ahmedheakl/docatlas_instruct huggingface dataset:
### 4.6.2 Muktadha wa Kiuchumi

Uchumi ni nukta muhimu katika kuendeleza harakati za kimaisha. Panapo jamii yeyote ile jambo la msingi baada kuwepo mfumo wa utawala unaohakikisha uwepo wa amani na utulivu ni kutafuta namna ambavyo uchumi utaweza kuimarika katika jamii. Kuzorota kwa sekta hiyo hurudisha nyuma mihimili mingine ya maisha kwa mantiki hii ni busara kuzungumzia muktadha huu kwanza kabla ya kuangazia maeneo mengine. Data zautafiti zimebainisha kwamba muktadha wa kiuchumi ni mojawapo ya sehemu zilizojitokezauhalisia mazingaombwe katika hadithi simulizi teule. Mtafiti ameyagundua hayo kupitia hadithi ya 'Kisima cha Baharini' ambayo imesimulia juu ya wavuvi waliokwenda kutafuta riziki zao baharini, ili waweze kujikimu kimaisha.Wakiwa wanaendelea na shughuli zao wavuvi hao walizamia ndani ya bahari na katika hali ya kushangaza na kuogofya waliona kisima ndani ya bahari, na la kustaajabisha zaidi ni pale walipoona mazingira ya kawaida kama kwamba palikuwa na watu walioishi ndani ya bahari hiyo. Mazingira hayo yalionekana kupitia njia iliyokuwa ikipitwa na watu kuja kisimani kuteka maji, pia juu ya kisima hicho palikuwa na ndoo ya kutekea maji, jambo hili halikuwa la kawaida bali la kusisimua na kustaajabisha.Uajabu pia umejiri pale iliposimuliwa kuwa mmoja wa wavuvi hao aliamua kuifuata njia hiyo iliyotokea kusikojulikana ili kujua pahala ilipoishia. Mwishowe alifika katika lango kubwa lililoashiria kuwepo kwa watu ndani yake baada ya sauti za kupishana kimawazo kusikika. Hivyo, ingawa uvuvi ni shughuli rasmi na ya kawaida katika harakati za kiuchumi lakini muktadha uliotumika hapa niwa kiuhalisia mazingaombwe unaotisha na kuogopesha.
- 4. Generic Elective (GE) Courses for other Hons. Disciplines

The following courses of Philosophy General shall be treated as Generic Electives for the students of other Honours disciplines:

Semester	Course Code	Course Title	Credit	Marks	No. of teaching hours
I.A.	ESE	Total	L	Tu	Pr
SEM- I	PHIG-C-1	Indian Philosophy	6	10	40	50	5	1	-
SEM- II	PHIG-C-2	Western Logic	6	10	40	50	5	1	-
SEM- III	PHIG-C-3	Ethics (Indian and Western)	6	10	40	50	5	1	-
SEM- IV	PHIG-C-4	Psychology	6	10	40	50	5	1	-

####### Question Pattern &Marks Distribution of Each Course of Philosophy Honours &General Programme under CBCS:

- • Full marks of each course = 50 marks
- • End Semester Examination of each course (ESE) = 40 marks
- There shall be three sections of each question paper. Section -I shall contain Essay- type question of 20 marks, Section - II shall contain broad-type question of 10 marks and Section - III shall contain short- type question of 5 marks. The question patterns and marks distribution are as follows:

Question types	Sections	No. of questions to be given	No. of question(s) to be attempted	Marks allotted for the question	Total marks
1. Essay type	I	3	1	20	20x1 = 20
2. Broad type	II	2	1	10	10x1 = 10
3. Short type	III	4	2	5	5 x 2 = 10

- Total marks = 40
- • Internal Assessment of each course (IA) = 10 marks
- 6 marks for continuing evaluation (Test/ Assignment etc.) and 4 marks for class attendance [Marks may be finalised by conversion of total marks and attendance obtained by a student to 6% and 4% respectively]
Anwani ya tamthilia, kigogo ni nani? anafanya nini na wapi?

