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18,924,006,157 | https://www.siasat.com/rajasthan-royals-owner-slapped-me-ex-new-zealand-batter-ross-taylor-alleges-2389994/ | Wellington: Former New Zealand batter Ross Taylor revealed that he was ‘slapped’ by one of the owners of the Rajasthan Royals franchise during the 2011 IPL season.
Taylor made this shocking revelation in his new autobiography, Ross Taylor: Black & White, and said that the incident took place after RR suffered a defeat against Kings XI Punjab ( Punjab Kings) in Mohali.
“The chase was 195, I was lbw for a duck and we didn’t get close,” Taylor wrote in his book, a section of which was published on Stuff.co.nz as quoted by ESPNcricinfo.
“Afterwards, the team, support staff and management were in the bar on the top floor of the hotel. Liz Hurley was there with Warnie [Shane Warne]. One of the Royals owners said to me, ‘Ross, we didn’t pay you a million dollars to get a duck,’ and slapped me across the face three or four times.
He was laughing and they weren’t hard slaps but I’m not sure that it was entirely play-acting. Under the circumstances, I wasn’t going to make an issue of it, but I couldn’t imagine it happening in many professional sporting environments,” he further wrote in his autobiography.
The former New Zealand batter played for Royal Challengers Bangalore from 2008 to 2010 and then the represented RR in 2011. He then played three more seasons for Delhi Daredevils and Pune Warriors India.
Earlier, Taylor revealed that he was offended by racial remarks from teammates and staff in New Zealand dressing rooms during his career spanning sixteen years, insisting that the national cricket board could do more to bring Polynesian talent into the sport.
Taylor has a Samoan heritage on his mother’s side. He announced his retirement from international cricket earlier this year and revealed in his autobiography “Ross Taylor Black and White” the racial remarks that he and other teammates endured from white players in the dressing room.
“In many ways, dressing room banter is the barometer. A team-mate used to tell me: ‘You are half a good guy, Ross, but which half is good? You do not know what I am referring to.’ I was pretty sure I did,” Sky Sports quoted Taylor as saying in his book.
“Other players also had to put up with comments that dwelt on their ethnicity. In all probability, a Pakeha [white New Zealander] listening to those sorts of comments would think, ‘Oh, that is okay, it is just a bit of banter’. But he is hearing it as a white person, and it is not directed at people like him. So, there is no pushback; no one corrects them,” he added.
He ended his Test career with 112 Tests and 7,683 runs at an average of 44.66. His best score in this format is 290. He has scored 19 centuries and 35 half-centuries in Tests.
Taylor played in 236 ODIs, in which he scored 8,607 runs at an average of 47.55. His best individual score in the format is 181*. Taylor has scored 21 centuries and 51 half-centuries in the 50-over-format.
The hard-hitting batter also represented New Zealand in 102 T20Is, scoring 1,909 runs in them at an average of 26.15. He has scored seven half-centuries in the format with the best score of 63. |
18,924,006,158 | https://pa.wikipedia.org/s/3ta6 | ਬਿਕ੍ਰਮ ਯੋਗਾ
ਬਿਕ੍ਰਮ ਯੋਗਾ ਗਰਮ ਯੋਗਾ ਦੀ ਇੱਕ ਪ੍ਰਣਾਲੀ ਹੈ, ਇਹ ਕਸਰਤ ਵਜੋਂ ਇੱਕ ਕਿਸਮ ਦਾ ਯੋਗਾ ਹੈ, ਜੋ ਬਿਕ੍ਰਮ ਚੌਧਰੀ ਦੁਆਰਾ ਫੈਲਾਇਆ ਗਿਆ ਸੀ ਅਤੇ ਬੀ. ਸੀ. ਘੋਸ਼ ਦੀਆਂ ਸਿੱਖਿਆਵਾਂ 'ਤੇ ਅਧਾਰਤ ਸੀ, ਜੋ 1970 ਦੇ ਦਹਾਕੇ ਦੇ ਅਰੰਭ ਵਿੱਚ ਪ੍ਰਸਿੱਧ ਹੋਇਆ ਸੀ।[1] ਕਲਾਸਾਂ ਵਿੱਚ 26 ਆਸਣਾਂ ਦਾ ਇੱਕ ਨਿਸ਼ਚਿਤ ਕ੍ਰਮ ਹੁੰਦਾ ਹੈ, ਜਿਸ ਵਿੱਚ ਇੱਕ ਕਮਰੇ ਨੂੰ 105 °F (41 °C) ° F (41 ° C) ਤੱਕ ਗਰਮ ਕੀਤਾ ਜਾਂਦਾ ਹੈ, ਜਿਸ ਦੀ ਨਮੀ 40% ਹੁੰਦੀ ਹੈ, ਜਿਸਦਾ ਉਦੇਸ਼ ਭਾਰਤ ਦੇ ਜਲਵਾਯੂ ਨੂੰ ਦੁਹਰਾਉਣਾ ਹੈ। ਕਮਰੇ ਵਿੱਚ ਕਾਰਪੈਟ ਲਗਾਏ ਗਏ ਹਨ ਅਤੇ ਕੰਧਾਂ ਸ਼ੀਸ਼ੇ ਨਾਲ ਢੱਕੀਆਂ ਜਾਂਦੀਆਂ ਹਨ। ਇੰਸਟ੍ਰਕਟਰ ਵਿਦਿਆਰਥੀਆਂ ਦੇ ਯੋਗਾ ਆਸਨ ਨੂੰ ਅਨੁਕੂਲ ਕਰ ਸਕਦਾ ਹੈ। ਚੌਧਰੀ ਦੀ ਸਿੱਖਿਆ ਸ਼ੈਲੀ ਘ੍ਰਿਣਾਯੋਗ ਸੀ।
2006 ਵਿੱਚ ਘੱਟੋ-ਘੱਟ 40 ਦੇਸ਼ਾਂ ਵਿੱਚ ਲਗਭਗ 1,650 ਸਟੂਡੀਓਜ਼ ਦੇ ਸਿਖਰ 'ਤੇ ਪਹੁੰਚ ਕੇ, ਬਿਕ੍ਰਮ ਯੋਗ ਅਮਰੀਕਾ ਅਤੇ ਪੱਛਮੀ ਦੁਨੀਆ ਵਿੱਚ ਤੇਜ਼ੀ ਨਾਲ ਫੈਲ ਗਿਆ। ਚੌਧਰੀ ਨੇ 2011 ਤੋਂ ਬਿਕ੍ਰਮ ਯੋਗ ਲੜੀ ਦੇ ਕਾਪੀਰਾਈਟ ਦੀ ਕੋਸ਼ਿਸ਼ ਕੀਤੀ, ਪਰ ਆਖਰਕਾਰ ਅਸਫਲ ਰਿਹਾ। ਸਾਲ 2016 ਵਿੱਚ, ਮੁਕੱਦਮਿਆਂ ਅਤੇ ਜਿਨਸੀ ਸ਼ੋਸ਼ਣ ਦੇ ਦੋਸ਼ਾਂ ਦਾ ਸਾਹਮਣਾ ਕਰਦੇ ਹੋਏ, ਚੌਧਰੀ ਭਾਰਤ ਭੱਜ ਗਿਆ, ਜਿਸ ਨਾਲ ਬਿਕ੍ਰਮ ਯੋਗਾ ਦੂਜਿਆਂ ਦੁਆਰਾ ਚਲਾਇਆ ਜਾਣ ਲੱਗਾ।[2]
ਮੂਲ
[ਸੋਧੋ]ਬਿਕ੍ਰਮ ਚੌਧਰੀ ਦਾ ਜਨਮ 1944 ਵਿੱਚ ਕਲਕੱਤਾ ਵਿੱਚ ਹੋਇਆ ਸੀ। ਉਸਨੇ 1969 ਵਿੱਚ ਯੋਗਾ ਦੀ ਪੜਾਈ ਸ਼ੁਰੂ ਕੀਤੀ।[3] ਉਹ 1971 ਵਿੱਚ ਅਮਰੀਕਾ ਚਲਾ ਗਿਆ ਅਤੇ ਉਸਨੇ ਜਲਦੀ ਹੀ ਕੈਲੀਫੋਰਨੀਆ ਦੇ ਸਿਹਤ ਰਿਜ਼ੋਰਟ ਵਿੱਚ ਯੋਗਾ ਸਿਖਾਉਣਾ ਸ਼ੁਰੂ ਕਰ ਦਿੱਤਾ। 1974 ਵਿੱਚ, ਦੋ ਵਿਦਿਆਰਥੀਆਂ, ਸ਼ਰਲੀ ਮੈਕਲੇਨ ਅਤੇ ਐਨੀ ਮੈਰੀ ਬੇਨਸਟ੍ਰੋਮ ਨੇ ਲਾਸ ਏਂਜਲਸ ਦੇ 9441 ਵਿਲਸ਼ਾਇਰ ਬੁਲੇਵਰਡ ਵਿਖੇ ਆਪਣਾ ਸਕੂਲ ਖੋਲ੍ਹਣ ਵਿੱਚ ਉਸ ਦੀ ਮਦਦ ਕੀਤੀ। ਉਸਨੇ ਹਾਲੀਵੁੱਡ ਡਾਂਸਰ ਮਾਰਜ ਚੈਂਪੀਅਨ ਅਤੇ ਅਦਾਕਾਰ ਕੀਰ ਡੁਲੀਆ, ਮਾਰਟਿਨ ਸ਼ੀਨ, ਸੁਜ਼ਨ ਸਾਰੈਂਡਨ ਅਤੇ ਰਾਕੇਲ ਵੈਲਚ ਸਮੇਤ ਮਸ਼ਹੂਰ ਵਿਦਿਆਰਥੀਆਂ ਨੂੰ ਆਕਰਸ਼ਿਤ ਕੀਤਾ। ਯੋਗ ਕਲਾਸਾਂ ਸ਼ੁਰੂ ਵਿੱਚ ਮੁਫ਼ਤ ਸਨ, ਸਿਰਫ ਇੱਕ ਦਾਨ ਬਕਸਾ ਰੱਖਿਆ ਗਿਆ ਸੀ। ਫਿਰ ਉਸਨੇ ਕਲਾਸਾਂ ਲਈ $5 ਚਾਰਜ ਕਰਨੇ ਸ਼ੁਰੂ ਕਰ ਦਿੱਤੇ-ਹਾਜ਼ਰੀ ਤੁਰੰਤ ਵਧਣ ਲੱਗੀ।
ਚੌਧਰੀ ਨੇ ਬਾਅਦ ਵਿੱਚ ਬੀ. ਸੀ. ਘੋਸ਼ ਦੀਆਂ ਸਿੱਖਿਆਵਾਂ ਦੇ ਅਧਾਰ 'ਤੇ ਬਿਕ੍ਰਮ ਯੋਗ ਦੀ 26 ਆਸਣਾਂ ਦੀ ਤਰਤੀਬ ਤਿਆਰ ਕੀਤੀ।[4]
ਹਵਾਲੇ
[ਸੋਧੋ]- ↑ Farrell, Maureen (September 3, 2009). "Bikram Yoga's New Twists". Forbes.com.
- ↑ Godwin, Richard (18 February 2017). "'He said he could do what he wanted': the Scandal that Rocked Bikram Yoga". The Guardian.
- ↑ Schickel, Erica (September 25, 2003). "Body Work". L.A. Weekly. LA Weekly. Retrieved 21 November 2019.
- ↑ Schickel, Erica (September 25, 2003). "Body Work". L.A. Weekly. LA Weekly. Retrieved 21 November 2019.Schickel, Erica (September 25, 2003). "Body Work". L.A. Weekly. LA Weekly. Retrieved 21 November 2019. |
18,924,006,159 | https://www.geeksforgeeks.org/maths/which-is-bigger-3-8-or-1-4/ | Which is Bigger 3/8 or 1/4? Last Updated : 23 Jul, 2025 Comments Improve Suggest changes Like Article Like Report Answer: 3/8 is bigger than 1/4.To compare 3/8 and 1/4, it's helpful to express them with a common denominator. The lowest common denominator for 8 and 4 is 8. So, we convert 1/4 to an equivalent fraction with a denominator of 8. This is done by multiplying both the numerator and the denominator of 1/4 by 2, resulting in 2/8. Now, we can easily compare 3/8 and 2/8.3/8 and 2/8Since 3/8 has a larger numerator than 2/8, it is the larger fraction.This comparison is a fundamental aspect of understanding fractions, which is a key concept in mathematics. Fractions represent parts of a whole and are used in various real-life situations, such as cooking, dividing items, and measuring. Being able to compare fractions is essential for making decisions based on size, quantity, or proportion. In this case, 3/8 represents a larger part of a whole than 1/4.FractionsA small part or representation of a whole number is called a fraction. The fraction is not a whole number, but represents itself as some part of the actual number in terms of numerator & denominator. It is of the form a/b, where a is called the numerator & b is called the denominator. And a proper fraction is the fraction which is always lesser than 1 and is in it's most simplified format. What are numerators?Numerator is the part of the fraction which lies above the division bar in a fraction. For eg. If the fraction is a/b, then the numerator here is a. It maybe any whole number, but in case of zero the fraction on a whole becomes 0. This is because 0 by anything is 0. What are denominators?Denominator is the part of the fraction which lies below the division bar in a fraction. For eg. If the fraction is a/b, then the denominator here is b. The denominator may be any number ranging from the series of whole numbers, but in case of zero the fraction becomes infinite. This is because any number divided by 0 is infinite. In that case the number no longer remains a fraction. More Practice Questions1. Which is bigger 1/32 or 2/32?Answer: 2/32 is bigger than 1/32.Explanation: 1/32 can be numerically calculated by dividing 1 by 32 to get 0.03125 and 2/32 is first deduced to a simple fraction that becomes 1/16 which on division gives 0.0625. Certainly, the latter is bigger. We can also find this out by matching the denominators of both the numbers, and then the numerators. Here the denominators are equal so the number 2/32 exceeds 1/32.Note: The higher the denominator, the lesser is the final numerical value. 2. Which is bigger 0/38 or 38/0?Answer: 38/0 is bigger.Explanation: 0/38 will deduce to 0 and 38/0 will deduce to infinite. Hence, as infinite is larger than 0. the latter is bigger. 3. Which is bigger of the two: 64/48 and 48/36?Answer: In 64/48, if we look at the common divisor, both the numbers are completely divisible by 16 so this fraction deduces to 16*4/16*3 and gives the answer 4/3. For 48/36, the highest common divisor is 12 so this fraction deduces to 12*4/12*3 and gives the answer 4/3. Thus, both fractions are equal, and even numerically both deduce to a numerical value of 1.3333.Numericals to Solve1. Which is bigger of the two: 3/36 or 12/36?2. Which is bigger of the two: 4/12 or 3/12?3. Are the two fractions equal: 142/42 and 38/142?ConclusionA fraction is a small part of a whole number that can be represented in the form of numerators & denominators. The higher is the numerator, more is the value & the lower the denominator, higher is the value of the fraction. To compare two fractions, we can either calculate their numerical decimal values by dividing them completely or by comparing their denominators first by multiplying & then numerators by simple number comparison. Comment More infoAdvertise with us H harshghqs60 Follow Improve Article Tags : Mathematics School Learning Maths MAQ Math-Queries Like |
18,924,006,160 | http://highcourt.cg.gov.in/download/judges/tender/2025/download/complaint_dj.pdf | Latest News Live Streaming: TENTH ROUND OF STATE LEVEL STAKEHOLDERS CONSULTATION ON "SAFEGUARDING THE GIRL CHILD: TOWARDS A SAFER AND ENABLING ENVIRONMENT FOR HER IN INDIA" ON SUNDAY 24TH AUGUST, 2025 AT 09.45 A.M.
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18,924,006,162 | https://bhagwatbalshetwar.com/2017/04/facebook.com/facebook.com/facebook.com/facebook.com/facebook.com/facebook.com/facebook.com/facebook.com/facebook.com/facebook.com/facebook.com/facebook.com/facebook.com/facebook.com/facebook.com/facebook.com/facebook.com/facebook.com/facebook.com/facebook.com/facebook.com/facebook.com/facebook.com/bhagwat.balshetwar | फोटोग्राफी : पर्यटन २०२५ : मुंबई शहर भटकंती
फोटोग्राफी : पर्यटन २०२५ : मुंबई शहर भटकंती
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फोटोग्राफी : पर्यटन २०२५ : मुंबई शहर भटकंती
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महादेवा…
चिंतानंद स्वरूपा, आनंदहृदया, भवभय-हरणा महादेवा.
मृत्युबंधन नाशका, मृत्युंजय प्रदायका, वृषभवाहना महादेवा.
कैलासधिपती, काशीविश्वनाथ, कर्पूरगौर करुणाकरा महादेवा.
वीरभद्र उग्ररूपा, अर्धनारीनटेश्वरा, पुराण पुरुषा महादेवा.
गंगाधरा, अमरनाथ महेश्वरा, महारुद्र अवतारा महादेवा.
सर्पवेष्टित धारी, शिव-शक्ती अधिकारी, त्रिपुरारी महादेवा.
त्रिनेत्रधिकारी, त्रिशूळधारी, त्रिलोक्य प्रलयकारी महादेवा.
निसर्ग निवासी, पर्वत प्रवासी, दुष्टदलन शक्ति महादेवा.
चंद्रकोरधारी, गिरिजापती गौरीहर, तांडवनृत्य तरंग महादेवा.
नटराज कलानिधी, शिव-शंभो चमत्कारी, अनादी अनंत महादेवा.
ब्रह्मांड संहारक, हलाहल रिचवणारी, प्रभू कल्याणकारी महादेवा.
भक्त वत्सल, भैरव तपस्वी, करुणामयी अविनाशी महादेवा.
नशिबाच्या कौलाला मी हो नमवणार,
रुसलेल्या सुखाला हसवून जिंकणार।
नात्यांच्या गुंत्यांना मीच सावरणार,
भिजत पडलेला प्रश्नांना मी उकलणार|
संघर्षांवर मात करून यश खेचणार,
आव्हानं झुगारून प्रगती साधणार|
आयुष्याचा यक्ष प्रश्न मी हो उलगडणार,
अडथळ्यांच्या शर्यतीत स्वतःला घडवणार।
चुकलेल्या वाटा सोडून मार्ग निवडणार
अपयश हरवून यशात नवा रंग भरणार
मराठी गझल वृत्त – कालगंगा/ देवप्रिया
लगावली : गा ल गा गा गा ल गा गा गा ल गा गा गा ल गा
मात्रा: २ १ २ २ २ १ २ २ २ १ २ २ २ १ २ = २६
गझलेत काही कमतरता, चुका असल्यास नक्की सांगा. त्यांचे स्वागतच असेल.
पहिले कडवे श्री.भूषण कटककर,”बेफिकिर” यांची ओळ आहे.
गझल – थांबले नाही कुणी…
घातली मी साद तेव्हा थांबले नाही कुणी
चांगले आहेत सारे, आपले नाही कुणी
नियती आली समोरी, संघर्ष झाला जरा
वेळही गेलीच होती, ताणले नाही कुणी
भूतकाळाला अता नाही कशाचे मागणे,
वर्तमानाला सुद्धा का धावले नाही कुणी
घाव तो होता जुना अन् वेदना होती नवी
कोंडलेला श्वास माझा जाणले नाही कुणी
काळजावर घाव घेऊनी निघालो एकटा
वादळाला झुंजलो मी मानले नाही कुणी
संपली होती इच्छा माझी कधीचीं अंतरी
ठेवली जवळी व्यथा पण धावले नाही कुणी
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फोटोग्राफी : पर्यटन २०२५ : टिपेश्वर वन्यजीव अभयारण्य आणि विदर्भ दौरा
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भारतीय ज्ञानपीठाच्या मूर्तिदेवी पुरस्काराने सन्मानित लेखक श्री शिवाजी सावंत लिखित “छावा” या कादंबरीवर आधारित आहे. “छावा” चित्रपट १४ फेब्रुवारीला प्रदर्शित झाला. चित्रपटाचे दिग्दर्शन लक्ष्मण उतेकरांनी केले आहे. संगीत ‘ए आर रहमान’ यांनी दिले आहे. ‘सौरभ गोस्वामी’ यांचे छायाचित्रण, कॉस्च्युम ‘शीतल शर्मा’, संवाद ‘ऋषी वीरमणी’ यांचे, चित्रपटाचे संपादन/एडिटिंग ‘मनीष प्रधान’ यांनी केले आहे. छत्रपती संभाजी महाराजाचा आकृतीबंध एका ३ तासाच्या चित्रपटात साकारणे शक्य नाही. महाराजाचा अनेक भाषा येत असत. शस्त्र आणि शास्त्र पारंगत होते. ‘बुध भूषण’, ‘नायकभेद’, ‘सातसतक’ आणि ‘नखशिखा’ अशी पुस्तके लिहिली आहे. “छावा” कादंबरीवर आधारित असल्याने फक्त बुऱ्हाणपूर स्वारी पासून पुढे असा घटनाक्रम दाखवला आहे. लक्ष्मण उतेकरांनी छत्रपती संभाजी महाराजाचे चरित्र मांडण्याचा केलेला धाडसी आणि तितकाच यशस्वी प्रयत्न आहे. |
18,924,006,163 | ਤਸਵੀਰ:Blue-winged kookaburra arp.jpg
ਦਿੱਖ
ਇਸ ਝਾਤ ਦਾ ਅਕਾਰ: 483 × 599 ਪਿਕਸਲ. ਹੋਰ ਰੈਜ਼ੋਲਿਊਸ਼ਨਜ਼: 193 × 240 ਪਿਕਸਲ | 387 × 480 ਪਿਕਸਲ | 619 × 768 ਪਿਕਸਲ | 826 × 1,024 ਪਿਕਸਲ | 1,648 × 2,044 ਪਿਕਸਲ.
ਅਸਲ ਫ਼ਾਈਲ (1,648 × 2,044 ਪਿਕਸਲ, ਫ਼ਾਈਲ ਅਕਾਰ: 2.83 MB, MIME ਕਿਸਮ: image/jpeg)
ਫ਼ਾਈਲ ਦਾ ਅਤੀਤ
ਤਾਰੀਖ/ਸਮੇਂ ’ਤੇ ਕਲਿੱਕ ਕਰੋ ਤਾਂ ਉਸ ਸਮੇਂ ਦੀ ਫਾਈਲ ਪੇਸ਼ ਹੋ ਜਾਵੇਗੀ।
| ਮਿਤੀ/ਸਮਾਂ | ਨਮੂਨਾ | ਨਾਪ | ਵਰਤੋਂਕਾਰ | ਟਿੱਪਣੀ | |
|---|---|---|---|---|---|
| ਮੌਜੂਦਾ | 21:03, 4 ਜਨਵਰੀ 2008 | 1,648 × 2,044 (2.83 MB) | Arpingstone | Kookaburra |
ਫ਼ਾਈਲ ਦੀ ਵਰਤੋਂ
ਇਹ ਫਾਈਲ ਹੇਠਾਂ ਦਿੱਤਾ ਸਫ਼ਾ ਵਰਤਦਾ ਹੈ:
ਫ਼ਾਈਲ ਦੀ ਵਿਆਪਕ ਵਰਤੋਂ
ਇਸ ਫ਼ਾਈਲ ਨੂੰ ਹੋਰ ਹੇਠ ਲਿਖੇ ਵਿਕੀ ਵਰਤਦੇ ਹਨ:
- arz.wikipedia.org ਉੱਤੇ ਵਰਤੋਂ
- ast.wikipedia.org ਉੱਤੇ ਵਰਤੋਂ
- bg.wikipedia.org ਉੱਤੇ ਵਰਤੋਂ
- ca.wikipedia.org ਉੱਤੇ ਵਰਤੋਂ
- ceb.wikipedia.org ਉੱਤੇ ਵਰਤੋਂ
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- en.wikibooks.org ਉੱਤੇ ਵਰਤੋਂ
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- nl.wikipedia.org ਉੱਤੇ ਵਰਤੋਂ
- nn.wikipedia.org ਉੱਤੇ ਵਰਤੋਂ
- pl.wikipedia.org ਉੱਤੇ ਵਰਤੋਂ
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- www.wikidata.org ਉੱਤੇ ਵਰਤੋਂ | |
18,924,006,164 | https://www.pratidintime.com/latest-assam-news-breaking-news-assam/shringkhal-chaliha-sent-to-2-day-cid-custody-again | Vir Lachit Sena activist Shringkhal Chaliha has been sent to two-day CID custody again on Saturday. He was produced on the court and CID sought three-day custody but the court give him two-day custody.
Senior advocate Upamanyu Hazarika who is fighting the case for Shringkhal has become conscious against the government. Hazarika said, "Sarbananda Sonowal dreamt of achieving power by joining in the students' movement. The Chief Minister is afraid of the people who stage a protest with a free and fair mind and therefore they made a conspiracy to arrest the protestor like Shringkhal Chaliha."
Hazarika also stated that there will be massive protests against this harassment. He also raised a question as to why the government doesn't take any action against Mrinal Saikia who made a provocative statement. |
18,924,006,165 | http://pensionersportal.gov.in/Forms/Medicalforms/Forms/Formsforoffices/PensionCalculators/Forms/Applicationforms/mapplication.aspx | Without any motion or movement there is no life
Ups and downs in life are very important to keep us going, because a straight line even in an ECG means we are not alive.
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18,924,006,166 | https://scrollpunjab.com/tag/terrible-collision-between-bus-and-tractor-trolley/ | Tag: Terrible collision between bus and tractor-trolley
ਬੱਸ ਅਤੇ ਟਰੈਕਟਰ-ਟਰਾਲੀ ਦੀ ਭਿਆਨਕ ਟੱਕਰ, 12 ਜ਼ਖਮੀ
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18,924,006,170 | https://www.sentinelassam.com/north-east-india-news/local-sports/guwahati-tennis-association-condoles-dipak-kumar-das-demise-651200 | GUWAHATI: The members of the Guwahati Tennis Association (GTA) are deeply saddened by the sudden death of former state tennis champion Dipak Kumar Das on Thursday. Members condoled his death and recalled his enormous contribution to the game of tennis. Members prayed to the almighty for his eternal peace and convey their heartfelt condolences to the members of the bereaved family to overcome the loss.
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18,924,006,172 | http://www.rozanaspokesman.in/news/nation/260123/first-woman-ips-of-himachal-pradesh-the-officer-was-awarded-the-presid.html | ਐਨ.ਆਈ.ਏ. ਅਤੇ ਬੀ.ਐਸ.ਐਫ਼. ਵਿੱਚ ਪਹਿਲੀ ਮਹਿਲਾ ਆਈ.ਪੀ.ਐਸ. ਅਧਿਕਾਰੀ ਹੋਣ ਦਾ ਮਾਣ ਵੀ ਪ੍ਰਾਪਤ ਹੈ
ਸ਼ਿਮਲਾ - ਹਿਮਾਚਲ ਪ੍ਰਦੇਸ਼ ਦੀ ਪਹਿਲੀ ਮਹਿਲਾ ਆਈ.ਪੀ.ਐਸ. ਅਧਿਕਾਰੀ ਸਤਵੰਤ ਅਟਵਾਲ ਤ੍ਰਿਵੇਦੀ ਨੂੰ ਵਿਸ਼ੇਸ਼ ਸੇਵਾ ਲਈ ਰਾਸ਼ਟਰਪਤੀ ਪੁਲਿਸ ਮੈਡਲ ਨਾਲ ਸਨਮਾਨਿਤ ਕੀਤਾ ਗਿਆ ਹੈ।
ਤ੍ਰਿਵੇਦੀ 1996 ਬੈਚ ਦੀ ਅਧਿਕਾਰੀ ਹਨ, ਜੋ ਵਰਤਮਾਨ ਵਿੱਚ ਵਿਜੀਲੈਂਸ ਅਤੇ ਭ੍ਰਿਸ਼ਟਾਚਾਰ ਵਿਰੋਧੀ ਬਿਊਰੋ ਵਿੱਚ ਵਧੀਕ ਡਾਇਰੈਕਟਰ ਜਨਰਲ ਆਫ਼ ਪੁਲਿਸ (ਏ.ਡੀ.ਜੀ.ਪੀ.) ਵਜੋਂ ਤਾਇਨਾਤ ਹਨ।
ਉਨ੍ਹਾਂ ਨੂੰ ਰਾਸ਼ਟਰੀ ਜਾਂਚ ਏਜੰਸੀ (ਐਨ.ਆਈ.ਏ.) ਅਤੇ ਸੀਮਾ ਸੁਰੱਖਿਆ ਬਲ (ਬੀ.ਐਸ.ਐਫ਼.) ਵਿੱਚ ਪਹਿਲੀ ਮਹਿਲਾ ਆਈ.ਪੀ.ਐਸ. ਅਧਿਕਾਰੀ ਹੋਣ ਦਾ ਮਾਣ ਵੀ ਪ੍ਰਾਪਤ ਹੈ ਅਤੇ ਉਨ੍ਹਾਂ ਨੂੰ ਫ਼ੋਰਸ ਦੀਆਂ ਔਰਤਾਂ ਨਾਲ ਜੁੜੇ ਮੁੱਦਿਆਂ 'ਤੇ ਅਵਾਜ਼ ਚੁੱਕਣ ਲਈ ਜਾਣਿਆ ਜਾਂਦਾ ਹੈ।
ਬੁੱਧਵਾਰ ਨੂੰ ਜਾਰੀ ਇੱਕ ਬਿਆਨ ਅਨੁਸਾਰ, ਸ਼ਲਾਘਾਯੋਗ ਸੇਵਾਵਾਂ ਲਈ ਪੁਲਿਸ ਮੈਡਲ ਨਾਲ ਚਾਰ ਕਰਮਚਾਰੀਆਂ, ਉਪ-ਪੁਲਿਸ ਕਪਤਾਨ ਰਾਹੁਲ ਸ਼ਰਮਾ, ਸਹਾਇਕ ਕਮਾਂਡੈਂਟ ਜਤਿੰਦਰ ਸਿੰਘ, ਸਬ-ਇੰਸਪੈਕਟਰ ਇੰਦਰ ਦੱਤ ਅਤੇ ਹੈੱਡ ਕਾਂਸਟੇਬਲ ਸੁਸ਼ੀਲ ਕੁਮਾਰ ਨੂੰ ਸਨਮਾਨਿਤ ਕੀਤਾ ਗਿਆ ਹੈ।
ਪੁਲਿਸ ਡਾਇਰੈਕਟਰ ਜਨਰਲ ਸੰਜੇ ਕੁੰਡੂ ਨੇ ਸਾਰੇ ਪੁਰਸਕਾਰ ਜੇਤੂਆਂ ਨੂੰ ਵਧਾਈ ਦਿੱਤੀ ਹੈ। |
18,924,006,173 | https://www.indiabix.com/electronics/voltage-and-current/discussion-787-3-2 | Electronics - Voltage and Current - Discussion
Discussion Forum : Voltage and Current - General Questions (Q.No. 6)
6.
The battery symbol is:
Discussion:
40 comments Page 3 of 4.
Vikas said:
1 decade ago
Why should use battery?
Puja said:
1 decade ago
In battery both terminals are at different potentials. To indicate it one bar is kept long while other short. But in capacitor both the plates are charged to same potential value thus height of both bars are same.
Vrushali said:
1 decade ago
What is the difference between resistor and inductor?
Jayaraju said:
1 decade ago
Resistor means opposes the current what about inductor?
Rushik kanabar said:
1 decade ago
Why the battery symbol as explained above?
Priyadharshiniraj said:
1 decade ago
Inductor is an electrical component that stores energy in the form of magnetic field when current passes through it.
Roja mohan said:
10 years ago
What is mean by earthing? What is the need of it?
Arti said:
10 years ago
Hi friends I think there is no need for reservation system in private sector. Because we all know that there is very much rare change for general caste person for an job in public sector due to reservation system.
So if in private sector is also reserve then there is nothing is to mean as equality for India. One side say all persons are equal in the eye of law and one side this reservation system going on.
So if in private sector is also reserve then there is nothing is to mean as equality for India. One side say all persons are equal in the eye of law and one side this reservation system going on.
Pankaj said:
9 years ago
What is resistor?
Dhananjay said:
9 years ago
@Pankaj.
The resistor is the conducting material which has the property to oppose the current flowing through it when it is connected in the closed circuit.
The resistor is the conducting material which has the property to oppose the current flowing through it when it is connected in the closed circuit.
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Palawano B Dictionary
kukok
n
type of spirit being [lenggam], both evil and good, depending on the phase of the moon. 2. a type of spirit [lenggam], q.v., which lives in rocks; each has a man who is its friend.
