theophilusowiti/AfriQuAD huggingface dataset:
MANUFAA YA KILIMO KATIKA UIMARISHAJI WA UCHUMI WA KENYA 
Kilimo na uti wa mgongo wa uchumi wa taifa la Kenya. Kilimo kina manufaa mengi katika kuimarisha uchumi wa Kenya. Asilimia kubwa ya watu wanategemea kilimo cha mifugo, mimea na hata cha majani chai ili kuweza kijikimu kimaisha. 
Kupitia kilimo, watu katika taifa  letu la Kenya wamepata ajira katika sekta mbalimbali za kilimo. Hii imepunguza visa vingi vya matumizi ya dawa za kelevya miongoni mwa vijana. Pia imewasaidia kalika kupunguza visa vya uhalifu. Kupitia ajira, watu wengi wamepata kuwaza kujihusisha na shughuli mbalimbali katika sekta ya kilimo. 

Kilimo huzalisha chakula. Kilimo cha mahindi, ma?aragwe na hata mifugo kimeweza kuzalisa chakula nchini Kenya. Watu wanaweza kupata chakula kinachowoza kuwakimu kimaisha. Hii imesaidia  uchumi wa Kenya kwa kuzuia kununua chakula kutoka mataifa mengine. Pesa hizo zimeweza kufanya miradi mingine yenye manufaa katika taifa la Kenya. 

Kupitia kilimo, tunaweza kupata fedha za kigeni. Tunapowauzia mataifa ya kigeni mazao ya kilimo kama vile sukari, ngano, majani chai na hata kahawa, tunapata fedha za kigeni. Hii imesaidia kwa kiwango kikubwa katika kuboresha uchumi wa Kenya. Pesa hizo zinatumiwa katika kuanzisha au kuboresha miradi tofauti. 

Kilimo kimeboresha maisha. Watu wengi katika taifa hili waweza kujikomu kimaisha kupita kilimo. Watu wanapouza mazao ya kilimo au mifugo, wanaweza kupata pesa zinazowasaidia katika kujikumu maisha yao ya kila siku. Hii imepunguza asilimia ya watu wanaotegemea usaidizi wa serikali. 

Kupitia kilimo, miundo msingi imeweza kuboreshwa kama vile ujenzi wa barabara, sitima, na hata maji safi kuweza kuwafikia wakulima. Miundo msingi imeweza kuwasaidia sana wakulima, mfano ni ujenzi wa barabara umerahisisha usafirishaji wa bidhaa kutoka shambani hadi viwandani. Hii imewasaidia wakulima kupunguza alisimia kubwa ya hasara wanazopata.

Kilimo pia kimechangia katika kuelimisha wakulima. Wakulima wameweza kupata elimu kuhusu njia  mbalimbali za kuboresha kilimo. Mfano ni sacco ya wakulima ya One acre fund, hii imewasaidia wakulima kuweza kuanza aina mbalimbali za kilimo na pia imechangia katika kuinua uchumi wa Kenya ambapo mazao mazuri yanapatikana na kuuzwa ama kutumiwa kama chakula. 

Wakenya inawabidii kutia bidii katika kilimo na hata serikali iweze kutenga fedha nyingi katika sekta ya kilimo. Tukifanya hivyo asilimia kubwa ya watu wataweza kuishi maisha bora, kupata ajira na hata watu wataweza kuinua uchumi wa Kenya kutokana na kilimo. 

Question: Watu wengi katika taifa hili waweza kujikimu kimaisha kupitia nini
Answer: kilimo
Mfantsipim is an all-boys boarding secondary school in Cape Coast, Ghana, established by the Methodist Church in 1876 to foster intellectual, moral, and spiritual growth on the then Gold Coast. Its founding name was Wesleyan High School and the first headmaster was James Picot, a French scholar, who was only 18 years old on his appointment. Mfantsipim is nicknamed "The School" by its old boys for the fact that several other schools in Ghana such as Prempeh College and Ghana National College were born out of it, as these schools were started with students from Mfantsipim.

Question: Mfantsipim ntoasoᴐ sukuu no yε mmarima nkoa sukuu anaa?
Answer: all-boys boarding secondary school
In 1960, Cameroon gained independence as a federal republic, with its capital in Yaoundé. Douala became the major economic city. In 1972, the federal republic became a unitary state. Douala then had a population of around 500,000.

