ahmedheakl/docatlas_instruct huggingface dataset:
## Aguisín 4 - Nósanna Imeachta maidir le Corp a sheoladh abhaile as Éirinn

Nuair a fhaigheann duine as tír eile bás in Éirinn tá nósmhaireachtaí áirithe nach mór a leanúint sula bhféadfar an corp a sheoladh as Éirinn lena adhlacadh nó lena chréamadh in áit eile. Tugtar an t-eolas seo a leanas chun an próiseas ginearálta agus na rialacha a mhíniú.

Is féidir le hadhlacóir in Éirinn cabhrú leis na nósmhaireachtaí agus na socruithe riachtanacha a dhéanamh le haghaidh corp a sheoladh abhaile. Tá cúnamh ar fáil freisin ón ambasáid ábhartha a dhéanann ionadaíocht ar thír an duine in Éirinn. D'fhéadfadh sé go mbeadh adhlacóir as tír an mhic léinn in ann socrú a dhéanamh chun corp a thabhairt abhaile chomh maith.

Bíonn sé an- chostasach corp a aistriú ó thír go tír agus b'fhéidir gur mhaith leis an teaghlach smaoineamh ar an gcorp a chréamadh in Éirinn agus an luaithreach a sheoladh chuig tír an duine nach maireann.

### An bás a thuairisciú

Nuair a tharlaíonn bás tobann, mínádúrtha nó foréigneach, tá oibleagáid dhlíthiúil ann an bás a thuairisciú don chróinéir. Is é an cróinéir don cheantar inar tharla an bás an cróinéir cuí. Is féidir teacht ar shonraí teagmhála ar:

Féadfar an bás a thuairisciú do dhuine den Gharda Síochána, ag céim sáirsint, nó os a chionn, a thabharfaidh fógra don chróinéir/a chuirfidh an cróinéir ar an eolas.

Beidh an cróinéir freagrach as an gcorp a aistriú chuig marbhlann agus as scrúdú leighis (iarbháis) a dhéanamh chun cúis an bháis a chinneadh. Cuideoidh an Garda Síochána leis an gcróinéir chun go n-aithneoidh duine den teaghlach nó gaol an corp go foirmiúil.

Sa chás go bhfaigheann duine bás ó thinneas nádúrtha nó ó ghalar a raibh dochtúir ag tabhairt cóireála don duine laistigh de mhí roimh an mbás, ní gá fógra a thabhairt don chróinéir. Sa chás sin, eiseoidh an dochtúir an deimhniú leighis ar chúis an bháis (Foirm Fógra Báis).

### An Bás a Chlárú

Nuair a fhaigheann duine bás in Éirinn caithfear an bás a chlárú a luaithe is féidir. Sa chás go n-eisíonn an dochtúir an Fhoirm Fógra Báis, is féidir an bás a chlárú ansin agus is féidir deimhniú báis a fháil ón gCláraitheoir áitiúil breitheanna, póstaí agus básanna. Cláraítear bás go huathoibríoch i gcás ina ndéantar scrúdú iarbháis ar iarratas ón gcróinéir, ach is dóigh go mbeidh moill ann deimhniú báis a fháil.

### An corp a ullmhú le seoladh abhaile

Is féidir leis an adhlacóir in Éirinn an corp a bhalsamú agus a ullmhú le seoladh abhaile. Má rinneadh scrúdú iarbháis, is féidir leis an adhlacóir an corp a fháil ón gcróinéir ionas gur féidir é a ullmhú. Is gá an corp a aithint go foirmiúil.
cha sita kikakatwa pia kubakia kichwa kimoja tu cha saba likakimbia nacho baada ya kugundua kuwa Kijuzi kadhamiria kumuua kweli. Yule nyoka alikuwa na pete mkiani kwake, akaitoa ile pete akampa yule mtoto na akamwambia aihifadhi na ajitahidi kuificha wala asije akamwambia mtu yeyote kuwa pete ya nyoka anayo yeye kisha likamwambia Kijuzi akimalize kichwa kilichobakia na hapo ukawa mwaisho wa maisha yake

