ahmedheakl/docatlas_instruct huggingface dataset:
Sr. No.	Name of the Program	Minimum Duration (Years)	Intake	Mode of admission	Eligibility
Efficiency Test (Canadian Test). However, there shall be no marks for this test. Candidates failing in PET will not be called for counseling. Note: - Those candidates who have won positions in All India Inter University championship shall be exempted from PET if he/she got injured and having an authentic certificate from the medical practioner of a recognized Govt. Hospital. The authenticity of the certificates shall be ascertained by the panel of teachers of the Department of Physical Education,. The panel of teacher shall be constituted by the HOD.
b	M.A. (Yoga Science) (Under S.F.S.)	2	50	Academic Merit	Bachelor's degree of three years duration with atleast 45% marks (42.75% marks for SC/ST candidates of Haryana only) in aggregate or any other examination recognized by M.D. University, Rohtak. Preference will be given to PG Diploma in Yoga Science/Diploma or degree in Yoga Science only in case when there is tie in merit score.
c	P.G.Diploma in Yoga Science (under SFS)	1	20	Academic Merit	Bachelor's Degree OR Post Graduate degree in any faculty from a recognized University or an equivalent degree with a minimum 45% marks (42.75% marks for SC/ST candidates of Haryana only). In case of two or more candidates securing equal percentage of marks, preference will be given to a candidate who is having Yoga at under graduate level. If more than one candidate are having Yoga or non having Yoga with equal percentage, the candidate senior in age will be considered higher in merit.
3. FACULTY OF HUMANITIES
i. Department of English & Foreign Languages
a	5-Year integrated M.A.(Hons.) English	5	30	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.
b.	CertificateCourse in French	1	60	Academic Merit	-do-
c.	Certificate Course in Spanish	1	60	Academic Merit	-do-
d.	Certificate Course in Chinese	1	40	Academic Merit	-do-
e.	Certificate Course in German	1	40	Academic Merit	-do-
F	Diploma in French	1	25	Academic Merit	Certificate in French with atleast 45% marks (42.75% marks for SC/ST candidates of Haryana only)in aggregate or any other examination recognized by M.D. University, Rohtak, as equivalent thereto. OR Senior Secondary examination (10+2) from Board of School Education Haryana, Bhiwani with French as one of the subjects with 45% marks in aggregate. Candidates applying under this category will have to qualify the entrance test to be conducted by the Department.
ii. Department of Hindi
a.	P.G. Diploma in Translation (Hindi)/ (English)	1	20	Academic Merit + Weightage	Bachelor degree with English and Hindi as main subject with 45% marks(42.75% marks for SC/ST candidates of Haryana only) in aggregate. OR Bachelor degree with English (Hons.)/Hindi (Hons.) with 45% marks in aggregate.M.A. English, Hindi and Sanskrit will be given weightage of 10 marks. No weightage for English (Hons.)/Hindi (Hons.).
## ANNEXURE - III

