ahmedheakl/docatlas_instruct huggingface dataset:
Sr. No	Name of the Program	Minimum Duration (Years)	Intake	Mode of admission	Eligibility
vi. Department of Public Administration
a	M.A. (Hons.) Pub.Admn. 5-year Integrated ( SFS )	5	50*	Academic Merit	Senior Secondary Examination (10+2) with atleast 45% marks (42.75% marks for SC/ST candidates of Haryana only) in aggregate from Board of School Education Haryana, Bhiwani or any other examination recognized by M.D.University Rohtak as equivalent thereto.
b.	PG Diploma in Rural Development & Panchayti Raj	1	50	Academic Merit	Bachelor Degree examination with 45% marks from this University or any other examination recognized by M.D. University, Rohtak as equivalent thereto

10. FACULTY OF VISUAL & PERFORMING ARTS
i. Department of Visual Arts
a.	M.A. (Fine Arts) (Drawing & Painting)	2	15	Entrance Test	Bachelor degree in any discipline from any University recognized by UGC with atleast 45% marks (42.75% marks for SC/ST candidates of Haryana only) in aggregate or equivalent thereto.
b.	Master of Fine Arts (Painting) 6-year Integrated	6	15	Entrance Test	Senior Secondary Examination (10+2) with atleast 45% marks (42.75% marks for SC/ST candidates of Haryana only) in aggregate from Board of School Education Haryana, Bhiwani or any other examination recognized by M.D. University Rohtak as equivalent thereto.
ii. Department of Music
a.	M.A. (Music - Vocal)	2	15	Academic Merit	B.A. (Hons.) in Music with 45% marks (42.75% marks for SC/ST candidates of Haryana only)in aggregate OR Bachelor's degree with Music as one of the subjects with atleast 45% marks (42.75% marks for SC/ST candidates of Haryana only) in the subject of Music. OR Bachelor's degree of minimum 3 years duration in any discipline with any of the following examinations: Prabhakar from Paryag Sangeet Samiti, Allahabad, with the th th th certificate of 4 , 5 & 6 year. OR Sangeet Visharad from Gandharawa Mahavidyalya, Mumbai th th th with certificate of 4 , 5 & 6 year. OR Sangeet Visharad (5 years) from Prachin Kala Kendra, rd th th Chandigarh with 3 , 4 & 5 year certificate. OR Sangeet Shiromani from Delhi University, Delhi OR Vid (6 years) from Indira Kala Vishavidyalya with certificate of th th th 4 , 5 & 6 year.
b.	M.A. (Music - Instrumental)	2	15	Academic Merit	-do-
C	Diploma Course in Harmonium (evening)	1	20	Academic Merit + Practical Test	Bachelor degree of minimum 3 years duration in any discipline or any other examination recognized by M.D. Univeristy, Rohtak as equivalent thereto and Practical examination of 25 Marks. Note : To qualify for admission, a candidate has to obtain atleast 10 marks in practical test.
d	Diploma Course in Tabla (evening)	1	20	-do-	-do-
# NG KERK IN SUID-AFRIKA: ARGIEF

## AANSOEK OM WYSIGING EN/OF AANVULLING (REKTIFIKASIE) IN DIE BELYDENDE LIDMAATREGISTER / DOOPLIDMAATREGISTER

Datum van aansoek :	(dd/mm/jjjj)
Aansoeker se titel, naam en van:
Aansoeker se posadres:
Aansoeker se e-pos adres:
Aansoeker se handtekening

#### Ondergetekende doen hiermee aansoek om die volgende

wysiging / aanvulling / inskrywing
in die Gemeente soos hier regs genoem se betrokke register te doen.

#### VOLLE BESONDERHEDE SOOS TANS IN DIE BETROKKE REGISTER: Maak ŉ kruis (X) in die laaste kolom by die besonderhede wat aangevul of gewysig moet word.

