ahmedheakl/docatlas_instruct huggingface dataset:
கழி: னசலவுகள்
தனிப்பட்ட கசலவீனங்கள்	3,438,167	2,974,253	15.60	4,166,618	3,391,640	22.85
அருவச் கசாத்துக்களின் கபறுமதி வீ ழ்ச்சி	179,607	192,506	(6.70)	302,360	294,235	2.76
நன்கமகள் றகாரிக்கககள் மற்றும் , றதர்ந்கதடுக்கப்பட்ட கசலவு	-	-	-	3,328,705	2,776,132	19.90
ஏகனய கதாழிற்பாட்டு கசலவினங்கள்	2,844,419	2,436,355	16.75	3,048,420	2,543,486	19.85
னமாத்ே னோழிற்பாட்டு னசலவினங்கள்	6,462,193	5,603,114	15.33	10,846,103	9,005,493	20.44

நிேியியல் பைிகள் மீோன னபறுமேிகூட்டப்பட்ட வரிக்கு முன்னரான னோழிற்பாட்டு இலாபம்	8,672,467	7,069,794	22.67	9,738,449	8,042,190	21.09
கழி: நிதியியல் பணிகள் மீதான கபறுமதிகூட்டப்பட்ட வரி	2,087,210	1,300,122	60.54	2,117,910	1,326,916	59.61
நிேியியல் பைிகள் மீோன னபறுமேிகூட்டப்பட்ட வரிக்கு பின் னோழிற்பாட்டு இலாபம்	6,585,257	5,769,672	14.14	7,620,539	6,715,274	13.48
இகண கம்பனியின் இழப்பு பகிர்வு (றதறிய வரி)	-	-	-	(33,234)	(52,942)	37.23
6,585,257	5,769,672	14.14	7,587,305	6,662,332	13.88
கழி: வருமான வரிச் கசலவினங்கள்	2,169,136	1,460,342	48.54	2,576,037	1,644,619	56.63
4,416,121	4,309,330	2.48	5,011,268	5,017,713	(0.13)

ஒதுக்கிட்டு இலாபம்:

4,416,121	4,309,330	2.48	4,813,578	4,816,920	(0.07)
கட்டுப்படுத்த முடியாத வட்டி	-	-	-	197,690	200,793	(1.55)
### PROGRAM SEMESTER TAHUN PELAJARAN 20… / 20…

####### MATA PELAJARAN : Ilmu Pengetahuan Alam KELAS / SEMESTER : IV (Empat) / 2 (dua)

Standar Kompetensi : 7. Memahami gaya dapat mengubah gerak dan atau bentuk suatu benda

####### ENERGI DAN PERUBAHANNYA

Kompetensi Dasar	Indikator	Materi Pokok	AW	Januari	Pebruari	Maret	April	Mei	Juni
7.1 Menyimpulkan hasil percobaan bahwa gaya (dorongan atau tarikan) dapat mengubah gerak suatu benda	- Membuat daftar berbagai gerak benda - Mendemonstrasikan cara menggerakkan benda misalnya didorong dan dilempar - Mengidentifikasi faktor yang mempengaruhi gerak benda, misalnya jatuh bebas akibat gravitasi, gerak dilantai yang datar karena dorongan	Mengubah gerak dan bentuk suatu benda	4 JP
7.2 Menyimpulkan hasil percobaan bahwa gaya (dorongan atau tarikan) dapat mengubah bentuk	- Melalui percobaan anak dapat menjelaskan cara gaya mengubah bentuk/ gerak benda - memberi contoh	4 JP
## VI. ERANSKINA.- KONTRATAZIO PUBLIKOARI APLIKATU BEHARREKO JOKABIDE KODEAETAERAKUNDEAREN ZUZENTASUN ESPARRUA BETETZEARI BURUZKOADIERAZPEN EREDUA

IDENTIFIKAZIO DATUAK
1. abizena, 2. abizena, izena	NAN/IFZ
Norberaren izenean
Ordezkatutako enpresaren izenean
Ordezkatuaren sozietate izena:
Ordezkatuaren IFK:

KONTRATAZIO ESPEDIENTEAREN DATUAK
Kontratuaren izena	Erreferentzia kodea

###### ADIERAZTEN DU

Lehenengo: Konpromisoa hartzen duela Gipuzkoako Foru Administrazioaren KONTRATAZIO PUBLIKOARI APLIKATU BEHARREKO JOKABIDE KODEA ETA ERAKUNDEAREN ZUZENTASUN ESPARRUA , Diputatuen Kontseiluak 2017ko irailaren 5eko saioan onartua eta honako web elektroniko honetan lizitatzaileen eskura dagoena, goitik behera betetzeko:

Bigarren: Ez duela ez inolako interes gatazkarik eta ez antzeko inolako harremanik beste lizitatzaile batzuekin edo proiektuan interesatutako beste alde batzuekin. Enpresak bere gain hartzen du kontratua betetzeko epean zehar egoera hori sortzen bada horren berri emateko botere adjudikatzaileari.

44
# Prietka tal-Milied

Fl-isem tal-Missier, tal-Iben u tal-Ispirtu s-Santu, ammen. Glorja 'l Alla fl - ogħla tas- smewwiet u paċi fl -art lill- bnemin ta' rieda tajba. Il- paċi, kemm hi sabiħa, kemm hi importanti għalina lkoll. Mal- paċi, l - imħabba, tant meħtieġa biex ngħixu flimkien fis-sliem. Sliem li llum tant huwa nieqes madwarna. Nistaqsi .....imma dan għaliex? Immorru lura ftit aktar minn elfejn sena, fil- grotta ta' Betlem u niltaqgħu mal - Bambin, il- Madonna u San Ġużepp. Magħhom kien hemm nies umli, ir-ra għajja, li marru jaraw u jagħtu r - rigali lil Ġes ù.... u rċevew tant ferħ, imħabba u paċi fihom. Ħadu lura aktar milli taw. Għaliex il - paċi rridu nfittxuha, kif għamlu r - ra għajja u dawn ma kellhomx xi GPS tafux, jew l-internet, imma biss, kienu nies ta' rieda tajba. I rridu naħdmu għaliha l- paċi u din tasal teħlisna mill -aljenazzjoni li tant imlejna rasna biha. Min jaf kieku nistħajlu din qalbna ċkejkna bħall - għar ta' Betlem u fiha nżommu lill- Ġes ù tarbija, biex imbagħad ikollna ħafna mħabba xi nxerrdu mal- oħrajn, mal- familja tagħna, mal - ħbieb, man -nies madwarna u l- ġnus kollha. Tidher kbira din hux...., jgħidu l -baqar jaraw kbir...!! Imma kieku kellna lkoll nibdew, naslu għal dinja aħjar, ara kemm inkunu kapaċi naħfru aktar u din il - maħ f ra ġġibilna l - ferħ veru tal -Milied tul is-sena kollha. Xi drabi jiena wkoll ikolli qalbi sewda, kemm għax ġieli ma nobdix lill - mama' jew lill-papà , jew għax nagħmel xi praspura minn tiegħi. Drabi oħra għax ikolli xi ngħid ma' xi ħadd fil - klassi, jew għax inwebbes ftit rasi . Toqogħdux tħarsu lejja tafux, għax kulħadd għandu rasu daqxejn iebsa ...ehhh !! Imma meta nobdi lill- ġ enituri, meta fil- klassi ngħin lil sħabi, meta fil - logħob naqsam ma' ħaddieħor, inħoss qalbi tarmi d - dawl, inħoss ferħ kbir, ferħ bħalma ħassew ir -ra għajja ġo Betlem. Tafu għaliex dan? Għax meta nħobbu u naċċettaw lil xulxin, i nkunu qed niftħu l -bieb lill-Bambin li jagħmilna ferħanin. Ejja nżommu dan il - messaġġ, jekk irridu l - paċi u l - imħabba ssaltan, irridu naħdmu għalihom u dan billi ngħinu lil kulħadd, naħfru ħafna, inħobbu ħafna u nkunu altruwisti. Dan ifisser ukoll, li rridu nħarsu l - ambjent madwarna, nieħdu ħsieb il - baħar, il -kampanja, l-annimali, l- arja li ngħixu biha, biex b'hekk insaħħu l- bażi li fuqha nibnu dinja ferħana u b'saħħitha fis-sliem. Importanti li nuru solidarjetà mal- oħra jn. Kemm hi tqila din il-kelma?..Imma kemm hi kbira!! Jekk nifhmuha nsolvu ħafna mill -gwerer li hawn madwarna, mit-tbatija, mill-mard u minflok, ngħixu bħal aħwa.
Pele lina maana ya matatizo yanayomkumba mtu akakosa namna ya kuyatatua. Kucha lina maana ya uwezo, mbinu, njia za kutatua matatizo au ujuzi.

