ahmedheakl/docatlas_instruct huggingface dataset:
#### តារាង ទី ១៖ យុទ្ធសាស្ត្ និង្កម្មភាពថែរកាខ្ួនឯង

យុទ្ធសាស្ត្	្កម្មភាព
រគបៀបគេងឱ្យបានម្រេប់ម្រគន់	• ចូលគេងកុងគពលដូចគគរៀងរាល់ដែៃ • គជៀសវាងការហាត់ម្របា មុនគពលចូលគេង • គ្ែើឱ្យបនាប់គេងជាបរយកាសសៃប់សាត់ ថដលអាចគ្ែើគៅបាន • គជៀសវាងគពលគវោគមើលគអ្ម្រកង់ ឬសកមែភាពរំគញាចគផ្េងៗមុនគពលចូលគេង • គជៀសវាងជាតិកាគ អ្ុីន ឬសារធ្លតុរំគញាចគផ្េងៗគៅគពលោច • ពាយមងូតទឹកគតឧ ៗ ឬងូតទឹកផ្លឈូកពីរគាងមុនគពលចូលគេង គដើមបី ម្រេប់ ម្រេងសីតុ ភាពកុងខ្ួនរបស់អ្នកសម្រាប់ការគេង • គជៀសវាងការគេងមួយម្រសបក់គៅគពលោច • ម្របសិនគបើអ្នកមិនអាចគេងលក់ ចូរគម្រកាកគ ងគ យគ្ែើអ្ែីមួយសាត់គៅកុងបនាប់ គផ្េង គទៀត • ការគេងមួយម្រសបក់ខ្លីរយៈគពល២០នទី អាចជួយបគងាើនការម្របុ ងម្របយ័តន និងជួយ អ្ន កគ្ែើការសគម្រមចចិតាបានកានថតម្របគសើរ
ទុកគពលគវោសម្រាប់សកមែភាពរាងកាយ	• កាំ ត់គគលគៅថដលអាចសគម្រមចបាន ថដលអាម្រស័យគលើកាលៈគទសៈផ្លល់ខ្ួនរបស់ អ្ន កគលើម្របវតាិគ្ែើលាំហាត់ម្របា ពីមុន និងគលើការជាសោះគសបើយថផ្នករាងកាយគម្រកាយពី សម្រាលកូនគ យ • ខ្យល់អាកាសែែី និងពនលឺម្រពោះអាទិតយ អាចជួយជាំរុញអារមែ និងបគងាើនវតាមីនឌី • កាំ ត់គពលគវោហាត់ម្របា កុងដែៃរបស់អ្នក - ឧទ រ គដើរ រយៈគពលខ្លីគៅគពល ម្រពឹកជាមួយកូនរបស់អ្នកកុងរទោះរុញ • ការគ្ែើលាំហាត់ម្របា អាចរួមបញ្ូលសកមែភាពែនមៗ ដូចជាលាំហាត់ម្របា ដក ដគងាើម សា្ិ ឬយូ ហា • អ្ន កពាបាលគោយចលនអាចជួយកុងការវាយតដមល ការពាបាល និងពម្រងឹងលាំ ហាត់ ម្របា
ការថែរកាតម្រមូវការរបបអាហាររបស់អ្នក	• ពិសាអាហារសម្រមន់តិចតួចង្វយៗថដលានជាតិម្របូគតអ្ុីន (ដូចជាទឹកគោោះគគជូរ ឬម្រគបថផ្លគឈើ) ម្របសិនគបើអ្នកលាំបាករកគពលគវោគដើមបីគរៀបចាំអាហារកុងអ្ាំ ង គពលដែៃ • រកាទុកដបទឹកគៅថកបរអ្នក ពីគម្ររោះការខ្ែោះជាតិទឹកអាចគ្ែើឱ្យអ្នកឆ្ប់ខ្ឹង និង អ្ស់កាាំង • កាំ ត់គគលគៅថដលអាចម្រេប់ម្រេងបានសម្រាប់ម្រេួសាររបស់អ្នក គ យអ្នុញ្ហតឱ្យ ានគពលពិសាអាហារង្វយម្រសួលដូចជានាំបុ័ងសាាំងវច ឬនាំបុ័ងអាាំងោក់សុតគៅដែៃ លាំបាក
ការបគងាើតមិតាភកាិ និងភាប់ទាំនក់ ទាំនងជាមួយ អ្ន កដដទ	បណាញសងាមែែី និងថដលានម្រសាប់ អាចជួយឪពុកាយែែីានអារមែ ថាាន ទាំនក់ ទាំនងជាមួយមនុសេគពញវ័យដដទគទៀត។ សាំ មពរខ្លោះគដើមបីថែរកា និងបគងាើត បណាញ សងាម រមាន៖ • ម្រកមឪពុកាយជាគលើកដាំបូង • ម្រកមកុារតូចៗ • សកមែភាពកុងតាំបន់គោយឥតេិតដែល ដូចជាគពលនិទនគរឿងគៅបណាល័យតាម តាំបន់មូលោន • ការគម្របើម្របាស់ម្របព័នធផ្េពែផ្ាយសងាម ដូចជាការចូលរួមកុងស េមន៍គ សបុក ថដលានការគាំម្រទ។
ានចិតាលអចាំគរោះខ្ួនឯង	វាជាការសាំខានថដលម្រតូវានចិតាលអ ចាំគរោះខ្នឯង។ វាមិនអ្ីគទថដលានអារមែ តានតឹង ឬភ័យខាចគៅគពលខ្លោះ។ វាអាចានម្របគយជន៍កុងការ៖ • សរគសរកាំ ត់គ តុម្របចាំដែៃ ឬគសៀវគៅកាំ ត់គ តុ • និយយជាមួយដដេូរបស់អ្នក មិតាភកាិជិតសន ទធ ឬសាជិកម្រេួសារ ម្របសិនគបើអ្នក អាចគ្ែើបាន • សរគសរបញ្ជីវតុថដលអ្នកដឹងេុ ឬានគាទនភាពជាគរៀងរាល់ដែៃ។
គ្លៀតគពលខ្លោះគដើមបីគចញគៅគម្រត	ឪពុកាយ និងអ្នកថែទាំម្រតូវការសម្រាកពីការថែទាំពីមួយគពល គៅមួយគពល។ ការ គនោះក៏ អ្នុញ្ហតឱ្យមនុសេាក់គទៀតានគពលាក់ - ទល់នឹង - ាក់ជាមួយទរក។ ការ

