theophilusowiti/AfriQuAD huggingface dataset:
UHUSIANO WA KIMAPENZI MIONGONI MWA VIJANA NI CHANZO CHA UOZO KATIKA JAMII Vijana wengi katika jamii wanajihusisha katika mapenzi ya mapema. Mapenzi ya mapema ina uozo unaoibuka katika jamii. Vijana wanapojiunga katika uhusiano wa kimapenzi wanaweza pitia Katika changamoto na pia upotofu wa kimaadili. Mapenzi hii ndio Chanzo cha uozo katika jamii. Mapenzi hii inaweza kupelekea kwa Mimba za mapema. Vijana wanaweza kujihusisha katika tendo la kimapenzi na kupata mimba. Mimba hizi ama ujauzito wa vijana huelekea kupata watoto mapema na hivyo kupata watoto kabla ya kujipanga.  Itawabidii waweze kutafuta kazi ili waweze kukidhi familia. Vijana hawa wanapokosa kazi inawabidi kushiriki katika vitendo vya wizi na ujambazi ndiposa waikidhi familia. Mapenzi hii ya mapema inaweza kusababisha magonjwa mbali mbali kama vile Ukimwi, kisonono, kaswende na mengine mengi. Magonjwa haya yanaweza athiri wagonjwa hao vibaya sana. Magonjwa yataleta vifo katika vijana na hivyo upungufu katika wa idadi ya wananchi. Magonjwa haya  pia yanaweza fanya mtu awe na shida katika uzazi. Pia mapenzi haya yataleta utengano baina ya Walioana. Sababu wapenzi hawa watakuwa na hali ya kuchoshwa na hali hiyo ya ndoa. Wanapo tengana wanaweza elekea njia tofauti kufanya wengine kupitia katika hali ya ugumu katika maisha. Hasa wakati ambapo kuna watoto na pia kukosa kutimiza mahitaji ya watoto. Vijana hawa wanapo jihusisha na tendo la ndoa wanaweza kupata mimba na kama hawako tayari wanaweza sababisha au Shiriki katika tendo la kuavya mimba na huo ni uozo katika jamii. Ama wakati mtoto anapozaliwa anaweza kutupwa katika taka au katika choo sababu ya malezi au majukumu ya Watoto hao. Visa vingi vimeshuhudiwa katika jamii kuhusu maswala haya. Watoto hawa wanapozaliwa na hakuna pesa inasababisha watu kuuwa au kuangamiza vitoto hivi vidogo. Na hiyo inawezesha mauaji. Pia watu wanaopendana na mojawapo kugundua kuwa ana mpango wa kando mwingine na mojawapo anapogundua hali hii inasababisha watu kuuwana na kupoteza maisha yao katika jamii . Mapenzi inaweza sababisha upotofu wa maadili katika jamii yetu ambapo watu hushiriki katika tendo la ngono wakiwa wangali bado vijana wadogo. Vijana wanaanza kutowaheshimu wazazi na wakuu wao katika jamii na hivo huleta uozo katika jamii. Vijana hawa pia wanaweza kuwa wavivu katika kazi zao. Mapenzi hii inawafanya watoto au vijana kuwacha  shule wakiwa wangali bado wanasoma Vijana hawa wakiwacha masomo yao  wanakosa kupata elimu yao ya kujiendeleza kimaisha. Pia wanapoacha Shule wanaanza kujihusisha na anasa za dunia. Wengi wao huanza kutumia dawa za kulevya. Dawa hizi zinaweza wafanya vijana hawa kujihusisha katika matendo ya kuiba na hata ukosefu wa maadili na kazi. Mapenzi hii inaweza kuwafanya vijana wa kiume kushiriki Katika unajisi wa wasichana wanaponyima wavulana hawa tendo la ndoa. Na hivyo huo ni uozo Katika jamii na watu wenyewe kukosa Kujikimu kimaisha. Pia unajisi wa wasichana unaweza wafanya kupata magonjwa tofauti tofauti. Mapenzi haya ndio chanzo cha uozo katika jamii. Iwapo vijana watawacha kushiriki katika mapenzi haya basi jamii inaweza kuendelea vizuri bila shida yoyote.

