ahmedheakl/docatlas_instruct huggingface dataset:
## Unit Fractions

In this lesson, students will use fraction tiles to model various fractions. These fraction models will help students learn about unit fractions and how fractions can be decomposed into unit fractions.

NC Mathematics Standard: Numbers and Operations - Fractions NC.4.NF.3 Understand and justify decompositions of fractions with denominators of 2, 3, 4, 5, NC.4.NF.3 Understand and justify decompositions of fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100.

- • addition and subtraction of fractions as joining and separating parts referring to • addition and subtraction of fractions as joining and separating parts referring to the same whole.
- • a fraction into a sum of unit fractions and a sum of fractions with the same • a fraction into a sum of unit fractions and a sum of fractions with the same denominator in more than one way using area models, length models, and equations.
- • and subtract fractions, including mixed numbers with like denominators, by replacing • and subtract fractions, including mixed numbers with like denominators, by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.
- • word problems involving addition and subtraction of fractions, including mixed • word problems involving addition and subtraction of fractions, including mixed numbers by writing equations from a visual representation of the problem.

####### Standards for Mathematical Practice:

- 4. Model with mathematics
- 5. Use appropriate tools strategically
- 6. Attend to precision
- 7. Look for and make use of structure

####### Student Outcomes:

- • can model a unit fraction in relation to the whole. • can model a unit fraction in relation to the whole.
- • can add and subtract unit fractions. • can add and subtract unit fractions.
- • can decompose a whole into its units. • can decompose a whole into its units.

####### Materials:

- • tiles, 2 sets per partner group (if you don’t have access to fraction tiles, you can print • tiles, 2 sets per partner group (if you don’t have access to fraction tiles, you can print them at http://www.printable-math-worksheets.com/support-files/manipulative-fraction- strips.pdf or use construction paper - 2 colors cut into 18” by 2” strips (3 strips per student) that are folded, labelled, and cut into 1/8’s)
- • Presentation: Unit Fractions • Presentation: Unit Fractions
- • of the exit ticket • of the exit ticket
- • pencils/crayons • pencils/crayons
- • notebooks/paper • notebooks/paper
- • paper and markers for anchor chart • paper and markers for anchor chart

####### Launch: 1. Introduce the Problem (5 – 10 minutes)

Ask students the following questions and have them discuss: What is a unit? We have talked a lot about units in place value. What does a unit in fractions represent? (One part) Can we combine and decompose fractions using unit fractions? In

NC DEPARTMENT OF PUBLIC INSTRUCTION FOURTH GRADE
Иные закупки товаров, работ и услуг для государственных нужд	05	03	0000079109	240	350000,0
Прочая закупка товаров, работ и услуг для государственных нужд	05	03	0000079109	244	350000,0
Межбюджетные трансферты общего характера бюджетам бюджетной системы РФ	14
Прочие межбюджетные трансферты общего характера	14	03	2600,0	2600,0	2600,0
Иные межбюджетные трансферты общего характера	14	03	0000052106	2600,0	2600,0	2600,0
межбюджетные трансферты	14	03	0000052106	500
Иные межбюджетные трансферты	14	03	0000052106	540	2600,0	2600,0	2600,0
РАСХОДЫ БЮДЖЕТА-ВСЕГО:	3577017,2 5	1385400, 0	1385400, 0

Приложение № 5 к решению Совета сельского поселения «Конкинское» «О внесении изменений в решение Совета сельского поселения «О бюджете сельского поселения «Конкинское» № 23 от 30.10.2020г. «О бюджете сельского поселения «Конкинское» на 2020 год и плановый период 2021-2022г.г» № 26 от 27.12.2019

## ПЕРЕЧЕНЬ главных администраторов источников финансирования дефицита бюджета Администрации сельского поселения «Конкинское» на 2020год.