Sleep and settling for early childhood factsheet 14: Self-care and support for parents and caregivers - Khmer 2
Sekolah Dasar (SD) / Madrasah Ibtidaiyah (MI)

- Mengidentifikasi peristiwa-peristiwa alam (misalnya : gempa bumi, banjir, letusan gunung api, angin topan) - Mengidentifikasi peristiwa-peristiwa alam (misalnya : gempa bumi, banjir, letusan gunung api, angin topan) dan pengaruhnya terhadap kehidupan sosial di kabupaten/ kota setempat - Mengidentifikasi pola perilaku anggota masyarakat yang dapat mempengaruhi peristiwa alam di lingkungan setempat - Membuat laporan perjalanan / wisata antar kota kecamatan dalam wilayah kabupaten/kota dan provinsi setempat
1.3.Menunjukkan jenis dan persebaran sumber daya alam serta pemanfaatan- nya untuk kegiatan ekonomi di lingkungan setempat - Mengidentifiasi jenis-jenis sumber daya alam dan kaitannya dengan kegiatan ekonomi - Menggunakan peta setempat untuk menunjukkan persebaran sumber daya alam - Menjelaskan manfaat sumber daya alam yang ada di lingkungan setempat - Menjelaskan perlunya menjaga kelestarian sumber daya alam sekitar - Menjelaskan bentuk-bentuk kegiatan ekonomi di lingkungannya - Membuat daftar tentang kegiatan pemanfaatan sumber daya alam setempat untuk kegiatan ekonomi - Menjelaskan pengaruh kondisi alam terhadap kegiatan ekonomi
1.4.Menghargai keragaman suku bangsa dan budaya setempat (kabupaten/ kota, provinsi) - Menjelaskan pengertian Bhineka tunggal Ika