Betrokkene se Van:
Volle name:
Geboortedatum:	(dd/mm/jjjj)

### In Doopregister

Datum van doop:	(dd/mm/jjjj)
Leraar wat die doop bedien het:
Vader:
Moeder:
Datum van aankoms in die gemeente:	(dd/mm/jjjj)
Opmerkingskolom:

### In Lidmateregister

Datum van toelating tot belydenisaflegging:
Datum van belydenisaflegging:
Leraar wat die belydenisaflegging hanteer het:
Datum van aankoms in die gemeente:	(dd/mm/jjjj)
Oorgekom vanaf:
Opmerkingskolom:
## Clár Na nAbhar

Gluais na dTéarmaí 2

Forléargas 5 Dearbhú Cáilíochta 6 Cúrsa Samhraidh a Eagrú in 2021 9 Ceanglais mhionsonraithe riaracháin do sholáthraithe 10 Critéir um fhormheas agus um meastóireacht na gcúrsaí samhraidh 12 Meastóireacht a dhéanamh ar chúrsaí samhraidh 15 Deimhniú fíricí 16 Aguisín 1: Foirm Iarratais ar Chúrsaí Samhraidh Aghaidh ar Aghaidh do Mhúinteoirí 2020 16 17 Aguisín 2: Foirm Iarratais ar Chúrsaí Samhraidh Ar Líne do Mhúinteoirí 2021 21 Aguisín 3: Foirm Iarratais ar Chúrsaí Samhraidh Cumaisc do Mhúinteoirí 2021 26 Aguisín 4: Sonraí ar Ionaid/Dhátaí éagsúla 31 Aguisín 5: Seicliosta chun foirmeacha iarratais a chur isteach le cúrsaí samhraidh a fhaomhadh 32 Aguisín 6: Foirm Measúnaithe Rannpháirtithe do Chúrsaí Samhraidh 33 Aguisín 7: Teimpléad don Tuairisc Chigireachta 35 Aguisín 8: Foirm Fíorithe Fíricí 36
# (Imetolewa chini ya Kanuni ya 17(3) ya Kanuni za Umeme (Ufungaji Mifumo ya Umeme), Gazeti la Serikali Toleo. Na. 113 la mwaka 2022

