nagawebdesigningtutorials

Health

2010-07-09T23:33:00.001+05:30

Friendship SMS & Quotes

2010-07-01T23:35:00.001+05:30

Friendship is the most beautiful gift of God. For any occasion like Birthdays, weddings and anniversaries of your friends, you can select among these great and heart touching friend quotes.

True friendship is like sound health; the value of it is seldom known until it be lost.

Each friend represents a world in us, a world possibly not born until they arrive, and it is only by this meeting that a new world is born.

My friends are my estate.

A real friend is one who walks in when the rest of the world walks out.

A friend is one who walks in when others walk out

A friend is someone who is there for you when he’d rather be anywhere else.

A friend is someone who knows the song in your heart, and can sing it back to you when you have forgotten the words.

A friend is one who believes in you when you have ceased to believe in yourself.

A good friend remembers what we were and sees what we can be.

A real friend is one who walks in when the rest of the world walks out.

The only way to have a friend is to be one.

A friend is someone who is there for you when he’d rather be somewhere else.

All love that has not friendship for its base, is like a mansion built upon the sand.

A mirror reflects a man’s face, but what he is really like is shown by the kind of friends he chooses.

In a friend you find a second self.

Your friends will know you better in the first minute they meet you than your acquaintances will know you in a thousand years.

Every gift from a friend is a wish for your happiness…

Can miles truly separate us from friends? If we want to be with someone we love, aren’t we already there?

Never shall I forget the days I spent with you. Continue to be my friend, as you will always find me yours.

JOBS

2010-06-26T10:49:00.011+05:30

leadership skill

2010-06-26T10:12:00.002+05:30

At the most basic level, a leader is someone who leads other. But what makes someone a leader? What is it about being a leader that some people understand and use to their advantage? What can you do to be a leader? Here's what you need to know and do.

A leader is a person who has a vision, a drive and a commitment to achieve that vision, and the skills to make it happen. Let's look at each of those in detail.

The Leader's Vision

A leader has a vision. Leaders see a problem that needs to be fixed or a goal that needs to be achieved. It may be something that no one else sees or simply something that no one else wants to tackle. Whatever it is, it is the focus of the leaders attention and they attack it with a single-minded determination.

Whether the goal is to double the company's annual sales, develop a product that will solve a certain problem, or start a company that can achieve the leader's dream, the leader always has a clear target in mind. This is a big picture sort of thing, not the process improvement that reduces errors by 2% but the new manufacturing process that completely eliminates the step that caused the errors. It is the new product that makes people say "why didn't I think of that", not just a toaster that lets you select the degree of darkness of the toast. Edison did not set out to build a better candle, he wanted to find a whole new way to illuminate the darkness. That's the kind of vision a leader has.

Trait And Skills A Leader Must Have

There are things that set leaders apart from other people. Some people are born with these characteristics. Others develop them as they improve as leaders. These are not magic bullets. They are things you can do and be if you want to be a leader.

Traits Of A Leader

There are as many traits of a leader as there ae lists of what makes a leader. Here are the fundamental traits of a leader from my perspective:

Has integrity. People have to believe that you are pursuing your dream because it's the right thing to do, not just because you are ego driven.
Is a people person. Understands the differences that make people unique and is able to use those individual skills to achieve the goal.
Is positive. A leader encourages and rewards people and makes you want to do it and do it right. A leader is not a negative person and doesn't waste time and effort tellng everyone what they're doing wrong.

Beyond the personal traits of a leader, there are specific skills someone must master if they want to be a leader.

Effective communication - it's more than just being able to speak and write. A leader's communication must move people to work toward the goal the leader has chosen.
Motivation - a leader has to be able to motivate everyone to contribute. Each of us has different "buttons". A leader knows how to push the right buttons on everyone to make them really want to do their best to achieve the leader's goal.
Planning - the leader has a plan to achieve the goal. He/she doesn't get too bogged down in the details, that's what managers are for, but rather uses a high level plan to keep everyone moving together toward the goal.

Leadership Style

‘Do Less and Be More Leadership’ highlights the difference between leaders with a focus of being centre stage and those for whom the vision and their people are of paramount importance. It also challenges the reader to ask some very pertinent questions about their own leadership behaviour.
Leadership characteristics: management vs. leadership. Great leaders know that it is a privilege to coach and develop others. They recognize that by serving and setting the example, they will attract followers and gain their support along the way.
Wouldn’t you feel more comfortable at work if you had an employer that “spoke your language?” In other words, wouldn’t it be easier for an employee and an employer to communicate effectively if they were aware of each other’s cultures, beliefs and morals? Some may argue that leadership skills are universal regardless of what country the leader is in. On the other side of the debate are those that say that a leader must adapt their leadership style to different national cultures.

Movies

2010-06-25T16:16:00.001+05:30

Note: Fire Fox users download the font


(Please follow the steps to install font in your machine

1	Choose "Save this file to disk".

2	a. Click on Start button -> Go to Control Panel -> Double click on FONTS folder
	b. Click File option on window menu -> Install New Font -> Select the location of SW908.ttf and Point to SW908.ttf -> Click Ok)

AÑ-±-†Oò³ Ìêw m$ã-í³…^ól Ä¶æ$-Ð]l¬-yýl$

±†MîS °gê-Æ‡¬-¡MìS Ð]l*Æý‡$ õ³Æý‡$V> °Í^ól B ´ùÎ-Ýë-ïœÆŠ‡ ™èl¯]l iÑ-™èl…ÌZ GÌê…sìæ çÜ…çœ$-r-¯]lË$ G§ýl$-ÆöP-¯é²yýl$? ™èl¯]l »êrMìS Ayöz-_a¯]l Ayýlz…-MýS$-Ë¯]l$ GÌê A«¨VýSÑ$…-^éyýl$? ´ùÎ‹Ü ç³Ð]l-ÆŠ‡¯]l$ GÌê ^èl*í³…-^éyýl$? A¯ól MýS£é…-Ô¶æ…™ø Æý‡*´÷…-¨¯]l _{™èl… "íÜ…-VýS-ÐŒl$'.

çÜ*Æý‡Å ´ùÎ-Ýë-ïœ-çÜ-ÆŠ‡V>, BÄ¶æ$¯]l çÜÆý‡-çÜ¯]l A¯]l$çÙP MýS£é-¯é-Æ‡¬-MýSV> çßæÇ §ýlÆý‡Ø-MýS-™èlÓ…ÌZ ™èlÑ$-â¶æ…ÌZ Æý‡*´÷…-¨¯]l D _{™é°² ÇË-Ä¶æ$¯ŒlÞ ¼VŠS í³MýSaÆŠ‡Þ çÜÐ]l$-Æý‡µ-×æÌZ çÜ*tyìlÄñæ* {X¯Œl çÜ…çÜ¦ §éÓÆ> gêq¯]l-ÐólÌŒæ Æ>gê ™ðlË$-VýS$-ÌZMìS Ñyýl$-§ýlË ^ólçÜ$¢-¯é²Æý‡$. ™ðlË$VýS$ _{™é-°MìS "Ä¶æ$-Ð]l¬-yýl$' A° OsñæsìæÌŒæ QÆ>Æý‡$ ^ólÔ>Æý‡$. kOÌñæ 2¯]l D _{™é°² Ñyýl$-§ýlË ^ólçÜ$¢¯]l² çÜ…§ýl-Æý‡Â…V> HÆ>µr$ ^ólíÜ¯]l ´ë{†-MóS-Ä¶æ¬Ë çÜÐ]l*-Ðól-Ô¶æ…ÌZ çÜ*Æý‡Å, A¯]l$çÙP, gêq¯]l-Ðól-ÌŒæ-Æ>gê, Æý‡^èl-Æ‡¬™èl Ýëíßæ†, O¯ðlf… ç³…í³-×îæ-§é-Æý‡$yýl$ AÀ-õÙMŠS ´ëÌŸY-¯é²Æý‡$.

çÜ*Æý‡Å Ð]l*sêÏ-yýl$™èl* & ""-™èl-Ñ$-â¶æ…ÌZ D _{™èl… ™èlÓÆý‡ÌZ "Õ-Ðé-h' MýSË-„ýS-¯]lÏ¯]l$ ^ólÆý‡$-Mø-»Z-™ø…¨. ¤Äôæ$-rÆŠ‡Þ AÝù-íÜ-Äôæ$-çÙ¯Œl ÐéÆý‡$ ¸ù¯Œl ^ólíÜ, "Ð]l$…_ íÜ°Ð]l* C^éaÆý‡$. Ðól$Ð]l$…™é àÅï³. Ð]lçÜ*â¶æ$Ï »êVýS$-¯é²-Æ‡¬' A¯é²Æý‡$. Ððl¬§ýl-sìæ-ÝëÇ ¯éMìS-Ìê…sìæ A¯]l$-¿¶æÐ]l… G§ýl$-Æý‡-Æ‡¬Å…¨. AÌêVóS 65-Hâ¶æÏ »êÐ]l$Ã ¯]l$…_ 5Hâ¶æÏ MýS${Æ>yýl$ Ð]lÆý‡MýS* D íÜ°Ð]l* ^èl*Ô>-Ð]l$° ^ðlí³µ-¯]l-ç³šyýl$ A°² Ð]lÆ>Y-Ë-ÐéÆý‡$ ^èl*çÜ$¢-¯é²-Æý‡° ™ðlÍ-íÜ…¨. C…™èl-Ð]l$…_ _{™èl… A…¨…-_-¯]l…-§ýl$MýS$ B¯]l…-§ýl…V> E…¨-' A¯é²Æý‡$.