Kriteria Kriteria Ketuntasan Minimum

KKM)) KKM

Il I Il I

(IPS)
- ➢ Aliporuhusiwa kwenda nyumbani, ni Mjisifu aliyemridhi kuishi naye japo Dora hakufurahia
- ➢ Mtemi aliwapita njiani
- ➢ Imani alikwenda kumtafutia Amani picha ya amu yake Yusufu iliyokuwa mle kibandani katika mkoba ule wake mweusi
- ➢ Ingawa Amani alikuwa mdhoofu, alimtuma Imani amwombee vitabu vya kusoma kwa Majisifu. Miongoni mwao kilikuwa riwaya ya Kidagaa Kimemwozea
- ➢ Alishangaa kuwa ni mswada alioundika yeye mwenyewe uliokataliwa na mhariri. Kitabu kilibeba jina la Majisifu
- ➢ Amani alimwandikia Imani barua kumwelezea hayo. Imani alipokuwa akiisoma, Dora alimwita na kuiacha juu ya meza
- ➢ Kwa bahati mbaya na Majisifu anaipata na kusoma ndiposa Imani akamkejeli kuwa hakuwa mwandishi wa Kidagaa Kimemwozea na akakiri wizi wa mswada wa Amani
- ➢ Amani anamtungia shairi la msamaha

### Mambo muhimu

- ❖ Mtemi anaendeleza udhalimu kwa wanyonge kwa kumpiga Amani na kumtaliki mkewe
- ❖ Wizi wa kitaaluma unabainika kwani Majisifu anakiri aliuiba mswada wa Amani
- ❖ Mabadiliko yanaonekana kwa Majisifu na kuanza kuwa na huruma/utu

### SURA YA KUMI

- -Kisa za pesa za kujenga hospitali.

Mtemi Nasaba Bora akiwa kwenye gari lake na mpenzi wake Lowela anampita Amani anayetoka hospitalini. Amani anapofika mbele, anawapata wawili hawa wakiwa wamesimamishwa na kuinua mikono juu kama wanaofanya mazoezi ya viungo. Gaddafi (kakake Imani) yuko tayari kuwalipua kwa risasi. Gaddafi anajuana na Amani kwa kuwa walikuwa pamoja gerezani wakati Amani alikuwa ameshikwa. Amani anaingilia kati na kumwomba Gaddafi asiwalipue, naye Gaddafi anamti Amani kwa kuwa Amani huwa mtulivu na asiyependa fujo. Baada ya Amani kuwaokoa Mtemi na Lowela, Mtemi aname gari lake, hadi nyumbani ambako Mtemi ana majuto kwani anatoa bunduki na kumpa Amani amuue kwayo. Amani anakataa na kutaka kujua ukweli kuhusu mashamba ya Mtemi. Mtemi analeta hatimiliki, zikiwa mbilimbili, moja halali na nyingine ghushi.

14
##### (Year III, Semester VI)

## SUBJECT in Public Administration SUBJECT in Public Administration NAME:

##### SUBJECT TYPE: MAJOR II (CORE) SUBJECT CODE: A280602T

Course A280602T Course A280602T Code	Subject Code:28	Course Title	Issues in Public Administration
Course Outcomes: The paper is designed to acquaint the students about the basic issues of Public Administration of today and as well as emerging issues particularly Good Governance, Consumer Protection Act, Human Rights etc. Modernize and reinvigorate the public service. Develop new approaches to public governance and engagement. Advance national interests in a changing global context. Foster social equity.
Credits - 5	Maximum Marks: 100	Minimum Marks: 33
Total No. of Lectures - Tutorials - Practical (in hours per week): 6-0-0
UNIT	TOPIC	NUMBER OF LECTURES
I	• Accountability in Public Administration: • Parliamentary Control Over Administration. • Executive Control Over Administration.	10
II	• Judicial Control over Administration. • Features of Lok Pal Bill. • Objectives of Lok Ayukta Bill. • Hurdles of Lok Pal Bill &Lok Ayukta Bill.	10
##### (Year III, Semester V)