Коды классификации источников финансирования дефицитов бюджетов Российской Федерации	Наименование главных администраторов источников финансирования дефицита бюджета администрации сельского поселения «Конкинское» дефицита бюджета администрации сельского поселения «Конкинское»
код главного администратора источников финансирования дефицитов	код группы, подгруппы, статьи и вида источников финансирования дефицитов бюджетов	финансирования дефицита бюджета администрации сельского поселения «Конкинское»	Наименование главных администраторов источников финансирования дефицита бюджета администрации сельского поселения «Конкинское» дефицита бюджета администрации сельского поселения «Конкинское»
## 7 SURA YA SITA

######## HITIMISHO, MAPENDEKEZO NA MAONI

### 6.1 Utangulizi

Sura hii imeongoza kuangalia hitimisho la jumla la matokeo ya utafiti huu. Kisha, kuelezea kuhusu mapendekezo ya ama kupunguza au kuondoa suala zima la kutofautiana kwa idadi ya fonimu na viashiria vyake katika fonolojia ya Kiswahili sanifu. Hatimaye kutoa maoni kwa wataalamu wa Kiswahili hasahasa wanafonolojia wa Kiswahili sanifu.

### 6.2 Hitimisho

Utafiti huu ulilenga kutafiti, kukusanya na kuchanganua data za tatizo la kutofautiana kwa idadi ya fonimu na viashiria vyake katika fonolojia ya Kiswahili sanifu. Matokeo haya yalitokana na data zilizochanganuliwa na kushereheshwa pamoja na uthibitisho wa uchanganuzi wa maswali manne ya usaili wa Hojaji na maswali manne ya usaili wa Mahojiano. Matokeo ya utafiti huu yalizingatia zaidi malengo ya sababu, athari na mapenekezo ya nini kifanyike ili kusawazisha tatizo la wataalamu wa lughawiya ya Kiswahili sanifu katika suala la idadi ya fonimu na viashiria vyake katika fonolojia ya Kiswahili sanifu. Utafiti kwa jumla, umetuthibitishia kuwa usanifishaji wa Kiswahili uliofanywa hapo zamani yaani, mwaka 1930 na Wazungu ulikuwa na kasoro katika idadi ya fonimu na viashiria vyake. Kwa kweli tatizo la wataalamu kutofautiana katika idadi ya fonimu na viashiria vyake katika lugha moja ya Kiswahili sanifu ni suala linalowachanganya na kuwababaisha wanataaluma na wahadhiri pale wanaopkutana nalo katika mafunzo ya
609.	Пн-пт с 09:00 до 19:00, суб. 10:00 до 16:00	ООО «Кларино 1», мастерская по ремонту обуви, ул. Дуси Ковальчук, 398	Скидка 10 %
610.	Пн-пт с 09:00 до 19:00, суб. 10:00 до 16:00	ООО «Кларино 1», мастерская по ремонту обуви, ул. Сибирская, 57	Скидка 10 %
Новосибирская аптечная сеть (МП «НАС»)
611.	до 20.09.2022	во всех филиалах предприятия	Размещение в торговых залах филиалов предприятия подробной информации о сроках проведения Декады пожилого человека и запланированных мероприятиях
612.	до 30.09.2022	во всех филиалах предприятия	Оформление тематических витрин для пожилых людей «Для вашего долголетия» с товарами аптечного ассортимента, в том числе с товарами для коррекции зрения
613.	01.10.2022 - 10.10.2022 в режиме работы торгово- выставочного зала	Филиал «Аптека № 70», ул. Титова, 1	Проведение консультаций специалистами в торгово-выставочном зале «Доступная среда» на территории филиала «Аптека № 70» по применению современных средств реабилитации, используемых для облегчения повседневной жизни людей с инвалидностью
614.	01.10.2022- 10.10.2022 в режиме работы филиалов	Все филиалы предприятия (за исключением филиалов социальных цен)	Предоставление скидки 10% на медицинскую технику
615.	01.10.2022- 10.10.2022 в режиме работы филиалов	«Оптика-1» - ул. Вертковская, 8/1, «Оптика 2» - ул. Кошурникова,14, «Аптека № 237» - ул. Демакова,20, «Аптека №48» - 40 летКомсомола,5, «Аптека № 70» - ул. Титова, 1, «Аптека № 165» - ул. Петухова, 20;	Предоставление скидки 100% при проведении определения остроты зрения и подбора очков для коррекции зрения пожилым людям для дальнейшего их приобретения, либо изготовления очков в филиалах
Предоставление скидки в размере 3% на все виды товаров (при предъявлении пенсионного удостоверения)
616.	01.10.2022 - 10.10.2022 по предварительн ой записи по	Муниципальный медицинский центр МП «НАС» ул. Титова, 1	В медицинском центре МП «НАС» предоставление услуг со скидкой 100% (прием врача терапевта, запись ЭКГ, экспресс анализ уровня глюкозы капиллярной крови, антропометрия (рост, вес, индекс массы тела), измерение артериального давления, пульсоксиметрия) при предъявлении пенсионного удостоверения.
####### ප්රසේපාෙනය ප්රසේපාෙනය - නිවිතිගල ආයුර්දේෙය සහ ඇලපාත ආයුර්දේෙය