Question: Kiki ekiviirako abafumbo okwawukana?
Answer: mapenzi
Michael Phelps gba ipò tó yẹ fún ìdíje ìparí ìdíje ìpele 200m tí wọ́n fi ṣe ìpele òmìnira ní Sunday, ó sì wá rí i pé wọ́n ti fi òun kún ẹ̀ka àwọn ará Amẹ́ríkà fún ìdíje ìpele 400m tí wọ́n fi ṣe ìpele òmìnira ní ìparí ìpele náà. Àwọn oludije Phelps, Ian Thorpe àti Pieter van den Hoogenband àti ẹlẹgbẹ́ wọn Klete Keller yára ju ọmọ ọdún méjìlá lọ nínú ìpele ìpele ìpele 200m tí wọ́n fi ṣe ìpele ìpele òmìnira...

Question: Olee ndị na-egwu mmiri na-agba ọsọ karịa Michael Phelps na 200 free preliminaries?
Answer: Ian Thorpe àti Pieter van den Hoogenband àti ẹlẹgbẹ́ wọn Klete Keller
L'Asie est le continent le plus peuplé et le plus densément peuplé. L'Asie compte 4,6 milliards d'habitants en 2019, soit plus de la moitié de la population mondiale (environ 60 %). Environ 2 milliards d'entre eux ont moins de 20 ans. La population est toutefois très inégalement répartie : aux déserts humains de l'ouest et du nord de l'Asie s'opposent les grands foyers de peuplement de l'Asie du Sud et de l'est.

Question: Tó tɛ mɛ gbɛtɔ́ susu ɖé ?
Answer: Asie
Bemba: Pali Cibelushi Akasuba cali ni cungulo. Bonse bali mu menshi. "Betty, Mercy na Larry, fumeni muye mu kwangala! Nshilefwaya imwe kuno", e fyo banyina baebele abana. "Twende ku mumana. Kuli umwela uwingi". E fyo ba Larry bayaswike. "Bamayo balituleseshe ukulaya mu mumana", e fyo ba Betty bayaswike. "Tulateya fye mupepi na menshi", e fyo Larry alandile. Ilyo bafikile, bafumishe insapato shabo. Balemona kwati na lyo line baleya mu kwangala. Balifuule ifya kufwala. Lelo bacili baleumfwa ukuti baleya mu kwangala.

Question: Ubani owayala ezinye izingane ukuba ziye edolobheni?
Answer: Larry
Mazingira ni vitu vilivyo tuzunguka kana vile nyumba, miti na zinginezo.Mazingira inafaa kuwa safi, tunafaa kutunza mazingira yetu kwa kufagia, kuosha na kufyeka.

Mazingira pia hupea watu magonjwa, kuna vile homa ya matumbo, na kipindupindu. Maji yaliosimama pahali pamoja pia huleta mbu. Uchafu wa nyumba huleta chawa na viroboto. Kwa hivyo tunafaa kuzingatia maswala ya usafi ili tuweze kuepuka magonjwa kama hayo. 

Homa ya matumbo huletwa na kuyakunywa maji kabla ya kuchemsha ili iweze kua wadudu walio humo ndani ambao huwaoni. Kipindupindu pia huletwa na maji chafu , kuyakunywa na kuyaguza.

Tunaweza kutoa maji hayo yaliosimama ili kuzuia kichocho, kipindupindu, homa ya matumbo na mbu pia. Mbu huleta magonjwa mengine kama vile malaria. Mazingira chafu pia huleta mbungo na mbungo huleta malale.

Sisi wenyewe ni mazingira yetu, tunatakiwa tuwe safi ili tusipate magonjwa, chawa, na pia tusinuke. 