syn
endelimew
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Δ
Palawano, Brooke\\\\\\\\\\\\\\\'s Point
English
All Parts of Speech
All Parts of Speech
adj (1994)
adv (209)
affix (12)
affx (5)
afix (37)
art (1)
conj (178)
disc-mkr (2)
dpn (17)
dsc (1)
dsc-lkr (2)
dsc-mkr (5)
excl (1)
exsp (1)
ger (1)
idiom (1)
interj (24)
intj (1)
intr-pn (1)
ipn (4)
lnkr (8)
loc-mkr (2)
mkr (6)
mkr-nom (1)
n (6210)
neg (21)
neg-com (2)
np (4)
ord (7)
pn (79)
pn12s (4)
pn1p (17)
pn1s (9)
pn2p (14)
pn2s (13)
pn3p (15)
pn3s (5)
ppn mkr (4)
ppn (1)
ppn1p (1)
prefix (3)
prep (68)
ptl (46)
q-mkr (4)
q-pn (5)
q-ptl (15)
qpn (1)
qual (12)
tbd (1879)
top-mkr (4)
unkn (1)
v (6710)
v-abl (7)
v-aff (22)
v-affx (1)
v-afix (12)
v-caus (3)
v-com (89)
v-recip (4)
v-reflx (1)
Semantic Domains
1. Universe, creation
1.1. Sky
1.1.1. Sun
1.1.1.1. Moon
1.1.1.2. Star
1.1.1.3. Planet
1.1.2. Air
1.1.2.1. Blow air
1.1.3. Weather
1.1.3.1. Wind
1.1.3.2. Cloud
1.1.3.3. Rain
1.1.3.4. Snow, ice
1.1.3.5. Storm
1.1.3.6. Lightning, thunder
1.1.3.7. Flood
1.1.3.8. Drought
1.2. World
1.2.1. Land
1.2.1.1. Mountain
1.2.1.2. Volcano
1.2.1.3. Plain, plateau
1.2.1.4. Valley
1.2.1.5. Underground
1.2.1.6. Forest, grassland, desert
1.2.1.7. Earthquake
1.2.2. Substance, matter
1.2.2.1. Soil, dirt
1.2.2.2. Rock
1.2.2.3. Metal
1.2.2.4. Mineral
1.2.2.5. Jewel
1.2.3. Solid, liquid, gas
1.2.3.1. Liquid
1.2.3.2. Oil
1.2.3.3. Gas
1.3. Water
1.3.1. Bodies of water
1.3.1.1. Ocean, lake
1.3.1.2. Swamp
1.3.1.3. River
1.3.1.4. Spring, well
1.3.1.5. Island, shore
1.3.2. Movement of water
1.3.2.1. Flow
1.3.2.2. Pour
1.3.2.3. Drip
1.3.2.4. Wave
1.3.2.5. Calm, rough
1.3.2.6. Tide
1.3.3. Wet
1.3.3.1. Dry
1.3.4. Be in water
1.3.5. Solutions of water
1.3.6. Water quality
1.4. Living things
1.4.1. Dead things
1.4.2. Spirits of things
1.5. Plant
1.5.1. Tree
1.5.2. Bush, shrub
1.5.3. Grass, herb, vine
1.5.4. Moss, fungus, algae
1.5.5. Parts of a plant
1.5.6. Growth of plants
1.5.7. Plant diseases
1.6. Animal
1.6.1. Types of animals
1.6.1.1. Mammal
1.6.1.1.1. Primate
1.6.1.1.2. Carnivore
1.6.1.1.3. Hoofed animals
1.6.1.1.4. Rodent
1.6.1.1.5. Marsupial
1.6.1.1.6. Anteater, aardvark
1.6.1.1.7. Sea mammal
1.6.1.1.8. Bat
1.6.1.2. Bird
1.6.1.3. Reptile
1.6.1.3.1. Snake
1.6.1.3.2. Lizard
1.6.1.3.3. Turtle
1.6.1.3.4. Crocodile
1.6.1.4. Amphibian
1.6.1.5. Fish
1.6.1.6. Shark, ray
1.6.1.7. Insect
1.6.1.8. Spider
1.6.1.9. Small animals
1.6.2. Parts of an animal
1.6.2.1. Parts of a bird
1.6.2.2. Parts of a reptile
1.6.2.3. Parts of a fish
1.6.2.4. Parts of an insect
1.6.2.5. Parts of small animals
1.6.3. Animal life cycle
1.6.3.1. Egg
1.6.4. Animal actions
1.6.4.1. Animal movement
1.6.4.2. Animal eating
1.6.4.3. Animal sounds
1.6.5. Animal home
1.6.6. Animal group
1.6.7. Male and female animals
1.7. Nature, environment
1.7.1. Natural
2. Person
2.1. Body
2.1.1. Head
2.1.1.1. Eye
2.1.1.2. Ear
2.1.1.3. Nose
2.1.1.4. Mouth
2.1.1.5. Tooth
2.1.2. Torso
2.1.3. Limb
2.1.3.1. Arm
2.1.3.2. Leg
2.1.3.3. Finger, toe
2.1.4. Skin
2.1.5. Hair
2.1.6. Bone, joint
2.1.7. Flesh
2.1.8. Internal organs
2.1.8.1. Heart
2.1.8.2. Stomach
2.1.8.3. Male organs
2.1.8.4. Female organs
2.2. Body functions
2.2.1. Breathe, breath
2.2.2. Cough, sneeze
2.2.3. Spit, saliva
2.2.4. Mucus
2.2.5. Bleed, blood
2.2.6. Sweat
2.2.7. Urinate, urine
2.2.8. Defecate, feces
2.3. Sense, perceive
2.3.1. See
2.3.1.1. Look
2.3.1.2. Watch
2.3.1.3. Examine
2.3.1.4. Show, let someone see
2.3.1.5. Visible
2.3.1.5.1. Appear
2.3.1.6. Transparent
2.3.1.7. Reflect, mirror
2.3.1.8. Appearance
2.3.1.8.1. Beautiful
2.3.1.8.2. Ugly
2.3.1.9. Something used to see
2.3.2. Hear
2.3.2.1. Listen
2.3.2.2. Sound
2.3.2.3. Types of sounds
2.3.2.4. Loud
2.3.2.5. Quiet
2.3.3. Taste
2.3.4. Smell
2.3.5. Sense of touch
2.3.5.1. Comfortable
2.4. Body condition
2.4.1. Strong
2.4.2. Weak
2.4.3. Energetic
2.4.4. Tired
2.4.5. Rest
2.5. Healthy
2.5.1. Sick
2.5.1.1. Recover from sickness
2.5.2. Disease
2.5.2.1. Malnutrition, starvation
2.5.2.2. Skin disease
2.5.2.3. Stomach illness
2.5.2.4. Tooth decay
2.5.3. Injure
2.5.3.1. Amputate
2.5.3.2. Poison
2.5.4. Disabled
2.5.4.1. Blind
2.5.4.2. Poor eyesight
2.5.4.3. Deaf
2.5.4.4. Mute
2.5.4.5. Birth defect
2.5.5. Cause of disease
2.5.6. Symptom of disease
2.5.6.1. Pain
2.5.6.2. Fever
2.5.6.3. Swell
2.5.6.4. Lose consciousness
2.5.6.5. Dazed, confused
2.5.6.6. Vision, hallucination
2.5.7. Treat disease
2.5.7.1. Doctor, nurse
2.5.7.2. Medicine
2.5.7.3. Medicinal plants
2.5.7.4. Hospital
2.5.7.5. Traditional medicine
2.5.8. Mental illness
2.6. Life
2.6.1. Marriage
2.6.1.1. Arrange a marriage
2.6.1.2. Wedding
2.6.1.3. Unmarried
2.6.1.4. Divorce
2.6.1.5. Romantic love
2.6.2. Sexual relations
2.6.2.1. Virginity
2.6.2.2. Attract sexually
2.6.2.3. Sexual immorality
2.6.3. Birth
2.6.3.1. Pregnancy
2.6.3.2. Fetus
2.6.3.3. Miscarriage
2.6.3.4. Labor and birth pains
2.6.3.5. Help to give birth
2.6.3.6. Unusual birth
2.6.3.7. Multiple births
2.6.3.8. Fertile, infertile
2.6.3.9. Birth ceremony
2.6.4. Stage of life
2.6.4.1. Baby
2.6.4.1.1. Care for a baby
2.6.4.2. Child
2.6.4.2.1. Rear a child
2.6.4.3. Youth
2.6.4.4. Adult
2.6.4.5. Old person
2.6.4.6. Grow, get bigger
2.6.4.7. Initiation
2.6.4.8. Peer group
2.6.5. Male, female
2.6.5.1. Man
2.6.5.2. Woman
2.6.6. Die
2.6.6.1. Kill
2.6.6.2. Corpse
2.6.6.3. Funeral
2.6.6.4. Mourn
2.6.6.5. Bury
2.6.6.6. Grave
2.6.6.7. Inherit
2.6.6.8. Life after death
3. Language and thought
3.1. Soul, spirit
3.1.1. Personality
3.1.2. Mental state
3.1.2.1. Alert
3.1.2.2. Notice
3.1.2.3. Attention
3.1.2.4. Ignore
3.2. Think
3.2.1. Mind
3.2.1.1. Think about
3.2.1.2. Imagine
3.2.1.3. Intelligent
3.2.1.4. Stupid
3.2.1.5. Logical
3.2.1.6. Instinct
3.2.2. Learn
3.2.2.1. Study
3.2.2.2. Check
3.2.2.3. Evaluate, test
3.2.2.4. Guess
3.2.2.5. Solve
3.2.2.6. Realize
3.2.2.7. Willing to learn
3.2.3. Know
3.2.3.1. Known, unknown
3.2.3.2. Area of knowledge
3.2.3.3. Secret
3.2.4. Understand
3.2.4.1. Misunderstand
3.2.4.2. Understandable
3.2.4.3. Mysterious
3.2.5. Opinion
3.2.5.1. Believe
3.2.5.1.1. Trust
3.2.5.2. Disbelief
3.2.5.3. Doubt
3.2.5.4. Agree with someone
3.2.5.4.1. Disagree
3.2.5.4.2. Protest
3.2.5.5. Philosophy
3.2.5.6. Attitude
3.2.5.7. Extreme belief
3.2.5.8. Change your mind
3.2.5.9. Approve of something
3.2.6. Remember
3.2.6.1. Forget
3.2.6.2. Recognize
3.2.6.3. Memorize
3.2.6.4. Remind
3.2.7. Expect
3.2.7.1. Hope
3.2.7.2. Hopeless
3.2.7.3. Predict
3.2.8. Tendency
3.3. Want
3.3.1. Decide, plan
3.3.1.1. Purpose, goal
3.3.1.2. Choose
3.3.1.3. Cast lots
3.3.1.4. Intend
3.3.1.5. Deliberately
3.3.1.6. Determined
3.3.1.7. Stubborn
3.3.1.8. Lust
3.3.2. Request
3.3.2.1. Agree to do something
3.3.2.2. Refuse to do something
3.3.2.3. Intercede
3.3.2.4. Willing
3.3.3. Influence
3.3.3.1. Suggest
3.3.3.2. Advise
3.3.3.3. Persuade
3.3.3.4. Insist
3.3.3.5. Compel
3.3.3.6. Control
3.3.3.7. Warn
3.3.3.8. Threaten
3.3.4. Ask permission
3.3.4.1. Give permission
3.3.4.2. Refuse permission
3.3.4.3. Exempt
3.3.4.4. Prevent
3.3.4.5. Free to do what you want
3.3.5. Offer
3.3.5.1. Accept
3.3.5.2. Reject
3.4. Emotion
3.4.1. Feel good
3.4.1.1. Like, love
3.4.1.1.1. Enjoy doing something
3.4.1.1.2. Self-esteem
3.4.1.1.3. Prefer
3.4.1.1.4. Popular
3.4.1.1.5. Fashionable
3.4.1.1.6. Contentment
3.4.1.1.7. Happy for
3.4.1.1.8. Pleased with
3.4.1.2. Happy
3.4.1.2.1. Relaxed
3.4.1.2.2. Calm
3.4.1.3. Surprise
3.4.1.4. Interested
3.4.1.4.1. Excited
3.4.1.4.2. Enthusiastic
3.4.1.4.3. Obsessed
3.4.1.4.4. Attract
3.4.1.4.5. Indifferent
3.4.1.4.6. Uninterested, bored
3.4.1.5. Confident
3.4.2. Feel bad
3.4.2.1. Sad
3.4.2.1.1. Dislike
3.4.2.1.2. Hate, detest
3.4.2.1.3. Disgusted
3.4.2.1.4. Disappointed
3.4.2.1.5. Lonely
3.4.2.1.6. Upset
3.4.2.1.7. Shock
3.4.2.1.8. Jealous
3.4.2.1.9. Discontent
3.4.2.2. Sorry
3.4.2.2.1. Ashamed
3.4.2.2.2. Embarrassed
3.4.2.3. Angry
3.4.2.3.1. Annoyed
3.4.2.4. Afraid
3.4.2.4.1. Worried
3.4.2.4.2. Nervous
3.4.2.4.3. Shy, timid
3.4.2.5. Confused
3.5. Communication
3.5.1. Say
3.5.1.1. Voice
3.5.1.1.1. Shout
3.5.1.1.2. Speak quietly
3.5.1.1.3. Speak a lot
3.5.1.1.4. Speak little
3.5.1.1.5. Say nothing
3.5.1.1.6. Speech style
3.5.1.1.7. Speak well
3.5.1.1.8. Speak poorly
3.5.1.2. Talk about a subject
3.5.1.2.1. Announce
3.5.1.2.2. Describe
3.5.1.2.3. Explain
3.5.1.2.4. Mention
3.5.1.2.5. Introduce
3.5.1.2.6. Repeat
3.5.1.2.7. Summarize
3.5.1.2.8. Emphasize
3.5.1.2.9. Be about, subject
3.5.1.3. True
3.5.1.3.1. Tell the truth
3.5.1.3.2. Tell a lie
3.5.1.3.3. Contradict
3.5.1.3.4. Expose falsehood
3.5.1.3.5. Real
3.5.1.3.6. Exaggerate
3.5.1.4. Speak with others
3.5.1.4.1. Call
3.5.1.4.2. Contact
3.5.1.4.3. Greet
3.5.1.4.4. Say farewell
3.5.1.4.5. Speak in unison
3.5.1.5. Ask
3.5.1.5.1. Answer
3.5.1.5.2. Disclose
3.5.1.5.3. Hide your thoughts
3.5.1.6. Debate
3.5.1.6.1. Demonstrate
3.5.1.6.2. Quarrel
3.5.1.7. Praise
3.5.1.7.1. Thank
3.5.1.7.2. Flatter
3.5.1.7.3. Boast
3.5.1.8. Criticize
3.5.1.8.1. Blame
3.5.1.8.2. Insult
3.5.1.8.3. Mock
3.5.1.8.4. Gossip
3.5.1.8.5. Complain
3.5.1.9. Promise
3.5.2. Make speech
3.5.2.1. Report
3.5.2.2. News, message
3.5.2.3. Figurative
3.5.2.4. Admit
3.5.3. Language
3.5.3.1. Word
3.5.3.2. Information
3.5.4. Story
3.5.4.1. Fable, myth
3.5.4.2. Saying, proverb
3.5.4.3. Riddle
3.5.4.4. Poetry
3.5.4.5. History
3.5.4.6. Verbal tradition
3.5.5. Foolish talk
3.5.5.1. Obscenity
3.5.6. Sign, symbol
3.5.6.1. Gesture
3.5.6.2. Point at
3.5.6.3. Facial expression
3.5.6.4. Laugh
3.5.6.5. Cry, tear
3.5.7. Reading and writing
3.5.7.1. Write
3.5.7.2. Written material
3.5.7.3. Read
3.5.7.4. Publish
3.5.7.5. Record
3.5.7.6. List
3.5.7.7. Letter
3.5.8. Interpreting messages
3.5.8.1. Meaning
3.5.8.2. Meaningless
3.5.8.3. Unintelligible
3.5.8.4. Show, indicate
3.5.9. Mass communication
3.5.9.1. Radio, television
3.5.9.2. Telephone
3.5.9.3. Newspaper
3.5.9.4. Movie
3.5.9.5. Recorded music
3.5.9.6. Communication devices
3.6. Teach
3.6.1. Show, explain
3.6.2. School
3.6.3. Subject of teaching
3.6.4. Class, lesson
3.6.5. Correct
3.6.6. Science
3.6.7. Test
3.6.8. Answer in a test
4. Social behavior
4.1. Relationships
4.1.1. Friend
4.1.1.1. Girlfriend, boyfriend
4.1.2. Types of people
4.1.2.1. Working relationship
4.1.3. Know someone
4.1.3.1. Meet for the first time
4.1.4. Neighbor
4.1.4.1. Social class
4.1.5. Unity
4.1.6. Disunity
4.1.6.1. Unfriendly
4.1.6.2. Set self apart
4.1.6.3. Alone
4.1.6.4. Independent person
4.1.6.5. Private, public
4.1.7. Begin a relationship
4.1.7.1. End a relationship
4.1.8. Show affection
4.1.9. Kinship
4.1.9.1. Related by birth
4.1.9.1.1. Grandfather, grandmother
4.1.9.1.2. Father, mother
4.1.9.1.3. Brother, sister
4.1.9.1.4. Son, daughter
4.1.9.1.5. Grandson, granddaughter
4.1.9.1.6. Uncle, aunt
4.1.9.1.7. Cousin
4.1.9.1.8. Nephew, niece
4.1.9.1.9. Birth order
4.1.9.2. Related by marriage
4.1.9.2.1. Husband, wife
4.1.9.2.2. In-law
4.1.9.3. Widow, widower
4.1.9.4. Orphan
4.1.9.5. Illegitimate child
4.1.9.6. Adopt
4.1.9.7. Non-relative
4.1.9.8. Family, clan
4.1.9.9. Race
4.2. Social activity
4.2.1. Come together, form a group
4.2.1.1. Invite
4.2.1.2. Encounter
4.2.1.3. Meet together
4.2.1.4. Visit
4.2.1.4.1. Welcome, receive
4.2.1.4.2. Show hospitality
4.2.1.5. Meeting, assembly
4.2.1.6. Participate
4.2.1.7. Crowd, group
4.2.1.8. Organization
4.2.1.8.1. Join an organization
4.2.1.8.2. Leave an organization
4.2.1.8.3. Belong to an organization
4.2.1.9. Social group
4.2.2. Social event
4.2.2.1. Ceremony
4.2.2.2. Festival, show
4.2.2.3. Celebrate
4.2.3. Music
4.2.3.1. Compose music
4.2.3.2. Play music
4.2.3.3. Sing
4.2.3.4. Musician
4.2.3.5. Musical instrument
4.2.4. Dance
4.2.5. Drama
4.2.6. Entertainment, recreation
4.2.6.1. Game
4.2.6.1.1. Card game
4.2.6.1.2. Chess
4.2.6.2. Sports
4.2.6.2.1. Football, soccer
4.2.6.2.2. Basketball
4.2.6.3. Exercise
4.2.6.4. Gambling
4.2.7. Play, fun
4.2.8. Humor
4.2.8.1. Serious
4.2.9. Holiday
4.2.9.1. Free time
4.3. Behavior
4.3.1. Good, moral
4.3.1.1. Bad, immoral
4.3.1.2. Meet a standard
4.3.1.2.1. Below standard
4.3.1.3. Mature in behavior
4.3.1.3.1. Immature in behavior
4.3.1.3.2. Sensible
4.3.1.4. Reputation
4.3.1.5. Patient
4.3.1.5.1. Impatient
4.3.1.5.2. Bad-tempered
4.3.2. Admire someone
4.3.2.1. Despise someone
4.3.2.2. Humble
4.3.2.3. Proud
4.3.2.4. Show off
4.3.3. Love
4.3.3.1. Hate, ill will
4.3.3.2. Not care
4.3.3.3. Abandon
4.3.4. Do good to
4.3.4.1. Do evil to
4.3.4.2. Help
4.3.4.2.1. Hinder
4.3.4.3. Cooperate with
4.3.4.3.1. Compete with
4.3.4.4. Altruistic, selfless
4.3.4.4.1. Selfish
4.3.4.4.2. Use a person
4.3.4.5. Share with
4.3.4.5.1. Provide for, support
4.3.4.5.2. Care for
4.3.4.5.3. Entrust to the care of
4.3.4.6. Meddle
4.3.4.6.1. Spoil
4.3.4.7. Enter by force
4.3.4.8. Kidnap
4.3.4.9. Cruel
4.3.5. Honest
4.3.5.1. Dishonest
4.3.5.2. Faithful
4.3.5.3. Reliable
4.3.5.4. Unreliable
4.3.5.5. Deceive
4.3.5.6. Hypocrite
4.3.6. Self-controlled
4.3.6.1. Lack self-control
4.3.6.2. Tidy
4.3.6.3. Untidy
4.3.6.4. Mistake
4.3.7. Polite
4.3.7.1. Impolite
4.3.7.2. Crazy
4.3.8. Change behavior
4.3.8.1. Conform
4.3.9. Culture
4.3.9.1. Custom
4.3.9.2. Habit
4.4. Prosperity, trouble
4.4.1. Prosperity
4.4.2. Trouble
4.4.2.1. Problem
4.4.2.2. Danger
4.4.2.3. Accident
4.4.2.4. Disaster
4.4.2.5. Separate, alone
4.4.2.6. Suffer
4.4.3. Respond to trouble
4.4.3.1. Brave
4.4.3.2. Cowardice
4.4.3.3. Avoid
4.4.3.4. Caution
4.4.3.5. Solve a problem
4.4.3.6. Endure
4.4.3.7. Survive
4.4.4. Respond to someone in trouble
4.4.4.1. Mercy
4.4.4.2. Show sympathy, support
4.4.4.3. Gentle
4.4.4.4. Save from trouble
4.4.4.5. Protect
4.4.4.6. Free from bondage
4.4.4.7. Relief
4.4.4.8. Risk
4.4.5. Chance
4.4.5.1. Lucky
4.4.5.2. Unlucky
4.5. Authority
4.5.1. Person in authority
4.5.2. Have authority
4.5.3. Exercise authority
4.5.3.1. Lead
4.5.3.2. Command
4.5.3.3. Discipline, train
4.5.3.4. Appoint, delegate
4.5.4. Submit to authority
4.5.4.1. Obey
4.5.4.2. Disobey
4.5.4.3. Serve
4.5.4.4. Slave
4.5.4.5. Follow, be a disciple
4.5.4.6. Rebel against authority
4.5.4.7. Independent
4.5.5. Honor
4.5.5.1. Title, name of honor
4.5.5.2. Lack respect
4.5.6. Status
4.5.6.1. High status
4.5.6.2. Low status
4.6. Government
4.6.1. Ruler
4.6.1.1. King's family
4.6.1.2. Government official
4.6.2. Citizen
4.6.2.1. Foreigner
4.6.3. Government organization
4.6.3.1. Governing body
4.6.4. Rule
4.6.5. Subjugate
4.6.6. Government functions
4.6.6.1. Police
4.6.6.1.1. Arrest
4.6.6.1.2. Informal justice
4.6.6.2. Diplomacy
4.6.6.3. Represent
4.6.6.4. Election
4.6.6.5. Politics
4.6.7. Region
4.6.7.1. Country
4.6.7.2. City
4.6.7.3. Countryside
4.6.7.4. Community
4.7. Law
4.7.1. Laws
4.7.2. Pass laws
4.7.3. Break the law
4.7.4. Court of law
4.7.4.1. Legal personnel
4.7.5. Trial
4.7.5.1. Investigate a crime
4.7.5.2. Suspect
4.7.5.3. Accuse, confront
4.7.5.4. Defend against accusation
4.7.5.5. Witness, testify
4.7.5.6. Drop charges
4.7.5.7. Take oath
4.7.5.8. Vindicate
4.7.6. Judge, render a verdict
4.7.6.1. Acquit
4.7.6.2. Condemn, find guilty
4.7.6.3. Fault
4.7.7. Punish
4.7.7.1. Reward
4.7.7.2. Fine
4.7.7.3. Imprison
4.7.7.4. Execute
4.7.7.5. Ostracize
4.7.7.6. Pardon, release
4.7.7.7. Atone, restitution
4.7.8. Legal contract
4.7.8.1. Covenant
4.7.8.2. Break a contract
4.7.9. Justice
4.7.9.1. Impartial
4.7.9.2. Unfair
4.7.9.3. Deserve
4.7.9.4. Discriminate, be unfair
4.7.9.5. Act harshly
4.7.9.6. Oppress
4.8. Conflict
4.8.1. Hostility
4.8.1.1. Oppose
4.8.2. Fight
4.8.2.1. Fight for something good
4.8.2.2. Fight against something bad
4.8.2.3. Attack
4.8.2.3.1. Ambush
4.8.2.4. Defend
4.8.2.5. Revenge
4.8.2.6. Riot
4.8.2.7. Betray
4.8.2.8. Violent
4.8.2.9. Enemy
4.8.3. War
4.8.3.1. Defeat
4.8.3.2. Win
4.8.3.3. Lose a fight
4.8.3.4. Surrender
4.8.3.5. Prisoner of war
4.8.3.6. Military organization
4.8.3.6.1. Army
4.8.3.6.2. Navy
4.8.3.6.3. Air force
4.8.3.6.4. Soldier
4.8.3.6.5. Spy
4.8.3.6.6. Fort
4.8.3.7. Weapon, shoot
4.8.3.8. Plunder
4.8.4. Peace
4.8.4.1. Rebuke
4.8.4.2. Make an appeal
4.8.4.3. Appease
4.8.4.4. Negotiate
4.8.4.5. Renounce claim, concede
4.8.4.6. Repent
4.8.4.6.1. Request forgiveness
4.8.4.7. Forgive
4.8.4.8. Make peace
4.8.4.8.1. Stop fighting
4.8.4.9. Reconcile
4.9. Religion
4.9.1. God
4.9.2. Supernatural being
4.9.3. Theology
4.9.3.1. Sacred writings
4.9.4. Miracle, supernatural power
4.9.4.1. Sorcery
4.9.4.2. Demon possession
4.9.4.3. Bless
4.9.4.4. Curse
4.9.4.5. Destiny
4.9.4.6. Prophecy
4.9.4.7. Omen, divination
4.9.5. Practice religion
4.9.5.1. Devout
4.9.5.2. Pray
4.9.5.3. Worship
4.9.5.4. Religious ceremony
4.9.5.5. Offering, sacrifice
4.9.5.6. Religious purification
4.9.5.6.1. Taboo
4.9.5.7. Salvation
4.9.5.8. Dedicate to religious use
4.9.5.9. Fasting
4.9.6. Heaven, hell
4.9.6.1. Resurrection
4.9.7. Religious organization
4.9.7.1. Religious person
4.9.7.2. Christianity
4.9.7.3. Islam
4.9.7.4. Hinduism
4.9.7.5. Buddhism
4.9.7.6. Judaism
4.9.7.7. Animism
4.9.8. Religious things
4.9.8.1. Idol
4.9.8.2. Place of worship
4.9.9. Irreligion
5. Daily life
5.1. Household equipment
5.1.1. Furniture
5.1.1.1. Table
5.1.1.2. Chair
5.1.1.3. Bed
5.1.1.4. Cabinet
5.1.2. Household decoration
5.2. Food
5.2.1. Food preparation
5.2.1.1. Cooking methods
5.2.1.2. Steps in food preparation
5.2.1.2.1. Remove shell, skin
5.2.1.2.2. Pound in mortar and pestle
5.2.1.2.3. Grind flour
5.2.1.3. Cooking utensil
5.2.1.4. Food storage
5.2.1.5. Serve food
5.2.2. Eat
5.2.2.1. Bite, chew
5.2.2.2. Meal
5.2.2.3. Feast
5.2.2.4. Manner of eating
5.2.2.5. Hungry, thirsty
5.2.2.6. Satiated, full
5.2.2.7. Drink
5.2.2.8. Eating utensil
5.2.2.9. Fast, not eat
5.2.3. Types of food
5.2.3.1. Food from plants
5.2.3.1.1. Food from seeds
5.2.3.1.2. Food from fruit
5.2.3.1.3. Food from vegetables
5.2.3.1.4. Food from leaves
5.2.3.1.5. Food from roots
5.2.3.2. Food from animals
5.2.3.2.1. Meat
5.2.3.2.2. Milk products
5.2.3.2.3. Egg dishes
5.2.3.3. Cooking ingredients
5.2.3.3.1. Sugar
5.2.3.3.2. Salt
5.2.3.3.3. Spice
5.2.3.3.4. Leaven
5.2.3.3.5. Cooking oil
5.2.3.4. Prepared food
5.2.3.5. Prohibited food
5.2.3.6. Beverage
5.2.3.7. Alcoholic beverage
5.2.3.7.1. Alcohol preparation
5.2.3.7.2. Drunk
5.2.4. Tobacco
5.2.5. Narcotic
5.2.6. Stimulant
5.3. Clothing
5.3.1. Men's clothing
5.3.2. Women's clothing
5.3.3. Traditional clothing
5.3.4. Clothes for special occasions
5.3.5. Clothes for special people
5.3.6. Parts of clothing
5.3.7. Wear clothing
5.3.8. Naked
5.3.9. Style of clothing
5.4. Adornment
5.4.1. Jewelry
5.4.2. Cosmetics
5.4.3. Care for hair
5.4.3.1. Comb hair
5.4.3.2. Plait hair
5.4.3.3. Dye hair
5.4.3.4. Hairstyle
5.4.3.5. Cut hair
5.4.3.6. Shave
5.4.4. Care for the teeth
5.4.5. Anoint the body
5.4.6. Ritual scar
5.4.6.1. Circumcision
5.4.7. Care for the fingernails
5.5. Fire
5.5.1. Light a fire
5.5.2. Tend a fire
5.5.3. Extinguish a fire
5.5.4. Burn
5.5.5. What fires produce
5.5.6. Fuel
5.5.7. Fireplace
5.6. Cleaning
5.6.1. Clean, dirty
5.6.2. Bathe
5.6.3. Wash dishes
5.6.4. Wash clothes
5.6.5. Sweep, rake
5.6.6. Wipe, erase
5.7. Sleep
5.7.1. Go to sleep
5.7.2. Dream
5.7.3. Wake up
5.8. Manage a house
5.9. Live, stay
6. Work and occupation
6.1. Work
6.1.1. Worker
6.1.1.1. Expert
6.1.2. Method
6.1.2.1. Try, attempt
6.1.2.2. Use
6.1.2.2.1. Useful
6.1.2.2.2. Useless
6.1.2.2.3. Available
6.1.2.2.4. Use up
6.1.2.2.5. Take care of something
6.1.2.2.6. Waste
6.1.2.3. Work well
6.1.2.3.1. Careful
6.1.2.3.2. Work hard
6.1.2.3.3. Busy
6.1.2.3.4. Power, force
6.1.2.3.5. Complete, finish
6.1.2.3.6. Ambitious
6.1.2.4. Work poorly
6.1.2.4.1. Careless, irresponsible
6.1.2.4.2. Lazy
6.1.2.4.3. Give up
6.1.2.5. Plan
6.1.2.5.1. Arrange an event
6.1.2.5.2. Cancel an event
6.1.2.6. Prepare
6.1.2.6.1. Prepare something for use
6.1.2.7. Effective
6.1.2.8. Efficient
6.1.2.9. Opportunity
6.1.3. Difficult, impossible
6.1.3.1. Easy, possible
6.1.3.2. Succeed
6.1.3.3. Fail
6.1.3.4. Advantage
6.1.4. Job satisfaction
6.1.5. Unemployed, not working
6.1.6. Made by hand
6.1.7. Artificial
6.1.8. Experienced
6.1.8.1. Accustomed to
6.2. Agriculture
6.2.1. Growing crops
6.2.1.1. Growing grain
6.2.1.1.1. Growing rice
6.2.1.1.2. Growing wheat
6.2.1.1.3. Growing maize
6.2.1.2. Growing roots
6.2.1.2.1. Growing potatoes
6.2.1.2.2. Growing cassava
6.2.1.3. Growing vegetables
6.2.1.4. Growing fruit
6.2.1.4.1. Growing grapes
6.2.1.4.2. Growing bananas
6.2.1.5. Growing grass
6.2.1.5.1. Growing sugarcane
6.2.1.5.2. Growing tobacco
6.2.1.6. Growing flowers
6.2.1.7. Growing trees
6.2.1.7.1. Growing coconuts
6.2.1.7.2. Growing coffee
6.2.2. Land preparation
6.2.2.1. Clear a field
6.2.2.2. Plow a field
6.2.2.3. Fertilize a field
6.2.3. Plant a field
6.2.4. Tend a field
6.2.4.1. Cut grass
6.2.4.2. Uproot plants
6.2.4.3. Irrigate
6.2.4.4. Trim plants
6.2.4.5. Neglect plants
6.2.5. Harvest
6.2.5.1. First fruits
6.2.5.2. Crop failure
6.2.5.3. Gather wild plants
6.2.5.4. Plant product
6.2.6. Process harvest
6.2.6.1. Winnow grain
6.2.6.2. Mill grain
6.2.6.3. Thresh
6.2.6.4. Store the harvest
6.2.7. Farm worker
6.2.8. Agricultural tool
6.2.9. Farmland
6.3. Animal husbandry
6.3.1. Domesticated animal
6.3.1.1. Cattle
6.3.1.2. Sheep
6.3.1.3. Goat
6.3.1.4. Pig
6.3.1.5. Dog
6.3.1.6. Cat
6.3.1.7. Beast of burden
6.3.2. Tend herds in fields
6.3.3. Milk
6.3.4. Butcher, slaughter
6.3.5. Wool production
6.3.6. Poultry raising
6.3.6.1. Chicken
6.3.7. Animal products
6.3.8. Veterinary science
6.3.8.1. Animal diseases
6.3.8.2. Castrate animal
6.4. Hunt and fish
6.4.1. Hunt
6.4.1.1. Track an animal
6.4.2. Trap
6.4.3. Hunting birds
6.4.4. Beekeeping
6.4.5. Fishing
6.4.5.1. Fish with net
6.4.5.2. Fish with hooks
6.4.5.3. Fishing equipment
6.4.6. Things done to animals
6.5. Working with buildings
6.5.1. Building
6.5.1.1. House
6.5.1.2. Types of houses
6.5.1.3. Land, property
6.5.1.4. Yard
6.5.1.5. Fence, wall
6.5.2. Parts of a building
6.5.2.1. Wall
6.5.2.2. Roof
6.5.2.3. Floor
6.5.2.4. Door
6.5.2.5. Window
6.5.2.6. Foundation
6.5.2.7. Room
6.5.2.8. Floor, story
6.5.3. Building materials
6.5.3.1. Building equipment and maintenance
6.5.4. Infrastructure
6.5.4.1. Road
6.5.4.2. Boundary
6.6. Occupation
6.6.1. Working with cloth
6.6.1.1. Cloth
6.6.1.2. Spinning thread
6.6.1.3. Knitting
6.6.1.4. Weaving cloth
6.6.2. Working with minerals
6.6.2.1. Mining
6.6.2.2. Smelting
6.6.2.3. Working with metal
6.6.2.4. Working with clay
6.6.2.5. Working with glass
6.6.2.6. Working with oil and gas
6.6.2.7. Working with stone
6.6.2.8. Working with bricks
6.6.2.9. Working with chemicals
6.6.2.9.1. Explode
6.6.3. Working with wood
6.6.3.1. Lumbering
6.6.3.2. Wood
6.6.3.3. Working with paper
6.6.4. Crafts
6.6.4.1. Cordage
6.6.4.2. Weaving baskets and mats
6.6.4.3. Working with leather
6.6.4.4. Working with bone
6.6.5. Art
6.6.5.1. Draw, paint
6.6.5.2. Photography
6.6.5.3. Sculpture
6.6.6. Working with land
6.6.7. Working with water
6.6.7.1. Plumber
6.6.7.2. Conveying water
6.6.7.3. Controlling water
6.6.7.4. Working in the sea
6.6.8. Working with machines
6.6.8.1. Working with electricity
6.7. Tool
6.7.1. Cutting tool
6.7.1.1. Poking tool
6.7.1.2. Digging tool
6.7.2. Pounding tool
6.7.3. Carrying tool
6.7.4. Lifting tool
6.7.5. Fastening tool
6.7.6. Holding tool
6.7.7. Container
6.7.7.1. Bag
6.7.7.2. Sheath
6.7.8. Parts of tools
6.7.9. Machine
6.8. Finance
6.8.1. Have wealth
6.8.1.1. Own, possess
6.8.1.2. Rich
6.8.1.3. Poor
6.8.1.4. Store wealth
6.8.1.5. Possession, property
6.8.2. Accumulate wealth
6.8.2.1. Produce wealth
6.8.2.2. Make profit
6.8.2.3. Lose wealth
6.8.2.4. Frugal
6.8.2.5. Greedy
6.8.2.6. Collect
6.8.2.7. Earn
6.8.3. Share wealth
6.8.3.1. Give, donate
6.8.3.2. Generous
6.8.3.3. Stingy
6.8.3.4. Beg
6.8.4. Financial transaction
6.8.4.1. Buy
6.8.4.2. Sell
6.8.4.3. Price
6.8.4.3.1. Expensive
6.8.4.3.2. Cheap
6.8.4.3.3. Free of charge
6.8.4.4. Bargain
6.8.4.5. Pay
6.8.4.6. Hire, rent
6.8.4.7. Spend
6.8.4.8. Store, marketplace
6.8.4.9. Exchange, trade
6.8.5. Borrow
6.8.5.1. Lend
6.8.5.2. Give pledge, bond
6.8.5.3. Owe
6.8.5.4. Repay debt
6.8.5.5. Credit
6.8.6. Money
6.8.6.1. Monetary units
6.8.7. Accounting
6.8.8. Tax
6.8.9. Dishonest financial practices
6.8.9.1. Steal
6.8.9.2. Cheat
6.8.9.3. Extort money
6.8.9.4. Take by force
6.8.9.5. Bribe
6.8.9.6. Smuggle
6.9. Business organization
6.9.1. Management
6.9.2. Work for someone
6.9.3. Marketing
6.9.4. Commerce
6.9.5. Economics
6.9.6. Insurance
7. Physical actions
7.1. Posture
7.1.1. Stand
7.1.2. Sit
7.1.3. Lie down
7.1.4. Kneel
7.1.5. Bow
7.1.6. Lean
7.1.7. Straight posture
7.1.7.1. Relaxed posture
7.1.8. Bend down
7.1.9. Move a part of the body
7.2. Move
7.2.1. Manner of movement
7.2.1.1. Walk
7.2.1.1.1. Run
7.2.1.1.2. Crawl
7.2.1.1.3. Jump
7.2.1.2. Move quickly
7.2.1.2.1. Move slowly
7.2.1.3. Wander
7.2.1.4. Graceful
7.2.1.4.1. Clumsy
7.2.1.5. Walk with difficulty
7.2.1.5.1. Slip, slide
7.2.1.6. Steady, unsteady
7.2.1.6.1. Balance
7.2.1.7. Move noisily
7.2.2. Move in a direction
7.2.2.1. Move forward
7.2.2.2. Move back
7.2.2.3. Move sideways
7.2.2.4. Move up
7.2.2.5. Move down
7.2.2.5.1. Fall
7.2.2.6. Turn
7.2.2.7. Move in a circle
7.2.2.8. Move back and forth
7.2.2.9. Move straight without turning
7.2.3. Move toward something
7.2.3.1. Move away
7.2.3.2. Go
7.2.3.2.1. Come
7.2.3.3. Leave
7.2.3.3.1. Arrive
7.2.3.4. Move in
7.2.3.4.1. Move out
7.2.3.5. Move past, over, through
7.2.3.6. Return
7.2.4. Travel
7.2.4.1. Travel by land
7.2.4.1.1. Vehicle
7.2.4.1.2. Railroad
7.2.4.2. Travel by water
7.2.4.2.1. Boat
7.2.4.2.2. Swim
7.2.4.2.3. Dive
7.2.4.3. Fly
7.2.4.4. Travel in space
7.2.4.5. Move to a new house
7.2.4.6. Way, route
7.2.4.7. Lose your way
7.2.4.8. Map
7.2.5. Accompany
7.2.5.1. Go first
7.2.5.2. Follow
7.2.5.3. Guide
7.2.5.4. Move together
7.2.6. Pursue
7.2.6.1. Catch, capture
7.2.6.2. Prevent from moving
7.2.6.3. Escape
7.2.6.4. Set free
7.2.7. Not moving
7.2.7.1. Stop moving
7.2.7.2. Stay, remain
7.2.7.3. Wait
7.2.8. Send someone
7.3. Move something
7.3.1. Carry
7.3.1.1. Throw
7.3.1.2. Catch
7.3.1.3. Shake
7.3.1.4. Knock over
7.3.1.5. Set upright
7.3.2. Move something in a direction
7.3.2.1. Put in front
7.3.2.2. Put in back
7.3.2.3. Put aside
7.3.2.4. Lift
7.3.2.4.1. Hang
7.3.2.5. Lower something
7.3.2.6. Put in
7.3.2.7. Take something out of something
7.3.2.8. Pull
7.3.2.9. Push
7.3.3. Take somewhere
7.3.3.1. Take something from somewhere
7.3.3.2. Return something
7.3.3.3. Send
7.3.3.4. Chase away
7.3.3.5. Drive along
7.3.4. Handle something
7.3.4.1. Touch
7.3.4.2. Pick up
7.3.4.3. Put down
7.3.4.4. Hold
7.3.4.5. Actions of the hand
7.3.4.6. Support
7.3.4.7. Extend
7.3.5. Turn something
7.3.6. Open
7.3.6.1. Shut, close
7.3.6.2. Block, dam up
7.3.6.3. Limit
7.3.7. Cover
7.3.7.1. Uncover
7.3.7.2. Wrap
7.3.7.3. Spread, smear
7.3.8. Transport
7.4. Have, be with
7.4.1. Give, hand to
7.4.2. Receive
7.4.3. Get
7.4.4. Distribute
7.4.5. Keep something
7.4.5.1. Leave something
7.4.5.2. Throw away
7.4.6. Not have
7.5. Arrange
7.5.1. Gather
7.5.1.1. Separate, scatter
7.5.1.2. Include
7.5.1.3. Special
7.5.2. Join, attach
7.5.2.1. Link, connect
7.5.2.2. Stick together
7.5.2.3. Add to something
7.5.2.4. Remove, take apart
7.5.3. Mix
7.5.3.1. Pure, unmixed
7.5.4. Tie
7.5.4.1. Rope, string
7.5.4.2. Tangle
7.5.5. Organize
7.5.5.1. Disorganized
7.5.6. Substitute
7.5.7. Multiple things moving
7.5.8. Simple, complicated
7.5.9. Put
7.5.9.1. Load, pile
7.5.9.2. Fill, cover
7.6. Hide
7.6.1. Search
7.6.2. Find
7.6.3. Lose, misplace
7.7. Physical impact
7.7.1. Hit
7.7.2. Aim at a target
7.7.3. Kick
7.7.4. Press
7.7.5. Rub
7.7.6. Grind
7.7.7. Mark
7.8. Divide into pieces
7.8.1. Break
7.8.2. Crack
7.8.3. Cut
7.8.4. Tear, rip
7.8.5. Make hole, opening
7.8.6. Dig
7.9. Break, wear out
7.9.1. Damage
7.9.2. Tear down
7.9.3. Destroy
7.9.4. Repair
8. States
8.1. Quantity
8.1.1. Number
8.1.1.1. Cardinal numbers
8.1.1.1.1. One
8.1.1.1.2. Two
8.1.1.2. Ordinal numbers
8.1.1.3. Number of times
8.1.1.4. Multiples
8.1.1.5. Numbered group
8.1.1.6. Fraction
8.1.1.7. Number series
8.1.2. Count
8.1.2.1. Mathematics
8.1.2.2. Add numbers
8.1.2.3. Subtract numbers
8.1.2.4. Multiply numbers
8.1.2.5. Divide numbers
8.1.3. Plural
8.1.3.1. Many, much
8.1.3.2. Few, little
8.1.3.3. Group of things
8.1.4. More
8.1.4.1. Less
8.1.4.2. Increase
8.1.4.3. Decrease
8.1.5. All
8.1.5.1. Some
8.1.5.2. None, nothing
8.1.5.3. Both
8.1.5.4. Most, almost all
8.1.5.5. Most, least
8.1.5.6. Almost
8.1.5.7. Only
8.1.5.8. Exact
8.1.5.8.1. Approximate
8.1.5.9. Average
8.1.6. Whole, complete
8.1.6.1. Part
8.1.6.2. Piece
8.1.7. Enough
8.1.7.1. Extra
8.1.7.2. Lack
8.1.7.3. Need
8.1.7.4. Remain, remainder
8.1.8. Full
8.1.8.1. Empty
8.2. Big
8.2.1. Small
8.2.2. Long
8.2.2.1. Short, not long
8.2.2.2. Tall
8.2.2.3. Short, not tall
8.2.3. Thick
8.2.3.1. Thin thing
8.2.3.2. Fat person
8.2.3.3. Thin person
8.2.4. Wide
8.2.4.1. Narrow
8.2.5. Big area
8.2.5.1. Big container, volume
8.2.6. Distance
8.2.6.1. Far
8.2.6.2. Near
8.2.6.3. High
8.2.6.4. Low
8.2.6.5. Deep, shallow
8.2.7. Fit, size
8.2.7.1. Tight
8.2.7.2. Loose
8.2.7.3. Wedged in, stuck
8.2.8. Measure
8.2.9. Weigh
8.2.9.1. Heavy
8.2.9.2. Light in weight
8.3. Quality
8.3.1. Shape
8.3.1.1. Point, dot
8.3.1.2. Line
8.3.1.3. Straight
8.3.1.3.1. Flat
8.3.1.4. Horizontal
8.3.1.4.1. Vertical
8.3.1.4.2. Leaning, sloping
8.3.1.5. Bend
8.3.1.5.1. Roll up
8.3.1.5.2. Twist, wring
8.3.1.5.3. Fold
8.3.1.6. Round
8.3.1.6.1. Concave
8.3.1.6.2. Convex
8.3.1.6.3. Hollow
8.3.1.7. Square
8.3.1.8. Pattern, design
8.3.1.8.1. Symmetrical
8.3.1.9. Stretch
8.3.2. Texture
8.3.2.1. Smooth
8.3.2.2. Rough
8.3.2.3. Sharp
8.3.2.3.1. Pointed
8.3.2.4. Blunt
8.3.2.5. Furrow
8.3.3. Light
8.3.3.1. Shine
8.3.3.1.1. Light source
8.3.3.1.2. Bright
8.3.3.2. Dark
8.3.3.2.1. Shadow
8.3.3.3. Color
8.3.3.3.1. White
8.3.3.3.2. Black
8.3.3.3.3. Gray
8.3.3.3.4. Colors of the spectrum
8.3.3.3.5. Animal color, marking
8.3.3.3.6. Change color
8.3.3.3.7. Multicolored
8.3.3.4. Shiny
8.3.4. Hot
8.3.4.1. Cold
8.3.5. Type, kind
8.3.5.1. Nature, character
8.3.5.2. Compare
8.3.5.2.1. Same
8.3.5.2.2. Like, similar
8.3.5.2.3. Different
8.3.5.2.4. Other
8.3.5.2.5. Various
8.3.5.2.6. Opposite
8.3.5.3. Common
8.3.5.3.1. Usual
8.3.5.3.2. Unusual
8.3.5.3.3. Unique
8.3.5.3.4. Strange
8.3.5.4. Pattern, model
8.3.5.5. Imitate
8.3.5.6. Copy
8.3.6. Made of, material
8.3.6.1. Strong, brittle
8.3.6.2. Hard, firm
8.3.6.3. Stiff, flexible
8.3.6.4. Dense
8.3.6.5. Soft, flimsy
8.3.7. Good
8.3.7.1. Bad
8.3.7.2. Better
8.3.7.2.1. Worse
8.3.7.3. Perfect
8.3.7.4. Mediocre
8.3.7.5. Important
8.3.7.5.1. Basic
8.3.7.6. Improve
8.3.7.7. Right, proper
8.3.7.7.1. Wrong, unsuitable
8.3.7.7.2. Convenient
8.3.7.7.3. Compatible
8.3.7.8. Decay
8.3.7.8.1. Rust
8.3.7.8.2. Blemish
8.3.7.8.3. Garbage
8.3.7.8.4. Preserve
8.3.7.9. Value
8.3.8. Decorated
8.3.8.1. Simple, plain
8.3.8.2. Glory
8.4. Time
8.4.1. Period of time
8.4.1.1. Calendar
8.4.1.2. Day
8.4.1.2.1. Night
8.4.1.2.2. Yesterday, today, tomorrow
8.4.1.2.3. Time of the day
8.4.1.3. Week
8.4.1.3.1. Days of the week
8.4.1.4. Month
8.4.1.4.1. Months of the year
8.4.1.5. Season
8.4.1.6. Year
8.4.1.7. Era
8.4.1.8. Special days
8.4.2. Take time
8.4.2.1. A short time
8.4.2.2. A long time
8.4.2.3. Forever
8.4.2.4. Temporary
8.4.3. Indefinite time
8.4.4. Telling time
8.4.4.1. Plan a time
8.4.4.2. Clock, watch
8.4.5. Relative time
8.4.5.1. Order, sequence
8.4.5.1.1. Series
8.4.5.1.2. First
8.4.5.1.3. Next
8.4.5.1.4. Last
8.4.5.1.5. Regular
8.4.5.1.6. Alternate
8.4.5.2. Before
8.4.5.2.1. After
8.4.5.2.2. At the same time
8.4.5.2.3. During
8.4.5.3. Right time
8.4.5.3.1. Early
8.4.5.3.2. On time
8.4.5.3.3. Late
8.4.5.3.4. Delay
8.4.5.3.5. Postpone
8.4.6. Aspectual time
8.4.6.1. Start something
8.4.6.1.1. Beginning
8.4.6.1.2. Stop something
8.4.6.1.3. End
8.4.6.1.4. Until
8.4.6.1.5. Since, from
8.4.6.2. Past
8.4.6.2.1. Recently
8.4.6.3. Present
8.4.6.3.1. Now
8.4.6.4. Future
8.4.6.4.1. Soon
8.4.6.4.2. Not yet
8.4.6.4.3. Eventually
8.4.6.4.4. Immediately
8.4.6.5. Age
8.4.6.5.1. Young
8.4.6.5.2. Old, not young
8.4.6.5.3. New
8.4.6.5.4. Old, not new
8.4.6.5.5. Modern
8.4.6.5.6. Old fashioned
8.4.6.6. Once
8.4.6.6.1. Again
8.4.6.6.2. Sometimes
8.4.6.6.3. Often
8.4.6.6.4. All the time
8.4.6.6.5. Every time
8.4.6.6.6. Never
8.4.7. Continue, persevere
8.4.7.1. Interrupt
8.4.7.2. Start again
8.4.7.3. Interval
8.4.8. Speed
8.4.8.1. Quick
8.4.8.2. Slow
8.4.8.3. Sudden
8.5. Location
8.5.1. Here, there
8.5.1.1. In front of
8.5.1.1.1. Behind
8.5.1.2. Beside
8.5.1.2.1. Around
8.5.1.2.2. Between
8.5.1.3. On
8.5.1.3.1. Above
8.5.1.3.2. Under, below
8.5.1.4. Inside
8.5.1.4.1. Out, outside
8.5.1.5. Touching, contact
8.5.1.5.1. Next to
8.5.1.6. Across
8.5.1.7. Indefinite location
8.5.2. Direction
8.5.2.1. Forward
8.5.2.2. Backward
8.5.2.3. Right, left
8.5.2.4. Up
8.5.2.5. Down
8.5.2.6. Away from
8.5.2.7. Towards
8.5.2.8. North, south, east, west
8.5.3. Be at a place
8.5.3.1. Absent
8.5.4. Area
8.5.4.1. Vicinity
8.5.4.2. Occupy an area
8.5.4.3. Space, room
8.5.4.4. Interval, space
8.5.5. Spatial relations
8.5.6. Contain
8.6. Parts of things
8.6.1. Front
8.6.1.1. Back
8.6.2. Top
8.6.2.1. Bottom
8.6.3. Side
8.6.4. Inner part
8.6.4.1. Outer part
8.6.5. Middle
8.6.6. Edge
8.6.7. End, point
9. Grammar
9.1. General words
9.1.1. Be
9.1.1.1. Exist
9.1.1.2. Become, change state
9.1.1.3. Have, of
9.1.1.4. Attribution
9.1.2. Do
9.1.2.1. Happen
9.1.2.2. React, respond
9.1.2.3. Create
9.1.2.4. Design
9.1.2.5. Make
9.1.2.6. Change something
9.1.2.7. Event propositions
9.1.3. Thing
9.1.3.1. Physical, non-physical
9.1.3.2. Situation
9.1.4. General adjectives
9.1.5. General adverbs
9.2. Part of speech
9.2.1. Adjectives
9.2.2. Adverbs
9.2.3. Pronouns
9.2.3.1. Reflexive pronouns
9.2.3.2. Indefinite pronouns
9.2.3.3. Relative pronouns
9.2.3.4. Question words
9.2.3.5. Demonstrative pronouns
9.2.3.6. Personally
9.2.4. Prepositions, postpositions
9.2.5. Conjunctions
9.2.5.1. Phrase conjunctions
9.2.5.2. Clause conjunctions
9.2.5.3. Sentence conjunctions
9.2.6. Particles
9.2.6.1. Classifiers
9.2.7. Interjections
9.2.8. Ideophones
9.2.9. Affixes
9.2.9.1. Verb affixes
9.2.9.2. Noun affixes
9.2.9.3. Derivational affixes
9.3. Very
9.3.1. Degree
9.3.1.1. To a large degree
9.3.1.2. To a small degree
9.3.1.3. To a larger degree
9.3.1.4. To a smaller degree
9.3.2. Completely
9.3.3. Partly
9.3.4. Do intensely
9.3.5. Attribution of an attribute
9.4. Semantic constituents related to verbs
9.4.1. Tense and aspect
9.4.1.1. Tense
9.4.1.2. Aspect--dynamic verbs
9.4.1.3. Aspect--stative verbs
9.4.1.4. Relational tenses
9.4.2. Agent-oriented modalities
9.4.2.1. Can
9.4.2.2. Can't
9.4.2.3. Necessary
9.4.3. Moods
9.4.3.1. Imperative
9.4.3.2. Hortative
9.4.3.3. Interrogative
9.4.4. Epistemic moods
9.4.4.1. Certainly, definitely
9.4.4.2. Sure
9.4.4.3. Probably
9.4.4.4. Possible
9.4.4.5. Uncertain
9.4.4.6. Unsure
9.4.4.6.1. Think so
9.4.4.6.2. Maybe
9.4.4.6.3. Seem
9.4.4.7. Just, almost not
9.4.4.8. Don't think so, doubt it
9.4.4.9. Impossible
9.4.5. Evidentials
9.4.5.1. Evaluator
9.4.6. Yes
9.4.6.1. No, not
9.4.6.2. Markers expecting an affirmative answer
9.4.6.3. Markers expecting a negative answer
9.4.7. Subordinating particles
9.4.8. Adverbial clauses
9.5. Case
9.5.1. Primary cases
9.5.1.1. Beneficiary of an event
9.5.1.2. Instrument
9.5.1.3. Means
9.5.1.4. Way, manner
9.5.1.5. Attendant circumstances
9.5.1.6. Spatial location of an event
9.5.1.6.1. Source (of movement)
9.5.1.6.2. Path (of movement)
9.5.1.6.3. Goal (of movement)
9.5.1.6.4. Origin (of a person)
9.5.2. Semantically similar events
9.5.2.1. Together
9.5.2.2. With, be with
9.5.2.3. With, do with someone
9.5.2.4. Each other
9.5.2.5. In groups
9.5.3. Patient-related cases
9.5.3.1. Beneficiary (of a patient)
9.5.3.2. Recipient (of a patient)
9.5.3.3. With (a patient)
9.6. Connected with, related
9.6.1. Coordinate relations
9.6.1.1. And, also
9.6.1.2. Or, either
9.6.1.3. Association
9.6.1.4. Combinative relation
9.6.1.5. But
9.6.1.5.1. Except
9.6.1.5.2. Instead
9.6.1.6. Dissociation
9.6.1.7. Distribution
9.6.1.8. Equivalence
9.6.2. Dependency relations
9.6.2.1. Derivation
9.6.2.2. Limitation of topic
9.6.2.2.1. In general
9.6.2.3. Relations involving correspondences
9.6.2.4. Basis
9.6.2.5. Cause
9.6.2.5.1. Reason
9.6.2.5.2. Without cause
9.6.2.6. Result
9.6.2.6.1. Without result
9.6.2.7. Purpose
9.6.2.7.1. Without purpose
9.6.2.8. Condition
9.6.2.9. Concession
9.6.3. Discourse markers
9.6.3.1. Markers of transition
9.6.3.2. Markers of emphasis
9.6.3.3. Prompters of attention
9.6.3.4. Markers of direct address
9.6.3.5. Markers of identificational and explanatory clauses
9.6.3.6. Markers of focus
9.6.3.7. Hesitation fillers
9.6.3.8. Honorifics
9.7. Name
9.7.1. Name of a person
9.7.1.1. Personal names
9.7.1.2. Family names
9.7.1.3. Clan names
9.7.1.4. Tribal names
9.7.1.5. Names of languages
9.7.1.6. Nickname
9.7.1.7. Terms of endearment
9.7.2. Name of a place
9.7.2.1. Names of countries
9.7.2.2. Names of regions
9.7.2.3. Names of cities
9.7.2.4. Names of streets
9.7.2.5. Names of heavenly bodies
9.7.2.6. Names of continents
9.7.2.7. Names of mountains
9.7.2.8. Names of oceans and lakes
9.7.2.9. Names of rivers
9.7.3. Name of a thing
9.7.3.1. Names of animals
9.7.3.2. Names of buildings
Match whole words
Match accents and tones
Number of Entries
plw-Qaaa-x-PLWV: 17364
en: 26332
Last upload: August 18, 2019
Date published: March 5, 2018
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18,924,006,175 | https://www.bdabangalore.org/images/images/images/images/images/Kannada/Kannada/Kannada/Kannada/Kannada/images/images/Kannada/index.html | The Bangalore Development Authority (BDA) came into being with effect from 6th January 1976 under a separate Act of the State Legislature viz. the BDA Act 1976. This Authority combined in itself the Planning functions of the City Planning Authority and the developmental functions of the erstwhile CITB.