Question: Dɛn ne Cameroon ahenkurow?
Answer: Yaoundé
The Dutch (Dutch: ) are an ethnic group and nation native to the Netherlands. They share a common ancestry and culture and speak the Dutch language. Dutch people and their descendants are found in migrant communities worldwide, notably in Aruba, Suriname, Guyana, Curaçao, Argentina, Brazil, Canada, Australia, South Africa, New Zealand and the United States. The Low Countries were situated around the border of France and the Holy Roman Empire, forming a part of their respective peripheries and the various territories of which they consisted had become virtually autonomous by the 13th century. Under the Habsburgs, the Netherlands were organised into a single administrative unit, and in the 16th and 17th centuries the Northern Netherlands gained independence from Spain as the Dutch Republic. The high degree of urbanization characteristic of Dutch society was attained at a relatively early date. During the Republic the first series of large-scale Dutch migrations outside of Europe took place. The Dutch people are often seen as the pioneers of capitalism, and their emphasis on a modern economy, secularism, and a free market has been hugely influential worldwide.

Question: Avelaphi amaDashi?
Answer: Netherlands.
FAIDA NA MADHARA YA TEKNOLOJIA KATIKA SHULE ZA SEKONDARI 
Teknolojia ni maarifa ya sayansi yaliyowekwa katika matumizi ya vitu kama ufundi au mawasiliano. Teknolojia hii imeleta madhara na pia faida kwa wanafunzi. Teknolojia 
imerahisisha pia maisha ya wanafunzi shuleni na pia katika maisha ya nyumbani.
Kwanza teknolojia imeleta faida nyingi. Wanafunzi hawa wa sekondari wanaweza kusoma kutumia simu au tarakilishi zao wanapokuwa majumbani mwao. Hii imewezeshwa hata bila usaidizi wa mwalimu. Mwanafunzi anaporudi tena shuleni basi atakua amepata maarifa mapya yaliyo fundishwa na mwalimu mwingine ambaye ni teknolojia ya kisasa inayosaidia wanafunzi.
Pia wanafunzi hawa wanaweza kutumia simu kutafuta au kusachi vitu ambavyo hawana ufahamu navyo na ni vya kimasomo. Pia tunaporudi shuleni tunapata shule nyingi wanafunzi hutumia tarakilishi kwa masomo, na hili limewawezesha walimu kupumzika na kupunguza kuongea sana, hadi mwisho wa siku anaumwa na kuanza kutafuta dawa zisizo majina. 
Wanafunzi wanafurahi sababu teknolojia imewarahisishia maisha kwa njia moja au nyingine. Wanashukuru sababu wana uwezo wa kuangalia runinga hata wakiwa shuleni na kujua yote yanayojiri nchini na bado pia nje ya nchi. Shule nyingi zimeweza kuwekwa ukigo wa umeme na hata pia kamera kwa kimombo CCTV, ya kurekodia ili kuweza kuwanasa wote watakao jaribu kuiba.
Teknolojia imewezesha wanafunzi kujengewa mabafu yenye maji moto na baridi. Maji ambayo yanatoka kwenye mifereji midogo midogo iliyowekwa juu ya kichwa. Hii imewezesha wanafunzi kukaa katika mandhari mazuri yanayompa moyo wa kupita mtihani. Hii ina mwezesha mwanafunzi kujihisi huru na pia kuwa na uhuru wa kusoma kwa urahisi.
Teknolojia pia ina madhara yake. Imeharibu sana wanafunzi hasa katika kipindi cha likizo. Wale walio na simu za kuingia mtandaoni huathiri masomo yao kwa kuchukua muda mwingi huko. Wanafunzi hupotoka na kuwa sana na simu zao huku wakiwa mtandaoni badala ya kuwa na vitabu vyao.
Wanafunzi wanaweza kusoma hesabu kwa urahisi kutumia usaidizi wa vikokotoo. Teknolojia inaharibu maadili ya wanafunzi wengi. Kwa jumla, madhara ya teknolojia hupotosha wanafunzi. Teknolojia pia ina faida kemkem zinazo tusaidia katika jamii.