Kuna taharuki kuhusu kifo cha Ngao Junior. Ni kipi kinasababisha kifo chake? Majoka na Husda wanafanya nini? ni nani atakuwa mrithi wa Majojka katika siasa?

Hoteli la kifahari Majoka analotaka kulijenga baada ya kufunga soko, je anafaulu kulijenga?

Majoka anaagiza Ngurumo azikwe kabla ya jua kutua, je anazikwa? watu wanasema nini kuhusu kifo chake.

#### MBINU REJESHI/KISENGERE NYUMA.

Majoka anakumbuka hadithi kuwa binadamu siku zote humwauni kuku na kumhini kunguru. (uk22)

Majoka anarejelea siku Ashua alipokataa pete yake ya uchumba kuwa hiyo ndiyo siku aliyojikosea heshima na sasa hangekuwa ombaomba.

Majoka anarejelea kisa cha kifo cha Jabali na wafuasi wake, jinsi walivyopanga njama na kumwangamiza.

Ashua anakumbuka mengi Sudi aliyomwahidi siku zao za kwanza za mapenzi.

Tukio la Mzee Marara kumfukuza Tunu ndotoni ni la zamani, la utotoni.

Hashima anakumbuka jinsi alivyoathirika na marehemu mume wake, Marara na watu wake waliwatendea ukatili.

Sudi akiwa kwa mamapima anakumbuka mashujaa waliofungwa wakati wa ukoloni. Mashujaa hao waliangaisha wakoloni na hata wengine wakaenda jongomeo. (uk59).

### KIANGAZAMBELE.

Maoni gazetini kuwa Tunu awanie uongozi Sagamoyo, baadaye Tunu anakuwa kiongozi baada ya kumpindua Majoka.

Majoka anahofia kuwa maandamano yatatia doa sherehe za uhuru, siku ya sherehe, watu hawahudhurii.

Majoka anahofia kuwa waandamanaji watafika ofisini wammalize. Mwishowe wanammaliza wanapomtoa mamlakani.

39
########## SECTION-I:Programs Offered, Duration, Intake and Eligibility

Sr. No.	Name of the Program	Minimum Duration (Years)	Intake	Mode of admission	Eligibility
1. FACULTY OF COMMERCE
i. Department of Commerce
a	M.Com. (Hons.) 5-year Integrated	5	60	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.
2 FACULTY OF EDUCATION
i. Department of Education
a.	M.Ed.	2	50	Academic Merit	B.Ed. with atleast 50% marks (47.50% for SC/ST candidates of Haryana only) in aggregate or any other examination recognized by M.D. University, Rohtak as equivalent thereto.
b.	M.A. (Education)	2	30	Academic Merit	Bachelor degree/ Shastri examination (New Scheme) 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 as equivalent thereto.
ii. Department of Physical Education
a	B.P.Ed.	2	50	Academic Merit + PET	a) Bachelor's degree in any discipline with 50% marks and having at least participation in the Inter- College/Inter-Zonal/District/School completion in sports and games as recognized by the AIU/IOA/SGFI/Govt. of India. Or b) Bachelor's degree in Physical Education with 45 marks Or c) Bachelor's degree in any discipline with 45 % marks and studied physical education as compulsory elective subject. Or d) Bachelor's degree with 45% marks and having participated in National Inter University/State st nd rd competitions or secured 1 , 2 , or 3 position in Inter College/Inter-Zonal/District/School competition in sports and games as recognized by the AIU/IOA/SGFI/Govt. of India Or e) Bachelor's degree with participation in international st nd rd competiotion or secured 1 , 2 or 3 postion in National/Inter University competition in sports and games as recognized by respective federations AIU/IOA/SGFI/Govt. of India Or f) Graduation with 45% marks and at least three years of teaching experience (for deputed in service candidates i.e.e trained physical education teachers/coaches) And The candidates are required to qualify the Physical
########## SECTION IX: FEE STRUCTURE

A. Annual fee structure for Indian students seeking admission to various regular courses offered in the University Teaching Departments will be as under which is to be paid at the time of admission :-