The Bangalore Development Authority came into existence in 1976 as a successor to the erstwhile City Improvement Trust Board. Development of Bangalore in a planned manner, creating quality infrastructure, provision of sites and services and catering to the housing needs of the underprivileged are the focus areas of the BDA.
Since inception, the BDA has allotted 76,000 sites to individuals for construction of residential dwellings. In addition, more than 800 civic amenity sites have been given for use by various public utilities, as also organisations, catering to the felt needs of the particular locality.
B.D.A. Cadre and Recruitment Rules have been revised and sent to Government for approval during April 2001.
Brand Bengaluru envisions a city where pedestrian-friendly roads take center stage, prioritizing the safety and convenience of its residents. Come, join your hands with us and share your opinion for the comprehensive development of our pride Bengaluru city. -Brand Bengaluru. team-img ...
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The Finance Section renders advice to the Authority on various financial issues and is also entrusted with the responsibility for maintenance of the accounts of the Authority.
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18,924,006,176 | https://www.shaalaa.com/question-bank-solutions/study-the-picture-given-below-state-how-pollution-be-reduced_420068 | Advertisements
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Question
Study the picture given below. State how pollution be reduced.
Long Answer
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Solution
The picture shows industrial pollution, where untreated wastewater is being discharged into a water body, polluting it.
Pollution Can Be Reduced:
- Install Effluent Treatment Plants (ETPs): Factories must treat wastewater before releasing it into the environment.
- Strict Environmental Regulations: Government should enforce laws to prevent industries from dumping harmful waste.
- Regular Monitoring: Conduct regular checks to ensure industries follow pollution control norms.
- Adopt Cleaner Technologies: Use eco-friendly and sustainable industrial processes to reduce waste generation.
- Awareness and Responsibility: Industries should be made aware of their environmental responsibility and the impact of pollution.
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Chapter 19: Preventive Measures - EXERCISES [Page 176] |
18,924,006,177 | https://gaana.com/song/aaj-nahin-to-kal-2 | When was Aaj Nahin To Kal | आज नहीं टु कल song released?
Aaj Nahin To Kal | आज नहीं टु कल is a Hindi song which is released in 1950.
| Album/Movie | Mashaal |
| Music Composer | S. D. Burman |
| Singer | Lata Mangeshkar |
| Lyricist | Pradeep Kumar |
| Release Date | Jan 01, 1950 |
| Duration | 03:17 |
| Language | Hindi |
| Label | © Saregama |
Listen to Lata Mangeshkar Aaj Nahin To Kal MP3 song. Aaj Nahin To Kal (आज नहीं टु कल) song from the album Mashaal is released on Jan 1950. The duration of song is 3 min 17 sec. This song is sung by Lata Mangeshkar.
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Aaj Nahin To Kal | आज नहीं टु कल is a Hindi song which is released in 1950.
Aaj Nahin To Kal | आज नहीं टु कल is from the movie/album Mashaal.
S. D. Burman have composed the Aaj Nahin To Kal | आज नहीं टु कल song.
The song is sung by Lata Mangeshkar.
You can download this song on Gaana App. |
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18,924,006,179 | https://www.tarladalal.com/calories-for-Moong-Sprouts-and-Spring-Onion-Tikki-in-hindi-40712 | अंकुरित मूंग और हरे प्याज की टिक्की रेसिपी | मधुमेह के लिए अंकुरित मूंग कटलेट | स्वस्थ मूंग की टिक्क रेसिपी के पोषण संबंधी जानकारी | अंकुरित मूंग और हरे प्याज की टिक्की रेसिपी | मधुमेह के लिए अंकुरित मूंग कटलेट | स्वस्थ मूंग की टिक्क रेसिपी की कैलोरी | calories for Moong Sprouts and Spring Onion Tikki in hindi
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कोर्स रेसिपी, भारतीय कोर्स रेसिपी, वेज मुख्य व्यंजनों
विभिन्न व्यंजन
हेल्दी इंडियन रेसिपी | स्वस्थ भारतीय शाकाहारी व्यंजन
Nutrient values per tikki
| ऊर्जा | 37 cal |
| प्रोटीन | 2.2 g |
| कार्बोहाइड्रेट | 5.6 g |
| फाइबर | 1.6 g |
| वसा | 0.7 g |
| कोलेस्ट्रॉल | 0 mg |
| विटामिन ए | 19.3 mcg |
| विटामिन बी 1 | 0.1 mg |
| विटामिन बी 2 | 0 mg |
| विटामिन बी 3 | 0.2 mg |
| विटामिन सी | 1.9 mg |
| फोलिक एसिड | 50.3 mcg |
| कैल्शियम | 12 mg |
| लोह | 0.5 mg |
| मैग्नीशियम | 14.2 mg |
| फॉस्फोरस | 32.5 mg |
| सोडियम | 2.3 mg |
| पोटेशियम | 78.9 mg |
| जिंक | 0.3 mg | |
18,924,006,180 | https://ulbjammu.jk.gov.in/files/events/ULB%20ebooks/files/events/stc/files/events/files/events/stc/ComBatote | - Highlights of the Month
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18,924,006,181 | https://www.bhadas4media.com/dipak-bail-or-jail/old1/video/viewvideo/776/media-world/old1/video/viewvideo/775/media-world/old1/video/viewvideo/775/media-world/old1/video/viewvideo/776/media-world/old1/video/viewvideo/775/media-world/old1/print/16937-2014-01-02-23-52-18.html | लगता है आसाराम के खिलाफ पीछे पड़े रहने का ‘पाप’ दीपक चौरसिया को लगने लगा है. ऐसा आसाराम के भक्त सोशल मीडिया पर कह रहे हैं. इलाहाबाद हाईकोर्ट ने दीपक चौरसिया को गिरफ्तारी से मिले स्टे को खत्म कर दिया है और उनकी प्रार्थना को निरस्त कर दिया है. दीपक चौरसिया को महीने भर के भीतर कोर्ट जाकर बेल के लिए अप्लाई करना होगा और अगर कोर्ट ने बेल नहीं दी तो उन्हें जेल जाना पड़ सकता है.
‘इंडिया न्यूज’ के दीपक चौरसिया ने अपने चैनल पर आसाराम के खिलाफ लगातार खबरें दिखाने और टीआरपी पाने के क्रम में कुछ ऐसी झूठी खबरें भी दिखा दी हैं जो उनके गले की फांस बन गई है. आरोप है कि दीपक चौरसिया ने गुड़गांव के निवासी और आसाराम के एक भक्त की पारिवारिक प्राइवेट वीडिओ से छेड़छाड़ कर निहित स्वार्थ वश चैनल पर दिखाया. खबर के जरिए दीपक चौरसिया ने गुड़गांव के एक परिवार की 10 वर्षीय नन्ही स्कूली बच्ची और उसकी ताई के चरित्र को कलंकित कर दिया. इनकी शिकायत पर गुडगाँव पुलिस ने बड़ी मुश्किल से 15 दिसंबर 2013 को जीरो FIR करके जांच-पड़ताल नोएडा ट्रांसफर कर दी. इतने बड़े चैनल और इतने बड़े पत्रकार के मामले से बचने के उद्देश्य से नोएडा पुलिस ने केस को फिर गुड़गाँव वापस भेज दिया. कार्रवाई के लिए पुनः प्रार्थना दिए जाने दोनों जगहों की पुलिस एक दूसरे के सिर मामले को टालती रही.
पीड़ित परिवार की ओर से प्रार्थना पत्र आने पर कुछ समाजसेवी संस्थाओं (NGO)ने इसमें हस्तक्षेप कर व्यापक धरना-प्रदर्शन किया. इसके बाद दीपक चौरसिया ने इलाहबाद उच्च न्यायालय के तीन बड़े वकीलों द्वारा अरेस्ट स्टे (बेल) की अर्जी लगा दी. चूँकि पक्की FIR दर्ज नही हुई थी, फिर भी न्यायालय को गुमराह करते हुए, सेटिंग से 18 अप्रैल 2014 को अरेस्ट स्टे ले लिया. इस स्टे को पीड़ित परिवार ने चैलेन्ज किया. 8 अक्टूम्बर 2014 को दीपक चौरसिया का अरेस्ट स्टे इलाहाबाद उच्च न्यायलय ने खारिज कर दिया. अपने आर्डर में कोर्ट ने कहा है कि जब जीरो FIR के आधार पर अभी तक कोई केस दर्ज ही नहीं हुआ है तो बेल का कोई औचित्य नहीं बनता है.
पीड़ित परिवार ने सुप्रीम कोर्ट में आरोपियों पर पुलिस कार्यवाही की मांग को लेकर अर्जी लगाई थी जिस पर 17 फरवरी 2014 को सुप्रीमकोर्ट ने गुड़गांव और नोएडा दोनों जगहों की पुलिस को जवाब देने का नोटिस दे दिया. सुप्रीम कोर्ट की नोटिस को कोई महत्व ना देते हुए दोनों जगहों की पुलिस इसे आठ महीने तक टालती रही. अंत में सुप्रीम कोर्ट ने 8 अक्तूबर, 2014 को 7 दिन में जवाब देने और 27 अक्तूबर तक केस फाइल करने की म्याद देकर दोनों पुलिस को आर्डर पकड़ा दिया है. इस तरह दीपक चौरसिया के जेल जाने की स्थितियां तैयार होती दिख रही हैं.
मूल खबर…
आसाराम मामले में हाई कोर्ट ने दीपक चौरसिया की ज़मानत अर्जी खारिज की
संबंधित खबर से जुड़े कुछ डाक्यूमेंट्स….
इन्हें भी पढ़ें…
आसाराम समर्थकों ने दीपक चौरसिया, अजीत अंजुम और अजय कुमार के खिलाफ जारी किया प्रेस नोट
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सिर्फ ‘न्यूज नेशन’ ही नहीं, ‘इंडिया न्यूज’ और ‘न्यूज24’ के भी खिलाफ हुआ है एफआईआर
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एफबी पर आसाराम समर्थकों ने दीपक चौरसिया को भी लिया निशाने पर
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Wanted Posters of Deepak Chaurasia, Ajit Anjum and Ajay Kumar
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‘न्यूज नेशन’ की घटिया पत्रकारिता, शैलेश कुमार समेत कइयों के खिलाफ मुकदमा दर्ज
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इस प्रकरण से जुड़े कुछ वीडियो लिंक….
http://bhadas4media.com/old1/video/viewvideo/775/media-world/noidafinalwithdc.html
http://bhadas4media.com/old1/video/viewvideo/776/media-world/noidadharna03012014.html
6 Comments
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Inko bar-2 jaill me bhejana chahiye, ek choti si bachhi ke sath khilwad kiya hai, Inko har chaurahonse paidal thane le jana chahiye.
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is ‘ghatiya’ aur ‘TRP ke bhukkad’ patrakaar ke saath yahi hona chahiye!
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एक बार जेल में जाकर तो आओ ,बाहर आने पर जे वालो के पीछे पद जाना उसकी पोल खोलना तब मजा आयेगा.वैसे चौरसिया बाबू जेल तो जाना ही पड़ेगा क्योकि अति भी उतनी ही मचाई थी.सच का झूठ और झूठ का सच अब सब जेल में जाओगे तब सामने आएगा.
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Chor rasia ko jail nahi bhejna chahiye………………. balki use tatkal FAANSI pr chadha dena chahiye.
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हरि ॐ
ये अंधा कानून है. .!!!
न्यायालय से अब सत्यमेव जयते की जगह ……….. ‘भ्रष्ट मेव जयते ; लिखवा देना चाहिए
राम जी के राज्य में भी एक
धोबी था जिसने निर्दोष सीता माता पर
आरोप लगाये | हमारे बापू पर इल्जाम लगाने
वाले उस धोबी के ही वंशज हैं
कृष्णा भगवान को साधारण
ग्वाला समझकर उनका अपमान करने वाले
दुर्योधन और शिशुपाल के वंसजो को हम
व्यर्थ में कुछ समझा नहीं सकते
नानक और कबीर पर आरोप लगाने
वालों के वंसजों को कुछ समझाना भैंस के
आगे बीन बजाना है . -
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भारत ने पूछा है कि विजय माल्या द्वारा किसी भी शरण अनुरोध पर विचार करने के लिए कौन सा राष्ट्र नहीं है?
5Q:
भारत ने पूछा है कि विजय माल्या द्वारा किसी भी शरण अनुरोध पर विचार करने के लिए कौन सा राष्ट्र नहीं है?
- 1ब्रिटेनtrue
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18,924,006,185 | https://timesofindia.indiatimes.com/sports/nfl/news/juju-smith-schusters-viral-beach-dance-with-his-fiancee-laura-kruk-has-fans-calling-him-the-goat-again/articleshow/119428717.cms | Kansas City Chiefs wide receiver JuJu Smith-Schuster has a knack for grabbing attention both on and off the field, and his latest TikTok video is a perfect example of why. Whether it’s a jaw-dropping catch, an epic touchdown celebration, or a viral moment on social media, he always finds a way to entertain. But this time, it's not his football skills making waves—it’s his effortless dance moves on a picturesque sandy beach, and fans can’t get enough.JuJu Smith-Schuster with his fiancee Laura Kruk’s beach dance takes over TikTok— _MLFootball (@_MLFootball) Smith-Schuster, known for his infectious energy and love for social media, shared a video where he grooves alongside Laura Kruk on a sandy beach. The clip, captioned “Get Jiggy @laura_kruk”, showcases the NFL star effortlessly busting out dance moves under the sun.Since its upload, the video has quickly gained traction, amassing thousands of likes and views in just two days. Fans flooded the comments with reactions, praising his dance skills and fun-loving personality.NFL fans declare "JuJu Is a GOAT" after his viral dance movesSmith-Schuster’s TikTok has sparked an outpouring of support from fans who love his carefree spirit. Some of the top reactions include:“JuJu is a ��.”— BitBullVault (@BitBullVault) “Dudes living a dream”— USC_Nico (@USC_Nico) “At this point, TikTok should be paying him extra.”— ellailonaaa (@ellailonaaa) Fans appreciate his ability to keep things lighthearted while maintaining his NFL stardom.Why fans love JuJu Smith-Schuster’s Social Media PresenceSmith-Schuster has built a strong reputation as one of the most entertaining athletes on social media. Whether it’s playful dance challenges, behind-the-scenes locker room antics, or engaging with fans, his TikTok account consistently delivers viral moments.His presence on social media keeps fans entertained and showcases his personality beyond the field, making him one of the most likable figures in the NFL.JuJu’s viral video is just another example of how athletes are using TikTok to connect with fans beyond game days. In an era where social media engagement is crucial, his consistent presence has helped boost his personal brand and keep fans entertained during the offseason.With NFL training camps approaching, fans are wondering if they’ll see more of JuJu’s dance moves on and off the field. Until then, his latest viral TikTok proves that he’s not just a playmaker on the gridiron—he’s also a star on social media.Also read - Insider: 'Safe Bet' Aaron Rodgers will join Steelers but when will it happen? |
18,924,006,186 | http://delhihighcourt.nic.in/web/hi/calender/019508 | Calender
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18,924,006,187 | https://www.karobardaily.com/news/21038 | नेता तथा पत्रकारहरूसँग जन्मोत्सव
भारतीय राष्ट्रिय कांग्रेसका अध्यक्ष राहुल गान्धीले आफ्नो जन्मोत्सव पार्टीका नेता तथा पत्रकारहरूसँग मनाएका छन् ।
पार्टी केन्द्रीय कार्यालयमा उनले बुधबार ४९ वर्ष लागेको उपलक्ष्यमा आयोजना गरेको भेटघाट कार्यक्रममा नेता र पत्रकारहरूको उल्लेख्य उपस्थिति थियो ।
उनले पत्रकार र नेताहरूलाई मिष्ठान्न ग्रहण गर्न आग्रह पनि गरेका थिए ।
कांग्रेसका वरिष्ठ नेता प्रमोद तिवारीले गान्धीलाई भेटेर फेरि पार्टीलाई सशक्त रूपमा अगाडि बढाउन आफूले शुभकामना दिएको बताए । |
18,924,006,188 | https://magzter.com/ja/IN/Entrepreneurs-Today-Group/Investor-Today/Business/ | 試す 金
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वन अनुसंधान केंद्र - लाइवहुड एक्सटेंशन, अगरतला
तटीय पारिस्थितिकी तंत्र केंद्र, विशाखापत्तनम
भर्तियां
निविदाएं
कार्यालय आदेश
सेवाएं
मीडिया गैलरी
मीडिया कवरेज
फोटो गैलरी
वीडियो गैलरी
डाउनलोड
वैज्ञानिको के जीवनव्रत
वार्षिक प्रतिवेदन
दूरभाष निर्देशिका भा.वा.अ.शि.प/व.अ.सं
समाचार पत्र
ई.पत्रिका
सतत भूमि एवं पारिस्थितिकी तंत्र प्रबंधन नॉलेज प्रोडक्ट्स
भर्ती नियम
नीतियाँ
पुस्तकें
प्रकाशन
कार्यवाहियां
प्रस्तुतिकरण
प्रपत्र
भा.वा.अ.शि.प. प्रतीक चिन्ह
अतिरिक
आईगोट कोर्स
नर्सरी टेक्निक्स
बटरफ्लाई डाइवर्सिटी एंड आइडेंटिफिकेशन
ट्री इम्प्रूवमेंट
बायोडायवर्सिटी कंज़र्वेशन
बम्बू आइडेंटिफिकेशन, यूटिलाइजेशन एंड मॉडिफिकेशन
प्लाईवुड मैन्युफैक्चरिंग टेक्नोलॉजी
बम्बू बेस्ड कम्पोजिट टेक्नोलॉजीज
सीड हैंडलिंग एंड नर्सरी तकनीक फॉर सैंडलवुड
वुड सीज़निंग एंड प्रिजर्वेशन
फील्ड आइडेंटिफिकेशन ऑफ़ इम्पोर्टेन्ट टिम्बर्स
अतिरिक
राजभाषा
पेंशनर्स कॉर्नर
डाटाबेस
संग्रहालय
एनविस केंद्र
व.अ.वृ.प्र.सं. एनविस
वन अनुसंधान संस्थान सम विश्वविद्यालय
NTFP बाजार दर
प्रशिक्षण
परामर्शी
समझौता ज्ञापन
भा.वा.अ.शि.प.सोसाइटी रजिस्ट्रीकरण प्रमाणपत्र
पीछे जाएं |
18,924,006,191 | https://bododimasaarchive.org/digital-heritage/media-type/image/category/literature/keywords/%E0%A4%AE%E0%A4%BE%E0%A4%A8%E0%A5%8D%E0%A4%A6%E0%A4%BE%E0%A4%B0/keywords/bodo-novel | Skip to main content
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फागुननि सिरिनाय मान्दार (Phagunni sirinai mandar)
Digital Heritage
Community
बर' Bodo
Category
Literature, Scholarly Works
Summary
'Phagunni sirinai mandar' is a Bodo social novel written by Leben Lal Mwshahary |
18,924,006,192 | https://www.startupindia.gov.in/srf/home/images/SRF_2022_Result_page/images/SRF_2022_Result_page/images/SRF_2022_Result_page/portal/portal/images/SRF_2022_Result_page/portal/images/SRF_2022_Result_page/portal/portal/portal/images/SRF_2022_Result_page/portal/portal/disclaimer.html | States' Startup Ecosystem Ranking
The States' Startup Ranking is a yearly capacity building exercise created and released by DPIIT that
evaluates all of India's states and Union Territories on their efforts to build an ecosystem conducive to startup
growth.
States' Startup Ranking was launched in February 2018 to achieve the vision of building a robust startup
ecosystem in the country. It aims to evaluate the Indian startup landscape through the eyes of state policy
intervention and identify state practices that accelerate ecosystem growth and development.
The states
ranking has led each state to have dedicated startup policies and through annual rankings, it tracks the
evolution of these policies and the overall efforts of states in ecosystem building. |
18,924,006,193 | https://timesofindia.indiatimes.com/entertainment/hindi/bollywood/news/priya-sachdev-once-called-sunjay-kapur-and-karisma-kapoors-marriage-not-conventional-opened-up-about-her-bond-with-samaira-and-kiaan-i-cant-be-their-mom-/articleshow/122050866.cms | Following the sudden passing of businessman Sunjay Kapur on June 12, a heartfelt old interview with his wife Priya Sachdev has resurfaced, offering a rare glimpse into their blended family life. In the conversation, Priya opened up about her bond with Karisma Kapoor’s children, the complexities of merging families, and Sunjay’s enduring passion for polo.In a conversation on the YouTube channel Kin and Kindness, Priya reflected on Sunjay Kapur’s previous marriage to Karisma Kapoor. She shared that Sunjay often travelled from Delhi to Mumbai to be with Karisma and their children. Priya recalled meeting him on one of those flights, which sparked a friendship that eventually blossomed into marriage after his divorce from Karisma.She shared that Sunjay’s previous marriage wasn’t a conventional one, but it brought two beautiful children into the world. She expressed her affection for them and said they now share a loving, blended family.Priya revealed that after marrying Sunjay Kapur, her daughter Safira from her previous marriage to Vikram Chatwal moved in with them. She admitted the adjustment was initially challenging, especially with house rules, but encouraged Sunjay to build a direct bond with Safira. Over time, the two developed a strong and close relationship.Explaining their family dynamics, Priya shared that they are a blended family of four children—Samaira, Safira, Kiaan, and her and Sunjay’s son, Azarias. She said Azarias became the bond that tied everyone together, being a connection between both sides. She also mentioned that Samaira and Safira share a particularly close bond and that over time, the entire family has grown to love and appreciate one another.She also added that while she doesn’t see herself as a mother to Karisma’s children, she cherishes the special place she holds in their lives. She shared that they have built a meaningful bond, often talking about everything from fun and lighthearted moments to more serious conversations.Sachdev also spoke about Sunjay's deep passion for polo, calling it a major part of their lives. She shared that the family would relocate to England for part of the year while Sunjay played professional 22 High Gold Polo. Conveniently, her daughter’s boarding school was nearby, and their younger son attended different schools in India and the UK. Despite the seasonal move, she said they always returned to India together, as their business remained rooted here. |
18,924,006,194 | https://www.scribd.com/document/813591097/15470-Grade-4-Rationalized-Creative-Arts-Schemes-of-Work-Term-1 | Grade 4 Rationalized Creative Arts Schemes of Work Term 1
Grade 4 Rationalized Creative Arts Schemes of Work Term 1
@15/- 0721634274
Scheme, notes, lesson plan , Exams
Jesma Targeter Latest
strand Specific Learning Outcomes Key Inquiry Learning Experiences Learning Assessment Refl
Week
stran
Sub-
LSN
1 1 CREATIO Indigenous By the end of the lesson, the learner How is a Learner is guided to; Descant Portfolio,
N AND Kenyan should be able to: percussion ● watch virtual or actual samples recorders, Observation
EXECUTI Percussion a. Identify and Classify instrument of percussion instruments to; melodic and no- checklist, Oral
ON Instrumen indigenous Kenyan percussion made? - identify (name of instrument, melodic questions,
instruments as melodic and community, method of playing) instruments, Practical test,
ts –
nonmelodic, and resource person aural tests,
identifying b. Observe pictures of percussion - classify (melodic or non- Foundation project work,
percussion instruments. melodic), Music Grade 4
instrument c. appreciate percussion Pg. 20-34
s instruments from different
Kenyan communities.
1|Page
2 identifying By the end of the lesson, the learner How is a Learner is guided to; Descant Portfolio,
percussion should be able to: percussion ● watch virtual or actual samples recorders, Observation
instrument a. Identify and Classify instrument of percussion instruments to; melodic and no- checklist, Oral
s indigenous Kenyan percussion made? - identify (name of instrument, melodic questions,
instruments as melodic and community, method of playing) instruments, Practical test,
nonmelodic, and resource person aural tests,
b. Observe pictures of percussion - classify (melodic or non- Foundation project work,
instruments. melodic), Music Grade 4
c. appreciate percussion Pg. 20-34
instruments from different
Kenyan communities.
3 identifying By the end of the lesson, the learner How is a Learner is guided to; Descant Portfolio,
percussion should be able to: percussion ● watch virtual or actual samples recorders, Observation
instrument a. Identify and Classify instrument of percussion instruments to; melodic and no- checklist, Oral
s indigenous Kenyan percussion made? - identify (name of instrument, melodic questions,
instruments as melodic and community, method of playing) instruments, Practical test,
nonmelodic, and resource person aural tests,
b. Observe pictures of percussion - classify (melodic or non- Foundation project work,
instruments. melodic), Music Grade 4
c. appreciate percussion Pg. 20-34
instruments from different
Kenyan communities.
4 identifying By the end of the lesson, the learner How is a Learner is guided to; Descant Portfolio,
percussion should be able to: percussion ● watch virtual or actual samples recorders, Observation
instrument a. Identify and Classify instrument of percussion instruments to; melodic and no- checklist, Oral
s indigenous Kenyan percussion made? - identify (name of instrument, melodic questions,
instruments as melodic and community, method of playing) instruments, Practical test,
nonmelodic, and resource person aural tests,
b. Observe pictures of percussion - classify (melodic or non- Foundation project work,
instruments. melodic), Music Grade 4
c. appreciate percussion Pg. 20-34
instruments from different
Kenyan communities.
2|Page
5-6 Materials By the end of the lesson, the learner How is a Learner is guided to; Descant Portfolio,
for making should be able to: percussion ● research and discuss the parts recorders, Observation
percussion a. identify materials for making instrument of a percussion instrument and melodic and no- checklist, Oral
instruments percussion instruments. made? their roles, melodic questions,
b. Assemble tools and materials ● assemble tools and material instruments, Practical test,
for making percussion from the locality for making one resource person aural tests,
instruments. percussion instrument (rattles, Foundation project work,
c. appreciate percussion shakers, drums, gourds or Music Grade 4
instruments from different marimba), Pg. 20-34
Kenyan communities. observing environmental
conservation,
2 1 Making By the end of the lesson, the learner How is a Learner is guided to; Descant Portfolio,
percussion should be able to: percussion ● in groups, make and tune the recorders, Observation
instruments a. identify a percussion instrument instrument percussion instruments using melodic and no- checklist, Oral
to make. made? appropriate technique observing melodic questions,
b. make a percussion instrument safety, instruments, Practical test,
using locally available resource person aural tests,
materials, Foundation project work,
c. appreciate percussion Music Grade 4
instruments from different Pg. 20-34
Kenyan communities.
2 Making By the end of the lesson, the learner How is a Learner is guided to; Descant Portfolio,
percussion should be able to: percussion ● in groups, make and tune the recorders, Observation
instruments a. identify a percussion instrument instrument percussion instruments using melodic and no- checklist, Oral
to make. made? appropriate technique observing melodic questions,
b. make a percussion instrument safety, instruments, Practical test,
using locally available resource person aural tests,
materials, Foundation project work,
c. appreciate percussion Music Grade 4
instruments from different Pg. 20-34
Kenyan communities.
3 tuning By the end of the lesson, the learner How do we Learner is guided to; Descant Portfolio,
percussion should be able to: tune a ● in groups, make and tune the recorders, Observation
instruments a. identify a percussion instrument percussion percussion instruments using melodic and no- checklist, Oral
to make. instrument? appropriate technique observing melodic questions,
b. Tune the percussion instrument safety, instruments, Practical test,
made skillfully. resource person aural tests,
c. appreciate percussion Foundation project work,
instruments from different Music Grade 4
Kenyan communities. Pg. 20-34
3|Page
4 tuning By the end of the lesson, the learner How do we Learner is guided to; Descant Portfolio,
percussion should be able to: tune a ● in groups, make and tune the recorders, Observation
instruments a. identify a percussion instrument percussion percussion instruments using melodic and no- checklist, Oral
to make. instrument? appropriate technique observing melodic questions,
b. Tune the percussion instrument safety, instruments, Practical test,
made skillfully. resource person aural tests,
c. appreciate percussion Foundation project work,
instruments from different Music Grade 4
Kenyan communities. Pg. 20-34
5-6 Making By the end of the lesson, the learner How do we Learner is guided to; storage, paints, project,
charcoal should be able to: make charcoal ● collaboratively, collect brushes, observation
sticks a. identify and collect materials sticks? materials and tools for making papers, schedule, written
for making charcoal sticks charcoal sticks (sticks, cutting palettes, rags, tests, checklist
b. improvise charcoal sticks using tools, tin-kiln, fire),
locally available resources for ● in groups, make charcoal sticks
drawing, observing safety following
c. appreciate percussion correct procedure:
instruments from different - cutting green sticks,
Kenyan communities. - peeling off bark, - cutting to
size,
- packing in a tin with a hole on
the lid,
- putting it on the fire to burn,
- cooling.
3 1-2 Making By the end of the lesson, the learner How do we Learner is guided to; storage, paints, project,
charcoal should be able to: make charcoal ● collaboratively, collect brushes, observation
sticks a. identify and collect materials sticks? materials and tools for making papers, schedule, written
for making charcoal sticks charcoal sticks (sticks, cutting palettes, rags, tests, checklist
b. improvise charcoal sticks using tools, tin-kiln, fire),
locally available resources for ● in groups, make charcoal sticks
drawing, observing safety following
c. appreciate percussion correct procedure:
instruments from different - cutting green sticks,
Kenyan communities. - peeling off bark, - cutting to
size,
- packing in a tin with a hole on
the lid,
- putting it on the fire to burn,
- cooling.
