ahmedheakl/docatlas_instruct huggingface dataset:
Buyuk matematik, falakiyotshunos va geograf, hozirgi zamon algebrasining otasi Muhammad al- Xorazmiy, 'Shayx ur - Rais', 'Donishmandlar sultoni', 'Tabiblar shohi' Abu Ali ibn Sino, necha zamonaviy ilmlarga asos solgan, umumjahon fani va madaniyatiga bebaho hissa qo'shgan Abu Rayhon Beruniy, ikkinchi Arastu nomi bilan mashhuri jahon Abu Nosir Farobiy, arab tili grammatikasini ishlab chiqqan Mahmud Zamaxshariy bilan Abu Sahl Javhariy, Islom dini, madaniyati va fani iqlimida qo'l yetmas o'rin tutgan Imom Ismoil Buxoriy, ulug' shayxlar Xoja Abduxoliq G'ijduvoniy va Xoja Ahmad Yassaviy, turkiy adabiyotning sultoni hazrat Amir Alisher Navoiy, nihoyat qissamiz qahramoni, Navoiy ta'biri bilan aytganda, 'ko'zi oldida osmon past' bo'lgan Mirzo Ulug'bek muqaddas Turkiston tuprog'ining farzandlaridir.

'Sohibqiron nabirasi yoxud mitti yulduz qissasi' deb atalgan badia sarlavhasidayoq, uning butun mazmuni ochiladi, mazkurning Amir Temur va Mirzo Ulug'bek haqida ekanligi ravshanlashadi. Har ikki mo''tabar bobomiz qissamizning bosh qahramonlar desak xato qilmaymiz.

'Temurbekning zotu budi Keshdin', deb yozadi jahongirning buyuk avlodi Mirzo Bobur. Kesh bugungi Shahrisabz shahridir. Amir Temurning otasi Kesh vohasida yashovchi barlos urug'i amirlaridan bo'lmish Muhammad Tarag'ay Bahodir, onasi esa buxorolik Sadr ush-Shari'a xonadoniga mansub Teguna Xotun (Takina xotin) edi.

Amir Temur dunyoga kelgan paytda Movarounnahr-Turkiston tuprog'i Chig'atoy ulusi tarkibiga kirardi. Tarix darsliklaridan bilasizki, Chingizxon uch yillik bosqin davomida (1219-1221 yillar) bizning ona yurtimizni bosib olgan edi. Chingizxon o'limi oldidan (1227 yil) o'zi zabt etgan ellar va mamlakatlarni to'rt o'g'li: Jo'ji, Chig'atoy, O'qtoy va To'luxonga taqsimlab berdi. Uyg'urlar yeri - Sharqiy Turkistondan Xorazmgacha bo'lgan hudud uning ikkinchi o'g'li Chig'atoyga tegdi. Shu sababdan 'Turkiston', 'Movarounnahr' atamalari qavatida 'Chig'atoy ulusi' atamasi ham paydo bo'ldi.

Chig'atoy taxtga o'tirgan sanadan Amir Temur tug'ilgangacha bo'lgan yuz yildan ortiq vaqt davomida bu ulus mo'g'ullar tomonidan boshqarildi. Ammobosqinchilarga qarshi ko'p isyonlar bo'lganini ham tarix darsliklarida o'qigansiz. Bu harakatlarning
III) In the event of the agency's company or concerned division of the company is taken over / bought over by another company, all the obligations under the agreement with Homi Bhabha Cancer Hospital and Research Centre (HBCH & RC), Mullanpur, Punjab , should be passed on for compliance by the new company/new division in the negotiation for their transfer.

iv) The Contractor shall maintain a complaint book.

v) One official from Contractor shall remain in office hours to communicate all offices under Homi Bhabha Cancer Hospital and Research Centre (HBCH & RC), Mullanpur, Punjab to resolve day to day problems, work related to contract, payment issues etc.

vi) The contractor / agency shall provide emergency medical treatment to its personnel through hospital etc, in case of need, failing which any cost incurred by Homi Bhabha Cancer Hospital and Research Centre (HBCH & RC), Mullanpur, Punjab towards the treatment shall be recovered/ adjusted from the payment due/security deposit of the contractor/ agency.