Nyumbani kwetu, tunafaa kuosha, na kufagia ili kujiepusha na adhari za uchafu wa mazingira. 

Kwanza wakati huu wa korona, tunafaa kuvaa barakoa na kunawa mikono na sabuni kila dakika tukienda mbali na kujipima joto ili tujitunze na tutunze mazingira yetu.



Question: Mbung'o huleta maradhi gani
Answer: Malale
ï»¿Mkeka wa Akai  

Akai alipokuwa mdogo,  mamake alikuwa na  mazoea ya kumlaza  kwenye mkeka maridadi.  Mkeka huo ulitengezwa na  shangaziye Akai kwa  majani ya mtende.  
Mkeka wa Akai ulikuwa na  rangi za waridi, bluu na  kijani kibichi.  Ulikuwa tofauti na mikeka  mingine aliyokuwa nayo  mamake.  
Makazi ya kina Akai  yalikuwa katika sehemu  kavu, iliyojaa mawe na  yenye joto.  Kulikuwa na nge, buibui  na nyoka pia.  Akai hakuwahi kuumwa  na viumbe hao hatari.  
"Huu mkeka wako wa  kipekee hukukinga na  hatari." Mamake  alimwambia.  
Akai alikuwa mtoto  mwerevu.  Alijua mahali kilipokuwa  kisima cha karibu.  
Vile vile alijua mahali  ilipokuwa manyatta ya  nyanyake.  Mara kwa mara alienda  kwa nyanyake kunywa  maziwa ya ngamia.  
Siku moja, Akai aliondoka  nyumbani kwenda kwa  nyanyake.  Alipotelea milimani,  akaogopa.  
Aliamua kuketi chini ya mti  wa edome kusubiri  usaidizi.  Muda mfupi baadaye,  alilala akaota ndoto.  
Ndotoni, Akai alikuwa  amelala kwenye mkeka  wake kipekee. Bi kizee  aliyefanana na nyanyake  alikuwa akimchunga.  Bi kizee huyo alitabasamu  na kumpa maziwa. Akai  alipounyoosha mkono  wake kuyapokea, aliamka.  
Akai aliyafungua macho  yake pole pole.  Alitazama juu akamwona  ndege mdogo wa rangi ya  bluu kwenye tawi.  
Akai aliposimama, yule  ndege alipapatisha  mbawa zake kisha  akamwongoza.  Akai alimfuata.  
Akai alifika mahali penye  njia panda.  Yule ndege akakitupa  kipande cha mkeka  kilichofanana na ule wake.  
Akai alikichukua kipande  hicho akakitazama kwa  makini.  Aliziona nyayo  alizozifahamu kuwa za  mamake.  Baadaye, alikiona kisima  walikochota maji.  
Akai hatimaye alifika  nyumbani. Watu wote wa  familia yake waliimba na  kucheza kumkaribisha  nyumbani.  Walimchinjia mbuzi,  wakachoma nyama na  kusherehekea kurudi  salama kwa mtoto wao.  
Akai aliukalia mkeka wake  wa kipekee akila kipande  kikubwa cha nyama.  Akai alifurahi sana.  

You are free to download, copy, translate or adapt this story and use the illustrations as long as you attribute in the following way:  Mkeka wa Akai  Author - Ursula Nafula  Translation - Brigid Simiyu  Illustration - Catherine Groenewald  Language - Kiswahili  Level - First paragraphs  Â© African Storybook Initiative 2014  Creative Commons: Attribution 4.0  Source www.africanstorybook.org 

Question: Nani alikuwa mtoto mwerevu
Answer: Akai
Olaiguenani Kitok openy neishoriki funding nene nchere eata modern grazing systems nchere mbeũ oo nkishu itakeĩe kũmotha e dry season kulo nyaka ka-2026 te kauntĩ mar Narok. Jopur duto openy neitashe dukuya e ranch management nchere eitubulu omwando mueshikhulio.

