ahmedheakl/docatlas_instruct huggingface dataset:
hawalazimishi mtu huyu' 'mtu aliye mnyonge mwenye hawalazimishi mtu huyu' 'mtu aliye mnyonge mwenye kufanya hivyo. asema Bwana roho iliyopondeka atetemekaye asikiapo neno langu' (Isaya 66:2)

Katika enzi hii ambapo Biblia iliyochapwa inapatikana katika wingi wa lugha ndicho chanzo cha pekee cha ufunuo kuhusu akili na mapenzi ya Mungu usomaji wa maombi wa kila siku wa neno lake ndio njia pekee ambayo wanadamu wanaweza kusikia sauti yake. Thawabu nyingi zinazotokana na hadhira kama hiyo ya kawaida na Mungu zinzhitaji uzoefu ili kuaminiwa. Lakini kuna mifano ya kutosha katika maandiko kufanya hivyo kuwa na thamani ya kujaribu sisi wenyewe. (Ona Yoshua 18 na Zaburi 1 :3- 3)

### ' K ugeuza Roho'

Mungu ameliweka neno lake duniani ili lizae matunda kwa utukufu wa jina lake (Isaya 55:10-11), nah ii inafanikiwa kwa wanaume na wanawake kujifunza mawazo na njia zake na kuitikia. Kwahiyo malengo ya Biblia ni kwanza kuwajulisha na kuwarekebisha wanadamu. Hichi ndicho anachomainisha mtunga zaburi anaposema;

##### 'sharia ya Bwana ni kamilifu huiburudisha nafsi ushuhuda wa bwana ni hakika humpa mjinga hekima' (Zaburi 19:7)

Uongofu kutoka kwa njia za asili za Dhambi za wanadamu hadi njia za haki za kiroho za Mungu, ni hatua ya kwanza muhimu katika njia ya wokovu kama Yesu mwenyewe alivyosema.

##### 'Msipoongoka na kuwa kama watoto wadogo hamtaingia katika ufalme wa mbinguni' (Mathayo 18:3).

Kazi yote ya neno la Mungu ni kurudisha mioyo ya wanadamu kwa Mungu. mchakato huo unapoanza 'kuzaliwa kwa mara ya pili si nkwea mtu anaweza kusemwa katika maneno ya mtume Petro kuwa mbegu iharibikayo bali kwa ile isiyoharibika, kwa neno la mungu lenye uzima, lidumulo hata milele ' (1 Petro 1:23).

### Neno lenye nguvu

Itakuwa kosa kudhani kwamba neno la Mungu kwa namna Fulani limepoteza uwezo wake wa ukoimbozi kwa kupunguzwa kwa uchapishaji na kwamba ni muhimu kwa roho mtakatifu kufunua maana yake moja kwa moja kwetu kabla ya kuelewa Biblia. Kama vile mwandishi mwingine alivyosema vizuri 'Biblia kimsingi ina mantiki lakini kwa sababu ya uandishi wake wa kimungu ina silika yenye nguvu isiyo na kitabu na sehemu nyingine zote zina faida'. Mtazamo huu unathibitishwa 'maandiko matakatifu yaweza kukuhekimisha hata na taarifa muhimu ya Paulo kwa Timotheo kwamba upate wokovu' 'wanaweza' kuwa (Timotheo 3:15). kwa maana maneno yanaweza kutafsiriwa kama ' na nguvu ' .

Biblia humfunulia msomaji anayeuliza 'ujuzi wa M ungu' na ukweli uliomo ndani yake wakati nguvu za Mungu roho mwingine huitwa ' ' au ' ' kwasababu ilikuja kwa njia ya roho mtakatifu na yenyewe inaweza kuhuisha kile kilichokua kimekufa (ona Yohana 6:63; Waefeso 6:17; 2 Petro 1:3; Yohana 5:7 R.V). Ingawa sasa tunatakiwa kusimama katika huduma ya kibinafsi ya moja kwa moja ya 'kwa Mungu na kwa mitume kama Paulo, bado tunasifiwa na wazee wa Efeso kama walivyosifiwa.
• Role of Judiciary in Policy Making.
V	• Constraints in Policy Formulation. • Problems in Execution. • Process of Policy Evaluation. • Steps of Policy Evaluation.	10
VI	• Sectoral Policies in India: • Education Policy • Health Policy Environment •	10
This is an elective course open for all.