vii) As Homi Bhabha Cancer Hospital and Research Centre (HBCH & RC), Mullanpur, Punjab is covered under the scope of RTI act, it is expected that the contractor shall keep all the records properly indexed and maintained in a specific manner so that copies can be extracted as and when required.

viii) It will be the responsibility of the selected agency to take over the existing services of service provider as per the new agreement to be made with the selected agency.

ix) Only some new conditions which are applicable as per the existing Government laws mentioned in the tender document will be mandatory on both Homi Bhabha Cancer Hospital and Research Centre (HBCH & RC), Mullanpur, Punjab and Contractor.

x) The new agency will have to provide the manpower for the services from 01/01/2023 and the new manpower required from time to time.

xi) All other general conditions of contract issued from time to time by the Government of India shall apply.

xii) The mode of payment to the contract staff will be through Bank Transfer only.

##### 7.2 Security

The personnel engaged by the Agency shall not divulge or disclose to any person, any details of office, operational process, technical know-how, security arrangements, administrative/organization matters as all are of confidential/secret
Mvua inaaza kunyesha na Amani anapojisetiri anamwona DJ anayemweleza kuwa mtoto Uhuru ni mgonjwa. Mtemi Nasaba Bora na familia yake wanaingia kwenye gari na kumpita mjamzito aliyekuwa akijifungua kando ya barabara bila msaidizi.Bi Zuhura anamwomba Mtemi asimamishe gari wamsaidie lakini Majisifu anapuuza. Pia, anampita Amani anaelekea nyumbani. Amani anafika nyumbani akiwa amelowa, anabadilisha nguo, kula na kuenda na Imani katika zahanati ya Nasaba Bora kuta futia kitoto matibabu. Wauguzi wanakataa kushughulikia kitoto wakisema kuwa ni sikukuu. Licha ya Amani na Imani kuomba wasaidiwe sana, wauguzi wanakataa katakata. Wanaanza safari ya kurudi nyumbani, kitoto kikiwa kimediwa. Wakiwa njiani, kitoto kilikohoa, kikapumua kwa shida na kufariki mikononi mwa Amani. Baadaye, Imani alipopata kitoto chake, aliazimia kukiita Uhuru wa pili.

### SURA YA 6

- ➢ Ni saa kumi na mbili jioni baada sherehe za Sikukuu ya Wazalendo baada ya kumfikisha Bi Zuhura nyumbani
- ➢ Mashaka mwanafunzi wa kdt 3 anafikishwa langoni mwa shule yake ya Nasaba Bora
- ➢ Mashaka alikimbia kuisoma barua ya kimapenzi kutoka mpenzi wake Ben Bella
- ➢ Twasimuliwa kuwa Ben Bella ni sugu wa jela . Aliingia na kutoka kama nyumbani
- ➢ Wakati huu, alikula kalenda kwa miaka 2 kwa tuhuma ya kukibaka kitoto kidogo
- ➢ Alikuwa na uraibu wa bangi na muziki wa kufokafoka
- ➢ Ujumbe wa barua ni kuvunja uhusiano wa kimapenzi

#### Lowela na Mtemi na kuwa baba mkwe hawezi tena kuwa shemeji

- ➢ Mashaka akalia usiku kucha

**********************

- ➢ Twaenda hadi kibanda cha Amani ambapo Imani askari mmoja wa Mtemi mwenye kisasi anaapa kuwa Imani angeona cha mtema kuni kwa kutohudhuria mkutano wa Mtemi
- ➢ Asubuhi na mapema - Amani na Imani wanatiwa mbaroni kwa tuhuma za uuaji wa kitoto Uhuru

**********************

- ➢ Mandhari ya seli
- ➢ Seli ni ndogo na ilikuwa choo cha umma. Mle, wanamkuta Matuko Weye amejikunja pembeni
- ➢ Weye anagutuka na kusema hataki kelele katika Ikulu ya rais

9
### IKIRARI

Mimi, , nathibitisha kwamba, tasnifu hii ni kazi yangu Bikombo Juma Faki mwenyewe na haijawahi kuwasilishwa katika Chuo Kikuu kingine chochote kwa ajili ya kutunukiwa Digrii yeyote.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Bikombo Juma Faki