## SUBJECT Welfare Administration SUBJECT Welfare Administration NAME:

##### SUBJECT TYPE: MAJOR II (CORE) SUBJECT CODE: A280502T

Course Course Code:	Subject Code:28	Course Title	Social Welfare Administration
Course Outcomes: The paper attempts to familiarize the students with various aspects of social welfare in India by emphasizing on policy, Programs and Administration of the weaker sections, the administrative set up and the legislations in this area.
Credits - 4	Maximum Marks: 100	Minimum Marks: 33
Total No. of Lectures - Tutorials - Practical (in hours per week): 6-0-0
UNIT	TOPIC	NUMBER OF LECTURES
I	• Social Welfare: Administration: • Concept of Welfare State.	10
II	• Concept and Significance of Social Welfare Administration. • Social Change. • Social Justice.	10
III	• Social Welfare Administration at Union level: • Ministry of Social Justice & Empowerment: - • Structure, Function &Role;	10
IV	• Department of Women: -	10
##### Human Rights and Laws

Programme / Class	Year	BA I	Semester	II
Subject	Political Science
Course Code	A060303T	Course Title	Human Rights and Laws
Course Outcome- This paper intends to arm the student with basic understanding Human Rights and national and international laws in the context of relationship between human rights and laws, and protection and promotion of human rights in Indian context.
Credits - 3	Marks: 100	Min. Passing Marks :33
Total No. of Lectures - Tutorials - Practical (in hours per week) - 2-0-0
Unit	Topic	No. of Lectures (2 hrs. each)
I	Concepts: Rights Law, Human Rights and International Concepts: Rights Law, Human Rights and International Law, International Humanitarian Law (IHL), War and Law, International Committee of the Red Cross (ICRC), Refugee law, International Human Rights Law.	5
II	UDHR Universal Declaration of Human Rights, UDHR Universal Declaration of Human Rights, International Covenants on ICCPR and ICECR ICERD CEDAW UNCRC	5
III	Indian Before Law and Equality of Indian Before Law and Equality of Constitution: Opportunity, Freedom of belief, Expression and Solidarity rights, Dissent, Cyber Crime, State& Cyber security. Fundamental Rights and Directive Principles of State Policy, Fundamental Duties.	5
IV	Act Civil Rights Act, 1955 Act Civil Rights Act, 1955 Child Rights Act 2005 Human Rights Act,1993 Anti-Terrorism Act, 1967 etc.	5
V	Implementation: Rights and Role of NGOs Implementation: Rights and Role of NGOs Tribal Laws in India and Tribal Conventions on Rights of Indigenous People Worldwide Human Rights and the Rule of Law in India. Human Rights Dimension Corruption:	5
VI	Commission of Commissions and Commission of Commissions and and Committee: Committees for the protection and Promotion of Human Rights through NHRC, NCM, NCW National Commission for SCs and STs.	5

##### Suggested Readings:

- • Khosla, Madhav, et al. 2016. The Oxford Handbook of the Indian constitution. New delhi: OUP
- • ttps://www.india.gov.in/topics/law-justice
- • Benegal, Shyam. 2014. Samvidhan. Rajya Sabha TV
- • D. D Basu Indian Costitution
Згодна са службовымі абавязкамі настаўнік распрацоўвае КТП з улікам часу, адведзенага ў вучэбнай праграме на вывучэнне асобных тэм па адпаведным вучэбным прадмеце. Дадзенае КТП зацвярджаецца кіраўніком установы адукацыі да пачатку навучальнага года. Настаўнік мае права выкарыстоўваць прыкладнае КТП па вучэбных прадметах «Беларуская мова» і «Беларуская літаратура» для V - XI класаў, рэкамендаванае НІА. Пры выкарыстанні КТП, рэкамендаванага НІА, настаўнік можа ўносіць на працягу навучальнага года ў межах вучэбных гадзін, адведзеных на вывучэнне вучэбнага прадмета, у прыкладныя КТП карэктывы ў залежнасці ад узроўню вынікаў вучэбнай дзейнасці і пазнавальных магчымасцей вучняў, іншых аб'ектыўных абставінаў. У рубрыцы «Для нататак» або на асобным лісце, які ўкладаецца ў дапаможнік для настаўнікаў устаноў агульнай сярэдняй адукацыі «Прыкладнае каляндарна - тэматычнае планаванне», настаўнік фіксуе змены, што ўносяцца ў КТП, якія ўзгадняе з кіраўніком установы . адукацыі Прыкладныя КТП для X класа размешчаны на нацыянальным https:// adu.by / Адукацыйны працэс. адукацыйным партале: 2020/2021 навучальны год / Агульная сярэдняя адукацыя / Вучэбныя прадметы. V-XI класы / Беларуская мова , Беларуская літаратура .