C…§ýl$ÌZ E¯]l² Ððl¬™èl¢… BÆý‡$ ´ër-Ë¯]l$ ™é¯ól Æ>Ô>-¯]l° Ýëíßæ† A¯é²Æý‡$. C¨ yýl¼¾…VŠS _{™èl…Ìê A°-í³…-^èl-§ýl°, ™èlÑ$-â¶æ…ÌZ çœ$¯]l-Ñ-fÄ¶æ$… Ýë«¨…-_¯]l D _{™èl… ™ðlË$-VýS$ÌZ MýS*yé B Ýë¦Æ‡¬ Ñf-Ä¶æ*°² Ý÷…™èl… ^ólçÜ$-MýS$…-r$…-§ýl¯ól ¯]lÐ]l$ÃMýS… E…§ýl° A¯]l$çÙP ^ðl´ëµÆý‡$. gêq¯]l-Ðól-ÌŒæ-Æ>gê Ð]l*sêÏ-yýl$™èl* & ""-çÜ*t-yìlÄñæ* {X¯Œl §éÓÆ> ™ðlË$-VýS$ÌZ Ñyýl$-§ýlË ^ólçÜ$¢¯]l² Ð]lÊyø íÜ°Ð]l* C¨. ™èlÑ$â¶æ "íÜ…-VýS-ÐŒl$' ¿êÈ Ð]lçÜ*â¶æ$Ï MýS$Ç-í³…-_-¯]l-r$Ï-V>¯ól ™ðlË$VýS$ "Ä¶æ$-Ð]l¬-yýl$' MýS*yé Ð]l$…_ MýSË-„ýS¯ŒlÞ Æ>º-yýl$-™èl$…-§ýl° BÕ-çÜ$¢-¯é²-' A¯é²Æý‡$.
Ä¶æ$Ð]l¬yýl$ Ð]lçÜ$¢¯é²yýl$

Ü*Æý‡Å íÜ°Ð]l*Ë…sôæ ™ðlË$VýS$ {õ³„ýSMýS$ËMýS$ {ç³™ólÅMýSOÐðl$¯]l {MóSgŒæ. BÄ¶æ$¯]l íÜ°Ð]l*Ë Kò³°…VŠSË$ ^èl*õÜ¢ A¨ °fÐ]l$° A…XMýSÇ…^èlMýS ™èlç³µ§ýl$. ™èlÑ$â¶æ…ÌZ çÜ*Æý‡Å ¯]lsìæ…_¯]l "íÜ…VýS…' _{™èl… Cç³šyýl$ "Ä¶æ$Ð]l¬yýl$' õ³Æý‡$™ø {õ³„ýSMýS$Ë Ð]l¬…§ýl$MýS$ Æ>¯]l$…¨. ™ðlË$VýS$ÌZ {MóSi ïßæÆøÆ‡¬¯ŒlV> Mö¯]lÝëVýS$™èl$¯]l² A¯]l$çÙP C…§ýl$ÌZ MýS£é¯éÆ‡¬MýS M>Ð]lyýl…™ø D íÜ°Ð]l*Oò³ A…^èl¯éË$ Ð]l$Ç…™èl ò³ÇV>Æ‡¬.

çßæÇ §ýlÆý‡ØMýS™èlÓ…ÌZ Æý‡*´÷…¨¯]l D _{™é°MìS gêq¯]lÐólÌŒæÆ>gê °Æ>Ã™èl. þOÌñæ 2¯]l Ñyýl$§ýlË M>¯]l$¯]l² D íÜ°Ð]l* VýS$Ç…_ gêq¯]lÐólÌŒæÆ>gê Ð]l*sêÏyýl$™èl* &""™èlÑ$â¶æ¯ér çÜ*Æý‡Å CÐól$gŒæ¯]l$ BM>Ô¶æÐ]l$…™èl G™èl$¢MýS$ ¡çÜ$MðSãÏ…© íÜ°Ð]l*. C¨ ¯]lr$yìlV> çÜ*Æý‡ÅMýS$ 25Ð]l íÜ°Ð]l*. 85 MørÏ Æý‡*´ëÄ¶æ$ËMýS$ Oò³V> Ð]lçÜ*Ë$ ^ólíÜ ™èlÑ$â¶æ C…yýl[ïÜt íßæsŒæV> °Í_¯]l D íÜ°Ð]l*... ™ðlË$VýS$ÌZ MýS*yé B Ýë¦Æ‡¬ ÑfÄ¶æ*°² Ýë«¨çÜ$¢…§ýl° ¯é ¯]lÐ]l$ÃMýS…. çÜ*Æý‡Å ¯]lr¯]l D íÜ°Ð]l*MýS$ OòßæOÌñæsŒæ.

Cç³µsìæMóS Ñyýl$§ýlOÌñæ¯]l ´ërË$ ò³§ýlª ÑfÄ¶æ*°² §ýlMìSP…^èl$MýS$¯é²Æ‡¬. §ólÑ} {ç³Ýë§Šl D _{™é°MìS A§ýl$Â™èlOÐðl$¯]l çÜ…X™èl… A…¨…^éÆý‡$. A¯]l$çÙP V>ÏÐ]l$ÆŠ‡ D _{™é°MìS A§ýl¯]lç³# BMýSÆý‡Û×æ' A¯é²Æý‡$. D _{™é°Mì Ð]l*rË$: Ô¶æÔ>…MŠS Ððl¯ðl²ËMýS…sìæ, MðSÐðl$Æ>: {í³Ä¶æ$¯Œl, °Æ>Ã×æ ÝëÆý‡£ýlÅ…: G‹Ü.BÆŠ‡. {ç³M>‹Ù»êº$, G‹Ü.BÆŠ‡. {ç³¿¶æ$, °Æ>Ã×æ…: çÜ*tyìlÄñæ* {X¯Œl.

™ðlÍÑ™ólrË$ A§ýl$ÆŠ‡Þ
AÐ]l*Ä¶æ$MýS…V> MýS°í³…^ól ïÙÌê D Ð]l$«§ýlÅ ™ðlÍÑ™ólrË$ ¯ólÆ>aÆý‡$.

AÐ]l*Ä¶æ$MýS…V> MýS°í³…^ól ïÙÌê D Ð]l$«§ýlÅ ™ðlÍÑ™ólrË$ ¯ólÆ>aÆý‡$. Ð]l¬QÅ…V> "A§ýl$ÆŠ‡Þ'ÌZ ¯]lsìæ…_¯]l ™èlÆ>Ó™èl íÜ°Ð]l*Ë$ Jç³šMýS$¯ól ÑçÙÄ¶æ$…ÌZ B_ ™èl*_ Ayýl$VýS$ÌôæçÜ$¢¯é²Æý‡$. MýS£ýl, {ïÜP¯Œlõ³Ï, ¯]lsîæ¯]lr$Ë$, »ôæ¯]lÆŠ‡, §ýlÆý‡ØMýS$yýl$... CÌê A±² ç³ÆŠ‡òœMŠStV> E…sôæ¯ól BÐðl$ íÜ°Ð]l* ^ólÝë¢Æý‡r. CsîæÐ]lË ¯]l…§ýlMýS$Ð]l*ÆŠ‡ A¯ól ™èlÑ$â¶æ §ýlÆý‡ØMýS$yýl$ ïÙÌê° MýSÍíÜ ™èl¯]l íÜ°Ð]l*ÌZ MýS£é¯éÆ‡¬MýSV> ¯]lsìæ…^èlÐ]l$° MøÆ>Æý‡$. MýS£ýl Ððl¬™èl¢… Ñ¯]l² ™èlÆ>Ó™èl ïÙÌê "¯ól¯]l$ ^ólÄ¶æ$yýl…Ìôæ§ýl$' A° ™éï³V> A¯é²Æý‡r. MýS£ýl, ™èl¯]l ´ë{™èl ¯]l_a¯]lç³µsìæMîS D º*Åsîæ B íÜ°Ð]l*¯]l$ †Æý‡çÜPÇ…^éÆý‡$.

§é°MìS M>Æý‡×æ… C™èlÆý‡ Ð]l¬QÅ ´ë{™èlË$ A…™èl ºË…V> ÌôæMýS´ùÐ]lyýlÐól$¯]l° çÜÐ]l*^éÆý‡…. ¯éÄ¶æ$M>, ¯éÆ‡¬MýSË ´ë{™èlË$ GÍÐólsŒæ AÐéÓË…sôæ íÜ°Ð]l*ÌZ E¯]l² C™èlÆý‡ {ç³«§é¯]l ´ë{™èlË$ MýS*yé ºË…V> E…yéÍ. ÌôæMýS´ù™ól B Æð‡…yýl$ ´ë{™èlË$ õ³ËÐ]l…V> E…sêÆ‡¬ A° çÜ§ýlÆý‡$ §ýlÆý‡ØMýS$yìlMìS ÑÐ]lÆý‡×æ C_a Ð]l$È ïÙÌê ÝëVýS¯]l…´ëÆý‡° çÜÐ]l*^éÆý‡…. D ÐéÆý‡¢ Ñ° MøÎÐ]l#yŠl Ð]lÆ>YË$ BÔ¶æaÆý‡Å´ùÄ¶æ*Æ‡¬. AÆ‡¬™ól D ÑçÙÄ¶æ$…ÌZ ïÙÌê¯]l$ çÜÐ]l$Ç¦çÜ$¢¯]l²ÐéÆý‡$ MýS*yé E¯é²Æý‡$. ÑË¯Œl G…™èl Æý‡‹œ A…yŠl r‹œV> E…sôæ ïßæÆø ´ë{™èl A…™èl GÍÐólsŒæ AÐ]l#™èl$…§ýl° íÜ± ç³…yìl™èl$Ë$ A…sêÆý‡$.