gested Readings: iller, A., The Nature of Politics, Gerald Duckworth, London, 1962. apru, R.K. Public Policy, Sterling Publishers, New Delhi. (Latest Edition) Dayal, Ishwar, Kuldeep Mathur et.al., Dynamics of Formulating Policy in Government of India, Machinery for licy Development, Delhi, Concept Publication House, 1976. hari, Rajni, Politics and People, New Delhi, Ajanta, 1989.
ested Continuous Internal Evaluation Methods (25 Marks): • Seminar/Assignment on any topic of the above syllabus. • Test with multiple choice questions / short and long answer questions. • Research Orientation of the student. • Quiz
ested equivalent online courses: OU &Other centrally/state operated Universities / MOOCplatforms such as 'SWAYAM' in India and Abroad.
########## GUIDELINES FOR RESERVATION:

1. The reservation of seats is as per the Reservation Policy of Haryana Govt. and is subject to change/amendment made by the State Govt. from time to time. 2. Candidates belonging to SC/ST are required to submit a certificate from the competent authority as per Appendix-C. The list of Scheduled Castes notified by the Haryana Government, is available at Appendix-K. 3. Candidates belonging to Backward Classes are required to submit a certificate from the competent authority as per Appendix-D. The list of Backward Classes in Haryana notified by the Haryana Government, is available at Appendix-I. Circular no. 1170-SW(1)-95 dated 7.6.95 of the Haryana Govt. for excluding Socially Advanced Persons/Sections (Creamy Layer) from Backward Classes may be referred to at Appendix-J . 4 The children or Grand Children (Maternal & Paternal) of Freedom Fighters are required to submit a certificate from the competent authority as per Appendix-E. 5 Only those candidates who have permanent disability of not less than 40% (being otherwise fit for admission to the course) will be considered for admission as Physically Handicapped. They will submit a certificate from the competent authority as per Appendix-H. Disability Certificate shall, however, be subject to verification by a Medical Board to be constituted by the University. The decision of Medical Board in this regard shall be final. 6 Children or Wards of Military Personnel (including personnel of Para-Military Forces killed in Action or Permanently Disabled in Action and Boarded Out from the Services or Ex-Servicemen and their wards will be considered for reservation. They will submit a certificate as per Appendix-F . The following categories of personnel of Territorial Army are included in the definition of Ex-Servicemen in terms of the State Govt. letter No. 12/18/2006-GS-II dated 8-01-2008: i) Pension holders for continuous embodied service; ii) Persons with disability attributable to military service; iii) Gallantry Award Winners; and iv) Such recruits boarded out/released on medical grounds and granted medical/disability pension. 7 A candidate who applies for a reserved category or for both reserved and general categories will be considered first in general category. In case, he is not selected in general category, he will be considered for reserved category. The Scheduled Castes/Backward Classes candidates who get selected /admitted in Educational/Professional/Technical Institutions and Universities in open competition on the basis of their own merit, will not be counted against the quota reserved for scheduled caste/ backward classes, rather they will be treated as open competition candidates. However, such candidates shall fulfill condition of eligibility regarding age etc. as are meant for general category candidates (Memo
## 254. AGANO LILILIFANYIKA KATIKA SHAMBA LA EDENI

Ahadi ya muhimu zaidi katika Biblia ni moja ile ya kwanza, kwa kuwa ndiyo yenye njia ambayo Mungu ameteua ya kuondoa kwa dhambi, sababu kuu ya matatizo yote ya wanadamu. Maagano mengine alifanya na Ibrahimu na Daudi kuhusu nchi ya ahadi na kiti cha enzi cha Mungu juu ya Israeli, lakini bila ya ushindi wa dhambi na madhara yake, wangeweza kwenda bila kujua. Lengo letu katika somo hili ni kuchunguza ahadi ya mkombozi ambaye atashinda dhambi na kufungua lango la maisha.