##### Maana ya juu:

Upele hupewa mtu asiye na kucha kwa kuwa hana uwezo wa kujikuna.

##### Maana ya ndani:

Matatizo humkumba mtu ambaye hana ujuzi, uwezo au mbinu ya kuyatatua.

##### Matumizi:

Methali hii huweza kutumiwa kupigia mfano mtu asiyekuwa na ujuzi wa jambo fulani ambalo limempata. Huweza pia kutumiwa kuelezea mtu mwenye kitu ambacho hakihitaji ilihali anayekihitaji hakipati.

- (a) Kichwa
- Kiandikwe kwa herufi kubwa na kipigiwe mstari mmoja
- PELE HUPEWA MSI KUCHA
- (b) Utangulizi
- Kueleza maana ya juu au bayana
- Kueleza maana ya ndani ya methali
- Kutaja methali inayolingana kimaana na methali husika iwapo unaijua
- (Taja methali mbadala ukiwa na hakika na maana yake la sivyo usitaje)
- (c) Mwili

##### Katika sehemu ya mwili:

- • Buni na usimulie kisa kimoja tu kinachothibitisha/kinachlenga ukweli wa methali. • Buni na usimulie kisa kimoja tu kinachothibitisha/kinachlenga ukweli wa methali. kisipinge methali .
- • hupewa) Onyesha pande mbili za methali ukianza na upande wa kwanza kisha • hupewa) Onyesha pande mbili za methali ukianza na upande wa kwanza kisha upande wa pili (msi kucha). Kisa chako kidhihirishe mojawapo ya hali zifuatazo:
- Mtu asiye na ujuzi wa jambo akiwa amepatikana na jambogumu na ambalo hajui namna ya kulitatua.
- Mtu mwenye kitu ambacho hakihitaji ilhali anayehitaji hakipati.
- Mtu ambaye ana uwezo na hali hapatwi na matatizo lakini yule asiye na uwezo anaptwa nayo.
- • wa kwanza wa methali kuashiria tukio ilhali upande wa pili huonyesha matokeo. • wa kwanza wa methali kuashiria tukio ilhali upande wa pili huonyesha matokeo.
- • zote zipewe uzani sawa (maneno 200, 200) • zote zipewe uzani sawa (maneno 200, 200)
- • lugha yenye mnato ili kuwavutia wasomaji. • lugha yenye mnato ili kuwavutia wasomaji.
- • wakati uliopita. • wakati uliopita.
- • nafsi ya kwanza au ya tatu kulingana na mahitaji swali. • nafsi ya kwanza au ya tatu kulingana na mahitaji swali.
- (d) Hitimisho
- • insha yako kwa kueleza funzo linalotokana na methali hiyo. • insha yako kwa kueleza funzo linalotokana na methali hiyo.
- • bora kurejelea methali husika katika kutamatisha insha yako. • bora kurejelea methali husika katika kutamatisha insha yako.
- 4. Tunga kisa kitakachomalizika kwa maneno yafuatayo:

Sikuupa moyo wangu nafasi ya kujutia niliyoyatenda. Nilikuwa nimeamua kuyajenga maisha yangu upya. Hii ni insha ya mdokezo. Kidokezo chenyewe ni cha kumalizia
(xi) Sports Weightage for admission to B.P.Ed. programs

For deciding the total merit of the candidate, the following marks will be added to the marks obtained by the candidate in the qualifying examination:

Sr. No.	Position	Marks
1. Olympic Games/World championship
i.	1 nd rd 1 nd rd / 2 / 3	25
2. Asian Games/Asian Championship/ Commonwealth Games
i.	1 nd rd 1 nd rd /2 /3	23
3. SAARC Games/Inter-national Tournaments
i.	1 nd rd 1 nd rd /2 /3	20
4. Test matches and other Inter-national Tournaments
i.	Participation	17
5. National/All India Inter-State/ AllIndiaInter-University Tournaments
i.	1 1	15
ii.	2 2	12
iii.	3 3	10
OR
National Zonal/Inter-State Zonal/ Inter- University Zonal Tournaments
i.	1 1	10
ii.	2 2	08
iii.	3 3	07
6. Zonal Combined Universities
i.	Played	06
7. National Tournaments
i.	Participation	05
8. State Tournaments
i.	1 nd rd 1 nd rd /2 /3	05