Tarehe\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Standar Kompetensi Kompetensi Dasar	Alokasi Waktu	KKM	TK Per KD (%)
Ulangan Harian ke 11
12. Menjalankan gambar yang telah di buat pada PMdengan software Story . Editor
12.1 Merangkai dan menjalankan gambar
Ulangan Harian ke 12
Remidial
Mid Semester
Ulangan Umum
Pencapaian Target Kurikulum Setiap Bulan/ Minggu %	Ren (%)
Pelak (%)

Prosem memberikan gambaran perencanaan penyajian KD satu semester denga rincian penyajian tiap minggu dan distribusi ulangan harian. Jumlah alokasi waktu pada prosem diisi sesuai dengan jam pelajaran efektif yang ada pada prota.

#### Keterangan :

#### RUMUS per KD = x 100 % RUMUS per KD = x 100 % :

#### TM : Tatap Muka

#### NTM : Non Tatap Muka TK : Target Kurikulum
if it wants to. The approval has to come from the Government. The GP functionaries, including an AWWworker also claimed to have no malnourished children. However, in this particular centre there is a daily average attendance of 40 children out of 112 supposed to be catered to. (Picture of the ICDS board can be appended to the report). Given such limited coverage it would be difficult to ascertain the actual status of malnourishment, since the majority of the children are not being regularly weighed. There are 2 primary and 2 middle schools in the GP. The plan document for sanitation however mentions 15 schools whose environmental sanitation needs have been taken into account in the sanitation plan. The rest of the schools are private including the play schools mentioned above, explained the sarpanch and all of them generate waste which the Gram Panchayat has to clean up. The planning process did generate some data on the status of women and children in the GP. Apparently, the general thinking has been that these are matters to be dealt with by the departments concerned, Health, WCD, Education etc. The GP passed on the data to the upper tiers of Panchayat bodies for onward transmission to the departments. The study team tried to ascertain the extent of poverty in the GP. The full details of SECC data were yet to be made available. Only the list of those who are with adequate housing has been made public so far. The GP is otherwise functioning with the BPL list prepared in 2002 with some modifications as have been effected by the Tehsildar time to time. The activities identified under the planning process have been approved in the Gram Sabhas, but it would be difficult to comment without supportive evidence as to extent these are addressing equity issues, and fulfilling the real needs of vulnerable and excluded section of the population. Even though the state 's decentralised planning guidelines mentioned actions on the data related to social sector, it seemed these are acted upon only to the extent of addressing some infrastructural issues by the GP. Apart from those, no other activities have been put in place to redress the issues identified during the preparation of the plan, has not been specified.
mkanganyiko kwani zipo hadithi nyingi ambazo baadhi yake hazikuwa na nafasi katika somo hili.

### 3.3.2 Usampulishaji

Katika utafiti huu mtafiti amejikita na kuchunguza namna ambavyo uhalisia mazingaombwe unavyoibua maudhui katika hadithi simulizi za Kiswahili, na hivyo basi katika usampulishaji kundi lake lengwa ni jamii ya Kizanzibari, Mkoa wa Mjini Magharibi Unguja, Wilaya ya Magharibi A, Shehia za Bububu, Kianga na Mwera. Jamii tuliyoiteua kwa kiasi kikubwa ilionesha uweledi wa hadithi simulizi na kumsaidia mtafiti kufikia malengo ya utafiti kwa kuchagua watu ambao walitoa dira na mwelekeo sahihi na muafaka kwa mujibu wa maswali ya utafiti huu.