දක්ත අංකය	ක්රියාකාරකේ	කාල රාමුව
ජනවාරි	දපබරවාරි	මාර්තු	අදේේ	මැයි	ජූනි	ජූලි	අදගෝසේතු	සැප්තැේබර්	ඔක්දතෝේබ ර්	දනාවැේබර්	දෙසැේබර්
19	නිවිතිගල ආයුර්දේෙය පරිගණක තම්සයක්,ලිපිතගානු තබා ගැනීම සඳහා රාක්කයක්,තබතහේ තගන ඒම සඳහා බහාුම්,ප්රින්ටර්
ඇලපාත ආයුර්දේෙය පරිගණකයක්,ලිපිතගානු තබා ගැනීම සඳහා රාක්කයක්, ප්රින්ටර්

නිවිතිගල මහජන පුසේතකාලය ුක් තහෝේඩර්,තපාේ තට්රාලි 01,ෙම්තරෝ පුටු,තපාේ රාක්ක 06,පරිගණක,පරිගණක තම්ස,සිවිලිම් ෆෑන්,
ඇලපාත මහජන පුසේතකාලය පරිගණක යන්ත්රයක්,නාම පුවරු,ළමා තම්ස
MAS Říčansko o.p.s.

sídlo: Roklanská 805, 251 01 Říčany kancelář: Olivova 224, 251 01 Říčany

Tel: 323 606 881, www.ricansko.eu

Číslo účtu: 434591389/0800

dotace • konzultace • školení • regionální značení • festivaly

- 3) IROP – schválení výzev, alokace a preferenčních kritérií

MAS má předpřipravené výzvy ke schválení na CRR: Předpokládané vyhlášení ke konci března do konce června. Záleží na délce procesu připomínkování ze strany CRR.

NÁZEV VÝZVY	ALOKACE Kč
4. výzva MAS Říčansko 2018 - IROP - Školství a vzdělávání Výše CZV min. 400 tis. Kč/max 4 mil.Kč	8 914 808,60
5. výzva MAS Říčansko 2018 - IROP - Sociální podnikání Výše CZV min. 400 tis. Kč/max 2 mil.Kč	2 000 000,00
6. výzva MAS Říčansko 2018 - IROP - Deinstitucionalizace psych. Péče Výše CZV min. 400 tis. Kč/max 2 mil.Kč	2 000 000,00
7. výzva MAS Říčansko 2018 - IROP – Památky Výše CZV min. 400 tis. Kč/max 4 mil.Kč	3 000 000,00
8. výzva MAS Říčansko 2018 - IROP – Doprava Výše CZV min. 400 tis. Kč/max 2 mil.Kč	2 000 000,00

Poznámka: U Opatření na Památky UNESCO je vznešen požadavek formou ŽoZ na CCR na přesun alokací z let 2020 a 2021, tj. dalších 6 mil. Kč. V případě schválení bude alokace na výzvu 9 mil. Kč.

Pro: Proti: Zdržel se: Schváleno:

Manažer OP IROP je Programovým výborem pověřen provádět změny dle doporučení a připomínek ŘO.