- 7. CHAUPELE

Hapo zamani za kale alikuwepo bibi na watoto wake wawili, Chaupele na dada yake, Mize. Alitokea mchumba aliyetaka kumuoa dada wa Chaupele, Chaupele alimwambia dada yake asikubali mume huyo amuoe. Dada wa Chaupele akamwambia ndugu yake kuwa kwa vile ameshapata riziki ya mchumba sasa anataka kutia maneno ili ndoa yake ifisidike na kusisitiza kuwa licha ya fitina zake kwamba ataolewa tena ni mume huyohuyo. Dada yake Chaupele ilipofika siku aliolewa, baada ya kuolewa Chaupele alimwambia dada yake kuwa huko unakokwenda kukaa na yeye angependa aende, dada yake akakubali wakaondoka pamoja.kwa bahati mbaya yule dada yake alikuwa ameolewa na zimwi. Baada ya kufika nyumbani kwake, Mize alikuwa akishamaliza kupika chakula humpa ndugu yake aende kumpelekea shemegi yake.Chaupele akimuwekea shemegi yake chakula husikia baadhi ya maneno kuwa nimle Mize au Chaupele, kisha anaichukua sahani mzimamzima anaitia mdomoni, inatoka mzimamzima kwa nyuma ikiwa haina hata chembe ya chakula, huyafanya hayo akidhani haonekani au hasikilikana, kumbe Chaupele aliyafahamu yote yaliyotendeka.
５．経営陣の略歴 組織図

役職	氏名	年齢	略歴	持株数
代表取締役	○○○	○○才	出身地、学歴、職歴、就任年月、資格	○○株
取締役	○○○	○○才	出身地、学歴、職歴、就任年月、資格	○○株
取締役	○○○	○○才	出身地、学歴、職歴、就任年月、資格	○○株
取締役	○○○	○○才	出身地、学歴、職歴、就任年月、資格	○○株
監査役	○○○	○○才	出身地、学歴、職歴、就任年月、資格	○○株
執行役員	○○○	○○才	出身地、学歴、職歴、就任年月、資格	○○株
執行役員	○○○	○○才	出身地、学歴、職歴、就任年月、資格	○○株

6

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営利目的での無断転載は一切禁止します。
kupandishwa madaraja na kulipwa stahiki zao. Ninafahamu kuwa hii ni suala mtambuka, na pamoja na kuipongeza Menejimenti kwa kufuatilia, nasisitiza umuhimu wa kuwa na kanzidata ya watumishi iliyo hai wakati wote, na kuwa taarifa zinawasilishwa kunakohusika kwa wakati.

- a. (e) Ushiriki na usaidizi kwenye masuala ya Kijamii yanayowahusu watumishi pia ni muhimu. Tuendelee kushirikiana na kusaidiana. Mfano; Idara ya Utawala na Rasilimali Watu kufuatilia na kuwa na taarifa kuhusu watumishi ambao ni wagonjwa, kuwajulia hali. Idara zote kusaidiana wakati wa changamoto za kijamii, mfano misiba, kiafya. Masuala haya huonekana ya kawaida sana, lakini huongeza morale kwa watumishi.

Kwa Taasisi zilizo chini ya Wizara Taasisi zilizo chini ya Wizara , natambua kazi mnazofanya na mchango mnaoutoa katika utekelezaji wa majukumu ya Wizara, na hivyo kuchangia katika maendeleo ya nchi yetu. Nimepanga kuzitembelea taasisi zetu, kwa maana ya Chuo cha Diplomasia (CFR), Kituo cha Mikutano cha Kimataifa cha Arusha (AICC), na Mpango wa Hiari wa Afrika wa Kujitathimini katika Masuala ya Demokrasia na Utawala Bora (APRM) ili niweze kuongea na Bodi, Menejimenti, na Watumishi, na kuweka mikakati ya pamoja na kusonga mbele. Kama Wizara tuendelee kushirikiana na Taasisi zetu.