Note: Only highest weightage will be counted out of above categories. Only highest weightage will be counted out of above categories.
## TAMIL NADU CIVIL SUPPLIES CORPORATION, HEAD OFFICE Poonamalee High Road, Chennai Metro Rail Limited (CMRL)Admin Building, Koyambedu, Chennai-600 107. CIN:U15137TN19725GC006157 FORM-I SHORT E-TENDER NOTIFICATION REFERENCE No.BS6/004804/2025TNCSC/24-25

1)	Short e-Tender inviting authority Designation / Address	The Managing Director, Tamil Nadu Civil Supplies Corporation, Poonamalee High Road, Chennai Metro Rail Limited (CMRL)Admin Building, Koyambedu, Chennai-600 107.
2)	Commodity	Tur dal (Split- Husked &Fatka)[Indigenous]/Tur Dal (Split Husked- Imported)/ Lentil locally known as Canadian Yellow Lentil (Split - Husked & Laired No.2) / Lentil locally known as Canadian Yellow Lentil (Whole - Husked & Laired No.2) as per AGMARK Specifications.
3)	Quantity	Purchase of 60,000 MT. of Tur dal (Split- Husked &Fatka)[Indigenous]/ Tur Dal (Split Husked - Imported)/ Lentil locally known as Canadian Yellow Lentil (Split - Husked & Laired No.2) / Lentil locally known as Canadian Yellow Lentil (Whole - Husked & Laired No.2) for the month of April, May and June 2025.
4)	Earnest Money Deposit amount payable through online	Rs.3,38,07,000/-(Rupees three crore thirty eight lakh and seven thousand only)
5)	Document download start date and time	18.02.2025 @7.00 PM
6)	Bid submission start date and time	19.02.2025 @9.00 AM
7)	Sample submission end date and time	05.03.2025 @11.00 AM
8)	Document download end date and time	06.03.2025 @10.30 AM
9)	Bid submission end date and time	06.03.2025 @11.00 AM
10)	Bid open date and time	07.03.2025 @11.00 AM

Yours Faithfully For T.N.C.S.C., Sd/- S. Sivaram, General Manager (Business) //By order//

Superintendent
60

original source of HIV-1, the virus responsible for the global AIDS pandemic. The researchers believe that the virus crossed over from monkeys to humans when hunters became exposed to infected blood. Monkeys can carry a virus similar to HIV, known as SIV (simian immunodeficiency virus), and there is strong evidence that HIV and SIV are closely related (Simon et al,1998). AIDS is caused by HIV infection and is characterized by a severe reduction in CD4+ T cells, which means an infected person develops a very weak immune system and becomes vulnerable to contracting life-threatening infections (such as Pneumocystis carinii pneumonia). AIDS occurs late in HIV disease( Gagarina,2007).

Therefore, AIDS is short for acquired immune deficiency syndrome. AIDS is a disease that slowly destroys the body's immune system. Without these important defenses, a person with AIDS can't fight off germs and cancers. HIV is the virus that causes AIDS. It kills an important kind of blood cell -- the CD4 T lymphocyte, or T cell. These T cells are the quarterbacks of the immune system. As they die off, the body becomes more and more vulnerable to other diseases. Germs take this opportunity to invade the body. The diseases they cause are called opportunistic infections (OIs for short).

When people with HIV get these infections -- or when their CD4 T-cell levels get too low -- they have AIDS. HIV - stands for Human Immunodeficiency Virus. Human - Infecting human beings; Immunodeficiency - Decrease or weakness in the body's ability to fight off infections and illnesses, and Virus - A pathogen having the ability to replicate only inside a living cell. (MOHSW, January 2007).
### SHUKRANI