AÌêVóS íÜ°Ð]l*ÌZ E¯]l² C™èlÆý‡ Ð]l¬QÅ ´ë{™èlË$ ºË…V> E…sôæ¯ól ™èl¯]l ´ë{™èl GÍÐólsŒæ AÐ]l#™èl$…§ýl° ïÙÌê BÌZ_…^èlyýl… ^éÌê MýSÆð‡MŠSt A°, Ððl¬™èl¢… Ò$§ýl D MýS${Æý‡ ™éÆý‡ ™ðlÍÑ™ólrË$ ¿¶æÌôæ A§ýl$ÆŠ‡Þ A° MýS*yé ^ðl¯]l²ÄŒæ$ Ð]lÆ>YË$ A¯]l$MýS$…r$¯é²Æ‡¬. {ç³çÜ$¢™èl… BÐðl$ Ð]l$ËÄ¶æ*â¶æ…ÌZ "Ðól$MýS‹³Ð]l*¯Œl' A¯ól _{™èl…ÌZ ¯]lsìæçÜ$¢¯é²Æý‡$. D _{™èl…ÌZ ¯]lr¯]l, V>ÏÐ]l$ÆŠ‡ Æð‡…yìl…sìæMìS AÐ]lM>Ô¶æÐ]l¬¯]l² ´ë{™èl¯]l$ ïÙÌê ^ólçÜ$¢¯é²Æý‡r. Mö°² _{™éË$ ^èlÆý‡aË §ýlÔ¶æÌZ Ð]l#¯é²Ä¶æ$°, Jç³µ…§ýl… MýS$§ýl$Æý‡$aMýS$¯]l² ™èlÆ>Ó™èl A«¨M>ÇMýS…V> {ç³MýSsìæÝë¢¯]l° ïÙÌê A…r$¯é²Æý‡$.

ËMîSÿ¯]lÆý‡íÜ…çßæÝëÓÑ$ C_a¯]l ÑfÄ¶æ$… C¨
& »êËMýS–çÙ~

""D íÜ°Ð]l*MýS$ çÜ…º…«¨…_¯]l Mö°² çÜ°²ÐólÔ>Ë¯]l$ »ZÄ¶æ$´ësìæ }¯]l$ ¯é §ýlVýSYÆý‡ ^ðlí³µ¯]lç³šyýl$, ¯]l$Ð]l#Ó ^ðlí³µ…¨ ^ðlí³µ¯]lr$Ï ¡õÜ¢ ÑfÄ¶æ$… ™èl£ýlÅ… A¯é²¯]l$. D _{™èl… ÑfÄ¶æ$… Ýë«¨…_¯]l…§ýl$MýS$ Ä¶æ*Ð]l™Œl _{™èlç³Ç{Ô¶æÐ]l$ B¯]l…§ýlç³yýl$™ø…¨. §é°MìS M>Æý‡×æ… »êËÄ¶æ$Å Ð]l$…_™èl¯]l….

AÌêVóS CÌê…sìæ ÑfÄ¶æ$… Ð]lõÜ¢ ç³Ç{Ô¶æÐ]l$ Ð]l$¯]l$VýSyýl Mö¯]lÝëVýS$™èl$…¨ M>ºsìæt D ÑfÄ¶æ*°MìS A…§ýlÆý‡* çÜ…™øíÙçÜ$¢¯é²Æý‡$' A° yé. §éçÜÇ ¯éÆ>Ä¶æ$×æÆ>Ð]l# A¯é²Æý‡$. ¯]l…§ýlÐ]lÊÇ »êËMýS–çÙ~ ïßæÆøV> »ZÄ¶æ$´ësìæ }¯]l$ §ýlÆý‡ØMýS™èlÓ…ÌZ ç³Æý‡$^èl*Ç MìSÈsìæ °ÇÃ…_¯]l "íÜ…à' AÆý‡® Ô¶æ™èl¨¯ø™èlÞÐ]l Ðólyýl$MýS Oòßæ§ýlÆ>»ê§ŠlÌZ fÇW…¨. D Ðólyýl$MýSÌZ §éçÜÇ Oò³ Ñ«§ýl…V> çÜµ…¨…^éÆý‡$. »êËMýS–çÙ~ Ð]l*sêÏyýl$™èl* &""A™èlÅ«¨MýS ¤Äôæ$rÆý‡ÏÌZ ÇM>ÆŠ‡z Ð]lçÜ*â¶æÏ™ø AÆý‡® Ô¶æ™èl¨¯ø™èlÞÐ]l… ç³NÇ¢ ^ólçÜ$MýS$° Ð]l¬…§ýl$MýS$ Ððlâ¶æÏyýl… A…sôæ ÝëÐ]l*¯]lÅOÐðl$¯]l ÑçÙÄ¶æ$… M>§ýl$.

¯é íÜ°Ð]l*Ë OsñæsìæÌŒæÞÌZ íÜ…à MýSÍõÜ¢ çœ$¯]lÑfÄ¶æ$… Ýë«¨…^èlyýl… RêÄ¶æ$… A¯ól òÜ…sìæÐðl$…sŒæ °fOÐðl$…¨. D _{™èl ÑfÄ¶æ*°MìS {ç³«§é¯]l M>Æý‡×æ… »ZÄ¶æ$´ësìæ }¯]l$. ^èl{MìS A§ýl$Â™èlOÐðl$¯]l ´ërË$ A…¨…^éyýl$. D ÑfÄ¶æ*°² A…¨…_¯]l…§ýl$MýS$ {õ³„ýSMýS$ËMýS$, B ËMîSÿ ¯]lÆý‡íÜ…çßæÝëÓÑ$MìS MýS–™èlfq™èlË$. C¨ ^èlË¯]l _{™èl ç³Ç{Ô¶æÐ]l$ Ýë«¨…_¯]l ÑfÄ¶æ$…V> ¿êÑçÜ$¢¯é²' A¯é²Æý‡$. ""JMýS íÜ°Ð]l* íßæsŒæ AÆ‡¬™ól JMýS Ð]lÆý‡Y…ÐéÆý‡$ Ð]l*{™èlÐól$ B¯]l…§ýlç³yýl™éÆý‡$.

M>± "íÜ…à' ÑfÄ¶æ*°MìS A…§ýlÆý‡* B¯]l…¨çÜ$¢¯é²Æý‡$' A° yé. ç³Æý‡$^èl*Ç Vø´ëËMýS–çÙ~ A¯é²Æý‡$. D Ðólyýl$MýSÌZ G±tBÆŠ‡, MýSâêÅ×ŠæÆ>ÐŒl$, ™éÆý‡MýSÆý‡™èl², Æ>ÐŒl$, E§ýlÄŒæ$MìSÆý‡×Šæ, ¯]lÐ]l©‹³, AÔ¶æÓ±§ýl™Œl, {çÜÐ]l…†' Æý‡ÑMìSÚùÆŠ‡, ç³Æý‡$^èl*Ç {ç³Ýë§Šl ™èl¨™èlÆý‡$Ë™ø ´ër$ "íÜ…à' Ä¶æÊ°sŒæ çÜ¿¶æ$ÅË$ ´ëÌŸY¯é²Æý‡$.

Ð]l$¯øgŒæMýS$ ÝëtÆŠ‡yýlÐŒl$ ™ðl^óla m$Ð]l$Ã…¨ ¯é§ýl…

"1982ÌZ } ËMîSÿ {ç³çÜ¯]l² í³MýSaÆŠ‡Þ çÜ…çÜ¦ Ýë¦í³…_ Cç³µsìæÐ]lÆý‡MýS$ 54 íÜ°Ð]l*Ë$ ¡Ô>¯]l$. Cç³šyýl$ ¯é MýS$Ð]l*Æð‡¢ ËMîSÿ {ç³çÜ¯]l² °Æ>Ã™èlV> Ð]l*Ç "m$Ð]l$Ã…¨ ¯é§ýl…' _{™èl… °ÇÃ…_…¨. 14 çÜ…Ð]l™èlÞÆ>Ë ™èlÆ>Ó™èl Æ>çœ$Ðól…{§ýlÆ>Ð]l#V>Æý‡$ Ð]l* »ôæ¯]lÆŠ‡ÌZ íÜ°Ð]l* ^ólÔ>Æý‡$.

Ð]l*Ð]lÊË$V> JMýS íÜ°Ð]l*ÌZ I§éÆý‡$ ´ërË$ E…sôæ.. ÐésìæÌZ Ð]lÊyýl$, ¯éË$VýS$ ´ërËMýS$ Ð]l*{™èlÐól$ Ð]l$…_ çÜµ…§ýl¯]l ËÀçÜ$¢…¨. AÆ‡¬™ól D íÜ°Ð]l*ÌZ E¯]l² ™öÑ$Ã¨ ´ërËMýS* Ð]l$…_ B§ýlÆý‡×æ ËÀ…_…¨.

A°² ´ërË* íßæsŒæ AÐ]lÓyýl… ¯é »ôæ¯]lÆŠ‡ÌZ ™öÍÝëÇ fÇW…¨. D çÜ…§ýlÆý‡Â…V> MîSÆý‡Ðé×ìæV>ÇMìS «§ýl¯]lÅÐé§éË$ ™ðlË$ç³#MýS$…r$¯é²¯]l$. Ð]l$¯øgŒæMìS "m$Ð]l$Ã…¨ ¯é§ýl…' ÝëtÆŠ‡yýlÐŒl$ ™ðl_aò³sôæt _{™èl… AÐ]l#™èl$…¨. kOÌñæ 1¯]l D _{™é°² Ñyýl$§ýlË ^ólÄ¶æ$yé°MìS çÜ¯é²àË$ ^ólçÜ$¢¯é²…' A° ç³§ýlÃ} yé.Ä¶æ$….Ððl*çßæ¯Œl»êº$ A¯é²Æý‡$. BÄ¶æ$¯]l çÜÐ]l$Æý‡µ×æÌZ } ËMîSÿ {ç³çÜ¯]l² í³MýSaÆŠ‡Þ ç³™éMýS…Oò³ Ð]l$¯øgŒæ, ™éï³Þ f…rV> Æ>çœ$Ðól…{§ýlÆ>Ð]l# §ýlÆý‡ØMýS™èlÓ…ÌZ ËMîSÿ {ç³çÜ¯]l² °ÇÃ…_¯]l _{™èl… "m$Ð]l$Ã…¨ ¯é§ýl…'.

