ahmedheakl/docatlas_instruct huggingface dataset:
J'ai juste failli tomber de ma chaise quand elle s'est associée à la cfdt et la cgt dans une position contre le statut d'emploi (qui a bien fait rire l'unsa), plus une autre fois où elle ne voyait pas l'utilité de demander aux fonctionnaires leur avis sur les bornes de leur plage horaire puisque les chefs de cour n'allaient pas en tenir compte ... j'ai été consternée mais je l'ai laissée s'exprimer, c'était elle l'élue. c'est hors débats que je lui ai fait part de mon désaccord mais c'est resté soft. Ici elle n'a pas supporté le ct avec hélène, elle a refusé de lire la déclaration liminaire... bon ... je crois que natacha a eu aussi des difficultés en son temps ...c'est pas simple de travailler en équipe. Ce qui explique qu'elle ait rejoint les positions des non signataires en réunion. Mais on est pas au ct à titre personnel, on représente le syndicat les opinions personnelles n'y ont pas leur place. Isa : Moi non plus je ne suis pas surprise Je préfère que ce soit ainsi plutôt que je sois obligée de la renvoyer.. Mylène voulait briller mais travailler comme beaucoup Lors de la mise en place des ASA j’ai très peu apprécie qu’elle me dise non sur des asa pour des audiences, quand je lui ai demandé si elle voulait changer son jour c’était non Je ne serai pas surprise qu’elle aille à la CGT On a résolu son problème Elle va rester dans son cph… MMM : Après les 2 réunions que nous avons eu toutes les 4 sur PARIS pour préparer le corps du livre blanc concernant les juridictions parisiennes et Banlieues, j'ai essayé de te faire comprendre par rapport à Mylène qu'elle ne partageait plus rien avec nous! tu connais ta réponse,!!! et je suis d'accord avec toi! mais quand on a préparé, on a vu par des exemples précises qu'elle était démobilisée! mes deux autres collègues se sont bien rendu compte aussi! Mylène se mettait près de la porte pour partir à chaque réunion où j'etais présente, ne prenait pas la parole au nom du SDGF-FO, nous consacrait 2 heures pas plus car il fallait qu'elle parte (alors que c'etait pris sur son après midi syndicale) Dire qu'au vu des comptes-rendu il y en avait qui faisait pas grand chose et qui avait plus de 10% d'asa, je trouvais que c'etait plus démobilisant et j'ai tiré la sonnette d'alarme! ect les filles pourront dire plus que moi car je n'etais pas à toutes les réunions parisiennes! Lorsqu'une personne ne peut répondre sur comment est le batiment (ancien ou moderne) d'une juridiction qu'elle est censée visiter au moins une fois l'an! on avait compris mes deux collègues et moi!!! Je ne pense pas que tu sois un tiran, je ne crois pas que les délégués le disent non plus! en tant que chef de file, tu n'as pas le beau rôle en effet! tu dois prendre des décisions qui ne sont pas toujours facile, mais il faut que chacun se mette en question et se dise, est ce qu'il REMPLIT sa mission de délégué? est-ce qu'il fait le nécessaire pour donner envie aux collègues de nous rejoindre ? il faut se parler clairement on est tous des adultes!

### III : La comptabilité

Isa : Je vous mets l’ensemble des éléments de comptabilité A la lecture du bilan je suis très inquiète .
ඇගයීේ මණ්ඩලය
අනු අංකය	නම	අත්සන	දුරකථන අංකය
01
02
03

##### ඇගයීේ කල දිනය- ...............................
Alibanwa na hasira na kuutwa mshipi wake kutoka kiunoni, akamshika Mwangeka na kumwadhibu vikali. Akamkemea

## c. Eleza sifa na umuhimu wa anayeitwa 'Tausi wangu'

## v)Jadili maudhui ya elimu kama yanavyojitokeza katika sura hii

Mwangeka kwa kuwa bendera inayofuata upepo badala ya kuwa kielelezo bora kwa mnuna wake Tila. Mwangeka anapokumbuka kisa hiki anajutia ni kwa nini hakukiomboleza kifo cha Tila.