REQUIREMENT AT NTR COLLEGE OF VETERINARY SCIENCE, GANNAVARAM

S. No.	Particulars	No. of Persons required	Skill level	Minimum wage
1)	Lawn, Garden and Campus upkeep	10	Unskilled	Minimum wage for unskilled as per the 7 and Circular Lr. No. L1/7846/2016 dated 07.11.2016 issued by the Commissioner of Labour, Labour Department, Govt. of AP
2)	Security to the campus and building (Watch and ward)	24	Unskilled	Same as S. No. 1
3)	Lab-upkeep	28	Unskilled	Same as S. No. 1
4)	Driving of college vehicles and tractors	07	Skilled	Minimum wage for Skilled as per the GO Ms 11 dated 17.01.2012 and Circular Lr. No. L1/7846/2016 dated 07.11.2016 issued by the Commissioner of Labour, Labour Department, Govt. of AP
5)	Maintenance of college buildings (reception, enquiry, electricity, telephone operator and plumber including pumping of water from Eluru canal to the tank etc.)	12	Semi- skilled	Minimum wage for Semi skilled as per the GO Ms 11 dated 17.01.2012 and Circular Lr. No. L1/7846/2016 dated 07.11.2016 issued by the Commissioner of Labour, Labour Department, Govt. of AP
6)	Computer services	05	Skilled	Same as S. No. 4
7)	Cleaning and sanitary works	04	Unskilled	Same as S. No. 1
8)	Fodder production	23	Unskilled	Same as S. No. 1
9)	Livestock maintenance	06	Unskilled	Same as S. No. 1
10)	Boys Hostel and Mess maintenance	11	Unskilled	Same as S. No. 1
11)	Girls Hostel and Mess maintenance	11	Unskilled	Same as S. No. 1
12)	Poultry Science	01	Unskilled	Same as S. No. 1
13)	Cooks	02	Skilled
PREAMBLE The Learning Outcomes based Curriculum prepared for the B.A. (Hons.) Public Administration subject primarily intends to help the learners in understanding the objectives of studying an Undergraduate Programme and specifically the discipline of Public Administration. This curriculum will help them in understanding, critically engaging, analysing and appreciating the societal and market relevance of the discipline of Public Administration. It is worth mentioning here that the B.A. (Hons.) Public Administration Undergraduate Program framed as per the LOCF Guidelines under CBCS is a model for reference and the Higher Education Institutions conducting such academic programmes will have enough freedom in incorporating suitable modifications keeping in view the global, national and regional contexts and skill requirements for various employment sectors. Moreover, the list of readings, web resources, reports etc. are only indicative and do not pre-empt further exploration. The learning outcomes of the various courses and the whole programme are modifiable keeping in view the advancement in the related fields of knowledge or practice and the changing requirements of the stakeholders, which are complex, diverse and culturally specific. The academic entities offering the B.A. (Hons.) Public Administration programme are expected to encourage their faculty to adopt the suggested apagogical innovations, in addition to teaching/learning processes recommended, so that the intended Course/ Programme learning outcomes can be achieved.

##### The following objectives would be achieved from the framework:

To explore public administration within political, legal, and social contexts to understand the three broad challenges that student will face in his career as a public manager: administrative rationality in a democratic republic, organizational capacity and networks, and institutional opportunities and constraints. • To promote understanding of the operations of public organizations in political, social, legal, and economic environments. • To understand and analyze policies, programs, problems, and issues and make pertinent recommendations • To promote familiarity with the substantive character of, and problems in the implementation of specific areas of public policy. • The main objective of the programme is to impart the students the important skills like conceptual, entrepreneurial, and analytical skills for the acquisition of academic theory and skills to foster an ethical and enduring commitment to the public service values of serving the public interest with accountability and transparency. • To encourage students to acquire knowledge, skills and capabilities arising from the need for a more efficient and effective public administration
## MAREJELEO

Ali, F. (2017) Kuchunguza dhamira katika riwaya ya Kiu ya Haki ya Muhamed Suleiman Mohamed. Tasnifu ya shahada ya uzamili ya chuo Kikuu Huria Tanzania Ali, H. (2015) Kutathmini Usawiri wa Muhusika Mwanamke katika Hadithi Simulizi za Wapemba. Tasnifu ya shahada ya uzamili ya Chuo Kikuu Huria cha Tanzania. Kamusi la Kiswahili Fasaha. . BAKIZA (2010) Nairobi: Oxford University Press nd Social Research Methods 2 Edition Brynam, A. (2004) . London: Oxford University Press. Misingi ya Nadharia na Mbinu za Buliba, A. Gwachi, M. & Matinde, R. (2014) Utafiti. Mwanza: Serengeti Education Publishers (T) L.t.d Charles, W. (2015), Usimulizi katika Riwaya za Adili na Nduguze, Walenisi na Babu Alipofufuka. Tasnifu ya shahada ya uzamili ya Kiswahili. Chembea, A. (2018) Utenzi wa Al-Inkishafi: Dhihirisho la Uhalisiajabu katika . kuendeleza maudhui ya dini ya Kiislamu Tasnifu ya shahada ya uzamili ya Kiswahili ya Chuo Kikuu Huria cha Tanzania. Magical Realism in West Africa Fiction Cooper, B. (1998) . New York: Routledge. Research Design: Qualitative, Quantitative, and Mixed Cresswell, J. W. (2009) Methods Approaches . Los Angeles: SAGE Publications.
105

has made TYG only depend on a few organizations that truly care for the contribution that small organizations make. Change of mind set attitude .Many youth are not ready to change and they still believe that only white collar jobs do pay agriculture for them is like an insult.
Geliefdes, ons is van nature dwase. Ons is van nature meer in voeling met ons persoonlikheid en ons temperament, ons is meer in voeling met ons eie opinies (hoe skeef dit ookal is!), meer in voeling met die eie ek as met die werklikheid. Ons is van nature dwaas! Wysheid is iets wat verwerf word.