Question: Gin funding nene mane Olaiguenani Kitok openy neishoriki nchere eata modern grazing systems?
Answer: funding nene
Fisi ne Kima ntam akasakasa Bere bi a atwam no, na Fisi ne Kima wɔ akasakasa. Wɔkɔɔ ɔtemmufo bi hɔ sɛ ɔmmoa wɔn mma wonsiesie asɛm no. Bere a ɔtemmufo no tiee wɔn asɛm no, ehu kaa no. Osusuwii sɛ, "Sɛ midi fɔ a, Fisi bedi m'afieboa so. Sɛ midi fɔ a, ɔbɛdi m'afudepɛ nyinaa! Mɛyɛ dɛn?" Ɔtemmufo no dwinnwen asɛm no ho na ɔkae sɛ, "Ɛyɛ den ma me sɛ mɛsi asɛm yi ho gyinae. Momfa nkɔma akuraa no mpanyimfo". Fisi ne Kima kɔɔ akuraa no mpanyimfo nkyɛn. Ɔkaa akuraa no mpanyimfo ho asɛm kyerɛɛ wɔn. Wɔn mpanyimfo no tiee wɔn, na wɔn mu biako nso suroe sɛ ɔbɛsan asi asɛm no ho gyinae.

Question: Fisi ne Kima baagenda eri ani?
Answer: akuraa no
The history of sushi (すし、寿司、鮨, pronounced [sɯɕiꜜ] or [sɯꜜɕi]) began with paddy fields, where fish was fermented with vinegar, salt and rice, after which the rice was discarded. The earliest form of the dish, today referred to as narezushi, was created in Japan around the Yayoi period (early Neolithic-early Iron Age). In the Muromachi period (1336-1573), people began to eat the rice as well as the fish. During the Edo period (1603-1867), vinegar rather than fermented rice began to be used. The dish has become a form of food strongly associated with Japanese culture. The inventor of modern sushi is believed to be Hanaya Yohei, who invented nigiri-zushi, a type of sushi most known today, in which seafood is placed on hand-pressed vinegared rice, around 1824 in the Edo period. It was the fast food of the chōnin class in the Edo period.

Question: Sushi yɛ ɔman bɛn so aduane?
Answer: Japan
FAIDA NA MADHARA YA TEKNOLOJIA KATIKA SHULE 
Teknolojia ni maarifa yaliyovumbuliwa na kuwekwa katika mitambo ili kuwezesha shughuli fulani kufanyika. Mitambo hii ni kama vile tarakilishi, na rununu, na runinga ambazo hutumia umeme ili kupitisha kuwezesha kazi zao kama vile kupokea na kuwasilisha ujumbe sehemu tofauti tofauti. 
Hali kadhalika, mitambo hii huwa na faida na madhara yake kama vile ifuatayo. Kurekodi ujumbe kwa muda mrefu. Mitambo kama vile tarakilishi huweka matokeo ya mitihani ya wanafunzi ambayo wazazi huonyeshwa pindi wanapowatembelea wana wao ili wapate kujua jinsi wanavyo endelea katika masomo yao. 
Kutuma na kupokea ujumbe. Kwa mfano walimu huweza kutuma matokeo ya mitihani ya wanafunzi kwenye rununu za wazazi kabla ya wanafunzi wenyewe kuwasili nyumbani. Pia wanafunzi hupata fursa ya kuwasiliana na wazazi wao ambao wako nje ya nchi mtoto anayosomea. 
Kufundishia watoto kwa kutumia video zilizo kwenye tarakilishi. Hii humuezesha mwanafunzi kuelewa zaidi na kupanua akili yake. Pia huifanya akili ya mwanafunzi kuchangamka na kupata ajira kutokana na kazi zinazopatikana mitandaoni. Vilevile imewezesha ajira kwa watu ambao wanaujuzi kidogo ya masomo ya darasani. 
Imeleta somo la tarakilishi shuleni. Somo hili hufunzwa ili kuwezesha wanafunzi kupata ujuzi wa jinsi ya kutumia mitambo hii. Inawezesha wanafunzi kupata ajira kutokana na kazi zinazopatikana mitandaoni. Vile vile imewezesha ajira kwa watu ambao wana ujuzi kuu kwa kuwa walimu wa somo la tarakilishi shuleni humo. Hii inasaidia kuongezeka kwa pato la mtu ili kupunguza umaskini uliokithiri.
Baadhi ya madhara ya teknolojia ni kwamba imeleta utovu wa nidhamu kwa wanafunzi. Hii ni kwa kuwa wanafunzi hutazama video chape ambazo husambazwa katika mitandao ya kijamii. Pindi mwanafunzi anapopata fursa ya kutazama uchafu huo ndipo akili yake inapotoka na kuwaza kuhusu kuchoma au kutoroka shule bila kujali watakayo kumbana nao mbeleni.
Ugonjwa wa macho umesabishwa na mwangaza mwingi unaotokana na kutazama rununu au tarakilishi kwa muda mrefu. Hali hii hupelekea macho kuuma na kumfanya mtu atumie miwani ambayo huenda bei yake ikawa ghali kiasi. 
Uvumbuzi wa bidhaa ghushi. Bidhaa hizi huleta madhara mengi katika afya ya mtu. Mfano wa bidhaa hizi ni wali wa plastiki ambao hauivi na pia humfanya mtu kuharibika matumbo pindi anapokula wali huu. Hii imetokana na teknolojia ya viwandani ambapo plastiki inatumika kutengeneza wali. 