##### Jedwali 1.1 Uteuzi wa sampuli ya watu waliosimulia hadithi za kimazingaombwe

Shehia	Wanawake	Wanaume	Jumla
Mwera	6	4	10
Kianga	5	8	13
Bububu	7	6	13
Jumla	18	18	36

### 3.4 Data Zilizokusanywa

Ili kuifanikisha shughuli hii ya ukusanyaji data, ni muhimu kwa mtafiti awe na ala madhubuti za kumsaidia.
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Like in many Wards in Makete and other parts of the world, Tandala Ward youth are at high risk of contracting HIV due to many reasons including the following:

- • Historically, Makete people are migrant labours and industrialists used to travell without their partners or families, which become easier for them to be engaged in romantic relationships
- • Lack of proper knowledge on STIs and HIV/AIDS
- • Unemployment which make the youth unable to support themselves thus they can do anything for money including unprotected sex.
- • Lack of social skills that can help in avoiding intimacy relationship that would otherwise increase the chances of HIV infection.
- • Lack of capital and entrepreneurial skills that would enable youth to employ themselves and become economically independent.
- • Negative peer pressures that can lead to drug abuse, alcoholism and unprotected sex which eventually increase the chances of HIV infection because when they are under the influence of drugs or alcohol they cannot control themselves or make wise decisions.
- • Poverty is another source of the disease. Lack of strong family structure often leads to youth having sex at an earlier age. Poverty can also lead to prostitutions as a means of surviving and earning a living.
- • Vulnerability of youth to sexual violence. Their inexperience may lead them to under estimate the danger and in some cases end up being raped.

### 2.1.4 What are the Consequences?
##### (Year II, Semester III)

#### SUBJECT Constitution &Administration SUBJECT Constitution &Administration NAME:

##### SUBJECT TYPE: MAJOR II (CORE) SUBJECT CODE: A280301T

Course Course Code:	Subject Code:28	Course Title	Indian Constitution & Administration
Course Outcomes: This paper attempts to familiarize the students of Public Administration with the basic features of Indian Constitution, particularly those having relevance for the administrative set up in India. The Constitution of India defines the basic objectives and functioning of the government. It has provisions for bringing about social change and defining the relationship between individual citizen and the state. This paper also covers the administrative set up and structure at central level in addition to critical areas like Centre-State relations and generalist/specialist relationship.
Credits - 4	Maximum Marks: 100	Minimum Marks: 40
Total No. of Lectures - Tutorials - Practical (in hours per week): 6-0-0
UNIT	TOPIC	NUMBER OF LECTURES
I	• British Legacies: • Over Indian Administration. • Evolution of Administration in India Maurya.	10
II	• Features of Mughal Administration. • Administrative System during British Period. • Basic Features of Indian Administration.	10
##### Program Learning Outcomes of B. A. (Hons.) Public Administration

The learner who completes three years' undergraduate program in Public Administration would earn an Honours degree in the discipline. The learning outcomes that a student should be able to demonstrate on completion of this Hons. degree level program would involve academic, behavioural and social competencies: Students will be able to define public administration and list its nature and scope.

- • Students will be able to differentiate between public and private administration.
- • Students will be able to evaluate the origin of public administration as a discipline.
- • Students will be able to examine the contribution of Elton Mayo, Herbert Simon, and F.W. Taylor on the development of administrative thought and their influence on the structure and process of administrative organizations.
- • Students will be able to differentiate between the agencies of government based on their work and nature.
- • Students will also be able to evaluate the conditions of decision-making, types and decision making.
- • The students will be able to evaluate the interrelatedness of all the different aspects of government business, including their local, regional and international dimensions with special emphasis on efficiency and effectiveness.
- • Students will be able to explain structures and process of public organizations and how they are managed within the context of national and international government business practices, economic and political organizations which form the business environment
- • Students will be able to explain communication process, types and barriers in public organizations.

#### Learning Specific Outcomes

- • Some distinct and new learning outcomes have been incorporated from each course such as to:
- • To provide the students a deeper and broader understanding of the subject.
- • To encourage students to acquire knowledge, skills and capabilities arising from the need for a more efficient and effective public administration.
- • To enhance their research ability to add new thinking and concept into its body of knowledge.
- • To equip the students for seeking suitable employment ability.
v) Only those games which are recognized and adopted by the Inter- University Sports Board of India and approved by AIU will be considered for determining admission against sports seats.List of games approved by AIU is available at Appendix-L. vi) The candidates should be eligible for Inter-University Tournaments during the year of admission. vii) There should be continuity of participation of applicant at various levels including Inter-University Tournaments and his performance should not be more than one year old. viii) The candidate better in sports will be admitted as per merit decided by the Admission Committee of the concerned Department/College. In case of any dispute in this regard, the decision of the committee comprising the following shall be final:-