4|Page
3 Drawing By the end of the lesson, the learner What are the Learner is guided to; storage, paints, project,
shapes should be able to: shapes in the ● individually, experiment by brushes, observation
using a. identify simple shapes in the immediate drawing simple shapes and shade papers, schedule, written
charcoal environment. environment? them using charcoal with focus palettes, rags, tests, checklist
b. draw simple shapes and shade on;
them using the charcoal. - lines of varied thickness,
c. appreciate percussion - different tones through
instruments from different application of
Kenyan communities. pressure on the media,
4 Drawing By the end of the lesson, the learner What are the Learner is guided to; storage, paints, project,
shapes should be able to: shapes in the ● individually, experiment by brushes, observation
using a. identify simple shapes in the immediate drawing simple shapes and shade papers, schedule, written
charcoal environment. environment? them using charcoal with focus palettes, rags, tests, checklist
b. draw simple shapes and shade on;
them using the charcoal. - lines of varied thickness,
c. appreciate percussion - different tones through
instruments from different application of
Kenyan communities. pressure on the media,
5 Drawing By the end of the lesson, the learner What are the Learner is guided to; Card making, Question and
still life should be able to: shapes in the ● draw still-life picture of one of creating answer
picture a. identify simple shapes in the immediate the following percussion paintings, Portfolio
using environment environment? instruments (drum, marimba, puppetry and Discussion,
smudging b. draw a percussion instrument gourds) from observation and animation, photo Observation
technique using the smudging technique, create tonal variation by stories. Demonstration
c. appreciate percussion smudging using charcoal sticks, KLB Visionary
instruments from different Art & Craft Grd.
Kenyan communities. 4 learners book
Pg.7-10
6 Drawing By the end of the lesson, the learner What are the Learner is guided to; Card making, Question and
still life should be able to: shapes in the ● draw still-life picture of one of creating answer
picture a. identify simple shapes in the immediate the following percussion paintings, Portfolio
using environment. environment? instruments (drum, marimba, puppetry and Discussion,
smudging b. draw a percussion instrument gourds) from observation and animation, photo Observation
technique using the smudging technique, create tonal variation by stories. Demonstration
c. appreciate percussion smudging using charcoal sticks, KLB Visionary
instruments from different Art & Craft Grd.
Kenyan communities. 4 learners book
Pg.7-10
5|Page
4 1 Presentatio By the end of the lesson, the learner How do we Learner is guided to; Card making, Question and
n should be able to: exhibit a ● present the drawings in a creating answer
a. identify ways of making drawing? working portfolio folder paintings, Portfolio
presentation, decorated by pasting coloured puppetry and Discussion,
b. Present the drawing in class. paper/fabric animation, photo Observation
c. appreciate percussion ● in plenary, display and critique stories. Demonstration
instruments from different own and peers’ percussion KLB Visionary
Kenyan communities. instruments and drawings in a just Art & Craft Grd.
and fair manner. 4 learners book
Pg.7-10
2 Presentatio By the end of the lesson, the learner How do we Learner is guided to; Card making, Question and
n should be able to: exhibit a ● present the drawings in a creating answer
a. identify ways of making drawing? working portfolio folder paintings, Portfolio
presentation, decorated by pasting coloured puppetry and Discussion,
b. Present the drawing in class. paper/fabric animation, photo Observation
c. appreciate percussion ● in plenary, display and critique stories. Demonstration
instruments from different own and peers’ percussion KLB Visionary
Kenyan communities. instruments and drawings in a just Art & Craft Grd.
and fair manner. 4 learners book
Pg.7-10
3 Netball Netball By the end of the lesson, the learner Why are the The learner is guided to: Open places or Oral
skills – should be able to: skills of ● observe/participate in a marked Netball Questions.
passing a. describe the skills of passing in shooting, demonstration of the netball court, age Observation
skills Netball through demonstration, passing and skills; passing (chest, overhead appropriate
b. Perform the skills of passing in catching and Netball
Netball, important in the underarm) ball, age
c. value netball as a game and the game of , appropriate
skill of painting. Netball? goals
posts and ring,
KLB Visionary
Grd 6 TG pg.
77-79
KLB Visionary
Grd 6 Learners
Bk. pg. 117-121
6|Page
4 Netball By the end of the lesson, the learner Why are the The learner is guided to: Open places or Oral
skills – should be able to: skills of ● observe/participate in a marked Netball Questions.
passing a. describe the skills of passing in shooting, demonstration of the netball court, age Observation
skills Netball through demonstration, passing and skills; passing (chest, overhead appropriate
b. Perform the skills of passing in catching and Netball
Netball, important in the underarm) ball, age
c. value netball as a game and the game of appropriate
skill of painting. Netball? goals
posts and ring,
KLB Visionary
Grd 6 TG pg.
80-82
KLB Visionary
Grd 6 Learners
Bk. pg. 122-127
5-6 Netball By the end of the lesson, the learner Why are the The learner is guided to: Open places or Oral
skills – should be able to: skills of ● observe/participate in a marked Netball Questions.
passing a. describe the skills of passing in shooting, demonstration of the netball court, age Observation
skills Netball through demonstration, passing and skills; passing (chest, overhead appropriate
b. Perform the skills of passing in catching and Netball
Netball, important in the underarm) ball, age
c. value netball as a game and the game of appropriate
skill of painting. Netball? goals posts and
ring,
KLB Visionary
Grd 6 TG pg.
80-82
KLB Visionary
Grd 6 Learners
Bk. pg. 122-127
7|Page
5 1 Netball By the end of the lesson, the learner Why are the The learner is guided to: Open places or Oral
skills – should be able to: skills of ● observe/participate in a marked Netball Questions.
catching a. describe the skills of catching in shooting, demonstration of the netball court, age Observation
Netball through demonstration, passing and skills; appropriate
b. Perform the skills of catching in catching catching (double-handed) Netball
Netball, important in the ball, age
c. value netball as a game and the game of appropriate
skill of painting. Netball? goals
posts and ring,
KLB Visionary
Grd 6 TG pg.
83-85
KLB Visionary
Grd 6 Learners
Bk. pg. 128-131
2 Netball By the end of the lesson, the learner Why are the The learner is guided to: Open places or Oral
skills – should be able to: skills of ● observe/participate in a marked Netball Questions.
catching a. describe the skills of catching in shooting, demonstration of the netball court, age- Observation
Netball through demonstration, passing and skills; appropriate
b. Perform the skills of catching in catching catching (double-handed) Netball
Netball, important in the ball, age-
c. value netball as a game and the game of appropriate
skill of painting. Netball? goals
posts and ring,
KLB Visionary
Grd 6 TG pg.
83-85
KLB Visionary
Grd 6 Learners
Bk. pg. 128-131
8|Page
3 Netball By the end of the lesson, the learner Why are the The learner is guided to: Open places or Oral
skills – should be able to: skills of ● observe/participate in a marked Netball Questions.
catching a. describe the skills of catching in shooting, demonstration of the netball court, age- Observation
Netball through demonstration, passing and skills; appropriate
b. Perform the skills of catching in catching catching (double-handed) Netball
Netball, important in the ball, age-
c. value netball as a game and the game of appropriate
skill of painting. Netball? goals
posts and ring,
KLB Visionary
Grd 6 TG pg.
86-88
KLB Visionary
Grd 6 Learners
Bk. pg. 132-134
4 Netball By the end of the lesson, the learner Why are the The learner is guided to: Open places or Oral
skills – should be able to: skills of ● observe/participate in a marked Netball Questions.
shooting a. describe the skills of shooting shooting, demonstration of the netball court, age- Observation
in Netball through passing and skills; appropriate
demonstration, catching shooting(standing) Netball
b. Perform the skills of shooting in important in the ball, age-
Netball, game of appropriate
c. value netball as a game and the Netball? goals
skill of painting. posts and ring,
KLB Visionary
Grd 6 TG pg.
86-88
KLB Visionary
Grd 6 Learners
Bk. pg. 132-134
9|Page
5-6 Netball By the end of the lesson, the learner Why are the The learner is guided to: Open places or Oral
skills – should be able to: skills of ● observe/participate in a marked Netball Questions.
shooting a. describe the skills of shooting shooting, demonstration of the netball court, age- Observation
in Netball through passing and skills; appropriate
demonstration, catching shooting(standing) Netball
b. Perform the skills of shooting in important in the ball, age-
Netball, game of appropriate
c. value netball as a game and the Netball? goals
skill of painting. posts and ring,
KLB Visionary
Grd 6 TG pg.
89-91
KLB Visionary
Grd 6 Learners
Bk. pg. 135-137
6 1 Practicing By the end of the lesson, the learner What is stance, The learner is guided to: video clip a) Observation
stance, should be able to: grip, release and ● explain/Practise while improvised checklists
grip, a. explain the meaning of stance, follow through? observing the stance, grip, release softball b) Portfolio
release and grip, release and follow through and follow through whistle c) Progress
follow b. demonstrate stance, grip, Spotlight P.H.E reports
through release and follow through Grade 5
c. value netball as a game and the Learners Bk.
skill of painting. Pg. 58-60
Spotlight P.H.E
Grade 5 TG Pg.
41-42
2 Practicing By the end of the lesson, the learner What is stance, The learner is guided to: video clip a) Observation
stance, should be able to: grip, release and ● explain/Practise while improvised checklists
grip, a. explain the meaning of stance, follow through? observing the stance, grip, release softball b) Portfolio
release and grip, release and follow through and follow through whistle c) Progress
follow b. demonstrate stance, grip, Spotlight P.H.E reports
through release and follow through Grade 5
c. value netball as a game and the Learners Bk.
skill of painting. Pg. 58-60
Spotlight P.H.E
Grade 5 TG Pg.
41-42
10 | P a g e
3 Improvisin By the end of the lesson, the learner What is The learner is guided to: PHE design, Assessment
g balls should be able to: macrame ● collect reusable material with field/space, check lists
using a. identify materials for technique? the guidance of parents and video, check list,
macrame improvising balls using overhand improvise a ball using macramé exercise books, Observation
technique knot. technique (overhand knot) pens, rubbers Written test
(overhand b. improvise a ball for use in ● play a mini game of Netball bat, first aid kit,
knot) performing shooting, passing applying the skills of passing, pencils,
and catching in Netball, catching and shooting) skills in rounders
c. value netball as a game and the groups while observing safety, ball,ropes KLB
skill of painting. Visionary PHE
pg.31-34
4 Improvisin By the end of the lesson, the learner What is The learner is guided to: PHE design, Assessment
g balls should be able to: macrame ● collect reusable material with field/space, check lists
using a. identify materials for technique? the guidance of parents and video, check list,
macrame improvising balls using overhand improvise a ball using macramé exercise books, Observation
technique knot. technique (overhand knot) pens, rubbers Written test
(overhand b. improvise a ball for use in ● play a mini game of Netball bat, first aid kit,
knot) performing shooting, passing applying the skills of passing, pencils,
and catching in Netball, catching and shooting) skills in rounders
c. value netball as a game and the groups while observing safety, ball,ropes KLB
skill of painting. Visionary PHE
pg.31-34
5-6 Improvisin By the end of the lesson, the learner What is The learner is guided to: PHE design, Assessment
g balls should be able to: macrame ● collect reusable material with field/space, check lists
using a. identify materials for technique? the guidance of parents and video, check list,
macrame improvising balls using overhand improvise a ball using macramé exercise books, Observation
technique knot. technique (overhand knot) pens, rubbers Written test
(overhand b. improvise a ball for use in ● play a mini game of Netball bat, first aid kit,
knot) performing shooting, passing applying the skills of passing, pencils,
and catching in Netball, catching and shooting) skills in rounders
c. value netball as a game and the groups while observing safety, ball,ropes KLB
skill of painting. Visionary PHE
pg.31-34
11 | P a g e
7 1 Mixing By the end of the lesson, the learner Why is colour The learner is guided to: Internet, digital Question and
primary should be able to: classification ● mix primary colours to create devices, pencils, answer
colours to a. classify colours into primary and important in secondary colours, sharpener, Portfolio
create secondary, painting? drawing book, Discussion,
secondary b. Mix primary colours to create samples Observation
colours secondary colours. Demonstration
c. value mixing of colours. Spotlight Art &
Craft Act. TG.
Grd 6 Pg.1-3
Spotlight Art &
Craft Act.
Learner’s book.
Grd 6 Pg.1-3
2 Mixing By the end of the lesson, the learner Why is colour The learner is guided to: Internet, digital Question and
secondary should be able to: classification ● mix white with a secondary devices, pencils, answer
colours to a. classify colours into primary and important in colour to create light tones on a sharpener, Portfolio
create light secondary, painting? scale strip, drawing book, Discussion,
tones on b. Mix white a secondary colour to samples Observation
scale strip create light tones on a scale strip. Demonstration
c. value mixing of colours. Spotlight Art &
Craft Act. TG.
Grd 6 Pg.1-3
Spotlight Art &
Craft Act.
Learner’s book.
Grd 6 Pg.1-3
3 Mixing By the end of the lesson, the learner Why is colour The learner is guided to: Internet, digital Question and
black should be able to: classification ● mix black with a secondary devices, pencils, answer
secondary a. classify colours into primary and important in colour to create dark tones on a sharpener, Portfolio
to create secondary, painting? scale strip and clean the working drawing book, Discussion,
dark tones b. Mix secondary colour to create area, samples Observation
tones on a scale strip. Demonstration
c. value mixing of colours. Spotlight Art &
Craft Act. TG.
Grd 6 Pg.1-3
Spotlight Art &
Craft Act.
Learner’s book.
Grd 6 Pg.1-3
12 | P a g e
4 Mixing By the end of the lesson, the learner Why is colour The learner is guided to: Internet, digital Question and
black should be able to: classification ● mix black with a secondary devices, pencils, answer
secondary a. classify colours into primary and important in colour to create dark tones on a sharpener, Portfolio
to create secondary, painting? scale strip and clean the working drawing book, Discussion,
dark tones b. Mix secondary colour to create area, samples Observation
tones on a scale strip. Demonstration
c. value mixing of colours. Spotlight Art &
Craft Act. TG.
Grd 6 Pg.1-3
Spotlight Art &
Craft Act.
Learner’s book.
Grd 6 Pg.1-3
5-6 Painting a By the end of the lesson, the learner Why is colour The learner is guided to: Card making, Question and
picture should be able to: classification ● paint a picture of a ball from creating answer
a. classify colours into primary important in observation using secondary paintings, Portfolio
and secondary, painting? colours with emphasis on colour puppetry and Discussion,
b. paint a picture of a ball to bring value, animation, photo Observation
out colour value, stories. Demonstration
c. value netball as a game and the KLB Visionary
skill of painting. Art & Craft Grd.
4 learners book
Pg.22-28
8 1 Painting a By the end of the lesson, the learner Why is colour The learner is guided to: Card making, Question and
picture should be able to: classification ● paint a picture of a ball from creating answer
a. classify colours into primary important in observation using secondary paintings, Portfolio
and secondary, painting? colours with emphasis on colour puppetry and Discussion,
b. paint a picture of a ball to bring value, animation, photo Observation
out colour value, stories. Demonstration
c. value netball as a game and the KLB Visionary
skill of painting. Art & Craft Grd.
4 learners book
Pg.29-33
13 | P a g e
2 Storage and By the end of the lesson, the learner How do we The learner is guided to: PHE design, Assessment
display of should be able to: store improvised ● store the balls in an improvised field/space, check lists
improvised a. mention ways of storing balls? storage such as; recyclable gunny video, check list,
balls improvised balls. bags, boxes, crates, exercise books, Observation
b. Store improvised balls and carton boxes and woven baskets. pens, rubbers Written test
display. ● display and critique own and bat, first aid kit,
c. value netball as a game and the others’ portfolios pencils,
skill of painting. rounders
ball,ropes KLB
Visionary PHE
pg.31-34
3 Storage and By the end of the lesson, the learner How do we The learner is guided to: PHE design, Assessment
display of should be able to: store improvised ● store the balls in an improvised field/space, check lists
improvised a. mention ways of storing balls? storage such as; recyclable gunny video, check list,
balls improvised balls. bags, boxes, crates, exercise books, Observation
b. Store improvised balls and carton boxes and woven baskets. pens, rubbers Written test
display. ● display and critique own and bat, first aid kit,
c. value netball as a game and the others’ portfolios pencils,
skill of painting. rounders
ball,ropes KLB
Visionary PHE
pg.31-34
4 Composing Clapping/ By the end of the lesson, the learner How are The learner is guided to: Sheet music, Oral tests, Aural
rhythm tapping should be able to: rhythms ● clap/tap rhythms of words melodic tests, Written
rhythms a. Define the term rhythm applied in daily involving taa and ta-te instrument, tests
b. interpret rhythmic patterns life? maintaining a steady beat, flash cards- of
involving the crotchet and a pair ● clap/tap the pulse of the clock
rhythmic
of quavers using French rhythm and
names, heartbeat and associate it to the
patterns,
c. appreciate clapping or tapping crotchet melodies, sol-
rhythms. French rhythm name, fa names
Foundation
Music Grade 4
Pg. 43-49
5-6 HALF TERM
14 | P a g e
9 1 Clapping/ By the end of the lesson, the learner How are The learner is guided to: Sheet music, Oral tests, Aural
tapping should be able to: rhythms ● clap/tap rhythms of words melodic tests, Written
rhythms a. Define the term rhythm applied in daily involving taa and ta-te instrument, tests
b. interpret rhythmic patterns life? maintaining a steady beat, flash cards- of
involving the crotchet and a pair ● clap/tap the pulse of the clock
rhythmic
of quavers using French rhythm and
names, heartbeat and associate it to the
patterns,
c. appreciate clapping or tapping crotchet melodies, sol-
rhythms. French rhythm name, fa names
Foundation
Music Grade 4
Pg. 43-49
2 Clapping/ By the end of the lesson, the learner How are The learner is guided to: Sheet music, Oral tests, Aural
tapping should be able to: rhythms ● clap/tap rhythms of words melodic tests, Written
rhythms a. Define the term rhythm applied in daily involving taa and ta-te instrument, tests
b. interpret rhythmic patterns life? maintaining a steady beat, flash cards- of
involving the crotchet and a pair ● clap/tap the pulse of the clock
rhythmic
of quavers using French rhythm and
names, heartbeat and associate it to the
patterns,
c. appreciate clapping or tapping crotchet melodies, sol-
rhythms. French rhythm name, fa names
Foundation
Music Grade 4
Pg. 43-49
3 Identifying By the end of the lesson, the learner How are ● listen to/sing familiar topical Song excerpts a) Observation
notes should be able to: rhythms songs and is guided in identifying Percussion checklist
a. identify rhythmic patterns applied in daily the notes (crotchet, a pair of instruments b) Portfolio
involving the crotchet and a pair life? quavers) using their French Melodic
of quavers using French rhythm rhythm names (taa, ta-te), instruments
names, Audio
b. sing familiar tunes and identify recordings of
the notes. songs
c. Appreciate identifying notes. Foundation Music
Act. Grade 5
Learners Bk.
pg.56-57
Foundation Music
Act. Grade 5 TG
pg.58
15 | P a g e
4 Identifying By the end of the lesson, the learner How are ● listen to/sing familiar topical Song excerpts a) Observation
notes should be able to: rhythms songs and is guided in identifying Percussion checklist
a. identify rhythmic patterns applied in daily the notes (crotchet, a pair of instruments b) Portfolio
involving the crotchet and a pair life? quavers) using their French Melodic
of quavers using French rhythm rhythm names (taa, ta-te), instruments
names, Audio
b. sing familiar tunes and identify recordings of
the notes. songs
c. Appreciate identifying notes. Foundation Music
Act. Grade 5
Learners Bk.
pg.56-57
Foundation Music
Act. Grade 5 TG
pg.58
5-6 Singing and By the end of the lesson, the learner How are ● sing familiar songs then clap Song excerpts a) Observation
clapping to should be able to: rhythms the rhythm of the song while Percussion checklist
rhythms a. Identify French rhythms applied in daily reciting using French rhythm instruments b) Portfolio
b. Sing songs while clapping life? names, Melodic
rhythms instruments
c. Appreciate singing and clapping Audio
to rhythms. recordings of
Songs
Foundation Music
Act. Grade 5
Learners Bk.
pg.64
Foundation Music
Act. Grade 5 TG
pg.60
10 1 Singing and By the end of the lesson, the learner How are ● sing familiar songs then clap Song excerpts a) Observation
clapping to should be able to: rhythms the rhythm of the song while Percussion checklist
rhythms a. Identify French rhythms applied in daily reciting using French rhythm instruments b) Portfolio
b. Sing songs while clapping life? names, Melodic
rhythms instruments
c. Appreciate singing and clapping Audio
to rhythms. recordings of
Songs
Foundation Music
Act. Grade 5
Learners Bk.
pg.64
Foundation Music
Act. Grade 5 TG
pg.60
16 | P a g e
2 Singing and By the end of the lesson, the learner How are ● sing familiar songs then clap Song excerpts a) Observation
clapping to should be able to: rhythms the rhythm of the song while Percussion checklist
rhythms a. Identify French rhythms applied in daily reciting using French rhythm instruments b) Portfolio
b. Sing songs while clapping life? names, Melodic
rhythms instruments
c. Appreciate singing and clapping Audio
to rhythms. recordings of
Songs
Foundation Music
Act. Grade 5
Learners Bk.
pg.64
Foundation Music
Act. Grade 5 TG
pg.60
3 Writing By the end of the lesson, the learner How are ● practice writing letters of the Song excerpts a) Observation
letters of should be able to: rhythms alphabet in lowercase using free Percussion checklist
alphabets a. Identify letters of alphabets and applied in daily hand(ascenders and descenders), instruments b) Portfolio
write them. life? ● use free hand lettering to write Melodic
b. write the French rhythm names French rhythm name taa and ta-te, instruments
taa, ta-te using free hand Audio
lettering, recordings of
c. appreciate writing letters of Songs
alphabets. Foundation Music
Act. Grade 5
Learners Bk.
pg.60-62
Foundation Music
Act. Grade 5 TG
pg.59
4 Writing By the end of the lesson, the learner How are ● practice writing letters of the Song excerpts a) Observation
letters of should be able to: rhythms alphabet in lowercase using free Percussion checklist
alphabets a. Identify letters of alphabets and applied in daily hand(ascenders and descenders), instruments b) Portfolio
write them. life? ● use free hand lettering to write Melodic
b. write the French rhythm names French rhythm name taa and ta-te, instruments
taa, ta-te using free hand Audio
lettering, recordings of
c. appreciate writing letters of Songs
alphabets. Foundation Music
Act. Grade 5
Learners Bk.
pg.60-62
Foundation Music
Act. Grade 5 TG
pg.59
17 | P a g e
5-6 Techniques By the end of the lesson, the learner How can a ● listen to rhythmic patterns in Song excerpts a) Observation
used in should be able to: rhythm be familiar tunes and discuss the Percussion checklist
composing a. describe the qualities of a good created? techniques used in composing instruments b) Portfolio
rhythmic rhythmic pattern, rhythmic patterns (variation of Melodic
patterns b. create a simple rhythmic pattern note values, repetition of patterns, instruments
using the French rhythm names ending on taa), Audio
taa, ta-te, recordings of
c. value creating rhythmic patterns Songs
using French rhythm names. Foundation Music
Act. Grade 5
Learners Bk.
pg.58-60
Foundation Music
Act. Grade 5 TG
pg.59
11 1 Techniques By the end of the lesson, the learner How can a ● listen to rhythmic patterns in Song excerpts a) Observation
used in should be able to: rhythm be familiar tunes and discuss the Percussion checklist
composing a. describe the qualities of a good created? techniques used in composing instruments b) Portfolio
rhythmic rhythmic pattern, rhythmic patterns (variation of Melodic
patterns b. create a simple rhythmic pattern note values, repetition of patterns, instruments
using the French rhythm names ending on taa), Audio
taa, ta-te, recordings of
c. value creating rhythmic patterns Songs
using French rhythm names. Foundation Music
Act. Grade 5
Learners Bk.
pg.58-60
Foundation Music
Act. Grade 5 TG
pg.59
2 Techniques By the end of the lesson, the learner How can a ● apply the composition Song excerpts a) Observation
used in should be able to: rhythm be techniques to Percussion checklist
composing a. describe the qualities of a good created? compose own original rhythmic instruments b) Portfolio
rhythmic rhythmic pattern, patterns using the French rhythm Melodic
patterns b. create a simple rhythmic pattern names taa and tate observing instruments
using the French rhythm names integrity, Audio
taa, ta-te, ● critique rhythms created by self recordings of
c. value creating rhythmic patterns and peers respecting each other’s Songs
using French rhythm names. views fairly. Foundation Music
Act. Grade 5
Learners Bk.
pg.58-60
Foundation Music
Act. Grade 5 TG
pg.59
18 | P a g e
3 Techniques By the end of the lesson, the learner How can a ● apply the composition Song excerpts a) Observation
used in should be able to: rhythm be techniques to Percussion checklist
composing a. describe the qualities of a good created? compose own original rhythmic instruments b) Portfolio
rhythmic rhythmic pattern, patterns using the French rhythm Melodic
patterns b. create a simple rhythmic pattern names taa and tate observing instruments
using the French rhythm names integrity, Audio
taa, ta-te, ● critique rhythms created by self recordings of
c. value creating rhythmic patterns and peers respecting each other’s Songs
using French rhythm names. views fairly. Foundation Music
Act. Grade 5
Learners Bk.
pg.58-60
Foundation Music
Act. Grade 5 TG
pg.59
4 Techniques By the end of the lesson, the learner How can a ● apply the composition Song excerpts a) Observation
used in should be able to: rhythm be techniques to Percussion checklist
composing a. describe the qualities of a good created? compose own original rhythmic instruments b) Portfolio
rhythmic rhythmic pattern, patterns using the French rhythm Melodic
patterns b. create a simple rhythmic pattern names taa and tate observing instruments
using the French rhythm names integrity, Audio
taa, ta-te, ● critique rhythms created by self recordings of
c. value creating rhythmic patterns and peers respecting each other’s Songs
using French rhythm names. views fairly. Foundation Music
Act. Grade 5
Learners Bk.
pg.58-60
Foundation Music
Act. Grade 5 TG
pg.59
5-6 REVISION EXERCISE/PRACTICE
12 REVISION AND PRACTICE
13 END TERM ASSESSMENT/CLOSING
19 | P a g e |
18,924,006,195 | http://ml.wikipedia.org/wiki/%E0%B4%AA%E0%B5%8D%E0%B4%B0%E0%B4%AE%E0%B4%BE%E0%B4%A3%E0%B4%82:Flag_of_Haiti.svg | പ്രമാണം:Flag of Haiti.svg
ദൃശ്യരൂപം
ഈ SVG പ്രമാണത്തിന്റെ PNG പ്രിവ്യൂവിന്റെ വലിപ്പം: 800 × 480 പിക്സലുകൾ. മറ്റ് റെസലൂഷനുകൾ: 320 × 192 പിക്സലുകൾ | 1,024 × 614 പിക്സലുകൾ | 1,280 × 768 പിക്സലുകൾ | 2,560 × 1,536 പിക്സലുകൾ.
പൂർണ്ണ വലിപ്പം (എസ്.വി.ജി. പ്രമാണം, നാമമാത്രമായ 1,000 × 600 പിക്സലുകൾ, പ്രമാണത്തിന്റെ വലിപ്പം: 173 കെ.ബി.)
പ്രമാണ നാൾവഴി
ഏതെങ്കിലും തീയതി/സമയ കണ്ണിയിൽ ഞെക്കിയാൽ പ്രസ്തുതസമയത്ത് ഈ പ്രമാണം എങ്ങനെയായിരുന്നു എന്നു കാണാം.
| തീയതി/സമയം | ലഘുചിത്രം | അളവുകൾ | ഉപയോക്താവ് | അഭിപ്രായം | |
|---|---|---|---|---|---|
| നിലവിലുള്ളത് | 04:18, 2 ജനുവരി 2025 | 1,000 × 600 (173 കെ.ബി.) | Theadept | Reverted to version as of 03:44, 31 December 2024 (UTC), previous revert not explained | |
| 01:55, 2 ജനുവരി 2025 | 1,000 × 600 (145 കെ.ബി.) | WessyTheBoy54 | Reverted to version as of 19:39, 30 December 2024 (UTC) | ||
| 03:44, 31 ഡിസംബർ 2024 | 1,000 × 600 (173 കെ.ബി.) | Theadept | Reverted to version as of 22:20, 24 December 2024 (UTC) - Change was approved by a commons administrator, due to photos of official government flags showing very different dimensions. The linked page doesn't provide any reference for the origin of the construction sheet dimensions, and also doesn't match the other images on the same page. | ||
| 19:39, 30 ഡിസംബർ 2024 | 1,000 × 600 (145 കെ.ബി.) | Paolo Interdonato | https://www.crwflags.com/fotw/flags/ht.html the construction sheet clearly shows the coat of arms being smaller, i suggest to reupload the previous version as an alternative version | ||
| 22:20, 24 ഡിസംബർ 2024 | 1,000 × 600 (173 കെ.ബി.) | Abzeronow | Reverted to version as of 00:53, 24 December 2024 (UTC), previous revert not explained | ||
| 21:57, 24 ഡിസംബർ 2024 | 1,000 × 600 (145 കെ.ബി.) | WessyTheBoy54 | Reverted to version as of 08:52, 12 January 2024 (UTC) | ||
| 00:53, 24 ഡിസംബർ 2024 | 1,000 × 600 (173 കെ.ബി.) | Theadept | Matched red and blue in the coat of arms to those used on the flag stripes (same colour codes as listed on this page) | ||
| 00:31, 24 ഡിസംബർ 2024 | 1,000 × 600 (173 കെ.ബി.) | Theadept | Corrected size of central section to match official flags. Used flag shown at the bottom of embassy's webpage to set the dimensions: https://www.haiti.org/flag-and-coat-of-arms/ | ||
| 08:52, 12 ജനുവരി 2024 | 1,000 × 600 (145 കെ.ബി.) | Maanshen | Reverted to version as of 16:38, 2 July 2023 (UTC) Revert to fix the dots of the pinwheels | ||
| 01:14, 10 സെപ്റ്റംബർ 2023 | 1,000 × 600 (115 കെ.ബി.) | Maanshen | simplify code and reduction with svgomg // Editing SVG source code using c:User:Rillke/SVGedit.js |
പ്രമാണത്തിന്റെ ഉപയോഗം
താഴെ കാണുന്ന 71 താളുകളിൽ ഈ ചിത്രം ഉപയോഗിക്കുന്നു:
- ഇന്ത്യൻ സൂപ്പർ ലീഗ് 2015
- ഇന്ത്യൻ സൂപ്പർ ലീഗ് 2016
- ഇവ പെറോൻ
- ഇസ്ലാം വിശ്വാസികളുടെ ലോകജനസംഖ്യ (രാജ്യങ്ങൾ തിരിച്ചുള്ള പട്ടിക)
- ഈസ്റ്റ് ബംഗാൾ ഫുട്ബോൾ ക്ലബ്
- എസ്കാസു കരാർ
- ഐക്യരാഷ്ട്രസഭയിലെ അംഗരാജ്യങ്ങളുടെ പട്ടിക
- ഒളിമ്പിക്സ് 2020 (ടോക്കിയോ)
- കരീബിയൻ
- കുടിയേറ്റ തൊഴിലാളികളുടെയും കുടുംബങ്ങളുടെയും അവകാശങ്ങൾ സംരക്ഷിക്കുന്നതിനുള്ള ഉടമ്പടി
- കോവിഡ്-19 ആഗോള മഹാമാരി
- കോവിഡ്-19 പകർച്ചവ്യാധി മൂലമുള്ള മരണങ്ങൾ
- കോവിഡ്-19 പരിശോധന
- കോവിഡ് 19 പാൻഡെമിക് രാജ്യം തിരിച്ച്
- ഗാരി കൊണില്ലെ
- ജംഷഡ്പൂർ എഫ് സി
- ജി.ഡി.പി. പ്രകാരമുള്ള രാജ്യങ്ങളുടെ പട്ടിക
- ജുഡീഷ്യൽ അവലോകനം
- ജെയിംസ് അനയ
- തിരഞ്ഞെടുക്കപ്പേട്ടതോ നിയമിക്കപ്പെട്ടതോ ആയ വനിതകളായ ഭരണാധികാരികളുടെ പട്ടിക
- തൂസാൻ ലൂവേർതൂർ
- ദേശീയ പക്ഷികളുടെ പട്ടിക
- ദേശീയമൃഗങ്ങളുടെ പട്ടിക
- ദ്വീപ രാഷ്ട്രങ്ങളുടെ പട്ടിക
- നവാസ്സ ദ്വീപ്
- നോർത്ത് അമേരിക്കൻ പി-51 മസ്റ്റാങ്ങ്
- പതാക
- പരമാധികാര രാഷ്ട്രങ്ങളുടെ ദേശീയപതാകകളുടെ ചിത്രസഞ്ചയം
- പിതൃ ദിനം
- പോർട്ട്-ഔ-പ്രിൻസ്
- പ്രചാരത്തിലുള്ള കറൻസികളുടെ പട്ടിക
- പ്രതിശീർഷവരുമാനം
- ഫ്രഡറിക് ഡഗ്ലസ്സ്
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18,924,006,197 | http://www.spoj.com/users/donraj | Mayank Raj
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18,924,006,199 | https://sa.wikisource.org/s/1iva | दयस्व वामे त्वया अवियुक्तः इति छेदः । प्रकृते प्रस्तुते समये हे प्रतीपदर्शिनि! हे वामे सुन्दरि! निजैः गुणैः वक्त्रिममानादिभिः मा विमोहयसि । किंचिद्दयस्व । मा स्मैवं मोमुह इति भावः । त्वया अवियुक्तः अविश्लिष्टस्सन् । नित्यं अनारतं सुखं लभेय प्राप्नुयाम् । पक्षे दयस्व वा मे त्वया वियुक्त इति छेदः । हे प्रकृते ! इति मूलप्रकृतेस्संबोधनम् । ‘प्रधानं प्रकृतिः स्त्रियाम्' इत्यमरः । हे प्रतीपदर्शिनि! 'मदीयानादि कर्मप्रवाहप्रवृत्तां भगवत्स्वरूपतिरोधानकरीं विपरीतज्ञानजननीं स्वविषयायाश्च भोग्यबुद्धेर्जननीं’ इति गदितप्रकारेण सर्वं प्रतीपं प्रतिकूलं दर्शयतीति तथोक्ता । णिजन्ताद्दृशेर्णिनिः । तस्यास्संबुद्धिः निजैः गुणैः सत्वादिभिः मां नित्यं विमोहयसि विपरीतदर्शिनं करोषि । मे मम ‘दैवीं गुणमयीं मायां दासभूतश्शरणागतोऽस्मि तवास्मि दास इति वक्तारं मां तारय’ इत्युक्तरीत्या त्वां शरणं गतस्येति भावः । वाशब्दो भिन्नक्रमः । किंचिद्वा दयस्व । परिपूर्णदयाकरणाभिप्रायाभावे किंचिदपि वा दयां कुर्वीथा इत्यर्थः । तावता को लाभ इत्यत आह--त्वयेति । त्वया वियुक्तः वियोगं प्राप्तस्सन् । इदमेव तव दयाकार्यं यथाऽहं मुच्येयेति भावः । ततश्च किं तवेत्यत आह--नित्येति । नित्यसुखं मुक्तानन्दं लभेयेति । अत्र तावत् ईर्ष्याकलुषितनायिकाप्रसादनव्यापारविधिः प्रतीयते । प्रकृतिगुणकलुषितस्य प्रकृतिं प्रत्याक्रोशो विवक्षितार्थः । स च सप्तम्यन्तस्य प्रकृते इति पदस्य प्रतीपदर्शिनीति संबुद्ध्यन्तपदान्तरसमभिव्याहारपूर्वकमुच्चारणेन संबुद्ध्यन्ततामवगमय्याविष्कृतः । कविनिबद्धवक्तृगुप्तं परवञ्चनार्थं, कविगुप्तं तु स्वप्रौढिदर्शनार्थमिति भिदा ॥
इत्यलङ्कारमणिहारे विवृतोक्तिसरो द्विनवतितमः |
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18,924,006,201 | http://www.tribuneindia.com/2005/20051110/index.htm | |
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2005, Chandigarh, India K.R.
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18,924,006,202 | http://www.aljazeera.com/news/2021/3/17/un-sounds-alarm-over-covid-deaths-of-children-in-south-asia | UN sounds alarm over COVID deaths of children in South Asia
Pandemic may have indirectly contributed to around 228,000 additional child deaths in 2020, UN report says.
The coronavirus pandemic may have indirectly contributed to around 228,000 additional child deaths in 2020, 11,000 maternal fatalities and 3.5 million unwanted pregnancies in South Asia, the United Nations has said in a report.
The study, commissioned by UNICEF and published on Wednesday, blamed “drastic cuts in the availability and use of essential public health services” because of the pandemic across India, Pakistan, Nepal, Bangladesh, Afghanistan and Sri Lanka, home to 1.8 billion people.
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“The fall-off of these critical services has had a devastating impact on the health and nutrition of the poorest families,” said UNICEF regional director George Laryea-Adjei.
“It is absolutely vital that these services are fully restored for children and mothers who are in desperate need of them, and that everything possible is done to ensure that people feel safe to use them,” Laryea-Adjei said.
The estimates were based on actual observed changes and modelling exercises using data from before the pandemic in South Asia, where in 2019 alone, 1.4 million children under five died, 63 percent of them newborn babies.
Countries in the region, like elsewhere, imposed stringent lockdown measures to halt the spread of coronavirus. Many restrictions have since been eased although many schools remain shut.
The report said that even where health services were not shut down, the number of people visiting them declined.
In Bangladesh and Nepal, for example, the number of young children being treated for severe acute malnutrition (SAM) fell by more than 80 percent, while child vaccinations fell sharply in India and Pakistan.
With some 420 million children in South Asia out of school due to the pandemic, the report also warned that nine million children were likely never to return to school, the report added.
This in turn is expected to lead to an increase in child marriages, resulting in an additional 400,000 adolescent pregnancies, as well as an increase in the number of maternal and neonatal deaths, and in the rates of children’s growth stunting. |
18,924,006,203 | https://www.selfstudys.com/nda/agniveer-vayu/group-x/pyqs/2024/agniveer-vayu-science-group-x-16-nov-2024/advance-pdf-viewer | "Log in, submit answer and win prizes"
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18,924,006,204 | https://www.siasat.com/karnataka-jds-mla-slammed-for-slapping-college-principal-2354520/ | Mandya: A JD(S) MLA in Karnataka slapped a college principal who was not able to provide a clear answer about the ongoing development work for a computer lab.
The incident, which happened on Monday, has created a huge outrage among the public.
M. Srinivas, MLA from Mandya, repeatedly slapped the Principal of Nalvadi Krishnaraja Wadiyar ITI College in full public view. The video of the incident has gone viral on social media. People have slammed Srinivas for treating the principal with no respect.
According to eyewitnesses, Srinivas got infuriated as the Principal Naganad could not give information on the work in laboratory during the inauguration of the renovated ITI College.
The JD(S) MLA scolded him, made awkward face and slapped him twice in front of his colleagues and local politicians including a woman.
The video shows the principal in shock and awe while public is trying to placate the MLA.
Shambhu Gowda, the President of the Government Employees Association Mandya District, on Tuesday said that the matter will be brought to the notice of the District Commissioner.
