Male Female Total Total 570 648 1218 Census 2006 Data Average Annual Growth Rate: 0.22 Population Density: 61.83 71 K. Villingilli Population Male Female Total Total 3462 3494 6956 Census 2006 Data Average Annual Growth Rate: 8.02 Population Density: 258.59 72 Appendix B. Site Locations 73 74 75 76 77 78 79 80 APPENDIX C. Site Features Dhaalu-Atholhu Thauleemee Marukaz, Dh. Meedhoo Main courtyard of the school Temporary classroom shed and the old headmaster’s quarters (currently partitioned to house two classrooms and a lab) located at the northeastern portion of the site Playground area (proposed area for extension work) Staff Room 81 Head of Department and Supervisor Room School Laboratory Four classroom-hall which is partitioned when school is in session Temporary classroom shed which provided by UNICEF after the 2004 tsunami is still utilized as classrooms 82 Dhaalu-Atholhu Thauleemee Marukaz, Floor Plan 83 Lhaviyani Atholhu Madharusaa, Lh. Kurendhoo Proposed location for extension work (playground area) One of the classrooms in the classroom hall Existing science laboratory Existing computer laboratory 84 Existing library which is also used as an exam hall Sheik Najeebul Habashee and Old Cemetery Site (approximately 200 m northwest of the proposed area for extension work) Severe erosion along the northern and northeastern shoreline (opposite Severe erosion and waste disposal along the northern shoreline the school) 85 Lh. Atoll Madhurasaa, Floor Plan 86 Mayna School, N. Holhudhoo Four classroom-hall Old four classroom building at the main building area 30 years old Banyan tree at Meynaa School main building area Proposed location for extension work at the new building area 87 Water stains on the walls and damaged windows observed at the four Water stains observed on the ceilings and wall of a classroom, toilet storey building located at the new building area block and storeroom in the four storey building Temporary classrooms that were being constructed for 2013 Proposed location for extension work at the new building area 88 Meynaa School, Floor Plan 89 Faafu Atoll Thauleemee Marukaz, F. Nilandhoo Proposed area for the extension work School courtyard , existing two storey building and area where new classrooms were being constructed 90 Some of the existing classrooms and the four classroom –hall Classroom designated as the laboratory Proposed area for the construction of a multi-purpose hall Teaching Resource Center 91 Waste disposed close to the fishermen’s harbour, at the northeastern shoreline Historically and archeologically significant ‘Foah mathi’ Area and ‘Aasari Miskyi’ (approximately 50 meters east and southeast of the site) 92 F. Atoll Thauleemee Marikaz, Floor Plan 93 Funadhoo School, Sh. Funadhoo Old building which is to be demolished for the extension of the Room inside the old building which is partitioned and used as three proposed classrooms. classrooms Existing science lab School library which is also used as a classroom during school sessions 94 Computer laboratory Broken tiles on the floor of the computer laboratory. According to the school staff concrete sheet appears to be fractured Former media center (proposed location for multipurpose hall) Playground area of the school Mangrove area Mangrove area near the school where waste is periodically burnt by some island folks 95 Funadhoo School, Floor Plan 96 Maamendhoo School, Ga. Maamendhoo Main entrance to the school and the administrative office Some of the existing classrooms at the school Library and computer lab Water stains observed on the ceiling of one of the classrooms 97 Playground area (proposed location for extension work) Four classroom-hall Waste disposed along the shoreline opposite the southern boundary of Temporary classroom under construction the school 98 GA. Maamendhoo School Floor Plan 99 Mihiyiddin School, K. Villingili Main entrance to the school Existing staff room School courtyard and location of the library building (which is proposed Inside the library which is proposed to be demolished to be demolished). 100 Vacant area south of the proposed extension work (outside the site’s Courtyard of the school where all the buildings are located boundary). Proposed area for storage of construction material. Playground area Existing four storey building 101 Muhuyiddin School Floor Plan 102 Shaviyani Atoll Thauleemee Marukaz Two storey building, Teaching resource center and headmasters old Existing four storey building residence located along the southern perimeter of the school Proposed area for extension work (adjacent to the four storey building) Multipurpose use hall 103 Classroom with water damaged ceiling and fractures along the wall Existing classrooms, most classrooms appeared to be partitioned into connecting the two storey building to the (2nd floor of the) four storey two areas building. Waste disposed along the shoreline of the island. Designated waste Water stains observed on the walls along the corridor and staircase area collection area does not appear to be managed of the four storey building 104 Sh. A.E.C. Floor Plan 105 APPENDIX D: List of Stakeholders Consulted Consultations were held during the period of December 2 to 13, 2012. The detailed findings of the consultations are included in Chapter 5. Name Job Title/Designation Contact Details K. Villingili Mariyam Dhooma Moosa Principal +960 7772723 Ibrahim Faiz Administrator +960 7783109 Ali Rasheed Councilor Lh. Kurendhoo Mohamed Nizam Principal +960 7910098 Mohamed Abdul Aleem Deputy Principal Mohamed Ibrahim Deputy Principal Mohamed Ibrahim President (Island Council) +960 7924911 Mohamed Abdullah Deputy President (Island Council) Mohamed Abdul Samad Council Member Abdul Wahab Hussein Council Director Mohamed Moosa Project Officer Mohamed A. Samad Xiphius Sports Club Mohamed Aboobakuru Kurendhoo Development Club (KDS) Ibrahim Simaau Kurendhoo Environment Education and Sports Association (KEESA) Mohamed Riyaz KDS Mohamed Ibrahim N. Holhudhoo Hammadh Mohamed Deputy Principal +960 7825631 Ahmed Mohamed Manik Leading Teacher Ahmed Hamdhan Nasir Deputy President (Island +960 795446 Council) Khalidha Mohamed Councilor +960 7939551 Ibrahim Wardhee Councilor +960 7721363 Ahmed Zareer Meynaa Isdharivarunge Jamiyya (MIDJ) Moosa Ibrahim Banyan’s Association For All (BAAFA) and Asst. Sport Supervisor at Meynaa School Fathimath Ali Parent Teachers Association (PTA)- [Deputy President] Sh. Funadhoo Saniyya Mohamed Leading Teacher +960 7641137 Abdullah Rasheed President (Island Council) Abdushukoor Adam Councilor Ahmed Faizu Councilor Mohamed Shujau PTA 106 Name Job Title/Designation Contact Details Ilyas Mohamed Funadhoo Zuvaanunge Jammiyya (FZJ) Ibrahim Ahmed School Board Member Adam Abdurahim Funadhoo Corporation Society (FCS) Chairmen Ahmed Ibrahim Fulhu Vice President (Funadhoo Corporation Society) Ibrahim Shareef Trained Teacher Mohamed Hassan Graduated Teacher Ilyas Mohamed Graduated teacher Sh. Komandoo Mohamed Naseer Deputy Principal +960 7903637 Naseema Abdul Raheem Leading Teacher Abdullah Abdul Raheem Leading Teacher Ahmed Nizam Administrative Officer Ahmed Ali Administrative Officer Mohamed Javad Maintenance Officer Ahmed Mufeed Foreman Ali Ismail School Board Chairperson Mohamed Nayeem Councilor +960 7979101 Mohamed Shinan Councilor +960 9779101 Faheema Ibrahim PTA Mariyam Zoona PTA Aishath Majidha PTA Fathimath Zunaira PTA F. Nilandhoo Mohamed Naseem Deputy Principal +960 7903637 Mohamed Fareed Deputy Principal Rugiya Ahmed Graduated Leading Teacher Abdullah Umar Graduated Leading Teacher Ali Mohamed Training Teacher Mohamed Jaleel School Board Chairperson Abdul Latheef Ibrahim Vice Chairperson (School Board) Abdullah Gadir Moosa Graduate Teacher Abdullah Ahmed Graduate Teacher Abdul Jaleel Ahmed PTA Vice President and Island Council President Ahmed Ali School Board Member Ibrahim Dhon Manik School Board Member Jameel Ahmed School Board Member Muneera Ibrahim School Board Member Shirumeena Ismail School Board Member Ahmed Khaleed Vice President (Island Council) Abdul Razaaq Mohamed Council Member Abdul Aziz Council Member Ali Rasheed Council Member Ahmed Rameez Island community Hussein Rasheed Island community 107 Name Job Title/Designation Contact Details Ibrahim Mohamed Island community Aneesa Ibrahim Island community Azuhaan Khaleel NGO Ahmed Shareef NGO Abdul Gadir Ismail NGO Dh. Meedhoo Moosa Faiz Deputy Principal +960 7861930 Ismail Shafeeu Teacher Ali Naseem Teacher Abdullah Zaheen Teacher Adam Nasheed Construction Contractor Ibrahim Ali Construction Contractor Abdullah Rasheed Teacher Naaila Mohamed Teacher Mariyam Shafeega PTA member/ School Board member Shahid Ali President (Island Council) Ga. Maamendhoo Azim Abdullah Principal +960 7961097 Shaziya Abdul Muhsin Leading Teacher Ahmed Mujuthaba Graduate Teacher Aminath Didi Women’s Committee Mariyam Ahumeema Women’s Committee (VP)/ Parent Jihaadha Muneer Women’s Committee/Parent Zaheera Hassan Women’s Committee Hawwa Moosa Women’s Committee/Parent Ahmed Afeef President (Island Council) Ahmed Musthafa Council Director Mohamed Nafiz Council Member 108 APPENDIX E: Guidelines for Sanitation facilities, Wells, Laboratories and Asbestos Use E1. Guidelines for Construction of Sanitation Facilities 1. Selecting the proper location: Effluent passing into the soil from a latrine pit contains large amounts of micro-organisms which may include disease causing bacteria. It also has high nitrates and other salts. There is a possibility for underlying aquifers to be polluted by the effluent infiltrating into the soil from the latrine pits. Hence a number of factors need to be taken into consideration when siting the pit of the latrine in addition to factors such as convenience and privacy of users. ï‚· A latrine pit should be located outside a radius of 15m from a water source such as a well, water body, etc. ï‚· It should not be located upstream or up-hill from any water source ï‚· It should not be located in a low-lying area ï‚· Whenever possible a latrine pit should be located at least 4 m from the nearest house or building ï‚· The bottom of the latrine pit should be a minimum of 2 m above the maximum ground water table to minimize the threat of contamination. (this is based on the groundwater level during peak wet weather) ï‚· The latrine should be oriented in such a way that it receives adequate sunlight 2. Selecting the proper latrine type: Selection of the most appropriate latrine type is equally important as the siting. There are number of factors that are generally considered when selecting the type of sanitation. ï‚· Groundwater situation - The most important consideration here is groundwater pollution. This can particularly be a problem if groundwater is used for drinking purposes and the groundwater table is naturally high as it is the case of Maldives in many sites. ï‚· The texture of soil, stability, permeability and the general structure of the terrain. ï‚· Affordability ï‚· Cultural acceptance ï‚· Means of disposal of sludge and waste water 3. Construction of latrine pits to replace existing latrine pits: If new latrine pits are being constructed to replace existing latrine pits then following needs to be followed: ï‚· Old latrine pits must be demolished and unsuitable debris disposed of in sites assigned by the local authority in a manner that does not cause harm or will spread waterborne diseases. ï‚· If asbestos roofing has been used, proper removal and disposal of sheets are required. Workers involved in removal, should wear proper masks to minimize inhalation. ï‚· All material that can be re-used and re-cycled should be done in a manner that is environmentally friendly. Re-use debris, except top soil where ever possible from the approval of engineers for the construction activities. ï‚· If material is not to be used within a few days, it should be moved to a pre-identified site for storage until needed. 109 ï‚· Debris should not be disposed to water bodies, agricultural lands, marsh lands or any environmentally sensitive areas. ï‚· Pits should be sealed off to prevent the spread of waterborne diseases. ï‚· Once area is cleared of all debris, it is advisable to landscape area. Some diagrammatic examples of good practices are presented below: 110 111 E2. Guidelines for Construction of Dug/Tube Wells Dug wells take water from the highest water table, whereas the tube wells maybe from deeper water table. Dug wells in particular are extremely susceptible to those activities that take place in the immediate vicinity of the well. Hence, selection of the proper location is an important aspect in dug well construction, especially if the water in the well will be used for drinking purposes. Some basic rules to keep in mind before selecting a location for constructing a drinking water well: ï‚· Survey of any existing dug/tube wells in the area should be made to find out water availability and quality in the general area (if geo-tech investigations are not done). Any unused dug/tube wells should be noted and causes found out. ï‚· Dug well site must be above the flood level of rivers, tanks or other low lying areas that are prone to flood during rain ï‚· Distance to the nearest possible source of pollution must not be less than at least 15 meters in the direction of the groundwater flow. Sources of pollution can be latrine pits, cattle sheds, drains, burial grounds, garbage disposal sites, etc. Some tips for hand dug well-construction ï‚· Select technology suited for the ground condition of the area ï‚· Do not embark on well construction during or immediately after a rainy season ï‚· The first 2.5m of wall lining below ground level should compulsorily be water sealed to avert surface water intrusion. The well should be protected with a head wall and an apron around it. ï‚· The required depth of the dug well will depend on the soil and water table conditions. It is better to construct dug well in the dry season, with the objective of achieving about two meters of water in the dug well upon completion. This procedure will ensure a sufficient depth of water to remain serviceable year-round. ï‚· Dug well should be covered to protect it from outside contamination ensuring proper ventilation and sunlight. A wire mesh with a suitable mesh size to protect the water quality to be placed on the head wall is ideal. If a concrete cover is placed, then adequate measures should be taken to ensure aeration. Water Quality ï‚· Water quality in the new well should be tested prior to it being used. The first sample should be taken after the well has been cleaned after construction which will take a few days. ï‚· Water should be tested for bacteriological and chemical properties by the proper authority. ï‚· Chlorination should be carried out if presence of feacal coliform bacteria is determined. It is important not to over-chlorinate under the supervision of a qualified person. ï‚· Ideally, the water quality of the well should be tested twice a year to ensure no contamination is taking place. Some diagrammatic examples of good practices are presented below: 112 113 E3. Guidelines for Laboratories The use of chemicals that are hazardous if not handled according to proper safety standards can cause injury and contaminate the environment. In order to minimize the risk to students and teachers using science laboratories these guidelines provide some tips on safety and prevention. The checklist will assist with types of impacts that a laboratory can create and assist with the design of an appropriate laboratory suited to the needs of the school. Design of Laboratory: As set out in the World Bank Group General Environment, Health and Safety Guidelines on Occupational Health and Safety: ï‚· Workspace should be designed and equipped to protect Occupational Health and Safety through:  Surfaces, structures and installations should be easy to clean and maintain, and not allow for accumulation of hazardous compounds.  Buildings should be structurally safe, provide appropriate protection against the climate, and have acceptable light and noise conditions.  Fire resistant, noise absorbing materials should, to an extent feasible, be used for cladding on ceilings and walls.  Floors should be level, even and non-skid.  Heavy oscillating, rotating or alternating equipment should be located in dedicated areas or structurally isolated sections. ï‚· Design layout should have adequate emergency exits. Passages to emergency exists should be unobstructed at all times. Exists should be clearly marked to be visible in total darkness. ï‚· The number and capacity of emergency exits should be sufficient for safe and orderly evacuation of the greatest number of people at any time, and there should be a minimum of two exits located based on design. ï‚· Facilities also should be designed and built taking into account the needs of disabled persons. ï‚· Laboratories should to the degree feasible, receive natural light and be supplemented with sufficient artificial illumination. ï‚· Laboratories should have adequate ventilation and windows that can be opened in case of emergency. Factors to be considered in ventilation design include physical activity, substances in use, and process related emissions. Fire Precautions: ï‚· The laboratory should be designed to prevent the start of fires through the implementation of fire codes applicable to industrial settings. Other essential measures include:  Equipping facilities with fire detectors, alarm systems, and firefighting equipment. The equipment should be maintained in good working order and be readily accessible. It should be adequate for the dimensions and use of the premises, equipment installed, physical and chemical properties of substances present, and the maximum number of people present.  Provision of manual firefighting equipment that is easily accessible and simple to use. Fire extinguishers should be labeled clearly. Extinguishers based on type of chemicals to be used should be installed.  Fire and emergency alarm systems that are both audible and visible. 114 First Aid: ï‚· First aid stations that are appropriately equipped should be located in easy to access places in the laboratory. ï‚· Teachers using the laboratory to conduct classes should be provided with basic first aid training. ï‚· Conduct regular inspections of safety and first aid equipment as often as requested by the administration. Laboratory Use: Labeling of Equipment: Chemical hazards represent potential for illness or injury due to single acute exposure of chronic repetitive exposure to toxic, corrosive, sensitizing or oxidative substances. They also represent a risk of uncontrolled reaction, including the risk of fire and explosion, if incompatible chemicals are inadvertently mixed1. Chemical hazards can most effectively be prevented by the following: ï‚· Replacement of the hazardous substance with a less hazardous substitute, ï‚· All vessels that may contain substances that are hazardous as a result of chemical or toxicological properties, or temperature or pressure, should be labeled as to the contents and hazard, or appropriately colour coded. ï‚· Similarly piping systems that contain hazardous /combustible substances (i.e. LPG) should be labeled with the direction of flow and contents of the pipe, or colour coded whenever the pipe passing through a wall or floor is interrupted by a valve or junction device. Teacher and Student responsibilities: ï‚· A basic manual on safety rules, procedures and practices for laboratory use should be developed by schools that plan to include a science laboratory. ï‚· Teachers should wear proper protective gear and abide by safety rules, procedures and practices. ï‚· Educate students on the location and use of all safety and emergency equipment prior to laboratory activity. ï‚· Identify safety procedures to follow in the event of an emergency/accident. ï‚· Provide students with verbal and written safety procedures to follow in the event of an emergency/accident. ï‚· Know the location of and how to use the cut-off switches and valves for the water, gas, and electricity in the laboratory. ï‚· Before each activity in the laboratory, weigh the potential risk factors against the educational value. ï‚· Have an understanding of all the potential hazards of the materials, the process, and the equipment involved in every laboratory activity. ï‚· Inspect all equipment/apparatus in the laboratory before use. ï‚· Before entering the laboratory, instruct students on all laboratory procedures that will be conducted. 