CsîæÐ]lË Ñyýl$§ýlOÌñæ¯]l D _{™èl… ByìlÄñæ* ÑfÄ¶æ*°² ç³#Æý‡çÜPÇ…^èl$MýS$° HÆ>µr$ ^ólíÜ¯]l ´ë{†MóSÄ¶æ¬Ë çÜÐ]l*ÐólÔ¶æ…ÌZ Ððl*çßæ¯Œl»êº$ Oò³ Ñ«§ýl…V> çÜµ…¨…^éÆý‡$. D çÜ…§ýlÆý‡Â…V> Ð]l$¯øgŒæ Ð]l*sêÏyýl$™èl* &""Æ>çœ$Ðól…{§ýlÆ>Ð]l#V>Ç™ø íÜ°Ð]l* ^ólÄ¶æ$yýl… ¯é A§ýl–çÙt…. BÄ¶æ$¯]l™ø íÜ°Ð]l* ^ólçÜ$¢…sôæ JMýS §ólÐ]l#yìl™ø ^ólíÜ¯]lrÏ°í³…_…¨. "Ðól$fÆŠ‡ ^èl…{§ýlM>…™Œl' ™èlÆ>Ó™èl ¯é¯]l²V>Ç M>…¼¯ólçÙ¯ŒlÌZ ¯]lsìæ…^é¯]l$' A° ^ðl´ëµÆý‡$.

ËMîSÿ{ç³çÜ¯]l² Ð]l*sêÏyýl$™èl* &""Æ>çœ$Ðól…{§ýlÆ>Ð]l# A…MýS$ÌŒæ ™èl¯]l Ð]l…§ýl íÜ°Ð]l*Ë A¯]l$¿¶æÐé°² ¯éMýS$ D JMýSP íÜ°Ð]l*MóS ¯ólÇµ…^éÆý‡$. Ð]l* ¯é¯]l²V>Æý‡$ ¯éMýS$ ™èlW¯]l…™èl OVðSyðl¯ŒlÞ C^éaÆý‡$. Ð]l$¯øgŒæ Ä¶æ*MìSt…VŠS ^èl*íÜ Òyýl$ ÝëÐ]l*¯]l$Åyýl$ M>§ýl$ A° Æ>çœ$Ðól…{§ýlÆ>Ð]l#V>Æý‡$ A¯ólÐéÆý‡$. ™éï³ÞÌê…sìæ Ð]l$…_ BÇt‹Üt¯]l$ ç³Ç^èlÄ¶æ$… ^ólçÜ$¢¯]l²…§ýl$MýS$ B¯]l…§ýl…V> E…¨. BÄ¶æ$¯]l MýS$Ð]l*Æý‡$yýl$ {ç³M>‹Ù A¯]l²Ä¶æ$Å OyðlÆð‡„ýS¯ŒlÌZ JMýS íÜ°Ð]l*ÌZ Ä¶æ*MŠSt ^ólçÜ$¢¯é²¯]l$' A° ^ðl´ëµÆý‡$. D çÜÐ]l*ÐólÔ¶æ…ÌZ Æ>çœ$Ðól…{§ýlÆ>Ð]l#, ™éï³Þ, GWjMýS*ÅsìæÐŒl °Æ>Ã™èl AÔZMŠS MýS$Ð]l*ÆŠ‡Æ>k MýS*yé ´ëÌŸY¯é²Æý‡$.

{§úç³¨V> gZÍ

àÎÐ]l#yŠl ÝëtÆŠ‡ H…gñæÍ¯é gZÍ H…sìæ? Ð]l$à¿êÆý‡™èl…ÌZ° {§úç³¨ ´ë{™èl ^ólÄ¶æ$yýlÐól$…r° BÔ¶æaÆý‡Å´ù™èl$¯é²Æý‡$ MýS§ýl*! Ò$ BÔ¶æaÆý‡ÅÐ]lÊ °fÐól$. D ÐéÆý‡¢ MýS*yé çÜçßæfÐól$ M>±, D ÐéÆý‡¢ Ð]l*{™èl… ç³_a °f…. »êÎÐ]l#yŠl §ýlÆý‡ØMýS$yýl$ {ç³M>‹Ù Æý‡n* Ð]l$à¿êÆý‡™èl…ÌZ° {§úç³¨ ´ë{™èl¯]l$ {ç³«§é¯é…Ô¶æ…V> ^ólçÜ$MýS$° K íÜ°Ð]l* ^ólÄ¶æ$yé°MìS Gç³µsìæ¯]l$…^ø MýSËË$ MýS…r$¯é²Æý‡$.

VýS™èl…ÌZ Ð]l*«§ýl$È ©„ìS™Œl¯]l$ D ´ë{™èl MøçÜ… A¯]l$MýS$°, íÜ°Ð]l* ^ólÄ¶æ$yé°MìS çÜ¯é²àË$ ^ólÔ>Æ>Ä¶æ$¯]l. M>± A¨ ¯ðlÆý‡ÐólÆý‡Ìôæ§ýl$. §é°MìS M>Æý‡×æ… D _{™èl… ¿êÈ ºyðljsŒæ¯]l$ yìlÐ]l*…yŠl ^ólÄ¶æ$yýlÐól$. B ™èlÆ>Ó™èl {ç³M>‹Ù Æý‡n* G°² íÜ°Ð]l*Ë$ ^ólíÜ¯]lç³µsìæMîS {§úç³¨ MýS£ýl¯]l$ ™ðlÆý‡MðSMìSP…^èlÌôæMýS´ùÄ¶æ*¯]l¯ól ïœÍ…VŠS BÄ¶æ$¯]lÌZ E…r* Ð]lÝù¢…¨.

CsîæÐ]lÌôæ MýS{†¯é OMðS‹œ MýS£é¯éÆ‡¬MýSV> BÄ¶æ$¯]l §ýlÆý‡ØMýS™èlÓ… Ð]líßæ…_¯]l "Æ>gŒæ±†' Ñyýl$§ýlOÌñæ çÜ*ç³ÆŠ‡ íßæsŒæ sêMŠS ™ðl^èl$aMýS$…¨. D ¯ólç³£ýlÅ…ÌZ {§úç³¨ MýS£ýl Ð]l$äÏ BÄ¶æ$¯]l Ð]l$¯]lçÜ$ÌZ Ððl$¨Í…¨. D _{™é°² BÄ¶æ$¯]l C…WÏ‹ÙÌZ ¡Ä¶æ*Ë¯]l$MýS$…r$¯é²Æý‡r. A…§ýl$MýS° H…gñæÍ¯é¯]l$ ¯éÆ‡¬MýSV> ¡çÜ$MøÐéË¯]l$MýS$…r$¯é²Æý‡r. A™èlÅ…™èl ¿êÈ ºyðljsŒæ™ø _{™é°² ¿êÈV> ¡Ä¶æ$yé°MìS {ç³M>‹Ù Æý‡n* çÜ¯é²àË$ ^ólçÜ$¢¯é²Æý‡$.

2010-06-25T15:13:00.000+05:30

NEWS

2010-06-25T14:20:00.000+05:30

Ë…^èl… ¡çÜ$MýS$…r* HïÜ½MìS _MìSP¯]l BÆŠ‡I
Ð]l$çßæº*»Œæ¯]lVýSÆŠ‡ : Ð]l$çßæº*»Œæ¯]lVýSÆŠ‡ hÌêÏ ¯]lÆý‡Ó Æð‡Ððl¯]l*Å C¯ŒlòÜµMýStÆŠ‡ Ë…^èl… ¡çÜ$MýS$…r* Ô¶æ${MýSÐéÆý‡… HïÜ½MìS ç³r$tºyézÆý‡$. K ç³° °Ñ$™èl¢… BÆŠ‡I MýSÆý‡$×êMýSÆŠ‡ Æð‡…yýl$ÐólË Æý‡*´ëÄ¶æ$Ë$ yìlÐ]l*…yŠl ^ólÄ¶æ$r…™ø »ê«¨™èl$yýl$ HïÜ½ A«¨M>Æý‡$Ë¯]l$ B{Ô¶æÆ‡¬…^éyýl$. BÆŠ‡I Ë…^èl… ¡çÜ$MýS$…r$…yýlV> A«¨M>Æý‡$Ë$ Æð‡yŠlàÅ…yðlyŠlV> ç³r$tMýS$° MóSçÜ$ ¯]lÐðl*§ýl$ ^ólÔ>Æý‡$.