As jou ouers jou nie onderrig nie, gaan jy dwaas bly. As jou vriende jou nie help nie, gaan jy dwaas bly, as jy jouself nie leer nie, gaan jy dwaas bly.

Wysheid is iets wat jy aanleer, dis iets wat ander jou leer, dis iets wat jare neem. Probleem is, ons wêreld en ons kultuur is teen ons. Ons lewe in 'n tyd waar niemand iets vir iemand anders mag sê nie. Daar is nie 'n maatstaf vir wysheid nie, en daarom word sekere mense se opinies verdra, en ander mense s'n nie .

Die wêreld is vol opinies oor die kerk en wat die kerk alles verkeerd doen, maar die oomblik as die kerk sê iets is verkeerd, dan is ons fundamentalisties en outyds en verkramp. Van nature is die mensdom dwaas.

Die wêreld maak dat die werklikheid aanpas by hul opinies, in plaas van andersom.

- 4. Waar kan ons wysheid vind?

So, hoe nou gemaak? Hoe soek en vind ons wysheid? As jy nou al 'n rukkie 'n Christen is, dan ken jy waarskynlik vers 7 uit jou kop uit: ' Kennis begin met die dien van die Here; dit is net dwase wat wysheid en opvoeding gering ag.' Of soos die Ou Vertaling dit stel: ' DIE vrees van die HERE is die beginsel van die kennis; sotte verag wysheid en tug.'

'Die vrees van die Here is die beginsel...' vrees van die Here is die beginsel...' Vreemd né? Dat vrees hier beskryf word as 'n positiewe ding. Vrees het by ons negatiewe konnotasie. Leer Johannes ons nie juis dat liefde vrees verdryf nie? Ons het immers nie 'n gees van vreesagtigheid gekry nie, sê Paulus vir Timoteus.

Daar is dus in die Bybel 'n positiewe en 'n n egatiewe vrees. Daar is twee maniere om vrees te hê in die teenwoordigheid van iemand. Die een manier van vrees is om bang te wees die persoon gaan jou slaan of seermaak. As mens in die teenwoordigheid is van iemand wat jy glad nie vertrou nie, dan is jy op jou hoede. Jy vrees wat hulle kan doen.

Die ander manier is dat wanneer jy in die teenwoordigheid is van iemand wat jy werklik bewonder, as jy in die teenwoordigheid is van een of ander baie belangrike persoon, dan bewe jy eintlik van opgewondenheid. Dis nie 'n negatiewe vrees nie , jou vrees is dan eerder dat jy daardie persoon gaan teleurstel.

Negatiewe vrees is selfgerig - 'ek is bang ek kry seer'. Positiewe vrees gaan meer oor die ander persoon - 'Ek is bang e k gee aanstoot, ek is bang ek onteer die persoon.'

Dis die vrees vir die Here. Dis 'n opgewonde vrees. Dis 'n positiewe vrees. Dis aanbidding en bewondering . Dis nie 'n vrees dat Hy jou iets gaan aandoen nie. Dis 'n vrees dat jy Hom gaan hartseer maak. As jy 'n babatjie vir iemand gee wat nooit voorheen 'n babatjie vasgehou het nie, dan vrees hulle. Die persoon vrees nie dat die babatjie iets aan hom gaan doen nie, hyy is bang hy doen die babatjie iets aan. Hy is bang hy laat val die babatjie. So is die vrees vir die Here 'n vreugdevolle vrees met so 'n verwondering en bewondering en liefde dat jy bang is jy doen iets om Hom seer te maak.
- 4) Ní alcól a dhíol an phríomhaidhm atá ag Club Chomhaltas na Mac Léinn, ach freastal ar riachtanais shóisialta agus áineasa bhaill an Chlub, mic léinn na hOllscoile sa chás seo. Chuige sin, beidh an-bhéim ar ghnéithe sóisialta an Chlub agus ar shiamsaíocht bheo nó gníomhaíochtaí eile a chur ar fáil, mar shampla.
- 5) Tá cosc ar shladmhargaí díolacháin ardriosca, leithéidí 'bí ag ól go dtitfidh tú as do sheasamh', camchuairteanna ar thithe leanna agus comórtais ólacháin.
- 6) Is i limistéir ainmnithe ar an gcampas, an beár, an 'gairdín beorach' in aice an bheáir, agus ag imeachtaí cláraithe de chuid na hOllscoile, agus iontu sin amháin a ólfar alcól. Tá cosc ar alcól a ól in áiteanna eile seachas sna háiteanna atá luaite.
- 7) Níor cheart ach alcól a dháiltear ag imeacht cláraithe de chuid na hOllscoile a ól ag an imeacht sin.
- 8) Beidh deochanna gan alcól agus bia le fáil ag ócáidí agus ag imeachtaí sóisialta.
- 9)
- 9) Ní chuirfear brú, fiú faoi cheilt, ar aon duine alcól a ól nó mí-úsáid a bhaint as alcól.
- 10) Leanfar den chomhoibriú leis na Gardaí, lena n-áirítear patróil rialta ar an gcampas agus ar na ceantair ina bhfuil lóistín na mac léinn.

