ahmedheakl/docatlas_instruct huggingface dataset:
kutofautiana katika uwasilishaji wa idadi ya fonimu na viashiria vyake katika fonolojia ya Kiswahili sanifu. Lengo la pili, lilikusudia kudhihirisha athari za wa wataalamu kutofautiana katika uwasilishaji wao wa idadi ya fonimu na viashiria vyake katika fonolojia ya Kiswahili sanifu. Lengo la tatu lilitaka kupendekeza njia za kurekebisha tatiazo la kutofautiana kwa wataalamu katika idadi ya fonimu na viashiria vyake katika fonolojia ya Kiswahili sanifu. Uchanganuzi wa data uliofanywa katika sehemu hii unahusu data zilizokusanywa nyanjani yaani, Chuo Kikuu cha SUZA kili opo Beitras, wilaya ya Maghribi ''A'' Chuo Kikuu cha MNMA kiliopo Bububu wilaya ya Maghribi ''A'', Chuo Kikuu cha SU kili opo Chukwani wilaya ya Maghribi ''B'' na Chuo Kikuu cha ZU kiliopo Tunguu wilaya ya Maghribi ''B'' . Malengo mhsusi hayo yalifanyiwa maswali manne yaliyotakiwa yajibiwe na Wasailiwa katika usaili wa Hojaji (Kiambatanisho cha 2). Pia kulikuwa na maswali manne yaliyotakiwa yajibiwe na Wasailiwa wa usaili wa Mahojiano (Kiambatanisho cha 3). Katika uchanganuzi huu, yametumika majedwali na grafu kwa ajili ya kubainisha kwa uwazi uchanganuzi wa data hizo kwa upande wa kupima wingi wa majibu ya Wasailiwa kisilimia. Kwa upande wa pili, palichunguzwa hoja za Wasailiwa kulingana na mantiki na ukweli wa majibu yao waliyoyatoa. Baadhi ya majibu hayo yalihusishwa na nadharia za kanuni za Kiswahili sanifu pamoja na maoni ya wataalamu katika mapitio ya vitabu, majarida na mitandao mbalimbali ili kuyathibitisha ubora wake. Hatimaye, mtafiti alitoa mwelekeo unaokubalika katika mnasaba wa taaluma ya fonolojia ya Kiswahili sanifu kulingana na uchanganuzi wa data zilivyobainisha ukweli uliopatikana katika kuyafanyia kazi malengo mahsusi ya utafiti huu. Katika
########## ආොයේ ආොයේ රැසේකිරීම - වයාපාර බදු/කර්මාන්තත බදු/බලපත්ර ගාසේතු සේබන්තධ ක්රියාකාරි සැලැසේම

දක්ත අංකය	ක්රියාකාරකේ	කාල රාමුව
ජනවාරි	තපබරවාරි	මාර්තු	අතේේ	මැයි	ජූනි	ජූලි	අතගෝසරතු	සැප්තැම්බර්	ඔක්තතෝම්බර්	තනාවැම්බර්	තෙසැම්බර්
වයාපාර බදු/කර්මාන්ත බදු/බලපත්ර ගාසරතු	තේඛ්න තුලනය කිරීම,හඳුනාගේ වයාපාර සරථාන වලින් බදු මුෙේ අයකිරිම
තනාතගවන ලෙ වයාපාර සඳහා සිහිකැඳවීතම් ලිපි යැවීම,වසා ඇති වයාපාර හඳුනා ගැනීම,වසා ඇති වයාපාර තේඛ්නතයන් ඉවේ කිරීම
තෙවන සිහිකැඳවීම් ලිපි යැවීම
තවදුරටේ තනාතගවන ලෙ වයාපාර හඳුනා ගැනීම සහ අවසාන නිතේෙන යැවීම