1 IFC/ World Bank Group, 2.0 Occupational Health and Safety , General EHS Guidelines. www.ifc.org/ifcext/enviro.nsf/Content/EnvironmentalGuidelines 115 ï‚· Discuss all safety concerns and potential hazards related to the laboratory work that students will be performing before starting the work2. ï‚· Make sure students are wearing the appropriate personal protective equipment (i.e., chemical splash goggles, laboratory aprons or coats, and gloves). ï‚· Ensure students follow proper hygiene practices after use of lab. ï‚· Enforce all safety rules and procedures at all times. ï‚· Never leave students unsupervised in the laboratory. ï‚· Never allow unauthorized visitors to enter the laboratory. ï‚· Never allow students to take chemicals out of the laboratory. E4. Guidelines on Asbestos Use in Construction Asbestos and Asbestos Based Products: Asbestos is a group of naturally occurring fibrous silicate minerals. It was used widely in the production of many industrial and household products because of its useful properties, including fire retardation, electrical and thermal insulation, chemical and thermal stability, and high tensile strength3. Asbestos based products include Asbestos –Cement (A-C) construction materials such as A-C flat and corrugated sheets, A-C pipe, and A-C water storage tanks. Over 90% of the asbestos fibre produced today is chrysotile which is found in these products. Vehicle brake, clutch pads, roofing and gaskets are some other products that are still being manufactured with asbestos content. Due to international laws banning the use of asbestos, it is hardly used in construction materials other than asbestos –cement products. However, it is still found in older buildings in the form of friable surfacing materials, thermal system insulations, non-friable flooring materials, and other applications. Alternatives to asbestos roofing sheets are clay tile, zinc-aluminium, and concrete. These alternatives have disadvantages such as: ï‚· Clay tiles – expensive as need to be imported. Also may not be suitable, as they can be blown away during high storms/cyclones. ï‚· Zinc-Aluminium – While durable and long lasting, given the tropical climate and monsoon rains, such roofing heats up during the day and during rainy periods the noise makes it impractical especially to use in classrooms. ï‚· Cement – if not properly treated can result in leaks and damage to the structure. Furthermore, in high temperatures the heat absorption is high thus increasing the temperature in the buildings. In classrooms, it would make it difficult for students and teachers to work. Furthermore, concrete roofs are costly, and will not be affordable, given the large number of school infrastructure requirements that will need to be met through the project. Ban on Asbestos Use: As health risks related to exposure to asbestos is widely known, many countries have banned the commercial use of asbestos. The International Labour Organization (ILO) established an Asbestos Convention (C162) in 1986 to promote national laws and regulations for the “prevention and control of, and protection of workers against, health hazards due to occupational exposure to asbestosâ€?. 2 School Chemistry Lab Safety Guide, U.S. Consumer Product Safety Commission (2006). 33 Good Practice Note: Asbestos: Occupational and Community Health Issues, World Bank Group, May 2009. 116 As of March 4, 2008, 31 countries had ratified the Convention, 17 of them have banned asbestos use4. Maldives however has not ratified this convention, and the use of asbestos has not been banned. ILO asbestos convention requirements include: ï‚· Work clothing to be provided by employers, ï‚· Double changing rooms and wash facilities to prevent dust from going home on street clothes, ï‚· Training of workers about the health hazards to themselves and their families, ï‚· Periodic medical examinations of workers, ï‚· Periodic air monitoring of the work environment, with records retained for 30 years, ï‚· Development of a work plan for demolition work, to protect workers and provide for proper waste disposal, and ï‚· Protection from retaliatory and disciplinary measures of workers who remove themselves from work that they are justified in believing presents a serious danger to health. Health Risks: Health hazards from breathing asbestos dust include: ï‚· Asbestosis – a lung scarring disease ï‚· Form of cancer such as mesothelioma. The main risks of exposure from asbestos is where fibres are easily made air borne under little pressure, such as cutting of Asbestos –Cement (A-C)products that can release fibres. Risks are from construction materials that need to be altered, repaired and disposed of that may release particles into the air, and increase the risk of inhalation. Renovations, repairs and decommission of buildings containing A-C products such as roof sheets can pose a risk. However, in the case of A-C corrugated sheets, the fibre is present in the non-friable form which means that fibre is embedded in cement and cannot be easily air-borne. Such materials are known to have little health risk once (a) the roof has been completed and (b) given that material is in good condition and not disturbed. Although the World Bank Group’s Good Practice Note on Asbestos , and its Health and Safety Guidelines do not encourage the use of asbestos products in construction, in light of the practical uses for construction of school infrastructure, the costs, its availability in local markets and lack of feasible alternatives, the use of asbestos is the most feasible option. However, to minimize the health risks that asbestos products do pose, the following guidelines adapted from the World Bank’s Health and Safety Guidelines and other sources are recommended to be followed. As Maldives has no regulations regarding the use of Asbestos, the use of ILO convention guidelines as stated above are recommended as well. Construction phase: ï‚· To minimize the risk of damage of A-C sheets for roofing, transportation of material must be done with care. Where possible, sheets should be transported in airtight containers or with dust covers. ï‚· During installation of sheets, ensure that damage is minimized. Use of power tools to drill holes that may release particles needs to be kept to the minimum. 4 http://www.ilo.org/ilolex/cgi-lex/convde.pl?C162 117 ï‚· Use a protective sheet (i.e. insulation foil) between the A-C sheets and the classrooms to reduce the risk of minute particles entering the rooms. ï‚· Workers who are involved in handling and installing A-C sheets should take precautions to minimize exposure by wearing protective masks and showering to minimize spread of dust. Work clothes used during the installation of sheets should be washed and workers change to clean clothes before leaving construction site. ï‚· Workers should be made aware of the risks of A-C sheets, and how to minimize these risks. De-Commissioning: ï‚· Contractors should dispose of waste containing asbestos in a manner that does not pose a health risk to the workers concerned or the population in the vicinity. Disposal at approved landfills and prompt burial under various levels of material apply to friable asbestos waste. Contractors should consult the island/atoll councils and Environmental Protection Agency to obtain guidance on proper disposal of material. ï‚· Contractor should be encouraged to develop an asbestos management plan that identifies the content (whether it is in friable form and has potential to release fibres), and proper removal procedures. ï‚· During the removal of A-C sheets, workers should wear proper protective gear such as masks and shower to prevent the spread of dust. Clothes worn during this process should be washed and workers should change into clean clothes prior to leaving construction site. ï‚· Workers who are, or have been, exposed to asbestos in their occupational activities should be provided, in accordance with national laws and practices, with such medical examinations as are necessary to supervise their health in relation to the occupational hazard, and to diagnose occupational diseases caused by exposure to asbestos. For the prevention of disease and functional impairment related to exposure to asbestos, all workers assigned to work involving asbestos exposure should be provided with:  a pre-assignment medical examination;  periodic medical examinations at appropriate intervals (at least every 3 years);  other tests and investigations, in particular chest radiographs and lung function test, which may be necessary to supervise their state of health in relation to the occupational hazard and to identify early indicators of disease caused by asbestos;  a copy of their medical record5. The above requirements will be based on the type of construction and its magnitude. The MoE and school should apply above guidelines to the extent that is practical, within the context of the specific construction work requirements. 5 http://www.chrysotile.com/en/sfuse/guide.aspx 118 Good practices Bad practice 119 APPENDIX F. Site-Specific Environmental and Social Management Plans The following ESMPs have been prepared for the eight schools identified to be supported during the first two years of project implementation. Note: Potential Significance is given in terms of potential impact of doing nothing VS potential impact of intervention 120 F1. Muhiyiddin School, K. Villingili - Environmental and Social Management Plan Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility Pre-Construction Stage Inadequate sanitation facilities High Part of new Incorporate adequate sanitation One time during Design MOE G planned as part of upgrading school facilities to the design to the design stage engineer, OPP Section and building accommodate the potential school increase of users authority Flooding of school grounds High School Include adequate drainage One time during Design MOE G during heavy rains grounds facilities the design stage engineer, OPP Section and school authority Unsafe open drain High Opposite Make arrangements to close the One time during Design MOE G principal’s drain with adequate space for the design stage engineer, OPP Section and office flood water to move in school authority Poor building design structural High Part of new Design the buildings to ensure One time during Design MOE G integrity, safety, poor ventilation school robustness of structures, good the design stage engineer, OPP Section and and energy loss building ventilation, energy conservation school and safety and a certification authority should be issued on the applicability and appropriateness of the structural criteria employed Improper placements of High Part of new Place laboratories and One time during Design MOE G laboratories and sanitation school sanitation facilities downstream the design stage engineer, OPP Section and facilities building and away from drinking water school sources and other important authority water bodies Construction stage Improper disposal of debris High Construction Regular removal of debris At least once a Contractor Site engineer during site clearing blocking area and generated to an approved week; all debris of OPP, MOE drains and waterways and disposal disposal site generated as part of G Section and contaminating water sites If demolished material contains site clearing school hazardous waste, disposal including authority with should be carried out as per the demolition of the support of guidelines provided in the buildings should be local ESAMF and EPA done before stakeholders 121 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility All structures demolished construction should be removed, and debris activities recycled or disposed of in sites commence authorized by the appropriate authority Improper storing and lengthy Moderate Construction All materials should be stored At the stage of Contractor Site engineer stockpiled period of gravel/soil area in a manner to minimize construction of OPP, MOE washing off to low-lying areas erosion. Silt traps shall be planning G Section and and sea placed where appropriate to school minimize sedimentation of authority nearby waterways. Reduce the length of stockpiling through proper planning of construction stages. Storm water congestion on site Moderate Construction Drainage paths should be cut at Early stages of site Contractor Site engineer can creating inconveniences to area the early stages of the preparation of OPP, MOE school activities and construction construction work to divert the G Section and work storm water out school Ensure water is not stagnated authority with on the construction area at all the support of times local stakeholders Waste water generated during Moderate Construction Divert the waste water to the To be set up at the Contractor Site engineer construction and from labour areas and the sewage systems with the early stages of of OPP, MOE camps can also contaminate water vicinity approval of the relevant mobilization G Section and sources authority school Treat water generated through During the times authority with construction activities, when hazardous the support of particularly water mixed with material are in use local paint and similar hazardous stakeholders material The use of machines working with Moderate Construction All machines should good At all times Contractor Site engineer fuel, oils and lubricants on work areas and the conditions without any possible of OPP, MOE sites maybe a source of water vicinity leaks G Section and contamination risks by infiltration Handling of fuel, oils and school lubricants for the machines authority with should be done on designated the support of workshops/ fuel sheds located local 122 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility in the island stakeholders Accidental spillage of oil and Moderate Construction Plan should be in place to At the stage of Contractor Site engineer chemicals impacting groundwater areas and the respond to such accidents construction of OPP, MOE and uncontrolled site runoff to vicinity planning G Section and nearby coastal waters impacting school water quality due to suspended authority with solids and other contaminants. the support of local stakeholders Various types of waste such as High Construction Waste management plan should Planning part Contractor Site engineer litter, human waste, food waste, areas and the be agreed at the mobilization should be carried of OPP, MOE etc. from labour camps, as well as vicinity stage out as construction G Section and construction-related wastes will A waste recycling plan shall be planning and school be generated can create prepared by the contractor to should be in place authority with inconveniences to public and reduce the amount of waste by the time of the support of school users, and contribute disposed mobilization local negatively towards public health; Waste generated during site At least weekly stakeholders wastes that are not disposed clearance should be disposed of disposal of waste properly can become breeding in areas approved by the island should take place grounds for water borne diseases council and can contribute to groundwater Construction sites shall be and coastal water contamination; cleared on a daily basis of any and Unsafe disposal of asbestos material that can cause injury or from degraded roofs may cause potential become a public public health issues health hazard Proper and marked waste bins should be located on construction sites and labour camps Disposal of hazardous materials shall be done in a manner that does not cause harm to surrounding environment and public. Paints, thinners and other material shall be temporarily stored and disposed of EPA approved sites in consultation with the island 123 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility councils. Temporary storage areas should be barricaded and marked. During decommissioning activities, hazardous material shall be identified (e.g asbestos sheets) and removed separately and immediately to minimize contamination and disposal to be done according to national guidelines. Unsustainable and unapproved Low Sites of Source construction material At the time of Contractor Site engineer extraction of construction resources only from GOM approved sites extraction / of OPP, MOE materials such as sand, timber, and licensed commercial purchasing G Section and coral aggregates, etc. placing a vendors school burden of the resources authority Overexploitation of water for High Construction Water should be obtained with Consent to be taken Contractor Site engineer construction and labour camps site a consent from the relevant by the time of of OPP, MOE authority mobilization G Section and Water use at site should be Water usage to be school monitored to manage possible monitored daily authority over use and improper use Transportation of material to and High Construction Plan transportation to take Planning should be Contractor Site engineer from the site creating disturbances site and place after school hours. done as part of of OPP, MOE during school hours; can cause vicinity Speed limits should be construction G Section and injury to children and increase introduced for various strategic planning school traffic congestion in the area and points. All other actions to authority with transportation of construction Vehicles should also have be carried out at all the support of material on open vehicles and the proper reverse signaling (both times local high speed of vehicle running can light and sound) to reduce stakeholders generate dust and will cause possible accidents. potential safety issues Material transportation should be carried out in closed vehicles or make arrangements to cover the vehicles. Improper location of camps and Moderate Construction Labour camps if needed to be Setting up of Contractor Site engineer workers making space for site and set up should be located outside labour camps and of OPP, MOE interactions with students creating vicinity the school premises or in an access to labourers G Section and 124 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility negative social impacts area separated from the main should be planned school area of school activities. as part of authority with Provide separate worker access construction the support of to site if possible and closely planning local monitor the movements of Supervision should stakeholders workers through strict labour be carried out at all supervision. times Construction sites that are not High Construction Vehicle drivers should maintain Code of conduct Contractor Site engineer cordoned off can contribute site and appropriate speeds in order to and safety of OPP, MOE towards potential safety hazards vicinity avoid accidents, especially protocols should be G Section and to students and residents who are when driving in school put in place as part school located close to the construction premises. of construction authority with site Strict labour supervision should planning the support of be undertaken of construction First aid facility local workers should be in place stakeholders Labour awareness programmes as soon as the to educate labourers on codes contractor of conduct shall be introduced mobilizes to the Safety regulations shall be site followed by contractors to Labour awareness minimize risks creation on safety Necessary barriers, warnings, should be carried signs demarcating unsafe areas out as soon as the should be followed according staff are mobilized to standard construction Physical practices interventions Safety nets should be used to should be in place cover buildings and prevent at all times of injury to students and teachers construction Safety paths should be activities identified for student and teacher movements. Provide first aid facilities in case of an emergency and safety protocols during such event. During site preparation and High Construction Noise shall be kept to minimum All times during Contractor Site engineer 125 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility construction work noise will be site and required standards during construction of OPP, MOE generated due to construction vicinity school hours in order to prevent activities G Section and related work and during school any inconveniences school hours this may create disturbances Where possible, usage of noise authority with to classroom activities and to generating equipment should be the support of residents living close to the kept to the minimum during local construction site; and school hours stakeholders construction-induced traffic Strict labour supervision should movement from pick-ups, be undertaken to reduce noise excavators, dump trucks, etc., use Equipment used on site shall be of powerful mechanical in good serviced condition. equipment, and demolition of existing buildings will also contribute to noise pollution. Dust generated during excavation High Construction Materials such as gravel and All times during Contractor Site engineer work, backfilling, reinstatement site and soil shall be covered during construction of OPP, MOE work, demolition activities, vicinity transport activities G Section and cement mixing, handling Frequent watering down of school construction material, truck construction site shall be authority with movement in the site area can needed to minimize dust the support of impacts the air quality during generation local construction; dust generated Put up dust barriers in stakeholders during clearing and construction decommissioning areas and work can cause difficulties for areas of extensive earth works students who have respiratory and cement mixing areas problems, and become a nuisance Excessive dust generating during school hours; soil/ gravel activities should be planned out kept for long periods without during off school hours proper cover can generate dust and become an inconvenience to the school and for surrounding residents; transportation of materials to site will also generate dust; and decommissioning of existing structures can also create dust that is potentially hazardous. Gaseous emissions from High Construction The vehicles should be All times during Contractor Site engineer construction plants, paint and site and maintained well to reduce construction of OPP, MOE 126 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility vehicles contributing to air vicinity excessive emissions activities G Section and pollution Construction plants and paint school storage and mixing areas authority with should be away from areas used the support of by the school and residences local Operation of construction stakeholders plants and painting should preferably take place during after school hours. Operations and Maintenance Stage Use of contaminated / non- Low Within Use unpolluted source for water All times School MOE, island purified water sources can cause school supply at all times authority council and health issues to users of school premises Introduce disinfection of PTA facilities drinking water or encourage students to bring water from home. Encourage water conservation activities such as turning off taps properly, reporting leaking taps, use of cups for drinking, etc. Poor maintenance of sanitation Low Within Provide sanitation training to All times School MOE, island facilities causing health issues school students authority council and premises Ensure sanitation facilities are PTA cleaned regularly and maintained without odour. With the potential increase of High Within Introduce school waste All times School MOE, island facilities, the number of users school management program to authority council and (school children and teachers) will premises reduce, reuse and recycle PTA also increase causing the amount material. of solid waste generated Provide appropriate facilities contributing towards the already for waste disposal within the existing issue of storage and school premises. disposal. 