2010-06-25T10:28:00.000+05:30

Cricket

2010-06-25T10:11:00.002+05:30

**BíÜÄ¶æ*' MìS…VŠSÞ Ðèl$¯èlÐól$**

Ë…MýS¯èl$ _™èl$¢^ólíÜ¯èl «§ø°õÜ¯èl
81 ç³Æý‡$VýS$Ë ™ólyé™ø çœ$¯èlÑfÄýæ$…
^ðlËÆó‡W¯]l ¨¯ólÔŒæ M>È¢MŠS
°ç³šË$ ^ðlÇW¯èl ¯ðl{à (4/40)

Oòœ¯èlÌŒæ ¸ù¼Äýæ* ´ùÆ‡$$…¨. 15HâýæÏ °È„ýS×æ çœÍ…_…¨. BíÜÄýæ* ÌZ Ðèl$¯èlÐól$ MìS…VŠSÞ A° «§ø°õÜ¯èl °Æý‡í³…_…¨. §ýl…º$ÌêÏÌZ fÇW¯èl Oòœ¯èlÌZÏ ¿êÆý‡™Œl A°² Æý‡…V>ÌZÏ¯èl Æ>×ìæ…_ Ë…MýS¯èl$ Kyìl…_…¨. §ýl…º$-ÌêÏ:çßZÆ>-çßZ-ÈV> ÝëVýS$-™èl$…§ýl-¯èl-$MýS$-¯èl² BíÜ-Äýæ-MýS-‹³ Oòœ¯èlÌŒæ HMýS-ç³-„ýS-OÐðl$…¨. ™èlÐèl$-¯èl$ ™èlÆý‡^èl Oòœ¯èl-ÌŒæ-ÞÌZ Kyìl-çÜ$¢-¯èl² Ë…MýSOò³ ¿êÆý‡-™Œl çÜOÆð‡¯èl {ç³¡M>Æý‡… ¡Æý‡$a-MýS$…¨. 81 ç³Æý‡$-VýS$-Ë™ø Ë…MóS-Äýæ$-$Í² Kyìl…_ çÜVýS-Æý‡Ó…V> BíÜ-Äýæ-MýS-‹³¯èl$ A…§ýl$-MýS$…¨. ™öË$™èl »êÅsìæ…VŠS ^ólíÜ¯]l «§ø°õÜ¯]l 50 KÐ]l-Æý‡ÏÌZ BÆý‡$ ÑMðS-rÏMýS$ 268 ç³Æý‡$-VýS$Ë$ ^ólÄ¶æ$V>... {ÖË…MýS 44.4 KÐ]l-Æý‡ÏÌZ 187 ç³Æý‡$-VýS$-ËMóS ç³ÇÑ$-™èl-OÐðl$…¨. ¿êÆý‡™èl õ³çÜÆŠ‡ BÕ‹Ù ¯ðl{à °ç³šË$ ^ðlÇVóS º…™èl$-Ë™ø Ë…MýS Ððl¯èl-$²ÑÇ-^éyýl$. sê‹³BÆý‡z-ÆŠ‡-¯èl$ MýS$ç³µ-MýSÍa fr$t ÑfÄýæ$…ÌZ MîSËMýS-´ë{™èl ´ùíÙ…^éyýl$. Ë„ýSÅ ból§ýl¯]lMýS$ ºÇÌZMìS ¨W¯]l çÜ…VýS-MýSP-Æý‡-õÜ-¯]lMýS$ BÆý‡…-¿¶æ…-ÌZ¯ól G§ýl$-Æý‡$-§ðlº¾ ™èlWÍ…¨. C°²…VŠSÞ I§ø º…†MóS ¨ÌêÛ¯Œl yýlMú-sŒæV> Ððl¯]l$-¨ÇV>yýl$. ™èlÆý‡…VýS (30 º…™èl$ÌZÏ 16; ¸ùÆŠ‡)™ø MýSÍíÜ Ð]l¯Œl-yú¯Œl çÜ…VýS-MýSPÆý‡ (38 º…™èl$ÌZÏ 17; 2 ¸ùÆý‡$Ï) C°²…VŠS-Þ¯]l$ °Ë»ñæ-sôæt…§ýl$MýS$ ^ólíÜ¯]l {ç³Ä¶æ$-™é²Ë$ çœÍ…^èl-Ìôæ§ýl$. Ð]lÅ^Œl BÆý‡…¿¶æ… ¯]l$…^ól ¿êÆý‡™èl õ³çÜÆý‡$Ï MýSr$t-¨rt…V> »oÍ…VŠS ^ólÄ¶æ$-yýl…™ø Ë…MóS-Ä¶æ¬Ë$ J†¢-yìlÌZ ç³yézÆý‡$. Ð]l¬QÅ…V> ¯ðl{à «§ésìæMìS B†£ýlÅ »êÅsŒæÞÐðl$¯Œl »ñæ…»ôæ-Ìñæ-™é¢Æý‡$. JMýSP ç³Æý‡$VýS$ ™ólyé™ø MîSËMýS-OÐðl$¯]l fÄ¶æ$-Ð]lÆý‡®¯ól (19 º…™èl$ÌZÏ 11; ¸ùÆŠ‡), Ð]lÅ£ýlÅ‹Ü (0),çÜ…-VýS-MýSP-Æý‡¯]l$ ò³ÑÍÄ¶æ$-¯ŒlMýS$ ç³…í³ ¯ðl{à Ð]lÅ^Œl¯]l$ ¿êÆý‡-™Œl OÐðlç³# †´ëµyýl$. _Ð]l-ÆøÏ M>…§ýl…½ (45 º…™èl$ÌZÏ 31; 2 ¸ùÆý‡$Ï), MýSç³#-VðS-yðlÆ> (88 º…™èl$ÌZÏ 55 ¯éso-sŒæ; 4 ¸ùÆý‡$Ï, íÜMýSÞÆŠ‡), MýS$ËÔóæ-QÆý‡ (16 º…™èl$ÌZÏ 20; 4 ¸ùÆý‡$Ï) B§ýl$-MýS$¯ól {ç³Ä¶æ$-™èl²… ^ólíÜ¯é çœÍ™èl… ÌôæMýS-´ù-Æ‡¬…¨. ¯ð {à 4, fïßæÆŠ‡, fyólgê ^ðlÆø Æð‡…yýl$ ÑMðSr$Ï ¡Ô>Æý‡$.

°Ë»ñæ-sìæt¯]l M>È¢-MŠS

sê‹Ü VðSÍ_ ¿êÆý‡-™Œl »êÅsìæ…VŠS G…^èl$-MýS$…¨. Kò³-¯]lÆŠ‡ VýS…ÁÆŠ‡ (16 º…™èl$ÌZÏ 15; 2 ¸ùÆý‡$Ï) Ñçœ-ËOÐðl$¯é... ¨¯ól-ÔŒæ M>È¢-MŠS (84 º…™èl$ÌZÏ 66; 9 ¸ùÆý‡$Ï) AÆý‡®-òÜ…^èl-È™ø °ËMýS-yýlV> Byéyýl$. Ð]lÊyýl$ MîSËMýS-OÐðl$¯]l ¿êVýS-ÝëÓ-Ð]lÅË$ ¯]lÐðl§ýl$ ^ólíÜ fr$tMýS$ Ð]l$…_ ÝùPÆý‡$¯]l$ A…¨…^éyýl$. ™öÍ ÑMðS-sŒæ-MýS$ 38 ç³Æý‡$-VýS$Ë$ gZyìl…^éM>... Ìôæ° ç³Æý‡$VýS$ MøçÜ… {ç³Ä¶æ$-†²…_ VýS…ÁÆŠ‡ Æý‡¯ú-rÄ¶æÅyýl$. çœÍ™èl…V> 38 ç³Æý‡$-VýS$Ë Ð]l§ýlª ¿êÆý‡-™Œl ™öÍ ÑMðS-sŒæ-¯]l$ MøÌZµ-Æ‡¬…¨. AÆ‡¬™ól Ð]l¯Œl-yú-¯ŒlÌZ Ð]l_a¯]l ÑÆ>-sŒæ MøíßæÏ (34 º…™èl$ÌZÏ 28; 4 ¸ùÆý‡$Ï) çÜÐ]l$-Äñæ-_™èl…V> çÜµ…¨…^éyýl$. M>È¢-MŠS™ø MýSÍíÜ Æð‡…yø ÑMðS-sŒæ-MýS$ MîSËMýS-OÐðl$¯]l 52 ç³Æý‡$-VýS$Ë ÑË$-OÐðl¯]l ¿êVýS-ÝëÓ-Ð]lÅ°² gZyìl…^éyýl$.

çœÍ™èl…V> 19 KÐ]l-ÆŠ‡ÌZ ¿êÆý‡-™Œl 100 ç³Æý‡$-VýS$Ë OÐðl$Ë$-Æ>-Æ‡¬° A…§ýl$-MýS$…¨. MøíßæÏ AÐ]l#-Osñæ¯]l ™èlÆ>Ó™èl {MîS-gŒæ-ÌZMìS Ð]l_a¯]l MðSò³t¯Œl «§ø° (50 º…™èl$ÌZÏ 38; 2 ¸ùÆý‡$Ï, íÜMýSÞÆŠ‡) MýSyé ^èlMýSP° C°²…VŠSÞ™ø BMýS-r$t-MýS$-¯é²yýl$. Ð]lÊyø ÑMðS-sŒæ-MýS$ M>È¢-MŠS™ø MýSÍíÜ 46 ç³Æý‡$-VýS$Ë$ gZyìl…^éyýl$. M>È¢-MŠS, «§ø° Ððl…rÐðl…r¯ól AÐ]l#-sŒæ-M>-Ð]l-yýl…™ø ¿êÆý‡-™Œl 167 ç³Æý‡$-VýS$-ËMýS$ 4 ÑMðSr$Ï MøÌZµÆ‡¬ Mö…™èl ™èlyýl-ºyìl…¨. ™èlÆ>Ó™èl {MîS-gŒæ-ÌZMìS Ð]l_a¯]l Æøíßæ-™Œl Ô¶æÆý‡Ã (52 º…™èl$ÌZÏ 41; 3 ¸ùÆý‡$Ï), çÜ$Æó‡-ÔŒæ OÆð‡¯é (31 º…™èl$ÌZÏ 29; 3 ¸ùÆý‡$Ï)Ë$ I§ø ÑMðS-sŒæ-MýS$ 50 ç³Æý‡$-VýS$Ë$ gZyìl…_ fr$t¯]l$ B§ýl$-MýS$-¯é²Æý‡$. »êÅsìæ…VŠS ç³Ð]l-ÆŠ‡-õ³ÏÌZ Æý‡Ò…{§ýl fyólgê (27 º…™èl$ÌZÏ 25 ¯éso-sŒæ; ¸ùÆŠ‡) ÐólVýS…V> Byýl-r…™ø ¿êÆý‡-™Œl 268 ç³Æý‡$-VýS$Ë VúÆý‡-Ð]l-{ç³-§ýl-OÐðl$¯]l ÝùPÆý‡$¯]l$ Ýë«¨…_…¨. Ð]l$Í…V>, M>§ýl…½ ^ðlÆø Æð‡…yýl$ ÑMðSr$Ï ¡Ô>Æý‡$. ¨¯ól-ÔŒæ M>È¢-MŠSMýS$ "Ð]lÅ¯Œl B‹œ ¨ Ð]lÅ^Œl', ´ëMŠS MðSò³t¯Œl Úëíßæ-§Šl B{íœ-¨MìS "Ð]lÅ¯Œl B‹œ ¨ íÜÈ‹Ü' AÐé-Æý‡$zË$ §ýlM>PÆ‡¬.