Gowda called emergency meeting of the association and took details of the assault on the Principal. He also met the Principal Naganand and took details of the incident and assured him of full support. |
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18,924,006,207 | https://ici.radio-canada.ca/rdi/zone-economie/site/videos/10390066/moins-pouvoir-a-regie-lenergie | Moins de pouvoir à la Régie de l’énergie
Moins de pouvoir à la Régie de l’énergie
Québec veut réduire les pouvoirs de la Régie de l’énergie. Les hausses de tarifs d’électricité seront désormais entre les mains du gouvernement et d'Hydro-Québec. « On met à risque les consommateurs. On tasse nos institutions indépendantes sur le côté » dit le professeur Pierre-Olivier Pineau à Zone économie. |
18,924,006,208 | https://www.geeksforgeeks.org/maths/what-is-70-degrees-celsius-in-fahrenheit/ | What is 70 degrees Celsius in Fahrenheit? Last Updated : 23 Jul, 2025 Comments Improve Suggest changes Like Article Like Report Answer: 70 degrees Celsius is equivalent to 158 degrees Fahrenheit.To convert Celsius to Fahrenheit, you can use the formula:F= (9/5)C + 32where, F is the temperature in Fahrenheit and C is the temperature in Celsius. Applying this formula to 70 degrees Celsius:Multiply 70 by 9/5: 70 × (9/5) = 126.Add 32 to this result: 126 + 32 = 158.So, 70∘C is equal to 158∘F.This conversion is essential in many fields, especially in science and international communication, where temperature readings may need to be understood or reported in different units. The Fahrenheit scale is predominantly used in the United States, while the Celsius scale is used in most other parts of the world. Understanding how to convert between these scales is crucial for accurate communication and interpretation of temperature-related data.Also Read,Convert Fahrenheit to CelsiusRadians to DegreesSolved Example on Temperature Conversion1. What is 25 degrees Celsius in Fahrenheit? To convert 25°C to Fahrenheit: F = (9/5 * 25) + 32 F = 45 + 32 F = 77 So, 25°C is 77°F.2. How do you convert 100 degrees Fahrenheit to Celsius? To convert 100°F to Celsius: C = 5/9 * (100 - 32) C = 5/9 * 68 C = 37.78 So, 100°F is approximately 37.78°C.3. What is 0 degrees Celsius in Fahrenheit? To convert 0°C to Fahrenheit: F = (9/5 * 0) + 32 F = 0 + 32 F = 32 So, 0°C is 32°F.4. What is 40 degrees Fahrenheit in Celsius? To convert 40°F to Celsius: C = 5/9 * (40 - 32) C = 5/9 * 8 C = 4.44 So, 40°F is approximately 4.44°C.5. How do you convert 50 degrees Celsius to Fahrenheit? To convert 50°C to Fahrenheit: F = (9/5 * 50) + 32 F = 90 + 32 F = 122 So, 50°C is 122°F.6. What is 32 degrees Fahrenheit in Celsius? To convert 32°F to Celsius: C = 5/9 * (32 - 32) C = 5/9 * 0 C = 0 So, 32°F is 0°C.7. What is 85 degrees Celsius in Fahrenheit? To convert 85°C to Fahrenheit: F = (9/5 * 85) + 32 F = 153 + 32 F = 185 So, 85°C is 185°F.8. How do you convert 212 degrees Fahrenheit to Celsius? To convert 212°F to Celsius: C = 5/9 * (212 - 32) C = 5/9 * 180 C = 100 So, 212°F is 100°C Comment More infoAdvertise with us H harshghqs60 Follow Improve Article Tags : Mathematics School Learning Maths MAQ Math-Queries Like |
18,924,006,209 | https://www.osnepal.com/category/entertainment/page/577 | मनोरञ्जन Archives — Page 577 of 1558 — OSNepal
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18,924,006,210 | https://www.indiabix.com/electronics/voltage-and-current/discussion-787-3-3 | Electronics - Voltage and Current - Discussion
Discussion Forum : Voltage and Current - General Questions (Q.No. 6)
6.
The battery symbol is:
Discussion:
40 comments Page 3 of 4.
Abhayirp said:
1 decade ago
Hey Batter is something that converts chemical energy (ion movement) to electrical & vice vera, wherease Capacitor stores electrical energy by Dipole displace ment of charges.
Prakash said:
1 decade ago
Battery is represented with 2 parallel bars where longer bar represents +ve potential and shorter bar represents -ve potential. It must be positive at one end and negative on other end.
Manju said:
1 decade ago
I agreed with ravikanth
Divammu said:
1 decade ago
Battery is represented by two bairs.one is represented by postive and another one represented by negative
Pradeep said:
1 decade ago
It is mandatory one must be negative and another must be positive.
Naseem ul Aziz said:
1 decade ago
Battery is represented by two horizontal lines that is longer line represent positive part of battery, and shorter line represents negative part of battery and combination of these lines represents a battery.
Anand said:
1 decade ago
Can you anybody tell - What is difference between Answer B & D ?
Anusha said:
1 decade ago
B is the symbol of battery while C is the symbol of capacitor in which length of both bar remains equal.
Arun said:
1 decade ago
I agree Anusha But, in case of Capacitor both line should equal but in case of battery length of both line should not be equal.
Suresh said:
1 decade ago
Answer is b and the difference between battery (b) and capacitor (D).
Battery is just supply voltage we know DC. But coming to capacitor it is device to charge and discharge general it is application of battery.
Battery is just supply voltage we know DC. But coming to capacitor it is device to charge and discharge general it is application of battery.
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18,924,006,211 | https://meta.wikimedia.org/wiki/User:WhisperToMe/HKMeetupinfoMacauMainland | User:WhisperToMe/HKMeetupinfoMacauMainland
This page is kept for historical interest. Any policies mentioned may be obsolete. If you want to revive the topic, you can use the talk page or start a discussion on the community forum. |
This page is now deprecated.
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NOTE: Due to the COVID-19 situation, it is advised (as of 7 April 2020) to NOT attempt cross-border travel at this time
请注意:现在(2020年4月7日)不要过口岸旅游因为2019冠状病毒病(COVID-19)
請注意:現在(2020年4月7日)不要過口岸旅遊因為2019冠狀病毒病(COVID-19)
Transit information to Wikimedia meetups in Hong Kong 在香港的维基社群聚会交通信息
[edit]Wikimedia meetups in Hong Kong are generally designed for Wikimedians living in Hong Kong and Macau. However residents in Mainland China (including Shenzhen, Guangzhou, Zhuhai, Dongguan, Foshan, and other cities of Guangdong province) also participate and collaborate on Wikimedia projects. This guide is intended for local Mainland Chinese, Chinese from other areas residing in Mainland China, and foreigners residing in Mainland China, as well as those in Macau, who wish to regularly participate in the meetups along with Hong Kong residents.
在香港的维基社群聚会服务在香港和在澳门的维基人，但是也服务在中国大陆的广东省的维基人（包括深圳，广州，珠海，东莞，佛山，等等）。本攻略介绍从大陆到香港的交通和海关信息。受众是中国人和外国人。
Mainland-resident Chinese citizens and foreigners (people without Hong Kong IDs and/or Macau IDs), please pay attention to the Customs and Immigration section below, as entry into and entry back into Mainland China involves crossing a territorial border and may be complicated by your visa status and/or the country of origin of your passport. To avoid unforeseen problems, please review the section carefully.
Shenzhen residents and Macau residents who wish to participate are strongly advised to get eChannel status in both Shenzhen and Hong Kong or Macau and Hong Kong, respectively, as outlined below, to make border crossings quicker and more convenient.
Crossings from Mainland China 从大陆
[edit]- Shenzhen 深圳:
- Rail crossings 铁路 : I suggest taking the Shenzhen Metro to the Futian Checkpoint Station or Luohu Checkpoints (which correspond to Lok Ma Chau (Spur Line Control Point) and Lo Wu immigration points and MTR stations). Note that the Huanggang Checkpoint is on the Shenzhen Metro but its corresponding HK checkpoint, Lok Ma Chau Control Point is not on the MTR; bus services may be used at this point. Before you exit Futian Checkpoint and/or Luohu stations in Shenzhen, if you have an Octopus card, tap it at the discount kiosk to get a discount on your MTR fares in Hong Kong.
- Private car crossings 私立车 : Shenzhen Bay Port, Lok Ma Chau/Huanggang, Man Kam To/Wenjindu and Sha Tau Kok/Shatoujiao may be used by those using private cars. You can also take a taxi to Futian Checkpoint or Luohu to cross over and get on the MTR, or to the ferry terminal.
- Bus crossings 公交车 : While there are various bus lines going from Shenzhen to Hong Kong I don't know if they are as efficient compared to the MTR, especially since the meetups happen on Hong Kong Island and/or Kowloon, which are well-connected to the MTR. Buses into Hong Kong may be picked up from the Shenzhen Bay, Wenjindu/Man Kam To, and Huanggang/Lok Ma Chau checkpoints. Buses are slightly cheaper than the MTR rail line.
- Sea crossings 海路 : Ferries to Hong Kong depart from the Shekou Cruise Center (Shekou Ferry Terminal) and the Fuyong Ferry Terminal (near Shenzhen International Airport). People living in Shekou or Fuyong may find going by sea to be more convenient (I'll have to talk to more Shenzhen people to see what they think) - Ferry destinations close to the centre of the city include Hong Kong–Macau Ferry Terminal (Sheung Wan) and Hong Kong China Ferry Terminal (Kowloon) - Tuen Mun Ferry Pier in Tuen Mun is much further from central Hong Kong. While Hong Kong Airport has a ferry terminal, it is far from the central city and is only open to people taking flights. Note that sea crossings tend to be more expensive than land crossings, with ferry tickets around 300 HKD/300 RMB.
- Note that not all border crossings are 24 hours - In regards to crossings by land and sea, Lok Ma Chau/Huanggang and Hong Kong–Macau Ferry Terminal are 24 hours - Sometimes meetings have ended around 8-10 PM at night, so this is important if you do not wish to stay overnight in Hong Kong.
- If your meeting ends late at night, you may wish to use the late night bus service to Huanggang if you wish to return to Shenzhen immediately.
- Guangzhou 广州 :
- The Guangzhou–Kowloon Through Train provides direct service to Hung Hom Station. Book tickets in advance on days that Wikimedia meetings occur in Hong Kong.
- Residents of Foshan, Dongguan, and Zhaoqing should consult schedules as the Guangzhou–Kowloon Through Train only serves these cities at certain times. If you are unable to meet those times, please make alternate arrangements through Shenzhen and/or by ferry.
- Sea crossings may be done from the ferry terminals in Nansha and Panyu districts. Note that sea crossings tend to be more expensive than land crossings, with ferry tickets around 300 HKD/300 RMB.
- Bus crossings are also available.
- Sea crossings from other Chinese cities 从其他的城市的海路 are possible. If your city has ferry service, consult the schedules. Cities served by ferry lines to Hong Kong include, other than Shenzhen and Guangzhou: Dongguan, Doumen, Gaoming, Heshan, Jiangmen, Kaiping, Shunde, Taishan, Zhaoqing, and Zhuhai. Note that sea crossings tend to be more expensive than land crossings, with ferry tickets around 300 HKD/300 RMB.
- Bus crossings 其他的公交车 between central Hong Kong and various cities in Guangdong may also be available.
- New rail line opening in 2018: Guangzhou–Shenzhen–Hong Kong Express Rail Link Hong Kong section will run from Guangzhou South in Panyu, Humen Station in Dongguan, Shenzhen North Station, and Futian Station in Shenzhen to West Kowloon Station. When it opens it will become the most convenient way for people living in Shenzhen, Dongguan, and southern Guangzhou to travel to Hong Kong for Wikimedia meetups.
Crossing from Macau 從澳門 从澳门
[edit]- Two ferry terminals are available: Outer Harbor Ferry Terminal (Macau Peninsula) and Taipa Ferry Terminal. Ferry destinations close to the centre of Hong Kong include Hong Kong–Macau Ferry Terminal (Sheung Wan) and Hong Kong China Ferry Terminal (Kowloon) - Tuen Mun Ferry Pier in Tuen Mun is much further from central Hong Kong.
Customs and immigration 海关入境
[edit]People with Hong Kong IDs (HKID) and/or Macau IDs may cross in and out of Hong Kong and Macau quickly and easily. However Mainland Chinese and some foreigners have restrictions.
- Mainland Chinese must receive an "Exit-entry Permit for Travelling to and from Hong Kong and Macao" (EEP) from their public security bureau (PSB, a police department). They must receive an endorsement for the applicable type of visit: “endorsement for individual visit (Geren Luyou)” for an individual visit would apply for most Wikimedia-related visitors
- They are limited in how often they may cross. I believe Shenzhen residents may go to Hong Kong twice a week, but non-Shenzhen residents have stricter limits. I'll have to get official information from Chinese authorities about this.
- People from the Taiwan area (Republic of China) residing in the Mainland, please use your passes for Mainland China to enter Hong Kong
- People who are not Chinese citizens/ROC on Taiwan citizens/HKSAR/Macau residents:
- Foreign passport holders from about 170 countries and territories (see IMMD list of countries and their entry requirements) do not need a visa on arrival and may cross to visit Hong Kong for a limited duration of time. This includes, but is not limited to (as of 28 May 2017): nationals of United States, Canada, countries in the European Union and other European countries, Russia and a few other ex-Soviet states, Japan, South Korea, Australia, New Zealand, most Latin American countries (with some exceptions related to special passports), Arabian Persian Gulf countries, Singapore, Malaysia, Thailand, the Philippines, Indonesia, and a few African countries.
- Indian nationals (as of 28 May 2017) may come without a visa but must pre-register prior to arrival.
- Persons from other countries (see IMMD list of countries and their entry requirements) will need a separate visa to visit Hong Kong as visa-free access is not granted to nationals of those countries. They will have to send the applications to Hong Kong by mail as the only in-person visa offices in the Mainland are in Beijing and Shanghai (refer to the section: "Holders of foreign passports in the Mainland"); the Hong Kong authorities do not operate immigration offices in Guangdong Province nor in Macau.
- Countries include but are not limited to: Most African countries, some Central Asian and Caucasus countries, Cambodia, Iran, Laos, Lebanon, Nepal, Pakistan, Syria, Vietnam, and Yemen.
- Note: Someone with a single-entry visa for Mainland China should not cross into Hong Kong until he/she is ready to leave Mainland China at the scheduled end of his/her visit. This is because crossing from Mainland China to Hong Kong is considered "leaving China" and voids the single entry visa. If he/she is waiting for his/her work permit (which is multi-entry) he/she should not enter Hong Kong until after he/she has received his/her permanent work permit in his/her passport.
- Note #2: If you are a foreigner residing in Mainland China and are renewing a visa or residence permit you will not be able to cross into Hong Kong while your passport is having the new visa or residence permit applied to it.
Because of logistical issues with applying for Hong Kong tourist visas, if you hold multiple passports, consider entering Hong Kong on the passport which has visa-free access and/or which is likely to get the smoothest entry into Hong Kong. If your residence permit is in a different passport, take both with you: For example if a person is a dual citizen of France and Lebanon and has his/her Mainland Chinese residency in his/her Lebanese passport, use that to exit Mainland China and use the French passport to enter Hong Kong.
Visa application and forms
[edit]Foreign residents in Mainland China who only hold passports of countries requiring tourist visas to enter Hong Kong may apply for visas in the following ways:
- Mailing an application to the Hong Kong Immigration Department (IMMD)
- Applying at Hong Kong government offices in Beijing and Shanghai
- Applying at the Mainland Affairs office in Macau (Possibly)
- Applying at a People's Republic of China embassy or consulate (outside of China)
As no Hong Kong government offices processing visa applications are located in Guangdong province, most foreigners resident in Guangdong province may find that mailing an application is the most convenient method.
Tourist visa forms are available here
Please have forms mailed to: Receipt and Despatch Sub-unit, Immigration Department 2/F, Immigration Tower, 7 Gloucester Road, Wan Chai, Hong Kong (address in Traditional Chinese: 香港灣仔告士打道七號 入境事務大樓二樓 入境事務處收發分組 , Simplified Chinese: 香港湾仔告士打道七号 入境事务大楼二楼 入境事务处收发分组). The address may be written in either English or Chinese. You may put both English and Chinese on the envelope if you like, but please ensure the addresses match (as in the English and Chinese refer to the same place).
If you are a foreign resident of Mainland China needing a Hong Kong visa (for example a Cambodian or Pakistani citizen) please contact WMHK members, as they can help you with the visa process. As the normal visa processing time is about four weeks, please get the process started well in advance of the meetup or event. Pay attention to event calendars so you can start your visa application the moment an event is publicly announced.
You may be asked by the IMMD to provide evidence from your bank that you have sufficient funds, so please be prepared to obtain your financial records; they need to have a translation in English or Chinese if they are not already in either language.
eChannel programmes E通道
[edit]Shenzhen residents are encouraged to get echannel status in both Shenzhen and Hong Kong; this allows crossing between Hong Kong and Shenzhen easy as pie. Note that these are two separate programmes by each government. To avoid being held up at immigration, the following are suggested:
- 1. Apply for Shenzhen echannel at the Futian Checkpoint Station, 3rd floor, by customs and immigration, or at the Huanggang Checkpoint. You will need to have a residence permit for Shenzhen, D visa, Chinese citizenship, or other long-term visa status for Shenzhen. It will be active for the Shenzhen side the day after you apply for it. However, you will need to apply on the Hong Kong side in order to take the eChannel on that side.
- Note that if you renew a work permit and/or visa you may have to renew your Shenzhen eChannel.
- 2. You may apply for Hong Kong echannel at the Wan Chai Immigration Station (for all eChannel types) or at various other points (including Hong Kong International Airport, the Macau (Hong Kong Island), China (Kowloon), and Tuen Mun ferry terminals, Kai Tak Cruise Terminal, the Hong Kong-Zhuhai-Macau bridge, and land border crossings (Shenzhen Bay, Lo Wu, Lok Ma Chau, Lok Ma Chau Spur Line, and Man Kam To) between Hong Kong and Mainland China, depending on your eChannel type.
Macau residents may also enroll in the respective eChannel programmes in both Macau and Hong Kong.
Hong Kong eChannel enrollment 香港E道登记
[edit]Macao permanent residents may apply for Hong Kong eChannel immediately after arriving in Hong Kong. Macao residents may apply for echannel at the Immigration Department head office, at the Hong Kong-Zhuhai-Macau bridge immigration centre, at the Kai Tak Cruise Terminals, and the following ferry terminals: China Ferry Terminal, Macau Ferry Terminal, and Tuen Mun Ferry Terminal.
到香港時澳門永久性居民可以登記香港e道。 可以登記在:
- 入境事务大楼
- 港珠澳大橋
- 啟德郵輪碼頭
- 中國客運碼頭
- 港澳客輪碼頭
- 屯門碼頭
Mainland Chinese visitors may apply for eChannel after entering Hong Kong from any border point at least three times within the previous 12 months (one year). They may enroll at the Hong Kong Immigration Department head office, at Hong Kong International Airport, at the Kai Tak Cruise Terminal, at the immigration centre at the Hong Kong-Zhuhai-Macau Bridge, and at border checkpoints at Lok Ma Chau, Lok Ma Chau Spur Line, Lo Wu, Man Kam To, and Shenzhen Bay. They may also apply at the Macau Ferry Terminal and China Ferry Terminal.
如果12个月（一年）内进出香港在各种的港陆口岸三次（以上）中国大陆人可以登记香港e道。可以登记在:
- 入境事务大楼
- 香港国际机场
- 启德邮轮码头
- 港珠澳大桥
- 落马洲管制站
- 落马洲支线管制站
- 罗湖管制站
- 文锦渡管制站
- 深圳湾口岸
- 港澳客轮码头
- 中国客运码头
Most foreign passport holders (non-Chinese citizens) may apply for the frequent visitors programme of the Hong Kong echannel after having entered Hong Kong through Hong Kong International Airport over three times within the same year and/or with a major airline mileage card if it has a certain status. Contact the Immigration Department for further details. Note: Entering Hong Kong through Shenzhen does not count in regards to the entering Hong Kong three times requirement for enrollment in the frequent visitors programme; you can only accomplish this at the airport. If you need more flights you can take a budget airline flight from and to HKIA during a weekend or holiday. Be sure to clear Hong Kong customs and immigration in both directions (do not take the ferry to the Mainland) so your arrivals/departures count towards getting eChannel.
For Hong Kong echannel, citizens of Australia, Germany, South Korea, Singapore, and Thailand have looser requirements. People with passports from Australia, Germany, and South Korea can immediately get eChannel upon arrival in Hong Kong without frequent flier status or prior departures/arrivals at the airport. Citizens of Singapore may get eChannel after visiting Hong Kong at least two times within a prior 24 month (two year) period from any arrival/departure point (not only the airport), and citizens of Thailand may get eChannel after visiting Hong Kong at least one time within a prior 12 month (one year) period from any arrival/departure point (not only the airport).
In addition to HKIA and Immigration Tower, passport holders of Australia, Germany, South Korea, Singapore, and Thailand may also apply for eChannel at Macau Ferry Terminal; this may be useful for residents of Macau and for those in Mainland China who travel by ferry to Hong Kong.
People with passports from the following countries (Traditional Chinese, Simplified Chinese) are eligible for Smart Departure, in which one can use eChannel kiosks to leave Hong Kong even if they don't have full eChannel clearance
Wikimedia Foundation reimbursement of transport expenses WMF交通费用偿还
[edit]The Wikimedia Foundation sometimes reimburses some expenses related to transport: it will generally reimburse economy-class intercity travel and/or economy-class public transport fare. Please hold onto your tickets and receipts from China Rail, MTR, the ferry companies, and/or other public transport agencies you use.
In regards to MTR cards, you may check the spending records at kiosks at MTR stations, or you may download the MTR application for your mobile phone, complete the sign-up, and tap your card to your phone to receive a three-month record of your spending. Please note down or take screenshots of your MTR spending in a three-month period so the foundation has the documentation needed to reimburse you.
You are welcome to use officially-designated taxis or Didi Kuaiche on the Mainland side. If you use official taxis, ask the driver for a receipt (发票 fāpiào), and he or she will gladly provide. If you pay by WeChat, take a screenshot of your WeChat spending.
Do not board illegal taxis (黑车 hēichē or "black cars"): upon arrival at the customs areas on the Mainland side, kindly ignore touts who call for taxis in English (do not say anything to them) and go to the official taxi queues. The Wikimedia Foundation will not reimburse usage of illegal taxis in Mainland China. Also note illegal taxis charge a higher rate than legitimate taxis and are not under safety or legal regulations.
During the meetings, and experiencing Hong Kong 聚会信息和香港文化
[edit]Meetings are conducted in a mix of Cantonese, Mandarin, and/or English. Members at the meetings generally have great commands of English, so if you need clarification and/or understandings of things, don't hesitate to ask!
在我们的聚会人们说广东话，普通话，和英语。如果你们需要在普通话的信息，我们可以帮助你们。
Note that Hong Kong has its own currency, the Hong Kong dollar (HKD) - While some shops in Hong Kong accept Chinese renminbi, most businesses and the Hong Kong MTR (the city's underground/subway system) only accept HKD as legal tender. This is important as you will need to use the MTR to go to the meetings, and you may wish to bring outside food into Wikimedia meetings and/or buy drinks at the site of Wikimedia meetings.
- People may exchange renminbi and/or other currencies for Hong Kong dollars at various points in Hong Kong itself as well as in Macau and in some places in Shenzhen and other Mainland Chinese cities. Macau patacas are generally not accepted in Hong Kong, so Macau residents should plan to bring Hong Kong dollars.
For those from the Mainland, remember that Hong Kong uses a different electrical standard so be sure to get converters for your laptops.
Hong Kong is well connected on the MTR, so we recommend using this service to arrive to the Wikimedia meeting after going through the border crossing and/or arriving at the ferry terminal. If you attend meetings frequently or otherwise visit Hong Kong frequently, get an Octopus card so that you won't have to stand in line to buy tickets. Then at Luohu and/or Futian Checkpoint stations you may tap your Octopus card at the discount kiosk to get a discount on the HK MTR.
Unlike Mainland China, internet is not censored in Hong Kong, so at Wikimedia meetings you will not have to worry about making sure your VPN is working.
For further information on how to enjoy Hong Kong, please take a look at the Wikivoyage article - Before or after the meeting you may wish to buy something in Hong Kong's night markets, savour its diverse cuisine, or enjoy the various activities the city has to offer!
如果你需要其他的关于香港的信息，请到维基导游的香港条目。 |
18,924,006,212 | https://www.thequint.com/elections/ec-calls-cbdt-chairman-revenue-secretary-to-explain-it-raids | The Election Commission has called the revenue secretary and chairman, Central Board of Direct Taxes on Tuesday, 9 April, to discuss ongoing income tax raids.
Revenue Secretary A B Pandey and CBDT Chairman P C Mody have been called to explain the raids amid allegations by the Congress that the ruling BJP was using enforcement agencies to target it during the poll season.
The EC had on Sunday “strongly advised” the Finance Ministry that any action by its enforcement agencies during election time should be “neutral” and “non-discriminatory” and officials of the poll panel should be kept in loop about such actions.
The EC's advice had come against the backdrop of Income Tax Department's raids in Madhya Pradesh Sunday and in Karnataka, Tamil Nadu and Andhra Pradesh in the recent past on politicians and people connected to them.
Since the Model Code Conduct came into force on 10 March, the I-T Department has carried out several raids on political leaders and their associates which the opposition has dubbed a misuse of central agencies during poll season.
The Income-Tax Department Monday said it has detected a “widespread and well-organised” racket of collection of unaccounted cash of about Rs 281 crore during raids against close aides of Madhya Pradesh Chief Minister Kamal Nath and others.
It said sleuths have recovered Rs 14.6 crore of "unaccounted" cash and seized diaries and computer files of suspect payments made between Madhya Pradesh and Delhi.
The Central Board of Direct Taxes (CBDT) said the department has also detected a trail of Rs 20 crore suspect cash allegedly being moved to the "headquarters of a major political party in Delhi" from the house of an important person who lives on Tughlaq Road, home to many VIPs. |
18,924,006,213 | https://www.nextias.com/website/home/super_achievers/centres/test-series/centres/centres/centres/test-series/test-series/centres/test-series/centres/aankalan-uppsc-prelims | Academic Counselling
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18,924,006,214 | https://www.urduweb.org/mehfil/threads/%DA%AF%D8%B1%D8%AA%DB%92-%D8%A8%D8%A7%D9%84%D9%88%DA%BA-%DA%A9%DB%92-%D9%84%D8%A6%DB%92-%D8%A7%DB%8C%DA%A9-%D9%82%D8%AF%DB%8C%D9%85-%D9%86%D8%B3%D8%AE%DB%81.30259/post-669253 | گرتے بالوں کے لئے ایک قدیم نسخہ
عربوں میں قدیم زمانے سے ایک نسخہ گرتے بالوں کے لئے یہ رائج ہے کہ وہ کالے زیرے کو ہلکی آنچ پر اس حد تک پکاتے ہیں کہ وہ جل کر بھر بھرا ہو جاتا ہے ۔ پھر اس میں زیتون کا تیل شامل کر کے اسے ایک بوتل میں جمع کر لیتے ہیں اور بالوں میں لگا کر خوب اچھی طرح مساج کرنے بعد اسے کچھ دیر کے لئے یوں ہی چھوڑ دیتے ہیں ۔ یہ نسخہ گنج پن کے لئے بے مثال تصور کیا جاتا ہے اور اس کے مسلسل استعمال سے نئے بال بھی نکلنے لگتے ہیں ۔ |
18,924,006,215 | https://www.shaalaa.com/question-bank-solutions/from-the-picture-given-below-identify-those-that-reduce-energy-consumption-give-reasons-to-support-your-answer_420071 | Advertisements
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From the picture given below identify those that reduce energy consumption. Give reasons to support your answer.
Short Answer
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Solution
The picture shows solar panels, which are a source of renewable energy.
It Reduces Energy Consumption:
-
Uses Solar Energy: Solar panels convert sunlight into electricity, reducing the need for power from fossil fuels.
-
Eco-Friendly: They produce no pollution, helping keep the environment clean.
-
Reduces Dependency on Grid Power: Especially helpful in rural or remote areas where electricity supply is limited.
-
Saves Money Long-Term: Once installed, solar panels reduce electricity bills and operating costs.
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Chapter 19: Preventive Measures - EXERCISES [Page 176] |
18,924,006,216 | https://www.hamariweb.com/directories/info/naseeb-e-ishq-novel-by-aman-chaudhary | Discover the most up-to-date Naseeb e Ishq Novel by Aman Chaudhary information in Pakistan to stay engaged. Explore detailed insights, ensuring seamless and informed interactions with Naseeb e Ishq Novel by Aman Chaudhary. Access all the requited details in one place for a hassle-free and smooth experience.
Easily access and view Naseeb e Ishq novel by Aman Chaudhary
Aman Chaudhary's emotionally charged Urdu novels cover themes of love, loss, and human connection. He has crafted such a story in Naseeb e Ishq that seems authentic. Touching on heartbreak and dreams, the novel shows the strange ways fate connects people.
His novels are relatable and simple to relate to because they capture everyday emotions with depth. And yes, for those who want a copy, the Naseeb e Ishq novel PDF download is available and perfect for your library.
If we break down the title, then "Naseeb" means "fate" and "Ishq" is "love," so "Naseeb e Ishq" literally translates to "Fate of Love." As the name suggests, the story is about how fate directs and decides the future and ending of love. It’s not just a typical love story; it’s about how some relationships are written in fate, no matter how hard life gets.
The novel explores self-growth, dreams, and how friendships can turn into something deeper, and it is all shown through the lives of Meera, Vivaan, Kabir, and Nisha.
The four characters in Naseeb e Ishq novel by Aman Chaudhary are chasing different things in life: love, success, peace, and purpose. But in unexpected ways, their paths cross. It leads to moments of happiness, heartbreak, and tough choices.
Meera is strong but emotional. Vivaan is charming yet complicated. Kabir hides his pain behind humor, and Nisha is someone who learns to love herself first. As they move through life’s highs and lows, their stories blend into a tale that’s touching, thoughtful, and at times, heartbreaking.
You can read the Naseeb e Ishq novel online or get the Naseeb e Ishq novel PDF download for a smooth offline experience. If you’re someone who enjoys character-driven plots, you’ll love diving into this story.
Disclaimer: We use reliable sources to provide you with accurate information. However, we can’t guarantee that all details are always correct. Please verify any information independently before making decisions based on it. We’re not responsible for any issues that may arise from using this information. |
18,924,006,217 | http://pensionersportal.gov.in/Forms/Medicalforms/Forms/Formsforoffices/PensionCalculators/Forms/nominationforms/mnomination.aspx | Without any motion or movement there is no life
Ups and downs in life are very important to keep us going, because a straight line even in an ECG means we are not alive.
I see retirement as just another of these reinventions, another chance to do new things and be a new version of myself.
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With a view to bring into existence a centrally controlled administered mechanism involving Pensioners Associations in the country, the Pensioners' Portal would function as a single window mechanism.
The department of Pension Pensioners' Welfare is the nodal department for formulation of policies relating to pension & other retirement benefits of Central Government Pensioners/Family Pensioners. It also serves as a forum for redress of Pensioners' Grievances. |
18,924,006,218 | http://www.rozanaspokesman.in/content/tags/1984-sikh-riots | Today's e-paper
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Jaswinder Bhalla Funeral News Live: Jaswinder Bhalla ਦੇ ਚਲਾਣੇ ਉਤੇ ਹਰ ਅੱਖ ਰੋਈ, ਭੁੱਬਾਂ ਮਾਰ-ਮਾਰ ਰੋਏ ਲੋਕ
Jaswinder Bhalla Funeral News Live: ਜਸਵਿੰਦਰ ਭੱਲਾ ਦੇ ਪੁੱਤ ਦੇ ਨਹੀਂ ਰੁਕ ਰਹੇ ਹੰਝੂ | Bhalla death news
Jaswinder Bhalla Death News : ਭੱਲਾ ਦੇ ਘਰ ਦੀਆਂ ਤਸਵੀਰਾਂ ਆਈਆਂ ਸਾਹਮਣੇ Jaswinder Bhalla passes Away
Gurpreet Ghuggi Emotional On jaswinder bhalla Death : ਆਪਣੇ ਯਾਰ ਭੱਲਾ ਨੂੰ ਯਾਦ ਕਰ ਭਾਵੁਕ ਹੋਏ Ghuggi
jaswinder bhalla ਦੇ chhankata ਦੇ producer ਨੇ ਬਿਆਨ ਕੀਤੇ ਜਜ਼ਬਾਤ|Bahadur Singh Bhalla|Bhalla Death News
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18,924,006,219 | https://dharitriepaper.in/edition/1298/berhampur/page/2 | Berhampur Page: 2 October 26, 2018 << First << 2 >> Last >> Page 1Page 2Page 3Page 4Page 5Page 6Page 7Page 8Page 9Page 10Page 11Page 12Page 13Page 14Page 15Page 16 × Berhampur 01020304050607080910111213141516 Full PDF 01020304050607080910111213141516 << First << 2 >> Last >> Page 1Page 2Page 3Page 4Page 5Page 6Page 7Page 8Page 9Page 10Page 11Page 12Page 13Page 14Page 15Page 16 × Berhampur 01020304050607080910111213141516 Full PDF |
18,924,006,220 | https://www.bdabangalore.org/images/images/images/images/images/Kannada/Kannada/Kannada/Kannada/Kannada/images/images/index.html | The Bangalore Development Authority (BDA) came into being with effect from 6th January 1976 under a separate Act of the State Legislature viz. the BDA Act 1976. This Authority combined in itself the Planning functions of the City Planning Authority and the developmental functions of the erstwhile CITB.
The Bangalore Development Authority came into existence in 1976 as a successor to the erstwhile City Improvement Trust Board. Development of Bangalore in a planned manner, creating quality infrastructure, provision of sites and services and catering to the housing needs of the underprivileged are the focus areas of the BDA.
Since inception, the BDA has allotted 76,000 sites to individuals for construction of residential dwellings. In addition, more than 800 civic amenity sites have been given for use by various public utilities, as also organisations, catering to the felt needs of the particular locality.
B.D.A. Cadre and Recruitment Rules have been revised and sent to Government for approval during April 2001.
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The Finance Section renders advice to the Authority on various financial issues and is also entrusted with the responsibility for maintenance of the accounts of the Authority.
Know MoreThe Land Acquisition section acquires land for various developmental schemes as approved by the Government of Karnataka under Section 35 and Section 36 of Bangalore Development Authority Act, 1976.
Know MoreDevelopment Rights Certificates (DRC’s) in lieu of Monetary compensation for lands acquired by the public authority for public purposes is being issued at TDR Cell of Estate ...
Know MoreThe Administration section is entrusted with the responsibility of all establishment and general administrative matters. The section also handles all matters related to allotment of sites, flats and their post allotment work.
Know MoreThe Engineering Department is primarily concerned with the execution of various developmental schemes in the layouts and also construction of infrastructure works. The department also monitors..
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18,924,006,221 | http://highcourt.cg.gov.in/download/judges/tender/2025/history.html | Latest News Live Streaming: TENTH ROUND OF STATE LEVEL STAKEHOLDERS CONSULTATION ON "SAFEGUARDING THE GIRL CHILD: TOWARDS A SAFER AND ENABLING ENVIRONMENT FOR HER IN INDIA" ON SUNDAY 24TH AUGUST, 2025 AT 09.45 A.M.
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18,924,006,222 | https://gaana.com/song/duniya-ke-logon | When was Duniya Ke Logon song released?
Duniya Ke Logon is a Hindi song which is released in 1950.
| Album/Movie | Mashaal |
| Music Composer | S. D. Burman |
| Singer | Manna Dey |
| Lyricist | Pradeep Kumar |
| Release Date | Jan 01, 1950 |
| Duration | 03:11 |
| Language | Hindi |
| Label | © Saregama |
Listen to Manna Dey Duniya Ke Logon MP3 song. Duniya Ke Logon song from the album Mashaal is released on Jan 1950. The duration of song is 3 min 11 sec. This song is sung by Manna Dey.
Related Tags - Duniya Ke Logon, Duniya Ke Logon Song, Duniya Ke Logon MP3 Song, Duniya Ke Logon MP3, Download Duniya Ke Logon Song, Manna Dey Duniya Ke Logon Song, Mashaal Duniya Ke Logon Song, Duniya Ke Logon Song By Manna Dey, Duniya Ke Logon Song Download, Download Duniya Ke Logon MP3 Song
Duniya Ke Logon is a Hindi song which is released in 1950.
Duniya Ke Logon is from the movie/album Mashaal.
S. D. Burman have composed the Duniya Ke Logon song.
The song is sung by Manna Dey.