## Mwanzo 3 MADHARA YA DHAMBI YA ADAMU

Lengo na hatima ya mungu kwa ajili ya mtu inaonyeswa katika Mwanzo 1: 26 - kwamba yeye lazima afikie 'mamlaka' juu ya nchi. Lakini hatima yake inategemea juu ya utii wake kwa sheria ya Mungu (2 17). Hivyo kama Adamu na Hawa walifuata kile Mungu alifundisha, yote yangeenda vizuri. Katika somo letu la mwisho tunazingatia vile Hawa alijaribiwa na nyoka na jinsi Adamu vivyo hivyo alishiriki kula tunda ambalo Hawa alimpa. Mungu akaeka Sheria yake; kifo kikakuwa adhabu kwa dhambi na hii ilihusisha Adamu na Hawa pamoja na vizazi vyao. Katika Warumi 5:12, Paulo anagusia jinsi dhambi ya Adamu ilivyoathiri wanadamu kwa ujumal: "Kwa hiyo, kwa njia ya binadamu mmoja dhambi iliingia ulimwenguni, na kwa dhambi hiyo mauti; na hivyo mauti kupita kwa wanadamu wote, kwa hivyo sote tuna dhambi zote(RV). Kumbuka kwamba Paulo anasema kwamba "kwa njia ya mtu mmoja" mambo manne yalitokea. nayo yalikuwa: - 1. Dhambi iliingia ulimwenguni: Wakati Adamu alitenda dhambi, dhambi kama kanuni ya hatua ya binadamu ikatokea. Kutoka hapo, Dhambi ikatawala kama mfalme juu ya binadamu (Rum 6:12). 2. Na kifo kupitia kwa dhambi : Kifo ilikuwa adhabu iliyowekwa na Mungu pale dhambi ilikuwa kawaida (Mwanzo 3:17-19; 15:21-22 linganisha 1 Kor; " kwa binadamu kifo kikaja duniani.".). 3. Kwa hivyo mauti yakawa kwa watu wote: wazao wa Adamu waliridhi mwili wake ambao ni wa kufa. Hivyo sote tuko chini ya kifo na rushwa. Nini ilikuwa adhabu kwa Adamu, ikawa sheria ya maumbile ya wengine wote. 4. Kwa sababu sote tumefanya dhambi: wazao wa Adamu walirithi si kifo tu lakini asili ya kutenda dhambi (Yer. 17:9, Mk 7:21-23.). Hii asili ya dhambi ina mvuto sana kwamba binadamu lazima atende dhambi. Kwa sababu hii Paulo akasema kupitia dhambi ya Adamu, wanadamu wote wametenda dhambi (taz. Rum 3:23.). Pia, kwa sababu watu lazima watende dhambi, ni haki Mungu kuwafanya wote kuwa chini ya kifo. Kwa sababu ya kosa la Adamu, wanadamu kwa ujumla wako katika mzunguko wa dhambi na mauti. Ni kwa njia ya kazi ya Kristo binadamu anaweza kujiokoa kutoka kwa mzunguko huu. Ni kwa kazi hii ambayo ilitabiriwa na Mungu katika adhabu yake kwa nyoka katika shamba la Edeni. AHADI YA UKOMBOZI YA UKOMBOZI (Mwanzo 3:15). Wakati Mungu alimwadhibu nyoka, Alimlaani kuliko wanyama mwingine wote. Nyoka aishi maisha yake yote juu ya tumbo lake akitambaa kwenya mavumbi (v.14). Lakini kitu zaidi kiliongezewa, na ikawa agano kubwa la edini kati ya Mungu na binadamu - "Mimi (Mungu) nitaweka uadui kati yako
### 4.3.2 Wimbo wa Mnara