########## SURA YA TANO

Msitu wa Mamba uligeuka kuwa nyumbani kwa maelfu ya watu waliogura makwao bila tumaini la kurudi. Walijipa moyo na kusema kuwa hata walikokuwa wakiishi hakukuwa kwao, walikuwa maskwota*. Wakaamua kula asali na kuyanywa maziwa ya Kanaani hii mpya isiyokuwa na

Baada ya kipigo hiki, Mwangeka aliwajibika zaidi akayavalia masomo yake njuga hadi chuo kikuu ambako alisomea uhandisi. Hapo ndipo alipokutana na mke wake Lily Nyamvula. Nyamvula alikuwa akisomea uanasheria. Mwangeka alihitimu masomo yake na kujiunga na kikosi cha wanamaji, jambo hili liliwashangaza wengi.

mwenyewe. Matokeo ya maamuzi haya yalikuwa nWd

########## Zoezi .

kukatwa kwa miti kwa ajili ya kupata mashambayakupandia vyakula na kwa ajili ya ujenzi. Kabla ya miaka miwili kuisha, pahali hapa palikuwa pamepata sura mpya- majumba yenye mapaa ya vigae, misitu ya mahindi na maharage, maduka ya jumla, viduka vya rejareja kila mmoja akijibidiisha kufidia kile alikuwa amepoteza.

## i) kwa muhtasari mambo yalivyokuwa i) kwa muhtasari mambo yalivyokuwa Mwangeka aliporudi nyumbani.

## ii) kwa nini Mwangeka alimwona Ridhaa(babake ii) kwa nini Mwangeka alimwona Ridhaa(babake kama)

## mwehu?

## iii) misiba aliyomwandarna Ridha kama iii) misiba aliyomwandarna Ridha kama iivyoonyeshwa katika sura hii.

Familia ya Bwana Kangata ilikuwa miongoni mwa zile zilizoselelea(zilizoishi) kwenye msitu huu. Kwa Kangata na mkewe Ndarine hapa palikuwa afadhali. Awali wakiwa wamelowea katika shamba Ia mwajiri wao aliyekuwa akiishi jijini. Waliishi pale kwa muda mrefu hata watu wakadhani kuwa ilikuwa milki yao. Wengine wakidhani Kangata na familia yake walikuwa akraba ya mwajiri wao. Hata wana wa Kangata walipokwenda shuleni walijisajilisha kwa jina Ia tajiri wa baba yao. Walikuwa wakiitwa Lunga Kiriri, Lucia Kiriri na

## iv) maudhui ya koma yaivyoangaziwo katika iv) maudhui ya koma yaivyoangaziwo katika sura hii.

## v) sifa nne za Tila. v) sifa nne za Tila.

## vi)'Kama ningeusikiliza ushauri wa Tausi wangu labda ningeweza kuiokoa aila hii '

## a. Eleza muktadha wa dondoo hili. b. Eleza kwa kifupi jambo ambalo aila ya msemaji ilikumbana nalo.
eneo Fulani, watu wangehama na kuishi na watu wa ukoo mwingine. Lilikuwa jambo la kawaida kuwapata watu wakiishi na kulima katika mashamba ya majirani, marafiki na jamaa. Baada ya kuyalima mashamba haya kwa muda, yaliishia kuwa yao. Hawakuhitajika kuyanunua kama wanavyofanya sasa "

jamaa ambao hawana hata hela za kununulia sindano ya kuingiza dawa mwilini!Kuna wale ambao hufia kwenye vitanda vya mwakisu vitongojini baada ya kupiga maji haramu. Hawa husemekana kuwawamekuwa nzi ambao hufia dondani sio hasara. HuIaumiwa kwa kujitosa katika msiba wa kujiW kia. Tofauti hizi zote unazijua. Unajua pia kuna tofau hata