## UMUHIMU NA UTARATIBU WA UFUNGAJI WA MIFUMO YA UMEME KWENYE MAJENGO

- 1. Sheria ya Umeme ya mwaka 2008, Kifungu Na. 8 (h) kinamtaka mtu yeyote anayefanya shughuli za ufungaji wa mifumo ya Umeme nchini awe na leseni inayotolewa na Mamlaka ya Udhibiti wa Huduma za Nishati na Maji (EWURA).
- 2. Kifungu Na.8(3), 33 (2) (b) na 45 vya Sheria ya Umeme ya Mwaka 2008, vinaipa Mamlaka EWURA kutunga Kanuni za kutoa Huduma za Ufungaji wa Mifumo ya Umeme.
- 3. Kanuni za Usimamizi wa Huduma za Ufungaji wa Mifumo ya Umeme ' The Electricity (Electrical Installation Services ), Rules ' zinapatikana katika Tovuti ya EWURA '' www.ewura.go.tz '.
- 4. Kwa mujibu wa Kanuni zilizopo, Kifungu Na.17(3) inamtaka Mmiliki wa leseni baada ya kumaliza kazi ya kufunga mfumo wa umeme,kutoa cheti cha kumaliza kazi hiyo kwa mteja.
- 5. Dhumuni kuu la kutoa cheti cha kumaliza kazi ya ufungaji wa mfumo wa umeme kwenye majengo, ni kuhakikisha kuwa ufungaji wa mifumo husika umezingatia Taratibu na Kanuni husika, ili kuhakikisha usalama wa watu na mali zao.
- 6. Kanuni hizo zinataka Watoa Huduma ya uunganishaji wa mifumo ya Umeme kwenye majengo nchini kote, wenye leseni kuhakikisha kuwa maombi ya kupatiwa huduma hiyo kwa wateja wao, yanaambatishwa na cheti cha kumaliza kazi ya ufungaji wa mfumo wa Umeme kutoka kwa fundi umeme.
- 7. Aidha, wamiliki wa majengo husika ni haki yao ya msingi kudai / kupewa cheti hicho kutoka kwa Fundi umemeili kuwa na udhibitisho wa aliyefanya kazi hiyo ili baadae kukitokea hitilifu
- au kwa namna yeyote ile kumebainika kuwepo kwa kutofuata taratibu za ufungaji wa mifumo ya umeme kwenye jengo husika, basi mhusika aweze kuwajibika.
культуры маўлення, атрыманых на працягу вывучэння беларускай мовы ў V-IX класах, а таксама авалоданне камунікатыўнымі якасцямі маўлення (багаццем, выразнасцю, лагічнасцю, чысцінёй, дарэчнасцю). З гэтай мэтай пры аналізе моўных сродкаў прапануецца звяртаць увагу на іх выкарыстанне ў маўленчай дзейнасці, правільнасць ці няправільнасць выкарыстання таго ці іншага моўнага сродку, прычыны ўзнікнення памылак, шляхі і спосабы іх выпраўлення. Для больш глыбокага асэнсавання тэарэтычнага і практычнага матэрыялу ў дапаможніку прапануюцца табліцы, схемы, якія могуць прад'яўляцца ў гатовым выглядзе, патрабаваць дапаўнення неабходнымі фрагментамі або ілюстрацыі тэарэтычных выкладак уласнымі прыкладамі, што з'яўляецца асновай для самастойных паведамленняў на лінгвістычную тэму. Размяшчэнне іншага разнастайнага ілюстрацыйнага матэрыялу (графікаў, дыяграм, фотаздымкаў, малюнкаў, картаў і г.д.) звязана з актывізацыяй маўленчай дзейнасці вучняў, стварэннем на іх аснове ўласных вусных ці пісьмовых паведамленняў. Вучэбны дапаможнік для X класа (павышаны ўзровень) уяўляе сабой электронны дадатак. У дапаможніку ў адпаведнасці з вучэбнай праграмай прадугледжваецца праца не толькі над моўнымі нормамі і асноўнымі камунікатыўнымі якасцямі маўлення (што закладзена на базавым узроўні вывучэння прадмета), але і над асэнсаваннем сродкаў і прыёмаў выразнасці маўлення, якія выкарыстаны аўтарамі тэкстаў на розных моўных узроўнях (лексічным, фанетычным, словаўтваральным, марфалагічным), з мэтай фарміравання ў вучняў уменняў як аналізаваць чужы тэкст, так і ствараць уласны, выкарыстоўваючы вобразна - выяўленчыя і стылістычныя магчымасці моўных сродкаў. Тэарэтычны (рубрыка 'Паслухаем мовазнаўцаў) і практычны (дыдактычны) матэрыял мае выразную прафесійную скіраванасць і можа падрыхтаваць вучняў да засваення гуманітарных ведаў у галіне філалогіі. У 2020/2021 навучальным годзе будзе выкарыстоўвацца новы Беларуская вучэбны дапаможнік па беларускай літаратуры: літаратура : вучэбны дапаможнік для 10 класа ўстаноў агульнай сярэдняй адукацыі з беларускай і рускай мовамі навучання, з электронным дадаткам для павышанага ўзроўню / А.П. Бязлепкіна - Чарнякевіч [і інш.]. - Мінск : Нацыянальны ін - т адукацыі, 202 0. Звяртаем увагу, што электронныя дадаткі вучэбных дапаможнікаў 'Беларуская мова' і 'Беларуская літаратура' для 10 класа (павышаны profil.adu.by ўзровень) размешчаны на рэсурсе ( ).

## Асаблівасці новага вучэбнага дапаможніка:

з мэтай забеспячэння пераемнасці з вывучэннем беларускай літаратуры на ІІ ступені агульнай сярэдняй адукацыі ў дапаможніку 'Беларуская літаратура. 10 клас' захаваны агульны падыход да
####### SEMESTER - III

Course Code	Course Title	Credit	Marks	No. of hours
I.A.	ESE	Total	L	Tu	Pr
301- PHIG -C-3	Ethics (Indian and Western)	6	10	40	50	5	1	-
302-**-C-3	Discipline B Core III	6	10	40	50
303-LC2-Eng-I	English-I #	6	10	40	50	5	1	-
304-PHIG-SEC-1	Philosophy of Human Rights	2	10	40	50	1	1	-
Total =	20	40	160	200	-

# as prescribed by university

####### SEMESTER - IV

Course Code	Course Title	Credit	Marks	No. of teaching hours
I.A.	ESE	Total	L	Tu	Pr
401-PHIG-C-4	Psychology	6	10	40	50	5	1	-
402-** -C-8	Discipline B Core IV	6	10	40	50
403-LC2-Eng-II	English-II #	6	10	40	50	5	1	-
404-**-SEC-1	Discipline B SEC-I #	2	10	40	50	1	1	-
Total =	20	40	160	200