127 F2. Lhaviyani Atholhu Madharusa, Lh. Kurendhoo - Environmental and Social Management Plan Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility Pre-Construction Stage Inadequate sanitation facilities High Part of new Incorporate adequate sanitation One time during Design MOE G planned as part of upgrading school facilities to the design to the design stage engineer, OPP Section and building accommodate the potential school increase of users authority Inadequate rainwater harvesting High Part of new Include suitable rainwater One time during Design MOE G systems planned school harvesting systems to the the design stage engineer, OPP Section and building design to accommodate the school potential increase of users authority Loss of playground area due to High School Take the proposed changes in One time during Design MOE G proposed siting of school premises the placement of the buildings the design stage engineer, OPP Section and buildings by the school staff and school community into consideration authority and provide space for a play ground Poor building design structural High Part of new Design the buildings to ensure One time during Design MOE G integrity, safety, poor ventilation school robustness of structures, good the design stage engineer, OPP Section and and energy loss building ventilation, energy conservation school and safety and a certification authority should be issued on the applicability and appropriateness of the structural criteria employed Improper placements of High Part of new Place laboratories and One time during Design MOE G laboratories and sanitation school sanitation facilities downstream the design stage engineer, OPP Section and facilities building and away from drinking water school sources and other important authority water bodies Open burning of waste that is a High Mangrove Open burning should be Discussions with School MOE health hazard to school users area stopped at this site the island council authority with opposite the to commence as the support of school soon as possible MOE and and burning health authority activities to be stopped before 128 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility commencement of construction activities Construction stage Damage to Tomb of Shiek Low About 200m Inform the contractor on the Inform formally Site engineer Site engineer Najeebul Habashee and the northwest of importance of preserving the once the contractor and school of OPP, MOE mosque due to construction the proposed site and liabilities of damaging comes on board authority G Section and related activities in the vicinity of construction such sites and close supervision and supervision to school this site site of construction activities continue regularly authority with the support of local stakeholders Improper disposal of debris High Construction Regular removal of debris At least once a Contractor Site engineer during site clearing blocking area and generated to an approved week; all debris of OPP, MOE drains and waterways and disposal disposal site generated as part of G Section and contaminating water sites If demolished material contains site clearing school hazardous waste, disposal including authority with should be carried out as per the demolition of the support of guidelines provided in the buildings should be local ESAMF and EPA done before stakeholders All structures demolished construction should be removed, and debris activities recycled or disposed of in sites commence authorized by the appropriate authority Improper storing and lengthy Moderate Construction All materials should be stored At the stage of Contractor Site engineer stockpiled period of gravel/soil area in a manner to minimize construction of OPP, MOE washing off to low-lying areas erosion. Silt traps shall be planning G Section and and sea placed where appropriate to school minimize sedimentation of authority nearby waterways. Reduce the length of stockpiling through proper planning of construction stages. Destruction of coastal vegetation Moderate Northeastern Labourers movements and At all times Contractor Site engineer by labourers shoreline activities should be monitored of OPP, MOE opposite the at all times G Section and school school 129 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility authority with the support of local stakeholders Storm water congestion on site Moderate Construction Drainage paths should be cut at Early stages of site Contractor Site engineer can creating inconveniences to area the early stages of the preparation of OPP, MOE school activities and construction construction work to divert the G Section and work storm water out school Ensure water is not stagnated authority with on the construction area at all the support of times local stakeholders Waste water generated during Moderate Construction Divert the waste water to the To be set up at the Contractor Site engineer construction and from labour areas and the sewage systems with the early stages of of OPP, MOE camps can also contaminate water vicinity approval of the relevant mobilization G Section and sources authority school Treat water generated through During the times authority with construction activities, when hazardous the support of particularly water mixed with material are in use local paint and similar hazardous stakeholders material The use of machines working with Moderate Construction All machines should good At all times Contractor Site engineer fuel, oils and lubricants on work areas and the conditions without any possible of OPP, MOE sites maybe a source of water vicinity leaks G Section and contamination risks by infiltration Handling of fuel, oils and school lubricants for the machines authority with should be done on designated the support of workshops/ fuel sheds located local in the island stakeholders Accidental spillage of oil and Moderate Construction Plan should be in place to At the stage of Contractor Site engineer chemicals impacting groundwater areas and the respond to such accidents construction of OPP, MOE and uncontrolled site runoff to vicinity planning G Section and nearby coastal waters impacting school water quality due to suspended authority with solids and other contaminants. the support of local stakeholders Various types of waste such as High Construction Waste management plan should Planning part Contractor Site engineer 130 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility litter, human waste, food waste, areas and the be agreed at the mobilization should be carried of OPP, MOE etc. from labour camps, as well as vicinity stage out as construction G Section and construction-related wastes will A waste recycling plan shall be planning and school be generated can create prepared by the contractor to should be in place authority with inconveniences to public and reduce the amount of waste by the time of the support of school users, and contribute disposed mobilization local negatively towards public health; Waste generated during site At least weekly stakeholders wastes that are not disposed clearance should be disposed of disposal of waste properly can become breeding in areas approved by the island should take place grounds for water borne diseases council and can contribute to groundwater Construction sites shall be and coastal water contamination; cleared on a daily basis of any and Unsafe disposal of asbestos material that can cause injury or from degraded roofs may cause potential become a public public health issues health hazard Proper and marked waste bins should be located on construction sites and labour camps Disposal of hazardous materials shall be done in a manner that does not cause harm to surrounding environment and public. Paints, thinners and other material shall be temporarily stored and disposed of EPA approved sites in consultation with the island councils. Temporary storage areas should be barricaded and marked. During decommissioning activities, hazardous material shall be identified (e.g asbestos sheets) and removed separately and immediately to minimize contamination and disposal to be done according to national 131 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility guidelines. Unsustainable and unapproved Low Sites of Source construction material At the time of Contractor Site engineer extraction of construction resources only from GOM approved sites extraction / of OPP, MOE materials such as sand, timber, and licensed commercial purchasing G Section and coral aggregates, etc. placing a vendors school burden of the resources authority Overexploitation of water for High Construction Water should be obtained with Consent to be taken Contractor Site engineer construction and labour camps site a consent from the relevant by the time of of OPP, MOE authority mobilization G Section and Water use at site should be Water usage to be school monitored to manage possible monitored daily authority over use and improper use Transportation of material to and High Construction Plan transportation to take Planning should be Contractor Site engineer from the site creating disturbances site and place after school hours. done as part of of OPP, MOE during school hours; can cause vicinity Speed limits should be construction G Section and injury to children and increase introduced for various strategic planning school traffic congestion in the area and points. All other actions to authority with transportation of construction Vehicles should also have be carried out at all the support of material on open vehicles and the proper reverse signaling (both times local high speed of vehicle running can light and sound) to reduce stakeholders generate dust and will cause possible accidents. potential safety issues Material transportation should be carried out in closed vehicles or make arrangements to cover the vehicles. Improper location of camps and Moderate Construction Labour camps if needed to be Setting up of Contractor Site engineer workers making space for site and set up should be located outside labour camps and of OPP, MOE interactions with students creating vicinity the school premises or in an access to labourers G Section and negative social impacts area separated from the main should be planned school area of school activities. as part of authority with Provide separate worker access construction the support of to site if possible and closely planning local monitor the movements of Supervision should stakeholders workers through strict labour be carried out at all supervision. times Construction sites that are not High Construction Vehicle drivers should maintain Code of conduct Contractor Site engineer cordoned off can contribute site and appropriate speeds in order to and safety of OPP, MOE 132 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility towards potential safety hazards vicinity avoid accidents, especially protocols should be G Section and to students and residents who are when driving in school put in place as part school located close to the construction premises. of construction authority with site Strict labour supervision should planning the support of be undertaken of construction First aid facility local workers should be in place stakeholders Labour awareness programmes as soon as the to educate labourers on codes contractor of conduct shall be introduced mobilizes to the Safety regulations shall be site followed by contractors to Labour awareness minimize risks creation on safety Necessary barriers, warnings, should be carried signs demarcating unsafe areas out as soon as the should be followed according staff are mobilized to standard construction Physical practices interventions Safety nets should be used to should be in place cover buildings and prevent at all times of injury to students and teachers construction Safety paths should be activities identified for student and teacher movements. Provide first aid facilities in case of an emergency and safety protocols during such event. During site preparation and High Construction Noise shall be kept to minimum All times during Contractor Site engineer construction work noise will be site and required standards during construction of OPP, MOE generated due to construction vicinity school hours in order to prevent activities G Section and related work and during school any inconveniences school hours this may create disturbances Where possible, usage of noise authority with to classroom activities and to generating equipment should be the support of residents living close to the kept to the minimum during local construction site; and school hours stakeholders construction-induced traffic Strict labour supervision should movement from pick-ups, be undertaken to reduce noise excavators, dump trucks, etc., use Equipment used on site shall be 133 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility of powerful mechanical in good serviced condition. equipment, and demolition of existing buildings will also contribute to noise pollution. Dust generated during excavation High Construction Materials such as gravel and All times during Contractor Site engineer work, backfilling, reinstatement site and soil shall be covered during construction of OPP, MOE work, demolition activities, vicinity transport activities G Section and cement mixing, handling Frequent watering down of school construction material, truck construction site shall be authority with movement in the site area can needed to minimize dust the support of impacts the air quality during generation local construction; dust generated Put up dust barriers in stakeholders during clearing and construction decommissioning areas and work can cause difficulties for areas of extensive earth works students who have respiratory and cement mixing areas problems, and become a nuisance Excessive dust generating during school hours; soil/ gravel activities should be planned out kept for long periods without during off school hours proper cover can generate dust and become an inconvenience to the school and for surrounding residents; transportation of materials to site will also generate dust; and decommissioning of existing structures can also create dust that is potentially hazardous. Gaseous emissions from High Construction The vehicles should be All times during Contractor Site engineer construction plants, paint and site and maintained well to reduce construction of OPP, MOE vehicles contributing to air vicinity excessive emissions activities G Section and pollution Construction plants and paint school storage and mixing areas authority with should be away from areas used the support of by the school and residences local Operation of construction stakeholders plants and painting should preferably take place during after school hours. Operations and Maintenance Stage 134 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility Use of contaminated / non- Low Within Use unpolluted source for water All times School MOE, island purified water sources can cause school supply at all times authority council and health issues to users of school premises Introduce disinfection of PTA facilities drinking water or encourage students to bring water from home. Encourage water conservation activities such as turning off taps properly, reporting leaking taps, use of cups for drinking, etc. Poor maintenance of sanitation Low Within Provide sanitation training to All times School MOE, island facilities causing health issues school students authority council and premises Ensure sanitation facilities are PTA cleaned regularly and maintained without odour. With the potential increase of High Within Introduce school waste All times School MOE, island facilities, the number of users school management program to authority council and (school children and teachers) will premises reduce, reuse and recycle PTA also increase causing the amount material. of solid waste generated Provide appropriate facilities contributing towards the already for waste disposal within the existing issue of storage and school premises. disposal. 