Tunapata kuona kuwa nyakati za hapo awali, kulikuwa na ushirikiano mkuu katika jamii, na kila mtu aliishi kwa udugu na mwenzake, wakafanya kazi pamoja, wakaishi pamo

katika mitindo ya mazishi, viviga vinavyohusishwa na sherehe

100

99

za mazishi na hata mavazi ya "mwenda zake" na wafiwa. Hata majeneza yenyewe huhitilafiana!"

ja, wakalima mashamba pamoja, na hivyo basi, ufanisi ukawa mkubwa sana.

Kuna matabaka mawili yaliyoangaziwa sana hapa, yale ya walala hoi, na walala heri.

26. . 26. .

Matabaka haya mawili yanatofautiana sana kihali, na jinsi ya kufanya mambo yao.

Hii ni hali ya kuwa na kundi fulani katika jamii linalotofautiana na kundi lingine katika jamii iyo hiyo, kwa misingi ya kiuchumi, kielimu na kadhalika. Utabaka mara nyingi hujitokeza wakati kunapopatikana matajiri na masikini katika jamii. Pia kuna matabaka ya wasomi, wafanyakazi, wafanya biashara, na kadhalika.

27. . 27. .

Hii ni hali ya mume mmoja kuwa na wake wengi, au Zaidi ya wawili.

Hali hii inapatikana sana katika jamii za waafrika, na mzee huheshimiwa akiwa na familia kubwa Zaidi na wana wengi. Mtala ni mmoja wa wake wengi waliooleka kwa mume mmoja.

Katika ukurasa wa 14 uliopo ni ule wa hali, mazoea na silika. Hapa tulipo tupamwe na wamwe na walokuwa nacho na wachochole. Unaweza kusema kuna kiasi

Assumpta K. Matei anajikita katika maudhui haya kama tunavyo ona kutokana na mifano ifuatayo.

Fulani cha usawa watu husema kuwa binadamu hawawi sawa ila kifoni!KiIe ambacho hawajuia ni kwamba hata katika kifo, hamna usawa. Pana tofauti kati ya mandhari wanamofia. Kuna wanaokufa wakipewa na wauguzi katika zahanati za kijiji. Wapo wanaolala maumivu yao yakiwa yamefishwa ganzi kwenye hospitali za kifahari, wakiliwazwa na mashine, kila mmoja akihimiza wenzake kuushikilia kukutu uhai wa mheshimiwa huyu. Hawa wafapo sura zao huwa tulivu; wameziachilia huru roho zao kwa faraja. Huwezi kuzilinganiSha nyuso zao na za wanaokufa kwa hamaniko wakizingirwa na

Katika ukurasa wa 7 tunasoma; "Baba yake yasemekana alikuwa na wake kumi na wawili. Unajua zama hizo hali ilivyokuwa!Mzee mwenye wake na wana wengi alihesabiwa kuwa mkwasi kwelikweli "

Katika ukurasa wa 148 tunasoma; "Wajomba zangu hawakuchelea kupokea posa na baadaye mahari kutoka kwa buda mmoja ambaye alinioa kama mke wa nne "
sanaa yaani Hakimiliki. Hiki ni kiashiria tosha kuwa matumizi ya Miliki Ubunifu yanakua kwa kasi hapa nchini, ingawa bado uwekezaji unahitajika zaidi katika tafiti, kukuza ubunifu, kuhakikisha bunifu zinalindwa na zinatumika kuleta maendeleo ya kiuchumi na kijamii kwa wabunifu na Taifa kwa ujumla.

## Mheshimiwa mgeni rasmi,

Miliki Ubunifu ni suala mtambuka linalogusa sekta nyingi, hivyo katika Maadhimisho haya washiriki ni pamoja na Taasisi za Serikali na Binafsi zinasosimamia Miliki ubunifu, wafanyabiashara, wajasiriamali, washiriki kutoka baadhi ya Vyuo Vikuu, Mawakili na Mawakala wa Miliki Ubunifu (IP Agents), pamoja na wadau wengine.