Kwa kuanza namshukuru Karima kwa kunipa afya njema pia tunu ya haya yote kuyasema na kuyanakili pia. Baada ya shukrani hizo tukufu natoa shukrani zangu za pili kwa msimamizi wangu Dokta Felistas Mahonge, kwa namna ambavyo aliniongoza katika kufanikisha utafiti huu hadi kufika hatua hii, hongera sana. Wakati huohuo nikilazimika kumimina shukrani nyingi sana kwa wahadhiri wote wa Chuo Kikuu Huria cha Tanzania kwa kunilea hadi kufikia hatua ya kuhitimu katika ngazi muhimu katika maisha yangu, Mungu awape kila aina ya heri na Baraka. Wanafunzi wezangu nao ninawapa shukrani zao kwa kusaidiana na kupeana moyo katika kipindi chote cha changamoto za kimasomo. Na mwisho natoa shukra kwa familia yangu yote kuanzia mume wangu, wazazi wangu, mwanangu na kila aliyeshiriki katika kuniwezesha kukamilisha tasnifu hii kwa mchango wake wa kimali, hali au kitaaluma wote nawatakia maisha mema, neema na fanaka katika kila jambo.
- 15. Vendor to submit ' BLANK PRICE BID FORMAT (Without mentioning price /value) in the technical bid.
- 16. At the time of opening of Part - I if a tenderer has included price or any other charges in Part - I or has failed to submit Part-II separately in a sealed envelope, such tenders are liable to be disqualified. The tender opening officer shall make a clear mention regarding the above aspects on the front page of the tender.

I certify that I have gone through the above stated general as well as special terms and conditions of the tender and taken note of them for compliance in to.

### Signature

### Date: Name of authorized person for bidder with seal
- 2. Development of a baseline on the following:
- a) gender disaggregated data at GP level
- b) Nutrition intake of malnourished infants through AWCs and VHSNC.
- c) Status of ODF including schools, ICDS centres and all other public places.
- d) operation and management of School and Anganwadi toilets
- e) general cleanliness Index of all GPs
- f) Village wise mapping of vulnerable children by age/gender/social categories/children of families migrating under distress
- g) children not attending schools
- h) Child migration, child marriage, children without Birth certificate/issuance of Birth Certificate
- i) Social status and location of the vulnerable section of the population
- 3. Develop a Vulnerable Group Development Index and Environment Framework for 16 filtering all identified activities through lenses of the index and the framework.
- 4. Enabling GPs to take other works beyond infrastructure, e.g. supplementing the nutrition of the vulnerable children and setting up community based nutrition rehabilitation centres.
- 5. Strengthening the capacity building framework, for example, give more time to the block level training of GPs on GPDP.
- 6. Making arrangements for sustained handholding during planning and implementation through a mentoring system.
# Total No. of pages in tender document: 22 pages

# TENDER FORM For SERVICES ON ACTIVITY BASIS SUPPLY OF MANPOWER TO NTR COLLEGE OF VETERINARY SCIENCE, GANNAVARAM SRI VENKATESWARA VETERINARY UNIVERSITY

# NTR College of Veterinary Science SRI VENKATESWARA VETERINARY UNIVERSITY
## KIWANGOCHA KIWANGOCHA C KWAJUMLAMAKI06-10

i) Mtahiniwa anajaribu kuishughulikia mada japo hakuikuza na kuiendeleza vilivyo. ii) Mtahiniwa anawasilisha ujumbe kwa njia isiyovutia / hana ubunifu wa kutosha. iii) Mtahiniwa anaakifisha sentensi vibaya. iv) Mtiririko wa mawazo unaanza kujitokeza japo kwa njia hafifu. v) Insha ina makosa mengi ya sarufi, ya msamiati na ya tahajia (hijai). vi) Insha yenye urefu wa nusu ikadiriwe hapa.

## Ngazi mbalimbali za kiwango cha C

### C- (C YA CHINI) MAKI 06-07.

i) Mtahiniwa ana shida ya kuwasilisha na kutiririsha mawazo yake. ii) Mtahiniwa hana msamiati wa kutosha wala miundo ya sentensi ifaayo. iii) Mtahiniwa anafanya makosa mengi ya sarufi, ya hijai na ya msamiati na insha yake haieleweki kwa urahisi.

### C WASTANI MAKI 08.

i. Mtahiniwa anawasilisha ujumbe lakini kwa njia hafifu.

- i) Dhana tofauti tofauti hazijitokezi wazi.

ii) Mtahiniwa hana ubunifu wa kutosha. iii) Mtiririko wa mawazo ni hafifu na hana ufundi wa lugha unaofaa. iv) Anajaribu kushughulikia mada aliyopewa.

- v) Mtahiniwa ana shida ya uakifishaji.

vi) Mtahiniwa anafanya makosa mengi ya sarufi, ya hijai na ya msamiati lakini bado insha inaeleweka.