Question: Wanafunzi wanatumia nini kwa masomo
Answer: Tarakilishi
Frederick Sanger was born on 13 August 1918 in Rendcomb, a small village in Gloucestershire, England, the second son of Frederick Sanger, a general practitioner, and his wife, Cicely Sanger (née Crewdson). He was one of three children. His brother, Theodore, was only a year older, while his sister May (Mary) was five years younger. His father had worked as an Anglican medical missionary in China but returned to England because of ill health. He was 40 in 1916 when he married Cicely, who was four years younger. Sanger's father converted to Quakerism soon after his two sons were born and brought up the children as Quakers. Sanger's mother was the daughter of an affluent cotton manufacturer and had a Quaker background, but was not a Quaker

Question: Ilu wo ni ile Gẹẹsi ni a bi Frederick Sanger si?
Answer: Gloucestershire
Park mar Amboseli osebedo kama timoreae nonro mar liech mosekawo kinde malach moloyo e piny mang'ima, mane Dr. Cynthia Moss ochako e higa mar 1972. Nonroni oseyudo liech mokalo elufu ariyo kod mia abich (2,500) kendo osekonyo e ng'eyo timbe liech, kaka gidhi e kanyakla, kod rieko margi. Aluora mar parkni moyawore kod maber mar neno Got Kilimanjaro miyo Amboseli bedo kama ji goyoe picha mang'eny e piny Kenya, kendo kanyakla mag liech manie kanyo oselandore e piny mang'ima kuom weche nonro kod sinema mag le.

Question: Liech elufu ariyo kod mia adi ma yudore e kanyo?
Answer: abich
The Great Lakes, also called the Great Lakes of North America or the Laurentian Great Lakes, are a series of large interconnected freshwater lakes with certain sea-like characteristics in the mid-east region of North America that connect to the Atlantic Ocean via the Saint Lawrence River. They are Lakes Superior, Michigan, Huron, Erie, and Ontario and are in general on or near the Canada-United States border. Hydrologically, lakes Michigan and Huron are a single body joined at the Straits of Mackinac. The Great Lakes Waterway enables modern travel and shipping by water among the lakes.

Question: Ͻtare kεseε bεn na εwᴐ Canada εsanso wᴐ Amerika?
Answer:  Superior, Michigan, Huron, Erie, and Ontario
ï»¿Mayai ya Mamba 

Siku moja, Mbwa  aliyakuta mayai  kando ya mto.  Akajiuliza, "Mayai  haya ni ya nani?"  
Mbwa  aliyachukuwa yale  mayai na kwenda  nayo nyumbani  kwake. 
Alipofika  nyumbani,  aliyaweka karibu  na moto ili  yaangue.  
Mamba alikutana  na Mbwa  akamwuliza,  "Umeyaona mayai  yangu?"  Mbwa akamjibu,  "La."  
Mamba  akatembea kila  mahali akiuliza kila  mnyama,  "Umeyaona mayai  yangu?"  Kila mmoja  alimjibu, "La."  
Mayai yale  yaliangua moja  baada ya nyingine.  Mamba wachanga  walianza  kutambaa.  
Mbwa hakuwalisha  wana mamba  vizuri.  Walihisi njaa kila  wakati. 
Siku moja, Mamba  aliwasikia wanawe  wakilia.  Alijua kwamba  Mbwa ndiye  aliyachukua mayai  yake.  
Alimvamia Mbwa  nyumbani kwake  akamcharaza kwa  mkia.  Mbwa alitorokea  dirishani.  
Mamba alimfukuza  Mbwa akitaka  kumwadhibu zaidi.  
Mbwa alimwambia  Mamba,  "Nisamehe! Sikujua  kuwa mayai  yalikuwa yako!"  
Mamba  alimsamehe.  Baadaye,  aliwapeleka  wanawe kuogelea  kwa mara ya  kwanza.  