2024 වර්ෂය සඳහා සමීක්ෂණය සිදු කිරීම
134.	03.10.2022 04.10.2022	МБУ ДО ДМШ № 3 Ул. Лазарева,1	Праздничный концерт, посвященный Дню пожилого человека «От сердца к сердцу»
135.	05.10.2022	Филиал «Библиотека им. Я. Гашека ул. А.Лежена, 1б	Беседа о нравственности «Старших нужно уважать»
136.	06.10.2022	Филиал «Библиотека им. В. П. Чкалова ул. Чкалова, 72	Концертная программа «Мы желаем счастья вам!»
137.	06.10.2022	МБУ «Молодежный центр «Звездный» ул. Толбухина, 4	Концертная программа «Закружила листва золотая», в рамках декады пожилого человека
138.	07.10.2022	МБУК ДК «Точмашевец» ул. Промышленная, д.1	Концерт хора ветеранов «Радость», «Тепло наших сердец», посвященных Декаде пожилого человека
139.	10.10.2022	Филиал «Библиотека им. Н.В. Гоголя» Ул. Гоголя, 215	Литературно – поэтическая программа «Ах эти бабушкины руки»
Калининский район
140.	01.10.2022 10.10.2022	Отдел социальной поддержки населения	Поздравление долгожителей района
141.	07.10.2022	Стадион МАУ ЦСП «Электрон» ул. Учительская, 61/1	Спортивный праздник среди людей пожилого возраста
142.	04.10.2022	ДДК им. Д. Н. Пичугина, ул. А. Невского, 45	Мероприятие в рамках проекта «Мир, любовь, почтение, забота»
143.	06.10.2022	ДДК им. Д. Н. Пичугина, ул. А. Невского, 45	Концерт в рамках Декады пожилых людей.
144.	09.10.2022 14-00	ДК им. М. Горького, ул. Б. Хмельницкого, 40	Концертная программа «Нам года не беда»
145.	01.10.2022- 08.10.2022	Музей Калининского района «На Богданке», Б. Хмельницкого, 32.	Экскурсия по выставке «Богданка: экскурсия в прошлое» (по заявке) Творческая встреча совместно с Ресурсным центром Калининского района (по заявке) Музейная гостиная «Душа поет, танцует осень» (по заявке)
146.	01.10.2022 11-00	ЦРБ им. Д. С. Лихачева, ул. Б. Хмельницкого, 38	Обзор книжно-иллюстративной выставки «Возраст осени прекрасный»
147.	04.10.2022 16-00	филиал «Библиотека им. К. М. Симонова», ул. Новоуральская, 33	Вечер-встреча «Возраст осени, ты дорог и прекрасен»
148.	05.10.2022 10-00	филиал «Детская библиотека им. А. М. Волкова»,	Стенд-коллаж «О наших бабушках и дедушках» (наши маленькие читатели расскажут о своих бабушках и дедушках и их любимых книгах)
Asubuhi ya siku ya kumi na tano Selume(mke wa jirani yao aliyekuwa mpinzani mkuu wa Mwekevu) alipitia kwenye kibanda chaNdugu Kaizari. Selume

## ii) matatizo wanayoyapitia wakimbizi wa ii) matatizo wanayoyapitia wakimbizi wa ndani kwa ndani.

## iii) wawii wakipigana, nyasi huumia. Kwa iii) wawii wakipigana, nyasi huumia. Kwa kurejele sura hii, onyesho ukwei wa kauli hii.

alikuja kuwaeleza kuwa alikuwa amesikia fununu kuwa upo mradi wa kuwakwamua

## iv) husababisha migogoro katika ndoa. Kwa iv) husababisha migogoro katika ndoa. Kwa kurejelea sura hii, tetea kauli hii kikamilifu.

Wakimbizi kutokana na hali hii. Shirika la Makazi Bora, lilikuwa limejitolea kuja kuwajengea wakimbizi nyumba bora.

## 22

Misikiti na makanisa yalikuwa yalikuwa yamekusanya vyakula ili kuwalisha wahasiliwa. Watu walijawa na matumaini. Siku ya ishirini lori kubwa liliingia na watu wakakimbilia chakula kama watoto