Name of Course	Admiss ion Fee (p.a.)	Tuition Fee (p.a.)	A. fund	Dev. Fee	Security refundable	Curri- culum charges	Other charges (p.a.)	Exam Fee for Ist sem.	Total Fee.
LL.B. (Hons.) 3-year	50/-	360/-	240/-	1500/-	500/-	50/-	1877/-	400/-	4977/-
LL.B. (Hons.) 5-year	50/-	360/-	240/-	1000/-	500/-	50/-	1877/-	400/-	4477/-
LLM	50/-	420/-	240/-	5000/-	500/-	50/-	1877/-	1000/-	9137/-
M.A. Defence &Strategic Studies, Economics, Education, English, Hindi, History, Fine Arts, Music, Political Science, Public Admn. Sanskrit, Adv. PG Diploma in Guidance & Counselling, Adv. P.G. Diploma in Remote Sensing & GIS, Diploma in Harmonium (Evening) and Diploma in Tabla (Evening)	50/-	360/-	240/-	-	500/-	50/-	1084/-	400/-	2684/-
M.A. (Hons.) 5- year, Economics, English and Public Admn.	50/-	360/-	240/-	5000/-	500/-	50/-	1084/-	400/-	7684/-
M.A.Geography, Journalism & Mass Communication and Sociology	50/-	360/-	240/-	--	500/-	50/-	1384/-	400/-	2984/-
MFA (Painting) 6-year Integrated *A candidate who seeks admission direct to MFA shall have to deposit Rs.1000/- as security. **(Rs.2000/-will be Charged from the Students of MFA/ BFA/MA Fine Art As training tour Fee at the time of Admission at entry Level.	50/-	8000/-	240/-	4000/-	1000/- (one time)	50/-	5374/-	400/-	**20014/-	**16914/- st (1 4 years)
50/-	8000/-	240/-	4000/-	*1000/-	50/-	5174/	400/-	**18914/-	**17314/- th th (5 & 6 Year)
M.A.Psychology, M.A. applied Psychology.	50/-	360/-	240/-	-	500/-	50/-	2084/-	400/-	3684/-
M. Lib. & Information Sc.	50/-	360/-	240/-	5000/- per sem.	500/-	50/-	1874/-	400/-	13474/-
MBA (Gen.) 2 years	50/-	480/-	240/-	32000/-	500/-	50/-	4374/-	1000/-	38694/-
MBA (Business Economics)	50/-	480/-	240/-	32000/-	500/-	50/-	4374/-	1000/-	38694/-
b) Zabuni zilizotumwa kwa njia ya posta lazima ziwe zimesajiliwa. Zabuni zote lazima ziwe zimeandikwa kwa uwazi: "ISIFUNGULIWE KABLA YA JUNI 20, 2024, SAA 5.00 ASUBUHI. c) Zabuni zilizopokelewa baadaye, au zilizotumwa kwa njia ya Telefax, Telex, Telegram, barua-pepe zitakataliwa. d) Zabuni zitafunguliwa kwa uwepo wa wawakilishi wa wazabuni wanaochagua kuhudhuria Juni 20, 2024, saa 5.00 asubuhi, katika Makao Makuu ya FINCA, yaliyoko ghorofa ya 8 ya jengo la TAN House, Plot No. 34/1 eneo la Victoria, Dar es Salaam, Tanzania.