Kwa mujibu wa ratiba yetu, maadhimisho haya yatajumuisha matukio mbalimbali ikiwemo, majadiliano ya mada zitakazowasilishwa kulingana na kauli mbiu ya mwaka huu pamoja na masimulizi na shuhuda za kazi za ubunifu. Haya yatatanguliwa na ugawaji wa Hundi za mfano kwa wanufaika wa ufadhili wa BRELA wanaosomea Shahada ya Uzamili katika Miliki Ubunifu, inayotolewa na Chuo Kikuu cha Dar es Salaam kwa kushirikiana na Shirika la Miliki Ubunifu Kanda ya Afrika (ARIPO) na BRELA. Vilevile, tutashuhudia utiaji saini wa Hati za Makubaliano baina ya BRELA na Chuo Kikuu cha Mzumbe, Tume ya Taifa ya Sayansi na Teknolojia (COSTECH), Mamlaka ya Afya ya Mimea na Viuatilifu (TPHPA), na Taasisi ya Uhasibu Tanzania (TIA). Nipende kuwakaribisha washiriki wote katika majadiliano ya Mada zitakazowasilishwa ili tuweze kujadili fursa, mafanikio na changamoto zinazoikabili sekta ya Miliki Ubunifu Kitaifa, Kikanda na Kimataifa na kupendekeza njia za kutatua changamoto zitakazobainishwa.
Suba	100	0	0	4	4	9	9	63	63	24	24
Average in Percentage	0	4	9	55	32

Source: Research Findings, 2014 Table 4.3 shows Form Four National examination academic performance of four cohorts which sat for the Form Two screening National examination; From the table students who completed in the year 2006 in the given seven community secondary schools in Mara Region had division one of an average of 2%, division two of an average of 3%, division four of an average of 20% as well as division four of an average of 59%. Division zero constitutes 16%.

In 2007, the number of division one in Form Four National examination increased to an average of 3%, and 11% for division two, 18% for division three. An average of academic performance for division four was 62% in 2007 and only 6% for division zero.

Students who completed Form Four in 2008 had an average of 3% for division one and 6% for division two. Academic performance in Form Four National examination constituted an average of 20% for division three in 2008. For division four it was amounted to 52% and only 19% for division zero.

Academic performance in Form Four National examination decreased in 2009 compared to 2006, 2007 and 2008. In 2009 there was an average of 0% for division one, and 4% for division two as well as 9% for division three. The number of division four constituted 55% whereas division zero increased to 32%
источники
Задача 1: Совершенствование работы по решению социально- бытовых проблем граждан старшего поколения	Всего, в т.ч.	10,0	10,0	10,0	30,0
Областной бюджет
Федеральный бюджет
Местный бюджет	10,0	10,0	10,0	30,0
Прочие источники
1.1. 1	Развитие шефской помощи над одинокими и одиноко проживающими пожилыми гражданами	Прочие расход ы	2014- 2016	ЦСОГПВИИ (по согласова- нию) Совет ветеранов (по согласова- нию)	Всего, в т.ч.	0,0	0,0	0,0	0,0
Областной бюджет
Федеральный бюджет
Местный бюджет
Прочие источники
1.1. 2.	Оказание адресной материальной помощи остронуждающимся гражданам старшего поколения и инвалидам, оказавшимся в трудной жизненной ситуации	Прочие расход ы	2014- 2016	Администра ция Перевозског о муниципаль ного района Совет ветеранов (по согласова- нию)	Всего, в т.ч.	10,0	10,0	10,0	30,0
Областной бюджет
Федеральный бюджет
Местный бюджет	10,0	10,0	10,0	30,0
Оказание адресной материальной помощи остронуждающимся гражданам старшего поколения и инвалидам, оказавшимся в трудной жизненной ситуации	Прочие расход ы	2014- 2016	Администра ция Перевозског о муниципаль ного района Совет ветеранов (по согласова- нию)	Администра ция Перевозског о муниципаль ного района Совет ветеранов (по согласова- нию) согласова- нию)	Прочие источники
Задача 2: Формирование здорового образа жизни пожилых людей	Всего, в т.ч.	90,0	90,0	90,0	270,0
Областной бюджет
Соблюдающий Устав и правила внутреннего распорядка, сохраняю- щий и преумножающий традиции и уклад образовательного учрежде- ния, владеющий знаниями об истории колледжа, умеющий транслиро- вать положительный опыт собственного обучения	ЛР 23
Соблюдающий этические нормы общения	ЛР 24