You are free to download, copy, translate or adapt this story and use the illustrations as long as you attribute in the following way:  Mayai ya Mamba  Author - Candiru Enzikuru Mary  Translation - Ursula Nafula  Illustration - Rob Owen  Language - Kiswahili  Level - First sentences  Â© African Storybook Initiative 2016  Creative Commons: Attribution 4.0  Source www.africanstorybook.org 

Question: Nani aliyakuta mayai kando ya mto
Answer: Mbwa
JINSI YA KUIMARISHA MSHIKAMANO WA TAIFA
Kwa kweli Taifa letu lafaa kuwa na mwelewano na mshikamano baina ya wananchi ndiposa kila moja aweze kuishi maisha yaliyo memea. Kwanza kabisa kama taifa, yapaswa kutilia mkazo katika mambo kadhaa wa kadhaa ili kuleta mshikamano katika taifa. Baadhi ya mambo ni:
Kuhimiza ugawi wa rasilimali kiusawa. Yafaa tuhakikishe kama taifa kuwa kila jamii kila mahali kuwa kila mmoja anafurahia na kusherehekea kiwango cha rasilimali sawa na yule mwenzake. Njia ama mrengo kuu ukiimarishwa, kila mwananchi ataishi maisha ya kuelewana na yule jirani wake hivyo kukuza uimarisho wa mshikamano wa taifa letu.
Njia nyingine mwafaka ni kwamba yafaa tushikane mikono bega kwa bega maanake wahenga na wahenguzi wa jadi hawakutuchana nywele zetu kwa mifupa wa samaki walipotongoa kuwa umoja ni nguvu na huku kidole kimoja hakivunji chawa. Kwani yafaa tuje pamoja kuliangamiza janga hili sugu la ukabila. Ili kuimarisha mshikamano yafaa kuwa ukabila ama kuangamiza ukabila. Ukabila utakapotokomea, watu wataajiriwa kutoka makabila yote nchini maanake kila kabila litakuwa linaonyeshwa kuwa linajaliwa ama linaheshimiwa katika taifa. Hivyo kutawa na uimarisho na mshikamano wa taifa.
Naam, kweli kabisa hatuna budi kutekeleza shughuli za uchaguzi wa kiuhuru na ulio wa haki ili kuwateua viongozi walio na maono ama niseme walio manya umuhimu wao kwani wanakiangaza mbele. Kwa kweli alim wa lugha hawakukosea waliponena kuwa maji ukiyafulia nguo basi ni sharti uyaoge. Kwa kweli tumevua nguo kuwachagua viongozi wetu tuttekeleze wajibu huu maanake ni haki yetu na ni jukumu letu kuwateua viongozi amabao pia nao watawajibika katika sekta hii ya kuimarisha maelewano na mshikamano wa taifa.
Kutosahau, ni adili kuwa ili kuleta mshikamano yafaa kila adinasi kukuza uzalendo. Na je, atakuzaje uzalendo? Atatekeleza wajibu huu pindi tu atakapohusika kuimarisha lugha ya taifa. Lugha itakayotumiwa yafaa iwe ni ile moja tu ili kuleta maelewano katika mawasiliano na maingiliano hivyo kukuza mshikamano.
Mwisho ni kwamba wafanyikazi wa umma pia nao wanajuhudi za kuhamishwa ama kupewa shamisho kutoka sehemu walizomo na kupelekwa katika sehemu mbalimbali na makwao ili kuingiliana na makundi ya watu wengine hivyo kutengeneza uhusiano ama kupata marafiki wengine ambapo watasaidiana kila mahali iwapo katika juhudi za kutoa wasia watahusikawote hivyo kuimarisha na kuleta mshikamano.
Kwa kweli, hatuna budi sisi kama wananchi kuja pamoja maanake umoja ni nguvu na utengano ni udhaifu. Tunapaswa kutekeleza juhudi hizi ili kila mmoja afurahie na kuongoza maisha mema ili kuleta mshikamano wa taifa. Ama kwa kweli wahenga na wahenguzi hawakutupaka mafuta kwa migongo ya chupa walipoamba ukiyavulia maji nguo sharti uyaoge. Tumelivulia taifa  letu nguo kama wananchi yafaa tutekeleze ama tuimarishe mshikamano. Mshikamao wenyewe utatoka wapi? Yafaa tufuate juhudi hizi zote ili kuleta mshikamano.