Informace o proběhlých výzvách IROP. Všechny přijaté projekty prošly formálním hodnocením a hodnocením přijatelnosti. Věcné hodnocení proběhne 27. 2. 2018. Přijaté projekty do výzev IROP:

Název projektu CZ	Žadatel	Název výzvy MAS	Příspěvek EU
Školka v Mnichovicích pro všechny děti	Město Mnichovice	1.výzva MAS Říčansko-IROP- Školství a vzdělávání 2017 a vzdělávání 2017	3 218 274,94
Venkovní učebna geomorfologie při 1. ZŠ Říčany	Město Říčany	Školství a vzdělávání 2017	1.výzva MAS Říčansko-IROP- Školství a vzdělávání 2017 a vzdělávání 2017	2 866 916,46
Zůstat doma	Komunitní centrum Říčany, o.p.s.	2. výzva MAS Říčansko-IROP- Sociální služby 2017	1 282 500,00
Dostupnost sociálních služeb Cesty integrace na Říčansku	Cesta integrace, o.p.s.	441 750,00
## i)Ni ujumbe gani umetamalaki katika wimbo wa Shamsi?

vipapasio vya akili kusimama wima. Kwa mbali anaskia mbisho hafifu langoni mwa jumba hili. Anapotoka kwenda kuitikia mbisho huu anakumbana ana kwa ana na polisi. Hii ni wiki ya pili tangu Sauna kuwatorosha Dick na Mwaliko. Dick ni mali ya Mzee Buda naye Mwaliko amepelekewa Bi. Kangara awe na mwili kidogo kisha atafutiwe la kufanya. Sauna ashapata ujira wake na yu tayari kuondoka asubuhi ya kuamkia Krismasi.

## kwa muhtasari ujumbe uliomo katika majigambo aliyoyaghani Ridha.

## 'iii)Jadili maudhui ya utabaka kama yanajitokeza katika sura hii, 'iv)Ni kwa nini Selume aliifurahia hali katika kituo cha afra cha

## Mwanzo Mpya kinyume na hapo awali a!ipokuwa akifanya katika hospitali ya umma? Elezea.

Sauna alipachikwa mimba na babake mlezi. Mamake mzazi alimsaidia kuavya kisha akamwonya dhidi ya kumwambia yeyote kuhusu unyama wa babake. Mamake hakumtaka

## v) haramu ina mothara chungu nzima. v) haramu ina mothara chungu nzima. Tetea kauli hii kwa mujibu wa sura hii.

## vi) sifa za wahusika hawa: vi) sifa za wahusika hawa:

Sauna kumpaka tope babake. Maneno yale yalimtonesha

## a. Selume b. Meko c. Kipanga vii)Kupashwa tohara kwajinsia ya kike kuna hasara nyingi kuliko aida. Tetea kauli hii.

Sauna kidonda. Mamake alikuwa mjane wa Mzee Kero.

## viii)JadiIi maudhui ya malezi kama yanavyojitokeza katika sura ix)Eleza kwa muhtasari masaibu aliyoyapitia Sauna akabadilika a kuwa mvunja sheria.

Baada ya tendo hili, Sauna aliondoka nyumbani kwani hapakumweka tena. Amewahi kufanya kwenye machimbo ya mawe, amehudumu katika majumba ya kuuza pombe kwa namna zote amefanya mengi. Bi. Kangara ndiye aliyemfunza Sauna mbinu hii mpya ya kuwateka nyara watoto wa waajiri wake na kuwauza. Sasa hii ndiyo siku ya arubaini. Wawili hawa walitiwa mbaroni na kufikishwa mahakamani na kushtakiwa kwa kosa la kukiuka haki za watoto, wakafungwa miaka saba gerezani na kazi ngumu. Polisi walimchukua

## 59

## nye gn na a Izawatoo u wa warnul u WO

########## SURA YA KUMI

Sura inapoanaza, Mwangemi anamrai Neema asiwe na mawazo finyu kuhusu kupanga mtoto. Anasisitiza kuwa hakuna udhaifu wowote katika kumpanga mtoto. Wamejaribu kupata mtoto kwa muda wa miaka mitano bila mafanikio.