### C+ (C YA JUU) MAKI 09-10.

i) Mtahiniwa anawasilisha ujumbe vizuri akizingatia mada lakini kwa njia isiyo na mvuto. ii) Dhana tofauti tofauti zimejitokeza japo kwa njia hafifu. iii) Kuna mtiririko wa mawazo japo hana ufundi wa lugha unaofaa. iv) Misemo na methali zimetumika kwa njia hafifu.

- v) Ana shida ya uakifishaji.

vi) Kuna makosa ya sarufi, ya msamiati na ya hijai yanayoathiri mtiririko wa mawazo.

## KIWANGOCHA B KWAJUMLAMAKI11-15

- i) Mtahiniwa anaonyesha hali ya kuimudu lugha.

ii) Mtahiniwa anatumia miundo tofauti tofauti ya sentensi vizuri. iii) Mtahiniwa ana uwezo wa kutumia lugha kwa ufasaha. iv) Mada imekuzwa na kuendelezwa kikamilifu. v) Insha ya urefu wa robo tatu ikadiriwe katika kiwango hiki.
სასამართლო დავის ინიცირებით არ ხდება მოპასუხის გამოხატვის თავისუფლებაზე არაპროპორციული ტვირთის დაკისრება . თავის მხრივ , ამგვარი სასამართლო დავა ემსახურება გარდაცვლილი პირის პატივის , ღირსების და სხვა პიროვნული უფლების პატივისცემას . გარდაცვლილი პირის ამ უფლებების დაცვის მიზნით სარჩელის დაუშვებლად გამოცხადებით სადავო ნორმები არ შეესაბამებიან საქართველოს კონსტიტუციას . 6. სასარჩელო ხანდაზმულობა შემდეგი საკითხია ის თურამდენ ხანს შესაძლოა გარდაცვლილი პირის ღირსების დაცვა გაგრძელდეს . შეუძლებელია დაცვის პერიოდის ზუსტი განსაზღვრა . ეს დამოკიდებულია საქმის გარემოებებზე . დროთა განმავლობაში ცილისწამების შედეგების სიმძიმე კლებულობს . გარდაცვლილი ადამიანი საზოგადოებას ავიწყდება და შესაბამისად , შეუძლებელი ხდება მისი პატივისა და ღირსების შელახვა . ამასთან დროის გასვლასთან ერთად რთულია წარსული მოვლენების სრული და სწორი აღდგენა და შესაბამისად , ცილისწამების შემთხვევაში სიმართლის დადგენა . მართალია , გარდაცვლილი ადამიანის პატივისა და ღირსების დაცვის კონსტიტუციური ინტერესი ვერ იქნება უსაზღვრო , თუმცა ამ მიმართულებით სასარჩელო ხანდაზმულობის ვადის დაწესება საკანონმდებლო ორგანოს კომპეტენციას უნდა წარმოადგენდეს . გერმანიაში გარდაცვლილი პირის რეპუტაციის დასაცავად სასარჩელო ხანდაზმულობის ვადა შეადგენს გარდაცვალებიდან 30 წელს . (http://epublications.bond.edu.au/cgi/viewcontent.cgi?article=1199&context=blr&sei- redir=1&referer=http%3A%2F%2Fwww.google.ge%2Furl%3Fsa%3Dt%26rct%3Dj%26q%3Dgerman%252 0constitutional%2520court%2520on%2520mephisto%2520%2520case%26source%3Dweb%26cd%3D12%2 6ved%3D0CCsQFjABOAo%26url%3Dhttp%253A%252F%252Fepublications.bond.edu.au%252Fcgi%252F viewcontent.cgi%253Farticle%253D1199%2526context%253Dblr%26ei%3DC8_SUbH8JKSm4ATP- IHICg%26usg%3DAFQjCNHgghxtCFqt9018N2w2EWv3vS- Yog#search=%22german%20constitutional%20court%20mephisto%20case%22). ხანდაზმულობის ვადის დადგენა იქნებოდა კიდევ ერთი დამატებითი ღონისძიება , რაც დააბალანსებდა გამოხატვის თავისუფლებას პირადი ცხოვრების უფლებასთან მიმართებაში .