- 2. СТРУКТУРА И СОДЕРЖАНИЕ УЧЕБНОЙ ДИСЦИПЛИНЫ
- 2.1. Объем учебной дисциплины и виды учебной работы

Вид учебной работы	Объем часов
Суммарная учебная нагрузка во взаимодействии с преподавателем	64
Объем образовательной программы	64
в том числе:
теоретическое обучение	30
лабораторные занятия (если предусмотрено)
практические занятия (если предусмотрено)	34
курсовая работа (проект) (если предусмотрено)	-
Самостоятельная работа	-
Промежуточная аттестация в форме дифференцированного зачета
miundo ya lugha yenyewe. Kwa hivyo, husababisha kuharibu ladha ya matamshi na hata maana. Hivyo basi, matamshi hayo hupelekea kuwa na lugha mbovu isiyokuwa fasaha (Mohammed, 1976:109). Uzoefu unaonesha kuwa mara nyingi makosa ya utamkaji wa fonimu katika maneno ya Kiswahili sanifu, hufanywa na Watanzania wasiowazalia wa Kiswahili, vijana na pia watu wasio wajuzi wa taaluma ya matamshi. Hawa ndio wanaopotosha matamshi hayo na kutamka visivyosahihi kama yalivyobainishwa hapo juu. Hatima yake, matamshi hayo yasiyosahihi na fasaha huwaambukiza na kuwaathiri vijana, watoto na hata watu wazima wazawa wa Kiswahili. Wanaoambukizwa nao hutamka visivyosahihi na visivyofasaha kwa nia ya ama kuwaiga na kuwahusudu wanaotamka maneno hayo kimakosa au kwa kuona kuwa hayo matamshi yasiyosahihi ndio sahihi na fasaha kwa kutokuwa na taaluma ya kuwa lugha ni matamshi sahihi na fasaha.

### 2.7 Matatizo ya Kutofautiana katika Fonolojia ya Kiswahili Sanifu

Matatizo ya kutofautiana katika fonolojia ya Kiswahili Sanifu kwa jumla yamezungumziwa na wataalamu mbalimbali. Gromova, (2008:118) kwa kuchangia juu ya suala la kutofautiana katika fonolojia ya Kiswahili sanifu, anakumbusha juu ya makosa ya Kiswahili sanifu yanayofanywa na wataalamu, walimu, wanafunzi na wazungumzaji wa kawaida kwa kusema:

Ikumbukwe miaka ya themanini ya karne iliyopita ambapo wataalamu wa lugha walieleza magazetini na redioni makosa yanayofanywa mara kwa mara katika matumizi ya Kiswahili. Inawezekana kusema kwamba, kiwango kipya cha usanifishaji wa sarufi na msamiati wa Kiswahili kimefikiriwa baada ya TUKI ilipotoa toleo la SAMAKISA (2001) na toleo la pili la Kamusi ya
දක්ත අංකය	ක්රියාකාරකේ	කාල රාමුව
ජනවාරි	දපබරවාරි	මාර්තු	අදේේ	මැයි	ජූනි	ජූලි	අදගෝසේතු	සැප්තැේබර්	ඔක්දතෝේබර්	දනාවැේබර්	දෙසැේබර්
2022 භාණ්ඩ සමීක්ෂණ කටයුතු අවසන් කර වාර්තාව සැකසීම සහ වාර්තාව යැවීම
භාණ්ඩ තවන්තේසිය පැවැේවීම සහ නිර්තේශ නිගමන ක්රියාේමක කිරීම,තේඛ්න යාවේකාලීන කිරීම,ගබඩාව ප්රති සකසර කිරීම සිදු කිරීම
මාසික පාරිතභෝජන ලිපිද්රවය ඇණවුම් කිරීම සහ නිලධාරීන්ට තබො දීම සහ ලිපිද්රවය සාරාංශය ලබා ගැනීම හා වාර්තා කිරීම
භාණ්ඩ සමීක්ෂණය 2023 සඳහා කමිටු සාමාජිකයන් පේ කිරීම සහ සභාව තවත ඉදිරිපේ කර සභා තීරණයක් ගැනීම
Two screening National examination in order to improve academic performance in Form Four National examination is agreed with this study.

## CHAPTER FIVE 5.0 SUMMARY, CONCLUSION AND RECOMMENDATIONS

## 5.1 Introduction

This chapter presents the summary of the study, conclusion and recommendations. Each part contains detailed information.

## 5.2 Summary of the Study

This dissertation assessed the contribution of Form Two National examination to academic performance in Form Four National examination in Community Secondary Schools in Mara Region. The study involved seven community secondary schools namely; Kukirango, Makongoro, Mogabiri, Morembe, Mugango, Serengeti and Suba. Purposive sampling technique was used to obtain exact sample size of this study. The schools selected were the one which experienced at least eight years in doing Form Four National examination.

Data were collected mainly using documentary review. Head of selected schools, DEOs and REO in Mara Region helped to provide some documents which fulfilled the aim of this study. The data collected included results in Form Two National examination for the screened and unscreened students. Data on Form Four National
www.gradeup.co

CAPF (AC) 2021 Exam: Paper I Answer Key (Set A)

1	B	26	D	51	C	76	C	101	C
2	D	27	D	52	B	77	B	102	A
3	C	28	B	53	C	78	C	103	D
4	A	29	A	54	B	79	D	104	B
5	B	30	D	55	D	80	D	105	B
6	C	31	D	56	B	81	A	106	C
7	D	32	C	57	B	82	C	107	B
8	C	33	A	58	C	83	B	108	C
9	C	34	D	59	A	84	A	109	A
10	C	35	B	60	A	85	D	110	D
11	D	36	D	61	B	86	C	111	C
12	B	37	C	62	B	87	B	112	B
13	C	38	D	63	A	88	D	113	A
14	B	39	C	64	B	89	D	114	D
15	B	40	C	65	C	90	B	115	C
16	D	41	A	66	D	91	D	116	B
17	B	42	D	67	A	92	C	117	A
18	B	43	B	68	A	93	B	118	D
19	D	44	C	69	A	94	D	119	A
20	C	45	A	70	C
21	A	46	C	71	D	96	A	121	B
22	C	47	C	72	B	97	B	122	A
23	C	48	A	73	D	98	A	123	B
24	A	49	C	74	C	99	D	124	C
25	A	50	C	75	D	100	C	125	A

1
In addition, the University operates within the principles established by the following policies:

1.3.1 OPENNESS IN RESEARCH

The University’s central functions of teaching, learning, researching, and publishing depend upon an atmosphere in which freedom of inquiry, thought, expression, scholarship and peaceable assembly are given full protection and support. Therefore, it is University policy that expression of the widest range of viewpoints is to be encouraged within the University.