- 5. Асаблівасці арганізацыі адукацыйнага працэсу

Звяртаем увагу, што ў пачатку 2020/2021 навучальнага года неабходна арганізаваць паглыбленае паўтарэнне вучэбнага матэрыялу І V чвэрці 2019/2020 навучальнага года. Рэкамендацыі па арганізацыі паглыбленага паўтарэння размешчаны на нацыянальным адукацыйным https://www.adu.by/ Адукацыйны працэс. 2020/2021 навучальны партале: год / Агульная сярэдняя адукацыя / Вучэбныя прадметы. V-XI класы / Беларуская мова , Беларуская літаратура . На вучэбных занятках па беларускай літаратуры для работы з тэкстамі рэкамендуецца звяртацца да серыі кніг «Школьная бібліятэка» (спіс серыі кніг «Школьная бібліятэка» размешчаны на нацыянальным https://adu.by / Адукацыйны працэс. адукацыйным партале: 2020/2021 навучальны год / Агульная сярэдняя адукацыя / Вучэбныя прадметы. V-XI класы / Беларуская мова , Беларуская літаратура . Для арганізацыі і правядзення факультатыўных заняткаў прапануецца выкарыстоўваць вучэбныя праграмы, зацверджаныя Міністэрствам адукацыі Рэспублікі Беларусь у 2020 годзе. Вучэбныя праграмы факультатыўных заняткаў і пералік вучэбна - метадычных комплексаў для факультатыўных заняткаў размешчаны на https://adu.by / Адукацыйны нацыянальным адукацыйным партале: працэс. 2020/2021 навучальны год / Агульная сярэдняя адукацыя /
- 5. The Method of Deduction: Formal Proof of Validity: Difference between Rules of Inference and Rules of Replacement; Construction of Formal Proof of Validity by using Nineteen Rules; Proof of Invalidity by Assignment of Truth-Values.
- 6. Quantification Theory: Need for Quantification Theory, Singular Propositions; Scope of Quantifiers: Free and Bound Variables; Translating Traditional Subject Predicate Proposition into the Logical Notation of Propositional Function and Quantifiers; Quantification Rules, Formal Proof of Validity of Arguments involving Quantifiers, Proving Invalidity of Arguments involving Quantifiers, Asyllogistic Inference.
- 7. Induction: What is Induction? Induction by Simple Enumeration.
- 8. Argument by Analogy, Appraising Analogical Arguments.
- 9. Causal Connections: Cause and Effect. Meaning of 'cause'. The singularity of causes.
- 10. Mills Method: Method of Agreement, Method of Difference, Joint Method of Agreement and Difference, Method of Residue, Method of Concomitant Variations. Criticism of Mill's Methods, Vindication of Mill's Methods.
- 11. Science and Hypothesis: Explanation: Scientific and Unscientific; Evaluating Scientific Explanations. The Pattern of Scientific Investigation, Crucial Experiment and Ad hoc Hypothesis.
- 12. Probability: Alternative Conceptions of Probability; The Probability Calculus; Joint Occurrence; Alternative Occurrence; Calculating the Probability of Events.
- Suggested Readings:
- • Introduction to Logic, • Introduction to Logic, I.M. Copi &C. Cohen : (13 edn.)
- • Logic, • Logic, I.M. Copi : (vol. 5)
- • Elements of Logic, Stephen • Elements of Logic, Stephen F Barker :
- • Introduction to Symbolic Logic • Introduction to Symbolic Logic Basson &O' Connor :
- • Informal, Symbolic and Inductive • Informal, Symbolic and Inductive Chhanda Chakraborti :
- • Introduction to Logic and Scientific Method • Introduction to Logic and Scientific Method Cohen and Nagel :
- • and Inductive Logic • and Inductive Logic Kyburg H.E. (Jr.) : (Chap. 1,2,6,10,12,13)
- • Logic : Its Scope and Limits • Logic : Its Scope and Limits Richard Jeffrey :
- • Yuktivijňān • Yuktivijňān Rama Prasad Das : (Part-I to IV)
- • Yuktivijňān • Yuktivijňān Indra Kumar Roy :