You can download this song on Gaana App. |
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18,924,006,224 | https://pa.wikipedia.org/wiki/%E0%A8%96%E0%A8%BC%E0%A8%BE%E0%A8%B8:%E0%A8%95%E0%A8%BF%E0%A8%B9%E0%A9%9C%E0%A9%87_%E0%A8%B8%E0%A8%AB%E0%A8%BC%E0%A9%87_%E0%A8%87%E0%A9%B1%E0%A8%A5%E0%A9%87_%E0%A8%9C%E0%A9%8B%E0%A9%9C%E0%A8%A6%E0%A9%87_%E0%A8%B9%E0%A8%A8/%E0%A8%AB%E0%A8%B0%E0%A8%AE%E0%A8%BE:Non-free_television_screenshot | ਫਰਮਾ:Non-free television screenshot ਨਾਲ ਜੋੜਨ ਵਾਲੇ ਸਫ਼ੇ
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ਹੇਠਾਂ ਦਿੱਤੇ ਸਫ਼ੇ ਫਰਮਾ:Non-free television screenshot ਨਾਲ ਜੋੜਦੇ ਹਨ:
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18,924,006,225 | https://ulbjammu.jk.gov.in/files/events/ULB%20ebooks/files/events/stc/files/events/files/events/stc/ComSunderbani | - Highlights of the Month
- International Yoga Day
- World Environment Day 2024
- Planet Vs Plastic (2024)
- Swacch Tyohar Swasth Parivar 2024
- Shaheed Diwas 2024
- Swacch Survekshan Ceremony 2023
- Swacch Teerth Hiranagar 2024
- Swacch Teerth Lakhnpur 2024
- Humara Sankalp Viksit Bharat 2024 - Ramban
- Brashtachar Mukt J&K Week Campaign 2023
- Meri Maati Mera Desh 2023
- Swacch Survekshan Ceremony 2023 |
18,924,006,226 | http://delhihighcourt.nic.in/web/hi/calender/385506 | Calender
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18,924,006,227 | https://www.karobardaily.com/tag/%e0%a4%a8%e0%a4%97%e0%a4%b0%e0%a5%8d%e0%a4%a8-%e0%a4%86%e0%a4%97%e0%a5%8d%e0%a4%b0%e0%a4%b9 | इम्बोस्ड नम्बर प्लेटमा जबर्जस्ती नगर्न आग्रह
नेपाली कांग्रेसका महामन्त्री तथा सांसद गगनकुमार थापाले इम्बोस्ड नम्बर प्लेट जडानका सन्दर्भमा भौतिक पूर्वाधार तथा
नेपाली कांग्रेसका महामन्त्री तथा सांसद गगनकुमार थापाले इम्बोस्ड नम्बर प्लेट जडानका सन्दर्भमा भौतिक पूर्वाधार तथा
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18,924,006,228 | https://www.liveaaryaavart.com/2023/08/blog-post_427.html | - गांधी ने जिसको सत्य माना हमेशा उसके साथ अडिग रहे : डॉ. मिथिलेश
- परसाई एक ऐसा आईना हैं जिसके भीतर हम अपने अंदर की विद्रूपताओं को देख सकते हैं: डॉ. बसंत त्रिपाठी
- ‘ज्ञान पर्व’ में याद किया गया हरिशंकर परसाई के जीवन और व्यक्तित्व की
मंगलवार, 22 अगस्त 2023
प्रयागराज : ‘ज्ञान पर्व’ के दूसरे दिन साहित्य प्रेमियों की उमड़ी भीड़
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18,924,006,229 | https://www.startupindia.gov.in/srf/home/images/SRF_2022_Result_page/images/SRF_2022_Result_page/images/SRF_2022_Result_page/portal/portal/images/SRF_2022_Result_page/portal/images/SRF_2022_Result_page/portal/portal/portal/images/SRF_2022_Result_page/images/SRF_2022_Result_page/index.html | States' Startup Ecosystem Ranking
The States' Startup Ranking is a yearly capacity building exercise created and released by DPIIT that
evaluates all of India's states and Union Territories on their efforts to build an ecosystem conducive to startup
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18,924,006,230 | https://timesofindia.indiatimes.com/tv/news/hindi/rishto-se-bandhi-actress-rashmi-gupta-thinks-negative-roles-let-her-express-more-one-can-express-emotions-through-facial-expressions-and-eye-movements/articleshow/119428609.cms | In the world of television, some characters leave a lasting impact not just through their words but through their expressions, presence, and the intensity they bring to the screen. Rashmi Gupta, who plays Mahuwa in Rishto Se Bandhi Gauri, believes in the power of silent emotions and sharp performances.Speaking about her journey, she shares, “In Rishto Se Bandhi Gauri, I am playing the character of Mahuwa, who is like a sweet knife gentle but sharp if you ask me about positive and negative roles, I have explored both. Positive characters have their own challenges and fun, but I feel that somehow my look or my acting style makes me get more offers for negative roles. I believe that just like positive roles, negative characters also have their own difficulties. In fact, negative roles give actors a lot to do. Even if there are no dialogues, one can express emotions through facial expressions and eye movements.”The Rishto Se Bandhi actress further added, “Because of this, I feel that I should focus on playing negative roles. They allow me to explore different emotions and showcase my acting skills in unique ways. Negative characters often have depth, and portraying them requires a strong presence. It’s exciting to play with expressions and bring out the intensity of a scene without even speaking. This is why I think doing negative roles might be the right choice for me.” 119292118 119156012Rishto Se Bandhi Gauri is the story of Gauri, a brave and kind girl whose strong faith helps her face life’s biggest challenges. She is forced into a marriage she doesn’t want but enters the Bundela family as their daughter-in-law. With her wisdom and strength, she decides to make her own path. |
18,924,006,231 | https://www.matrubharti.com/book/read/content/19866900/tum-mile-5-by-ashish-kumar-trivedi | The Author Ashish Kumar Trivedi Follow Current Read तुम मिले - 5 By Ashish Kumar Trivedi Hindi Moral Stories Share Facebook Twitter Whatsapp Featured Books संभोग से समाधि - 3 --- प्रस्तावना "जिसने ऊर्जा को नकारा — वह वासनाओं का गुलाम ब... वो पहली बारिश का वादा - 5 (पिछले एपिसोड में…)आयुष और प्रिया की मुलाकातों का सिलसिला बा... छाया भ्रम या जाल - भाग 9 भाग 9डॉ. मेहता के जाने के बाद सबके चेहरे पर एक अजीब सा सन्ना... ब्रम्हदैत्य - 6 ---भाग 6 – बदलते हालात शाम के छह बज चुके थे।सूरज धीरे-धीरे अ... रिश्तों की मिठास भाग 1: रिश्तों की मिठासएक छोटे से शहर में, रामू और सीमा की क... Categories Short Stories Spiritual Stories Fiction Stories Motivational Stories Classic Stories Children Stories Comedy stories Magazine Poems Travel stories Women Focused Drama Love Stories Detective stories Moral Stories Adventure Stories Human Science Philosophy Health Biography Cooking Recipe Letter Horror Stories Film Reviews Mythological Stories Book Reviews Thriller Science-Fiction Business Sports Animals Astrology Science Anything Crime Stories Novel by Ashish Kumar Trivedi in Hindi Moral Stories Total Episodes : 10 Share तुम मिले - 5 (1.8k) 2.8k 6.1k 1 तुम मिले (5)सुकेतु ने जानबूझ कर मुग्धा को अपने घर पर मिलने बुलाया था। अब तक मुग्धा और उसकी माँ एक दूसरे से नहीं मिली थीं। दोनों ने सिर्फ सुकेतु से एक दूसरे के बारे में सुना भर था। सुकेतु चाहता था कि दोनों आपस में मिल कर एक दूसरे को समझने का प्रयास करें। सुकेतु अपनी माँ के दिल को अच्छी तरह जानता था। ऊपर से चाहें ना दिखाएं पर मुग्धा के बारे में जान कर उनका दिल द्रवित हो गया था। यह जान कर कि मुग्धा दोपहर लंच के समय आने वाली है उसकी माँ ने लंच की तैयारी शुरू कर दी। बड़ी लगन से उन्होंने लंच तैयार किया। मुग्धा के पहुँचने पर उन्होंने सुझाव दिया कि लंच का समय हो गया है। बातें शुरू करने से पहले वो लोग लंच कर लें। सुकेतु की माँ खाना टेबल पर रखने लगी तो मुग्धा भी मदद के लिए आगे आई।"तुम क्यों परेशान होती हो बेटी। मैं कर लूँगी।""आंटी जी मुझे कोई परेशानी नहीं होगी। उल्टा आपकी मदद करके मुझे खुशी होगी।"सुकेतु की माँ ने कुछ नहीं कहा। मुग्धा ने उनके साथ मिल कर खाना मेज़ पर लगा दिया।"आंटी जी आपने तो बहुत सारी चीज़ें बना डालीं।""बच्चों को खिलाने में माँ को अलग ही सुख मिलता है।"मुग्धा को अच्छा लगा कि वह उसे अपने बच्चों में शामिल करती हैं। "वैसे मुझे भी कुकिंग करना अच्छा लगता है। कभी मौका मिला तो आपको भी बना कर खिलाऊँगी।"तीनों लोग लंच करने लगे। लंच करते हुए सुकेतु की माँ ने मुग्धा से उसके काम और माता पिता के बारे में पूँछा। लेकिन अन्य कोई बात नहीं की। लंच के बाद वह मुग्धा और सुकेतु को बातें करने के लिए छोड़ कर आराम करने चली गईं।सुकेतु ने मुग्धा को दर्शन के साथ हुई बातचीत के बारे में बताया। सुन कर मुग्धा भी चिंतित हो गई।"इसका मतलब है कि हमें चार साल प्रतीक्षा करनी पड़ेगी।""हाँ उसके बाद भी कुछ कानूनी प्रक्रियाएं होंगी। पर तुम परेशान ना हो। हमने फैसला किया है ना कि हम एक दूसरे का साथ निभाएंगे। हम इंतज़ार करेंगे।"सुकेतु की बात सुन कर मुग्धा गंभीर हो गई।"मुग्धा तुम यही सोंच रही हो ना कि यह इंतज़ार तो लंबा है। आगे ना जाने क्या होगा। दर्शन ने भी एक संभावना का ज़िक्र किया था।""कैसी संभावना ?"सुकेतु कुछ ठहर कर बोला।"अगर इस बीच में सौरभ वापस आ जाए।"आरंभ में मुग्धा यह प्रार्थना करती थी कि सौरभ सही सलामत लौट आए। जैसे जैसे वक्त बीतता गया और सौरभ का कोई पता नहीं चला तो उसकी उम्मीद धूमिल पड़ने लगी। अब उसकी सोंच दो दिशाओं में भागती थी। कभी वह सोंचती कि सौरभ जल्दी ही लौट आएगा। तो कभी निराश होकर उसके लौटने की उम्मीद छोड़ देती। पिछले डेढ़ साल से तो उसने यह मान लिया था कि अब सौरभ नहीं लौटेगा। वह चाहती थी कि जो भी हो लेकिन असमंजस दूर हो।"सुकेतु मैंने तो उसके लौटने की उम्मीद छोड़ दी थी। पर अगर ऐसा होता है तो फिर मैं कुछ कह नहीं सकती कि क्या करूँगी। सही कहूँ तो मैं इस बारे में सोंचना भी नहीं चाहती।"सुकेतु भी इस बारे में सोंचना नहीं चाहता था। लेकिन क्योंकी दर्शन ने यह सवाल उठाया था इसलिए इस संभावना के बारे में मुग्धा से बात की। "देखो इस संभावना के बारे में कुछ भी कहना कठिन है। पर जो होगा मिल कर देखेंगे।" मुग्धा कुछ सोंच कर बोली।"चार साल इंतज़ार करने के अलावा कोई और राह नहीं है ?""इसके अलावा यही हो सकता है कि पुलिस सौरभ को ढूंढ़ ले या वह अब जीवित नहीं है इस बात को प्रमाणित कर दे।""पर पुलिस तो कुछ पता नहीं कर पाई।"मुग्धा की बात सुन कर सुकेतु के मन में वह सारे सवाल घूम गए जो कल रात उसको परेशान कर रहे थे।"मुग्धा कल से मैं कुछ सवालों को लेकर परेशान हूँ। तुम्हारे ससुराल वाले तो पहुँच वाले हैं। उन्होंने अपने बेटे को खोजने की कोई खास कोशिश नहीं की। चुपचाप बैठ गए।""वैसे मैंने पहले कभी इस तरह से सोंचा नहीं। पर तुम्हारी बात ठीक है।""अच्छा मुग्धा... ज़रा सोंच कर बताओ। तुम्हें कभी भी ऐसा लगा कि सौरभ के अतीत में कुछ ऐसा है जिसे वह और उसके घरवाले छुपा रहे हों।""नहीं मैंने कभी ऐसा महसूस तो नहीं किया। जैसा मैंने बताया था कि शुरुआत के कुछ दिन बिज़नेस में समस्या रही। तब सौरभ का अधिकांश समय अपने पापा और बड़े भाई के साथ ऑफिस में बीतता था। जब हम घूमने गए तभी सही मायनों में एक दूसरे के साथ वक्त बिताने को मिला। तब वह बड़े प्यार से पेश आता था। मैंने तो इस तरह की कोई बात महसूस नहीं की। बाद में घरवाले उसके गायब होने का ज़िम्मेदार ठहराना शुरू कर दिया।"सुकेतु ने जो सवाल किया उसने अब मुग्धा के मन में भी कई सवाल पैदा कर दिए। वह उन पर विचार करने लगी। सुकेतु के मन में भी बहुत कुछ चल रहा था। कुछ देर तक दोनों ही कुछ नहीं बोले। सुकेतु मन में कुछ फैसला कर बोला।"मुग्धा मुझे कुछ गड़बड़ लग रही है। हो सकता है कि यह सब मेरा वहम हो। पर हमें इस केस में अपनी तरफ से कोशिश करनी पड़ेगी।"उसकी बात सुन कर मुग्धा को आश्चर्य हुआ।"हम क्या कर सकते हैं ?""तुम अपनी ससुराल जाकर पता करने का प्रयास करो कि क्या सौरभ के अतीत में कुछ था जिसे वह लोग छुपा रहे हों।"मुग्धा ने सुकेतु की बात पर विचार किया। उसे भी लग रहा था कि सच तक पहुँचने के लिए उसे यह कोशिश करनी ही पड़ेगी। "ठीक है..मैं कोशिश करूँगी कि ऑफिस से छुट्टी लेकर वहाँ जा सकूँ।"मुग्धा ने सुकेतु से कहा कि वह अगले हफ्ते ही सौरभ के घर जाएगी। सुकेतु की माँ आराम करने के बाद उनके पास आकर बैठ गईं। सुकेतु चाहता था कि कुछ समय मुग्धा और माँ अकेले एक दूसरे से बात करें। कुल्फी लाने का बहाना कर वह दोनों को साथ छोड़ कर बाहर चला गया। उसकी माँ उसके इरादे को भांप गई थीं।मुग्धा और माँ दोनों ने दिल खोल कर आपस में बातें की। मुग्धा के साथ जो कुछ हुआ उस पर माँ ने संवेदना जताई। मुग्धा को धैर्य व हौसले से काम करने की सलाह दी। माँ से बात कर मुग्धा को बहुत अच्छा लगा। सुकेतु के आने पर सबने कुल्फी खाई। सबके साथ कुल्फी खाते हुए मुग्धा को बहुत अच्छा लगा। घर लौटते समय मुग्धा का मन बहुत हल्का हो गया था। मुग्धा ने मन ही मन अपने आप को एक नई लड़ाई के लिए तैयार कर लिया। वह विचार करने लगी कि सौरभ के अतीत के बारे में जानने की शुरुआत वह कैसे करे।अपने ससुर व जेठ पर वह इस संबंध में भरोसा नहीं कर सकती थी। उसकी सास बहुत चुप रहती थी। मुग्धा ने सदा महसूस किया कि वह अपने पती के दबाव में रहती हैं। बची थी केवल उसकी जेठानी अचला। अचला भी वैसे तो अधिक नहीं बोलती थी। लेकिन मुग्धा ने महसूस किया था कि वह अपने फैसले लेने में कुछ हद तक सक्षम है। जितने दिन भी वह अपनी ससुराल में रही अचला का व्यवहार उसके प्रति अच्छा रहा। खासकर सौरभ के लापता होने के बाद वह उससे नर्मी से पेश आती थी। मुग्धा ने अचला के ज़रिए सच जानने का निश्चय किया। अपने ऑफिस से छुट्टी लेकर वह अपने मिशन के लिए ससुराल पहुँच गई। ‹ Previous Chapterतुम मिले - 4 › Next Chapter तुम मिले (6) Download Our App |
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پیر 14 اکتوبر 2019 کی تصاویر
پشاور: وزیر خزانہ تیمور سلیم خان جھگڑا شالیمار گارڈن میں ..
پشاور: وزیر خزانہ تیمور سلیم خان جھگڑا شالیمار گارڈن میں پروجیکٹ کنیکٹ کے پی فری وائی فائی انٹرنیٹ رسائی ، ڈیجیٹل لائبریری اور بزنس سینٹر کی افتتاحی تقریب کے دوران خطاب کررہے ہیں۔
پیر
14
اکتوبر
2019
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متعلقہ عنوان :
انٹرنیٹ
وائی فائی
پیر
14
اکتوبر
2019
کی مزید تصاویر
لاہور: لاہور کنٹری کلب ، مریدکے میں بنگلہ دیش کے خلاف پاکستان خواتین ٹیم کے سیریز کے لئے تربیتی کیمپ کا منظر۔
حیدرآباد: شام کے آسمان پر بادل منڈلانے کا حسین منظر
لاہور: وزیراعلی پنجاب سردار عثان بزدار ایم پی اے ندیم بار ڈی جی ریسکیو 1122 اور دیگر پنجاب ایمرجنسی سرویں ریسکیو 1122 کی 15 ویں سالگرہ کا کیک کاٹ رہے ہیں۔
کوئٹہ: صوبائی دارالحکومت میں سمگلی روڈ پر ایک شخص فروش سے ٹماٹر خریدنے میں مصروف ہے۔
کوئٹہ: صوبائی دارالحکومت میں مزدور کوئ پھٹک میں چورنگی کی تعمیراتی کام میں مصروف ہیں۔
لاہور: نابینا لازمین اپنے مطالبات کے حق میں مال روڈ پر دھرنا دئیے بیٹھے ہیں۔
پشاور: وزیر خزانہ خیبر پختونخو اسلیم جھگڑا اور معاون خصوصی کامران بنگش شالیمارگارڈن میں فری انٹرنیٹ سروس کا افتتاح کررہے ہیں۔
پشاور نیشنل گیمز، خیبر پختونخو اوالی بال ٹیم کےمنتخب کھلاڑیوں کا آفیشلز کے ہمراہ گروپ فوٹو۔
کراچی: پنجاب کے صوبائی وزیر برائے اسکول ایجوکیشن مرادر اس کا زندگی ٹرسٹ کے زیرانتظام گورنمنٹ ایلیمنٹر ی کالج آف ایجوکیشن حسین آباد کے دورہ کے موقع پر گروپ فوٹو۔
کراچی : زندگی ٹرسٹ کے بانی شہزاد رائے پنجاب کے صوبائی وزیر برائے اسکول ایجوکیشن مراد راس کوایس ایم بی فاطمہ جناح گورنمنٹ گرلز اسکول میں جاری نصابی اور غیر نصابی سرگرمیوں کے بارے میں بریفنگ دے رہے ہیں۔
راولپنڈی:وز یرکالونیز پنجاب فیاض الحسن چوہان یونین کونسل 23 میں صفائی مہم کا آغاز کر رہے ہیں۔
اسلام آباد:یوور پیو نین مشن کی ڈپٹی ہیڈ آف مشن برائے یورپین یونین مسز این مارشل کا کامسیٹ ہیڈ کوارٹر دورہ کے موقع پر گروپ فوٹو۔
کوئٹہ: صوبائی دارالحکومت کے لیاقت بازار میں ایک فروخت کنندہ نے گرم جرابوں کا اسٹال لگایا ہوا ہے۔
فیصل آباد: سمندری روڈ پر موٹرسائیکل سوار خطرناک طریقے سے موٹرسائیکل پر دروازہ اٹھا رہے ہیں جو کسی بھی وقت کسی بھی واقعے کا سبب بن سکتا ہے۔
کراچی: ایک دکاندار سڑک کنارے پھل فروخت کر رہا ہے
لاہور: سرکلر روڈ کے کنارے سڑک کے کنارے بیٹھے ہوئے ایک روایتی نائی اپنے گاہک کی شیو بنا رہا ہے
اسلام آباد: وزیر اعظم کے مشیر برائے تجارت ، ٹیکسٹائل ، صنعت و پیداوار و سرمایہ کاری عبدالرزاق دائود برآمدی تعریف سے متعلق اجلاس کی صدارت کر رہے ہیں۔
اسلام آباد: پاک بحریہ کے سربراہ ایڈمرل ظفر محمود عباسی نیول ہیڈ کوارٹرز میں ترک سفیر احسان یوردکول سے تبادلہ خیال کر رہے ہیں۔
اسلام آباد: رانا محمد قاسم پارلیمنٹ ہاؤس میں کمیٹی کے اجلاس کی صدارت کر رہے ہیں
لاہور: نابینا ملازمین اپنے مطالبات کے حق میں مال روڈ پر دھرنا دئیے بیٹھے ہیں۔
لاہور : لاہور ڈویلپمنٹ اتھارٹی کے ڈائریکٹر جنرل عثمان معظم سبزہ زارسکیم میں قبضہ مافیا کے خلاف آپریشن کی نگرانی کررہے ہیں۔
لاہور: نابینا ملازمین اپنے مطالبات کے حق میں لاہور پریس کلب کے سامنے احتجاج کررہے ہیں۔
لا ہور: مسلم لیگ (ن) کے مرکزی رہنما خواجہ سعد رفیق اور خواجہ سلمان رفیق کی عدالت پیشی کے موقع پر اظہاریکجہتی کیلئے آنے والی لیگی کارکنان نعرے لگار ہے ہیں۔
لا ہور: مسلم لیگ (ن) کے مرکزی رہنما خواجہ سعد رفیق اور خواجہ سلمان رفیق کی عدالت پیشی کے موقع پر اظہاریکجہتی کیلئے آنے والی لیگی کارکنان نعرے لگار ہے ہیں۔
لاہور: مسلم لیگ (ن) کے مرکزی رہنما خواجہ سعد رفیق اور خواجہ سلمان رفیق کی عدالت پیشی کے موقع پر راستوں کو کنٹیرلگا کربند کیا گیا ہے۔
لاہور : خارجہ امور کے ماہر سابق سیکرٹری خارجہ شمشاد احمد مسئلہ کشمیر پر پاکستان کے آپشنز اور خارجہ پالیسی کے حوالے سے پریس دی میٹ میں خطاب کررہے ہیں۔
پشاور ، خیبر پختونخوا کے سینئر وزیر عاطف خان ایشین گیمز کے دوران بیڈمنٹن میں بھارت کو شکست دینے والی ٹیم کے ہمراہ پریس کانفرنس کررہے ہیں۔
لاہور: وزیراعلی پنجاب سردار عثمان بزدار مسلم لیگ (ق) کے صدر چودھری شجاعت حسین اور سپیکر پنجاب اسمبلی چودھری پرویز الہی سے ان کی رہائش گاہ پر ملاقات کر رہے ہیں۔
لاہور: چیئر پرسن چائلڈ پروٹیکشن بیوروساره احمد ٹیم کے ہمراہ ڈولفن ہیڈ کوارٹر کا دورہ کر رہی ہیں۔
لاہور:امیر جماعت اسلامی پاکستان سینیٹرسراج الحق منصورہ میں ماہانہ مرکزی تربیت گاہ سے خطاب کررہے ہیں۔
لاڑکانہ: آصفہ بھٹوزرداری شہدائے جمہوریت کے مزارات پرفاتحہ کررہی ہیں۔
لاہور: وزیراعلی پنجاب سردار عثمان بز اور ریسکیو 1122 کے 15 سال مکمل ہونے پر خصوصی تقریب سے خطاب کررہے ہیں۔
لاہور:وزیراعلی پنجاب سردار عثمان بزدار ریسکیو 1122 کے 15 سال مکمل ہونے پر خصوصی تقریب میں شرکت کیلئے آرہے ہیں۔
اسلام آباد: صدر آزادکشمیر سردار مسعود خان کا اسٹریجٹک ویژن انسٹی ٹیوٹ کے زیراہتمام کشمیر سے تعلق سیمینار کے شرکاء کے ہمراہ گروپ فوٹو۔
اسلام آباد:صدر آزادکشمیر سردار مسعودخان سے انجینر چوہدری رضوان اور انجینر زاہد جرال ملاقات کر رہے ہیں۔
اسلام آباد: صدرآزادکشمیر سردار مسعودخان سے چیف سیکرٹری مطہر نیاز رانا ملا قات کررہے ہیں۔
اسلام آباد: صدر آزادکشمیر سردار مسعودخان سے چیئر مین کشمیرانسٹی ٹیوٹ آف انٹرنیشنل ریلیشنز ملاقات کر رہے ہیں۔
سرگودھا: اسپورٹ جمنازیم میں محکمہ اسپورٹس کے زیر اہتمام انٹر ڈویژن نیشنل باسکٹ بال چیمپئن شپ گریڈ-اے 2019 کے دوران فاتح فیصل آباد ٹیم کے ساتھ ڈویژنل اسپورٹس آفیسر سید منظر فرید شاہ کا گروپ فوٹو۔
سرگودھا: اسپورٹ جمنازیم میں محکمہ اسپورٹس کے زیر اہتمام انٹر ڈویژن نیشنل باسکٹ بال چیمپئن شپ گریڈ اے 2019 کے دوران فیصل آباد اور لاہور کی ٹیموں کے مابین کھیلے جانے والے فائنل میچ کا نظارہ۔ فیصل آباد نے میچ جیت لیا۔
لاہور: وفاقی وزیر انفارمیشن ٹیکنالوجی و ٹیلی مواصلات ڈاکٹر خالد مقبول صدیقی ایشین ایسوسی ایشن آف اوپن یونیورسٹیوں کی 33 ویں سالانہ کانفرنس کے دوران میڈیا سے گفتگو کرتے ہوئے۔
لاہور: وفاقی وزیر انفارمیشن ٹیکنالوجی و ٹیلی مواصلات ڈاکٹر خالد مقبول صدیقی ایشین ایسوسی ایشن آف اوپن یونیورسٹیوں کی 33 ویں سالانہ کانفرنس سے خطاب کر رہے ہیں۔
پشاور: خیبرپختونخوا کمیشن برائے خواتین کی چیئرپرسن ڈاکٹر رفعت سردار کی حیثیت سے متعلق کے پی میں منعقدہ بچوں اور ابتدائی عمر کی شادیوں سے متعلق صوبائی پالیسی ڈائیلاگ کے سیمینار کے اختتام پر شرکاء کے ساتھ ایک گروپ فوٹو۔
پشاور: وزیر خزانہ تیمور سلیم خان جھگڑا اور شالیمار گارڈن میں پروجیکٹ کنیکٹ کے پی کے فری وائی فائی انٹرنیٹ رسائی ، ڈیجیٹل لائبریری اور بزنس سینٹر کا افتتاح کرنے کے بعد وزیر برائے خزانہ تیمور سلیم خان جھگڑا اور وزیر برائے کے پی کے برائے سائنس و ٹیکنالوجی کامران خان بنگش دعا کررہے ہیں۔
فیصل آباد: نیشنل ٹی 20 کرکٹ کپ کے دوران اقبال اسٹیڈیم میں جنوبی پنجاب اور شمالی پنجاب کی ٹیموں کے مابین کھیلے جانے والے کرکٹ میچ کا منظر۔
فیصل آباد: نیشنل ٹی 20 کرکٹ کپ کے دوران اقبال اسٹیڈیم میں جنوبی پنجاب اور شمالی پنجاب کی ٹیموں کے مابین کھیلے جانے والے کرکٹ میچ کا منظر۔
بھٹشاہ: روایتی رقص کرنے والے حضرت شاہ عبد اللطیف بھٹائی کے 276 ویں عرس کی تقریبات کے دوران پرفارم کررہی ہیں۔
بھٹشاہ: حضرت شاہ عبد اللطیف بھٹائی کے مزار پر 276 ویں عرس کی تقریبات میں شریک عقیدت مندوں کی ایک بڑی تعداد۔
بھٹشاہ: گورنر سندھ عمران اسماعیل 276 ویں عرس کی تقریبات کے موقع پر حضرت شاہ عبد اللطیف بھٹائی کی قبر پر پھولوں کی چادر چڑھاتے ہوئے
ملتان: مزدور گھنٹہ گھر چوک کی صفائی کا کام کر رہے ہیں
ملتان:خاتون اپنے کام کی جگہ پر خشک درخت کی شاخوں والی روایتی ٹوکری بنا رہی ہے۔
ملتان: جمپنگ جیک سیٹ اپ پر لطف اٹھاتے بچے۔
ملتان: غلہ منڈی میں صارفین کو راغب کرنے کے لئے کپاس کی نمائش اور بندوبست کرنے والے دکاندار۔
ملتان: اوورلوڈ موٹرسائیکل رکشہ خطرناک طریقے سے سواری کر رہے ہیں جو کسی بڑے حادثے کا سبب بن سکتا ہے۔
ملتان: مزدور اپنے کام کی جگہ پر مونگ پھلی بھون رہے ہیں۔
ملتان: سڑک کے کنارے گرا ہوا گوشت کوے کھا رہے ہیں
ملتان: شہر کے آسمانوں پر غروب آفتاب کا دلکش نظارہ۔
لاہور:امیر جماعت اسلامی پاکستان سینیٹرسراج الحق منصورہ میں ماہانہ مرکزی تربیت گاہ سے خطاب کررہے ہیں۔
لاڑکانہ: آصفہ بھٹوزرداری شہدائے جمہوریت کے مزارات پرفاتحہ کررہی ہیں۔
لاڑکانہ: آصفہ بھٹوزرداری شہدائے جمہوریت کے مزارات پرفاتحہ کررہی ہیں۔
لاہور: وزیراعلی پنجاب سردار عثمان بز اور ریسکیو 1122 کے 15 سال مکمل ہونے پر خصوصی تقریب سے خطاب کررہے ہیں۔
لاہور:وزیراعلی پنجاب سردار عثمان بزدار ریسکیو 1122 کے 15 سال مکمل ہونے پر خصوصی تقریب میں شرکت کیلئے آرہے ہیں۔
راولپنڈی: ریسکیو 1122 کے اہلکار شہریوں کو حادثات سے بچنے کی تربیت دے رہے ہیں۔
راولپنڈی: ریسکیو 1122 کے اہلکار شہریوں کو حادثات سے بچنے کی تربیت دے رہے ہیں۔
راولپنڈی: انتظامیہ اور پولیس کی نظروں سے اوجھل ایک افغان شہری کالج روڈ پر سوپ فروخت کر رہا ہے۔
راولپنڈی: سکستھ روڈ کی سڑک پر پارک کئے جانیوالے موٹرسائیکل دن بھر ٹریفک روانی میں مشکلات کا باعث بنے رہتے ہیں۔
راولپنڈی: اوورلوڈ گاڑی امام بارہ روڈ سے گزررہی ہے جو کسی حادثے کا سبب بن سکتی ہے۔
راولپنڈی: محنت کش ہتھ ریڑھے پر بھاری سامان لا دھے مری روڈ سے گزر رہے ہیں۔
ایبٹ آباد: رکن صوبائی اسمبلی مومنہ باسط حویلیاں کے علاقے مجاہتھ پیل میں گیس فراہمی کی افتتاحی تقریب سے خطاب کررہی ہیں۔
اسلام آباد: وزیراعظم عمران خان وفاقی کابینہ کے اجلاس کی صدارت کر رہے ہیں۔
اسلام آباد: وزیراعظم عمران خان وفاقی کابینہ کے اجلاس کی صدارت کر رہے ہیں۔
اسلام آباد: سڑک کے کنارے پارک میں کھیلتے ہوئے بچے۔
اسلام آباد: موٹر سائیکل سوار غلط طریقے سے سٹرک کراس کر رہا ہے جو کسی بڑے حادثے کس سبب بن سکتاہے
اسلام آباد: محکمہ صحت کے عملہ شہر کے مختلف علاقوں میں انسداد ڈینگی سپرے چھڑک رہا ہے۔
اسلام آباد: صدر ڈاکٹر عارف علوی سرینا ہوٹل میں گلوبلائزیشن آف انجینئرنگ ایجوکیشن اینڈ پریکٹس سے متعلق دوسری پی ای سی ڈینز بین الاقوامی کانفرنس میں ایک گروپ فوٹو میں۔
اسلام آباد: صدر ڈاکٹر عارف علوی سرینا ہوٹل میں انجینئرنگ ایجوکیشن اور پریکٹس کی عالمگیریت سے متعلق دوسری پی ای سی ڈینز بین الاقوامی کانفرنس میں فواد حسین ، وزیر سائنس وٹیکنالوجی کو میمورنٹو دیتے ہوئے۔
اسلام آباد: صدر ڈاکٹر عارف علوی سرینا ہوٹل میں انجینئرنگ ایجوکیشن اور پریکٹس کی عالمگیریت سے متعلق دوسری پی ای سی ڈینس بین الاقوامی کانفرنس میں پروفیسر الزبتھ ٹیلر کو میمورنٹو دیتے ہوئے۔
اسلام آباد: صدر ڈاکٹر عارف علوی کو سرینا ہوٹل میں انجینئرنگ ایجوکیشن اور پریکٹس کی عالمگیریت سے متعلق دوسری پی ای سی ڈینز بین الاقوامی کانفرنس میں شیلڈ پیش کی جارہی ہے۔
اسلام آباد: صدر ڈاکٹر عارف علوی سرینا ہوٹل میں انجینئرنگ ایجوکیشن اینڈ پریکٹس کی عالمگیریت سے متعلق دوسری پی ای سی بین الاقوامی کانفرنس سے خطاب کر رہے ہیں۔
اسلام آباد: صدر ڈاکٹر عارف علوی سرینا ہوٹل میں انجینئرنگ ایجوکیشن اینڈ پریکٹس کی عالمگیریت سے متعلق دوسری پی ای سی بین الاقوامی کانفرنس سے خطاب کر رہے ہیں۔
اسلام آباد: کشمیر چوک پر آؤٹ آف آرڈر فاؤنٹین کا نظارہ اور متعلقہ حکام کی توجہ کا منتظر ہے۔
اسلام آباد: ایک دکاندار سڑک کنارے صارفین کو راغب کرنے کے لئے مچھلیاں دکھا رہا ہے۔
اسلام آباد: ایک شخص روزگار کے لئے بچوں کو جھولے دینے کے لئے جا رہا ہے۔ |
18,924,006,235 | https://aahwaan.com/downloads/magazine/downloads/downloads/magazine/magazine/magazine/downloads/magazine/downloads/magazine/downloads/downloads/15.html | | Introductory text of Publication : Aaahwaan e-Patrika is one the leading e-Magazines published from Odisha in India. It is the first e-Magazine which got pubiished in the year 2006 in Odia language and has since been getting published every month. |
Frequency : Monthly |
Publisher :Dr Jyoti Prasad Pattanayak Beema Nagar, 2nd Lane |
Editorial Board :Dr Jyoti Prasad Pattanayak e-Mail : editor@aahwaan.com Mrs Priti Priyadarshani Mohapatro e-Mail : subeditor@aahwaan.com |
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ଓଡ଼ିଆ ଭାଷା ଓ ସାହିତ୍ୟର ସମୃଦ୍ଧି ଏବଂ ପ୍ରସାର ପାଇଁ ଆମେ ସର୍ବଦା ଆପଣଙ୍କ ସହାୟତା ଆବଶ୍ୟକ କରୁଛୁ ଆପଣ ଓଡ଼ିଆ ଭାଷାରେ ଲେଖାଲେଖି କରୁଛନ୍ତି କି ? ଯଦି ହଁ, ତେବେ ଆଜି ହିଁ ଆମ ସହ ସମ୍ପର୍କ କରନ୍ତୁ ଆସନ୍ତୁ ଆମେ ମିଶି ଆମ ଭାଷା ଓ ସାହିତ୍ୟର ଉନ୍ନତି ହେତୁ କାମ କରିବା
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ଇମେଲ୍ ଦ୍ବାରା ଯୋଗାଯୋଗ କରିବାପାଇଁ aahwaan@gmail.com ରେ ସମ୍ପର୍କ କରନ୍ତୁ |
18,924,006,236 | https://kashmirreader.com/2020/08/11/rupee-rises-by-3-paise-to-74-90-on-firm-equities/ | Mumbai: The rupee rose by 3 paise to settle at 74.90 against US dollar on Monday tracking positive domestic equities.
The rupee traded in a narrow range as positive domestic equities and foreign fund inflows supported the rupee while strong US dollar and rise in crude oil prices weighed on the local unit, forex traders said.
At the interbank forex market, the rupee opened weak at 74.96. It moved to a day’s low of 74.96 before settling at 74.90 against the greenback, showing a gain of 3 paise over the previous close. The rupee had settled at 74.93 against US dollar on Friday.
The dollar index, which gauges the greenback’s strength against a basket of six currencies, rose 0.17 per cent to 93.59.
On the domestic equity market front, the 30-share BSE benchmark Sensex pared some gains to end 141.51 points or 0.37 per cent higher at 38,182.08.The NSE Nifty climbed 56.10 points or 0.50 per cent to close at 11,270.15.
Foreign institutional investors were net buyers in the capital market as they purchased shares worth Rs 397.32 crore on Friday, according to provisional exchange data.
Brent crude futures, the global oil benchmark, rose 1.10 per cent to USD 44.89 per barrel.
Meanwhile, the number of cases around the world linked to COVID-19 has crossed 1.98 crore; and in India, the number of infections touched 22,15,074.
According to Devarsh Vakil, Deputy Head Retail Research, HDFC Securities, Indian rupee gained following expectation of dollar inflows. While, Dollar index extended Friday’s gains amid stronger US jobs data and President Donald Trump signing executive orders to ban some China tech firms.
“Rupee expected to trade in broad range as at one end the Axis Bank and HDFC Bank share sale inflows are to hit markets this week which could provide support to the rupee while recovery in dollar against major trading currencies and central bank’s intervention could restrict the gains,” Vakil said.
Going ahead market participants will keenly await industrial output numbers for June followed by retail inflation data on Wednesday, traders said.
“This week, on the domestic front, focus will be on inflation and industrial production number and weaker-than-expected economic data could keep the rupee weighed down. We expect USDINR (Spot) to quote in the range of 74.70 and 75.20,” said Gaurang Somaiyaa, Forex & Bullion Analyst, Motilal Oswal Financial Services.
According to Sriram Iyer, Senior Research Analyst, Reliance Securities, “The Indian Rupee ended with marginal gains this Monday against the US currency supported by dollar inflows and strong local shares. However, a rebound in the US dollar offset the gains stemming from the flows”.
The Financial Benchmark India Private Ltd (FBIL) set the reference rate for the rupee/dollar at 74.9556 and for rupee/euro at 88.7829. The reference rate for rupee/British pound was fixed at 98.3922 and for rupee/100 Japanese yen at 71.01. |
18,924,006,237 | https://timesofindia.indiatimes.com/business/india-business/safran-to-set-up-mro-for-rafale-fighter-jet-engines-in-hyderabad-by-2026-end/articleshow/122050918.cms | HYDERABAD: French aerospace giant Safran is setting up a new entity -- Safran Aircraft Engine Services India -- for the maintenance and overhaul of the Rafale fighter jet's M88 engines.This was announced by Telangana IT & industries minister Duddilla Sridhar Babu after a meeting with Safran’s general manager Pierre Fernandez as part of a round table meeting with a delegation from the Indo-French Chamber of Commerce and Industry (IFCCI).The proposed MRO will create around 150 new jobs by the end of 2026 and will have the potential to generate another 750 jobs in subsequent phases, the minister said on Tuesday.The announcement for the establishment of the Rafale engines MRO comes just days after Rafale’s manufacturer Dassault Aviation signed four production transfer agreements with Tata Advanced Systems Ltd (TASL) for manufacturing the entire fuselage for the fighter jet, marking the first time these components will be produced outside France.The key sections such as the lateral shells of the rear fuselage, the complete rear section, the central fuselage, and the front section of the Rafale will be manufactured in Hyderabad with the facility expected to begin churning out these parts in the financial year 2027-28.Safran already has two manufacturing facilities in Hyderabad -- Safran Aircraft Engines and Safran Electrical & Power. While Safran Aircraft Engines makes rotating turbine seals for the LEAP engine, Safran Electrical & Power makes electrical harnesses for the LEAP engine, Rafale jets as well as Falcon 10X and Fadec.The addition of the Rafale engine MRO to these existing facilities will make Hyderabad a central hub for production and exports of critical components for the Rafale engines and play a key role in strengthening its position as a global aerospace ecosystem, Sridhar Babu said.Stay informed with the latest business news, updates on bank holidays and public holidays.AI Masterclass for Students. Upskill Young Ones Today!– Join Now |
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18,924,006,241 | https://orissadiary.com/ifr-titles-holder-tribals-malkangiri-odisha-allege-harassment-forest-officials/ | Malkangiri: When the Odisha Government/ FRA Sub-Divisional Committee (SDLCs) across the state have started acting upon the rejected Individual Forest Rights(IFR) claims after the 13th Feb Supreme Court eviction Order which is temporarily stayed on 28th Feb by the SC and informing the IFR claimants whose claims have been rejected, disturbing news coming from Chitrakonda block of Malkangiri district. The IFR title holders have alleged of harassment by the forest officials and forcible attempt to evict them from the forest land where they have got IFR title under Forest Rights Act, 2006. They have also alleged to have severely beaten up by the forest officials. The local dallies, Sambad reports that on 30th May tribals have filed FIR against the forest officials including forester in the local Chitrakonda police station. It is reported that many tribal families s i.e. Gadaba, Kandh etc. from Anakateli areas of undivided Koraput district had come to work as laborers in the Balimela irrigation project and had settled cleaning the forest area coming under Padapadar Panchayat in Chitrokonda block. Later on the forest settlement was named as Baiguda village. Right now there are 9 tribal families living in that village and depending on the forest land for their livelihood. In between they have cleared forest and are cultivating those lands. After the enactment of the forest rights act, 2006, they have also issued Individual forest rights title over those forest lands.
However, the villagers have complained of harassment by the forest officials. It is alleged that on 28th May the local forester along with other forest guards came to the village and called Bhima Khila, Singana Pangi, Purna Khara and Laxmi Khara. Showing respect to the Govt. officials the community people offered chairs to them. However, keeping aside the respect shown, the forest officials started scolding the tribals and threaten them and asked them to leave the village within five days. The community people prayed them saying that they have been living in that village from last so many years and questioned now where they would go living the village. However, it was alleged that without listening the people, the forest officials started beating up them. The aggrieved people have reported to have been filed complaint against the culprit forest officials in the Chitrakonda police station and have demanded the administration to enquiry into the matter. While the police reported to have been accepted the complaint, but have not filed FIR against the forest officials. Rather it is reported that the police have registered the complaint in the Station Dairy and have started investigating on the alleged harassment by the forest officials.
It is to be noted that, in its affidavits filed before the Supreme Court (on the question asked by the SC that what action have been taken against the IFR claimants whose claims have been rejected at different levels) the Govt. of Odisha has informed the SC Court that all the IFR rejected claims are under review process. Taking up this issue, Campaign for Survival and Dignity(CSD), Odisha working on FRA in the State has apprised the Chief, Secretary, Chairman of the FRA State Level Monitoring Committee and the nodal STSC Development Dept. on the alleged violation and has demanded immediate investing on it and to take urgent action against the culprit forest officials.