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mtafiti kung'amua data hii na kisha kuichambua na kubainisha ukweli kwamba bahari ni eneo linalotumiwa na wanahadithi simulizi kupitisha maono yao. Ni kweli kwamba baharini kuna wanyama wa hatari, wenye nguvu na wanaoweza kusababisha madhara kwa yeyote yule, ila jambo la ajabu na kushangaza ni pale mtoto mdogo wa siku chache anavyowashinda wazee wake kwa nguvu na mbinu kiasi cha kupambana na maadui bila hofu hata kama mapambano hayoyalitokea chini ya bahari kama ilivyotokea kwa kaagando. Pauline (2013) aliashiria kuwa mkinzani wa nguli hupambana kuiharibu mipango ya nguli kwa kujaribu kumwangamiza. Kijuzi alijiingiza kwenye hatari hii kwa nia ya kupambana na madhalimu ambao siku zote hawajali maisha ya watu pale ambapo wanatafuta maslahi yao binafsi.

### 4.2.1.11 Joka

Nyoka ni kiumbe anayetambaa kwa tumbo lake, mwenye umbile la urefu na ni miongoni mwa wanyama wenye hatari kwa maisha ya wanadamu.Kulingana na mtiririko wa hadithi hii ya ' Kijuzi Mtambaanapenu ' , joka limedhihirika kama adui, tishio la maisha na alama ya imani potofu na ushirikina. Ni kiumbe mwenye vichwa saba na kila kimoja kinafanya kazi sawa na chengine. Muhusika huyu amejenga hofu kubwa kwa wanajamii wanaotegemea kupata huduma ya maji kisimani linamoishi joka hilo. Sifa za joka zinadhihishwa na usimulizi ufuatao; Na hata ikishafika muda huja kiza kikubwa na kutoka joka lenye vichwa saba na joka hilo huwa linakula watu. Sasa Kijuzi akamwambia yule mtoto aliyetolewa muhanga na watu wake ili wapate maji, amuache Kijuzi akae yeye mbele ili joka likitokea alikate kichwa chake. Joka likatoa kichwa chake cha kwanza Kijuzi akakikata, kichwa cha pili pia kikakatwa na Kijuzi, cha tatu, cha nne, cha tano, na cha sita vilevile kilikatwa likakimbia baada ya kubakia na kichwa kimoja ( utafiti, 2021). Chanzo
This is an elective course open for all.

gested Readings: 1. Avasthi, A &Maheshwari, S. R. 2006. Public Administration. (Hindi & English) Lakshmi Narain Aggarwal: Agra. 2. Bhattacharya, Mohit. 1987. Public Administration- Structure, Process and Behaviour. The World Press Private Ltd.: Calcutta. 3. Bhattacharya, Mohit. 2007. Public Administration. The World Press Private Ltd.: Calcutta. 4. Puri, K.K. 2006. Elements of Public Administration. Bharat Prakashan: Jalandhar. 5. Laxmikanth. M; Public Administration; Published by McGraw Hill.
ested Continuous Internal Evaluation Methods (25 Marks): • Seminar/Assignment on any topic of the above syllabus. • Test with multiple choice questions / short and long answer questions. • Research Orientation of the student. • Quiz
ested equivalent online courses: OU &Other centrally/state operated Universities / MOOCplatforms such as 'SWAYAM' in India and Abroad.
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knowledge, skills and training required by the labour force (National Employment Policy, 2008)

### 3.1.18 Causes of Youth Unemployment in Africa

Africa's population is growing at about 2.7 - 3.0 percent per annum; the proportion of young people is growing faster than the rate of growth of the total population (Chigunta, 2002). The size of the working age population is therefore increasing faster than new jobs can be created in stagnant or declining economies that characterize majority of African countries and Tanzania in particular. Both demand and supply factors interact to cause youth unemployment in Africa. They include the following: generally high levels of unemployment in African countries; rapid population growth; small private sectors; rapid rural - urban migration, and inappropriate school curricula and poor quality education that is largely irrelevant to the needs of the labour market in most African countries. Youth unemployment is an important dimension of the widespread unemployment which is a major problem facing African countries. With stagnant economies and low economic growth rates in most countries, demand for labour has been low or declining, resulting in high levels of unemployment. Employment prospects for youth are poor when adults cannot find employment (Chigunta, 2002).

### 3.1.20 Concept of Income Generating Activities

The concept of Income generation takes many forms. Originally, it was a term used only by economists to explain the intricacies of a nation's economy. However, it is