135 F3. Meynaa School, N. Holhudhoo - Environmental and Social Management Plan Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility Pre-Construction Stage Inadequate sanitation facilities High Part of new Incorporate adequate sanitation One time during Design MOE G planned as part of upgrading school facilities to the design to the design stage engineer, OPP Section and building accommodate the potential school increase of users authority Inadequate rainwater harvesting High Part of new Include suitable rainwater One time during Design MOE G systems planned school harvesting systems to the the design stage engineer, OPP Section and building design to accommodate the school potential increase of users authority Loss of playground area due to High School Take the proposed changes in One time during Design MOE G proposed siting of school premises the placement of the buildings the design stage engineer, OPP Section and buildings by the school staff and school community into consideration authority and provide space for a play ground Site flooding issues not taken into High Site of new Land preparation plan and One time during Design MOE G consideration as part of planning building building design should take the the design stage engineer, OPP Section and the buildings flooding issue into school consideration authority Poor building design structural High Part of new Design the buildings to ensure One time during Design MOE G integrity, safety, poor ventilation school robustness of structures, good the design stage engineer, OPP Section and and energy loss building ventilation, energy conservation school and safety and a certification authority should be issued on the applicability and appropriateness of the structural criteria employed Improper placements of High Part of new Place laboratories and One time during Design MOE G laboratories and sanitation school sanitation facilities downstream the design stage engineer, OPP Section and facilities building and away from drinking water school sources and other important authority water bodies Construction stage Improper disposal of debris High Construction Regular removal of debris At least once a Contractor Site engineer during site clearing blocking area and generated to an approved week; all debris of OPP, MOE 136 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility drains and waterways and disposal disposal site generated as part of G Section and contaminating water sites If demolished material contains site clearing school hazardous waste, disposal including authority with should be carried out as per the demolition of the support of guidelines provided in the buildings should be local ESAMF and EPA done before stakeholders All structures demolished construction should be removed, and debris activities recycled or disposed of in sites commence authorized by the appropriate authority Improper land preparation to the High Construction Land preparation should take At the time of land Contractor Site engineer required standard reducing post- area place to the standard specified preparation of OPP, MOE construction integrity of the G Section and building school authority Improper storing and lengthy Moderate Construction All materials should be stored At the stage of Contractor Site engineer stockpiled period of gravel/soil area in a manner to minimize construction of OPP, MOE washing off to low-lying areas erosion. Silt traps shall be planning G Section and and sea placed where appropriate to school minimize sedimentation of authority nearby waterways. Reduce the length of stockpiling through proper planning of construction stages. Storm water congestion on site Moderate Construction Drainage paths should be cut at Early stages of site Contractor Site engineer can creating inconveniences to area the early stages of the preparation of OPP, MOE school activities and construction construction work to divert the G Section and work storm water out school Ensure water is not stagnated authority with on the construction area at all the support of times local stakeholders Waste water generated during Moderate Construction Divert the waste water to the To be set up at the Contractor Site engineer construction and from labour areas and the sewage systems with the early stages of of OPP, MOE camps can also contaminate water vicinity approval of the relevant mobilization G Section and sources authority school Treat water generated through During the times authority with 137 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility construction activities, when hazardous the support of particularly water mixed with material are in use local paint and similar hazardous stakeholders material The use of machines working with Moderate Construction All machines should good At all times Contractor Site engineer fuel, oils and lubricants on work areas and the conditions without any possible of OPP, MOE sites maybe a source of water vicinity leaks G Section and contamination risks by infiltration Handling of fuel, oils and school lubricants for the machines authority with should be done on designated the support of workshops/ fuel sheds located local in the island stakeholders Accidental spillage of oil and Moderate Construction Plan should be in place to At the stage of Contractor Site engineer chemicals impacting groundwater areas and the respond to such accidents construction of OPP, MOE and uncontrolled site runoff to vicinity planning G Section and nearby coastal waters impacting school water quality due to suspended authority with solids and other contaminants. the support of local stakeholders Various types of waste such as High Construction Waste management plan should Planning part Contractor Site engineer litter, human waste, food waste, areas and the be agreed at the mobilization should be carried of OPP, MOE etc. from labour camps, as well as vicinity stage out as construction G Section and construction-related wastes will A waste recycling plan shall be planning and school be generated can create prepared by the contractor to should be in place authority with inconveniences to public and reduce the amount of waste by the time of the support of school users, and contribute disposed mobilization local negatively towards public health; Waste generated during site At least weekly stakeholders wastes that are not disposed clearance should be disposed of disposal of waste properly can become breeding in areas approved by the island should take place grounds for water borne diseases council and can contribute to groundwater Construction sites shall be and coastal water contamination; cleared on a daily basis of any and Unsafe disposal of asbestos material that can cause injury or from degraded roofs may cause potential become a public public health issues health hazard Proper and marked waste bins should be located on 138 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility construction sites and labour camps Disposal of hazardous materials shall be done in a manner that does not cause harm to surrounding environment and public. Paints, thinners and other material shall be temporarily stored and disposed of EPA approved sites in consultation with the island councils. Temporary storage areas should be barricaded and marked. During decommissioning activities, hazardous material shall be identified (e.g asbestos sheets) and removed separately and immediately to minimize contamination and disposal to be done according to national guidelines. Unsustainable and unapproved Low Sites of Source construction material At the time of Contractor Site engineer extraction of construction resources only from GOM approved sites extraction / of OPP, MOE materials such as sand, timber, and licensed commercial purchasing G Section and coral aggregates, etc. placing a vendors school burden of the resources authority Overexploitation of water for High Construction Water should be obtained with Consent to be taken Contractor Site engineer construction and labour camps site a consent from the relevant by the time of of OPP, MOE authority mobilization G Section and Water use at site should be Water usage to be school monitored to manage possible monitored daily authority over use and improper use Transportation of material to and High Construction Plan transportation to take Planning should be Contractor Site engineer from the site creating disturbances site and place after school hours. done as part of of OPP, MOE during school hours; can cause vicinity Speed limits should be construction G Section and injury to children and increase introduced for various strategic planning school traffic congestion in the area and points. All other actions to authority with 139 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility transportation of construction Vehicles should also have be carried out at all the support of material on open vehicles and the proper reverse signaling (both times local high speed of vehicle running can light and sound) to reduce stakeholders generate dust and will cause possible accidents. potential safety issues Material transportation should be carried out in closed vehicles or make arrangements to cover the vehicles. Improper location of camps and Moderate Construction Labour camps if needed to be Setting up of Contractor Site engineer workers making space for site and set up should be located outside labour camps and of OPP, MOE interactions with students creating vicinity the school premises or in an access to labourers G Section and negative social impacts area separated from the main should be planned school area of school activities. as part of authority with Provide separate worker access construction the support of to site if possible and closely planning local monitor the movements of Supervision should stakeholders workers through strict labour be carried out at all supervision. times Construction sites that are not High Construction Vehicle drivers should maintain Code of conduct Contractor Site engineer cordoned off can contribute site and appropriate speeds in order to and safety of OPP, MOE towards potential safety hazards vicinity avoid accidents, especially protocols should be G Section and to students and residents who are when driving in school put in place as part school located close to the construction premises. of construction authority with site Strict labour supervision should planning the support of be undertaken of construction First aid facility local workers should be in place stakeholders Labour awareness programmes as soon as the to educate labourers on codes contractor of conduct shall be introduced mobilizes to the Safety regulations shall be site followed by contractors to Labour awareness minimize risks creation on safety Necessary barriers, warnings, should be carried signs demarcating unsafe areas out as soon as the should be followed according staff are mobilized to standard construction Physical practices interventions 140 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility Safety nets should be used to should be in place cover buildings and prevent at all times of injury to students and teachers construction Safety paths should be activities identified for student and teacher movements. Provide first aid facilities in case of an emergency and safety protocols during such event. During site preparation and High Construction Noise shall be kept to minimum All times during Contractor Site engineer construction work noise will be site and required standards during construction of OPP, MOE generated due to construction vicinity school hours in order to prevent activities G Section and related work and during school any inconveniences school hours this may create disturbances Where possible, usage of noise authority with to classroom activities and to generating equipment should be the support of residents living close to the kept to the minimum during local construction site; and school hours stakeholders construction-induced traffic Strict labour supervision should movement from pick-ups, be undertaken to reduce noise excavators, dump trucks, etc., use Equipment used on site shall be of powerful mechanical in good serviced condition. equipment, and demolition of existing buildings will also contribute to noise pollution. Dust generated during excavation High Construction Materials such as gravel and All times during Contractor Site engineer work, backfilling, reinstatement site and soil shall be covered during construction of OPP, MOE work, demolition activities, vicinity transport activities G Section and cement mixing, handling Frequent watering down of school construction material, truck construction site shall be authority with movement in the site area can needed to minimize dust the support of impacts the air quality during generation local construction; dust generated Put up dust barriers in stakeholders during clearing and construction decommissioning areas and work can cause difficulties for areas of extensive earth works students who have respiratory and cement mixing areas problems, and become a nuisance Excessive dust generating during school hours; soil/ gravel activities should be planned out 141 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility kept for long periods without during off school hours proper cover can generate dust and become an inconvenience to the school and for surrounding residents; transportation of materials to site will also generate dust; and decommissioning of existing structures can also create dust that is potentially hazardous. Gaseous emissions from High Construction The vehicles should be All times during Contractor Site engineer construction plants, paint and site and maintained well to reduce construction of OPP, MOE vehicles contributing to air vicinity excessive emissions activities G Section and pollution Construction plants and paint school storage and mixing areas authority with should be away from areas used the support of by the school and residences local Operation of construction stakeholders plants and painting should preferably take place during after school hours. Operations and Maintenance Stage Use of contaminated / non- Low Within Use unpolluted source for water All times School MOE, island purified water sources can cause school supply at all times authority council and health issues to users of school premises Introduce disinfection of PTA facilities drinking water or encourage students to bring water from home. Encourage water conservation activities such as turning off taps properly, reporting leaking taps, use of cups for drinking, etc. Poor maintenance of sanitation Low Within Provide sanitation training to All times School MOE, island facilities causing health issues school students authority council and premises Ensure sanitation facilities are PTA cleaned regularly and maintained without odour. With the potential increase of High Within Introduce school waste All times School MOE, island 142 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility facilities, the number of users school management program to authority council and (school children and teachers) will premises reduce, reuse and recycle PTA also increase causing the amount material. of solid waste generated Provide appropriate facilities contributing towards the already for waste disposal within the existing issue of storage and school premises. disposal. 143 F4. Funadhoo School, Sh. Funadhoo - Environmental and Social Management Plan Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility Pre-Construction Stage Inadequate sanitation facilities High Part of new Incorporate adequate sanitation One time during Design MOE G planned as part of upgrading school facilities to the design to the design stage engineer, OPP Section and building accommodate the potential school increase of users authority Inadequate rainwater harvesting High Part of new Include suitable rainwater One time during Design MOE G systems planned school harvesting systems to the the design stage engineer, OPP Section and building design to accommodate the school potential increase of users authority Poor building design structural High Part of new Design the buildings to ensure One time during Design MOE G integrity, safety, poor ventilation school robustness of structures, good the design stage engineer, OPP Section and and energy loss building ventilation, energy conservation school and safety and a certification authority should be issued on the applicability and appropriateness of the structural criteria employed Improper placements of High Part of new Place laboratories and One time during Design MOE G laboratories and sanitation school sanitation facilities downstream the design stage engineer, OPP Section and facilities building and away from drinking water school sources and other important authority water bodies Construction stage Improper disposal of debris High Construction Regular removal of debris At least once a Contractor Site engineer during site clearing blocking area and generated to an approved week; all debris of OPP, MOE drains, mangrove area and disposal disposal site generated as part of G Section and waterways and contaminating sites If demolished material contains site clearing school water hazardous waste, disposal including authority with should be carried out as per the demolition of the support of guidelines provided in the buildings should be local ESAMF and EPA done before stakeholders All structures demolished construction should be removed, and debris activities recycled or disposed of in sites commence authorized by the appropriate 144 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility authority Disposal of waste generated Moderate Mangrove Disposal of construction waste At all times Contractor Site engineer during construction to nearby area located should be done only on of OPP, MOE mangrove area reducing the east of the authorized by the appropriate G Section and biological and ecological value of site authority school the areas authority with the support of local stakeholders Improper storing and lengthy Moderate Construction All materials should be stored At the stage of Contractor Site engineer stockpiled period of gravel/soil area in a manner to minimize construction of OPP, MOE washing off to low-lying areas, erosion. Silt traps shall be planning G Section and mangrove area, and sea placed where appropriate to school minimize sedimentation of authority nearby waterways. Reduce the length of stockpiling through proper planning of construction stages. Destruction of coastal vegetation Moderate Around the Labourers movements and At all times Contractor Site engineer by labourers island activities should be monitored of OPP, MOE at all times G Section and school authority with the support of local stakeholders Storm water congestion on site Moderate Construction Drainage paths should be cut at Early stages of site Contractor Site engineer can creating inconveniences to area the early stages of the preparation of OPP, MOE school activities and construction construction work to divert the G Section and work storm water out school Ensure water is not stagnated authority with on the construction area at all the support of times local stakeholders Waste water generated during Moderate Construction Divert the waste water to the To be set up at the Contractor Site engineer construction and from labour areas and the sewage systems with the early stages of of OPP, MOE camps can also contaminate water vicinity approval of the relevant mobilization G Section and sources authority school 145 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility Treat water generated through During the times authority with construction activities, when hazardous the support of particularly water mixed with material are in use local paint and similar hazardous stakeholders material The use of machines working with Moderate Construction All machines should good At all times Contractor Site engineer fuel, oils and lubricants on work areas and the conditions without any possible of OPP, MOE sites maybe a source of water vicinity leaks G Section and contamination risks by infiltration Handling of fuel, oils and school lubricants for the machines authority with should be done on designated the support of workshops/ fuel sheds located local in the island stakeholders Accidental spillage of oil and Moderate Construction Plan should be in place to At the stage of Contractor Site engineer chemicals impacting groundwater areas and the respond to such accidents construction of OPP, MOE and uncontrolled site runoff to vicinity planning G Section and nearby coastal waters impacting school water quality due to suspended authority with solids and other contaminants. the support of local stakeholders Various types of waste such as High Construction Waste management plan should Planning part Contractor Site engineer litter, human waste, food waste, areas and the be agreed at the mobilization should be carried of OPP, MOE etc. from labour camps, as well as vicinity stage out as construction G Section and construction-related wastes will A waste recycling plan shall be planning and school be generated can create prepared by the contractor to should be in place authority with inconveniences to public and reduce the amount of waste by the time of the support of school users, and contribute disposed mobilization local negatively towards public health; Waste generated during site At least weekly stakeholders wastes that are not disposed clearance should be disposed of disposal of waste properly can become breeding in areas approved by the island should take place grounds for water borne diseases council and can contribute to groundwater Construction sites shall be and coastal water contamination; cleared on a daily basis of any and Unsafe disposal of asbestos material that can cause injury or from degraded roofs may cause potential become a public public health issues health hazard Proper and marked waste bins 146 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility should be located on construction sites and labour camps Disposal of hazardous materials shall be done in a manner that does not cause harm to surrounding environment and public. Paints, thinners and other material shall be temporarily stored and disposed of EPA approved sites in consultation with the island councils. Temporary storage areas should be barricaded and marked. During decommissioning activities, hazardous material shall be identified (e.g asbestos sheets) and removed separately and immediately to minimize contamination and disposal to be done according to national guidelines. Unsustainable and unapproved Low Sites of Source construction material At the time of Contractor Site engineer extraction of construction resources only from GOM approved sites extraction / of OPP, MOE materials such as sand, timber, and licensed commercial purchasing G Section and coral aggregates, etc. placing a vendors school burden of the resources authority Overexploitation of water for High Construction Water should be obtained with Consent to be taken Contractor Site engineer construction and labour camps site a consent from the relevant by the time of of OPP, MOE authority mobilization G Section and Water use at site should be Water usage to be school monitored to manage possible monitored daily authority over use and improper use Transportation of material to and High Construction Plan transportation to take Planning should be Contractor Site engineer from the site