########## i) Dean of the concerned Faculty. ii) Director (Sports) iii) Head, Department of Physical Education

ix) In case of tie in sports merit, the candidate better in academic merit shall be given preference. x) It will be mandatory for the admitted students to participate in the sports activities of his/her Dept/University. xi) The age of the student should not exceed 28 years. xii) The sports certificates and photographs of the player must be attestted by the Secretary of the concerned Federation. xiii) The candidate must possess the gradation certificate (other than University Tournaments) from the Sports Dept. of his/her state, on the basis of his/her representation/position at National/Inter- national/Zonal/State level tournaments in the games recognised by AIU from time to time.

########## For Cultural Activities .

4. One supernumerary seat in each course (except the courses run under the norms of AICTE, NCTE& PCI) in University Teaching Departments has been earmarked to promote cultural activities subject to the fulfillment of the following conditions: i) Any position in the National Youth Festival organized by the Association of Indian Universities, New Delhi. ii) First position holder in the North Zone Inter University Youth Festival organized by the Association of Indian Universities. iii) The age of the student should not exceed 23 years. iv) It will be mandatory for the admitted students to participate in the cultural activities of his/her Department/University and should have consistently participated in the youth festivals. v) The maximum age limit to participate in the Youth Festival of MDU and Association of Indian Universities is 25 years. So when a student takes admission in any Department with an age of 23 years can participate for next two years asper rules.
## X. ERANSKINA.- ADJUDIKAZIO IRIZPIDEEN EBALUAZIO SISTEMAREN PROPOSAMENA ETA IZAERA SOZIALEKO BALDINTZA BEREZIAK

Kontratista adjudikazio irizpideen eragina ebaluatzera behartzen da, bere kasuan, bere proposamenean konpromisoa har dezan, eta egikaritzearen baldintza sozial bereziak betetzeko ebaluazioen aplikazioa, eredu honi jarraituz:

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

aipatutako enpresak kontratua egikaritzean :

- 1. Kontratua egikaritzeko …. emakume jardun dira, langile guztien % …. inguruan, emakumeen batez besteko portzentajea % …… izanik Biztanleria Aktiboaren Inkestaren (INE eta Eustat) arabera, lizitazioak ezarritako datarako.

2. Enpresan emakumeen eta gizonen arteko berdintasunari buruz diagnostiko bat egin du, edo eta laguntzaz baliatzen diren pertsonez, zeinetik abiatuta diseinatu eta aplikatu diren berdintasunerako …(kopurua) ekintza, …pertsonari mesede egin diena.

- 3. Berdintasunaren inguruan …. formakuntza ordu diseinatu eta eskaini ditu, non …. pertsonak parte hartu duten.
- 4.- Enpresako langile bat izendatu da edo teknikari bat kontratatu da berdintasuneko arduradun gisa.
- 5. Protokolo bat edo neurri zehatz batzuk onetsi dira lanean sexu erasoak eta sexua dela-eta egiten diren erasoak saihesteko eta horiei aurre egiteko, zeintzuen diseinuan …. pertsonek parte hartu duten eta …. pertsonaren kalterako edo onurako diren.
- 6. Protokolo zehatz bat onetsi da enpresan hizkera ez-sexista erabiltzeko. Hori diseinatzeko …pertsonek hartu dute parte eta ……pertsonari jakinarazi zaie.
- 7. Kontziliazio neurriak diseinatu eta aplikatu dira. Neurri horien onuradunak …. pertsona izan dira, horietatik …. emakumeak. Hauek izan dira neurriak (adierazi dagokiona: emakumeen eta gizonen ardura partekatua sustatzeko neurriak; bereziki, bitarteko propio, pribatu edo sozio- komunitarioak izatea adingabeei eta mendekoei arreta emateko: zerbitzu txekeak, jangelak, haurtzaindegiak, eguneko zentroak edo ludotekak, hobekuntzak lan jardunaldian, eszedentziak, lizentziak edo baimenak, ordutegi malgua, telelana, edo zerbitzuak moldatzea edo birzuzentzea)