## Déileálfar le sáruithe ar an bpolasaí trí Chód Araíonachta na hOllscoile
１９．設備の状況について

名称	簿価	時価	面積	所有権
建物（本社）	－	－	○○○○㎡	賃貸
建物附属設備	○○○○千円	○○○○千円	－
機械設備	○○○○千円	○○○○千円	－
工具器具備品	○○○○千円	○○○○千円	－	リース
ソフトウェア	○○○○千円	○○○○千円	－	当社

設備の状況に関する補足説明

- ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○

20

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営利目的での無断転載は一切禁止します。
##### Aguisín 4:

##### Sonraí ar Ionaid/Dhátaí éagsúla don Chúrsa Samhraidh faoi iamh in 2020

I gcás go mbeidh an cúrsa céanna á reáchtáil in ionaid éagsúla agus ar dhátaí éagsúla, níor cheart ach aon Fhoirm Iarratais amháin do Chúrsa Samhraidh a chur isteach go leictreonach. Ba cheart an fhoirm seo maidir le hIonaid/Dátaí éagsúla a chur isteach leis an iarratas. Tugtar sonraí ar an bhfoirm seo ar gach soláthraí, ionad agus dáta do na cúrsaí céanna sin

Eagraí an Chúrsa	Fón/ Seoladh ríomhphoist	Ionad an Chúrsa	Seoladh	Dátaí an Chúrsa	Amanna r.n. / i.n.	Teagascóir an Chúrsa	Cáilíochtaí an Teagascóra
валлоҳу аълам - ниҳодани кафи даст аст аввалан. Баъд аз он бастани ангуштон аст дар вақти ишорат. Ҳамин кайфият дар адои ишораи саббоба аз имом Муҳаммад низ ривоят шудааст. Он ҷо, ки мегӯяд: ангушти кӯчакро бо ангушти ҳамҷавораш қабз мекунад ва ангушти миёнаро бо ангушти ибҳом ҳалқа мекунад ва ангушти мусаббиҳаро (яъне саббобаро) барои ишора баланд мекунад. Ишораи саббоба бо чунин кайфият дар китоби Амолӣ аз Абуюсуф ҳам ривоят шудааст ва ин ду ривоят фаръи тасҳеҳи ишораи саббоба аст (яъне таълими дуруст кардан ва натиҷаи саҳеҳ хондани он аст). (Мутааассифона) аз бисёр машоихи мазҳаби мо фатвои « » яъне: «намозгузор أصلا المصلى يشير لا ҳаргиз ишора намекунад» содир шудааст. Вале ин фатвои ишон хилофи дироят ва ривоят (ва 82

101
１０．事業の属する市場の分析

事業名	自社の属する業界	市場規模
○○事業	○○業界	規模、将来の推移等、自社の業界順位等
○○事業	○○業界	規模、将来の推移等、自社の業界順位等
○○事業	○○業界	規模、将来の推移等、自社の業界順位等
○○事業	○○業界	規模、将来の推移等、自社の業界順位等

市場分析に関する説明

- ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○
- ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○
- ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○

11

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営利目的での無断転載は一切禁止します。
## MWONGOZO WA KUSAHIHISHA U A MTIHANI WA PAMOJA WA B KAK (SIRI)

### Cheti cha Kuhitimu Kisomo cha Sekondari

# 102/1 Kiswahili - Insha ~Karatasi ya 1

## JULAI - AGOSTI ~ 2024 ~ Muda: Saa 1 ¾

- 1. 1.