Question: Walimu hutuma matokeo kwa kutumia nini
Answer: Rununu
MADHARA YA UCHAFUZI WA MAZINGIRA

Mazingira ni kitu au kiumbe inayo tuzunguka au inayozunguka maisha ya binadamu.

Uchafuzi wa mazingira huleta magonjwa mengi na pia hufanya mazingira yetu kukaa vibaya, haiwezi kuvutia mtu yeyote. Mazingira yetu yakiwa chafu mbu na nzi hazibanduki hapo. Nzi hutoka kwa choo na kuja kushika vyombo chumbani, huleta magonjwa kama kipindupindu na zinginezo. Kipindupindu huhatarisha maisha ya binadamu . Mwanadamu anaweza kufa au kuharisha na kutapika.

Mazingira yakiwa chafu, waziri wa afya anapaswa kufanya kazi ya kuwaelimisha wakaazi kuhusu madhara ya mazingira chafu. Taka taka zote zichomwe au kuchimba shimo la kutupa uchafu. 

Waziri mmoja wa afya alitembelea shule yetu mwaka wa elfu mbili na ishirini na moja. Alitueleza yeye ni nani na ametoka wapi, kisha akatujuza tusiwe wachafu tuhakikishe kuwa vyoo vyetu ni safi, tuoge na tufue nguo zetu ili tuweze kuboresha afya zetu. Mikono ioshwe kila unapotoka chooni. Alituambia kuna mzee mmoja kijijini kwao aliyeuguwa ugonjwa wa saratani ya moyo. Alikuwa anataka kupumua lakini hakuweze, kupelekwa hosipitalini alijaribu kutoka chumbani mwake ili kuvuta hewa safi lakini hewa ile ilikua  chafu, akakohoa hadi akaziari na kufa hapo hapo. Tafadhali kila mtu aliyesikia jambo hili ajirekebishe.

Tangu hiyo siku, nilijuta uzuri wa mazingira safi. Watu wengi wameadhiriwa na mazingira chafu. Watu wanapoaga dunia, idadi ya watu nchini hupungua. Ni vizuri kila mmoja wetu kujitunza na kuhifadhi mazingira ipasavyo ili kuboresha afya zetu. 