# as prescribed by university

####### SEMESTER - V

Course Code	Course Title	Credit	Marks	No. of Teaching hours
I.A.	ESE	Total	L	Tu	Pr
501-PHIG-DSE- 1A Or 501-PHIG-DSE- 1B	Western Epistemology and Metaphysics Or Practical Ethics	6	10	40	50	5	1	-
502- **DSE-1A Or 502- **DSE-1B	Discipline B Or Discipline B	6	10	40	50
503- **GE-I	One from pool of Generic Electives except A &Bdiscipline ( Discipline-C)#	6	10	40	50
504-PHIG-SEC-2	Philosophy and Practice	2	10	40	50	1	1	-
Total =	20	40	160	200

# as prescribed by university
comes to notice of the CEO - he/she can only file a complaint to the SDM, who has the powers to remove a Sarpanch. The third problem is that of disputes over land required for implementing a planned activity. Planned schemes sometimes are stalled because people raise disputes over the land on which the scheme is required to be implemented. These include commons that has been encroached upon and not returned to state even when required for public purposes.

##### GP-1: GP-1: Kodaria GP

This GP has a female Sarpanch, SmtAnuradha Joshi. She has been a Sarpanch for 2 years now, elected to panchayat for the first time. The Gram Sabha election took place in several phases. The first Geam Sabha was held on th th th 14 April 2016. The second series was from 12- 14 May 2016. On 12 they discussed Gram th th Vikash Karya Yojana, on 13 - Hitgrahi Mulayam KaryaYojna, on 14 - Krishi KaryaYojna. th Another Gram Sabha was convened on 25 May 2016 to finalise the HitgrahiKaryaYojna. (picture). There are 20 wards, of which 3 have concentration of ST population. The GP has 26 employees. Safari karmachari - 9, water carrier - 6, Tax Collector - 2, computer operator - 1, Driver for Garbage collection Van - 1, Helper for Garbage collection Van - 1, Sachib - 1, Lipik - 2, Peon - 2. This GP is quite urbanised, the total amount they receive is about Rs.50 lakh plus. The OSR is about Rs30 lakh. The GPbeing highly urbanised the demand for MGNREGSworkisnot much. There are only about 19 beneficiaries registered under NREGA. The GP seemed quite strong as an institution. The records were well maintained, office space well laid out and fairly neat for a GP office. The Sarpanch pointed our attention to the ISO 9001: 2008 certificate issued in favour of the GP in June 2015 and is due for renewal in May 2017. The routine functions of rendering basic crevices seemed to be quite well performed. The garbage truck of the GP that
ya bahari hasa kukwama kwao kwa masiku kadhaa baharini hadi pale ambao mtoto wa mfalme huyo kubidi atolewe sadaka kwa wakuu wa bahari ili waokoke waliosalia. Kwa mfano, muktadha wa kisiasa umejitokeza katika hadithi ya ' Kijuzi Mtambaanapenu' kama ilivyoonekana; … Wakakaa katika hali ya usalama na amani zilipita siku chache ikatangazwa safari ya mfalme ya kila mwaka ambapo husafiri yeye na jamaa wengine wengi kwenda kuchukua bidhaa zake nje ya nchi. Katika safari hiyo alikwenda mfalme na mtoto wake mkubwa, Yule mtoto wa ajabu aliposikia maneno kuwa mfalme anataka kwenda safari na yeye akamwambia mama yake kuwa anataka kwenda……. ( utafiti, 2021). Chanzo

Nukuu hii imejitokeza katika hali ya uajabu na mshangazo, kwa kuwa si jambo linalotarajiwa kutokea kwa mtoto mdogo kutaka kusafiri safari za masafa marefu kwa shughuli za kibiashara. Na wakati huohuo ikimulika tatizo sugu la jamii nyingi hasa za kiafrika kushindwa kujitegea kimahitaji na hatimaye kupeleka ng'ambo mamilioni ya dola kila uchao kwa dhumuni la kununua bidhaa ambazo kama serikali zingejizatiti kikweli ubutu huu wa kiuongozi na kimfumo ungeshatoweka kwa siku na tareha. Wakati huohuo mtoto katika muktadha huu anawakilisha kundi la wachache wanaolenga kuiokoa jamii dhidi ya mkandamizo na uozo wa tabaka la wakuu wa mataifa ambao siku zote hutazama maslahi ya tabaka tawala na kuwaona wote wenye mitazamo tofauti kama maadui au kundi lisilohitaji kupewa nafasi. Kwa kupitia muhimili wa uhalisia mazingaombwe usemao, mimea, miti, maziwa huchukua nafasi muhimu katika uandishi wa uhalisia ajabu tuligundua namna ambavyo changamoto zinaikumba sekta ya kijamii katika hali za kustaajabisha na kutisha kulikopitiliza kama ilivyobainika kuwa bahari huhitaji roho za watu ziteketee ili shughuli ziweze kwenda, kinyume na hivyo ni majanga na misiba itakayo sikika kila kona ya dunia.
##### Airteagal 1