########## SURA YA TATU

Baada ya kuishi katika msitu wa Mamba kwa miezi sita, Ridhaa, Kaizari na familia yake walibahatika kurudi nyumbani kufuatia mradi wa Operesheni Rudi Kanaani. Asubuhi hii

wafanyavyo. Watu waligawiwa chakula na

Ridhaa ameketi katika chumba cha mapokezi katika Uwanja wa Kimataifa wa Ndege wa Rubia. Ana hamu kuu ya kumwona Mwangeka akiwa mzima. Ridhaa anakumbuka kuwa siku ya kuhawilishwa kutoka Msitu wa Mamba hakuwa na matumaini ya maisha bora kwani hakuwa na mwenzi wala mtoto wa kuendea. Wengine kama Selume walikuwa wakilia kwa kuwa hawakujua waende wapi kwani mme wake amekwisha kuoa msichana wa kikwao na Babake alimkatalia katakata. Ridhaa alimfariji na kumwomba asilie kwani mwana wake yu hai tena ana kisomo na amehitimu kama mkunga, anaweza kujitegemea. Ndipo Ridhaa akamwahidi warudipo nyumbani, angemtambulisha Selume kwa mkuu wa Idara ya Afya ya Jamii katika Hospitali Kuu ya Tumaini. Leo hii, Ridhaa anapowaza haya, Selume amekwisha kuajiriwa kama muuguzi katika hospitali ndogo iliyojengwa karibu na kambi ya

akina mama( wa Mother's union, woman's Guild na waliokuwa wamepakiwa nyuma ya lori hilo. Msukumano ulianza hadi mlinda usalama mmoja alipojitokeza na kuwasihi kuweka usalama. Watu wengine kama Mzee Kaumu walishangaa walipokuwa hawa wangwana wakati madhila haya yalipowapata.

Kwa kuwa tabia ni ngozi, Bwana Waziri Mstaafu aliyekuwa na uzoefu wa kuwaelekeza watu huko wizarani, alisaidia kukigawa chakula. Pia Kaizari na Selume waliitwa kusaidia. Hata hivyo, wengine walitumia ulaghai ( kama familia ya Bwana

Kute- diwani wa hapo awali) kupata chakula kingi kuliko familia zingine.

WWHN.

########## Maswaii .

Ridhaa anakumbuka mambo mengi kama vile kadhia iliyompoka familia yake ndiyo ilimkutanisha na watu kama Selume arnbao angewaita ndugu na kumfanya kusahau msiba wa kUipoteza akraba yake. Kutangamana na wakimbizi kukamfunza

## i) kotika mitaa ya mabanda ni kukatisha i) kotika mitaa ya mabanda ni kukatisha tamaa. Tetea kauli hii.
Fonimu irabu na zinafanana katika sifa mbili tu ambapo zote ni irabu fupi na / ɪ / / υ / zote ni irabu za juu. Irabu hizi kwa upande wa pili zinatofautiana katika sifa tatu ambazo ni:

######## / ɪ / / υ /

Umbo la msimamo wima - Umbo la upinde Pahali ni irabu ya juu mbele - Pahali ni irabu ya juu nyuma Mkao wa Mdomo ni mtandazo - Mkao wa Mdomo ni mviringo Hivyo basi, fonimu irabu na hatuwezi kusema kuwa ni fonimu moja kwa / ɪ / / υ / sababu irabu hizi zina sifa pambanuzi na zinatofautiana sana kiumbo na kisifa za kifonetiki. Kwa hiyo, hizi ni fonimu mbili tofauti katika lugha ya Kiswahili sanifu. Katika mitazamo hiyo tofauti ya dhana ya fonimu, utafiti huu unabaini kuwa suala la kutofautiana kwa wataalamu limejitokeza hata katika dhana ya fonimu kwa wataalamu tofauti na kila mtaalamu mmoja anakubalika kwa kanuni ya kisayansi aliyoitoa pamoja na mifano inayokidhi matumizi ya fonimu hizo katika Kiswahili sanifu. Lakini ikumbukwe kwamba, kutofautiana kwa wataalamu hao sio kwa kiasi kikubwa bali ni kwa kiasi kidogo tu ambapo hakusababishi athari hadi kufikia kujiuliza mswali yasiyo na jawabu.