Question: Ugawi wa rasilimali huimarisha nini?
Answer: Mshikamano
ASIYESIKIA LA MKUU HUVUNJIKA GUU 
   
Maana ya methali hii ni kuwa, mtu anapokosa kusikia wasia wa wazazi wake au wakuu wake, basi huenda akapata shida mbeleni. Methali hii imewalenga wale ambao hukosa kuyafanya mambo au kutii maneno waliopewa na wavyele wao mwisho huumia wenyewe. Usemi huu umelandana na methali isemayo asiyefunzwa na mamaye hufunzwa na ulimwengu.

Katika kitongoji cha Ugali mwitsi, paliondokea familia moja ya Mzee Kipanga na mkewe Karembo. Walibarikiwa na mtoto wa kiume aliyeitwa Kazungu. Familia hii ilishi maisha ya ufukara. Walikuwa hawana mbele wala nyama. Kiamsha kinywa kwao kiliadimika kama maziwa ya kuku. 

Licha  ya hayo  yote, walijikaza kisabuni angalau mtoto wao apate elimu. Walizunguka huku na kule kwani walisadiki ya wahenga kuwa, atafutaye hachoki na akichoka kashapata. Ghulamu huyo alitia bidii masomoni na kuibuka wa kwanza kila mtihani. Walimu walimpenda na kumsifu kwa tabia zake nzuri. 

Hata hivyo, alifanikiwa kufanya mtihani wake wa darasa la nane. Majibu yalipotoka, aliibuka mshindi na kwa kweli bidii hulipa na chanda chema huvikwa pete. Wavyele wake walifurahi wakijua fika kuwa mwana wao angewasaidia kutoka katika uchochole ule. Hatimaye miaka ilipita mingi kijana huyu akiwa nyumbani, huku wazazi wakitafuta pesa za kumpeleka shule ya sekondari. 

Katika pilka pilka za wazazi kutafuta pesa, kijana huyu aliamua kutokaa nyumbani bure. Aliamua kwenda mjini kutafuta vibarua ili kusaidia wazazi wake. Alipofika mjini, aliona dunia mpya iliyojaa raha na maisha mazuri. Alitambua kuwa kuna watu tofauti tofauti. 

Aliamua kujitosa katika makundi mbali mbali bila kujua kuwa alikuwa mwanafunzi. Alipata marafiki waliokuwa wakitumia dawa za kulevya, kuiba na kupora mali ya watu. Siku chache zikapita akaamua kurudi nyumbani. Alipofika, wazazi wake walizubaa na kuduwa kwa marejeo ya mtoto wao. 

Kazungu alikuwa amebadilika, hakusikia la mwadhini wala la mteka maji msikitini. Masikio yake aliyatia nta. Wazazi wake walijaribu kumuelezea lakini ilikuwa ni sawa na kumpigia mbuzi gita. Aliamua kuwaambia wazazi wake kuwa yeye alikuwa mtu mzima aliyehitaji kujitegemea. Akawaaga wazazi wake na kuamua kurudi mjini. Wazazi walilia kwa uchungu kwani walijua kuwa usichokijua ni usiku wa giza. 

Siku moja alipokuwa na kundi hilo la vijana sugu, walipanga kwenda kumwibia mzee mmoja aliyekuwa mashuhuri sana. Waliandamana sako kwa bako hadi hapo. Aisee! Siku za mwizi ni arobaini. Hawakujua kuwa, mzee yule alikuwa ameweka mitego yake kila mahali. Hapo ndipo walipotamani dunia ipasuke iwameze wakiwa wazima. 

Mzee huyo aliwaita polisi na vijana wale wakakamatwa na kutiwa mbaroni. Hapo ndipo Kazungu alisadiki ya wahenga kuwa asiyesikia la mkuu huvunjika guu.