Question: Nani alitembea shule mwaka wa elfu mbili ishisrini na moja
Answer: Waziri
Freud was born to Galician Jewish parents in the Moravian town of Freiberg, in the Austrian Empire. He qualified as a doctor of medicine in 1881 at the University of Vienna. Upon completing his habilitation in 1885, he was appointed a docent in neuropathology and became an affiliated professor in 1902. Freud lived and worked in Vienna, having set up his clinical practice there in 1886. In 1938, Freud left Austria to escape Nazi persecution. He died in exile in the United Kingdom in 1939.

Question: Kurow bεn mu na wᴐwoo Sigmund Freud?
Answer: Austrian Empire
The first permanent state in present-day Ghana was the Bono state of the 11th century. Numerous kingdoms and empires emerged over the centuries, of which the most powerful were the Kingdom of Dagbon in the north and the Ashanti Empire in the south. Beginning in the 15th century, the Portuguese Empire, followed by numerous other European powers, contested the area for trading rights, until the British ultimately established control of the coast by the late 19th century. Following over a century of colonisation, Ghana's current borders took shape, encompassing four separate British colonial territories: Gold Coast, Ashanti, the Northern Territories and British Togoland. These were unified as an independent dominion within the Commonwealth of Nations on 6 March 1957, becoming the first colony in sub-Saharan Africa to achieve sovereignty. Ghana subsequently became influential in decolonisation efforts and the Pan-African movement.

Question: Kurow bɛn na Atwima-Kwanwoma ahenkurow wɔwɔ Ghana?
Answer: Bono state
De forme étirée ressemblant à une serrure, le Bénin se situe entre le fleuve Niger au nord et la plaine côtière dans le sud, le relief de l'ensemble du pays est peu accidenté.

Question: Nɛ̌ ayikúngbàn Benε  tɔ̀n ɖé ?
Answer: peu accidenté
Japur ma Kenya yiero kido mag onions (varieties) ka luwore gi lony mar cham (yield), rit mar kido gi tuoche (disease resistance), kod dwach mar soko. Red Creole en kido mong'ere ahinya kendo dhumne moko (pungent), kendo odak machon (long shelf life). Bombay Red dongo mapiyo kendo ochung' maber e kinde mar oro (drought-resistant). Texas Grano dongo mokuom dweche ang'wen (100–120 days) kendo dhumne manyuecho. Mbeka mag Hybrid kaka Red Tropicana F1, Jambar F1, kod Red Coach F1 ong'ere nikech gichiwo cham mang'eny kendo girito del maber kuom tuoche. Kido mar Malbec F1 nigi rito del maber ahinya kendo soko oherego nikech dhumne mamit. Neptune F1 kod Red Passion F1 konyo japur ahinya nikech ginyalo dak machon ka pok ochanjo (storage life).

Question: Nying kido mar onion mane dhumne mamit kendo soko oherogo en mane?
Answer: Malbec F1
The Bono region is one of the 16 administrative regions of Ghana. It is as a result of the remainder of Brong-Ahafo region when Bono East region and Ahafo region were created. Sunyani, also known as the green city of Ghana is the regional capital. Sunyani can pride itself as the cleanest capital city and a major conference destination. Creation of the region.

Question: Kurow bɛn na ɛye Bono ɔmantam ahenkurow wɔ Ghana?
Answer: Sunyani
Taarab is a music genre popular in Tanzania and Kenya. It is influenced by the musical traditions of the African Great Lakes, North Africa, the Middle East, and the Indian subcontinent. Taarab rose to prominence in 1928 with the advent of the genre's first star, Siti binti Saad. According to local legend, taarab was started by Sultan Seyyid Barghash bin Said (1870-1888). He enjoyed luxury and the pleasures of life. It was this ruler who initiated taarab in Zanzibar and later it spread all over the African Great Lakes region. The sultan imported a taarab ensemble from Egypt to play in his Beit el-Ajab palace. He subsequently decided to send Mohamed Ibrahim from Zanzibar to Egypt to learn music and to play the Kanun. Upon his return, he formed the Zanzibar Taarab Orchestra. In 1905, Zanzibar's second music society, Ikwhani Safaa Musical Club, was established, and it continues to thrive today.