creating disturbances site and place after school hours. done as part of of OPP, MOE during school hours; can cause vicinity Speed limits should be construction G Section and injury to children and increase introduced for various strategic planning school 147 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility traffic congestion in the area and points. All other actions to authority with transportation of construction Vehicles should also have be carried out at all the support of material on open vehicles and the proper reverse signaling (both times local high speed of vehicle running can light and sound) to reduce stakeholders generate dust and will cause possible accidents. potential safety issues Material transportation should be carried out in closed vehicles or make arrangements to cover the vehicles. Improper location of camps and Moderate Construction Labour camps if needed to be Setting up of Contractor Site engineer workers making space for site and set up should be located outside labour camps and of OPP, MOE interactions with students creating vicinity the school premises or in an access to labourers G Section and negative social impacts area separated from the main should be planned school area of school activities. as part of authority with Provide separate worker access construction the support of to site if possible and closely planning local monitor the movements of Supervision should stakeholders workers through strict labour be carried out at all supervision. times Construction sites that are not High Construction Vehicle drivers should maintain Code of conduct Contractor Site engineer cordoned off can contribute site and appropriate speeds in order to and safety of OPP, MOE towards potential safety hazards vicinity avoid accidents, especially protocols should be G Section and to students and residents who are when driving in school put in place as part school located close to the construction premises. of construction authority with site Strict labour supervision should planning the support of be undertaken of construction First aid facility local workers should be in place stakeholders Labour awareness programmes as soon as the to educate labourers on codes contractor of conduct shall be introduced mobilizes to the Safety regulations shall be site followed by contractors to Labour awareness minimize risks creation on safety Necessary barriers, warnings, should be carried signs demarcating unsafe areas out as soon as the should be followed according staff are mobilized to standard construction Physical 148 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility practices interventions Safety nets should be used to should be in place cover buildings and prevent at all times of injury to students and teachers construction Safety paths should be activities identified for student and teacher movements. Provide first aid facilities in case of an emergency and safety protocols during such event. During site preparation and High Construction Noise shall be kept to minimum All times during Contractor Site engineer construction work noise will be site and required standards during construction of OPP, MOE generated due to construction vicinity school hours in order to prevent activities G Section and related work and during school any inconveniences school hours this may create disturbances Where possible, usage of noise authority with to classroom activities and to generating equipment should be the support of residents living close to the kept to the minimum during local construction site; and school hours stakeholders construction-induced traffic Strict labour supervision should movement from pick-ups, be undertaken to reduce noise excavators, dump trucks, etc., use Equipment used on site shall be of powerful mechanical in good serviced condition. equipment, and demolition of existing buildings will also contribute to noise pollution. Dust generated during excavation High Construction Materials such as gravel and All times during Contractor Site engineer work, backfilling, reinstatement site and soil shall be covered during construction of OPP, MOE work, demolition activities, vicinity transport activities G Section and cement mixing, handling Frequent watering down of school construction material, truck construction site shall be authority with movement in the site area can needed to minimize dust the support of impacts the air quality during generation local construction; dust generated Put up dust barriers in stakeholders during clearing and construction decommissioning areas and work can cause difficulties for areas of extensive earth works students who have respiratory and cement mixing areas problems, and become a nuisance Excessive dust generating 149 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility during school hours; soil/ gravel activities should be planned out kept for long periods without during off school hours proper cover can generate dust and become an inconvenience to the school and for surrounding residents; transportation of materials to site will also generate dust; and decommissioning of existing structures can also create dust that is potentially hazardous. Gaseous emissions from High Construction The vehicles should be All times during Contractor Site engineer construction plants, paint and site and maintained well to reduce construction of OPP, MOE vehicles contributing to air vicinity excessive emissions activities G Section and pollution Construction plants and paint school storage and mixing areas authority with should be away from areas used the support of by the school and residences local Operation of construction stakeholders plants and painting should preferably take place during after school hours. Operations and Maintenance Stage Use of contaminated / non- Low Within Use unpolluted source for water All times School MOE, island purified water sources can cause school supply at all times authority council and health issues to users of school premises Introduce disinfection of PTA facilities drinking water or encourage students to bring water from home. Encourage water conservation activities such as turning off taps properly, reporting leaking taps, use of cups for drinking, etc. Poor maintenance of sanitation Low Within Provide sanitation training to All times School MOE, island facilities causing health issues school students authority council and premises Ensure sanitation facilities are PTA cleaned regularly and maintained without odour. 150 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility With the potential increase of High Within Introduce school waste All times School MOE, island facilities, the number of users school management program to authority council and (school children and teachers) will premises reduce, reuse and recycle PTA also increase causing the amount material. of solid waste generated Provide appropriate facilities contributing towards the already for waste disposal within the existing issue of storage and school premises. disposal. 151 F5. Shaviyani Atoll Thauleemee Marukaz, Sh. Komandoo - Environmental and Social Management Plan Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility Pre-Construction Stage Inadequate sanitation facilities High Part of new Incorporate adequate sanitation One time during Design MOE G planned as part of upgrading school facilities to the design to the design stage engineer, OPP Section and building accommodate the potential school increase of users authority Poor building design structural High Part of new Design the buildings to ensure One time during Design MOE G integrity, safety, poor ventilation school robustness of structures, good the design stage engineer, OPP Section and and energy loss building ventilation, energy conservation school and safety and a certification authority should be issued on the applicability and appropriateness of the structural criteria employed Improper placements of High Part of new Place laboratories and One time during Design MOE G laboratories and sanitation school sanitation facilities downstream the design stage engineer, OPP Section and facilities building and away from drinking water school sources and other important authority water bodies Construction stage Improper disposal of debris High Construction Regular removal of debris At least once a Contractor Site engineer during site clearing blocking area and generated to an approved week; all debris of OPP, MOE drains and waterways and disposal disposal site generated as part of G Section and contaminating water sites If demolished material contains site clearing school hazardous waste, disposal including authority with should be carried out as per the demolition of the support of guidelines provided in the buildings should be local ESAMF and EPA done before stakeholders All structures demolished construction should be removed, and debris activities recycled or disposed of in sites commence authorized by the appropriate authority Improper storing and lengthy Moderate Construction All materials should be stored At the stage of Contractor Site engineer stockpiled period of gravel/soil area in a manner to minimize construction of OPP, MOE washing off to low-lying areas erosion. Silt traps shall be planning G Section and 152 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility and sea placed where appropriate to school minimize sedimentation of authority nearby waterways. Reduce the length of stockpiling through proper planning of construction stages. Storm water congestion on site Moderate Construction Drainage paths should be cut at Early stages of site Contractor Site engineer can creating inconveniences to area the early stages of the preparation of OPP, MOE school activities and construction construction work to divert the G Section and work storm water out school Ensure water is not stagnated authority with on the construction area at all the support of times local stakeholders Waste water generated during Moderate Construction Divert the waste water to the To be set up at the Contractor Site engineer construction and from labour areas and the sewage systems with the early stages of of OPP, MOE camps can also contaminate water vicinity approval of the relevant mobilization G Section and sources authority school Treat water generated through During the times authority with construction activities, when hazardous the support of particularly water mixed with material are in use local paint and similar hazardous stakeholders material The use of machines working with Moderate Construction All machines should good At all times Contractor Site engineer fuel, oils and lubricants on work areas and the conditions without any possible of OPP, MOE sites maybe a source of water vicinity leaks G Section and contamination risks by infiltration Handling of fuel, oils and school lubricants for the machines authority with should be done on designated the support of workshops/ fuel sheds located local in the island stakeholders Accidental spillage of oil and Moderate Construction Plan should be in place to At the stage of Contractor Site engineer chemicals impacting groundwater areas and the respond to such accidents construction of OPP, MOE and uncontrolled site runoff to vicinity planning G Section and nearby coastal waters impacting school water quality due to suspended authority with solids and other contaminants. the support of local 153 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility stakeholders Various types of waste such as High Construction Waste management plan should Planning part Contractor Site engineer litter, human waste, food waste, areas and the be agreed at the mobilization should be carried of OPP, MOE etc. from labour camps, as well as vicinity stage out as construction G Section and construction-related wastes will A waste recycling plan shall be planning and school be generated can create prepared by the contractor to should be in place authority with inconveniences to public and reduce the amount of waste by the time of the support of school users, and contribute disposed mobilization local negatively towards public health; Waste generated during site At least weekly stakeholders wastes that are not disposed clearance should be disposed of disposal of waste properly can become breeding in areas approved by the atoll should take place grounds for water borne diseases council and can contribute to groundwater Construction sites shall be and coastal water contamination; cleared on a daily basis of any and Unsafe disposal of asbestos material that can cause injury or from degraded roofs may cause potential become a public public health issues health hazard Proper and marked waste bins should be located on construction sites and labour camps Disposal of hazardous materials shall be done in a manner that does not cause harm to surrounding environment and public. Paints, thinners and other material shall be temporarily stored and disposed of EPA approved sites in consultation with the atoll councils. Temporary storage areas should be barricaded and marked. During decommissioning activities, hazardous material shall be identified (e.g asbestos sheets) and removed separately and immediately to minimize 154 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility contamination and disposal to be done according to national guidelines. Unsustainable and unapproved Low Sites of Source construction material At the time of Contractor Site engineer extraction of construction resources only from GOM approved sites extraction / of OPP, MOE materials such as sand, timber, and licensed commercial purchasing G Section and coral aggregates, etc. placing a vendors school burden of the resources authority Overexploitation of water for High Construction Water should be obtained with Consent to be taken Contractor Site engineer construction and labour camps site a consent from the relevant by the time of of OPP, MOE authority mobilization G Section and Water use at site should be Water usage to be school monitored to manage possible monitored daily authority over use and improper use Transportation of material to and High Construction Plan transportation to take Planning should be Contractor Site engineer from the site creating disturbances site and place after school hours. done as part of of OPP, MOE during school hours; can cause vicinity Speed limits should be construction G Section and injury to children and increase introduced for various strategic planning school traffic congestion in the area and points. All other actions to authority with transportation of construction Vehicles should also have be carried out at all the support of material on open vehicles and the proper reverse signaling (both times local high speed of vehicle running can light and sound) to reduce stakeholders generate dust and will cause possible accidents. potential safety issues Material transportation should be carried out in closed vehicles or make arrangements to cover the vehicles. Improper location of camps and Moderate Construction Labour camps if needed to be Setting up of Contractor Site engineer workers making space for site and set up should be located outside labour camps and of OPP, MOE interactions with students creating vicinity the school premises or in an access to labourers G Section and negative social impacts area separated from the main should be planned school area of school activities. as part of authority with Provide separate worker access construction the support of to site if possible and closely planning local monitor the movements of Supervision should stakeholders workers through strict labour be carried out at all supervision. times 155 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility Construction sites that are not High Construction Vehicle drivers should maintain Code of conduct Contractor Site engineer cordoned off can contribute site and appropriate speeds in order to and safety of OPP, MOE towards potential safety hazards vicinity avoid accidents, especially protocols should be G Section and to students and residents who are when driving in school put in place as part school located close to the construction premises. of construction authority with site Strict labour supervision should planning the support of be undertaken of construction First aid facility local workers should be in place stakeholders Labour awareness programmes as soon as the to educate labourers on codes contractor of conduct shall be introduced mobilizes to the Safety regulations shall be site followed by contractors to Labour awareness minimize risks creation on safety Necessary barriers, warnings, should be carried signs demarcating unsafe areas out as soon as the should be followed according staff are mobilized to standard construction Physical practices interventions Safety nets should be used to should be in place cover buildings and prevent at all times of injury to students and teachers construction Safety paths should be activities identified for student and teacher movements. Provide first aid facilities in case of an emergency and safety protocols during such event. During site preparation and High Construction Noise shall be kept to minimum All times during Contractor Site engineer construction work noise will be site and required standards during construction of OPP, MOE generated due to construction vicinity school hours in order to prevent activities G Section and related work and during school any inconveniences school hours this may create disturbances Where possible, usage of noise authority with to classroom activities and to generating equipment should be the support of residents living close to the kept to the minimum during local construction site; and school hours stakeholders construction-induced traffic Strict labour supervision should 156 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility movement from pick-ups, be undertaken to reduce noise excavators, dump trucks, etc., use Equipment used on site shall be of powerful mechanical in good serviced condition. equipment, and demolition of existing buildings will also contribute to noise pollution. Dust generated during excavation High Construction Materials such as gravel and All times during Contractor Site engineer work, backfilling, reinstatement site and soil shall be covered during construction of OPP, MOE work, demolition activities, vicinity transport activities G Section and cement mixing, handling Frequent watering down of school construction material, truck construction site shall be authority with movement in the site area can needed to minimize dust the support of impacts the air quality during generation local construction; dust generated Put up dust barriers in stakeholders during clearing and construction decommissioning areas and work can cause difficulties for areas of extensive earth works students who have respiratory and cement mixing areas problems, and become a nuisance Excessive dust generating during school hours; soil/ gravel activities should be planned out kept for long periods without during off school hours proper cover can generate dust and become an inconvenience to the school and for surrounding residents; transportation of materials to site will also generate dust; and decommissioning of existing structures can also create dust that is potentially hazardous. Gaseous emissions from High Construction The vehicles should be All times during Contractor Site engineer construction plants, paint and site and maintained well to reduce construction of OPP, MOE vehicles contributing to air vicinity excessive emissions activities G Section and pollution Construction plants and paint school storage and mixing areas authority with should be away from areas used the support of by the school and residences local Operation of construction stakeholders plants and painting should preferably take place during 157 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility after school hours. Operations and Maintenance Stage Use of contaminated / non- Low Within Use unpolluted source for water All times School MOE, island purified water sources can cause school supply at all times authority council and health issues to users of school premises Introduce disinfection of PTA facilities drinking water or encourage students to bring water from home. Encourage water conservation activities such as turning off taps properly, reporting leaking taps, use of cups for drinking, etc. Poor maintenance of sanitation Low Within Provide sanitation training to All times School MOE, island facilities causing health issues school students authority council and premises Ensure sanitation facilities are PTA cleaned regularly and maintained without odour. With the potential increase of High Within Introduce school waste All times School MOE, island facilities, the number of users school management program to authority council and (school children and teachers) will premises reduce, reuse and recycle PTA also increase causing the amount material. of solid waste generated Provide appropriate facilities contributing towards the already for waste disposal within the existing issue of storage and school premises. disposal. 