48
(3) Toisc go bhfuil an nós imeachta chun doiciméid tríú tír a aithint bunaithe ar an measúnú ar na córais deimhniúcháin sa tríú tír iarrthach, agus é mar aidhm aige a chinneadh an bhfuil eisiúint na dteastas cáilíochta, na leabhar taifid seirbhíse nó na logleabhar a shonraítear san iarraidh faoi réir ceanglais atá comhionann leo siúd a leagtar síos i dTreoir (AE) 2017/2397, ní dócha go gcuirfear an nós imeachta aitheantais i gcrích roimh an 17 Eanáir 2022. (4) Chun aistriú rianúil a áirithiú chuig an gcóras aitheantais le haghaidh doiciméad tríú tír dá bhforáiltear in Airteagal 10 de Threoir (AE) 2017/2397, is gá foráil a dhéanamh maidir le bearta idirthréimhseacha lena dtugtar an t-am is gá do thríú tíortha chun a gceanglais a ailíniú leo siúd a leagtar síos sa Treoir sin, agus le go ndéanfaidh an Coimisiún measúnú ar a gcórais deimhniúcháin chomh maith agus, i gcás inarb iomchuí, gníomh cur chun feidhme a ghlacadh faoi Airteagal 10(5) den Treoir sin. D'áiritheofaí leis na bearta sin freisin deimhneacht dhlíthiúil le haghaidh na ndaoine aonair agus na n-oibreoirí eacnamaíocha atá gníomhach in earnáil an iompair ar uiscebhealaí intíre. I bhfianaise na gcuspóirí sin, is iomchuí scoithdháta a leagan síos le haghaidh doiciméad tríú tír a thagann faoi raon feidhme na mbeart idirthréimhseach sin faoi threoir na tréimhse chun an Treoir sin a thrasuí, a cuireadh síneadh dhá bhliain léi.

- 3 -
Kompetensi Dasar	Indikator	Materi Pokok	AW	3	4	5	1	2	3	4	5	1	2	3	4	5	1	2	3	4	5
6.4. Mengurangkan pecahan	- siswa dapat mengurangkan dua bilangan pecahan biasa berpenyebut sama	2 JP
- Siswa dapat mengurangkan bilangan pecahan desmal bernilai per 100	4 JP
6.5. Menyelesaikan masalah yang berkaitan dengan pecahan	- Siswa dapat menyelesaikan penjumlahan dan pengurangan melalui soal cerita	4 JP
- siswa dapat mengulang dalam cerita menggunakan pengurangan pecahan dan perumpamaan teman sendiri	4 JP
Uji Kompetensi	2JP
Remedial	2JP
Pengayaan	2JP

Mengetahui, ………………………,20……. Kepala Sekolah SD/MI Guru Kelas / Guru MP

………………………….. …………………………… NIP. NIP.
тафриқаангез) - ро чашидаву шамида ва зарбаи 18 муҳлике аз он хӯрдааст. Солисан, бӯҳтон гуноҳи хеле бузург аст. Аз ҷумлаи гуноҳони кабира аст. Гуноҳест, ки аз назари шариъат дар дунё таъзиру шиканҷа дорад ва дар охират уқубату кайфар. Таъзир ва ҳадди дунёии он ҳаштод тозиёна буда, кайфар ва уқубати ухравиаш лаънати Худо ва азоби дардноки ҷаҳаннам аст . 19 Кайфари ин гуноҳи кабира замоне бузургтар мешавад, ки он ба мақсади кӯбидани шахсияти инсоне ва ё ба ғарази беобрӯ ва бадном кардани бародари муъмине гуфта мешавад. Мавлоно Абдулҳай дар Умдат - ур - риъоя дар китоби ҳудуд гӯиё барои мардуми мо навиштааст: «Агар шахсе нафареро ба ноҳақ, фақат ба мақсади таҳқир ва бадном кардан ваҳҳобӣ ва ё рофизӣ гӯяд (ва тӯҳматшуда аз рӯи ӯ шикоят ба маҳкамаи исломӣ бикунад), албатта бар шахси

35