Question: Je,nani mwanzilishi wa nyimbo ya taarab nchini Kenya?
Answer: Sultan Seyyid Barghash bin Said
Philip Basoah is a Ghanaian politician and member of the Seventh Parliament of the Fourth Republic of Ghana representing the Kumawu Constituency in the Ashanti Region on the ticket of the New Patriotic Party. Early life.

Question: Mpɛsoaso bɛn na onimonyamfo Philip Basoah da ano?
Answer: Kumawu
There are more than 100 distinct ethnic groups and tribes in Tanzania, not including ethnic groups that reside in Tanzania as refugees from conflicts in nearby countries. These ethnic groups are primarily of Bantu origin, with small Nilotic-speaking, indigenous, and non-African minorities. The country lacks a clear dominant ethnic majority: the largest ethnic group in Tanzania, the Sukuma, comprises only about 16 percent of the country's total population, followed by the Nyamwezi and the Chagga. Unlike its neighbouring countries, Tanzania has not experienced large-scale ethnic conflicts, a fact attributed to the unifying influence of the Swahili language. The ethnic groups mentioned here are mostly differentiated based on ethhnolinguistic lines. They may sometimes be referred to together with noun class prefixes appropriate for ethnonyms: this can be either a prefix from the ethnic group's native language (if Bantu), or the Swahili prefix "wa".

Question: Isiphi isizwe esikhulu kunazo zonke eTanzania?
Answer: Sukuma
ï»¿Safari ya  Mombasa  

Tulisafiri kwa treni ya SGR  kutoka mji mkuu wa  Nairobi kuelekea mji wa  Mombasa.  Ndani ya treni tuliweza  kununua chai na vitafunio.  Usafi wa treni ulikuwa wa  hali ya juu na huduma  kwa wateja ilipendeza.  Njiani tuliona miji midogo  midogo treni iliposimama  kupokea abiria na  kuwashusha wengine.  Niliona miji kama Voi,  Mtito Andei n.k.  Tulipofika Mombasa  tulishuka treni na kupokea  mizigo yetu. Nje nilipigwa  na mshangao kwani  kulikuwa na joto nyingi  sana. Nilianza kutokwa na  jasho ingawa kulikuwa  jioni. Tulichukua gari ya  tuktuk hadi hoteli  tuliyokuwa tumepangisha.  Ndani ya hoteli  tulijiburudisha kwa  madafu baridi. Feni zote  zilifunguliwa ili kupata  nafuu kotokana na joto.  Asubuhi iliyofuata tulienda  kuiona bahari ya hindi.  Tulienda upande wa ufuko  wa Serena.  Mchanga wake mweupe  ulipendeza sana.  Tuliogelea majini  yaliyokuwa na joto kiasi na  kutembea mchangani.  Wachuuzi wa bidhaa  mbalimbali walituzingira  wakitaka tununue.  Tuliamua kulipa mashua  moja itupeleke ndani  kidogo tukawaone samaki  na wanyama wengine wa  bahari.  Tuilingia ndani ya mashua  na kwenda kuwaona  samaki wa baharini.  Vijana walioongoza  mashua walimwaga  chakula majini kuwalisha  samaki. Samaki wa rangi  ya nili, rangi ya chungwa,  wa manjano na nyeusi  walitokea kula.  Tulichangamka kweli  kweli!  Mashua ilitia nanga juu ya  kisiwa kimoja kidogo sana.  Hapo tulimwona kiti cha  pweza tukamshika na  kupigwa picha naye.  Tulipewa vifaa mbali vya  kuvaa halafu tukaingia  majini kuogelea na samaki  wa aina na rangi tofauti.  Nilijaribu kuwashika lakini  waliponyoka kila  nilipofikiri nimefaulu.  Siku iliyofuata tulienda  kuiona ngome ya kristo  iliyojengwa mwaka wa  1593.  Ndani ya ngome tuliviona  vitu vingi vya zamani  kama ngoma, vichana,  mashua na silaha za vita.  Katika mji wa zamani  tuliona milango spesheli  iliyoundwa kwa ustadi. Pia  tuliona barabara za  zamani zilizokuwa  nyembamba kupindukia.  Mombasa kuna joto kwa  hivyo mavazi yao ni  mepesi na ya kulegea.  Mama yangu alinunua  vazi liitwalo dera. Naye  baba akanunua kanzu.  Minazi ilikua kwa wingi na  nazi ziliuzwa kila pahali.  Tulinunua nazi nyingi  pamoja na madafu na  chipsi za muhogo.  Baadaye tulijiburudisha  kwa soda za aina tofauti  na tukala biriani kwa  mchuzi wa mbuzi.  