158 F6. Faafu Atoll Thauleemee Marukaz, F. Nilandhoo - Environmental and Social Management Plan Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility Pre-Construction Stage Inadequate sanitation facilities High Part of new Incorporate adequate sanitation One time during Design MOE G planned as part of upgrading school facilities to the design to the design stage engineer, OPP Section and building accommodate the potential school increase of users authority Inadequate rainwater harvesting High Part of new Include suitable rainwater One time during Design MOE G systems planned school harvesting systems to the the design stage engineer, OPP Section and building design to accommodate the school potential increase of users authority Poor building design structural High Part of new Design the buildings to ensure One time during Design MOE G integrity, safety, poor ventilation school robustness of structures, good the design stage engineer, OPP Section and and energy loss building ventilation, energy conservation school and safety and a certification authority should be issued on the applicability and appropriateness of the structural criteria employed Improper placements of High Part of new Place laboratories and One time during Design MOE G laboratories and sanitation school sanitation facilities downstream the design stage engineer, OPP Section and facilities building and away from drinking water school sources and other important authority water bodies Construction stage Mango tree located close to Low Close to Inform the contractor on the Inform formally Site engineer Site engineer proposed construction site getting proposed importance of preserving the once the contractor and school of OPP, MOE damaged construction tree and close supervision of comes on board authority G Section and site construction activities and supervision to school continue regularly authority with the support of local stakeholders Foah mathi site demarcated as an Moderate About 50m Inform the contractor on the Inform formally Site engineer Site engineer archeological site due to presence east and importance of preserving the once the contractor and school of OPP, MOE of remains of a Buddhist temple south east of site and liabilities of damaging comes on board authority G Section and and Aasaari Miskiy - second the proposed such sites and close supervision and supervision to school 159 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility mosque built in the country construction of construction activities continue regularly authority with area the support of local stakeholders Improper disposal of debris High Construction Regular removal of debris At least once a Contractor Site engineer during site clearing blocking area and generated to an approved week; all debris of OPP, MOE drains and waterways and disposal disposal site generated as part of G Section and contaminating water sites If demolished material contains site clearing school hazardous waste, disposal including authority with should be carried out as per the demolition of the support of guidelines provided in the buildings should be local ESAMF and EPA done before stakeholders All structures demolished construction should be removed, and debris activities recycled or disposed of in sites commence authorized by the appropriate authority Improper storing and lengthy Moderate Construction All materials should be stored At the stage of Contractor Site engineer stockpiled period of gravel/soil area in a manner to minimize construction of OPP, MOE washing off to low-lying areas erosion. Silt traps shall be planning G Section and and sea placed where appropriate to school minimize sedimentation of authority nearby waterways. Reduce the length of stockpiling through proper planning of construction stages. Storm water congestion on site Moderate Construction Drainage paths should be cut at Early stages of site Contractor Site engineer can creating inconveniences to area the early stages of the preparation of OPP, MOE school activities and construction construction work to divert the G Section and work storm water out school Ensure water is not stagnated authority with on the construction area at all the support of times local stakeholders Waste water generated during Moderate Construction Divert the waste water to the To be set up at the Contractor Site engineer construction and from labour areas and the sewage systems with the early stages of of OPP, MOE camps can also contaminate water vicinity approval of the relevant mobilization G Section and sources authority school 160 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility Treat water generated through During the times authority with construction activities, when hazardous the support of particularly water mixed with material are in use local paint and similar hazardous stakeholders material The use of machines working with Moderate Construction All machines should good At all times Contractor Site engineer fuel, oils and lubricants on work areas and the conditions without any possible of OPP, MOE sites maybe a source of water vicinity leaks G Section and contamination risks by infiltration Handling of fuel, oils and school lubricants for the machines authority with should be done on designated the support of workshops/ fuel sheds located local in the island stakeholders Accidental spillage of oil and Moderate Construction Plan should be in place to At the stage of Contractor Site engineer chemicals impacting groundwater areas and the respond to such accidents construction of OPP, MOE and uncontrolled site runoff to vicinity planning G Section and nearby coastal waters impacting school water quality due to suspended authority with solids and other contaminants. the support of local stakeholders Various types of waste such as High Construction Waste management plan should Planning part Contractor Site engineer litter, human waste, food waste, areas and the be agreed at the mobilization should be carried of OPP, MOE etc. from labour camps, as well as vicinity stage out as construction G Section and construction-related wastes will A waste recycling plan shall be planning and school be generated can create prepared by the contractor to should be in place authority with inconveniences to public and reduce the amount of waste by the time of the support of school users, and contribute disposed mobilization local negatively towards public health; Waste generated during site At least weekly stakeholders wastes that are not disposed clearance should be disposed of disposal of waste properly can become breeding in areas approved by the island should take place grounds for water borne diseases council and can contribute to groundwater Construction sites shall be and coastal water contamination; cleared on a daily basis of any and Unsafe disposal of asbestos material that can cause injury or from degraded roofs may cause potential become a public public health issues health hazard Proper and marked waste bins 161 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility should be located on construction sites and labour camps Disposal of hazardous materials shall be done in a manner that does not cause harm to surrounding environment and public. Paints, thinners and other material shall be temporarily stored and disposed of EPA approved sites in consultation with the island councils. Temporary storage areas should be barricaded and marked. During decommissioning activities, hazardous material shall be identified (e.g asbestos sheets) and removed separately and immediately to minimize contamination and disposal to be done according to national guidelines. Unsustainable and unapproved Low Sites of Source construction material At the time of Contractor Site engineer extraction of construction resources only from GOM approved sites extraction / of OPP, MOE materials such as sand, timber, and licensed commercial purchasing G Section and coral aggregates, etc. placing a vendors school burden of the resources authority Overexploitation of water for High Construction Water should be obtained with Consent to be taken Contractor Site engineer construction and labour camps site a consent from the relevant by the time of of OPP, MOE authority mobilization G Section and Water use at site should be Water usage to be school monitored to manage possible monitored daily authority over use and improper use Destruction of coastal vegetation Moderate South, Labourers movements and At all times Contractor Site engineer by labourers southeast activities should be monitored of OPP, MOE and at all times G Section and southwest school 162 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility coastlines authority with the support of local stakeholders Transportation of material to and High Construction Plan transportation to take Planning should be Contractor Site engineer from the site creating disturbances site and place after school hours. done as part of of OPP, MOE during school hours; can cause vicinity Speed limits should be construction G Section and injury to children and increase introduced for various strategic planning school traffic congestion in the area and points. All other actions to authority with transportation of construction Vehicles should also have be carried out at all the support of material on open vehicles and the proper reverse signaling (both times local high speed of vehicle running can light and sound) to reduce stakeholders generate dust and will cause possible accidents. potential safety issues Material transportation should be carried out in closed vehicles or make arrangements to cover the vehicles. Improper location of camps and Moderate Construction Labour camps if needed to be Setting up of Contractor Site engineer workers making space for site and set up should be located outside labour camps and of OPP, MOE interactions with students creating vicinity the school premises or in an access to labourers G Section and negative social impacts area separated from the main should be planned school area of school activities. as part of authority with Provide separate worker access construction the support of to site if possible and closely planning local monitor the movements of Supervision should stakeholders workers through strict labour be carried out at all supervision. times Construction sites that are not High Construction Vehicle drivers should maintain Code of conduct Contractor Site engineer cordoned off can contribute site and appropriate speeds in order to and safety of OPP, MOE towards potential safety hazards vicinity avoid accidents, especially protocols should be G Section and to students and residents who are when driving in school put in place as part school located close to the construction premises. of construction authority with site Strict labour supervision should planning the support of be undertaken of construction First aid facility local workers should be in place stakeholders Labour awareness programmes as soon as the to educate labourers on codes contractor 163 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility of conduct shall be introduced mobilizes to the Safety regulations shall be site followed by contractors to Labour awareness minimize risks creation on safety Necessary barriers, warnings, should be carried signs demarcating unsafe areas out as soon as the should be followed according staff are mobilized to standard construction Physical practices interventions Safety nets should be used to should be in place cover buildings and prevent at all times of injury to students and teachers construction Safety paths should be activities identified for student and teacher movements. Provide first aid facilities in case of an emergency and safety protocols during such event. During site preparation and High Construction Noise shall be kept to minimum All times during Contractor Site engineer construction work noise will be site and required standards during construction of OPP, MOE generated due to construction vicinity school hours in order to prevent activities G Section and related work and during school any inconveniences school hours this may create disturbances Where possible, usage of noise authority with to classroom activities and to generating equipment should be the support of residents living close to the kept to the minimum during local construction site; and school hours stakeholders construction-induced traffic Strict labour supervision should movement from pick-ups, be undertaken to reduce noise excavators, dump trucks, etc., use Equipment used on site shall be of powerful mechanical in good serviced condition. equipment, and demolition of existing buildings will also contribute to noise pollution. Dust generated during excavation High Construction Materials such as gravel and All times during Contractor Site engineer work, backfilling, reinstatement site and soil shall be covered during construction of OPP, MOE work, demolition activities, vicinity transport activities G Section and cement mixing, handling Frequent watering down of school 164 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility construction material, truck construction site shall be authority with movement in the site area can needed to minimize dust the support of impacts the air quality during generation local construction; dust generated Put up dust barriers in stakeholders during clearing and construction decommissioning areas and work can cause difficulties for areas of extensive earth works students who have respiratory and cement mixing areas problems, and become a nuisance Excessive dust generating during school hours; soil/ gravel activities should be planned out kept for long periods without during off school hours proper cover can generate dust and become an inconvenience to the school and for surrounding residents; transportation of materials to site will also generate dust; and decommissioning of existing structures can also create dust that is potentially hazardous. Gaseous emissions from High Construction The vehicles should be All times during Contractor Site engineer construction plants, paint and site and maintained well to reduce construction of OPP, MOE vehicles contributing to air vicinity excessive emissions activities G Section and pollution Construction plants and paint school storage and mixing areas authority with should be away from areas used the support of by the school and residences local Operation of construction stakeholders plants and painting should preferably take place during after school hours. Operations and Maintenance Stage Use of contaminated / non- Low Within Use unpolluted source for water All times School MOE, island purified water sources can cause school supply at all times authority council and health issues to users of school premises Introduce disinfection of PTA facilities drinking water or encourage students to bring water from home. Encourage water conservation activities such as turning off 165 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility taps properly, reporting leaking taps, use of cups for drinking, etc. Poor maintenance of sanitation Low Within Provide sanitation training to All times School MOE, island facilities causing health issues school students authority council and premises Ensure sanitation facilities are PTA cleaned regularly and maintained without odour. With the potential increase of High Within Introduce school waste All times School MOE, island facilities, the number of users school management program to authority council and (school children and teachers) will premises reduce, reuse and recycle PTA also increase causing the amount material. of solid waste generated Provide appropriate facilities contributing towards the already for waste disposal within the existing issue of storage and school premises. disposal. 166 F7. Dhaalu Atoll Thauleemee Marukaz, Dh. Meedhoo - Environmental and Social Management Plan Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility Pre-Construction Stage Inadequate sanitation facilities High Part of new Incorporate adequate sanitation One time during Design MOE G planned as part of upgrading school facilities to the design to the design stage engineer, OPP Section and building accommodate the potential school increase of users authority Inadequate rainwater harvesting High Part of new Include suitable rainwater One time during Design MOE G systems planned school harvesting systems to the the design stage engineer, OPP Section and building design to accommodate the school potential increase of users authority Flooding of school grounds High School Include adequate drainage One time during Design MOE G during heavy rains grounds facilities the design stage engineer, OPP Section and school authority Poor building design structural High Part of new Design the buildings to ensure One time during Design MOE G integrity, safety, poor ventilation school robustness of structures, good the design stage engineer, OPP Section and and energy loss building ventilation, energy conservation school and safety and a certification authority should be issued on the applicability and appropriateness of the structural criteria employed Improper placements of High Part of new Place laboratories and One time during Design MOE G laboratories and sanitation school sanitation facilities downstream the design stage engineer, OPP Section and facilities building and away from drinking water school sources and other important authority water bodies Banyan tree a species of Low Within the Building should be placed in a To be planned Design MOE G conservation significance in proposed manner to avoid cutting the tree during the design engineer, OPP Section and Maldives removed construction stage and and school school area monitored during authority authority construction Construction stage Improper disposal of debris High Construction Regular removal of debris At least once a Contractor Site engineer during site clearing blocking area and generated to an approved week; all debris of OPP, MOE drains and waterways and disposal disposal site generated as part of G Section and 167 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility contaminating water sites If demolished material contains site clearing school hazardous waste, disposal including authority with should be carried out as per the demolition of the support of guidelines provided in the buildings should be local ESAMF and EPA done before stakeholders All structures demolished construction should be removed, and debris activities recycled or disposed of in sites commence authorized by the appropriate authority Improper storing and lengthy Moderate Construction All materials should be stored At the stage of Contractor Site engineer stockpiled period of gravel/soil area in a manner to minimize construction of OPP, MOE washing off to low-lying areas erosion. Silt traps shall be planning G Section and and sea placed where appropriate to school minimize sedimentation of authority nearby waterways. Reduce the length of stockpiling through proper planning of construction stages. Storm water congestion on site Moderate Construction Drainage paths should be cut at Early stages of site Contractor Site engineer can creating inconveniences to area the early stages of the preparation of OPP, MOE school activities and construction construction work to divert the G Section and work storm water out school Ensure water is not stagnated authority with on the construction area at all the support of times local stakeholders Waste water generated during Moderate Construction Divert the waste water to the To be set up at the Contractor Site engineer construction and from labour areas and the sewage systems with the early stages of of OPP, MOE camps can also contaminate water vicinity approval of the relevant mobilization G Section and sources authority school Treat water generated through During the times authority with construction activities, when hazardous the support of particularly water mixed with material are in use local paint and similar hazardous stakeholders material Labourers carrying out Moderate EPZ Labourers movements and At all times Contractor Site engineer unauthirzed activities within the activities should be monitored of OPP, MOE 168 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility EPZ at all times G Section and school authority with the support of local stakeholders The use of machines working with Moderate Construction All machines should good At all times Contractor Site engineer fuel, oils and lubricants on work areas and the conditions without any possible of OPP, MOE sites maybe a source of water vicinity leaks G Section and contamination risks by infiltration Handling of fuel, oils and school lubricants for the machines authority with should