Leasaítear (AE) 2017/2397 : Leasaítear (AE) 2017/2397 : mar a leanas (1) in Airteagal 10, cuirtear an méid seo a leanas in ionad mhír 3: '3. Gan dochar do mhír 2 den Airteagal seo, teastas cáilíochta ar bith, leabhar taifid seirbhíse ar bith nó logleabhar ar bith a eisíodh i gcomhréir le rialacha náisiúnta tríú tír lena leagtar síos ceanglais atá comhionann leo siúd a leagtar síos sa Treoir seo, lena n-áirítear iad siúd a leagtar amach in Airteagal 38(1) agus (3), beidh siad bailí ar uiscebhealaí intíre uile an Aontais, faoi réir an nós imeachta agus na gcoinníollacha a leagtar amach i míreanna 4 agus 5 den Airteagal seo.';

(2) : in Airteagal 38, cuirtear an mhír seo a leanas leis '7. Go dtí an 17 Eanáir 2032, féadfaidh na Ballstáit leanúint d'aitheantas a thabhairt, ar bhonn a gceanglais náisiúnta, , nó comhaontuithe idirnáisiúnta infheidhme roimh an 16 Eanáir 2018, do dheimhnithe cáilíochta, leabhair taifid seirbhíse agus logleabhair arna n-eisiúint ag tríú tír roimh an 18 Eanáir . 2024 Beidh an t-aitheantas teoranta do na huiscebhealaí intíre i gcríoch an Bhallstáit lena mbaineann.

- 6 -
Ilikuwa ni katika maisha yao ya kila siku, ambapo sasa Mungu aliwajaribu kuona kama walikuwa na maana kweli kwa lile walilosema. Walipokuwa na njaa na kiu, Je, wangeyakumbuka maneno ya Mungu na kumtumaini, au wangesahau lile waliloitikia?

Mojawapo ya matukio ya kuhuzunisha sana katika Biblia, ni habari ya jinsi watu wazima wote (kasoro wawili), waliokuwa wametoa ile ahadi kwa Mungu, 'walivyomwangusha' Mungu. Walikufa humo nyikani kutokana na dhambi yao, kwa hiyo hawakuwahi kuiingia Nchi ya Ahadi.

Muda mfupi kabla ya Musa kufa, aliwafundisha wana wa hao walioangamizwa humo nyikani, somo kubwa kwa ajili ya maisha yao, kusudi na wao wasianguke: 'Na hii ndiyo sheria, na amri, na hukumu, alizoziamuru BWANA, Mungu wenu, mfundishwe, mpate kuzitenda katika nchi ile mnayoivukia kuimiliki; upate kumcha BWANA, Mungu wako, kushika amri zake zote na sheria zake, ninazokuamuru, wewe na mwanao, na mwana wa mwanao, siku zote za maisha yako; tena siku zako ziongezwe. Sikiza basi, Ee Israeli, ukaangalie kuzitenda; upate kufanikiwa, mpate kuongezeka sana, kama BWANA, Mungu wa baba zako alivyokuahidi, katika nchi ijaayo maziwa na asali. Sikiza, Ee Israeli, BWANA, Mungu wetu, BWANA ndiye mmoja. Nawe mpende BWANA, Mungu wako kwa moyo wako wote, na kwa roho yako yote, na kwa nguvu zako zote. Na maneno haya ninayokuamuru leo, yatakuwa katika moyo wako, nawe uwafundishe watoto wako kwa bidii, na kuyanena uketipo katika nyumba yako, na utembeapo njiani, na ulalapo, na uondokapo. Yafunge yawe dalili juu ya mkono wako, nayo yatakuwa kama utepe katikati ya macho yako. Tena yaandike juu ya miimo ya nyumba yako, na juu ya malango yako' (Kumb. La Torati 6:1 -9).