Meneja Utawala

## Benki ya FINCA
matatu wanne alikuwa na masikio manne wa tano alikuwa na matano wa sita alikuwa na masikio sita na wa saba alikuwa na masikio saba. Yule mume akaondoka kwenda na safari yake lakini mbwa wake wote aliwaacha hapohapo nyumbani. Alikwenda kwa muda mrefu na ilikuwaakifika sehemuya masafa fulani anapumzika na kula mkate mmoja hadi mikate yote saba ikamalizika. Hatimaye alifika sehemu moja katikati ya msitu akaona kijumba kimoja tu alibisha hodi akakaribishwa na kibibi kikongwe akaingia ndani akasalimia kwa heshima na kisha kibibi akamuuliza, kusudio la safari yake bwana huyo akajibu kuwa ni kwenda kutafuta kitambi cha pembe mauli. Kibibi kilimwambia bwana huyo kuwa sawa lakini kwanza inabidi nikufiche hapa kwa sababu si mda mrefu watakuja watu watakapokuona watatamani wakule. Ikabidi afunikwe maguo hadi harufu yake ikawa haitoki, baada ya mda mchache walitokea mazimwi wawiliwalipofika tu walianza kumwambia yule bibi,bibi! Panuka kidudu mtu! Bibi akawajibu, Hakuna mtu aliyekuja hapa! Hakuna mtu aliyekuja hapa! Na watu hao walikaa kwa masaa kadhaa mpaka bibi akawafukuza. Na baada ya mazimwi hao kuondoka, bibi akamwambia yule mtu hicho kitu unachokitafuta kipo kwa watu wale waliokuja hapa na sasa wameshaondoka na ukienda huko mmoja katika wale ana donda mguuni kwake, jitahidi usije ukamkanyaga, utakapokwenda kwa watu wale usiingie tu nyumbani mwao kwani wana desuri huwaikifika usiku wakishalala wanazungumza, we nipe mwiko! We nipe upawa! Ukisikia hivyo ujue kuwa huko ndiko kulala kwao! Ingia ndani taratibu ukichukue kitambi cha pembe mauli, Lakini ukisikiakimya kimetawalajua kuwa mazimwi wako macho. Kwa hivyo utakapo sikia zogo wewe utapita ndani na utakichukua hicho kitambi cha pembe mauli na utakijua kwa sababu
Base Administration, Monitoring and Evaluation of Development Programs, Service Quality Management, Cyber Crime Administration have also been added to infuse vocational and practical skills among the students of this academic program.

##### Learning Learning Outcomes Based Approach to Curriculum Planning

The learning outcomes-based approach implies that when an academic program is planned, desirable learning outcomes are identified and considered in the formulation of the program. Course contents, learning activities and assessment types are designed to be consistent with the achievement of desired learning outcomes. The learning outcomes are in terms of knowledge, professional attitude, work ethics, critical thinking, self-managed learning, adaptability, problem solving skills, communication skills, interpersonal skills and group/team work. At the end of a particular course/program, assessment is carried out to determine whether the desired outcomes are being achieved. This outcome assessment provides feedback to ensure that elements in the teaching and learning environment are acting to nurture, with the aim to facilitate the desired outcomes. The expected learning outcomes are used as reference points that would help formulate graduate attributes, qualification descriptors, program learning outcomes and course learning outcomes which in turn help not only in curriculum planning and development, but also in delivery and review of the academic program.

##### Aim of B. A. (Hons.) Public Administration

The overarching aims of the B. A. (Hons.) Public Administration are to: • Provide students with learning experiences that develop broad knowledge and understanding of key concepts of Public Administration and equip them with advanced knowledge and understanding for analyzing and performing the tasks concerning public affairs; • Develop students' ability to apply the acquired knowledge and skills to the solution of specific theoretical and applied problems in Public Administration settings; • Develop abilities in students to come up with innovative prescriptions/solutions for the benefit of society, by diligence, leadership, team work and lifelong learning; • Provide students with skills that enable them to get employment in public, private, nongovernmental sectors; pursue higher studies; participate in quality research assignments.
Programme / Class	Degree	Year	B.A.III	Semester	VI
Subject	Geography
Course Code	Course Title	Personality Development
Course This course is especially helpful for those who are striving to learn more about Course This course is especially helpful for those who are striving to learn more about Outcome who they are, which direction their life should take, and understanding others around them. This course is also good for those working in human resources and wants to learn more about personalities and how that may impact hiring new professionals.
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 Personality Development The Developing Personality	5
II	Stages of Development Need a Little Personality?	5
III	Basic Personality Traits Moral Development	5
IV	Personality Type Hearing Jung Out	5
V	Personality and Career Choice Changing Your Personality Personality Disorders	5
VI	Do Opposites Really Attract? Personal Growth Working on Personality Changes Putting it All Together	5

Suggested Readings:

- • Covey Sean, Seven Habit of Highly Effective Teens, New York, Fireside Publishers, 1998.
- • Carnegie Dale, How to Win Friends and Influence People, New York: Simon &Schuster, 1998.
40

### 2.1. Statement of the Problem 2.1.1 What Needs to be Changed?

Because of unemployment, majority of the youth in Tandala Ward are at risk of contracting HIV as they involve themselves in risk behaviors such as drug abuse. Therefore, by creating employment opportunities and providing education on HIV/AIDS and entrepreneurship, the problem will be automatically reduced if not eradicated completely as reported that, it is possible to have an HIV free community if people are well informed and empowered (THMIS, 2008)

### 2.1.2 Who is Affected by the Problem?

The results of questioner's survey revealed that about 90% respondents indicated that the most affected groups are youth. Apart from facing unemployment and suffering its consequences, youth are at persistent risk for HIV infection. According to the findings of the participatory assessment presented in chapter one above, the spread of HIV/AIDS among the youth is the problem that needs proper intervention. Tanzania youth requires comprehensive strategies and knowledge based that focus on the youth themselves like education and job creation. Efforts must reach a wider range of youth, including children approaching puberty, adolescents, and young adults and must address a variety of factors for the development and sustainability of healthy behavior of not engaging in more risky sexual behaviors (THMIS, 2008).

- 2.1.3 What are the Causes of this Problem?
Januari, ikiwa ni pamoja na:

- 1. 1. Kulinda Katiba ya Jamhuri ya Muungano wa Tanzania, kutambua mipaka ya majukumu, na kutunza siri: Nitaanza na masuala haya matatu aliyoyasisitiza Mheshimiwa Rais, Dkt. Samia Suluhu Hassan wakati akiniapisha, baada ya kuniteua kuwa Waziri wa Wizara hii. Jamhuri ya Muungano wa Tanzania inajumuisha Tanzania Bara na Tanzania Zanzibar. Hivyo, hatuna budi kulitambua na kulizingatia hili wakati wote tukitekeleza majukumu yetu, hususan, kwa kuzingatia kuwa Wizara hii ni Wizara inayoshughulikia masuala ya Muungano. Katika kuliwakilisha Taifa letu kimataifa na kikanda wakati wote tuzingatie maslahi ya pande zote mbili, na hivyo uwakilishi kwenye shughuli za kimataifa na kikanda tuhakikishe tunajumuisha pande zote mbili.

Aidha, katika utendaji wetu tuzingatie mipaka na mamlaka tuliyokasimiwa katika ngazi zetu mbalimbali, kila ngazi inayo mipaka ya mamlaka. (Waziri, Naibu Waziri, Katibu Mkuu, Naibu Katibu Mkuu, Wakurugenzi, Maafisa na Wasaidizi) Vilevile, katika utendaji wetu tunashughulika na masuala mbalimbali, yakiwemo ya wazi na siri. Tuzingatie taratibu na miiko ya utendaji. Taarifa za siri zitunzwe inavyostahili, huku tukitambua kama Wizara, na Serikali utendaji wetu ni wa pamoja ( collective responsibility ).

- 1. 2. Ukamilishaji wa Sera ya Mambo ya Nje : Pamoja na kuwapongeza kwa hatua iliyofikiwa katika mchakato wa kuhuisha Sera ya Mambo ya Nje ya Mwaka 2001 hatuna budi kutambua kuwa mchakato huu umeendelea kwa muda mrefu, na Wizara imeendelea kutoa ahadi ya kukamilisha mchakato huu. Pamoja na mchakato huu kuhusisha wadau wengi, Wizara inao wajibu wa msingi wa kuhakikisha kuwa Sera hii inakamilika kwa wakati kama tulivyoahidi. Kumekuwepo na maendeleo mbalimbali ndani ya nchi, na kimataifa, hivyo kukamilika kwa Sera hii kwa wakati ni muhimu ili kutuwezesha kulinda maslahi ya Taifa letu, na kunufaika ipasavyo katika fursa zinazojitokeza katika ushirikiano wa Kimataifa.