### 2.3 Asili ya Fonimu za Lugha

Kwa mujibu wa Massamba, (2012: 24-25, istilahi ya fonimu iliasisiwa na Boudouin de Courtenay ambaye aliungwa mkono na Robins, (1967:204). Boudouin de fonema Courtenay alitumia neno la Kirusi ingawa kwa mujibu wa Firth, (1957:1)
## Academic Probation and Dismissal Criteria

DEFICIENCY IN PARTICIPATION AND PROGRESS

Students are expected to remain engaged in the process and make normal progress throughout the program of the residential apprenticeship. This is defined as participating in course material, producing regular journal entries, producing tangible projects related to the curriculum strands, and achieving benchmarks within those strands with a success rate of 80%, which is the equivalent of satisfying the “Sustainable” level of competency within each strand. Students not making normal progress will have the opportunity to make up deficient benchmarks in remedial work and during the Apprenticeship Trips. In addition, students are expected to meet the Maine Primitive Skills Schools standards of participation as reflected by direct involvement and journal entries. The staff and apprentices will meet once each week to review journals and benchmarks comprising the academic records of students in the program.

Students are placed on probation according to the criteria below; students on probation or suspension are not considered to be participating and/or progressing to their abilities. In cases of repeated poor performance, a student may be dismissed from the Apprenticeship. In cases when a student’s participation and progress changes, a decision to either remove the student from Academic Probation or remove them from the Apprenticeship Program will follow.

Academic Probation Students are placed on academic probation for two weeks if they:

- 1. Fail to improve in participation and/or progress; or
- 2. Fail to meet a “Sustainable” (80%) level of competency in two or more benchmark strands.
- 3. Fall more than two weeks behind on journal entries.

Note: Students on academic probation will be assigned to work closely with an instructor to address challenge areas for the two weeks of academic probation. Students on academic probation who do not improve in participation and/or progress within those two weeks will be asked to leave the program without refund of tuition.

Academic Dismissal Students are placed on academic dismissal if they:

- 1. Fail to Participate and/or show Progress in the Program after two weeks of support and guidance during Academic Probation.
- 2. Fail to engage in the process of skills development and evaluation to include course attendance, productive involvement in skill sessions, and/or attendance in weekly check-in with journals.
- 3. Fail to exceed beyond the “Novice” level of 60% in more than five benchmark strands at the completion of any Phase during their Apprenticeship.

A student on Dismissal for academic deficiency normally is suspended for one year and may be asked to complete another Inventory Trip before being readmitted. Students are
# Statute Law Amendment (Directors' Liability) Bill 2012

## Introduction Print

### EXPLANATORY MEMORANDUM

#### General

This Bill amends certain Acts that currently impose personal liability on a director or manager of a body corporate for offences committed under those Acts by the body corporate. This Bill follows agreement by the Council of Australian Governments (COAG) for all Australian jurisdictions to apply six common principles to determine the circumstances in which it is appropriate to impose personal criminal liability on a director or manager of a body corporate. The principles are contained in the publication Personal Liability for Corporate Fault: Guidelines for applying the COAG Principles (COAG guidelines) that was endorsed by COAG on 25 July 2012 and published on the COAG website. A director or manager of a body corporate has a separate legal identity from the body corporate itself. As a result, a director or manager is not liable for the criminal conduct of the body corporate unless a provision expressly attributes criminal liability to the director or manager. These provisions are often referred to as directors' liability provisions. A directors' liability provision imposes criminal liability on directors or managers of bodies corporate in circumstances where it is not necessary to prove that the person has personally assisted the body corporate to commit the offence or was aware of the commission of the offence by the body corporate. The COAG guidelines recognise that in some circumstances it is appropriate to hold directors or managers to account for the conduct of a body corporate. These include situations where—

- • are compelling public policy reasons for doing so (for example, • are compelling public policy reasons for doing so (for example, where there is the potential for significant public harm that might be caused by the particular corporate offending);