ÝùPÆý‡$ ÑÐ]l-Æ>Ë$

¿êÆý‡™èl C°²…VŠSÞ: VýS…ÁÆŠ‡ Æý‡¯ú-sŒæ 15, M>È¢-MŠS (íÜ) fÄ¶æ$-Ð]l-Æý‡®¯ól (¼) M>§ýl…½ 66, ÑÆ>-sŒæ MøíßæÏ (íÜ) çÜ…VýS-MýSPÆý‡ (¼) Ð]l$Í…V> 28, «§ø° (íÜ) MýS$ËÔóæ-QÆý‡ (¼) M>§ýl…½ 38, Æøíßæ-™Œl Ô¶æÆý‡Ã (íÜ) Ð]l$àÆý‡-‹œ (¼) MýS$ËÔóæ-QÆý‡ 41, OÆð‡¯é GÎ¾-yýl-º$ÏÅ (¼) Ð]l$Í…V> 29, Æý‡Ò…{§ýl fyólgê ¯éso-sŒæ 25, çßæÆý‡Â-f¯Œl íÜ…VŠS ¯éso-sŒæ 7, GMŠSÞ-{sê-Ë$: (O»ñæ‹Ü 2, ÌñæVŠSO»ñæ‹Ü 7, OÐðlyýl$Ï 9, ¯ø»ê-ÌŒæÞ 1) 19, Ððl¬™èl¢…: (50 KÐ]l-Æý‡ÏÌZ 6 ÑMðS-rÏMýS$) 268.

ÑMðSrÏ ç³™èl-¯]l…: 1&38, 2&100, 3&146, 4&167, 5&217, 6&249.
»oÍ…VŠS: MýS$ËÔóæ-QÆý‡ 9&0&44&1; Ð]l$Í…V> 10&0&57&2; Ð]l$àÆý‡-‹œ 6&0&41&0; Ð]lÅ£ýlÅ‹Ü 3&1&16&0; Ð]l¬Æý‡-ä«§ýl-Æý‡¯Œl 10&0&34&0; M>§ýl…½ 7&0&37&2; ¨ÌêÛ¯Œl 5&0&30&0.

{ÖË…MýS C°²…VŠSÞ: ™èlÆý‡…VýS (¼) fïßæÆŠ‡ 16, ¨ÌêÛ¯Œl (íÜ) çßæÆý‡Â-f¯Œl (¼) {ç³Ò×Šæ MýS$Ð]lÆŠ‡ 0, çÜ…VýS-MýSPÆý‡ (íÜ) fïßæÆŠ‡ (¼) ¯ðl{à 17, fÄ¶æ$-Ð]l-Æý‡®¯ól (íÜ) «§ø° (¼) ¯ðl{à 11, Ð]lÅ£ýlÅ‹Ü (íÜ) «§ø° (¼) ¯ðl{à 0, M>§ýl…½ Æý‡¯ú-sŒæ 31, MýSç³#-VðS-yðlÆ> ¯éso-sŒæ 55, Ð]l$àÆý‡-‹œ (íÜ) «§ø° (¼) fïßæÆŠ‡ 10, MýS$ËÔóæ-QÆý‡ (çÜt…‹³z) «§ø° (¼) fyólgê 20, Ð]l$Í…V> (íÜ) fyólgê (¼) ¯ðl{à 7, Ð]l¬Æý‡-ä«§ýl-Æý‡¯Œl (íÜ) «§ø° (¼) fyólgê 2, GMŠSÞ-{sê-Ë$: (O»ñæ‹Ü 4, ÌñæVŠSO»ñæ‹Ü 3, OÐðlyýl$Ï 9, ¯ø»ê-ÌŒæÞ 2) 18, Ððl¬™èl¢…: (44.4 KÐ]l-Æý‡ÏÌZ BÌo-sŒ ) 187.

ÑMðSrÏ ç³™èl-¯]l…: 1&5, 2&31, 3&50, 4&50, 5&51, 6&104, 7&132, 8&168, 9&177, 10&187.

»oÍ…VŠS: {ç³Ò×Šæ 9&1&29&1; fïßæÆŠ‡ 8&2&36&2; ¯ðl{à 9&0&40&4; çßæÆý‡Â-f¯Œl 9&0&30&0; MøíßæÏ 3&0&16&0; Æý‡Ò…{§ýl fyólgê 6.4&0&29&2.

ÑÔóæÚëË$

¿êÆý‡-™Œl BíÜÄ¶æ MýS‹³ VðSËÐ]lyýl… C¨ I§ø-ÝëÇ (_Ð]l-ÇÝëÇ 1995ÌZ ¯ðlWY…¨)
«§ø° MðSò³t-±ÞÌZ Hyýl$ Oòœ¯]l-ÌŒæ-ÞÌZ C¨ ¯éË$Vø ÑfÄ¶æ$…
Ð]l¯ólzÌZÏ ¯ðl{à 4 ÑMðSr$Ï ¡Ä¶æ$yýl… C¨ ¯éË$-Vø-ÝëÇ
JMýS C°²…VŠSÞÌZ I§ýl$-VýS$Ç² AÐ]l#-sŒæ ^ólÄ¶æ$yýl… «§ø°MìS¨ Ð]lÊyø-ÝëÇ
M>È¢-MŠSMýS$ Æð‡…yø Ð]lÅ¯Œl B‹œ ¨ Ð]lÅ^Œl

India spoils Lanka’s Asia Cup hat-trick dream

India swiftly erased a Sri Lankan dream at the Rangiri Dambulla International Stadium here on Thursday night. Pursuing a title hat-trick, defending champion Sri Lanka crumbled in the chase and India won the Asia Cup.
In a final that was headed just one-way after Sri Lanka was reduced to 51 for five while trailing India's 268 for six in 50 overs, M.S. Dhoni's men scored steady runs and scythed through the host's top-order to make it a no-contest. India won by 81 runs to claim a title that it won last in 1995. Sri Lanka scored 187 in 44.4 overs.
Sri Lanka never recovered from a steady fall of wickets right from the moment, Tillakaratne Dilshan tamely popped up a catch off Praveen Kumar. Worse was to follow when Upul Tharanga shouldered arms to Zaheer Khan while skipper Kumar Sangakkara and Mahela Jayawardene, for once failed to brave a crisis.
Ashish Nehra (four for 40), a pale shadow in the earlier matches, sprung back to life and forced Jayawardene to fish outside off-stump.
Joy continues
Nehra's night of joy continued as Mathews chased a wide delivery and Sangakkara pulled without punch. Thilina Kandamby and Chamara Kapugedera (55 n.o.) with a dogged 54-run sixth-wicket partnership and Nuwan Kulasekara's powerful blows, only managed to delay the inevitable defeat.
Earlier, every time the Indian batsmen threatened to cut loose, a wicket fell to stymie the steady run-flow. All the Indian batsmen got their starts, but only Dinesh Karthik, atop the order and Rohit Sharma, in the closing stages of the innings, planted their feet firmly.
Factoring in the pressure of chasing in a cup final on a ground with below-par lights, Indian skipper M.S. Dhoni opted to take first strike on winning the toss. India missed a solid opening partnership despite Gautam Gambhir and Karthik tiding past the first five overs.
A busy Karthik (66, 84b, 9x4) guided and cut the ball for fours against Kulasekara and Lasith Malinga. Not to be outdone and playing his 100th ODI, Gambhir unfurled a silken drive against Malinga and watched a chip-and-charge edge of Kulasekara pop out of a leaping Kandamby at first slip. Gambhir though failed to capitalise and was soon left stranded by Upul Tharanga's throw.
Karthik continued unhindered and the opener gritted through Angelo Mathews's tight first over and enjoyed his reprieve on 46 when Farveez Maharoof failed to latch on to the catch in his follow-through. Karthik had a brief ally in Virat Kohli, who like his earlier stints in the tournament, flickered and faded while adding 62 runs for the second wicket.
Malinga shines
Malinga, the pick among the Sri Lankan bowlers, nudged out Kohli with a short-pitched delivery. Dhoni then partnered Karthik and the Indian skipper loosened up against Maharoof and Muralitharan with clouts over mid-wicket. Another stumble was around the corner as Karthik, after bracing past Malinga's classic decoy – a bouncer followed by the yorker – miscued a slog sweep off Kandamby, who later prised out Dhoni to land a double blow on the Indians.
At 167 for four in 32.2 overs, the onus on shoring up the innings rested on Rohit (41, 52b, 3x4) and Suresh Raina and the two contributed a 50-run fifth-wicket partnership. Raina remained tentative against Malinga's bouncer while Rohit stood tall and hooked fine. Raina gained his breath against spin before losing his way against Malinga and the beefy strikes failed to materialise once Rohit perished in the slog overs.
India however managed a competitive total, which acquired an alarming proportion after the seamers struck in tandem under lights.
For Sri Lanka, the failure of its last match hero – Maharoof – was symbolic of a day on which its best laid plans were in tatters.