Ukamilishwaji wa Sera ya Mambo ya Nje hauna budi kuakisi
Haya yalisimama mwishoni mwa kanuni za sadaka kuonyesha marejesho ya ushirika na Mungu uliokuwa umevunjwa na dhambi. zilikuwa sadaka ambazo Mungu, makuhani wake na mtoaji "walikula" chakula pamoja, ishara ya amani na urafiki. Mnyama aliyechinjwa ilikuwa inagawanywa ili Mungu kupokea mafuta (3:11, 16); makuhani, kifua na mguu wa kulia (7:30-34), na mtoaji na familia yake, urari wa mzoga. Somo rahisi ya Sadaka ya Amani ni amani na Mungu unaweza kuja tu baada ya kutambua na kutelekezwa kwa dhambi, na umuhimu wa maisha ya wakfu

(v ) sadaka ya Chakula na kinywaji -Law. 2; Kut. 30:9, Hes. 15:10. Hizi zilikuwa za unga uliochanganywa na mafuta na kuokwa bila chachu, na mvinyo, mtawalia. Kwa pamoja walizungumzia hamu kwa kufanya mapenzi ya Mungu "chakula na kinywaji," yaani daima kuishi kwa kanuni za Neno la Mungu

## FUNSHO YA SADAKA

Kama vile kufundisha misingi ya kimaadili isiyobadilika ambayo watumishi wa Mungu lazima wasingatie, sadaka zote zililenga Yesu Kristo. Alikuwa mkamilifu, kuwa mkamilifu katika tabia (Efe. 5:1-2; Yn 1:29; Kol 1:16-17; Ebr 9:12; 13:12-13 Yeye alijitoa kwa hiari na Mungu alikubali sadaka kama kifuniko au upatanisho ya dhambi za wale wanaokuja kwake kupitia Kristo (Rum. 4:07; Gal 3:26-29.) Wakati tumebatizwa katika jina lake, sisi ni hubatizwa katika mauti yake (Rum. 6:03 Kama mwenye dhambi chini ya sheria, sisi kwa mfano kuweka mkono wetu juu ya sadaka na kuungama dhambi zetu, kusihi msamaha. Tunaona kifo cha Bwana kama ishara ya nini ni kutokana na wale ambao huvunja sheria ya Mungu na tunaomba huruma. Na kwa huru tunapewa na Baba wa mbinguni na dhambi inasamehewa. Kuna tofauti kati ya kutoa dhabihu za wanyama na Kristo . Zamani, alipowawa, alibaki mfu. Lakini Kristo alifufuka kutoka kwa wafu na alivalishwa juu na uzima wa milele. Yeye hivyo akawa ishara ya matumaini kwetu (Rum 4:25 Waisraeli wa kweli waliona katika sadaka zao , aina ya wokovu ambayo Mungu hatimaye alionyesha katika mwenye Yeye aliteua kama Mwokozi wa ulimwengu (Mwanzo 22:14).

## DHABIHU YETU.

Ni lazima tutoe tamaa zetu, mapenzi yetu, mawazo yetu, matakwa yetu kwa kile Mungu anataka (Rum. 12:01 Na hii yote yanaweza tu fanyika kwa njia ya sadaka (Bwana Yesu) ambaye Yeye alitoa. kwa Mungu, na tunahitajika kuwa tayari kutoa hii kwake. Mahitaji ya Ukweli na Iklezia wanapaswa kuweka kwanza, kabla ya shughuli nyingine za maisha yetu. Wakati Israeli alitolewa kutoka Misri kwa njia ya sadaka kondoo ya pasaka na wakaenda hadi Nchi ya Ahadi, wakapita kati ya maji ya Bahari ya Shamu, na katika kufanya hivyo "walibatizwa kwa Musa" (1 Kor 10:02 Katika njia sawa, Kristo Pasaka yetu, amekwisha kufa ili sisi tupate kuokolewa kutoka ulimwengu wa dhambi uliyotusungukanasi pia lazima tupitie katika maji ya ubatizo (1 Kor 5:07; Rum 6:3-4). Hili ni tendo la kwanza la utii, lakini ni lazima lifuatwe na maisha ya kujitoa kwa Mungu kama vile sadaka za Israeli zimebaini na kufundisha.