####### PHIH-C-10: Psychology

Credits - 6 Full Marks- 50

- 1. Definition and Scope of Psychology; Methods of Psychology-Introspection, Observation and Experimental.
- 2. Nervous system
### 2.1.1 Maana ya Hadithi

Habwe (2010) ameeleza kuwa hadithi ni utanzu wa kubuni ambao husimuliwa kwa lugha ya kinathari kwa lengo la kuburudisha, kukuza utamaduni na hata kuhimiza umoja na ushirikiano. Mvungi (2010) kwa upande wake ameieleza hadithi simulizi kama masimulizi marefu kidogo yanayolenga kuadilisha na pia hadithi simulizi huonesha tukio la kawaida. Katika kuifafanua dhana hii mtaalamu huyu anaamini kuwa matukio yanayojitokeza ndani ya hadithi simulizi huwa ni mazuri kwa baadhi ya watu na mabaya kwa wengine. Ali (2015) ametoa maana ya hadithi akisema kuwa ni simulizi za kimapokeo zitumiazo wahusika kama wanyama, mazimwi, miti na watu kueleza na kuonya kuhusu maisha,amefafanua kwa kusema kuwa masimulizi hayo yanaweza kuwa mafupi au marefu kulingana na hadithi yenyewe, pa huweza kuadilisha, kutunza historia ya jamii na kuonesha njia kadhaa za kutatulia matatizo ambayo mwanadamu hukumbana nayo katika maisha yake ya kila siku. Hivyo kutokana na maelezo ya wataalamu hao tunadokeza ya kwamba hadithi simulizi ni masimulizi yenye mvuto wa kimaana na kimantiki\yenye wahusika wa aina mbalimbali ambao kwa kuwepo kwao maudhui kadhaa huibuka. Maudhui hayo huja kwa mnasaba wa majina ya wahusika hao, matendo yao, sifa zao, muda wao wa kuishi, na hata kauli zao zisizo za kawaida. Mara nyingi wahusika wake ni mchanganyiko baina ya wanadamu na viumbe wengine kama vile miti, wanyama, viumbe wa kubuni na viumbe wengine wasiojulikana kama majini na mashetani.
## Role of NGO'S-Bridging the gap between law and society especially for elderly person

Society is a web of relationships. In ancient days the family was one of the institutions that looked after the wealth of the entire person. There is a slow breakdown in the family system by a gradual improvement in society. Due to economic necessity, cultural change, social change, members in the family are moving from one place to another to fulfill their needs; the other factors which influenced the members for mobilization are Globalization, Industrialization and Sanskritization. Due to such societal change, there is a disintegration of the joint family system due to that they living alone some of the elderly is voluntarily neglected; abandoned. They could not fulfill their basic needs, and their basic human rights that are the right to live, are violated. The other important organization in society is a social organization that is, Non-Governmental Organization played its part in helping the needy person in the family and the destitute person, especially the older person, to fulfill their basic needs and help to get basic human rights. The NGOs gave awareness to get their rights, and on behalf of an older person to know the policies programs implemented by the government, and they give digital literacy awareness.