You are free to download, copy, translate or adapt this story and use the illustrations as long as you attribute in the following way:  Safari ya Mombasa  Author - Njeri Wachira  Illustration -  Language - Kiswahili  Level - First paragraphs  Â© African Storybook Initiative 2021  Creative Commons: Attribution 4.0  Source www.africanstorybook.org 

Question: Walitumia nini kusafiri
Answer: treni ya SGR
FAIDA NA MADHARA YA TEKNOLOJIA KATIKA SHULE ZA SEKONDARI 
Imebainika kwamba uvumbuzi wa teknolojia katika shule za sekondari umeleta madhara mengi kwa wanafunzi. Vilevile uvumbuzi huu wa teknologia una faida kwa wanafunzi wa shule za sekondari. 
Tukiangazia hasa uvumbuzi wa tarakilishi katika shule za sekondari, tunaona kwamba una faida zake hasa kwa upande wa wanafunzi wanaosoma kutumia tarakilishi. Wanafunzi  hao huwa na uzoefu wa kutumia vyombo hivyo vya kiteknolojia ya kisasa na hata wanapomaliza shule ya upili huwa tayari hawana shida na kutumia vyombo hivi. Teknolojia pia huwafanya wanafunzi kuwa werevu wakati wanapozoea kutumia au kusoma kwa kutumia vyombo hivyo. Katika utumiaji wa tarakilishi katika shule za sekondari, wanafunzi hupata njia iliyo rahisi kwao wanaposoma na pia hujifunza mambo mapya ambayo huwanufaisha masomoni mwao na hata maishani mwao. 
Katika utumiaji wa vyombo vya kiteknolojia, wanafunzi hurahisishiwa masomo yao. Pia huwapunguzia  kazi ya kuchoka kuandika kwenye daftari zao. Hata hivyo, chenye uzuri pia hakikosi ubaya wake. Teknolojia imewafanya wanafunzi kuwa wajinga kwa sababu, wakati wanapozoea kutumia tarakilishi bila ya kuandika kwenye daftari basi, wengi wao wanasahau hata kuandika. Wanaosoma somo la kompyuta huwa hawana muda wa kusoma masomo mengine kwa sababu muda wao mwingi huutumia kwa kuangazia tarakilishi na kusahau masomo mengine. 
Katika kutumia vyombo vya kiteknolojia, wanafunzi wengi huwa hawatumii akili zao na wanakosa kufikiria. Hata kama hesabu ni ndogo ya kutumia akili, mwanafunzi atatumia kikokotoo badala ya kutumia akili yake kufikiria hesabu hiyo.  

Kwa hivyo inabainika kwamba uvumbuzi huu wa vyombo vya kiteknolojia vimewafanya wanafunzi  wakose kufikiria mambo madogo madogo. 

Question: Tekinolojia imewafanya wanafunzi kuwa nini
Answer: Wajinga