Ndugu Viongozi na Watumishi, Viongozi na Watumishi, masuala niliyoyasisitiza hapa, iwe ya kisera, kimkakati yanagusa watumishi au viongozi, yazingatiwe hapa Wizarani, yazingatiwe na katika Balozi zetu, na katika Taasisi zilizo chini ya Wizara. Utatu huu ndio unaijenga Wizara yetu, sote kwa pamoja tukizingatia haya na mengine mengi, tutaweza kutekeleza majukumu yetu kwa ufanisi wa hali ya juu, na kuondoa dhana ya kukumbushwa mara kwa mara kutekeleza wajibu wetu.

Ni imani yangu pia, Wajumbe wa Menejimenti, watawashirikisha watumishi wote katika masuala yanayowahusu,
141

- 4. What would you say about the problem of HIV/AIDS infection in your community?
- 5. What is the main cause of HIV/AIDS in your community?
- 6. What is the most vulnerable groups in contracting HIVS/IDS ?
- 7. Which strategies are most used to fight HIV/AIDS in your community?
- 8. Are the strategies adequately to fight for HIVS/AIDS in your community?
- 9. What is your opinion

### ENVIRONMENTAL ASSESSMENTS

- 1. What do you understand the word environment?
- 2. Environmental degradation/ destruction
- 3. Are there any actions undertaken to address the most important issues relating to environmental degradation in your village / area?
- 4. What actions are under taken to reduce environmental degradation?
- 5. How environmental degradation have affect community
the courses that the University offers. This information is analyzed in the local, regional and national context to explore its relevance utility for the students for their career counseling and placement needs. The cell organizes seminars and guidance workshops for informing students about the emerging professional trends and events, job profiles, leadership roles, entrepreneurship, market needs and risks. Training is also imparted through workshops related to communication skills, personality development, resume writings, confidence building, preparing for interview etc. Eminent industrialists, HR personnels and eminent persons in different fields are invited for delivering lectures wherein they help students in getting the latest market requirements and trends in the job market. Efforts are also made to help the students to develop healthy outlook and positive attitude. The Cell is housed on the second floor of Students' Activity Centre. The University has established a ' Guidance and Counseling Cell - A Centre for Positive Health' in the Department of Psychology for the University Facutly and with the objective to provide Health Care, Moral Boosting and Promotional Services. The Cell also provides Educational and Vocational guidance. In addition, to catering to the psychological needs of the students, the Centre provides personal and career counseling to them. Boosting harmonious relationship and developing effective communication skills at the campus are the primary objectives of the cell.

########## The University provides financial assistance to the meritorious and needy students in the form of Scholarships, Stipends, Prizes, etc. as under:

Scholarships
University Merit Scholarship
University Research Scholarship
Haryana State Merit Scholarship
L.P.S. Scholarship & L.P.S. Bossard Scholarship
Lion Joseph McLoughlin Scholarship
Sh. Bimal Prashad Jain Memorial Scholarship
Dr. Rajesh Malhotra Memorial Scholarship and Medals
Dr.Sarojini Devi Memorial Scholarship
Dr. P.P. Singh Memorial Scholarship
Ch.Badlu Ram Scholarship
Sh. K.C. Shastri M. Charitable Trust Scholarship
Mr. Devesh Mehra Memorial Scholarship
Sita Ram Jindal Foundation Gold Medals
Sh. Prem Avtar Sharma Memorial Scholarship
Sh. R.K. Deswal Memorial Scholarship
Sh. Lachmandas Garg Gold Medals
Stipends
Post Matric Scholarship/ Stipends for the students of SC/BC categories	Stipends awarded by the District Soldiers, Sailors and Airmen's Boards
Post Graduate Stipends	General Stipends
Prizes
Acharya Ram Dev Prize for First Position holder in M.A. (History)
Students' Aid Fund
The Directorate of Students' Welfare provides financial assistance to the poor and deserving students out of the Students' Aid Fund, Dr. Radhakrishnan Fund, etc. in the form of lump-sum grants.