Mwaliko katika kituo kimoja cha watoto mayatima ambak0

aliendelea na masomo yeye na wenzake. 58

Neema amewahi kutunga mimba si mara moja au mbili, amefanikiwa kuilea mimba hadi ikakomaa wakaweza kukipakata kilaika mikononi mwao. Kitoto hicho kiliaga kabla ya juma moja. Mwangemi na Neema walihuzunika kumpoteza mwana. Sio eti

########## Zoezi .
# Home – School Agreement

Upton Infant School is committed to co-operating with individual families and their children to provide the highest quality of education. This education will be based on a partnership of shared values and beliefs, will be challenging, engaging and will extend achievement from 4-7 years of age. Our aim is to provide a secure learning environment in which children can develop the confidence and skills to reach their full potential and become responsible, fulfilled and caring members of society in a changing world.

### The pupils of Upton Infant School have the right to:

• Learn • Play • Have a say and be listened to

• Achieve their best • Be safe and happy • Their own beliefs

• Be healthy • Have friends • A clean, exciting classroom

• Support their child with home learning and comment regularly in their reading diary

• Listen and respond to concerns • Ensure the children use the internet safely

### Parents / carers have the responsibility to:

• Make sure that their child arrives at school on time • Ensure their child attends school regularly, contacting the school at the beginning of an absence with an explanatory letter on return • Attend parent evenings and curriculum meetings • Attend any class assemblies and Christmas concerts • Inform the school of any problems likely to affect their child’s learning

### The School has the responsibility to:

### The pupils have the responsibility to:

• Give children the opportunities to achieve their full potential • Encourage children to do their best at all times • Inform parents of their child’s progress at meetings and through an annual report • Inform parents about what the teachers aim to teach each term

• Be kind • Be gentle

- • Share

• Listen to others

- • Try their best
- • Be honest
- • Look after property
- • Work quietly and think of others

Signed . . . . . . . . . . . . . . . Signed . . . . . . . . . . . . . . . Parent / Carer

Signed . . . . . . . . . . . . . . . Signed . . . . . . . . . . . . . . . Headteacher

Signed . . . . . . . . . . . . . . . Signed . . . . . . . . . . . . . . . Pupil
quality of Indonesian education system will drop without the National e xam' He ; ' continues to say The passing grade of National exams required students to study hard so they can rich that score, automatically the quality of Indonesian education still protected, the increasing passing grade of National exams is the other way to keep the Indonesian education.'

## 2.3 Types of Examination in the Teaching and Learning Process and Similarly to the Course of Study

As it has been explained that, examination is the criteria or normal process of education institutions to judge or realize the quality and understanding of students on particular subject matter (Ewebpedia 2011), examinations can also assess the extent to which the teaching and learning process and the broad goals of instructions have been achieved ( Khan 2014).

The following are the types of examinations applied in the teaching and learning process similarly to the course of study. According to Ewebpedia (2011), in most colleges and universities, one or more of the following three types of examination are in use;