IFR titles holder Tribals of Malkangiri in Odisha allege harassment by the Forest Officials
Date:
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18,924,006,243 | https://www.bhadas4media.com/dipak-bail-or-jail/old1/video/viewvideo/776/media-world/old1/video/viewvideo/775/media-world/old1/video/viewvideo/775/media-world/old1/video/viewvideo/776/media-world/old1/video/viewvideo/775/media-world/old1/print/16685-zero-fir-against-three-news-channeles.html | लगता है आसाराम के खिलाफ पीछे पड़े रहने का ‘पाप’ दीपक चौरसिया को लगने लगा है. ऐसा आसाराम के भक्त सोशल मीडिया पर कह रहे हैं. इलाहाबाद हाईकोर्ट ने दीपक चौरसिया को गिरफ्तारी से मिले स्टे को खत्म कर दिया है और उनकी प्रार्थना को निरस्त कर दिया है. दीपक चौरसिया को महीने भर के भीतर कोर्ट जाकर बेल के लिए अप्लाई करना होगा और अगर कोर्ट ने बेल नहीं दी तो उन्हें जेल जाना पड़ सकता है.
‘इंडिया न्यूज’ के दीपक चौरसिया ने अपने चैनल पर आसाराम के खिलाफ लगातार खबरें दिखाने और टीआरपी पाने के क्रम में कुछ ऐसी झूठी खबरें भी दिखा दी हैं जो उनके गले की फांस बन गई है. आरोप है कि दीपक चौरसिया ने गुड़गांव के निवासी और आसाराम के एक भक्त की पारिवारिक प्राइवेट वीडिओ से छेड़छाड़ कर निहित स्वार्थ वश चैनल पर दिखाया. खबर के जरिए दीपक चौरसिया ने गुड़गांव के एक परिवार की 10 वर्षीय नन्ही स्कूली बच्ची और उसकी ताई के चरित्र को कलंकित कर दिया. इनकी शिकायत पर गुडगाँव पुलिस ने बड़ी मुश्किल से 15 दिसंबर 2013 को जीरो FIR करके जांच-पड़ताल नोएडा ट्रांसफर कर दी. इतने बड़े चैनल और इतने बड़े पत्रकार के मामले से बचने के उद्देश्य से नोएडा पुलिस ने केस को फिर गुड़गाँव वापस भेज दिया. कार्रवाई के लिए पुनः प्रार्थना दिए जाने दोनों जगहों की पुलिस एक दूसरे के सिर मामले को टालती रही.
पीड़ित परिवार की ओर से प्रार्थना पत्र आने पर कुछ समाजसेवी संस्थाओं (NGO)ने इसमें हस्तक्षेप कर व्यापक धरना-प्रदर्शन किया. इसके बाद दीपक चौरसिया ने इलाहबाद उच्च न्यायालय के तीन बड़े वकीलों द्वारा अरेस्ट स्टे (बेल) की अर्जी लगा दी. चूँकि पक्की FIR दर्ज नही हुई थी, फिर भी न्यायालय को गुमराह करते हुए, सेटिंग से 18 अप्रैल 2014 को अरेस्ट स्टे ले लिया. इस स्टे को पीड़ित परिवार ने चैलेन्ज किया. 8 अक्टूम्बर 2014 को दीपक चौरसिया का अरेस्ट स्टे इलाहाबाद उच्च न्यायलय ने खारिज कर दिया. अपने आर्डर में कोर्ट ने कहा है कि जब जीरो FIR के आधार पर अभी तक कोई केस दर्ज ही नहीं हुआ है तो बेल का कोई औचित्य नहीं बनता है.
पीड़ित परिवार ने सुप्रीम कोर्ट में आरोपियों पर पुलिस कार्यवाही की मांग को लेकर अर्जी लगाई थी जिस पर 17 फरवरी 2014 को सुप्रीमकोर्ट ने गुड़गांव और नोएडा दोनों जगहों की पुलिस को जवाब देने का नोटिस दे दिया. सुप्रीम कोर्ट की नोटिस को कोई महत्व ना देते हुए दोनों जगहों की पुलिस इसे आठ महीने तक टालती रही. अंत में सुप्रीम कोर्ट ने 8 अक्तूबर, 2014 को 7 दिन में जवाब देने और 27 अक्तूबर तक केस फाइल करने की म्याद देकर दोनों पुलिस को आर्डर पकड़ा दिया है. इस तरह दीपक चौरसिया के जेल जाने की स्थितियां तैयार होती दिख रही हैं.
मूल खबर…
आसाराम मामले में हाई कोर्ट ने दीपक चौरसिया की ज़मानत अर्जी खारिज की
संबंधित खबर से जुड़े कुछ डाक्यूमेंट्स….
इन्हें भी पढ़ें…
आसाराम समर्थकों ने दीपक चौरसिया, अजीत अंजुम और अजय कुमार के खिलाफ जारी किया प्रेस नोट
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सिर्फ ‘न्यूज नेशन’ ही नहीं, ‘इंडिया न्यूज’ और ‘न्यूज24’ के भी खिलाफ हुआ है एफआईआर
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एफबी पर आसाराम समर्थकों ने दीपक चौरसिया को भी लिया निशाने पर
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Wanted Posters of Deepak Chaurasia, Ajit Anjum and Ajay Kumar
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‘न्यूज नेशन’ की घटिया पत्रकारिता, शैलेश कुमार समेत कइयों के खिलाफ मुकदमा दर्ज
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इस प्रकरण से जुड़े कुछ वीडियो लिंक….
http://bhadas4media.com/old1/video/viewvideo/775/media-world/noidafinalwithdc.html
http://bhadas4media.com/old1/video/viewvideo/776/media-world/noidadharna03012014.html
6 Comments
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Inko bar-2 jaill me bhejana chahiye, ek choti si bachhi ke sath khilwad kiya hai, Inko har chaurahonse paidal thane le jana chahiye.
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is ‘ghatiya’ aur ‘TRP ke bhukkad’ patrakaar ke saath yahi hona chahiye!
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एक बार जेल में जाकर तो आओ ,बाहर आने पर जे वालो के पीछे पद जाना उसकी पोल खोलना तब मजा आयेगा.वैसे चौरसिया बाबू जेल तो जाना ही पड़ेगा क्योकि अति भी उतनी ही मचाई थी.सच का झूठ और झूठ का सच अब सब जेल में जाओगे तब सामने आएगा.
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Chor rasia ko jail nahi bhejna chahiye………………. balki use tatkal FAANSI pr chadha dena chahiye.
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हरि ॐ
ये अंधा कानून है. .!!!
न्यायालय से अब सत्यमेव जयते की जगह ……….. ‘भ्रष्ट मेव जयते ; लिखवा देना चाहिए
राम जी के राज्य में भी एक
धोबी था जिसने निर्दोष सीता माता पर
आरोप लगाये | हमारे बापू पर इल्जाम लगाने
वाले उस धोबी के ही वंशज हैं
कृष्णा भगवान को साधारण
ग्वाला समझकर उनका अपमान करने वाले
दुर्योधन और शिशुपाल के वंसजो को हम
व्यर्थ में कुछ समझा नहीं सकते
नानक और कबीर पर आरोप लगाने
वालों के वंसजों को कुछ समझाना भैंस के
आगे बीन बजाना है . -
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18,924,006,244 | https://www.unite.ai/pl/researchers-identify-a-resilient-trait-of-deepfakes-that-could-aid-long-term-detection/ | Artificial Intelligence
Badacze identyfikują trwałą cechę deepfakes, która może pomóc w długoterminowym wykrywaniu
Odkąd w 2018 r. zaczęły pojawiać się najwcześniejsze rozwiązania do wykrywania deepfake’ów, sektor badań nad wizją komputerową i bezpieczeństwem stara się zdefiniować istotna cecha filmów typu deepfake – sygnały, które mogą okazać się odporne na ulepszenia popularnych technologii syntezy twarzy (takich jak pakiety deepfake oparte na autoenkoderach, takie jak DeepFaceLab i FaceSwap, oraz wykorzystanie Generatywne sieci przeciwstawne do odtwarzania, symulowania lub modyfikowania ludzkich twarzy).
Wiele „opowiada”, jak np brak mrugnięcia, stały się zbędne ze względu na udoskonalenia w zakresie deepfakes, podczas gdy potencjalne wykorzystanie technik pochodzenia cyfrowego (takich jak technologia prowadzona przez firmę Adobe Inicjatywa dotycząca autentyczności treści) – w tym podejścia oparte na technologii blockchain oraz cyfrowy znak wodny potencjalnych zdjęć źródłowych – albo wymagają gruntownych i kosztownych zmian w istniejącym zbiorze obrazów źródłowych dostępnych w Internecie, albo wymagałyby zauważalnego wspólnego wysiłku między narodami i rządami w celu stworzenia systemów nadzoru i uwierzytelniania.
Dlatego też byłoby bardzo przydatne, gdyby w obrazach i treściach wideo przedstawiających zmienione, wymyślone lub zmienione tożsamości ludzkie twarze można było dostrzec prawdziwie fundamentalną i trwałą cechę; cecha, którą można wywnioskować bezpośrednio ze sfałszowanych filmów, bez weryfikacji na dużą skalę, hashowanie zasobów kryptograficznych, sprawdzanie kontekstu, ocena wiarygodności, procedury wykrywania oparte na artefaktach lub inne uciążliwe podejścia do wykrywania deepfake.
Deepfakes w kadrze
W ramach nowej współpracy badawczej między Chinami i Australią wierzy się, że udało się znaleźć „świętego Graala” w postaci zakłócenie regularności.
Autorzy opracowali metodę porównywania integralności przestrzennej i ciągłości czasowej prawdziwych filmów z filmami zawierającymi treści deepfake i odkryli, że jakakolwiek ingerencja typu deepfake zakłóca regularność obrazu, nawet w niezauważalny sposób.
Dzieje się tak częściowo dlatego, że proces deepfake dzieli docelowy film na klatki i stosuje efekt wyszkolonego modelu deepfake do każdej (podstawionej) klatki. Popularne dystrybucje deepfake działają pod tym względem w taki sam sposób, jak animatorzy, przywiązując większą wagę do autentyczności każdej klatki niż do wkładu każdej klatki w ogólną integralność przestrzenną i czasową ciągłość wideo.
Nie jest to sposób, w jaki kodek wideo traktuje serię klatek podczas tworzenia lub przetwarzania oryginalnego nagrania. Aby zaoszczędzić na rozmiarze pliku lub przygotować wideo do przesyłania strumieniowego, kodek wideo odrzuca ogromną ilość informacji. Kodek przydzieli kodek nawet przy ustawieniach najwyższej jakości klatki kluczowe (zmienna, którą może ustawić użytkownik) – całe, praktycznie nieskompresowane obrazy, które pojawiają się w filmie w zadanych odstępach czasu.
Klatki pośrednie pomiędzy klatkami kluczowymi są w pewnym stopniu szacowane jako warianty klatek i będą wykorzystywać jak najwięcej informacji z sąsiednich klatek kluczowych, zamiast być samodzielnymi kompletnymi klatkami.
W ten sposób blok (zawierający x liczba klatek, w zależności od ustawień klatek kluczowych) to prawdopodobnie najmniejsza jednostka brana pod uwagę w typowym skompresowanym wideo, a nie w jakiejkolwiek pojedynczej klatce. Nawet sama klatka kluczowa, znana jako i-ramka, stanowi część tej jednostki.
Jeśli chodzi o tradycyjną animację kreskówkową, kodek wykonuje pewien rodzaj pomiędzy, przy czym klatki kluczowe pełnią rolę namiotów dla klatek śródmiąższowych, pochodnych, zwanych tzw ramki delta.
Z kolei nałożenie deepfake poświęca ogromną uwagę i zasoby każdej pojedynczej klatce, bez uwzględnienia szerszego kontekstu klatki i bez uwzględnienia sposobu, w jaki kompresja i kodowanie blokowe wpływają na cechy „autentycznego” wideo.
Chociaż niektórzy z lepszych deepfakerów korzystają z obszernego przetwarzania końcowego w pakietach takich jak After Effects i chociaż dystrybucja DeepFaceLab ma pewna natywna pojemność aby zastosować procedury „łączenia”, takie jak rozmycie ruchu, takie sztuczki nie wpływają na niedopasowanie jakości przestrzennej i czasowej między autentycznymi i głęboko sfałszowanymi filmami.
nowy papier jest zatytułowany Wykrywanie Deepfake poprzez tworzenie zakłóceń regularności przestrzenno-czasoweji pochodzi od naukowców z Uniwersytetu Tsinghua, Wydziału Technologii Wizji Komputerowej (VIS) w Baidu Inc. i Uniwersytetu w Melbourne
„Fałszywe” fałszywe filmy
Naukowcy odpowiedzialni za artykuł włączyli funkcjonalność wynikającą z badań do modułu typu plug-and-play o nazwie generator pseudo-fałszywych (P-fałszywy generator), który przekształca prawdziwe filmy w filmy fałszywe deepfake, zakłócając je w taki sam sposób, jak robi to sam proces deepfake, bez konieczności wykonywania jakichkolwiek operacji deepfake.
Testy wskazują, że moduł można dodać do wszystkich istniejących systemów wykrywania deepfake przy praktycznie zerowym koszcie zasobów i znacząco poprawia ich wydajność.
Odkrycie może pomóc w rozwiązaniu jednej z pozostałych przeszkód w badaniach nad wykrywaniem deepfake: braku autentycznych i aktualnych zbiorów danych. Ponieważ generowanie deepfake’ów jest skomplikowanym i czasochłonnym procesem, w ciągu ostatnich pięciu lat społeczność stworzyła wiele zbiorów danych deepfake, z których wiele jest dość nieaktualnych.
Izolując zakłócenia regularności jako sygnał niezależny od fałszywych treści w przypadku zmienionych filmów po fakcienowa metoda umożliwia generowanie nieograniczonej liczby filmów z próbkami i zbiorami danych, które obrazują ten aspekt deepfakes.
Testy
Naukowcy przeprowadzili eksperymenty na sześciu znanych zbiorach danych wykorzystywanych w badaniach dotyczących wykrywania deepfake: FaceForensics ++ (FF++); DzikiDeepFake; Podgląd wyzwania związanego z wykrywaniem deepfake'ów (DFDCP); Celeb-DF; Wykrywanie Deepfake (DFD); I Zmieniacz twarzy (FSz).
W przypadku FF++ badacze przeszkolili swój model na oryginalnym zbiorze danych i przetestowali każdy z czterech podzbiorów osobno. Bez użycia w szkoleniu jakichkolwiek materiałów deepfake, nowa metoda była w stanie przewyższyć najnowocześniejsze wyniki.
Metoda ta zajęła również pole position w porównaniu ze skompresowanym zbiorem danych FF++ C23, który dostarcza przykładów zawierających artefakty kompresji wiarygodne w rzeczywistych środowiskach oglądania deepfake.
Autorzy komentują:
„Wydajność FF++ potwierdza wykonalność naszej głównej idei, podczas gdy możliwość uogólnienia pozostaje głównym problemem istniejących metod wykrywania deepfake, ponieważ wydajność nie jest gwarantowana podczas testowania deepfakes generowanych niewidzialnymi technikami.
„Przyjrzyjmy się bliżej realiom wyścigu zbrojeń między wykrywaczami a fałszerzami. Możliwość uogólnienia jest ważnym kryterium pomiaru skuteczności metody wykrywania w świecie rzeczywistym”.
Chociaż badacze przeprowadzili szereg testów cząstkowych (szczegóły w artykule) pod kątem „solidności” i różnicowania typów wejściowych filmów (tj. prawdziwych, fałszywych, fałszywych itp.), najciekawsze wyniki pochodzą z testu dla wydajności między zbiorami danych.
W tym celu autorzy przeszkolili swój model na wspomnianej wyżej wersji FF++ C23 ze świata rzeczywistego i przetestowali go na czterech zbiorach danych, uzyskując, jak twierdzą autorzy, doskonałą wydajność w każdym z nich.
Artykuł stwierdza:
„W przypadku najbardziej wymagającego gatunku Deepwild nasza metoda przewyższa metodę SOTA o około 10 punktów procentowych pod względem AUC%. Uważamy, że jest to spowodowane dużą różnorodnością deepfake’ów w Deepwild, co sprawia, że inne metody nie pozwalają na dobre uogólnienie zaobserwowanych deepfake’ów.
Metryki użyte w testach to wynik dokładności (ACC), obszar pod krzywą charakterystyki działania odbiornika (AUC) i równy współczynnik błędów (EER).
Kontrataki?
Chociaż media charakteryzują napięcie między twórcami deepfake a badaczami zajmującymi się wykrywaniem deepfake w kontekście wojny technologicznej, można argumentować, że ci pierwsi po prostu próbują uzyskać bardziej przekonujący wynik, a zwiększone trudności w wykrywaniu deepfake'ów są przypadkowym produktem ubocznym tych wysiłków.
To, czy programiści spróbują zaradzić temu nowo ujawnionemu niedociągnięciu, zależy być może od tego, czy uważają, że zakłócenie prawidłowości może być postrzegane gołym okiem w fałszywym filmie jako przejaw nieautentyczności i czy w związku z tym wskaźnik ten jest warty uwagi. podejście z czysto jakościowego punktu widzenia.
Chociaż minęło pięć lat, odkąd pierwsze deepfake trafiły do sieci, deepfaking jest wciąż stosunkowo rodzącą się technologią, a społeczność ma prawdopodobnie większą obsesję na punkcie szczegółów i rozdzielczości niż poprawny kontekst lub dopasowanie podpisów skompresowanego wideo, a oba wymagają pewnego „ degradacja” wyników – właśnie z tym walczy obecnie cała społeczność deepfake’ów.
Jeżeli okaże się, że panuje ogólny konsensus, że zaburzenie regularności jest rodzącą się cechą, która nie wpływa na jakość, może nie być żadnych wysiłków, aby to zrekompensować – nawet jeśli mogą zostać „anulowane” przez pewne procedury przetwarzania końcowego lub procedury w architekturze, co nie jest jasne.
Opublikowano po raz pierwszy 22 lipca 2022 r. |
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University of Delhi |
18,924,006,246 | https://www.sentinelassam.com/sports-news/athletics/prithviraj-tondaiman-and-shreyasi-singh-miss-out-in-mixed-trap-640957 | New Delhi : India's Trap Mixed Team pairing of Prithviraj Tondaiman and Shreyasi Singh shot well, but still missed out on a shot at a medal, as the year's second ISSF World Cup Shotgun stage concluded in Doha, Qatar.
Prithviraj and Shreyasi shot a combined 142 out of 150 in qualification, a point less than the bronze-medal-match qualifying score of 143, attained by Turkey and Poland. They eventually finished sixth and India with just the sole Prithviraj Tondaiman men's trap bronze, as USA topped the tally with three golds.
Prithviraj and Shreyasi needed to be among the top four in the 24-team Trap Mixed Team field. They remained in contention till 100-targets but rounds of 23-each in the final set of 50-targets, pegged them back. Team USA comprising William Hinton and Alicia Kathleen Gough beat Kuwait's Talal Alrashidi and Sarah Alhawal 6-0 in the gold medal match to claim the title. Poland won bronze.
The ISSF World Cup bandwagon moves to India next where the ISSF World Cup Rifle/Pistol is scheduled in Bhopal from March 20. IANS
Also Watch: |
18,924,006,247 | http://www.schoolwiki.in/%E0%B4%AA%E0%B5%8D%E0%B4%B0%E0%B4%AE%E0%B4%BE%E0%B4%A3%E0%B4%82:32416.jpg | പ്രമാണം:32416.jpg
ഈ പ്രിവ്യൂവിന്റെ വലിപ്പം: 800 × 600 പിക്സലുകൾ. മറ്റ് റെസലൂഷൻ: 1,040 × 780 പിക്സലുകൾ.
പൂർണ്ണ വലിപ്പം (1,040 × 780 പിക്സൽ, പ്രമാണത്തിന്റെ വലിപ്പം: 143 കെ.ബി., മൈം തരം: image/jpeg)
അനുമതി
| ഈ ചിത്രത്തിന്റെ/പ്രമാണത്തിന്റെ പകർപ്പവകാശ ഉടമയായ ഞാൻ, ഇത് പൊതുസഞ്ചയത്തിലേക്ക് ഇതിനാൽ വിട്ടുതരുന്നു. ഇത് ആഗോള തലത്തിൽ ബാധകമാണ്. ചില രാജ്യങ്ങളിൽ ഇത് നിയമപ്രകാരം സാദ്ധ്യമല്ലെന്ന് വന്നേക്കാം; അങ്ങനെയെങ്കിൽ: |
പ്രമാണ നാൾവഴി
ഏതെങ്കിലും തീയതി/സമയ കണ്ണിയിൽ ഞെക്കിയാൽ പ്രസ്തുതസമയത്ത് ഈ പ്രമാണം എങ്ങനെയായിരുന്നു എന്നു കാണാം.
| തീയതി/സമയം | ലഘുചിത്രം | അളവുകൾ | ഉപയോക്താവ് | അഭിപ്രായം | |
|---|---|---|---|---|---|
| നിലവിലുള്ളത് | 14:49, 7 ജനുവരി 2022 | 1,040 × 780 (143 കെ.ബി.) | 32416-hm (സംവാദം | സംഭാവനകൾ) |
ഈ പ്രമാണത്തിനു മുകളിൽ മറ്റൊരു പ്രമാണം ചേർക്കാൻ താങ്കൾക്ക് കഴിയില്ല.
പ്രമാണത്തിന്റെ ഉപയോഗം
താഴെ കാണുന്ന താളിൽ ഈ ചിത്രം ഉപയോഗിക്കുന്നു: |
18,924,006,248 | https://www.indiabix.com/electronics/voltage-and-current/discussion-787-3-4 | Electronics - Voltage and Current - Discussion
Discussion Forum : Voltage and Current - General Questions (Q.No. 6)
6.
The battery symbol is:
Discussion:
40 comments Page 3 of 4.
Avinash verma said:
1 decade ago
Battery has 2 straight lines. The longer one is +ve terminal and shorter one is negative terminal.
Shiv murat said:
8 years ago
Option - A. Earthing.
Option - B. Battery.
Option - C. Resistor.
Option - D. Capacitor.
Option - B. Battery.
Option - C. Resistor.
Option - D. Capacitor.
Swathi sri said:
1 decade ago
Here the 4 lines represent that the voltage of a battery is not fixed it is varying.
Anantrod said:
1 decade ago
Battery is represented with two parallel bar one is positive one is negative.
Raneesh said:
1 decade ago
A - Earthing.
B - Battery.
C - Resistor.
D - Capacitor.
Is it right?
B - Battery.
C - Resistor.
D - Capacitor.
Is it right?
Anand said:
1 decade ago
Can you anybody tell - What is difference between Answer B & D ?
Pradeep said:
1 decade ago
It is mandatory one must be negative and another must be positive.
Sai said:
8 years ago
Give the difference between short circuit and closed circuit.
Mohan Rawat said:
9 years ago
Yes, must show negative or positive.
I agree @Pradeep.
I agree @Pradeep.
Jayaraju said:
1 decade ago
Resistor means opposes the current what about inductor?
Post your comments here:
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18,924,006,249 | https://www.tarladalal.com/calories-for-Chawli-and-Sprouted-Moong-Salad-Healthy-Chawli-Vegetable-Salad-in-hindi-38448 | चवली और अंकुरित मूंग सलाद रेसिपी के पोषण संबंधी जानकारी | चवली और अंकुरित मूंग सलाद रेसिपी की कैलोरी | calories for Chawli and Sprouted Moong Salad, Healthy Chawli Vegetable Salad in hindi
This calorie page has been viewed 111 times
कोर्स रेसिपी, भारतीय कोर्स रेसिपी, वेज मुख्य व्यंजनों
कोर्स रेसिपी, भारतीय कोर्स रेसिपी, वेज मुख्य व्यंजनों
कोर्स रेसिपी, भारतीय कोर्स रेसिपी, वेज मुख्य व्यंजनों
Nutrient values per serving
| ऊर्जा | 112 cal |
| प्रोटीन | 8.1 g |
| कार्बोहाइड्रेट | 18.9 g |
| फाइबर | 5.7 g |
| वसा | 0.4 g |
| कोलेस्ट्रॉल | 0 mg |
| विटामिन ए | 76.6 mcg |
| विटामिन बी 1 | 0.2 mg |
| विटामिन बी 2 | 0.1 mg |
| विटामिन बी 3 | 0.5 mg |
| विटामिन सी | 16.3 mg |
| फोलिक एसिड | 75.3 mcg |
| कैल्शियम | 41.5 mg |
| लोह | 2.8 mg |
| मैग्नीशियम | 68 mg |
| फॉस्फोरस | 135.5 mg |
| सोडियम | 140.1 mg |
| पोटेशियम | 399 mg |
| जिंक | 1.4 mg |
Click here to view चवली और अंकुरित मूंग सलाद |
18,924,006,250 | https://magzter.com/ja/US/Seamless-Publishing/Your-CREDIT-Your-MONEY/Investment/ | 試す 金
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- 1891 az irodalomban | |
18,924,006,253 | https://www.sbs.com.au/language/nepali/ne/article/what-are-australias-emergency-warnings-and-fire-danger-ratings-and-how-should-you-respond/jpqxqgv9y | मुख्य बुँदा
- अस्ट्रेलियामा आपत्कालीन चेतावनी र आगलागीको सम्भावनाका बारेमा जानकारी दिन नयाँ फायर रेटिङ्ग सिस्टमको विकास गरिएको छ।
- फायर डेन्जर रेटिङ्ग र आपतकालिन चेतावनीका लागि प्रयोग हुने कलर कोडहरू एकै प्रकारका छन्।
- फायर डेन्जर रेटिङ्गले आगलागी कतिसम्म खतरापूर्ण हुन सक्छ भनेर बताउँछ।
- अस्ट्रेलियाको चेतावनी प्रणालीले पहिले नै देखा परेको घटना कतिसम्म गम्भीर बन्न सक्छ भनेर जानकारी दिन्छ।
सन् २०१९ मा अस्ट्रेलियामा लागेको डँडेलोले विश्वभरका अखबारमा स्थान पायो, लाखौँ जनावरहरूको मृत्यु र हजारौँ हेक्टर जमिन ध्वस्त भएको उक्त घटनाको केही समय पछि पुन: अर्को आपत् आइलाग्यो।
लगातारको वर्षा र बाढीका कारण आगलागीबाट प्रभावित बनेकाहरू पुन: प्रकृतिको चपेटामा परे।
रब वेब, न्युजिल्यान्ड र अस्ट्रेलियाका लागि नेशनल काउन्सिल फर फायर एन्ड इमर्जेन्सी सर्भिसका प्रमुख कार्यकारी अधिकृत हुन्।
उनका अनुसार पछिल्लो समय ३० भन्दा बढी राज्य र प्रदेशका आप्तकालिन सेवाहरू एकत्रित पारेर समन्वयात्मक दृष्टिकोण स्थापित गर्ने प्रयास गरिएको छ।
“मौसम परिवर्तन भइरहेकाले, हामीले थप प्रकोपहरू देखी रहेका छौ,” उनले बताए।
Source: AAP
यसले आपत्कालीन सेवामा खटिएका आधिकारी र जुन सुकै स्थानमा रहेका समुदायलाई, प्राकृतिक प्रकोपको खतराका बेला के गर्ने भनेर जानकारी दिन्छ।
राष्ट्रिय रूपमा तैयारी पारिएको चेतावनी प्रणाली सन् २०२० को डिसेम्बर महीनामा लागु गरिएको हो भने फायर डेन्जर रेटिङ्ग सिस्टमलाई भने सेप्टेम्बर २०२२ मा अद्यावधिक गरिएको छ।
फायर डेन्जर रेटिङ्ग र इमरजेन्सी वानिङ्ग सिस्टम उस्तै भए पनि यिनीहरूको प्रयोग भने फरक अवस्थामा हुन्छ।
फायर डेन्जर रेटिङ्ग अन्तर्गतको प्रणालीले आगलागी भएको खण्डमा कुन समयमा तैयारी थालिनु पर्छ भन्ने कुरालाई वर्णन गर्छ भने इमरजेन्सी वानिङ्ग सिस्टमले चाहिँ पहिले नै देखापरिसकेका प्राकृतिक खतराहरूको स्तरहरूका बारेमा सल्लाह दिन प्रयोग गरिन्छ।
आगलागी सम्बन्धी फायर डेन्जर रेटिङ्ग के हुन् र यसले के अर्थ राख्छ?
खतराको स्तर देखाउन प्रयोग हुने फायर डेन्जर रेटिङ्ग सिस्टमले वातावरणीय र मौसममा आधारित भएर आगलागी भएको अवस्थामा कतिसम्म खतरा हुन सक्छ भनेर देखाउँछ।
“यो मूल्याङ्कन प्रणाली विशेष गरी आगोको तैयारीका लागि हो, ...अर्थात् आगलागी भएको खण्डमा यसलाई रोक्न तोकिएका कदम चाल्नु पर्छ भन्ने हो,” राष्ट्रिय मौसम विज्ञान विभागका सामुदायिक संलग्नता प्रबन्धक फियोना डन्स्टनले व्याख्या गरिन्।
रङ्गका आधारमा छुट्टाइएका चार वटा खतराका रेटिङ्गहरु यस प्रकार छन्।
- मध्यम– (हरियो) योजना र तैयारीका लागि
- उच्च– (पहेँलो) आवश्यक कदम चाल्नका लागि वा तैयारी गर्नका लागि
- चरम– (सुन्तला रङ्ग) जीवन र सम्पत्ति बचाउनका लागि तत्काल चाल्नु पर्ने कदमका लागि
- विनाशकारी – (रातो) आफ्नो जीवन बचाउन तत्काल उक्त स्थान छाड्नका लागि
हरियो र पंहेलो रेटिङ्गका दौरान, आफू बसेको स्थानको आपतकालिन सेवाले दिने जानकारीका बारेमा विशेष ध्यान पुर्याउनु पर्छ।
चरम एवम् विनाशकारी रेटिङ्गको खण्डमा भने अग्नी नियन्त्रकहरुले समेत आगो निभाउन मुस्किल पर्ने अवस्थाको सिर्जना हुन सक्छ, यस्तो अवस्थामा तत्काल आफ्नो बचाउमा लाग्नु पर्दछ।
“डँडेलोमा कसरी सुरक्षित रहने भन्ने कुरा चाहिँ परिस्थितिहरूमा निर्भर गर्छ, धेरै जनसङ्ख्या रहेका केही स्थान गर्मी महीनामा आगलागीको जोखिममा हुन्छन् भने उत्तरी क्षेत्रहरूमा चाहिँ जाडो महीनामा जोखिम हुन्छ,” उनले भने।
Source: ABC Australia
उनका अनुसार आपत्कालीन अवस्थाका बारेमा जानकारी राख्न सबैका लागि अति जरुरी छ, समयमै यस्ता जोखिमका स्थानहरू नछाड्नेहरूलाई आपत्कालीन सेवामा खटिएकाहरूको सहयोग चाहीने उनी बताउँछिन्।
“आगलागीको विषम परिस्थितिमा पनि स्थान नछाड्नेहरूलाई सुरक्षित रूपमा बाहिर निकाल्नका लागि अग्नी नियन्त्रहरुको श्रोतहरूको खर्च हुन्छ, उनीहरूलाई खतराबाट बाहिर निकाल्न र उनीहरूको ख्याल राख्नुमा बढी ध्यान दिनु पर्ने हुन्छ।”
2022 年 3 月 12 日澳洲陸軍協助新州受水災影響的社區善後。 Credit: AAP Image/Supplied by ADF, Max Bree
अस्ट्रेलियाली चेतावनी प्रणाली र हामीले गर्नु पर्ने कार्य
अस्ट्रेलियाको चेतावनी प्रणालीलाई आपत्कालीन वा घटनाको गम्भीरतालाई बुझाउन प्रयोग गरिन्छ।
“बाढी, आगलागी, चक्रवत, अत्यधिक गर्मी लगायतमा चेतावनी दिन यसको प्रयोग हुन्छ,” डन्स्टन थप्छिन्।
Examples of the three-tiered Australian Warning levels.
डँडेलो र अन्य खतराहरू उत्पन्न भएसँगै तीन स्तरको चेतावनी प्रणाली सुरु हुन्छ।
ती चरणहरू यस प्रकारका छन्।
- सामान्य सल्लाह दिने– (पहेँलो रङ्ग) यसले घटनाको सुरुवात भइसकेको भए पनि तत्काल खतरा नरहेको जानकारी दिन्छ।
- अवस्था हेरेर निर्णय लिन– (सुन्तला रङ्ग) यसले अवस्था परिवर्तन भएको र आफ्नो सर सामान र परिवारलाई जोखिमबाट बचाउन आवश्यक कदम चाल्न अनुरोध गर्दछ।
- आपतकालिन चेतावनी– (रातो रङ्ग) यस्तो रङ्गको अर्थ खतराको अवस्था छ र जीवन जोगाउनका लागि तुरुन्तै कदम चाली हाल्नुहोस् भन्ने हो।
डन्स्टन कस्तो खतरा हो त्यसमा पनि आफूले चाल्ने कदम भर पर्ने बताउँछिन्।
बाढी वा आगलागीको अवस्थामा आफू रहेको स्थानमा तत्काल छाड्नु पर्ने हुन्छ तर अत्यधिक गर्मी वा असिना परेको अवस्थामा आफूलाई कतै सुरक्षित राख्नु पर्ने हुन्छ।
उनका अनुसार, घटना घटेको खण्डमा के गर्ने भन्ने कुरामा पूर्व योजना बनाउनु जरुरी हुन्छ।
उनी सबैलाई निम्न कुराहरूमा पहिल्यै जानकार हुन अनुरोध गर्छिन्।
- कहाँ जाने?
- के लैजाने?
- केटाकेटी र घर पालुवा जनावरहरूलाई कसरी व्यवस्थापन गर्ने?
यता वेब पनि आफू बस्ने स्थानको आपतकालिन सेवामा सम्पर्क गरी खतराका बारेमा जानकारी लिन आग्रह गर्छन्।
बाढी हो वा आँधी हुरी हो कि? त्यस क्षेत्रमा रहेका जोखिमका बारेमा जानकार रहने र खतरालाई कम गर्न के गर्न सकिन्छ भनेर बुझ्ने
“बुझ्नका लागि समय लगानी गर्दा, आफू रहने स्थानका खतराहरूका बारेमा जानिन्छ, जसले जीवन बचाउन सक्छ,” उनले भने। |
18,924,006,254 | https://www.xobdo.org/conj/16955 | Please select a verb from the list and click 'Go' আছ কৰ্ থাক্ পা লিখ্ Go Conjugation Table of স্বল্পNo data found. |
18,924,006,255 | https://www.webonary.org/palawanob/ga1808e7f-baa3-4344-aa03-2b8360fab956 | Overview
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Palawano B Dictionary
kuruduwa
2
n
soul or spirit of a person, soul of a person. [alternate spelling, see kurudua, a.s., but changing to "kuruduwa" in 2nd Edition].
korodowa PCV.