########## Governance

Competent leadership at different levels of the University with a well-defined system support and organizational structure enhanced the academic and administrative
- მოთხოვნილ იქნეს არა მხოლოდ ავთვისებიანი სიმსივნის პირველადი კერის , არამედ მისი მეტასტაზების ჰისტომორფოლოგიურად დადგენა .
- 8. მართალია , არ გამოვრიცხავთ ნორმის ისეთი წაკითხვის შესაძლებლობას , როგორც ეს მოცემულია საკონსტიტუციო სასამართლოს განჩინებაში , თუმცა წარმოდგენილი მტკიცებულებების და სასამართლო პროცესში მონაწილე პირთა განმარტებებიც მიუთითებს სადავო ნორმის არაერთგვაროვანი ინტერპრეტაციის და გამოყენების პრაქტიკაზე . შესაბამისად , მიგვაჩნია , რომ განჩინებაში მითითებულიგანმარტებაარისსადავონორმისერთ - ერთიდაარაერთადერთიგზა .
- 9. სადავო ნორმის თანახმად , სასჯელის მოხდისაგან გათავისუფლების საფუძველს წარმოადგენს (1) ნებისმიერი ლოკალიზაციის ავთვისებიანი სიმსივნისა და (2) IV კლინიკური ჯგუფით განსაზღვრული კატეგორიის არსებობა , (3) დადასტურებული ჰისტომორფოლოგიური გამოკვლევებით . ნორმა არ შეიცავს მკაფიო მითითებას სამართალშემფარდებლისადმი , რომ ჰისტომორფოლოგიური გამოკვლევებით უნდა დადასტურდეს მხოლოდ ავთვისებიანი სიმსივნის პირველადი კერის არსებობა და არ გამორიცხავს ავთვისებიანი სიმსივნის მეტასტაზების ვერიფიკაციისათვის ჰისტომორფოლოგიური გამოკვლევების სავალდებულობას . მით უმეტეს , რომ ექსპერტთა განმარტებით , სადავო ნორმაში მითითებული 'ავთვისებიანი სიმსივნე' ყურადღებას ამახვილებს სიმსივნის სახეზე [ ავთვისებიანი / კეთილთვისებიანი სიმსივნე ], რაც მოიცავს როგორც სიმსივნის ძირითად კერას , ასევე ავთვისებიან მეტასტაზს რომელიც ასევე მიეკუთვნება სიმსივნეს .
- 10. მოსარჩელის მიმართ ნორმის ასეთი შინაარსით გამოყენება დასტურდება საქმეზე წარმოდგენილი მტკიცებულებებითაც . მაგალითად , საქართველოს სასჯელაღსრულებისა და პრობაციის სამინისტროს 2015 წლის 3 დეკემბრის წერილის [# MOC 1 15 01070608] თანახმად , სამედიცინო დეპარტამენტმა მიზანშეწონილად მიიჩნია მოსარჩელის ჯანმრთელობის მდგომარეობის და დაავადების სიმძიმის განსაზღვრის მიზნით სასამართლო - სამედიცინო ექსპერტიზის ჩატარება , რაც წერილის თანახმად სხვა საკითხებთან ერთად მოიცავს მათ შორის იმის განსაზღვრის საჭიროებასაც - თუ მოსარჩელე 'დაავადებულია ავთვისებიანი სიმსივნით IV კლინიკურიჯგუფითგანსაზღვრულიკატეგორია [C00- C97, D00-D09] შეიძლება თუ არა აღნიშნულის დადასტურება ჰისტომორფოლოგიური გამოკვლევით ? დადებითი პასუხის შემთხვევაში , დიაგნოზის დადასტურება ზემოაღნიშნული გამოკვლევით.' შესაბამისად , მოპასუხე მეტასტაზური დაზიანების ვერიფიცირებისათვის სწორედ ჰისტომორფოლოგიურ გამოკვლევას მიიჩნევს საჭიროდ და აღნიშნული კვლევის ჩატარების შესაძლებლობის შემთხვევაში სწორედ ამ კვლევის ჩატარებას ითხოვს .
- 11. ერთობლივი მუდმივმოქმედი კომისიის 2015 წლის 6 ოქტომბრის სხდომის #13 ოქმის თანახმად , კომისიის სხდომაზე მოწვეული ექსპერტის