Jambo moja liko wazi katika nasaha hizo; maneno ya Mungu yalipaswa yawe na sehemu muhimu katika maisha yao ya kila siku. Walikuwa wayaseme wakati wote, na kuwafundisha watoto wao juu yake. Ilikuwa tu ni kwa njia ya kuyafanya Maandiko kuwa sehemu ya kila kitu wanachofanya, ndipo wangeweza kukumbuka umuhimu wa maneno ya Mungu na kuyatii.

Hebu ona ulinganisho kati ya Wana wa Israeli na sisi hapa. Maisha yetu ni kama yao!

Wana wa Israeli	Wafuasi wa Yesu leo
Walikuwa watumwa Misri	Kabla ya ubatizo tulikuwa watumwa wa dhambi.
Mwana-kondoo wa Pasaka	Bwana Yesu Kristo ametolewa
## SURA YA PILI MAPITIO YA KAZI TANGULIZI NA MKABALA WAKINADHARIA

### 2.0 Utangulizi

Sura hii ni miongoni mwa maeneo muhimu mno katika kufikia lengo la utafiti huu. Hilo linatokana na ukweli kwamba ufafanuzi wa vipengele vyote vya msingi ulitarajiwa kuwekwa wazi kwa utaratibu ufaao. Mambo yaliyo jadiliwa hapa ni pamoja na dhana ya uhalisia mazingaombwe, dhana ya hadithi simulizi, dhana ya maudhui, kazi tangulizi kuhusu uhalisia mazingaombwe na kuhusu hadithi simulizi na pia tuliziangalia kazi tangulizi kuhusu maudhui na hatimaye tulihitimisha kwa muhtasari wa yaliyojitokeza katika eneo hili.

### 2.1 Dhana ya Hadithi Simulizi

Akizungumzia dhana ya hadithi simulizi, Omar (2013) amesema kuwa hadithi simulizi ni miongoni mwa tanzu za fasihi simulizi. Ameongezea kutoa ufafanuzi kwa kusema kuwa tanzu hii ina vitawi vyake mbalimbali kama vile soga, visasili, ngano, vigano, hekeya, tarehe na kumbukumbu. Akiendelea kubainisha na kuweka wazi mawazo yake amesema kuwa hadithi simulizi hutegemea utamaduni wa jamii husika. Hivyo kila jamii ina fasihi yake kulingana na mazingira, wakati na maadili yanayokusudiwa kufuatwa na jamii hiyo. Hadithi simulizi visiwani Zanzibar zilianza toka enzi za jadi. Simulizi hizo aghlabu zilisimuliwa wakati wa usiku kwa njia ya kuwafanya watoto wasilale mapema ili wapate chakula cha usiku na pia masimulizi hayo yalilenga kuimarisha usuhuba baina ya wazee na wajukuu.
Alama1 f) - Majitoto majeuri yakiletwa yatarejeshwa kwao - Matoto jeuri yakiletwa yatarejeshwa kwao 4x ½ =Alama 2 g) Leo alimwambia Asha kuwa wangewatembelea wazazi wao siku hiyo jioni. ½ x4=Alama 2 h) i) Lingine, jingine ii) Mwingine 2x1= Alama 2 i) - Yambwa tendwa-josho - Yambwa tendewa-wanakijiji 2x1=Alama 2 j) i) nafsi viambata Atumie moja kati a;a-, ni-, m-, tu-, u-, wa-; Kwa mfano ;Alituchezea ii) Visisitizi. Kwa mfano ;yuyu huyu, wawa hawa n.k 2x1=Alama 2 k) i) Kivumishi Jambo dhahiri limesemwa.(tathmini) ii) Kielelezi Ilikuwa dhahiri kuwa alitudanganya (tathmini) 1 ½ x2=Alama 3 l) Anampigisha A-kiima Na-wakati m-kitendewa pig-shina ish-kauli ya kutendesha a-kiishio cha kitenzi ½ x6=Alama 3 m) i) Kirai nomino Nguo aliyonunua mzazi Alama1 ii) Kirai kivumishi Mwenye manyoya mengi. Alama 1 n) Sikukuu ya Madaraka nilikwenda Eldama-ravine, kumwona Yohana naye akasema atakuja kuniona, pamoja na mkewe Mariamu siku ya Jumapili. 6x ½ =Alama 3 o) i) Jambazi anayeishi dukani aliiba mahali pengine. ii) Baada ya kutoka dukani, jambazi aliiba mahali pengine iii) Kuna mtu aliyemuiba jambazi iv) Wizi wa kawaida-Jambazi aliiba katika duka 4x1=Alama 4 p) -f- -Kufa, mfu, kifo, mfiwa -l- -mlo, chakula, mlaji 4x ½ =Alama 2
Programme / Class	Degree	Year	B.A.I	Semester	I
Subject	Geography
Course Code	Course Title	Basic Photographic Skills Practical
Course Course Outcome Course Objectives: • Handle Digital SLR Camera • Compose and Shoot in different lighting conditions. • Make a photo feature on a specific topic Instructional plan This course will focus on the visual grammar and Basic skills of photography. The students make a basic Photography portfolio by the end of the semester.
Credits Credits -	Max. Max. Marks :	Min. Min. Passing Marks :
Total Tutorials - Practical (in hours per week) : 2-0-0 Total Tutorials - Practical (in hours per week) : 2-0-0 No. of Lectures
Unit	Topic	No. of Lectures
I	Introduction to Photography &Camera ➢ Basics of Photography. ➢ Principles of Camera Obscura. ➢ Working of Camera ➢ Understanding various types of Cameras & its Parts (Including pinhole, compact camera, Polaroid Camera, T.L.R, S.L.R D.S.L.R camera) Practical Assignment: Students will submit an assignment based on analysis of 5 photographs from the Mobile Phone.	8
II	Practical exercises- ➢ Proper way of holding a DSLR Camera. (Battery, Card, Lenses) ➢ Handling accessories- Tripod, Base Plate, Camera flash, etc. ➢ Auto Manual Focus use ➢ Vertical vs. Horizontal	7
III	➢ Exposure Triangle (Aperture, Shutter, ISO) ➢ Auto White Balance, Auto Focus ➢ Types of shots &Angle Assignment 1- Students will submit Hardcopies of 6 photographs of different exposure.	7
IV	Photoshop basics &Mobile Apps Overview of software- Image size and resolution Tools (Selections tools, move tools Painting tools: Intro, paint bucket Gradient pattern Pen Tools, Eraser tools, etc tools Intro to layers The tax type tool, Blending option (Layer Style) Color correction. Final Project - Students will submit photo essay of any Beats Consisting 10-15 photographs (printed on photo paper). Each photo should have a suitable caption.	8