Question: Mkewe mzee Kipanga aliitwa nani
Answer: Karembo
Ismail al-Azhari, the leader of the National Unionist Party, was made president in July 1965; he ruled with limited power until he was deposed in a 1969 military coup. The military officers responsible for the coup established the National Revolutionary Command Council, chaired by Jaafar Nimeiry. Nimeiry, the leader of the newly formed Sudanese Socialist Union, assumed the position of president in 1971, and subsequently established a one-party state, which existed until 1985, when a group of military officers overthrew his government and established the 1985 Transitional Military Council, led by Field Marshal Abdel Rahman Swar al-Dahab. Ahmed al-Mirghani succeeded to the relatively powerless position of Chairman of the Supreme Council in 1986, after multi-party election held that year. He was deposed in a 1989 military coup led by Lieutenant-General Omar al-Bashir. Al-Bashir served as head of state, under the title of Chairman of the Revolutionary Command Council for National Salvation from 1989 to 1993 and as president from 1993 to 2019 (and from 1996 as the leader of the National Congress Party). Al-Bashir was removed from power by the Sudanese Armed Forces on 11 April 2019, amid the Sudanese Revolution after holding the office for nearly 30 years. Lieutenant-General Ahmed Awad Ibn Auf took control of Sudan without becoming head of state, established the 2019 Transitional Military Council, but resigned the following day in favor of Lieutenant-General Abdel Fattah al-Burhan. The Transitional Military Council was replaced with the Sovereignty Council on 20 August 2019, under the chairmanship of al-Burhan. The Sovereignty Council, an 11-member civilian-military collective head of state, is designed to lead the country for 39 months in the transition to democracy, which is supposed to end with the next general election. The Sovereignty Council was dissolved by al-Burhan on 25 October 2021, following a coup d'état.

Question: Kedụ onye bụ onye isi ala mba Sudan n'afọ otu puku narị iteghete na iri asaa na abụọ(1992) ?
Answer: Al-Bashir
ï»¿JUA LA AJABU  

Happy zamani za kale,paliishi jua na mwezi wakiwa marafiki na Kila  mtu alikua na siku zake za kutawala. Jua alikua akitawala mchana na  mwezi usiku. Walikaa hiyvo mbila shida yoyote kwa muda mrefu.  Siku moja jua alianza  kunywa maji mengi masaa  yake ya kutawala Hadi  wanyama was majini  wakaanza kulalamika.  Mwezi kwa upande wake  alikua anatawala vizuri  sana hadi wanyama  kaamua kumuuliza  usaidizi.  Mwezi alijaribu kuongea  na jua lakini hakusikia,  alipoona wanyama wa  majini wanateseka sana  karibu wafe, mwezi  aliamua kumfunikia jua  pole pole hadi maji  yakaanza kuongezeka.  Mwezi aliamua kuwa  anakuja mapema hata  kabla masaa yake ya  kuingia hayajafika ili  kumfunikia jua mapema.  Maji yaliaza kurundi kuwa  mengi na wanyama  wakaanza kufurahia sana  na kumpenda mwezi  kuliko jua.  Maji yalizindi na hata  kufunika manyumba za  binadamu na wanyama  wa nchi kavu wakaanza  kulalamika. Wote  walikubalina kua na  mazungumzo kati ya jua  na mvua ili kutatua shida  hili na wakasikiza wote jua  na mwezi ni wa muhimu  kwa maisha ya  binadamu na wanyama. Kila mmoja alikua na wakati wake wa  kutawala kama hapo mbeleni.Maisha yao yalirundi kuwa mazuri tena.  

You are free to download, copy, translate or adapt this story and use the illustrations as long as you attribute in the following way:  JUA LA AJABU  Author - Brian Mugambi  Illustration - Salim Kasamba  Language - Kiswahili  Level - First paragraphs  Â© African Storybook Initiative 2020  Creative Commons: Attribution 4.0  Source www.africanstorybook.org 

Question: Wanyama walimpenda nani
Answer: Mwezi
Malawi (/məˈlɔːwi, məˈlɑːwi, ˈmæləwi/; Chewa: [maláβi] or [maláwi]; Tumbuka: Malaŵi), officially the Republic of Malawi, is a landlocked country in Southeastern Africa that was formerly known as Nyasaland. It is bordered by Zambia to the west, Tanzania to the north and northeast, and Mozambique to the east, south and southwest. Malawi spans over 118,484 km2 (45,747 sq mi) and has an estimated population of 19,431,566 (as of January 2021). Malawi's capital (and largest city) is Lilongwe. Its second-largest is Blantyre, its third-largest is Mzuzu and its fourth-largest is its former capital, Zomba. The name Malawi comes from the Maravi, an old name for the Chewa people who inhabit the area. The country is nicknamed "The Warm Heart of Africa" because of the friendliness of its people.