be done on designated the support of workshops/ fuel sheds located local in the island stakeholders Accidental spillage of oil and Moderate Construction Plan should be in place to At the stage of Contractor Site engineer chemicals impacting groundwater areas and the respond to such accidents construction of OPP, MOE and uncontrolled site runoff to vicinity planning G Section and nearby coastal waters impacting school water quality due to suspended authority with solids and other contaminants. the support of local stakeholders Various types of waste such as High Construction Waste management plan should Planning part Contractor Site engineer litter, human waste, food waste, areas and the be agreed at the mobilization should be carried of OPP, MOE etc. from labour camps, as well as vicinity stage out as construction G Section and construction-related wastes will A waste recycling plan shall be planning and school be generated can create prepared by the contractor to should be in place authority with inconveniences to public and reduce the amount of waste by the time of the support of school users, and contribute disposed mobilization local negatively towards public health; Waste generated during site At least weekly stakeholders wastes that are not disposed clearance should be disposed of disposal of waste properly can become breeding in areas approved by the island should take place grounds for water borne diseases council and can contribute to groundwater Construction sites shall be and coastal water contamination; cleared on a daily basis of any and Unsafe disposal of asbestos material that can cause injury or from degraded roofs may cause potential become a public public health issues health hazard 169 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility Proper and marked waste bins should be located on construction sites and labour camps Disposal of hazardous materials shall be done in a manner that does not cause harm to surrounding environment and public. Paints, thinners and other material shall be temporarily stored and disposed of EPA approved sites in consultation with the island councils. Temporary storage areas should be barricaded and marked. During decommissioning activities, hazardous material shall be identified (e.g asbestos sheets) and removed separately and immediately to minimize contamination and disposal to be done according to national guidelines. Unsustainable and unapproved Low Sites of Source construction material At the time of Contractor Site engineer extraction of construction resources only from GOM approved sites extraction / of OPP, MOE materials such as sand, timber, and licensed commercial purchasing G Section and coral aggregates, etc. placing a vendors school burden of the resources authority Overexploitation of water for High Construction Water should be obtained with Consent to be taken Contractor Site engineer construction and labour camps site a consent from the relevant by the time of of OPP, MOE authority mobilization G Section and Water use at site should be Water usage to be school monitored to manage possible monitored daily authority over use and improper use Transportation of material to and High Construction Plan transportation to take Planning should be Contractor Site engineer from the site creating disturbances site and place after school hours. done as part of of OPP, MOE during school hours; can cause vicinity Speed limits should be construction G Section and 170 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility injury to children and increase introduced for various strategic planning school traffic congestion in the area and points. All other actions to authority with transportation of construction Vehicles should also have be carried out at all the support of material on open vehicles and the proper reverse signaling (both times local high speed of vehicle running can light and sound) to reduce stakeholders generate dust and will cause possible accidents. potential safety issues Material transportation should be carried out in closed vehicles or make arrangements to cover the vehicles. Improper location of camps and Moderate Construction Labour camps if needed to be Setting up of Contractor Site engineer workers making space for site and set up should be located outside labour camps and of OPP, MOE interactions with students creating vicinity the school premises or in an access to labourers G Section and negative social impacts area separated from the main should be planned school area of school activities. as part of authority with Provide separate worker access construction the support of to site if possible and closely planning local monitor the movements of Supervision should stakeholders workers through strict labour be carried out at all supervision. times Construction sites that are not High Construction Vehicle drivers should maintain Code of conduct Contractor Site engineer cordoned off can contribute site and appropriate speeds in order to and safety of OPP, MOE towards potential safety hazards vicinity avoid accidents, especially protocols should be G Section and to students and residents who are when driving in school put in place as part school located close to the construction premises. of construction authority with site Strict labour supervision should planning the support of be undertaken of construction First aid facility local workers should be in place stakeholders Labour awareness programmes as soon as the to educate labourers on codes contractor of conduct shall be introduced mobilizes to the Safety regulations shall be site followed by contractors to Labour awareness minimize risks creation on safety Necessary barriers, warnings, should be carried signs demarcating unsafe areas out as soon as the should be followed according staff are mobilized 171 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility to standard construction Physical practices interventions Safety nets should be used to should be in place cover buildings and prevent at all times of injury to students and teachers construction Safety paths should be activities identified for student and teacher movements. Provide first aid facilities in case of an emergency and safety protocols during such event. During site preparation and High Construction Noise shall be kept to minimum All times during Contractor Site engineer construction work noise will be site and required standards during construction of OPP, MOE generated due to construction vicinity school hours in order to prevent activities G Section and related work and during school any inconveniences school hours this may create disturbances Where possible, usage of noise authority with to classroom activities and to generating equipment should be the support of residents living close to the kept to the minimum during local construction site; and school hours stakeholders construction-induced traffic Strict labour supervision should movement from pick-ups, be undertaken to reduce noise excavators, dump trucks, etc., use Equipment used on site shall be of powerful mechanical in good serviced condition. equipment, and demolition of existing buildings will also contribute to noise pollution. Dust generated during excavation High Construction Materials such as gravel and All times during Contractor Site engineer work, backfilling, reinstatement site and soil shall be covered during construction of OPP, MOE work, demolition activities, vicinity transport activities G Section and cement mixing, handling Frequent watering down of school construction material, truck construction site shall be authority with movement in the site area can needed to minimize dust the support of impacts the air quality during generation local construction; dust generated Put up dust barriers in stakeholders during clearing and construction decommissioning areas and work can cause difficulties for areas of extensive earth works students who have respiratory and cement mixing areas 172 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility problems, and become a nuisance Excessive dust generating during school hours; soil/ gravel activities should be planned out kept for long periods without during off school hours proper cover can generate dust and become an inconvenience to the school and for surrounding residents; transportation of materials to site will also generate dust; and decommissioning of existing structures can also create dust that is potentially hazardous. Gaseous emissions from High Construction The vehicles should be All times during Contractor Site engineer construction plants, paint and site and maintained well to reduce construction of OPP, MOE vehicles contributing to air vicinity excessive emissions activities G Section and pollution Construction plants and paint school storage and mixing areas authority with should be away from areas used the support of by the school and residences local Operation of construction stakeholders plants and painting should preferably take place during after school hours. Operations and Maintenance Stage Use of contaminated / non- Low Within Use unpolluted source for water All times School MOE, island purified water sources can cause school supply at all times authority council and health issues to users of school premises Introduce disinfection of PTA facilities drinking water or encourage students to bring water from home. Encourage water conservation activities such as turning off taps properly, reporting leaking taps, use of cups for drinking, etc. Poor maintenance of sanitation Low Within Provide sanitation training to All times School MOE, island facilities causing health issues school students authority council and premises Ensure sanitation facilities are PTA cleaned regularly and 173 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility maintained without odour. With the potential increase of High Within Introduce school waste All times School MOE, island facilities, the number of users school management program to authority council and (school children and teachers) will premises reduce, reuse and recycle PTA also increase causing the amount material. of solid waste generated Provide appropriate facilities contributing towards the already for waste disposal within the existing issue of storage and school premises. disposal. 174 F8. Maamendhoo School, Ga. Maamendhoo - Environmental and Social Management Plan Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility Pre-Construction Stage Inadequate sanitation facilities High Part of new Incorporate adequate sanitation One time during Design MOE G planned as part of upgrading school facilities to the design to the design stage engineer, OPP Section and building accommodate the potential school increase of users authority Inadequate rainwater harvesting High Part of new Include suitable rainwater One time during Design MOE G systems planned school harvesting systems to the the design stage engineer, OPP Section and building design to accommodate the school potential increase of users authority Poor building design structural High Part of new Design the buildings to ensure One time during Design MOE G integrity, safety, poor ventilation school robustness of structures, good the design stage engineer, OPP Section and and energy loss building ventilation, energy conservation school and safety and a certification authority should be issued on the applicability and appropriateness of the structural criteria employed Improper placements of High Part of new Place laboratories and One time during Design MOE G laboratories and sanitation school sanitation facilities downstream the design stage engineer, OPP Section and facilities building and away from drinking water school sources and other important authority water bodies Issue of disposal of solid waste on High Opposite An alternative waste dump site Discussions with School MOE the coastline apposite to school school should be proposed and the the island council authority with that is a nuisance due to odour and premises existing waste moved out to commence as the support of can become a health hazard soon as possible MOE and and action to be health authority taken before the school construction work is completed Construction stage Improper disposal of debris High Construction Regular removal of debris At least once a Contractor Site engineer during site clearing blocking area and generated to an approved week; all debris of OPP, MOE drains and waterways and disposal disposal site generated as part of G Section and contaminating water sites If demolished material contains site clearing school 175 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility hazardous waste, disposal including authority with should be carried out as per the demolition of the support of guidelines provided in the buildings should be local ESAMF and EPA done before stakeholders All structures demolished construction should be removed, and debris activities recycled or disposed of in sites commence authorized by the appropriate authority Improper storing and lengthy Moderate Construction All materials should be stored At the stage of Contractor Site engineer stockpiled period of gravel/soil area in a manner to minimize construction of OPP, MOE washing off to low-lying areas erosion. Silt traps shall be planning G Section and and sea placed where appropriate to school minimize sedimentation of authority nearby waterways. Reduce the length of stockpiling through proper planning of construction stages. Storm water congestion on site Moderate Construction Drainage paths should be cut at Early stages of site Contractor Site engineer can creating inconveniences to area the early stages of the preparation of OPP, MOE school activities and construction construction work to divert the G Section and work storm water out school Ensure water is not stagnated authority with on the construction area at all the support of times local stakeholders Waste water generated during Moderate Construction Divert the waste water to the To be set up at the Contractor Site engineer construction and from labour areas and the sewage systems with the early stages of of OPP, MOE camps can also contaminate water vicinity approval of the relevant mobilization G Section and sources authority school Treat water generated through During the times authority with construction activities, when hazardous the support of particularly water mixed with material are in use local paint and similar hazardous stakeholders material The use of machines working with Moderate Construction All machines should good At all times Contractor Site engineer fuel, oils and lubricants on work areas and the conditions without any possible of OPP, MOE sites maybe a source of water vicinity leaks G Section and 176 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility contamination risks by infiltration Handling of fuel, oils and school lubricants for the machines authority with should be done on designated the support of workshops/ fuel sheds located local in the island stakeholders Accidental spillage of oil and Moderate Construction Plan should be in place to At the stage of Contractor Site engineer chemicals impacting groundwater areas and the respond to such accidents construction of OPP, MOE and uncontrolled site runoff to vicinity planning G Section and nearby coastal waters impacting school water quality due to suspended authority with solids and other contaminants. the support of local stakeholders Various types of waste such as High Construction Waste management plan should Planning part Contractor Site engineer litter, human waste, food waste, areas and the be agreed at the mobilization should be carried of OPP, MOE etc. from labour camps, as well as vicinity stage out as construction G Section and construction-related wastes will A waste recycling plan shall be planning and school be generated can create prepared by the contractor to should be in place authority with inconveniences to public and reduce the amount of waste by the time of the support of school users, and contribute disposed mobilization local negatively towards public health; Waste generated during site At least weekly stakeholders wastes that are not disposed clearance should be disposed of disposal of waste properly can become breeding in areas approved by the island should take place grounds for water borne diseases council and can contribute to groundwater Construction sites shall be and coastal water contamination; cleared on a daily basis of any and Unsafe disposal of asbestos material that can cause injury or from degraded roofs may cause potential become a public public health issues health hazard Proper and marked waste bins should be located on construction sites and labour camps Disposal of hazardous materials shall be done in a manner that does not cause harm to surrounding environment and public. Paints, thinners and 177 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility other material shall be temporarily stored and disposed of EPA approved sites in consultation with the island councils. Temporary storage areas should be barricaded and marked. During decommissioning activities, hazardous material shall be identified (e.g asbestos sheets) and removed separately and immediately to minimize contamination and disposal to be done according to national guidelines. Unsustainable and unapproved Low Sites of Source construction material At the time of Contractor Site engineer extraction of construction resources only from GOM approved sites extraction / of OPP, MOE materials such as sand, timber, and licensed commercial purchasing G Section and coral aggregates, etc. placing a vendors school burden of the resources authority Overexploitation of water for High Construction Water should be obtained with Consent to be taken Contractor Site engineer construction and labour camps site a consent from the relevant by the time of of OPP, MOE authority mobilization G Section and Water use at site should be Water usage to be school monitored to manage possible monitored daily authority over use and improper use Transportation of material to and High Construction Plan transportation to take Planning should be Contractor Site engineer from the site creating disturbances site and place after school hours. done as part of of OPP, MOE during school hours; can cause vicinity Speed limits should be construction G Section and injury to children and increase introduced for various strategic planning school traffic congestion in the area and points. All other actions to authority with transportation of construction Vehicles should also have be carried out at all the support of material on open vehicles and the proper reverse signaling (both times local high speed of vehicle running can light and sound) to reduce stakeholders generate dust and will cause possible accidents. potential safety issues Material transportation should be carried out in closed vehicles or make arrangements to cover 178 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility the vehicles. Improper location of camps and Moderate Construction Labour camps if needed to be Setting up of Contractor Site engineer workers making space for site and set up should be located outside labour camps and of OPP, MOE interactions with students creating vicinity the school premises or in an access to labourers G Section and negative social impacts area separated from the main should be planned school area of school activities. as part of authority with Provide separate worker access construction the support of to site if possible and closely planning local monitor the movements of Supervision should stakeholders workers through strict labour be carried out at all supervision. times Construction sites that are not High Construction Vehicle drivers should maintain Code of conduct Contractor Site engineer cordoned off can contribute site and appropriate speeds in order to and safety of OPP, MOE towards potential safety hazards vicinity avoid accidents, especially protocols should be G Section and to students and residents who are when driving in school put in place as part school located close to the construction premises. of construction authority with site Strict labour supervision should planning the support of be undertaken of construction First aid facility local workers should be in place stakeholders Labour awareness programmes as soon as the to educate labourers on codes contractor of conduct shall be introduced mobilizes to the Safety regulations shall be site followed by contractors to Labour awareness minimize risks creation on safety Necessary barriers, warnings, should be carried signs demarcating unsafe areas out as soon as the should be followed according staff are mobilized to standard construction Physical practices interventions Safety nets should be used to should be in place cover buildings and prevent at all times of injury to students and teachers construction Safety paths should be activities identified