India end 15-year Asia Cup drought

Mahendra Singh Dhoni chose the right day to win his first toss of the tournament, his batsmen obliged by posting a competitive total and quality swing bowling flowed in surplus as India regained the Asia Cup after a gap of 15 seasons here on Thursday. Chasing 269, Sri Lanka were bowled out for 187 to hand India a 81-run win. Ashish Nehra was the chief architect with four wickets.
Clearly struggling with rhythm and fitness in the earlier games, Nehra made a strong comeback by claiming three wickets in eight balls to put Lanka on the brink. Praveen Kumar had surprised Tillakaratne Dilshan with a short delivery and a Zaheer Khan special clipped the bail when Upul Tharanga shouldered arms. The early wickets set up things nicely for Nehra and the left-armer justified Dhoni’s faith.
Mahela Jayawardene of whom much was expected dabbed at one that rose awkwardly. Angelo Mathews lasted only two balls falling to poor shot selection. Sangakkara was also done in by the short ball to leave the innings in shambles. Dhoni allowed the partnership between Chamara Kapugedera and Thilan Kandamby to prosper by preferring the slow medium pace of Virat Kohli ahead of Ravindra Jadeja.
The duo added 53 runs in 84 balls before a horrible mix up off a no ball left both batsmen at the same end and Kandamby had to leave. The task was too steep for the lower order — the power play providing a faint hope that fizzled out quickly. The Indian innings was a familiar start-stop stutter. The start went according to script before Gautam Gambhir’s (100th ODI) promising tenure was cut short by a needless run out. Dinesh Karthik who had to endure a fair bit of ridicule since he arrived here answered his critics with a well-made 66.
Karthik and Kohli put the innings on course with a purposeful stand of 62 for the second wicket. Runs came easily on a wicket that played true. Kohli’s nicking Malinga ushered Dhoni to the crease. A shrewd move considering Malinga was at his quickest and Muttiah Muralitharan was exercising good control from the other end.
Sangakkara ran out of ideas and turned to the innocuous leg spin of Kandamby. Karthik obliged by hitting a waist high full toss to deep square leg. Dhoni followed suit failing to keep a square cut down. Nuwan Kulasekara, who showed excellent discipline with the ball, came up with a reflex catch. Suresh Raina rotated the strike skilfully with Rohit Sharma until Malinga came back for his second spell.
Raina was struck on the full by a fast in swinging yorker and the run rate dipped from that point. Ravindra Jadeja was inept against the short ball and that added pressure on Rohit. The batting power play was taken at the end of the 43rd over. Fielding restrictions helped India add a further 34 runs and also saw the fall of Rohit. Scampered running towards the end took India to 268.
SCOREBOARD
INDIA
Gautam Gambhir (run out) 15 (16b, 2x4), Dinesh Karthik c Jayawardene b Kandamby 66 (84b, 9x4), Virat Kohli c Sangakkara b Malinga 28 (34b, 4x4), MS Dhoni c Kulasekara b Kandamby 38 (50b, 2x4, 1x6), Rohit Sharma c Maharoof b Kulasekara 41 (52b, 3x4), Suresh Raina lbw b Malinga 29 (31b, 3x4), Ravindra Jadeja (not out) 25 (27b, 1x4), Harbhajan Singh (not out) 7 (7b) Extras (b-2, lb-7, w-9, nb-1) 19
Total (for 6 wkts in 50 overs) 268
FoW: 1-38, 2-100, 3-146, 4-167, 5-217, 6-249
Bowling: N. Kulasekara 9-0-44-1, L Malinga 10-0-57-2, F Maharoof 6-0-41-0, A Mathews 3-1-16-0, M Muralitharan 10-0-34-0, T Kandamby 7-0-37-2, T Dilshan 5-0-30-0
SRI LANKA
Upul Tharanga b Khan 16 (30b, 1x4), Tillakaratne Dilshan c Harbhajan Singh b Kumar 0 (3b), Kumar Sangakkara c Khan b Nehra 17 (38b, 2x4), Mahela Jayawardene c Dhoni b Nehra 11 (19b, 1x4), Angelo Mathews c Dhoni b Nehra 0 (2b), Thilina Kandamby (run out) 31 (45b, 2x4), Chamara Kapugedera (not out) 55 (88b, 4x4, 1x6), Fervez Maharoof c Dhoni b Khan 10 (14b, 1x4), Nuwan Kulasekara st Dhoni b Jadeja 20 (16b, 4x4), Lasith Malinga c Jadeja b Nehra 7 (11b, 1x4), Muttiah Muralitharan c Dhoni b Jadeja 2 (5b), Extras (b-4, lb-3, w-9, nb-2) 18
Total (all out in 44.4 overs) 187
FoW: 1-5, 2-31, 3-50, 4-50, 5-51, 6-104, 7-132, 8-168, 9-177
Bowling: P Kumar 9-1-29-1, Z Khan 8-2-36-2, A Nehra 9-0-40-4, Harbhajan Singh 9-0-30-0, V Kohli 3-0-16-0, R Jadeja 6.4-0-29-2.

General Topics

2010-06-24T12:09:00.000+05:30

2010-06-12T17:03:00.001+05:30

Javascript

2010-06-12T16:03:00.005+05:30

JavaScript is a scripting language that will allow you to add real programming to your webpages.

JavaScript is the most popular scripting language on the internet, and works in all major browsers, such as Internet Explorer, Firefox, Chrome, Opera, and Safari.

What is JavaScript?

JavaScript was designed to add interactivity to HTML pages
JavaScript is a scripting language
A scripting language is a lightweight programming language
JavaScript is usually embedded directly into HTML pages
JavaScript is an interpreted language (means that scripts execute without preliminary compilation)
Everyone can use JavaScript without purchasing a license

Are Java and JavaScript the same?
NO!
Java and JavaScript are two completely different languages in both concept and design!
Java (developed by Sun Microsystems) is a powerful and much more complex programming language - in the same category as C and C++.

What can a JavaScript do?

JavaScript gives HTML designers a programming tool - HTML authors are normally not programmers, but JavaScript is a scripting language with a very simple syntax! Almost anyone can put small "snippets" of code into their HTML pages
JavaScript can put dynamic text into an HTML page - A JavaScript statement like this: document.write("

" + name + "
") can write a variable text into an HTML page
JavaScript can react to events - A JavaScript can be set to execute when something happens, like when a page has finished loading or when a user clicks on an HTML element
JavaScript can read and write HTML elements - A JavaScript can read and change the content of an HTML element
JavaScript can be used to validate data - A JavaScript can be used to validate form data before it is submitted to a server. This saves the server from extra processing
JavaScript can be used to detect the visitor's browser - A JavaScript can be used to detect the visitor's browser, and - depending on the browser - load another page specifically designed for that browser
JavaScript can be used to create cookies - A JavaScript can be used to store and retrieve information on the visitor's computer

The Real Name is ECMAScript

JavaScript's official name is ECMAScript.
ECMAScript is developed and maintained by the ECMA organization.
ECMA-262 is the official JavaScript standard.
The language was invented by Brendan Eich at Netscape (with Navigator 2.0), and has appeared in all Netscape and Microsoft browsers since 1996.
The development of ECMA-262 started in 1996, and the first edition of was adopted by the ECMA General Assembly in June 1997.
The standard was approved as an international ISO (ISO/IEC 16262) standard in 1998.
The development of the standard is still in progress.

CSS

2010-06-12T16:03:00.003+05:30

Introduction to CSS

Welcome to Cascading Style Sheets (CSS) : An Interactive Tutorial for Beginners. With the help of this hands-on CSS tutorial, you can learn virtually every aspect of CSS1, by example, according to the official W3C specifications.

Imagine you've just designed a two hundred page web site for a client (or maybe for yourself) but at the last minute your client (or you) decide the font is a little two small or the typeface should be serif instead of sans-serif? You didn't know how to use cascading style sheets (CSS) so you coded all of the pages with the old-style tag. If you didn't know CSS, chances are you'd have to replace every occurrence of the old tag with the new tag. But if you had decided to write the site with CSS from the get-go, all you would have to do is replace one single line of code in a master file, and your entire site would be rendered immediately in your new style.

That's just one file to upload. That's a lot better than two hundred. Now you can do other things with your time. This is one major reason cascading style sheets are important. CSS makes web site maintenance easier.

Basics of using CSS Styles

To start off our understanding of cascading style sheets, we're going to use a special line of CSS code that does something HTML alone could never do right… we're going to indent every paragraph automatically.

Here's the CSS code:

p { text-indent: 3em; }

As you can imagine, in its current form, the code does not but display p { text-indent: 3em; } on the screen instead of changing the way the paragraph tag behaves. We have several choices to implement this as an actual style, all of which are covered in this chapter:

Write it inline inside each and every tag
Place a at the beginning of the web page
Dedicate and link a CSS file and write it inside that file
Use @import to include it as portion of a page's CSS

Writing inline style inside each tag is one of the worst ways to design a CSS page, although there are a few rare circumstances where it may be appropriate. But to know CSS, you need to know how to do it, and it will also help you understand how the CSS system works.

In our example, p is the selector, that is, what is selected to follow your chosen style. What the web browser understands is that when it sees the tag p, before writing any content, it needs to indent the text 3em. (1 em is a size for laying out glyphs in print... the important thing to understand about 3em is that 3em is about 5 spaces, the typical indentation choice).text-indent is a property, and 3em is the value of that property.