- (a) Continuous assessment of performance throughout the course,
- (b) Regular tests at intervals during the course, the collective marks of which constitute the final assessment,
- (c) A final examination open to those who have successfully completed the course of study, and upon which assessment mainly or entirely depends.
Aswani (1995:43-44) amewasilisha isharasauti hizi za [ mb, nd, ng, nj ] kuwa ni fonimuna amevibainisha kwa viashiria vya kifonetiki vya [ ]. Angongo katika TUKI (1983:62-65) amewasilisha isharasauti hizi tatu tu za [ mb, nd, ŋg ] kuwa ni fonimu bila kubainisha isharasauti [ nj ] na amezibainisha kwa viashiria vya kiotografia vya [ mb, nd, ng ]. Besha (1994), Mbaabu (1985), Habwe na Karanj (2004), Kihore na wenzake (2001), Massamba na wenzake (2004), Mfaume (1985), Mgullu (2001), Mohammed (1986) na Zawawi (1971) wao hawakuzibainisha isharasauti ambatano ng'ong'o [ mb, nd, ng, nj ] kuwa ni fonimu za Kiswahili sanifu. Steere (1970:5) kama alivyonukuliwa na Mbaabu (2007:32) alihoji kwamba, Waswahili huko mwanzo, walikuwa wakitumia fonimu [ b ] badala ya [ mb ], [ g ] badala ya [ ng ], [ d ] badala ya [ nd ], [ y ] badala ya [ ny ], [ f ] badala ya [ mv ] na [ nz ] badala ya [ ch ] na [ sh ]. Hali hii ilikuwa mwanzo wa usanifishaji wa Kiswahili wakati Steere (1870) alipohoji kuwa, hati za Kiarabu hazifai kuandikia lugha ya Kiswahili. Badala yake zitumike hati za Kirumi kwa vile isharasauti hizo za Kiswahili haziko katika lugha ya Kiarabu lakini ziko katika lugha nyingi zinazotumia hati za Kirumi na hati hizo zinatumika kama isharasauti za kifonetiki. Matatizo haya pia yamezungumziwa na Mgullu (2001:69) aliposema:

Lipo tatizo ambalo bado halijapatiwa ufumbuzi linalohusiana na fonimu za konsonanti za Kiswahili sanifu. Tatizo hili linahusu hasa sauti ambatano za nazali na fonimu nyingine. Wapo watu wanaodhani kuwa wakati mwingine nazali zinapofuatiwa na
Clause 4 inserts a new section 72A into the Agricultural and Veterinary Chemicals (Control of Use) Act 1992. This provision imposes accessorial liability on an officer of a body corporate if a body corporate commits an offence against section 18(4), 20(3), 28, 46(2), 46A(2), 49(4), 50(4), 52(4), 52AA, 54(3), 55(3), 56(3), 58(4), 59(1), 59(2), 59(3), 60(3), 61(2), 62(2) or 67B(1) of that Act.

The clause inserts a new section 72B into the Agricultural and Veterinary Chemicals (Control of Use) Act 1992. This provision imposes Type 1 liability on an officer of a body corporate if the body corporate commits an offence against section 6(1), 19(1), 19(3), 19(4), 19(5), 19(6), 19(7), 19(8), 21, 24(1), 25A(1), 26(4), 30(1), 32(1), 32(2), 39(4), 40(1), 41(1), 48(2) or 67A(1) of that Act. The clause also inserts a new section 72C into the Agricultural and Veterinary Chemicals (Control of Use) Act 1992. This provision imposes Type 2 liability on an officer of a body corporate if the body corporate commits an offence against section 18(1), 20(1), 25(1), 42(3), 43(2) or 43(3) of that Act.

Clause 5 inserts a note at the foot of each of the relevant sections in the Agricultural and Veterinary Chemicals (Control of Use) Act 1992 which states that new section 72A, new section 72B or new section 72C (as the case requires) applies to the particular offence or offences specified in those sections. Clause 6 inserts a new Part 10—Transitional Provision into the Agricultural and Veterinary Chemicals (Control of Use) Act 1992. A new section 78 provides that new sections 72A, 72B and 72C only apply to a specified offence that is alleged to have been committed by the body corporate on or after the commencement of these sections. The section also states that it does not limit section 14 of the Interpretation of Legislation Act 1984. Section 14 of the Interpretation of Legislation Act 1984 preserves any investigation, legal proceeding or remedy relating to a right, privilege, obligation, penalty, forfeiture or punishment committed under an Act or provision of an Act that is to be repealed or amended. That provision also provides that any such investigation, legal proceeding or remedy may be instituted, continued or enforced as if that Act or provision had not been repealed or amended.

9
utafiti huu ukaamua kuliziba pengo hilo la kutofanywa kwa utafiti wa mada hii na kwa kiwango hiki cha taaluma. Ushahidi wa hili ulijitokeza katika tahakiki za upitiaji wa kazi tangulizi kama zilivyowasilishwa hapo awali. Matatizo mengi yaliyowasilishwa katika kazi hizo ndio yaliyotoa nguvu na raghaba ya kufanyika utafiti huu kwa mada hiyo ya utafiti kwa nia ya kuliziba pengo lilioachwa na wataalamu hao.