for student and teacher movements. Provide first aid facilities in 179 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility case of an emergency and safety protocols during such event. During site preparation and High Construction Noise shall be kept to minimum All times during Contractor Site engineer construction work noise will be site and required standards during construction of OPP, MOE generated due to construction vicinity school hours in order to prevent activities G Section and related work and during school any inconveniences school hours this may create disturbances Where possible, usage of noise authority with to classroom activities and to generating equipment should be the support of residents living close to the kept to the minimum during local construction site; and school hours stakeholders construction-induced traffic Strict labour supervision should movement from pick-ups, be undertaken to reduce noise excavators, dump trucks, etc., use Equipment used on site shall be of powerful mechanical in good serviced condition. equipment, and demolition of existing buildings will also contribute to noise pollution. Dust generated during excavation High Construction Materials such as gravel and All times during Contractor Site engineer work, backfilling, reinstatement site and soil shall be covered during construction of OPP, MOE work, demolition activities, vicinity transport activities G Section and cement mixing, handling Frequent watering down of school construction material, truck construction site shall be authority with movement in the site area can needed to minimize dust the support of impacts the air quality during generation local construction; dust generated Put up dust barriers in stakeholders during clearing and construction decommissioning areas and work can cause difficulties for areas of extensive earth works students who have respiratory and cement mixing areas problems, and become a nuisance Excessive dust generating during school hours; soil/ gravel activities should be planned out kept for long periods without during off school hours proper cover can generate dust and become an inconvenience to the school and for surrounding residents; transportation of materials to site will also generate dust; and decommissioning of 180 Impact Potential Location Mitigation Measures Frequency of Implementing Monitoring Significance Interventions Responsibility Responsibility existing structures can also create dust that is potentially hazardous. Gaseous emissions from High Construction The vehicles should be All times during Contractor Site engineer construction plants, paint and site and maintained well to reduce construction of OPP, MOE vehicles contributing to air vicinity excessive emissions activities G Section and pollution Construction plants and paint school storage and mixing areas authority with should be away from areas used the support of by the school and residences local Operation of construction stakeholders plants and painting should preferably take place during after school hours. Operations and Maintenance Stage Use of contaminated / non- Low Within Use unpolluted source for water All times School MOE, island purified water sources can cause school supply at all times authority council and health issues to users of school premises Introduce disinfection of PTA facilities drinking water or encourage students to bring water from home. Encourage water conservation activities such as turning off taps properly, reporting leaking taps, use of cups for drinking, etc. Poor maintenance of sanitation Low Within Provide sanitation training to All times School MOE, island facilities causing health issues school students authority council and premises Ensure sanitation facilities are PTA cleaned regularly and maintained without odour. With the potential increase of High Within Introduce school waste All times School MOE, island facilities, the number of users school management program to authority council and (school children and teachers) will premises reduce, reuse and recycle PTA also increase causing the amount material. of solid waste generated Provide appropriate facilities contributing towards the already for waste disposal within the existing issue of storage and school premises. disposal. 181 182 APPENDIX G. Environmental and Social Screening Format Site location: Site Name (School name): Site Area: Interviewee name/designation/contact details: Site Setting and Land use/Ownership 1) Who is the owner/occupier of the site (refer to land registry/title deed)? 2) What is the current land use of the site? 3) When was the site first developed to the current land use? 4) What is the historical land use of the site prior to the current development of the site? 5) What is the current land use of the properties surrounding the vicinity of the site and adjacent to the site? (Request for land use plan with planned developments at the island/note land use during site vicinity walk around); Protected Area/Sensitive Habitats 6) Are there any culturally/historically significant sites surrounding the vicinity of the project site? 7) Are there any marine or terrestrial protected areas, nature reserves or sensitive habitats (sea grass beds, wetlands and mangroves) located within the vicinity of the site? 8) Have you observed or do you have any prior knowledge of known rare or endangered species at the site and/or surrounding the vicinity of the site? Geological/Hydrogeological 9) Are any geological maps/hydrogeological and topography maps available for the site? Have there been any such studies conducted at the site? 10) Have there been any environmental impact studies, soil and groundwater investigations conducted at the site, if so; are any of the reports available for review? 11) Is the site located on reclaimed land or natural land? If it was reclaimed, where was the fill material from? 12) Are there any surface waters surrounding the vicinity of the site or adjacent to the site? Existing Site Condition 13) What are the current key facilities at the site? 14) Are any Asbestos or Asbestos Containing Material (ACMs) present at the site (e.g. as roof sheeting materials)? 15) What are the current issues and needs of the site based on the existing condition of the site? 16) What is the current number of students enrolled at the school? 17) What is the projected number of students to be enrolled at the school? 18) What are the grades supported by the school? 183 19) What is the present and projected number of teachers at the school? 20) Where does the students originate from (within the island/other islands in the vicinity)? Energy &Fuel Supply/Water Supply/Wastewater and Solid Waste Management 21) What is the current arrangement for power supply at the site? 22) Is there an emergency generator located at the site? 23) Are there any Aboveground/Underground Storage Tanks (ASTs/USTs) at the site? 24) What do these USTs/ASTs store and what are there capacities? 25) Are there any leak detections systems in place? What is the frequency of inspection for these tanks? 26) Have there been any recent leakage incidents, are there any documents that can be reviewed pertaining to any recent/historical leakage incidents at the site? 27) What is the current waste management collection and disposal practice at the site? (Please note if open burning/waste burial/green waste mulching is practiced within the site); 28) What is the amount of waste generated and the composition of the waste generated? 29) Have you observed any significant environmental issues because of the current waste management practice at the site? 30) What is the main source of water for potable and non-potable use at the site (groundwater extraction/municipal supply/communal or individual rainwater tank/bottled water/desalination plant)? 31) Is there a groundwater monitoring/extraction well at the site or surrounding vicinity of the site? (Please note colour and odour of the groundwater if accessible) 32) What is the main system of wastewater/sewage disposal at the site (septic tank system/municipal sewer)? Proposed extension/Improvement work 33) Please provide more details on the proposed extension/improvement work for the site? (Request for site layout plan with proposed infrastructure development plan); 34) Is there a likelihood of associated secondary development for the site (e.g. new access roads, storm water drains, new school gates, etc.) 35) Would new land be required for the proposed extension/improvement work? 36) If new land is required, where is the proposed plot of land located. Please also provide the size, owner/occupier and the current and historical land use of the proposed plot of land; 37) Is this new plot of land used for agricultural use or any other purpose? 38) Are any environmentally friendly/environmentally sustainable design concepts proposed to be included in the extension/improvement work? 39) How are you planning to source the construction material and labour force required for the site’s construction? Consultations with island council/local communities and civil society organization 1) What are the main community groups/civil society groups that are active on the island? 184 2) Would there be any households that may need to be relocated due to the planned extension/improvement work at the site? 3) Would there be any loss of agricultural and residual land due to the planned extension/improvement work at the site? 4) What would be your main concerns during the construction phase at the site (e.g. noise/dust/groundwater impact/waste management/foreign labours etc.)? 5) Do you have any concerns/views regarding the source of construction material and labour force for the expansion/improvement work? 6) In your view what would be important environmental and socio-economic issues that needs to be assessed/monitored during the construction phase? 7) Do you have any concerns regarding the likely increase in number of students and teachers after the school has been upgraded? 8) What are your needs and aspirations regarding the school once the extension/improvement work is complete? Additional information required from island council: 1) Current and projected population; 2) Number of households (and empty houses); 3) Planned development activities; 4) Present employment by industry; 5) Income distribution; and 6) Public health status. 185 APPENDIX H. Guidelines for Preparation of Environmental and Social Management Plans Having identified the potential impacts of the relevant school physical activities through the screening process, the next step is the identification and development of measures aimed at eliminating, offsetting and/or reducing impacts to levels that are environmentally and socially acceptable during implementation and operation of the project through the preparation and implementation of an Environmental and Social Management Plans. ESMPs provide an essential link between the impacts predicted and mitigation measures specified. While there are no standard formats for ESMPs, it is recognized that the format needs to fit the circumstances in which the ESMP is being developed and the requirements, which it is designed to meet. ESMPs should be prepared after taking into account feedback received from consultations, and relevant government institutions. The final version should include any clearance conditions from World Bank as well. The type and magnitude of construction under the project will vary depending on the school requirements. Some of the key elements of an ESMP is presented below to guide their preparation. Description of mitigation measures: Feasible and cost effective measures to minimize adverse impacts to acceptable levels should be specified with reference to each impact identified. Further, it should provide details on the conditions under which the mitigatory measure should be implemented (ex; routine or in the event of contingencies). The ESMP also should also try to distinguish between type of solution proposed (structural & nonstructural) and the phase in which it should become operable (design, construction and/or operational). Efforts should also be made to mainstream environmental and social opportunities as reasonable within the overall scope of proposed activities. Monitoring programme: In order to ensure that the proposed mitigatory measures have the intended results and complies with national standards and donor requirements, an environmental performance monitoring programme should be included in the ESMP. The monitoring programme should give details of the following; ï‚· Monitoring indicators to be measured for evaluating the performance of each mitigatory measure where quantifiable indicators are possible (for example national standards, engineering structures, extent of area replanted, etc). ï‚· Monitoring mechanisms and methodologies ï‚· Monitoring frequency ï‚· Monitoring locations Institutional arrangements: Institutions/parties responsible for implementing mitigatory measures and for monitoring their performance should be clearly identified. Where necessary, mechanisms for institutional co-ordination should be identified, as often monitoring tends to involve more than one institution. Implementing schedules: Timing, frequency and duration of mitigation measures with links to overall implementation schedule of the project should be specified. 186 Reporting procedures: Feedback mechanisms to inform the relevant parties on the progress and effectiveness of the mitigatory measures and monitoring itself should be specified. Guidelines on the type of information wanted and the presentation of feedback information should also be highlighted. Cost estimates and sources of funds: Implementation of mitigatory measures mentioned in the ESMP will involve an initial investment cost as well as recurrent costs. The overall project planning will take these requirements into consideration. In general about 5% of the project cost should be set aside for environmental and social sustainability of interventions. 187 APPENDIX I. Provisions to be Included in Contract Documents Implementation of environmental and social impacts mitigation measures and monitoring General The Contractor shall provide adequate measures to avoid, reduce or off-set any environmental and/or social impacts during the construction period due construction activities or any other related activities. The Contractor shall implement the Environment and Social Management Plan (ESMP) attached with the Bidding Documents. The remedial actions shall comply and be acceptable to Engineer and other project monitoring agencies. The Contractor shall be responsible to ensure all construction material are sourced from approved sites or licensed commercial vendors. All key environmental parameters such as vibration and noise shall not exceed the limitation imposed by the Environmental Protection agency. Applicable Laws, Regulations and Policies covering the proposed project Following national laws and regulations will be applicable for this project. ï‚· Environment Protection and Preservation Act (Law No. 4/93) ï‚· Regulation on Environmental Liabilities (Regulation No. 2011/R-9) ï‚· Environmental Impact Assessment Regulation, 2007 ï‚· Byâ€?law, Cutting Down, Uprooting, Digging Out and Export of Trees and Palms from one island to another (Regulation No. 493) ï‚· Regulation on Sand and Aggregate Mining ï‚· Regulation on Coral Mining (1990) ï‚· Building Act and Building Code ï‚· Land Use Planning and Management and Traditional Rights to Land In addition to national laws and regulations, the project should comply with World Bank Operational Policies. Controlling environmental impacts The Contractor shall be responsible to maintain and monitor the impacts to the environment to ensure the construction and related works are harmless to the environment. In order maintain the activities in accordance with EMAP, the Contractor shall be asked to quote the required rate in the Bill of Quantity. The Contractor shall submit methodology and frequency of remedial activities for the approval of Engineer, as per the construction plan addressing the following, but not limited to: (a) Identification of construction material extracting sites and disposal sites and related approvals from authorities and/or time-based plan to obtain the approvals; (b) Measures to avoid and/or control the occurrence of environmental impacts; 188 (c) Measures to provide positive environmental offsets to unavoidable environmental impacts; (d) Measures to implement environmental enhancements; (e) Site specific environmental management techniques and processes for all construction activities which are important for the quality of the environment in respect to permanent and/or temporary works including specific measures on safety; (f) Locational details of important elements such as temporary dust and noise barriers, portable amnesties, truck, plant and material storage, access locations, provision of site hoarding, etc.; and (g) Identification of the role, responsibility, authority, accountability and reporting of personnel relevant to compliance with the ESMP If the Contractor fails to adhere to the ESMP to a level acceptable to the Engineer or other monitoring the Engineer shall be temporary suspend the work until such time proper mitigation measures are implemented. If any of the defects are not remedied by the Contractor within the time given by the Engineer, the Engineer shall consider the contractor’s work is non-compliance towards environmental safeguards and necessary remedial action shall be undertaken by the Engineer through a third party. Further the cost of the third party and 12% (twelve percent) for supervision charges shall be deducted from the Contractors Interim Payment that has non-compliance towards environmental safeguards. Any additional cost or time incurred due to above shall be at contractors’ expense and shall not be subjected to extension of time or claim. The contractor shall be responsible for cleaning up and disposing of all waste materials and rehabilitating (landscaping) all construction sites and work areas so that these can be returned as close as possible to their previous use. This includes the stabilization and landscaping of all of the construction sites. Any borrow pits that were operated by the contractor are to be reshaped and closed. Any contaminated soil must be removed from fuel and oil storage areas. All construction debris is to be removed. Payment will be withheld from the contractor until all of the sites are satisfactorily cleaned, all spoils removed and the sites satisfactorily rehabilitated. The final payment will be released only after confirmation by the Environmental and Social Specialist that the above mentioned tasks have been completed satisfactorily by the Contractor Measurement and Payment The measurement will be based on weekly assessment of all activities given as per the construction plan and related ESMP. 189 APPENDIX J. References Agrisystems Consortium 2008, EC Tsunami Related Support to the Maldives. Mid-term review, final report., February 2008. Atlas of the Maldives.2004, Atolls Edition., 2004. Department of National Planning., Accessed on December 18, 2012 http://www.planning.gov.mv/publications/census2006_island_level_tables/index.htm Dietrich P., A. Galvan D.F. and Wiesbauer Ali V. 2011. Maldives: Trees and Flowers of a Tropical Paradise, M7 Print Pvt. Ltd.. Environmental Protection Agency (EPA)., Regulation on Conservation of Old Trees., Accessed on December 20, 2012 http://epa.gov.mv/index.php?option=com_content&view=category&id=3&Itemid=28 EPA., List of environmentally sensitive areas., Accessed on December 11, 2012 http://epa.gov.mv/index.php?option=com_content&view=category&id=3&Itemid=28 EPA., Protected Areas Poster., Accessed on December 11, 2012 http://epa.gov.mv/index.php?option=com_content&view=category&id=3&Itemid=28 EPA., Protected Birds List., Accessed on December 11, 2012 http://epa.gov.mv/index.php?option=com_content&view=category&id=3&Itemid=28 GWP Consultants, 2006. Maldives Water and Sanitation Authority – Five Year Activity Plan (2006- 2010). 28pp. Ministry of Environment and Energy (MEE) 2012, State of the Environment Report 2011., MEE Republic of Maldives, 2012. Ministry of Housing and Environment, 2010. Maldives Fourth national Report to the Convention of Biological Diversity. 138pp. Ministry of Housing, Transport and Environment, 2010. Draft Maldives national Building Act. 89pp. United Nations Development Programme (UNDP) Maldives, 2007, Detailed Island Risk Assessment In Maldives, Volume III: Sh.Funadhoo-Part 1., UNDP., December 2007. United Nations Environment Programme (UNEP), 2010., Post Tsunami Environmental Assessment, Republic of Maldives., UNEP., 2010 190 World Bank, 2010., Implementation Completion and Results Report (IDA-40420 IDA-H1480 TF-55387 TF-56638) to the Republic of Maldives For A Post Tsunami Recovery and Reconstruction Project., June 30, 2010 (Report number ICR00001456). 191