## MASOMO YETU
Балки он чӣ бо ривояти саҳеҳа ва иборати сареҳа аз Паёмбари Акрам (с) нақл шудааст, ҳамон субути ишораи саббоба аст, на манъи он. Решаи пайдоиши хато ва иштибоҳ дар наҳйи ишораи саббоба он аст, ки бори нахуст ҷоҳиле, ки аслан дар ин мавзӯъ аз ахбор ва осори набавӣ огаҳӣ надошт, чун баъзе мардумро дид, ки аз рӯи тамассук ба ҳадис ишораи саббоба мекунанд ва баъзеи дигарро дид, ки аз рӯи нодонӣ ва ё аз рӯи танбалӣ ва бехабарӣ тарки он мекунанд, пас бо гумони худ гуфт: тарки ишора авло ва беҳтар аз кардани он аст. Зеро ин амал дар зоҳир як амали зиёдатӣ бар асли намоз аст, ки асл ва мабнои намоз бар сукун ва оромиш аст (на ҳаракат ва ҷунбиш). Ин ҳукм, нахустин ва нармтарин ҳукм бар наҳйи ишораи саббоба буд. Пас аз ин ҷоҳил ҷоҳили дигаре омад ва гуфт: рафъи саббоба дар ташаҳҳуди намоз макрӯҳ аст, аммо кароҳаташ танзиҳист. Нафари саввум ҳукм ба кароҳати таҳримӣ доштани он кард. Ба далели он ки вожаи макрӯҳ

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uadilifu uzingatiwe. Dereva, anaendeshaje gari, analitunzaje; Mhudumu anatunzaje vifaa, anahudumiaje wenzake; Katibu Mahususi, anazingatia viwango vya kazi yake? Je Afisa anafanya uchambuzi wa kina na kutoa ushauri stahiki? Balozi, Mkurugenzi anafuatilia yanayoendelea, anachambua, anashauri, anakuza ushirikiano wenye tija, na chanya kwa taifa? Haya ni muhimu sana, weledi na uadilifu vimesisitizwa sana na Viongozi katika awamu mbalimbali.

Katika hili kwenye kikao changu na Menejimenti jana, tulikubaliana kuhusu umuhimu wa kila mtumishi kupewa majukumu yake na kuyajua. Pia Wakurugenzi kuongeza usimamizi kwa Maafisa kwenye kila Idara. Kusimamia weledi na viwango, kuhakikisha kazi zinafanyiwa tafiti, zinawasilishwa kwa wakati, na zinabeba maoni na ushauri utakaowezesha maamuzi sahihi. Kuhusiana na suala hili, kama Wizara tunalo jukumu la kuandaa taarifa za mikutano na safari, Briefs, Talking Notes, na Speeches za Viongozi Wakuu, na Viongozi wa hapa Wizarani ni muhimu kuhakikisha kuwa haya yameandaliwa vyema kwa kuzingatia maudhui, ujumbe unaolengwa, na zinawasilishwa kwa wakati ili kuwapa Viongozi, nafasi na muda wa kujiandaa ipasavyo.

- 1. 7. Utunzaji wa Kumbukumbu: Taasisi yoyote makini huongozwa na kumbukumbu za kitaasisi ( Institutional memory ). Hii huleta utendaji endelevu kwa waliopo wakati huo, na kwa wakataoingia baadae, na husaidia kutokepoteza dira, mwelekeo, na kuwa makini muda wote. Kwa Wizara yetu inayoshughulika na uratibu katika sekta mbalimbali, mfumo madhubuti wa kutunza kumbukumbu ni suala la lazima, na si la hiari. Nitoe rai kwetu sote kutathmini suala hili na kuchukua hatua stahiki na kwa wakati.
- 1. 8. Kuimarisha Mawasiliano : Umoja na ushirikiano ndani ya Menejimenti, ndani ya Idara, kati ya Wizara na Balozi zetu na taasisi zetu, na baina ya Watumishi utakuwa imara, endapo kutakuwepo mawasiliano sahihi na imara na maelekezo fasaha. Mawasiliano haya