Question: umurwa mukuru wa Malawi ni uwuhe?
Answer: Lilongwe
Virginia, officially the Commonwealth of Virginia,[a] is a state in the Mid-Atlantic and Southeastern regions of the United States between the Atlantic Coast and the Appalachian Mountains. The state's capital is Richmond, its most populous city is Virginia Beach, and Fairfax County is the state's most populous political subdivision. Virginia's population in 2022 was over 8.68 million, with 35% living within the Greater Washington metropolitan area.

Question: Ki ni orukọ olu-ilu Ipinlẹ Virginia?
Answer: Richmond
Ahmed Ben Bella ( ""; 25 December 1916 - 11 April 2012) was an Algerian politician, soldier, and socialist revolutionary who served as the first President of Algeria from 1963 to 1965. Youth.

Question: Algeria ᴐmanpanyin a odi kan din de sεn?
Answer: Ahmed Ben Bella
Mary Palmer (née Reynolds; 9 February 1716 - 27 May 1794) was a British  author from Devon who wrote Devonshire Dialogue, once considered the "best piece of literature in the vernacular of Devon." She was the mother of painter Theophila Gwatkin and sister of the artists Sir Joshua Reynolds and Frances Reynolds and of the pamphleteer Elizabeth Johnson.

Question: Kurow bɛn mu na wɔwoo Mary Palmer?
Answer: British
Djibouti,[lower-alpha 1] officially the Republic of Djibouti, is a country in the Horn of Africa, bordered by Somalia to the south, Ethiopia to the southwest, Eritrea in the north, and the Red Sea and the Gulf of Aden to the east. The country has an area of 23,200 km2 (8,958 sq mi).

Question: ni ibihe bihugu bihana imbibi na Djibouti?
Answer: Somalia to the south, Ethiopia to the southwest, Eritrea in the north
ï»¿Khayanga na kibuyu chake  

Khayanga aliishi  na wazazi wake  kwa furaha.  Alipokuwa na umri  wa miaka kumi,  walifariki.  
Khayanga  alitunzwa na Rosa,  mmoja wa jamaa  zake.  Rosa alikuwa  mkarimu lakini  alikuwa mkongwe.  
Khayanga  aliyatembelea  makaburi ya  wazazi wake.  Aliwaeleza  matatizo yake.  
Siku moja  alipokuwa  makaburini,  alipokea zawadi ya  kibuyu.  Aliamini kuwa  kilitoka kwa wazazi  wake.  
Khayanga aliusikia  wimbo mtamu wa  kuliwaza kutoka  katika kibuyu.  Uliimbwa hivi:  
Khayanga, ee,  Khayanga!  Mtoto wetu, mpendwa!  Kibebe kibuyu hiki, mpendwa!  Kikuliwaze, mpendwa!  Khayanga alifahamu sauti hiyo kuwa ya mamake.  
Khayanga  alikibeba kibuyu  chake wakati wote.  Aliamini kwamba  wazazi wake  walimlinda.  
Siku moja, kibuyu  hicho kilivunjika.  Khayanga  alivunjika moyo  vilevile.  
Alivishika vigae  hivyo mikononi  akaimba:  Babangu,  mamangu!  Kibuyu changu  kimevunjika!  Nifanyeje?  Nipe ishara  nyingine!  Nijue mko nami!  
Sauti ilisema:  Khayanga mtoto  wetu!  Viokote vigae  hivyo!  Vitumie kuchota  maji!  Ioshe miguu yako!  Yafumbe macho!  Khayanga alitii.  
Khayanga  alikibeba kibuyu  chake kila mahali.  Waliomwona,  walijiuliza, "Hiki ni  kibuyu cha aina  gani?"  Kibuyu hicho  kilimsaidia kupata  mahitaji yake.  
Khayanga aliamini  kuwa wazazi wake  walikuwa naye  wakati wote.  Hakuna lolote baya  lingeweza  kutendeka kwake.  

You are free to download, copy, translate or adapt this story and use the illustrations as long as you attribute in the following way:  Khayanga na kibuyu chake  Author - Ursula Nafula  Translation - Mitugi Kamundi  Illustration - Catherine Groenewald  Language - Kiswahili  Level - First sentences  Â© African Storybook Initiative 2014  Creative Commons: Attribution 4.0  Source www.africanstorybook.org 

Question: Siku moja kibuyu hicho kilifanyika nini
Answer: Kilivunjika