All definitions in CSS follow this format:

selector { property: value; }

HTML

2010-06-12T16:03:00.001+05:30

HTML stands for the Hyper Text Markup Language. Web sites are created with the codes of the HTML language. HTML is extremely easy to learn, and it's completely free to code web sites with it. (You don't have to pay a license fee to use HTML.)

The basics of the HTML language are easy to learn with a few short lessons.

HTML allows web sites to bring together graphics, music, video and links. The HTML code you type can be viewed on any computer. If you type it on a Windows PC, it can be viewed on both Windows and Apple computers, and if you type it on an Apple Mac, you can view it on both Macs and PCs. It doesn't matter what computer someone uses, as long as it has Internet access.

HTML is short for HyperText Markup Language.

Hypertext is simply a piece of text that works as a link.
Markup Language is a way of writing layout information within documents.

Basically an HTML document is a plain text file that contains text and nothing else.
When a browser opens an HTML file, the browser will look for HTML codes in the text and use them to change the layout, insert images, or create links to other pages.
Since HTML documents are just text files they can be written in even the simplest text editor.
A more popular choice is to use a special HTML editor - maybe even one that puts focus on the visual result rather than the codes - a so-called WYSIWYG editor ("What You See Is What You Get").
Some of the most popular HTML editors, such as FrontPage or Dreamweaver will let you create pages more or less as you write documents in Word or whatever text editor you're using.
However, there are some very good reasons to create your own pages - or parts of them - by hand...
WHY LEARN HTML?
It is possible to create webpages without knowing anything about the HTML source behind the page.

There are excellent editors on the market that will take care of the HTML parts. All you need to do is layout the page.

However, if you want to make it above average in webdesign, it is strongly recommended that you understand these tags.

The most important benefits are:

You can use tags the editor does not support.
You can read the code of other people's pages, and "borrow" the cool effects.
You can do the work yourself, when the editor simply refuses to create the effects you want.

You can write your HTML by hand with almost any available text editor, including notepad that comes as a standard program with Windows.

All you need to do is type in the code, then save the document, making sure to put an .html extension or an .htm extension to the file (for instance "mypage.html").
Basically, a computer sees an "A" as simply an "A" - whether it is bold, italic, big or small.

To tell the browser that an "A" should be bold we need to put a markup in front of the A.

Such a markup is called a Tag.

All HTML tags are enclosed in < and >.

Example: a piece of text as it appears on the screen.

This is an example of bold text.

HTML: the HTML for the above example:

This is an example of bold text.

As you can see, the start tag indicates that whatever follows should be written in bold. The corresponding end tag indicates that the browser should stop writing text in bold.
All normal webpages consist of a head and a body.

Head

Body

The head is used for text and tags that do not show directly on the page.
The body is used for text and tags that are shown directly on the page.

Finally, all webpages have an tag at the beginning and the end, telling the browser where the document starts and where it stops.

The most basic code - the code you will use for any page you make, is shown below:

HEAD SECTION
The head section of the webpage includes all the stuff that does not show directly on the resulting page.

The tags encapsulate the title of your page. The title is what shows in the top of your browser window when the page is loaded.
Right now it should say something like "Basics - Html Tutorial" on top of the window containing this text.

Another thing you will often see in the head section is metatags. Metatags are used for, among other things, to improve the rankings in search engines.

Quite often the head section contains javascript which is a programming language for more complex HTML pages.

Finally, more and more pages contain codes for cascading style sheets (CSS).
CSS is a rather new technique for optimizing the layout of major websites.

Since these aspects are way out of reach at this stage we will proceed with explaining the body section.

BODY SECTION
The body of the document contains all that can be seen when the user loads the page.

In the rest of this tutorial you can learn in detail about all the different aspects of HTML, including:

Text

Formatting
Resizing
Layout
Listing

Links

To local pages
To pages at other sites
To bookmarks

Images

Inserting images (GIF and jpg)
Adding a link to an image

Backgrounds

Colors
Images
Fixed Image

Tables
Frames
Forms
Metatags
Hexadecimal Colors

HOW TO LEARN MORE
This introduction presented you with the very basics of HTML.

In the rest of this tutorial you can study each of the different HTML tags in detail.

To the upper right on all pages you will find the HTML tutorial menu.

The links are arranged so you can approach this tutorial as an ongoing course.

Each link will take you to a "chapter" - 5 to 10 pages - explaining the selected topic in depth.

If you are completely new to HTML, you should start with the chapter about text and work your way through the links - ending with the chapter about hexadecimal colors.

Once you become familiar with HTML you could proceed to the javascript section, the java applet section or the Shockwave Flash section.

INTRODUCTION
To enter text on your pages - all you have to do is simply enter the text.

If you do not specify any attributes for text it will use the default size, font etc. of the visitor's browser.

Browsers can only show fonts available on the visitor's PC.

Therefore you are limited to using the fonts that are available on almost any computer.

If you need to use a fancy font, you should use your graphics program to make an image with the text. This will assure that the visitor will see it - even if he doesn't have the fancy font you're using.

Since images take up much more space than plain text, thus increasing download time, you should use this option with care.

On the following pages you will learn how to customize the font settings - both on normal text and text that works as a link.

Furthermore, you will learn to control how the text aligns on your pages.

Now click the Read More link to get started...

BASE FONT
To specify the overall font for your page add the tag at the beginning of the section.

Example: The page as it looks in the browser.

Hello! This is my page.
All text looks the same
since I only specified a basefont.

HTML: The code to produce the above example.

Hello! This is my page.

All text looks the same

since I only specified a basefont.

The color attribute selects the desired color for your text. The face attribute selects the desired font.

Note:
If you enter a list of fonts, like in the example, the browser will use the first font in the list available on the visitor's computer.
The size attribute specifies the desired size, between 1 (smallest) and 7 (biggest).
FONT
The tag will change the font.

Example: How the output looks in the browser.

Hello! This is my page.

This local text looks different.

This text looks like the first line.

HTML: The code to produce the above example.

Hello! This is my page.

 This local text looks different.

This text looks like the first line.

The color attribute selects the desired color for your text. The face attribute selects the desired font.

Note:
If you enter a list of fonts, like in the example, the browser will use the first font in the list available on the visitor's computer.

TEXT LINKS
The tags used to produce links are the  and .
The  tells where the link should start and the  indicates where the link ends.

Everything between these two will work as a link.

The target of the link is added to the  tag using
the href="http://nagawebdesigningtutorials.blogspot.com" setting.

The example below shows how to make the word here work as a link to yahoo.

Click here to go to google.

You simply:

Specify the target in the .

Then add the text that should work as a link.

Finally add an tag to indicate where the link ends.

TEXT FORMAT

These are the tags for text formats:

text	writes text as bold
*text*	writes text in italics
text	writes underlined text
_text	lowers text and makes it smaller
^text	lifts text and makes it smaller
text	guess yourself! (Note: Netscape only.)
~~text~~	strikes a line through the text
`text`	writes text as on a classic typewriter
`text`	writes text exactly as it is, including spaces.
*text*	usually makes text italic
text	usually makes text bold

Note:
The tag is only supported by Netscape browsers, and should be avoided.

Photoshop

2010-06-12T16:02:00.008+05:30

Introduction to Adobe Photoshop
What is Photoshop?
Adobe Photoshop is a professional image editing software package that can be used by experts and novices alike.

Corel Draw

2010-06-12T16:02:00.005+05:30

//* coming soon *//

Flash

2010-06-12T16:02:00.003+05:30

//* coming soon *//

What Is Web Designing?

2010-06-12T12:06:00.000+05:30

Web design is the skill of creating presentations of content (usually hypertext or hypermedia) that is delivered to an end-user through the World Wide Web, by way of a Web browser or other Web-enabled software like Internet television clients, microblogging clients and RSS readers.

The intent of web design is to create a web site—a collection of electronic documents and applications that reside on a web server/servers and present content and interactive features/interfaces to the end user in form of Web pages once requested. Such elements as text, bit-mapped images (GIFs, JPEGs) and forms can be placed on the page using HTML/XHTML/XML tags. Displaying more complex media (vector graphics, animations, videos, sounds) requires plug-ins such as Adobe Flash, QuickTime, Java run-time environment, etc.Plug-ins are also embedded into web page by using HTML/XHTML tags.

Improvements in browsers' compliance with W3C standards prompted a widespread acceptance and usage of XHTML/XML in conjunction with Cascading Style Sheets (CSS) to position and manipulate web page elements and objects. Latest standards and proposals aim at leading to browsers' ability to deliver a wide variety of content and accessibility options to the client possibly without employing plug-ins.

With growing specialization in the information technology field there is a strong tendency to draw a clear line between web design and web development.

Web design is a kind of graphic design intended for development and styling of objects of the Internet's information environment to provide them with high-end consumer features and aesthetic qualities. The offered definition separates web design from web programming, emphasizing the functional features of a web site, as well as positioning web design as a kind of graphic design.

The process of designing web pages, web sites, web applications or multimedia for the Web may utilize multiple disciplines, such as animation, authoring, communication design,corporate identity, graphic design, human-computer interaction, information architecture, interaction design, marketing, photography, search engine optimization and typography.

Markup languages (such as HTML, XHTML and XML)
Style sheet languages (such as CSS and XSL)
Client-side scripting (such as JavaScript)
Server-side scripting (such as PHP and ASP)
Database technologies (such as MySQL and PostgreSQL)
Multimedia technologies (such as Flash and Silverlight)

Web pages and web sites can be static pages, or can be programmed to be dynamic pages that automatically adapt content or visual appearance depending on a variety of factors, such as input from the end-user, input from the Webmaster or changes in the computing environment (such as the site's associated database having been modified).

With growing specialization within communication design and information technology fields, there is a strong tendency to draw a clear line between web design specifically for web pages and web development for the overall logistics of all web-based services.