In order to support the open and free exchange of ideas, the University as a matter of policy also encourages participation in the research enterprise by a diverse body of highly qualified individuals. Except in extraordinary circumstances as determined by the President [link: 2.4.1], participation in University research by otherwise qualified individuals will not be limited by citizenship, nationality, or ethnicity. Similarly, participants in University research shall not be denied access - based on citizenship, nationality, or ethnicity - to the intellectually significant portions of their research. Additionally, because the University’s research is intended for dissemination within the interested scientific community and throughout the world, only time-limited publication and disclosure restrictions based on contractual and/or legal obligations, such as those required for purposes of peer review and patentability review, may be imposed on the research.

1.3.2 RESPECTFUL WORKPLACE

## OIST Graduate University Respectful Workplace Policy

The University is committed to providing a work environment that promotes education, research, and productivity through working relationships based on respectful communication. This commitment calls for a workplace where the following core values are upheld:

- 1. Everyone at OIST without exception has an important contribution to make toward the overall success of the University’s mission.
- 2. This mission will be carried out in an atmosphere where all employees, in all types of jobs, value each other and treat each
session within one full year of implementation of the new curriculum (implementation projected September 1, 2019). INCREASE NUMBERS SERVED - Improved participant results will create greater demand for our programs, which will expand our reach by 10% (50 students annually) by December 31, 2018. • Implement a new fund development strategy: INCREASE REVENUES – We will increase our revenues by at least $250,000 by June of 2018 - 24 months after we begin implementation of our new strategy INCREASE NUMBERS SERVED By increasing our revenues by $250,000 we can hire two new coaches/mentors which will enable us to tutor and support at least 60 additional students each semester beginning in the fall of 2019. • undertake a feasibility study to identify whether it is sustainable for our organization to assume additional program participants who are no longer being served by another service provider: ACT STRATEGICALLY - We will use the findings from the feasibility study to take one or more of the following actions by December 31, 2018: • expand our childcare center in both space and staff to take on the additional participants • merge childcare operations with a local national center and take on the additional participants • take on a reasonable portion of additional participants into our childcare center • decide not to take on the closed program’s participants in our childcare center.
Enter your statement(s) by category here.

BACK TO YOUR APPLICATION - Copy and paste the final structured 'results' statement(s) above into your application form in the appropriate data fields. You my have discovered that you expect to achieve results in one or more ways, and in ways you did not originally contemplate. If that is the case, make sure you select ALL of the applicable areas in which your new capacity will lead to results. You may highlight the above text, right-click your mouse and choose “copy” and then paste it into the application form by clicking in the appropriate spot on that form, right-clicking and choosing “paste”. You may also save this file to a location of your choice and print it if you wish.

3
මෙද ඩිපමලෝමා පාඨමාලාව	ඉංග්රීසි
ශුද්රජීව විදයාව පිළිබඳ ඩිපමලෝමා පාඨමාලාව	ඉංග්රීසි
විදයා පදනේ පාඨමාලාව	ඉංග්රීසි
රසායනාගාර තාක්ෂණ උසස් සෙතික පර පාඨමාලාව	ඉංග්රීසි
රසායනාගාර තාක්ෂණ සෙතික පර පාඨමාලාව	ඉංග්රීසි
වයවොර ඉමල්ක්මරෝන පිළිබඳ සෙතික පර පාඨමාලාව	ඉංග්රීසි සිංෙල
වනජීව සංරක්ෂණය ො කළමනාකරණය පිළිබඳ සෙතික පර පාඨමාලාව	ඉංග්රිසි
පාරිසරික අධ්යයනය පිළිබඳ සෙතික පර පාඨමාලාව
CCNS
CPCA
පාරිසරික අධ්යාපන පශ්චාත් උපාධි ඩිපමලෝමා / විදයාපති	-
නවදයමය කීට විදයාව ො වයාවොරික පරිමපෝෂිත විදයාව පිළිබඳ විදයාපති උපාධිය
විදයාශූරී / දර්ශනශූරී උපාධිය
වැඩිහිටියන්මේ ගෘොශ්රිත ආරක්ෂණය පිළිබඳ සෙතික පර වැඩසටෙන
එකතුව