## JOINT FAMILY SYSTEM

Traditionally Indian family follows a joint family system compared to other countries. When Husband and wife lives under one roof is called family. In a joint family, the husband, wife and children living after the marriage son living with his parents and with his children living together are called extended family or Joint family system. Indian society is either being the patrilineal or matrilineal system. In Kerala, the husband goes and lives with the wife's parents it is matrilineal family. When the wife lives with the husband's family house, it is called the patrilineal family. In this family system, they look after each other with love and affection. In the joint family system, an older person is looked after by the other family members. An older person is the head of the family, and also to the property he is the Karta that is he is the manager of the joint family property, so they live in a protected life. When older people's health condition become worsens, the family members look after them. Most of the families depend upon agriculture, but due to an increase in the members of the joint family, they cannot fill their needs by agriculture, so they have to depend upon other sources for their survival. The children
Mtemi, alipotwaa uongozi alinyakua shamba hili pamoja na kasri baada ya kumfumbulia ufumbuzi wa kudumu kwa kuwa alikuwa tishio kwa maendeleo yake kibinafsi. Isitoshe alimfungia yusufu jela. Mwandishi anasimulia jinsi Majununi alivyisubuhuiana na mwanamke mmja kutoka Ufaransa kwa jina Michelle ambaye waliahidiana kuwa wangefunga ndoa, lakini hili halikuwa kwa sababu Majununi mwanzoni aliishi Hemani. Akamwandikia Michelle barua aje aone makao yao mapya. Alipofika Michelle alikataa katakata hata kushuka kwa ndege na kumtaarifu kuwa hawezi kuishi hemani mwituni kama maskini. Kwa kuwa alikuwa na mapenzi ya dhati akajengesha nyumba yao ya matofali yenye vyumba vine alipofika tena alidai kuwa kilikuwa kibanda. Ndiposa Majununi akajenga kasri lenye vyumba kumi na vitatu. Michelle alikuja kulikagua lakini hakuridhika nalo na ikawa hatima ya ahadi yao. Majununi alisononeka mno akaandika kauli yake ya mwisho kwa Michelle kwenye bamba la zege karibu na dohani ukumbizoni, `Your beauty is my Weakness' yaani `Urembo wako ndio udhaifu wangu'. Majununi akawalaani wanawake wote duniani na akapania kilimo cha mifugo. Mtemi Nasaba Bora aliyeishi kwenye kasri hii baada ya uhuru hakulishughulikia kwa kulinadhifisha, zaidi alishindwa kutunza mali alizoacha Mzungu kama vile tingatinga na majibwa. Nasaba Bora aliamini kuwa mtu alihitaji uchafu kiasi hata pakawepo ugumu wa kazi. Watendakazi walitimuliwa au hata kukimbia.

### SURA YA 3

- ➢ Amani na Imani wanabahatika kupata kazi ingawa ni kazi duni.
- ➢ Imani apata ujakzi kwa Mwalimu Majisifu, nduguye Mtemi Nasaba Bora.
- ➢ Amani anakuwa mchungaji na kukama ng'ombe kwa Mtemi
- ➢ Ijapokuwa waajiri wao walikuwa ndugu wa toka nitoke, hawakuwa na itifaki njema baina yao
- ➢ Tunaelewa kuwa mwalimu Majisifu alikuwa maarufu sana kote nchini kwa utunzi na uandishi wake
- ➢ Alijulikana kama mtunzi wa Utenzi wa Uhuru wa Tomoko na riwaya ya Kidagaa Kimemwozea.
- ➢ Majisifu ni mwalimu wa Lugha katika Shule ya Sekondari ya Nasaba Bora
- ➢ Mwandishi antuonyesha kuwa jina la Nasaba Bora lilitumika kila mahali; Shule ya Msingi ya Nasaba Bora, Uwanja wa Nasaba Bora na Zahanati ya Nasaba Bora

5
## TANAKALI ZA SAUTI

Ni mbinu ya kutumia miigo ya sauti mbalimbali Hutumiwa ili kusisitiza na kutia ladha katika kazi ya kifasihi.

## MIFANO

- a) Akamshika ki ki ki utemi uk 14
- b) Weupe pe uk 20
- c) Walikuwa wamechoka tikitiki uk 22
- d) Jimmy alibweka bwe-bwe-bwe uk 24
- e) Siri za moyo wake zilikuwa zimefungwa ki ki ki uk 55
- f) Anaboboja manenobo bo bo uk 87 (Matuko Yeye)
- g) Kitoto kilichoachwa mlangoni pa Amani kililia ng'a! ng'a ng'a! uk 34

## TABAINI

Ni mbinu ya kusisitiza inayotumia maneno yanayokanushwa Mbinu hii hutumiwa kusisitiza jambo.

## MIFANO

- a) Si Tusker, si Vodka, si Pilsner, si Kilimanjaro si Castle- uk 29
- b) Hakuwa na shamba, au mke, mwana wala binti
- c) Si hekalu, si kanisa, si msikiti, si mimbari, si miharabu uk 27
- d) Si familia, si mbari, si koo, si makabila, si makundi ya mataifa uk 156
- e) Si watoto, si wakubwa,si utiriri huo wa watu uliofurika uwanjani uk 157

## NIDAA

Ni mbinu ya kuonyesha hisia hasa kwa kutumia alama ya hisia Umuhimu -matumizi ya mbinu hii huonyesha hisia za wahusika.

## Mifano

- - Jamani eeh! Nguo zenu zaliwa na Ng'ombe! Uk 7

59