3
(2014) amesema njia hii (mahojiano) hutumika kukusanya data na huwasilishwa kwa njia ya mdomo au kwa njia ya ana kwa ana baina ya mtafiti na mtafitiwa. Mtafiti alitumia mahojiano ya siri na ya wazi katika ukusanyaji wake wa data. Tuliazimia kutumia njia hii ili kutoa nafasi kwa watu wazima kusimulia kile walichokijua juu ya hadithi simulizi na wakati huo huo tukiondosha uwezekano wa kuwakosa kwani wengi wao wana majukumu mengi na wengine si weledi wa uandishi. Mbinu hii iliweza kuziba pengo la watafitiwa ambao hawakujua kusoma wala kuandika na wakati huohuo njia hii imetoa fursa kwa mtafiti kuuliza maswali asiyoyaelewa na kupata ufafanuzi hapo hapo. Mtafiti pia aliweza kufahamu vyema mahali wakati na tarehe ya mahojiano na watafitiwa wake kwa kuwa aliweza kuonana nao ana kwa ana.

### 3.6 Mbinu ya Uchanganuzi wa Data

Kwa mujibu wa Kothari (2014) amesema kuwa mkabala wa kimaelezo hutoa fursa kwa mtafiti kuziainisha data zake katika makundi tofauti kulingana na mada yake na kisha kuzipa namba kwa namna ambayo huwa rahisi kwake kufanya uchambuzi wa data zake Huu ni utafiti wa kimaelezo hivyo ilimpasa mtafiti kupitia kwa umakini . wa hali ya juu kazi kadhaa za hadithi simulizi na kisha kuonesha uwepo wa uhalisia mazingaombwe na baada ya hapo kubainisha namna ambavyo vipengele vya hadithi hizo vilivyohusika na uibukaji wa maudhui.

### 3.7 Vifaa vya Utafiti

Maelezo ya Kothari (2014) yanasomeka kuwa vifaa vya utafiti ni vyombo ambavyo mtafiti huvitumia katika ukusanyaji na uchambuzi wake wa data. Kwa msingi huo vifaa ambavyo vimetumika kufanikisha utafiti huu ni pamoja na hivi vifuatavyo;
Sr. No	Name of the Program	Minimum Duration (Years)	Intake	Mode of admission	Eligibility
11.FACULTY OF ENGINEERING AND TECHNOLOGY
I. University Institute of Engineering & Technology
a.	M.Tech. (Comp.Science & Engg.)	2	24	Admissions shall be made by the University. First on the basis of valid GATE Score Merit. If GATE Score candidates are not available then merit of marks in the qualifying examinations shall be considered for . admission	B.E./B.Tech. or equivalent degree in Computer Science & Engineering /Computer Engineering / Information Technology/Electronics & Communication Engineering / Electronics Engineering / Electrical & Electronics Engineering/ Electronics & Instrumentation Engineering / Electrical Engineering or Master of Computer Applications (MCA) or M.Sc. (Computer Science/IT/Software) or M.Sc. (Maths.) or M.Sc. (Physics) with at least 50% (47.50% marks for SC/ST candidates of Haryana only) marks in aggregate alongwith valid GATE score in Computer Science & Engineering /IT.
b.	M.Tech. (Software Engineering)	2	18	-do-	-do-
c.	M.Tech. (Electronics & Communication Engineering)	2	18	-do-	i) First preference in the order: B.E./B.Tech. or equivalentdegree in Electronics & Communication Engineering/Electronics & Telecom Engineering /Electronics Engineering with 50% (47.50% marks for SC/ST candidates of Haryana only) marks in aggregate alongwith valid GATE score. ii) Second preference in the order: (a) B.E./B.Tech. orequivalent degree in Electrical & Electronics Engineering/Applied Electronics & Instrumentation Engineering/Electronics Instrumentation & Control Engineering/ Electrical Engineering/ Instrumentation & Control Engineering /Instrumentation Engineering /Control Engineering with 50% marks in aggregate; (b) Biomedical Engineering /Mechatronics with 50% marks in aggregate alongwith valid GATE score. iii) Third preference in the order: (a) M.Sc. (Electronics) with 50% marks in aggregate; (b) M.Sc (Physics with specialization in Electronics) with 50% marks in aggregate with valid GATE score in Electronics & Comm. Engineering / Electronics Engineering.
d.	M.Tech. ( Manufacturing & Automation)	2	18	-do-	B.E./B.Tech. or equivalent degree in Mechanical Engineering/ Production Engineering/ Thermal Power Engineering/ Automobile Engineering./ Robotics Engineering/ CAD/ Mechatronics/ Aeronautical Engineering/ Industrial Engineering with 50% (47.50% marks for SC/ST candidates of Haryana only) in aggregate alongwith valid GATE score.
Mbinu hii pia huitwa kiona mbele. Mifano:

- i) Jimmy kumnga'ta DJ ni tukio lililobainishwa awali kabisa na lilitukia miaka miwili baadaye uk 8
- ii) Kifo cha mtoto Uhuru I kilimfanya mwandishi kututajia ndoa ya Amani na Imani na kumpata Uhuru II uk 63
- iii) Tamaa ya mali ya Mtemi Nasaba Bora, na matendo yake maovu yanamfanya msimulizi kututajia kuwa yataishia kuwa chanzo cha matatizo yake baadaye uk 13 na uk 153
- iv) DJ aliwasihi Amani na Imani kutomsahau pindi wapatapo heri alipokuwa amewasaidia kupata ajira. Uk 10 'Lakini one day muwapo wadosi msinisahau mwenzenu DJ'. Jambo hili linathibitika DJ anapopewa shamba eka 20.
- v) Zuhura kuwa na gauni anapokutana na Amani; tena baadaye inadhihirika akiwa na vazi lilo hilo anapopatwa na Mtemi Nasaba Bora. Uk
- vi) Zuhura kumfananisha kitoto kile kichanga na mtu anayemjua baadaye inadhihirika kitoto hicho ni cha Mtemi Nasaba Bora na Lowela
- vii) Mtemi kuwazia kifo chake na kisha kinatokea pale anapojitia kitanzi.

## Taharuki

Mbinu ya uandishi ambayo humtia hamu msomaji au mhusika ya kutaka sana kujua tukio litakalofuata. Mbinu hii humsaidia msanii kusukuma kazi yake upeoni. Mbinu hii humfanya mlengwa kuendelea kusoma,kusikiza au kutazama. Riwaya ya Kidagaa Kimemwozea imesheheni taharuki. Mifano:

- a) Anwani ya riwaya inatuacha na maswali mengi. Kidagaa kimeoza vipi wakati sote tunajua si rahisi kidagaa kuoza. Je, kimemwozea nani? Na vipi kimwozea au kuwaozea.
- b) Wahusika wamepewa majina ya kimajazi. Kwa nini waitwe hivyo? Kwa mfano Majisifu Majimarefu, DJ, Amani, Imani, Majununi, Madhubuti Chwechwe Makweche( Horsepower) nk
- c) Hadithi inapoanza masimulizi yanatutia taharuki mara moja. Wahusika wawili kando ya Mto Kiberenge, wanafanya nini?
- d) Vijana hawa wameanza safari ya kutingisha kibiriti ili waone kama ndani kuna njiti.
- e) Imani amekunywa maji ambayo ni mwiko kuyanwa,kutatokea nini?