Suggested Readings:

- • The Darkroom Cookbook; Anchell, Stephen G.
### 3.4.1 Maana ya Data

Data ndiyo malighafi ya utafiti, hutumika katika kujibu maswali ya utafiti na kumuwezesha mtafiti kutathmini nadhariatete za utafiti wake (Baliba na wenzake, 2014).

### 3.4.2 Aina za Data

Ziko aina kuu mbili za data nazo ni zile za awali (msingi) na zile za upili (sekondari).

### 3.4.3 Data za Awali

Data za awali ni zile ambazo mtafiti kwa mara ya kwanza anazikusanya bila ya kurejea popote, yaani hakuna mtafiti yeyote aliyetangulia kuziandaa ama kuzitumia kabla ya hapo Furlong (2000). Data za awali zimepatikana kupitia kundi teule lililoweza kusimulia hadithi simulizi mbalimbali na hatimaye mtafiti akabainisha hadithi zote zenye sifa ya uhalisia mazingaombwe na kuzifanyia utafiti pia aliweza kubaini maudhui kadhaa yapatikanayo ndani ya hadithi hizo. Data za awali zilikusanywa kupitia mahojiano ama usaili wa watafitiwa waliolengwa na mtafiti katika kuzisimulia na hata kutoa baadhi ya fafanuzi muhimu kwa namna hadithi hizo zinavyoonesha na kuzungumzia juu ya maajabu na mazingaombwe. Kupitia chanzo hiki mtafiti alilazimika kunukuu baadhi ya sifa za kiuhalisia mazingaombwe ambazo ni muhimu toka kwa watafitiwa wake na hatimaye data hizo zilifanyiwa uhakiki ili kubaini maudhui tofauti yaliyojitokeza kwa ubunifu wa kiuhalisia mazingaombwe uliomo katika hadithi hizo.

### 3.4.4 Data za Upili

Maelezo ya (Creswell, 2009) yameweka wazi maana ya data za upili kwa kusema kuwa ni zile ambazo tayari zilikwisha kusanywa na watafiti wengine kwa ajili ya