Wewe ni katibu wa chama cha Walinda Mazingira wasio na mipaka shuleni mwenu. Andika kumbukumbu za mkutano uliofanyika kujadili athari za mafuriko yaliyokumba eneo lenu. Ni insha ya kumbukumbu. Iwe muundo ufuatao:

- (i) Kichwa

Anwani sharti iwe na vipengele vitano:

- • kumbukumbu liwepo • kumbukumbu liwepo
- • la chama au kundi linalokutana. • la chama au kundi linalokutana.
- • pa mkutano • pa mkutano
- • ya mkutano • ya mkutano
- • ya kufanyika. • ya kufanyika.
- (ii) Kumbukumbu za mahudhurio

Mpangilio wa kumbukumbu za mahudhurio huwa kama ifuatavyo:

##### Waliohudhuria

Waliohudhuria ni jumla ya watu waliofika kwenye kikao au mkutano. Watu hawa huandikwa kwa majina

##### Waliotuma udhuru wa kutohudhuria

Hawa ni wale ambao walitarajiwa kuhudhuria mkutano. Waliomba radhi kwa kutohudhuria mkutano.

##### Waliokosa kuhudhuria bila udhuru

Hawa ni wale waliotarajiwa kuhudhuria mkutano lakini hawakutuma udhuru. Kamwe hawakueleza sababu zozote maalum za kukosa kuhudhuria mkutano huo.

##### Wageni Waalikwa
миёнаро бо ангушти ибҳом ҳалқа (ва ба он ишора) мекарданд».

87
## The Role of Compulsive Texting in the Academic Functioning of Adolescents

ADISSERTATION

Submitted to the Faculty of Montclair State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy

by John P. Smith Montclair State University Montclair, NJ May 2022

Dissertation Chair: Dr. Michael S. Silverman
Programme / Class	Certificate	Year	B.A.I	Semester	I
Subject	Elective Paper
Course Code	Course Title	Indian Constitution
Course Outcome-Acquaintance to Indian Constitution and its evolution is indispensable for a student to make a sense of Indian Constitution. The course is designed to provide an overview of evolution of the Indian constitution, which would help students in understanding Indian political system.
Credits - 4T+2P	Max. Marks : 100	Min. Passing Marks :33
Total No. of Lectures - Tutorials - Practical (in hours per week) : 4-0-0
Unit	Topic	No. of Lectures
I	Stages Of Constitutional Development, Making Of The Constituent Assembly Philosophy Of Indian Constitution, Citizenship	10
II	Fundamental Rights, Fundamental Duties, Directive Principles Of State Policy	10
III	Union Executive &Union Legislature President, Cabinet, Prime Minster Lok Sabha And Rajya Sabha, Speaker	10
IV	State Executive& Legislature: Powers, Functions And The Relationship Between The Governor &Chief Minister, The Legislative Assembly, The Legislative Council	10
V	Judiciary: Composition, Powers &Jurisdiction Of Supreme Court, High Court, District Court	10
VI	Centre-State Relations: Administrative, Legislative &Financial, Special Provisions For Tribal Areas And N-E, Composition, Function And Power Of Election Commission	10
Suggested Readings: 1. Basu D. (2012) 'Introduction to the Constitution of India' Lexis Nexis NewDelhi 2. Bhargava (ed.) 'Politics &Ethics of the Indian Constitution' Oxford University Press NewDelhi 3. BiswalTapan (2017) 'Bharatiya Shasan Samvaidhanik Loktantraaur RajneetikPrakriya' Orient Blackswan NewDelhi 4. Chaube S. (2009) 'The Making &working of the Indian Constitution' National Book Trust, NewDelhi 5. Ghosh Peu (2012) 'Indian Government &Politics' PHI Learning Pvt. Ltd. NewDelhi 6. Singh M.P. &Sexena Rekha (2008) 'Indian Politics: Contemporary Issues and Concerns' Prentice Hall of India Pvt. Ltd. NewDelhi
This Course Can Be Opted As An Elective By The Student Of Any Subject.
- 5.2.3 Costs & Currency

The offer must be given in Indian Rupees only.

##### 5.2.4 Information about Bid Process

A Pre-bid meeting will be held on 19.10.2022 at 14.30 hrs. All the prospective bidders are suggested to take cognizance of the same and attend the meeting, if interested.