74
- 1. Mtahiniwa asipozingatia sura ya insha aondolewe maki 4 (nne) baada ya kutuzwa (4 sura).
- 2. Insha isiyotosheleza idadi ya maneno ataondolwea maki 2 (mbili) badala ya kutuzwa (2U).

##### SARUFI

Sahihisha kwa makini sana ukionyesha makosa yote yanayotokea. Makosa ya sarufi huwa katika:

- 1. Kuakifisha vibaya; mifano, vikomo, vituo, alama ya kuuliza n.k.
- 2. Kutumia herufi ndogo au kubwa mahali si pake.
- 3. Matumizi mabaya ya ngeli na viambishi, nyakati, vihusiano, muundo mbaya wa sentensi na mnyambuliko wa vitenzi na majina.
- 4. Kuacha au kuongeza neno katika sentensi kwa mfano, kwa kwa.
- 5. Matumizi ya herufi kubwa.

Tazama: Matumizi ya herufi kubwa.

- (a) Mwanzo wa sentensi.
- (b) Majina ya pekee.
- (c) Majina ya mahali, miji, nchi n.k.
- (d) Siku za juma, miezi n.k.
- (e) Mashirika, masomo, vitaub n.k.
- (f) Makabila, lugha n.k.
- (g) Jina la Mungu.
- (h) Majina ya kutambulisha k.m. majina ya mbwa,

###### Kiswahili Karatasi ya kwanza

##### MAKOSA YA HIJAI/TAHAJIA

Haya ni makosa ya maendelezo. Sahihisha huku ukiyaonyesha yanapotokea. Makosa ya tahajia huwa katika:

- 1. Kutenganisha neno kama vile 'aliyekuwa.'
- 2. Kuunganisha maneno kama vile 'kwasababu.'
- 3. Kukata silabi vibaya kama vile 'ngan - o.'
- 4. Kuandika herufi isiyofaa katika neno kama 'mahari ' badala ya 'mahali.'
- 5. Kuacha herufi katika neno kama 'aliekuja' badala ya 'aliyekuja'.
- 6. Kuongeza herufi isiyofaa katika neno kama piya badala ya pia..
- 7. Kuacha alama inayotarajiwa kuwepo katika herufi.
- 8. Kutoandika kistari cha kuunganisha neno ufikiapo pambazo au mwisho au kuandika mahali si pake.
- 9. Kuacha ritifaa au kuiweka pasipofaa, ng'ombe, ng'ombe, ng'ombe.
- 10. Kuandika maneno kwa kifupi km. v.v.

##### MTINDO

Mambo yatakayovunguzwa:

- 1. Mpangilio wa kazi kiaya.
- 2. Utiririko wa mawazo.
- 3. Hati nzuri inayosomeka kwa urahisi.
- 4. Namna anavyotumia methali, misemo, tamathali za usemi na mengineyo.
- 5. Unadhifu wa kazi.
- 6. Kuandika herufi vizuri, k.m Jj Pp Uu n.k.
- 7. Sura ya Insha.

##### MSAMIATI

Jumla ya maneno yaliyotumiwa kuafikiana na mada au kichwa kilichopendekezwa. MAUDHUI NA MSAMIATI Baada ya kusoma mtungo utafikiria maudhui na msamiati uliomo kwa jumla.

10
- ✓ Atakayetunga zaidi ya kisa kimoja amepungukiwa kimtindo na kiwango chake kisizidi C

## SWALI LA NNE

Hii ni insha ya mdokezo ambapo lazima mtahiniwa akamilishe kwa kifungu cha meneno aliyopewa. Kisa chaweza kuafiki hali zifuatazo

- ✓ Mhusika (yeye) alimkosea Marina, jambo hili likasababisha Marina kuwa matatani hatimaye yeye akajuta kwa kosa hilo.
- ✓ Marina alitaka msaada wake, yeye hakumpa, Marina akupata kwingine na akafaulu maishani.Jambo hili linamletea majuto.
- ✓ Yawezekana Marina alitaka amsaidie lakini yeye akakataa, jambo hili linamfanya apate matatizo mengi na akajuta kwa nini hakuuchukua msaada wa Marina.
- ✓ Hali nyingine zozote zinazoweza kumletea mhusika majuto zitathminiwe.