1

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BILL LA INTRODUCTION 11/12/2012
Kambi ya pili ni ya wale wanaoziita mifungamano ya mkururo ambao ni pamoja na Aswani (1995), Batibo (1981), Maganga (1967), Polome (1967), Steere (1970) na Volger (1976). Khamis (2011:19) kwa mkabala wake amewasilisha isharasauti hizi za [ mb, nd, ng, nj ] kuwa ni fonimu na ameziita vipasuo ng'ong'o na ameziwasilisha kwa viashiria vya kifonetiki vya [ ŋb, ŋd, ŋg, ŋj ]. Batibo (1981), Bouquiaux na Cloarec-Heiss (1975), Maganga (1979) na Polome (1967) nao wamewasilisha isharasauti [ mb, nd, ng, nj ] kuwa ni fonimu na m n n n ɟ wamezibainisha kwa viashiria vya kifonetiki vya [ b, d, g, ]. Nchimbi (1979:628, 2008: 36-38) yeye amependekeza isharasauti hizi [mb, nd, ng, nj] kuwa ni fonimu mang'ong'o na amezibainisha kwa viashiria vya kifonetiki vya [ ]. , , , Lodhi (1976:1-2) amewasilisha isharasauti [mb, nd, ng, nj] ni fonimu na ameziita ъ fonimu ving'ong'o na amezibainisha kwa viashiria vya kifonetiki vya [ , ƌ , ɠ , ʤ ]. Ashton (1944:3) pia amewasilisha isharasauti [ mb, nd, ng, nj ] kuwa ni fonimu na amezibainisha kwa viashiria vya kiotografia vya [ mb, nd, ng, nj ]. Volger (1976) katika Nchimbi (1992) amewasilisha isharasauti hizi [ mb, nd, ng, nj ]. ɟ kuwa ni fonimu na amezibainisha kwa viashiria vya kifonetiki vya [ √b, √d, √g, √ ].
විසතීරණ ආදායම් ප්රකාශනය

්මාගම	්මූහය
මාේු්31්වන්දිරනන්ඩ්අව්න්ඩ්වූ්ව්ර්්ඳහ	2018	2017	නවනස	2018	2017	නවනස
රු.් 000් '	රු. ' 000	%	රු.් 000් '	රු. ' 000	%

වේෂය්්ඳහා්ලාභය්	4,309,330	4,009,254	7.48	5,017,713	4,441,616	12.97

අරනකුත්වි්සීරණ්ආදායේ්/්(වියදේ)

ඉදිරි්කාලචරේදවල්ලාභ්රහෝ්අලාභවලට්න වත්වේග්කල් හ කි්ශුද්ධධ්්රවනත්වි්සීරණ්ආදායේ
මුදල ප්රවාහ ීමා
වුත්තපනන මුල්ය ආනයෝජන ල්ාභ/ (අල්ාභ)	(879)	879	(200.00)	(879)	879	(200.00)

අනල්විය සඳහා ඇති මුල්ය වත්තකම්	-	-	-	2,828	-	100.00

අනල්විය සඳහා ඇති මුල්ය වත්තකම් නැවත ගණනයකල් ල්ාභ/ (අල්ාභ)	15,860	(93,771)	116.91	25,507	(89,497)	128.50
ඉදිරි්කාලචරේදවල්ලාභ්රහෝ්අලාභවලට්න වත්වේග්කල් හ කි්ශුද්ධධ්්රවනත්වි්සීරණ්ආදායේ	14,981	(92,892)	116.13	27,456	(88,618)	130.98

ඉදිරි්කාලචරේදවල්ලාභ්රහෝ්අලාභවලට්න වත්වේග්කල් රනාහ කි්ශුද්ධධ්්රවනත්වි්සීරණ්ආදායේ්:
නිශතිත ප්රතිල්ාභ සැල්සුම් මත ආයු ගණනල්ාභ සහ අල්ාභ	(23,554)	(22,380)	(5.25)	(24,936)	(25,157)	0.88
ඉහත දෑ සඳහා විල්ම්භිත බදු වල් බල්පෑම	6,599	6,270	5.25	6,623	6,493	2.00

ඉදිරි්කාලචරේදවල්ලාභ්රහෝ්අලාභවලට්න වත්වේග්කල් රනාහ කි්ශුද්ධධ්්රවනත්වි්සීරණ්ආදායේ්:	(16,955)	(16,110)	(5.25)	(18,313)	(18,664)	1.88
අවශය්අවම්රජතේ්සුරැකුම්පේ	6,622,410	8,012,871
පවේනා්රජතේ්සුරැකුම්පේ	9,240,656	8,290,205

ලාභදායිතවය්(%)

තපාලී්ආන්තිකය	9.68%	9.70%
සාමානය්වේකම්්මත ප්රතිලාභ්(බදු්වලට්තපර)	2.64%	3.95%
සාමානය්හිමිකම්්මත්ලාභ	10.00%	15.88%