Wimbo huo uliimbwa na mtoto wa kambo ndani ya hadithi ya ' Mama wa Kambo ' , mtoto huyu ndiye aliyeitupa mifupa baharini baada ya ng'ombe aliyeachiwa na mama yake kuchinjwa kwa hila za mama wa kambo na kutokana na mkasa huo, mtoto wa kambo alip ewa maagizo na mama yake kwamba atakapo chinjwa ng'ombe huyo asije akala chochote toka kwa ng'ombe huyo bali aokote mifupa yote na kuitupa baharini ambapo ndipo sehemu palipokuja kuota mnara huo. Katika hali isiyo ya kawaida nyimbo hiyo ilisikika pia iliitikiwa na mnara la ajabu zaidi ni pale mnara uliposogea kidogo kidogo hadi kwa mtoto aliyeimba wimbo huo na kisha kumbeba ili aishi ndani ya mnara huo. Kitendo hicho cha mnara kuja kumbeba mtoto wa kambo mbele ya umati wa watu waliofika baharini hapo kuja kushuhudiamaajabu yaliyotokea kililkuwa na maajabu makubwa kwa sababu watoto waliokuja kuimba walikuwa wengi sana na hakuna hata mmoja aliyefanikiwa kuuleta mnara nchi kavu ispokuwa mtoto wa kambo. wimbo huo inaimbwa hivi: Mnara wa baba na mama njoo pwani njoo x 2 Mnara wa baba na mama njoo pwani njoo x 2 ( : utafiti, 2021). Chanzo Kupitia nadharia ya uhalisia mazingaombwekatika muhimili wake unaoyaeleza matukio ya kiajabuajabu kiasi kwamba yaonekane ya kawaida tuligundua kuwa wimbo huu kama ulivyoimbwa katika hali ya ajabu umeibua maudhui ya ajabu pia. Ingawaje suala hili limejitokeza kimazingaombwe lakini data hii ilitupa muongozo wa kuona uwezekano wa haya kutokea kwa sababu tukio hili huwa ni kama la kawaida, hivyo linaakisi dhana nzima ya kupiga vita uonevu na udhalilishaji hasa kwa watoto. Maandiko ya Muthoni (2014) yameonesha kuwa hali hii ya
санге ва ё оташе аз осмон биёр ва ҳалокамон гардон, то он ҳақ ва ҳақиқатро набинем. Дар охир мо низ пазируфтан ва напазируфтани ин ҳақиқати дурахшон ва ин суннати паёмбари инсу ҷонро ба эмону инсоф ва ақлу виҷдони шумо хонандагони арҷманд ҳавола мекунем. Шумо азизон, ихтиёри том ва комил доред дар мутобиат кардан ва пазируфтани ақволи яке аз ин ду тоифа шахсиятҳои мазкура: Тоифаи аввал, касоне ки қоил ба ишораи саббоба ҳастанд:

- 1. Соҳиби шариъат, яъне Паёмбари Акрам (с).
- 2. Шогирдон ва шогирдони шогирдони соҳиби шариъат, яъне асҳоби Паёмбар ва тобеъини ишон (разияллоҳу анҳум).
- 3. Соҳибони чаҳор мазҳаби аҳли суннат. Яъне имоми Аъзам, имом Шофеъӣ, Молик ва имом Аҳмад (р).
- 4. Соҳибон ва поягузорони мазҳаби ҳанафӣ. Яъне имоми Аъзам, имом Муҳаммад ва Абуюсуф (р).

151
Viongozi hutumia nguvu. hutumia nguvu. Majoka anadai wafadhili wa wapinzani lazima wavunje kambi zao Sagamoyo, kuwa Sagamoyo yajiweza. Anapanga kumkomesha Tunu dhidi ya kuongoza maandamano kutumia nguvu zake kiutawala. Kenga anamshauri Majoka atangaze maandamano ni haramu kwa mutumia nguvu kisha maafisa wa polisi watumie nguvu zaidi.

Ulaghai. Majoka anapanga kuongoza mishahara ya waalimu na wauguzi kwa aslimia kidogo kisha apandishe kodi.

Kudhibiti vyombo vya dora. vyombo vya dora. Majoka anapanga kufunga vituo vya runinga sagamoyo ili abakie na vichache anavyotaka vya kutangaza habari anazotaka.

Wavamizi. Majoka anatumia wavamizi, Tunu anaumizwa mfupa wa muundi, Siti ana majeraha kutokana na uvamizi.

Ulinzi mkali. mkali. Majoka na watu wake wana ulinzi mkali. Kenga ana walinzi, Majoka analindwa na maafisa wa polisi. Tunu na watu wake nanafurushwa wanapojaribu kukaribia soko la Chapakazi.

Kufuta kazi wasiomuunga. kazi wasiomuunga. Majoka anamfuta kazi kingi kwa kutomtii kupiga watu risasi sokoni Chapakazi.