- 5.2.5 Submission of Bids

Bids shall be submitted on or before 26.10.2022 on 11.00 hrs. Director, TMC may, at his discretion, extend this deadline for submission of offers by amending the Tender Documents and same will be notified on website only. In that case all rights and obligations of the purchaser and tender previously subject to the deadline will thereafter be subject to the deadline as extended. Offers received through Email, Telex, Fax, cable will be rejected.

- 5.2.6 Late Tender Offers

Any offer received from the agencies after the due date and time prescribed for submission of the same, pursuant to the clause above, will not be entertained.

##### 5.2.7 Validity of Bids

All the bids must be valid for a period of 180 days from the date of tender opening No request will be considered for price revision during the contract period. If necessary, Homi Bhabha Cancer Hospital and Research Centre (HBCH & RC), Mullanpur, Punjab shall seek extension in the bid validity period beyond 180 days.

- 5.2.8 Opening of Bids

The bids will be opened in the presence of representatives of bidders on 27.10.2022 at 11.00 hrs. Only one representative per bidder shall be permitted to attend along with the letter of authority as per Annexure - VII. Technical Bid will be opened then it will be handed over to the duly constituted Tender Evaluation Committee (TEC) for evaluation. The financial details of technically qualified bids shall be opened in the presence of bidder's representatives (only one per bidder) on a date and time duly notified.

- 5.2.9 Evaluation of Bids

Evaluation of all bids will be done by a duly constituted Tender Evaluation Committee (TEC).
########## ФЕҲРИСТИ МАВЗУОТ

- 1. Пешгуфтор.............................................................. ..4
- 2. Шарҳи ҳоли муаллиф.............................................7
- 3. Муқаддима.............................................................. 11
- 4. Фарозе аз тавсияҳои имом Абӯҳанифа дар баёни тамассук ба ҳадиси Расули акрам.......................17
- 5. Муҳтавои навиштаи мо........................................24
- 6. Китоби «фиқҳи кайдонӣ» назди фуқаҳо чӣ эътибор дорад ва муаллифи он кист?..........................37
- 7. Ҳукми касоне, ки масхара ба суннати ишораи саббоба мекунанд................................................................46
- 8. Далелҳои ишораи саббоба аз Қуръон ва Ҳадис ...................................................................................... 57
- 9. Зикри аҳодис аз Мушкотул - масобеҳ................59

155
Utiririko-2 Ujumla 15

Matumizi ya lugha (alama 40)

- a) Kiume-1/2maki

Aina - kielezi chaa namna mfananuo-1/2 maki Harakabaraka-1/2 maki-kielezi cha namna kakariri ½ maki

- b) Wataenda shuleni na hospitalini kesho(alama 2)
- c) Da-k-ta-ri (alama 2)
- d) Mwalimu alisema, 'leo nimeamini akili ni nywele na kila mtu ana zake' 4x1/2=alama 2
- e) Usuala alimwambia rafikiye, 'Njoo kesho nikufunze na wenzake angae uelewe somo hilo.

Rafikiye aliuliza 'mimi peke yange nije?(8 x ½ =alama 4

- f) (i) kitenzi kishirikishi kipungufu ltd.

m.f-Huyu ni mwalimu. (ii) kielezi cha mahali m.f.Ameingia nyumbani (iii) katika baadhi ya viulizi m.f-Nani, gani, nini (iv) kuonyesha wingi wa watu hali ya kuamrisha m.f.-ondokeni!kaeni Lalenin.k. zozote 3x1=alama 3

- g) Halima anmempikia mgeni wa Asha licha ya hayo ampeeke hadi kituo cha basi.(alama 2)
- h) Yupi aliyebahatika siku hiyo? (alama 2)
- (i) I (i) Kiwakilishi kimilikishi
- (ii) Kivumishi kimilikishi alama 2

k) Masi yalitekelezwa mabondeni yamewatia watu walaka (alama 2) j) (i) Juliana (ii) juana

m) i) watu wa pwani kwa kuzoea kuona na kutumia bahari hawaiogopi lakini watu wa bara huingiwa woga wanapoona bahari. (ii) watu wa pwani huwaogopa watu wa bara lakini hawaogopi bahari. n) kielezi k.m aliendika habari hizi kwa kifupi. ii) kiwakilishi kifupi kimenunuliwa iii) kivumishi kijitu kifupi kimevunjika hakiki sentensi 3x 1=alama 3

o) s-KN+KT KN-N+V+V N-Nguo v-yangu v-maridadi