#### TANBIHI

- ✓ Kisa lazima kimhusishe Marina na mtahiniwa-asipowahisisha, ana shida ya kimtindo.
- ✓ Lazima katika kisa aonyeshe hali itakayomsababishia majuto.
- ✓ Kisa lazima kimalizikie kwa kifungu cha maneno aliyopewa-asipomalizia au ayaweke mahali si pake achukuliwe kuwa na upungufu wa kimtindo.
- ✓ Akiongezea maneno baada ya kifungu alichopewa achukuliwe kuwa na upungufu wa kimtindo.
- ✓ Mtahini asome insha za watahiniwa kwa makini kisha awatuze alama kulingana na mwongozo wa kudumu ulio hapa chini.
Le para de iste duo libros presenta un convolute (duo libros insimul) como le manual de inseniamento. Le methodo previe monstrate usa le Microsoft Translator. Como le alternativa on pote usar Google Translate. Assi es possibile traducer iste libro in qualcunque lingua (offerite per GT), insimul con original formato in MS Word. Usa https://www.onlinedoctranslator.com/en/translationform (Powered by Google Translate). Naturalmente iste 'traductiones' non es usabile, ma illes pote servir como un adjuta p ro crear le correcte traduction. Le traduction final debe facer per le editor qui es native in le lingua national. Le fin
na baada ya hapo kuungana na farasi kukimbia kupitia mlango wa nyuma huku farasi akipaa angani na yeye akiwa juu ya farasi huyo. Hivyo tukio hili ni ishara ya mafanikio na namna yanavyopatikana ambapo suala la mashirikiano, maelewano na matumizi ya njia sahihi katika kuyakabili mambo ni jambo la msingi. Uajabu wa muhusika Muhamedi umejiri tena baada ya kuweza kubadilika kimaumbile toka hali yake ya ujana wenye mvuto hadi kuwa mzee ambaye haikuwa jambo rahisi kuweza kupendwa na yeyote. Mabadiliko hayo ya kimaumbile yalizuka paleMuhamedi alipomuomba muhusika mwenzake (farasi) kumbadilisha kutoka hali yake ya ujana na kuwa babu kizee na kweli Muhamedi alibadilika kuwa babu kizee. Katika hadithi, inaonekana kuwa hali ya uzee ilikuwa inazuka na kutoweka, kwa mfano wakati akiwa katika maisha ya upweke anakuwa kizee lakini anapokwenda kwenye mapambano hurudi kuwa kijana kama kawaida. Suala hili la mabadiliko ya kimaumbile toka hali moja hadi nyingine linaashiria namna ambavyo silka, tabia na misimamo ya watu huweza kubadilika kulingana na mazingira na changamoto zake. Muhamedi ni kiwakilishi muhimu cha watu wenye uwezo wa ziada wanaoweza kufanya mambo ambayo yanawashinda watu wengi. Kwa mawazo ya kiutafiti yatokanayo na nadharia ya uhalisia mazingaombwe kupitia muhimili wake unaoyaelezea matukio ya kiajabu yaonekane ya kawaida pia huwa na hali ya kushangaza na kuogofya, imetoa data kwa mtafiti zilizomsaidia kugundua kuwa binadamu ana uwezo wa kutenda kuliko ilivyozoeleka. Pia kupitia tukio la Muhamedi kuongea na mnyama ambaye hana uwezo wa kuzungumza ni ishara ya kutanuka kwa teknelojia ya mawasiliano ya habari kwani katika maisha ya sasa upo uwezekano kwa watu kuzungumza na viumbe wasio wanadamu na wakafahamiana.