#### MATAKWA YA WANASAGAMOYO.

- • ambalo ni tegemeo lao linafungwa. Waataka soko lao lifunguliwe na • ambalo ni tegemeo lao linafungwa. Waataka soko lao lifunguliwe na kujengwa upya pia lisafishwe.
- • usalama, askari wanatumiwa kuwatawanya na kuwatishia. Wanaishi • usalama, askari wanatumiwa kuwatawanya na kuwatishia. Wanaishi kwa hofu.
- • uhuru wa kutangamano kwani viongozi wao wahahofia maanamano. • uhuru wa kutangamano kwani viongozi wao wahahofia maanamano.
- • zao zimekiukwa. Mauaji yanapangwa kwa njama za kuwaangamiza. • zao zimekiukwa. Mauaji yanapangwa kwa njama za kuwaangamiza.
- • kujengewa hospitali, barabara na vyoo.Waletewe nguvu za umeme. • kujengewa hospitali, barabara na vyoo.Waletewe nguvu za umeme.
- • wapate elimu Sagamoyo na ajira kwa vijana. • wapate elimu Sagamoyo na ajira kwa vijana.
- • wana njaa • wana njaa
- • na wauguzi Sagamoyo wana mishahara duni. • na wauguzi Sagamoyo wana mishahara duni.

23
45

with HIV/AIDS and how to create income - generating activities through agricultural. This was done by providing proper education on HIV/AIDS and income generating activities. In addition, provision of life skills education helped to empower Peer Educations to recognize themselves and to delivery key messages to the community. The project benefited Tandala community in two ways. Firstly from income generated from agricultural and secondly in HIV/AIDS information provided by the trained members of the group thus making community members aware of the situation.

### 2.3 Stakeholders

The primary stakeholders were the selected youth. However, the project drew the attention of the other stakeholders with different roles, concerns and expectations towards the problem. These included the local government authorities like Ward Executive Office (WEO) and sub Wards leaders; development partners and Tandala community.

### 2.3.1 Selected Youth

Twenty youth were randomly selected from four villages with the intention of acquiring knowledge on HIV/AIDS and skills on income generating activities. The youth major concern was to see that the community is getting knowledge on HIV/AIDS so as to prevent further infections. After going through a series of training sessions, the youth major role was to impact the knowledge they have acquired to their fellow within their respective villages. Other roles were to reach the community and deliver key information on HIV/AIDS through drama, meetings, home and
15.	Comprehensive Maintenance Charges (CMC) maximum 5% per annum for 8 years on Ex- works cost after warranty (quote in %only).
16.	Add : GST on CMC charges (quote in %only)
17.	Total cost of equipment for Ten years (excluding customs duty in case of foreign currency) i.e. Equipment cost with 2 years warranty and CMC maximum 5% per annum for 8 years on Ex-works cost after warranty.
18.	Total cost of equipment for Ten years (including statutory duties such as taxes in case of INR ) i.e. Equipment cost with 2 years warranty and CMC maximum 5% per annum for 8 years on Ex-works cost after warranty.
19.	Total cost of equipment to be taken for arriving at the final price (after converting the currency to INR) (Not to be filled by tenderer)
20.	Turnkey price (if any)
21.	Add : GST on turnkey
22.	Optional Items: i) ii) iii) iv)

I certify that the above information is correct & true to the best of my knowledge and belief. In case any information is legal suppressed, and /or found false and incorrect, the under signatory will be personally responsible for the consequences, and that the tender is liable to be rejected summarily without assigning any reason.

### Signature

### Date: Name of authorized person for bidder with seal

## Details Required to Raise Purchase Order
## (Page-3)

15. Price quoted should be met F.O.R. Door delivery in any place of Tripura. 16. No insurance charge is admissible and successful Tenderer will be responsible for any damage and loss in transit on way to destination. 17. Any default or breach of contract and non-execution of supply order shall lead to forfeiture of earnest money/security deposit of the successful Tenderer beside to such action as may be considered appropriate by the Director of Family Welfare & P.M., Government of Tripura, Agartala including black listing / delisting the Tenderer for the future purpose. 18. If any item supplied is found to be not of Standard quality, the not of standard quality supplied should be taken back and replaced by fresh stock at own cost of supplier irrespective of whether any part consumed or not.