නාමමාත්රික්රතාරුරු

තසසවක්සිංඛයාව	2,401	2,329
ශාඛා්සිංඛයාව	103	103
තසසවා්මධයසසථාන සිංඛයාව	101	101
උකසස්මධයසසථාන්සිංඛයාව	-	-
Waliishi kwa chumba kimoja kwa nuda mrefu tangu waoane -chumba cha kupangwa (watu tisa) Mabinti walibanana kwenye kitanda kidogo na wavulana walioweza kwa jirani Walikaa karibu na choo ambacho hufurika mvua inaponyesha Mashaka anakula kiporo wakati wa chamcha

- iv) Mtihani wa Maisha
- Samueli anatembea kilomita sita kwenda shule kutwa
- Samueli anatazamia kukwamua familia yake kwenye umaskini
- Baba samueli anauza ngombe kumsomesha Samueli
- SEHEMU YA D: USHAIRI

Jibu swali la 6 au 7

- 6. Soma shairi lifuatalo kisha ujibu maswali.

Maendeleo ya umma Sio vitu maghalani Kama tele vimesaki Lakini havishikiki Ama havikamatiki Ni kama jinga la moto Bei juu

Maendeleo ya umma Sio vitu gulioni Kuviona madukani Kuvishika mikononi Na huku wavitamani Kama tamaa ya fisi Kuvipata ng'o
- 2.2. Тематический план и содержание учебной дисциплины

Наименование разделов и тем	Содержание учебного материала и формы организации деятельности обучающихся	Объем часов	Осваиваемые эле- менты компетен- ций
1	2	3	4
Тема 1 Услуги обще- ственного пита- ния и требова- ния к ним	Содержание учебного материала	2	ОК 1-7, 9, 10, ПК 2.2- 2.8, ПК 3.2-3.6, ПК 4.2-4.5, ПК 6.3 ЛР1-ЛР12, ЛР13, ЛР14-ЛР17, ЛР18- ЛР21, ЛР22-ЛР24
1.Совершенствование обслуживания в организациях питания. Состояние потребительского рынка и перспективы развития индустрии питания. Общая характеристика процесса обслужи- вания гостей в организациях питания. Основные понятия: услуга общественного питания, про- цесс обслуживания, условия обслуживания, безопасность услуги. Прогрессивные технологии обслуживания.	1
2.Услуги общественного питания и требования к ним. ГОСТ 31984-2012 Услуги обществен- ного питания. Общие требования. Виды услуг, их характеристика, общие требования к ним, требования к безопасности услуг. Методы оценки и контроля качества услуг общественного питания	1
Тематика практических занятий	2
1.Выбор форм и методов обслуживания в соответствии с типом и классом предприятия, его специализацией	2
Самостоятельная работа обучающихся (при наличии указывается тематика и содержа- ние домашних заданий) Работа над учебным материалом, ответы на контрольные вопросы; изучение нормативных материалов; решение задач и упражнений по образцу; решение ситуационных производствен- ных (профессиональных задач); подготовка сообщений
Тема 2. Торговые поме- щения органи- заций питания	Содержание учебного материала	6	ОК 1-7, 9, 10, ПК 2.2- 2.8, ПК 3.2-3.6, ПК 4.2-4.5, ПК 6.3 ЛР1-ЛР12, ЛР13, ЛР14-ЛР17, ЛР18- ЛР21, ЛР22-ЛР24
1.Торговые помещения, виды, характеристика, назначение. Санитарно-гигиенические требо- вания к содержанию торговых помещений. Освещение, вентиляция торговых помещений, требования к безопасности оказания услуг	2
2.Интерьер помещений организации питания. Сервизная, назначение, оснащение. Моечная столовой и кухонной посуды, назначение, оснащение.	2
3.Сервис-бар (буфет), назначение, оснащение. Раздаточная, назначение, оснащение. Помеще- ние для нарезки хлеба, назначение, оснащение	2
Тематика практических занятий	2	ОК 1-7, 9, 10, ПК 2.2- 2.8, ПК 3.2-3.6, ПК 4.2-4.5, ПК 6.3 ЛР1-ЛР12, ЛР13, 2.8, ПК 3.2-3.6, ПК 4.2-4.5, ПК 6.3 ЛР1-ЛР12, ЛР13,
1.Изучение правил размещения посуды, столовых приборов, стекла, белья и др. в сервизной. Изучение взаимосвязи производственных и торговых помещений в соответствии с технологи- ческим циклом и специализацией предприятия	2	2.2- 2.8, ПК 3.2-3.6, ПК 4.2-4.5, ПК 6.3 ЛР1-ЛР12, ЛР13,	ОК 1-7, 9, 10, ПК 2.2- 2.8, ПК 3.2-3.6, ПК 4.2-4.5, ПК 6.3 ЛР1-ЛР12, ЛР13, 2.8, ПК 3.2-3.6, ПК 4.2-4.5, ПК 6.3 ЛР1-ЛР12, ЛР13,
and other stakeholders should help in providing teaching and learning materials.