### 2.11 Nadharia ya Utafiti

Juma, (2017:2) amehoji juu ya lengo na umuhimu wa nadharia kuwa ni muongozo kwa jambo lolote la kujifunza na kupata taaluma kwa kusema:

Kila linalofanywa na binadamu ili liwe ni lenye kufanikiwa linahitaji mwongozo ambao utakuwa dira kwa jambo hilo. Mwongozo wa jambo lolote sharti uwe na vigezo ambavyo vitawawezesha watu wengine kujifunza na kulifahamu jambo hilo. Kutokana na vigezo hivyo, nadharia huwajengea utaratibu maalumu unaowawezesha na kuainisha ubora na athari unaojitokea katika jambo hilo.

Maelezo haya ya Juma yana mnasaba wa moja kwa moja na utafiti huu kuhusu taaluma ya idadi ya fonimu na viashiria vyake katika fonolojia ya Kiswahili sanifu. Hivyo utafiti huu nao lazima uwe na nadharia ya muongozo au kanuni ya kufuatwa. Nadharia ilizoongoza utafiti huu ni nadhari ya Lyons (1968) ya Umbo-Sauti Maumbo Kimatumizi. Pamoja na nadharia hiyo, nayo kanuni ya Trubetzkoy, (1939/1969) ya Nitoe Nikutoe katika Jozi Sahili imejumuika katika kuongoza na kuelekeza ufumbuzi wa uwasilishaji wa fonimu za Kiswahili sanifu.
wao katika eneo lao la upwa wa Afrika Mashariki. Dhana hii imeungwa mkono na Khalid, (1977:163) pale alipohoji:

Lakini kipindi cha ukoloni kinafikia kikomo hata katika uwanja wa utamaduni na muda wa mwanzo mpya umeshawadia. Tuliona kwamba wakoloni hawakukisanifu Kiswahili lakini walionesha mahitaji ya kukisanifu kama kisingizio katika mtindo wa kukitenga. Lugha ya Kiswahili bado ipo katika mfumo wa lahaja anuwai. Usanifishaji wake ambao ulikuwepo zamani lakini baadae ukachafuliwa na wakoloni, sasa unahitaji kufanywa upya.

Kwa maoni hayo ya Khalid, usanifishaji wa Kiswahili uliofanywa na wageni wa Kiswahili pengine umekiharibu Kiswahili badala ya kukitengeneza kwa ajili ya matumizi muwafaka. Utafiti huu kwa kiasi kikubwa ulihitaji kuthibitisha ukweli wa hoja hiyo. Lengo likiwa je kuna ukweli kama Kiswahili sanifu kina kasoro ya kutofautiana kwa idadi ya fonimu na viashiria vyake kama zilivyobainishwa na wataalamu zaidi ya 35 katika kifungu cha (2.7) huko mbele.Maneno ya Kiswahili yanayojengwa kwa fonimu zake mahsusi, yana maumbo, miundo, mitindo, matumizi na matamshi ya kipekee kwa wajuzi na Waswahili wazawa wenyewe. Upekee wa Kiswahili unaungwa mkono na Mayoka (2007:3) pale aliposema:

Kiswahili kama zilivyo lugha nyingine kina mpango wa matumizi maalumu wa maneno ambao ukikosewa Mswahili hushtuka na kuona kuwa hayo si matumizi sahihi ya mpangilio wa Kiswahili sahihi . . . na hayo hutokea kwa sababu ya athari za lugha nyingine ama kutokipenda Kiswahili au kwa namna nyingine yoyote ile. Kwa mfano, tunaposema bei ya kitu twatanguliza pesa au senti, twasema ''shilingi moja'' hatusemi 'moja shilingi' 'kama ilivyo katika lugha nyingine ambazo ndio usahihi wake.