19. The Director of Family Welfare & P.M., Government of Tripura, Agartala reserves the right to accept or reject any tender without assigning any reason thereof and Tender may be accepted or rejected in part or in whole.

20. In case of legal dispute the jurisdiction will be the Tripura High Court, Agartala.

21. The Director of Family Welfare & P.M., Government of Tripura, Agartala reserves the right to unilaterally terminate the contract or cancel the acceptance of the rate and firm at any time without notice before expiry of the period for which rate is now invited. nd 22. Extension of rate for supply may be considered for 2 year to the approved supplier on the basis of satisfactory performance and execution of supply order in time and in terms of quality.

Sd./16-7-2015 Director of Family Welfare & P.M Government of Tripura, Agartala.

Enclosed:-

- 1. Annexure-A (specification of the item).
- 2. Annexure-B (declaration by the Bidder to be submitted in Technical Bid).
- 3. Annexure-C (list of documents should be submitted in technical Bid).

Sd./16-7-2015 Director of Family Welfare & P.M Government of Tripura, Agartala.
Námsflokkar	Hæfniviðmið/markmið	Kennsluhættir	Námsmat
Umhverfi, samfélag, saga og menning.	Að nemandinn geti borið virðingu fyrir sjálfum sér og öðrum, umhyggju og sáttfýsi. Geti gert sér grein fyrir gildi umhverfis og náttúru og mikilvægi góðrar umgengni. Nemandi þarf að geta áttað sig á mikilvægi fjölskyldunnar og fjölbreytni fjölskyldugerða í samfélagi manna og tengslum við náttúru og trú. Að nemandinn kynnist skólabyggingunni, skólalóðinni og nánasta umhverfi skólans og geti varast hættur á heimili sínu og nágrenni. Þekki nokkrar þjóðsögur úr heimabyggð og geti sagt frá þeim. Þekki nokkrar mikilvægar stofnanir í samfélaginu.	Bein kennsla, umræður, vettvangsferðir, þjóðsögur.	Símat
Sjálfsmynd: Hæfni nemanda til að átta sig á sjálfum sér og öðrum.	Að nemandinn geti áttað sig á og lýst ýmsum tilfinningum, svo sem gleði, sorg og reiði. Geri sér grein fyrir þörf sinni á næringu, hvíld, hreyfingu, hreinlæti og sterkum hliðum. Skilji mun á jákvæðum og neikvæðum áreitum er hafa áhrif á líf hans og að við eigum jafnan rétt í samfélaginu. Geti sett sig í spor annarra.	Bækur, myndbönd, umræður, spurt og spjallað.	Virkni og þátttaka.
Samskipti: Hæfni nemanda til að mynda og þróa tengsl við aðra.	Að nemandinn geti tekið þátt í samstarfi og samræðu í jafningjahópi og sýnt tillit og virðingu í samskiptum og samvinnu og hlustað á ólíkar skoðanir. Geti áttað sig á að fólk býr við ólík fjölskylduform, hefur ólíkan bakgrunn og bera virðingu fyrir ólíkum lífsviðhorfum og lífsháttum. Geti sýnt tillitssem og umhyggju í leik og starfi og virt reglur, bæði skráðar og óskráðar.	Leikir, lesið spurt og spjallað, dæmisögur.	Þátttaka og virkni. Símat.
પત્રક-૧)અ( આઇ.સી.એ.આર : સ્ટેટશેર (૭૫:૨૫) )જુ મહેકમની વવગત દશાચવતું પત્રક લાઈ ૨૦૨૦ - ૨૧ ની સ્સ્થવતએ( દશાચવતુ યુ.જી.સી. પગાર િોરણ મહેકમની વવગત પત્રક

કર્ેરી	:
યોજનાનું નામ	:
બજેટ સદર )ડીડીઓ નંબર સાથે(	:

અ. નું	મુંજર જગ્યાનું કરેલ મુંજર જગ્યાનું કરેલ	પગાર ધોરણ Level Matrix પગાર ધોરણ Level Matrix Pay (	કલ કલ	ભરેલી ભરેલી	ખાલી જગ્યા(કઇ ખાલી જગ્યા(કઇ	કમચચારીનુંનામ	મૂળ - જલાઇ પગાર+ મૂળ - જલાઇ પગાર+	મોંધવારી મોંધવારી	અન્દ્ય અન્દ્ય	રજા ( રાહત પ્રવાસ રજા ( રાહત પ્રવાસ	તબીબી M. ( ખચચ તબીબી M. ( ખચચ	તબીબી ( ભથ્ તબીબી ( ભથ્	બોનસ	રજાનું રોકડમાું રજાનું રોકડમાું	ઘરભાડા ઘરભાડા	સ્થાવનક સીએલએ/ટ્રાયબલ) વળતર સ્થાવનક સીએલએ/ટ્રાયબલ) વળતર (	દેશ પ્રવાસ દેશ પ્રવાસ	કલ કલ માટેનો માસ ૧ કલ કલ માટેનો માસ ૧	૧૨ પગાર મહહના કલ ૧૨ માટેનો x ૨૧ નું. માસ (કોલમ ૧૨ પગાર મહહના કલ ૧૨ માટેનો x ૨૧ નું. માસ (કોલમ
૧	૨	૩	૪	૫	૬	૭	૮	૯	૧૦	૧૧	૧૨	૧૩	૧૪	૧૫	૧૬	૧૭	૧૮	૧૯	૨૦

કલ...

જગ્યાની વવગત	ભરેલી	ખાલી	કલ
ય.જી.સી. પગારધોરણની જ્ગગ્યાની સુંખ્યા
ખાલી જગ્યાઓ અંગેની સ્પષ્ટતા/કારણો જણાવવા

ઉપાડ અને ચુકવણા અવિકારીની સહી	ક્ર્ેરીના વડાની સહી
- g) Ni kiongozi mwenye utambuzi na aliyetabasuri kuliko wazungu wote wakiwekwa pamoja uk 68
- h) Ben Bella kumwahidi Mashaka kuwa angemngoja hata miaka 1000 ili amwoe uk 80
- i) Aidha ilisemekana kuwa Mtemi Nasaba Bora aliteuliwa na Mungu mwenyewe-Balozi.

## KEJELI

Ni kudharau kwa kutumia lugha yenye mzaha. Hii hutumiwa kueleza mawazo mazito kwa njia nyepesi

## MIFANO

- 1) Michelle akilalamikia vyumba kumi na vitatu na madirisha makubwa kama milango na sakafu yenye rangi nyekundu
- 2) Mazungumizo ya Matuko Weye na askari 'We Mzee umetuchosha na wazimu wako' 'Hata nyie ndio mmenichosha na wazimu wenu…' uk 86
- 3) Na kama hamjui kulala hiki kitoto mmekizaaje? Uk 77
- 4) Matuko Weye anaikejeli seli na kuiita ikulu uk 84
- 5) Dora anamkejili majisifu kwa kumwuliza ikiwa angeweza kutoa mihadhara ya chuo kikuu uk 51
- 6) Kwani tumeoana au umemmoa uk 51 nilioa mke au mume mwenzangu jamani - Majisifu uk 51
- 7) Majisifu anakikejeli Kiswahili kwa kudai kuwa lugha hiyo itengewe wachina, wayahudi na wajerumani. Pia anawasifu viongozi madikteta kama Idi Amin na Jean Bokasa
- 8) Analikejeli bara la Afrika kuwa limepiga hatua kimaendelo baada ya uhuru uk 123
- 9) Kimemwozea? 9) Kimemwozea? Je, ni wewe uliandika riwaya ya uk 125
- 10) Mtemi Nasaba Bora kumwita mkewe jamvi la kila mtu kulalia

## KINAYA

Ni kinyume cha matarajio - maana huwa kinyume cha yanyosemwa Mbinu hii hutumiwa kupunguza ukali wa lugha au kuficha maana kwa wasiolengwa. Pia hutumiwa kujeli au kuonyesha ujinga wa mhusika.

## MIFANO

65
######## Kiambatanisho cha 6: Ramani ya Eneo la Asili ya Lugha ya Kiswahili Sanifu Afrika Mashariki

######## Chanzo: Ramani ya Afrika, 2020 Kifunguzi . : Eneo la Asili ya Kiswahili