The research done by Mosha (1988, 2006),help us to understand that, if poor management and financing in Schools, poor teaching and learning environment, shortage of teachers and inappropriate Curriculum are not well addressed, poor academic performance is inevitable. According to Mosha, among the strategies he identified by his research to bring about quality education in Primary Schools is improved School infrastructure, text book, Supply quality of Examination and improved pay package for teachers.

Mkumbo (2012), presented the report made by HakiElimu, to the educationalists and journalists, that report added another factor causing poor academic achievement apart from shortage of teaching/learning materials and inadequate of teachers. According to Mkumbo presentation, poor construction of questions by NECTA including that of constructing many questions from a single topic ignoring other topics, adds to poor academic performance among students. Mkumbo added that in 2009, out of 29 questions of biology subject 17% came from a single topic. Moreover the report presented by Mkumbo concluded that, teachers are not involved during Curriculum development, this is lowering its implementation hence lead to deterioration of education sector. Arggarwal (1997) did a research on Essential of Examination System; Test and Measurement, according to his research, examination has so many impact on the Curriculum aims, Content, Organization, Implementation, Pupils, Teachers, Parents as well as Schools.
Kahama, for Tanzanian's Economy Kahama, for Tanzanian's Economy G. (1986). , Dar-es Salaam. Tanzania Publishing House What is the meaning of Conceptual Framework? Jeffels, S. (2004). Available at th www.ehow.com (Retrieved on 9 , April 2014) The research Process Joppe, M. (2000). . Available at th, www.peoplelearn.homestead.com (Retried on 4 June 2014) MoEVT. (2013). Form Four National Examination Results 2012. Available at th http://www.moe.go.tz (Retrieved in February 20 2013) nd Research methodology, Method and Techniques Kothari, C.R. (2002). 2 edition, India. MoEVT, (2011). Form Four National Examination Results 2010. Available at th http://www.moe.go.tz (Last accessed in December, 17 2012). ). Examination System in Pakistan, Current Practices, Problems Khan, W. (2014 and Possible Solutions . Available at www.scribd.com (Last accessed th in February 26 2014) Interviews: An Introduction to Qualitative Research Interviewing Kvale, S. (1996). ; Sage Publications, London, UK A brief introduction to the system of higher school enrolment Lu Zhen .(1988). ' examinations in China In Heinemann, S.P. Fagerlind I. (eds), ' Examination and Standardized Testing Principles University : experience and Police options . Washington D.C, the World Bank. Factors contribute to poor performance of Form Four Lyimo, F. (2012). Examination , LAP Lambert academic Publishing, Tanzania.
Mark scheme Mechanics Year 1 (AS) Unit Test 6: Quantities and Units in Mechanics

3di	Allows the person to be treated as a single mass and allows the effects of rotational forces to be ignored.	B1	3.4	3rd Understand assumptions common in mathematical modelling.
(1)
3dii	The effects of air resistance can be ignored.	B1	3.4	3rd Understand assumptions common in mathematical modelling.
(1)
(15 marks)
Notes 3b For the first method mark, accept their answer to part a divided by 2. Continue to award marks for a correct answer using their initial incorrect value. 3c Accept 3.6 x 6.8 ⩽ ⩽

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