syn
kuludua
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Δ
Palawano, Brooke\\\\\\\\\\\\\\\'s Point
English
All Parts of Speech
All Parts of Speech
adj (1994)
adv (209)
affix (12)
affx (5)
afix (37)
art (1)
conj (178)
disc-mkr (2)
dpn (17)
dsc (1)
dsc-lkr (2)
dsc-mkr (5)
excl (1)
exsp (1)
ger (1)
idiom (1)
interj (24)
intj (1)
intr-pn (1)
ipn (4)
lnkr (8)
loc-mkr (2)
mkr (6)
mkr-nom (1)
n (6210)
neg (21)
neg-com (2)
np (4)
ord (7)
pn (79)
pn12s (4)
pn1p (17)
pn1s (9)
pn2p (14)
pn2s (13)
pn3p (15)
pn3s (5)
ppn mkr (4)
ppn (1)
ppn1p (1)
prefix (3)
prep (68)
ptl (46)
q-mkr (4)
q-pn (5)
q-ptl (15)
qpn (1)
qual (12)
tbd (1879)
top-mkr (4)
unkn (1)
v (6710)
v-abl (7)
v-aff (22)
v-affx (1)
v-afix (12)
v-caus (3)
v-com (89)
v-recip (4)
v-reflx (1)
Semantic Domains
1. Universe, creation
1.1. Sky
1.1.1. Sun
1.1.1.1. Moon
1.1.1.2. Star
1.1.1.3. Planet
1.1.2. Air
1.1.2.1. Blow air
1.1.3. Weather
1.1.3.1. Wind
1.1.3.2. Cloud
1.1.3.3. Rain
1.1.3.4. Snow, ice
1.1.3.5. Storm
1.1.3.6. Lightning, thunder
1.1.3.7. Flood
1.1.3.8. Drought
1.2. World
1.2.1. Land
1.2.1.1. Mountain
1.2.1.2. Volcano
1.2.1.3. Plain, plateau
1.2.1.4. Valley
1.2.1.5. Underground
1.2.1.6. Forest, grassland, desert
1.2.1.7. Earthquake
1.2.2. Substance, matter
1.2.2.1. Soil, dirt
1.2.2.2. Rock
1.2.2.3. Metal
1.2.2.4. Mineral
1.2.2.5. Jewel
1.2.3. Solid, liquid, gas
1.2.3.1. Liquid
1.2.3.2. Oil
1.2.3.3. Gas
1.3. Water
1.3.1. Bodies of water
1.3.1.1. Ocean, lake
1.3.1.2. Swamp
1.3.1.3. River
1.3.1.4. Spring, well
1.3.1.5. Island, shore
1.3.2. Movement of water
1.3.2.1. Flow
1.3.2.2. Pour
1.3.2.3. Drip
1.3.2.4. Wave
1.3.2.5. Calm, rough
1.3.2.6. Tide
1.3.3. Wet
1.3.3.1. Dry
1.3.4. Be in water
1.3.5. Solutions of water
1.3.6. Water quality
1.4. Living things
1.4.1. Dead things
1.4.2. Spirits of things
1.5. Plant
1.5.1. Tree
1.5.2. Bush, shrub
1.5.3. Grass, herb, vine
1.5.4. Moss, fungus, algae
1.5.5. Parts of a plant
1.5.6. Growth of plants
1.5.7. Plant diseases
1.6. Animal
1.6.1. Types of animals
1.6.1.1. Mammal
1.6.1.1.1. Primate
1.6.1.1.2. Carnivore
1.6.1.1.3. Hoofed animals
1.6.1.1.4. Rodent
1.6.1.1.5. Marsupial
1.6.1.1.6. Anteater, aardvark
1.6.1.1.7. Sea mammal
1.6.1.1.8. Bat
1.6.1.2. Bird
1.6.1.3. Reptile
1.6.1.3.1. Snake
1.6.1.3.2. Lizard
1.6.1.3.3. Turtle
1.6.1.3.4. Crocodile
1.6.1.4. Amphibian
1.6.1.5. Fish
1.6.1.6. Shark, ray
1.6.1.7. Insect
1.6.1.8. Spider
1.6.1.9. Small animals
1.6.2. Parts of an animal
1.6.2.1. Parts of a bird
1.6.2.2. Parts of a reptile
1.6.2.3. Parts of a fish
1.6.2.4. Parts of an insect
1.6.2.5. Parts of small animals
1.6.3. Animal life cycle
1.6.3.1. Egg
1.6.4. Animal actions
1.6.4.1. Animal movement
1.6.4.2. Animal eating
1.6.4.3. Animal sounds
1.6.5. Animal home
1.6.6. Animal group
1.6.7. Male and female animals
1.7. Nature, environment
1.7.1. Natural
2. Person
2.1. Body
2.1.1. Head
2.1.1.1. Eye
2.1.1.2. Ear
2.1.1.3. Nose
2.1.1.4. Mouth
2.1.1.5. Tooth
2.1.2. Torso
2.1.3. Limb
2.1.3.1. Arm
2.1.3.2. Leg
2.1.3.3. Finger, toe
2.1.4. Skin
2.1.5. Hair
2.1.6. Bone, joint
2.1.7. Flesh
2.1.8. Internal organs
2.1.8.1. Heart
2.1.8.2. Stomach
2.1.8.3. Male organs
2.1.8.4. Female organs
2.2. Body functions
2.2.1. Breathe, breath
2.2.2. Cough, sneeze
2.2.3. Spit, saliva
2.2.4. Mucus
2.2.5. Bleed, blood
2.2.6. Sweat
2.2.7. Urinate, urine
2.2.8. Defecate, feces
2.3. Sense, perceive
2.3.1. See
2.3.1.1. Look
2.3.1.2. Watch
2.3.1.3. Examine
2.3.1.4. Show, let someone see
2.3.1.5. Visible
2.3.1.5.1. Appear
2.3.1.6. Transparent
2.3.1.7. Reflect, mirror
2.3.1.8. Appearance
2.3.1.8.1. Beautiful
2.3.1.8.2. Ugly
2.3.1.9. Something used to see
2.3.2. Hear
2.3.2.1. Listen
2.3.2.2. Sound
2.3.2.3. Types of sounds
2.3.2.4. Loud
2.3.2.5. Quiet
2.3.3. Taste
2.3.4. Smell
2.3.5. Sense of touch
2.3.5.1. Comfortable
2.4. Body condition
2.4.1. Strong
2.4.2. Weak
2.4.3. Energetic
2.4.4. Tired
2.4.5. Rest
2.5. Healthy
2.5.1. Sick
2.5.1.1. Recover from sickness
2.5.2. Disease
2.5.2.1. Malnutrition, starvation
2.5.2.2. Skin disease
2.5.2.3. Stomach illness
2.5.2.4. Tooth decay
2.5.3. Injure
2.5.3.1. Amputate
2.5.3.2. Poison
2.5.4. Disabled
2.5.4.1. Blind
2.5.4.2. Poor eyesight
2.5.4.3. Deaf
2.5.4.4. Mute
2.5.4.5. Birth defect
2.5.5. Cause of disease
2.5.6. Symptom of disease
2.5.6.1. Pain
2.5.6.2. Fever
2.5.6.3. Swell
2.5.6.4. Lose consciousness
2.5.6.5. Dazed, confused
2.5.6.6. Vision, hallucination
2.5.7. Treat disease
2.5.7.1. Doctor, nurse
2.5.7.2. Medicine
2.5.7.3. Medicinal plants
2.5.7.4. Hospital
2.5.7.5. Traditional medicine
2.5.8. Mental illness
2.6. Life
2.6.1. Marriage
2.6.1.1. Arrange a marriage
2.6.1.2. Wedding
2.6.1.3. Unmarried
2.6.1.4. Divorce
2.6.1.5. Romantic love
2.6.2. Sexual relations
2.6.2.1. Virginity
2.6.2.2. Attract sexually
2.6.2.3. Sexual immorality
2.6.3. Birth
2.6.3.1. Pregnancy
2.6.3.2. Fetus
2.6.3.3. Miscarriage
2.6.3.4. Labor and birth pains
2.6.3.5. Help to give birth
2.6.3.6. Unusual birth
2.6.3.7. Multiple births
2.6.3.8. Fertile, infertile
2.6.3.9. Birth ceremony
2.6.4. Stage of life
2.6.4.1. Baby
2.6.4.1.1. Care for a baby
2.6.4.2. Child
2.6.4.2.1. Rear a child
2.6.4.3. Youth
2.6.4.4. Adult
2.6.4.5. Old person
2.6.4.6. Grow, get bigger
2.6.4.7. Initiation
2.6.4.8. Peer group
2.6.5. Male, female
2.6.5.1. Man
2.6.5.2. Woman
2.6.6. Die
2.6.6.1. Kill
2.6.6.2. Corpse
2.6.6.3. Funeral
2.6.6.4. Mourn
2.6.6.5. Bury
2.6.6.6. Grave
2.6.6.7. Inherit
2.6.6.8. Life after death
3. Language and thought
3.1. Soul, spirit
3.1.1. Personality
3.1.2. Mental state
3.1.2.1. Alert
3.1.2.2. Notice
3.1.2.3. Attention
3.1.2.4. Ignore
3.2. Think
3.2.1. Mind
3.2.1.1. Think about
3.2.1.2. Imagine
3.2.1.3. Intelligent
3.2.1.4. Stupid
3.2.1.5. Logical
3.2.1.6. Instinct
3.2.2. Learn
3.2.2.1. Study
3.2.2.2. Check
3.2.2.3. Evaluate, test
3.2.2.4. Guess
3.2.2.5. Solve
3.2.2.6. Realize
3.2.2.7. Willing to learn
3.2.3. Know
3.2.3.1. Known, unknown
3.2.3.2. Area of knowledge
3.2.3.3. Secret
3.2.4. Understand
3.2.4.1. Misunderstand
3.2.4.2. Understandable
3.2.4.3. Mysterious
3.2.5. Opinion
3.2.5.1. Believe
3.2.5.1.1. Trust
3.2.5.2. Disbelief
3.2.5.3. Doubt
3.2.5.4. Agree with someone
3.2.5.4.1. Disagree
3.2.5.4.2. Protest
3.2.5.5. Philosophy
3.2.5.6. Attitude
3.2.5.7. Extreme belief
3.2.5.8. Change your mind
3.2.5.9. Approve of something
3.2.6. Remember
3.2.6.1. Forget
3.2.6.2. Recognize
3.2.6.3. Memorize
3.2.6.4. Remind
3.2.7. Expect
3.2.7.1. Hope
3.2.7.2. Hopeless
3.2.7.3. Predict
3.2.8. Tendency
3.3. Want
3.3.1. Decide, plan
3.3.1.1. Purpose, goal
3.3.1.2. Choose
3.3.1.3. Cast lots
3.3.1.4. Intend
3.3.1.5. Deliberately
3.3.1.6. Determined
3.3.1.7. Stubborn
3.3.1.8. Lust
3.3.2. Request
3.3.2.1. Agree to do something
3.3.2.2. Refuse to do something
3.3.2.3. Intercede
3.3.2.4. Willing
3.3.3. Influence
3.3.3.1. Suggest
3.3.3.2. Advise
3.3.3.3. Persuade
3.3.3.4. Insist
3.3.3.5. Compel
3.3.3.6. Control
3.3.3.7. Warn
3.3.3.8. Threaten
3.3.4. Ask permission
3.3.4.1. Give permission
3.3.4.2. Refuse permission
3.3.4.3. Exempt
3.3.4.4. Prevent
3.3.4.5. Free to do what you want
3.3.5. Offer
3.3.5.1. Accept
3.3.5.2. Reject
3.4. Emotion
3.4.1. Feel good
3.4.1.1. Like, love
3.4.1.1.1. Enjoy doing something
3.4.1.1.2. Self-esteem
3.4.1.1.3. Prefer
3.4.1.1.4. Popular
3.4.1.1.5. Fashionable
3.4.1.1.6. Contentment
3.4.1.1.7. Happy for
3.4.1.1.8. Pleased with
3.4.1.2. Happy
3.4.1.2.1. Relaxed
3.4.1.2.2. Calm
3.4.1.3. Surprise
3.4.1.4. Interested
3.4.1.4.1. Excited
3.4.1.4.2. Enthusiastic
3.4.1.4.3. Obsessed
3.4.1.4.4. Attract
3.4.1.4.5. Indifferent
3.4.1.4.6. Uninterested, bored
3.4.1.5. Confident
3.4.2. Feel bad
3.4.2.1. Sad
3.4.2.1.1. Dislike
3.4.2.1.2. Hate, detest
3.4.2.1.3. Disgusted
3.4.2.1.4. Disappointed
3.4.2.1.5. Lonely
3.4.2.1.6. Upset
3.4.2.1.7. Shock
3.4.2.1.8. Jealous
3.4.2.1.9. Discontent
3.4.2.2. Sorry
3.4.2.2.1. Ashamed
3.4.2.2.2. Embarrassed
3.4.2.3. Angry
3.4.2.3.1. Annoyed
3.4.2.4. Afraid
3.4.2.4.1. Worried
3.4.2.4.2. Nervous
3.4.2.4.3. Shy, timid
3.4.2.5. Confused
3.5. Communication
3.5.1. Say
3.5.1.1. Voice
3.5.1.1.1. Shout
3.5.1.1.2. Speak quietly
3.5.1.1.3. Speak a lot
3.5.1.1.4. Speak little
3.5.1.1.5. Say nothing
3.5.1.1.6. Speech style
3.5.1.1.7. Speak well
3.5.1.1.8. Speak poorly
3.5.1.2. Talk about a subject
3.5.1.2.1. Announce
3.5.1.2.2. Describe
3.5.1.2.3. Explain
3.5.1.2.4. Mention
3.5.1.2.5. Introduce
3.5.1.2.6. Repeat
3.5.1.2.7. Summarize
3.5.1.2.8. Emphasize
3.5.1.2.9. Be about, subject
3.5.1.3. True
3.5.1.3.1. Tell the truth
3.5.1.3.2. Tell a lie
3.5.1.3.3. Contradict
3.5.1.3.4. Expose falsehood
3.5.1.3.5. Real
3.5.1.3.6. Exaggerate
3.5.1.4. Speak with others
3.5.1.4.1. Call
3.5.1.4.2. Contact
3.5.1.4.3. Greet
3.5.1.4.4. Say farewell
3.5.1.4.5. Speak in unison
3.5.1.5. Ask
3.5.1.5.1. Answer
3.5.1.5.2. Disclose
3.5.1.5.3. Hide your thoughts
3.5.1.6. Debate
3.5.1.6.1. Demonstrate
3.5.1.6.2. Quarrel
3.5.1.7. Praise
3.5.1.7.1. Thank
3.5.1.7.2. Flatter
3.5.1.7.3. Boast
3.5.1.8. Criticize
3.5.1.8.1. Blame
3.5.1.8.2. Insult
3.5.1.8.3. Mock
3.5.1.8.4. Gossip
3.5.1.8.5. Complain
3.5.1.9. Promise
3.5.2. Make speech
3.5.2.1. Report
3.5.2.2. News, message
3.5.2.3. Figurative
3.5.2.4. Admit
3.5.3. Language
3.5.3.1. Word
3.5.3.2. Information
3.5.4. Story
3.5.4.1. Fable, myth
3.5.4.2. Saying, proverb
3.5.4.3. Riddle
3.5.4.4. Poetry
3.5.4.5. History
3.5.4.6. Verbal tradition
3.5.5. Foolish talk
3.5.5.1. Obscenity
3.5.6. Sign, symbol
3.5.6.1. Gesture
3.5.6.2. Point at
3.5.6.3. Facial expression
3.5.6.4. Laugh
3.5.6.5. Cry, tear
3.5.7. Reading and writing
3.5.7.1. Write
3.5.7.2. Written material
3.5.7.3. Read
3.5.7.4. Publish
3.5.7.5. Record
3.5.7.6. List
3.5.7.7. Letter
3.5.8. Interpreting messages
3.5.8.1. Meaning
3.5.8.2. Meaningless
3.5.8.3. Unintelligible
3.5.8.4. Show, indicate
3.5.9. Mass communication
3.5.9.1. Radio, television
3.5.9.2. Telephone
3.5.9.3. Newspaper
3.5.9.4. Movie
3.5.9.5. Recorded music
3.5.9.6. Communication devices
3.6. Teach
3.6.1. Show, explain
3.6.2. School
3.6.3. Subject of teaching
3.6.4. Class, lesson
3.6.5. Correct
3.6.6. Science
3.6.7. Test
3.6.8. Answer in a test
4. Social behavior
4.1. Relationships
4.1.1. Friend
4.1.1.1. Girlfriend, boyfriend
4.1.2. Types of people
4.1.2.1. Working relationship
4.1.3. Know someone
4.1.3.1. Meet for the first time
4.1.4. Neighbor
4.1.4.1. Social class
4.1.5. Unity
4.1.6. Disunity
4.1.6.1. Unfriendly
4.1.6.2. Set self apart
4.1.6.3. Alone
4.1.6.4. Independent person
4.1.6.5. Private, public
4.1.7. Begin a relationship
4.1.7.1. End a relationship
4.1.8. Show affection
4.1.9. Kinship
4.1.9.1. Related by birth
4.1.9.1.1. Grandfather, grandmother
4.1.9.1.2. Father, mother
4.1.9.1.3. Brother, sister
4.1.9.1.4. Son, daughter
4.1.9.1.5. Grandson, granddaughter
4.1.9.1.6. Uncle, aunt
4.1.9.1.7. Cousin
4.1.9.1.8. Nephew, niece
4.1.9.1.9. Birth order
4.1.9.2. Related by marriage
4.1.9.2.1. Husband, wife
4.1.9.2.2. In-law
4.1.9.3. Widow, widower
4.1.9.4. Orphan
4.1.9.5. Illegitimate child
4.1.9.6. Adopt
4.1.9.7. Non-relative
4.1.9.8. Family, clan
4.1.9.9. Race
4.2. Social activity
4.2.1. Come together, form a group
4.2.1.1. Invite
4.2.1.2. Encounter
4.2.1.3. Meet together
4.2.1.4. Visit
4.2.1.4.1. Welcome, receive
4.2.1.4.2. Show hospitality
4.2.1.5. Meeting, assembly
4.2.1.6. Participate
4.2.1.7. Crowd, group
4.2.1.8. Organization
4.2.1.8.1. Join an organization
4.2.1.8.2. Leave an organization
4.2.1.8.3. Belong to an organization
4.2.1.9. Social group
4.2.2. Social event
4.2.2.1. Ceremony
4.2.2.2. Festival, show
4.2.2.3. Celebrate
4.2.3. Music
4.2.3.1. Compose music
4.2.3.2. Play music
4.2.3.3. Sing
4.2.3.4. Musician
4.2.3.5. Musical instrument
4.2.4. Dance
4.2.5. Drama
4.2.6. Entertainment, recreation
4.2.6.1. Game
4.2.6.1.1. Card game
4.2.6.1.2. Chess
4.2.6.2. Sports
4.2.6.2.1. Football, soccer
4.2.6.2.2. Basketball
4.2.6.3. Exercise
4.2.6.4. Gambling
4.2.7. Play, fun
4.2.8. Humor
4.2.8.1. Serious
4.2.9. Holiday
4.2.9.1. Free time
4.3. Behavior
4.3.1. Good, moral
4.3.1.1. Bad, immoral
4.3.1.2. Meet a standard
4.3.1.2.1. Below standard
4.3.1.3. Mature in behavior
4.3.1.3.1. Immature in behavior
4.3.1.3.2. Sensible
4.3.1.4. Reputation
4.3.1.5. Patient
4.3.1.5.1. Impatient
4.3.1.5.2. Bad-tempered
4.3.2. Admire someone
4.3.2.1. Despise someone
4.3.2.2. Humble
4.3.2.3. Proud
4.3.2.4. Show off
4.3.3. Love
4.3.3.1. Hate, ill will
4.3.3.2. Not care
4.3.3.3. Abandon
4.3.4. Do good to
4.3.4.1. Do evil to
4.3.4.2. Help
4.3.4.2.1. Hinder
4.3.4.3. Cooperate with
4.3.4.3.1. Compete with
4.3.4.4. Altruistic, selfless
4.3.4.4.1. Selfish
4.3.4.4.2. Use a person
4.3.4.5. Share with
4.3.4.5.1. Provide for, support
4.3.4.5.2. Care for
4.3.4.5.3. Entrust to the care of
4.3.4.6. Meddle
4.3.4.6.1. Spoil
4.3.4.7. Enter by force
4.3.4.8. Kidnap
4.3.4.9. Cruel
4.3.5. Honest
4.3.5.1. Dishonest
4.3.5.2. Faithful
4.3.5.3. Reliable
4.3.5.4. Unreliable
4.3.5.5. Deceive
4.3.5.6. Hypocrite
4.3.6. Self-controlled
4.3.6.1. Lack self-control
4.3.6.2. Tidy
4.3.6.3. Untidy
4.3.6.4. Mistake
4.3.7. Polite
4.3.7.1. Impolite
4.3.7.2. Crazy
4.3.8. Change behavior
4.3.8.1. Conform
4.3.9. Culture
4.3.9.1. Custom
4.3.9.2. Habit
4.4. Prosperity, trouble
4.4.1. Prosperity
4.4.2. Trouble
4.4.2.1. Problem
4.4.2.2. Danger
4.4.2.3. Accident
4.4.2.4. Disaster
4.4.2.5. Separate, alone
4.4.2.6. Suffer
4.4.3. Respond to trouble
4.4.3.1. Brave
4.4.3.2. Cowardice
4.4.3.3. Avoid
4.4.3.4. Caution
4.4.3.5. Solve a problem
4.4.3.6. Endure
4.4.3.7. Survive
4.4.4. Respond to someone in trouble
4.4.4.1. Mercy
4.4.4.2. Show sympathy, support
4.4.4.3. Gentle
4.4.4.4. Save from trouble
4.4.4.5. Protect
4.4.4.6. Free from bondage
4.4.4.7. Relief
4.4.4.8. Risk
4.4.5. Chance
4.4.5.1. Lucky
4.4.5.2. Unlucky
4.5. Authority
4.5.1. Person in authority
4.5.2. Have authority
4.5.3. Exercise authority
4.5.3.1. Lead
4.5.3.2. Command
4.5.3.3. Discipline, train
4.5.3.4. Appoint, delegate
4.5.4. Submit to authority
4.5.4.1. Obey
4.5.4.2. Disobey
4.5.4.3. Serve
4.5.4.4. Slave
4.5.4.5. Follow, be a disciple
4.5.4.6. Rebel against authority
4.5.4.7. Independent
4.5.5. Honor
4.5.5.1. Title, name of honor
4.5.5.2. Lack respect
4.5.6. Status
4.5.6.1. High status
4.5.6.2. Low status
4.6. Government
4.6.1. Ruler
4.6.1.1. King's family
4.6.1.2. Government official
4.6.2. Citizen
4.6.2.1. Foreigner
4.6.3. Government organization
4.6.3.1. Governing body
4.6.4. Rule
4.6.5. Subjugate
4.6.6. Government functions
4.6.6.1. Police
4.6.6.1.1. Arrest
4.6.6.1.2. Informal justice
4.6.6.2. Diplomacy
4.6.6.3. Represent
4.6.6.4. Election
4.6.6.5. Politics
4.6.7. Region
4.6.7.1. Country
4.6.7.2. City
4.6.7.3. Countryside
4.6.7.4. Community
4.7. Law
4.7.1. Laws
4.7.2. Pass laws
4.7.3. Break the law
4.7.4. Court of law
4.7.4.1. Legal personnel
4.7.5. Trial
4.7.5.1. Investigate a crime
4.7.5.2. Suspect
4.7.5.3. Accuse, confront
4.7.5.4. Defend against accusation
4.7.5.5. Witness, testify
4.7.5.6. Drop charges
4.7.5.7. Take oath
4.7.5.8. Vindicate
4.7.6. Judge, render a verdict
4.7.6.1. Acquit
4.7.6.2. Condemn, find guilty
4.7.6.3. Fault
4.7.7. Punish
4.7.7.1. Reward
4.7.7.2. Fine
4.7.7.3. Imprison
4.7.7.4. Execute
4.7.7.5. Ostracize
4.7.7.6. Pardon, release
4.7.7.7. Atone, restitution
4.7.8. Legal contract
4.7.8.1. Covenant
4.7.8.2. Break a contract
4.7.9. Justice
4.7.9.1. Impartial
4.7.9.2. Unfair
4.7.9.3. Deserve
4.7.9.4. Discriminate, be unfair
4.7.9.5. Act harshly
4.7.9.6. Oppress
4.8. Conflict
4.8.1. Hostility
4.8.1.1. Oppose
4.8.2. Fight
4.8.2.1. Fight for something good
4.8.2.2. Fight against something bad
4.8.2.3. Attack
4.8.2.3.1. Ambush
4.8.2.4. Defend
4.8.2.5. Revenge
4.8.2.6. Riot
4.8.2.7. Betray
4.8.2.8. Violent
4.8.2.9. Enemy
4.8.3. War
4.8.3.1. Defeat
4.8.3.2. Win
4.8.3.3. Lose a fight
4.8.3.4. Surrender
4.8.3.5. Prisoner of war
4.8.3.6. Military organization
4.8.3.6.1. Army
4.8.3.6.2. Navy
4.8.3.6.3. Air force
4.8.3.6.4. Soldier
4.8.3.6.5. Spy
4.8.3.6.6. Fort
4.8.3.7. Weapon, shoot
4.8.3.8. Plunder
4.8.4. Peace
4.8.4.1. Rebuke
4.8.4.2. Make an appeal
4.8.4.3. Appease
4.8.4.4. Negotiate
4.8.4.5. Renounce claim, concede
4.8.4.6. Repent
4.8.4.6.1. Request forgiveness
4.8.4.7. Forgive
4.8.4.8. Make peace
4.8.4.8.1. Stop fighting
4.8.4.9. Reconcile
4.9. Religion
4.9.1. God
4.9.2. Supernatural being
4.9.3. Theology
4.9.3.1. Sacred writings
4.9.4. Miracle, supernatural power
4.9.4.1. Sorcery
4.9.4.2. Demon possession
4.9.4.3. Bless
4.9.4.4. Curse
4.9.4.5. Destiny
4.9.4.6. Prophecy
4.9.4.7. Omen, divination
4.9.5. Practice religion
4.9.5.1. Devout
4.9.5.2. Pray
4.9.5.3. Worship
4.9.5.4. Religious ceremony
4.9.5.5. Offering, sacrifice
4.9.5.6. Religious purification
4.9.5.6.1. Taboo
4.9.5.7. Salvation
4.9.5.8. Dedicate to religious use
4.9.5.9. Fasting
4.9.6. Heaven, hell
4.9.6.1. Resurrection
4.9.7. Religious organization
4.9.7.1. Religious person
4.9.7.2. Christianity
4.9.7.3. Islam
4.9.7.4. Hinduism
4.9.7.5. Buddhism
4.9.7.6. Judaism
4.9.7.7. Animism
4.9.8. Religious things
4.9.8.1. Idol
4.9.8.2. Place of worship
4.9.9. Irreligion
5. Daily life
5.1. Household equipment
5.1.1. Furniture
5.1.1.1. Table
5.1.1.2. Chair
5.1.1.3. Bed
5.1.1.4. Cabinet
5.1.2. Household decoration
5.2. Food
5.2.1. Food preparation
5.2.1.1. Cooking methods
5.2.1.2. Steps in food preparation
5.2.1.2.1. Remove shell, skin
5.2.1.2.2. Pound in mortar and pestle
5.2.1.2.3. Grind flour
5.2.1.3. Cooking utensil
5.2.1.4. Food storage
5.2.1.5. Serve food
5.2.2. Eat
5.2.2.1. Bite, chew
5.2.2.2. Meal
5.2.2.3. Feast
5.2.2.4. Manner of eating
5.2.2.5. Hungry, thirsty
5.2.2.6. Satiated, full
5.2.2.7. Drink
5.2.2.8. Eating utensil
5.2.2.9. Fast, not eat
5.2.3. Types of food
5.2.3.1. Food from plants
5.2.3.1.1. Food from seeds
5.2.3.1.2. Food from fruit
5.2.3.1.3. Food from vegetables
5.2.3.1.4. Food from leaves
5.2.3.1.5. Food from roots
5.2.3.2. Food from animals
5.2.3.2.1. Meat
5.2.3.2.2. Milk products
5.2.3.2.3. Egg dishes
5.2.3.3. Cooking ingredients
5.2.3.3.1. Sugar
5.2.3.3.2. Salt
5.2.3.3.3. Spice
5.2.3.3.4. Leaven
5.2.3.3.5. Cooking oil
5.2.3.4. Prepared food
5.2.3.5. Prohibited food
5.2.3.6. Beverage
5.2.3.7. Alcoholic beverage
5.2.3.7.1. Alcohol preparation
5.2.3.7.2. Drunk
5.2.4. Tobacco
5.2.5. Narcotic
5.2.6. Stimulant
5.3. Clothing
5.3.1. Men's clothing
5.3.2. Women's clothing
5.3.3. Traditional clothing
5.3.4. Clothes for special occasions
5.3.5. Clothes for special people
5.3.6. Parts of clothing
5.3.7. Wear clothing
5.3.8. Naked
5.3.9. Style of clothing
5.4. Adornment
5.4.1. Jewelry
5.4.2. Cosmetics
5.4.3. Care for hair
5.4.3.1. Comb hair
5.4.3.2. Plait hair
5.4.3.3. Dye hair
5.4.3.4. Hairstyle
5.4.3.5. Cut hair
5.4.3.6. Shave
5.4.4. Care for the teeth
5.4.5. Anoint the body
5.4.6. Ritual scar
5.4.6.1. Circumcision
5.4.7. Care for the fingernails
5.5. Fire
5.5.1. Light a fire
5.5.2. Tend a fire
5.5.3. Extinguish a fire
5.5.4. Burn
5.5.5. What fires produce
5.5.6. Fuel
5.5.7. Fireplace
5.6. Cleaning
5.6.1. Clean, dirty
5.6.2. Bathe
5.6.3. Wash dishes
5.6.4. Wash clothes
5.6.5. Sweep, rake
5.6.6. Wipe, erase
5.7. Sleep
5.7.1. Go to sleep
5.7.2. Dream
5.7.3. Wake up
5.8. Manage a house
5.9. Live, stay
6. Work and occupation
6.1. Work
6.1.1. Worker
6.1.1.1. Expert
6.1.2. Method
6.1.2.1. Try, attempt
6.1.2.2. Use
6.1.2.2.1. Useful
6.1.2.2.2. Useless
6.1.2.2.3. Available
6.1.2.2.4. Use up
6.1.2.2.5. Take care of something
6.1.2.2.6. Waste
6.1.2.3. Work well
6.1.2.3.1. Careful
6.1.2.3.2. Work hard
6.1.2.3.3. Busy
6.1.2.3.4. Power, force
6.1.2.3.5. Complete, finish
6.1.2.3.6. Ambitious
6.1.2.4. Work poorly
6.1.2.4.1. Careless, irresponsible
6.1.2.4.2. Lazy
6.1.2.4.3. Give up
6.1.2.5. Plan
6.1.2.5.1. Arrange an event
6.1.2.5.2. Cancel an event
6.1.2.6. Prepare
6.1.2.6.1. Prepare something for use
6.1.2.7. Effective
6.1.2.8. Efficient
6.1.2.9. Opportunity
6.1.3. Difficult, impossible
6.1.3.1. Easy, possible
6.1.3.2. Succeed
6.1.3.3. Fail
6.1.3.4. Advantage
6.1.4. Job satisfaction
6.1.5. Unemployed, not working
6.1.6. Made by hand
6.1.7. Artificial
6.1.8. Experienced
6.1.8.1. Accustomed to
6.2. Agriculture
6.2.1. Growing crops
6.2.1.1. Growing grain
6.2.1.1.1. Growing rice
6.2.1.1.2. Growing wheat
6.2.1.1.3. Growing maize
6.2.1.2. Growing roots
6.2.1.2.1. Growing potatoes
6.2.1.2.2. Growing cassava
6.2.1.3. Growing vegetables
6.2.1.4. Growing fruit
6.2.1.4.1. Growing grapes
6.2.1.4.2. Growing bananas
6.2.1.5. Growing grass
6.2.1.5.1. Growing sugarcane
6.2.1.5.2. Growing tobacco
6.2.1.6. Growing flowers
6.2.1.7. Growing trees
6.2.1.7.1. Growing coconuts
6.2.1.7.2. Growing coffee
6.2.2. Land preparation
6.2.2.1. Clear a field
6.2.2.2. Plow a field
6.2.2.3. Fertilize a field
6.2.3. Plant a field
6.2.4. Tend a field
6.2.4.1. Cut grass
6.2.4.2. Uproot plants
6.2.4.3. Irrigate
6.2.4.4. Trim plants
6.2.4.5. Neglect plants
6.2.5. Harvest
6.2.5.1. First fruits
6.2.5.2. Crop failure
6.2.5.3. Gather wild plants
6.2.5.4. Plant product
6.2.6. Process harvest
6.2.6.1. Winnow grain
6.2.6.2. Mill grain
6.2.6.3. Thresh
6.2.6.4. Store the harvest
6.2.7. Farm worker
6.2.8. Agricultural tool
6.2.9. Farmland
6.3. Animal husbandry
6.3.1. Domesticated animal
6.3.1.1. Cattle
6.3.1.2. Sheep
6.3.1.3. Goat
6.3.1.4. Pig
6.3.1.5. Dog
6.3.1.6. Cat
6.3.1.7. Beast of burden
6.3.2. Tend herds in fields
6.3.3. Milk
6.3.4. Butcher, slaughter
6.3.5. Wool production
6.3.6. Poultry raising
6.3.6.1. Chicken
6.3.7. Animal products
6.3.8. Veterinary science
6.3.8.1. Animal diseases
6.3.8.2. Castrate animal
6.4. Hunt and fish
6.4.1. Hunt
6.4.1.1. Track an animal
6.4.2. Trap
6.4.3. Hunting birds
6.4.4. Beekeeping
6.4.5. Fishing
6.4.5.1. Fish with net
6.4.5.2. Fish with hooks
6.4.5.3. Fishing equipment
6.4.6. Things done to animals
6.5. Working with buildings
6.5.1. Building
6.5.1.1. House
6.5.1.2. Types of houses
6.5.1.3. Land, property
6.5.1.4. Yard
6.5.1.5. Fence, wall
6.5.2. Parts of a building
6.5.2.1. Wall
6.5.2.2. Roof
6.5.2.3. Floor
6.5.2.4. Door
6.5.2.5. Window
6.5.2.6. Foundation
6.5.2.7. Room
6.5.2.8. Floor, story
6.5.3. Building materials
6.5.3.1. Building equipment and maintenance
6.5.4. Infrastructure
6.5.4.1. Road
6.5.4.2. Boundary
6.6. Occupation
6.6.1. Working with cloth
6.6.1.1. Cloth
6.6.1.2. Spinning thread
6.6.1.3. Knitting
6.6.1.4. Weaving cloth
6.6.2. Working with minerals
6.6.2.1. Mining
6.6.2.2. Smelting
6.6.2.3. Working with metal
6.6.2.4. Working with clay
6.6.2.5. Working with glass
6.6.2.6. Working with oil and gas
6.6.2.7. Working with stone
6.6.2.8. Working with bricks
6.6.2.9. Working with chemicals
6.6.2.9.1. Explode
6.6.3. Working with wood
6.6.3.1. Lumbering
6.6.3.2. Wood
6.6.3.3. Working with paper
6.6.4. Crafts
6.6.4.1. Cordage
6.6.4.2. Weaving baskets and mats
6.6.4.3. Working with leather
6.6.4.4. Working with bone
6.6.5. Art
6.6.5.1. Draw, paint
6.6.5.2. Photography
6.6.5.3. Sculpture
6.6.6. Working with land
6.6.7. Working with water
6.6.7.1. Plumber
6.6.7.2. Conveying water
6.6.7.3. Controlling water
6.6.7.4. Working in the sea
6.6.8. Working with machines
6.6.8.1. Working with electricity
6.7. Tool
6.7.1. Cutting tool
6.7.1.1. Poking tool
6.7.1.2. Digging tool
6.7.2. Pounding tool
6.7.3. Carrying tool
6.7.4. Lifting tool
6.7.5. Fastening tool
6.7.6. Holding tool
6.7.7. Container
6.7.7.1. Bag
6.7.7.2. Sheath
6.7.8. Parts of tools
6.7.9. Machine
6.8. Finance
6.8.1. Have wealth
6.8.1.1. Own, possess
6.8.1.2. Rich
6.8.1.3. Poor
6.8.1.4. Store wealth
6.8.1.5. Possession, property
6.8.2. Accumulate wealth
6.8.2.1. Produce wealth
6.8.2.2. Make profit
6.8.2.3. Lose wealth
6.8.2.4. Frugal
6.8.2.5. Greedy
6.8.2.6. Collect
6.8.2.7. Earn
6.8.3. Share wealth
6.8.3.1. Give, donate
6.8.3.2. Generous
6.8.3.3. Stingy
6.8.3.4. Beg
6.8.4. Financial transaction
6.8.4.1. Buy
6.8.4.2. Sell
6.8.4.3. Price
6.8.4.3.1. Expensive
6.8.4.3.2. Cheap
6.8.4.3.3. Free of charge
6.8.4.4. Bargain
6.8.4.5. Pay
6.8.4.6. Hire, rent
6.8.4.7. Spend
6.8.4.8. Store, marketplace
6.8.4.9. Exchange, trade
6.8.5. Borrow
6.8.5.1. Lend
6.8.5.2. Give pledge, bond
6.8.5.3. Owe
6.8.5.4. Repay debt
6.8.5.5. Credit
6.8.6. Money
6.8.6.1. Monetary units
6.8.7. Accounting
6.8.8. Tax
6.8.9. Dishonest financial practices
6.8.9.1. Steal
6.8.9.2. Cheat
6.8.9.3. Extort money
6.8.9.4. Take by force
6.8.9.5. Bribe
6.8.9.6. Smuggle
6.9. Business organization
6.9.1. Management
6.9.2. Work for someone
6.9.3. Marketing
6.9.4. Commerce
6.9.5. Economics
6.9.6. Insurance
7. Physical actions
7.1. Posture
7.1.1. Stand
7.1.2. Sit
7.1.3. Lie down
7.1.4. Kneel
7.1.5. Bow
7.1.6. Lean
7.1.7. Straight posture
7.1.7.1. Relaxed posture
7.1.8. Bend down
7.1.9. Move a part of the body
7.2. Move
7.2.1. Manner of movement
7.2.1.1. Walk
7.2.1.1.1. Run
7.2.1.1.2. Crawl
7.2.1.1.3. Jump
7.2.1.2. Move quickly
7.2.1.2.1. Move slowly
7.2.1.3. Wander
7.2.1.4. Graceful
7.2.1.4.1. Clumsy
7.2.1.5. Walk with difficulty
7.2.1.5.1. Slip, slide
7.2.1.6. Steady, unsteady
7.2.1.6.1. Balance
7.2.1.7. Move noisily
7.2.2. Move in a direction
7.2.2.1. Move forward
7.2.2.2. Move back
7.2.2.3. Move sideways
7.2.2.4. Move up
7.2.2.5. Move down
7.2.2.5.1. Fall
7.2.2.6. Turn
7.2.2.7. Move in a circle
7.2.2.8. Move back and forth
7.2.2.9. Move straight without turning
7.2.3. Move toward something
7.2.3.1. Move away
7.2.3.2. Go
7.2.3.2.1. Come
7.2.3.3. Leave
7.2.3.3.1. Arrive
7.2.3.4. Move in
7.2.3.4.1. Move out
7.2.3.5. Move past, over, through
7.2.3.6. Return
7.2.4. Travel
7.2.4.1. Travel by land
7.2.4.1.1. Vehicle
7.2.4.1.2. Railroad
7.2.4.2. Travel by water
7.2.4.2.1. Boat
7.2.4.2.2. Swim
7.2.4.2.3. Dive
7.2.4.3. Fly
7.2.4.4. Travel in space
7.2.4.5. Move to a new house
7.2.4.6. Way, route
7.2.4.7. Lose your way
7.2.4.8. Map
7.2.5. Accompany
7.2.5.1. Go first
7.2.5.2. Follow
7.2.5.3. Guide
7.2.5.4. Move together
7.2.6. Pursue
7.2.6.1. Catch, capture
7.2.6.2. Prevent from moving
7.2.6.3. Escape
7.2.6.4. Set free
7.2.7. Not moving
7.2.7.1. Stop moving
7.2.7.2. Stay, remain
7.2.7.3. Wait
7.2.8. Send someone
7.3. Move something
7.3.1. Carry
7.3.1.1. Throw
7.3.1.2. Catch
7.3.1.3. Shake
7.3.1.4. Knock over
7.3.1.5. Set upright
7.3.2. Move something in a direction
7.3.2.1. Put in front
7.3.2.2. Put in back
7.3.2.3. Put aside
7.3.2.4. Lift
7.3.2.4.1. Hang
7.3.2.5. Lower something
7.3.2.6. Put in
7.3.2.7. Take something out of something
7.3.2.8. Pull
7.3.2.9. Push
7.3.3. Take somewhere
7.3.3.1. Take something from somewhere
7.3.3.2. Return something
7.3.3.3. Send
7.3.3.4. Chase away
7.3.3.5. Drive along
7.3.4. Handle something
7.3.4.1. Touch
7.3.4.2. Pick up
7.3.4.3. Put down
7.3.4.4. Hold
7.3.4.5. Actions of the hand
7.3.4.6. Support
7.3.4.7. Extend
7.3.5. Turn something
7.3.6. Open
7.3.6.1. Shut, close
7.3.6.2. Block, dam up
7.3.6.3. Limit
7.3.7. Cover
7.3.7.1. Uncover
7.3.7.2. Wrap
7.3.7.3. Spread, smear
7.3.8. Transport
7.4. Have, be with
7.4.1. Give, hand to
7.4.2. Receive
7.4.3. Get
7.4.4. Distribute
7.4.5. Keep something
7.4.5.1. Leave something
7.4.5.2. Throw away
7.4.6. Not have
7.5. Arrange
7.5.1. Gather
7.5.1.1. Separate, scatter
7.5.1.2. Include
7.5.1.3. Special
7.5.2. Join, attach
7.5.2.1. Link, connect
7.5.2.2. Stick together
7.5.2.3. Add to something
7.5.2.4. Remove, take apart
7.5.3. Mix
7.5.3.1. Pure, unmixed
7.5.4. Tie
7.5.4.1. Rope, string
7.5.4.2. Tangle
7.5.5. Organize
7.5.5.1. Disorganized
7.5.6. Substitute
7.5.7. Multiple things moving
7.5.8. Simple, complicated
7.5.9. Put
7.5.9.1. Load, pile
7.5.9.2. Fill, cover
7.6. Hide
7.6.1. Search
7.6.2. Find
7.6.3. Lose, misplace
7.7. Physical impact
7.7.1. Hit
7.7.2. Aim at a target
7.7.3. Kick
7.7.4. Press
7.7.5. Rub
7.7.6. Grind
7.7.7. Mark
7.8. Divide into pieces
7.8.1. Break
7.8.2. Crack
7.8.3. Cut
7.8.4. Tear, rip
7.8.5. Make hole, opening
7.8.6. Dig
7.9. Break, wear out
7.9.1. Damage
7.9.2. Tear down
7.9.3. Destroy
7.9.4. Repair
8. States
8.1. Quantity
8.1.1. Number
8.1.1.1. Cardinal numbers
8.1.1.1.1. One
8.1.1.1.2. Two
8.1.1.2. Ordinal numbers
8.1.1.3. Number of times
8.1.1.4. Multiples
8.1.1.5. Numbered group
8.1.1.6. Fraction
8.1.1.7. Number series
8.1.2. Count
8.1.2.1. Mathematics
8.1.2.2. Add numbers
8.1.2.3. Subtract numbers
8.1.2.4. Multiply numbers
8.1.2.5. Divide numbers
8.1.3. Plural
8.1.3.1. Many, much
8.1.3.2. Few, little
8.1.3.3. Group of things
8.1.4. More
8.1.4.1. Less
8.1.4.2. Increase
8.1.4.3. Decrease
8.1.5. All
8.1.5.1. Some
8.1.5.2. None, nothing
8.1.5.3. Both
8.1.5.4. Most, almost all
8.1.5.5. Most, least
8.1.5.6. Almost
8.1.5.7. Only
8.1.5.8. Exact
8.1.5.8.1. Approximate
8.1.5.9. Average
8.1.6. Whole, complete
8.1.6.1. Part
8.1.6.2. Piece
8.1.7. Enough
8.1.7.1. Extra
8.1.7.2. Lack
8.1.7.3. Need
8.1.7.4. Remain, remainder
8.1.8. Full
8.1.8.1. Empty
8.2. Big
8.2.1. Small
8.2.2. Long
8.2.2.1. Short, not long
8.2.2.2. Tall
8.2.2.3. Short, not tall
8.2.3. Thick
8.2.3.1. Thin thing
8.2.3.2. Fat person
8.2.3.3. Thin person
8.2.4. Wide
8.2.4.1. Narrow
8.2.5. Big area
8.2.5.1. Big container, volume
8.2.6. Distance
8.2.6.1. Far
8.2.6.2. Near
8.2.6.3. High
8.2.6.4. Low
8.2.6.5. Deep, shallow
8.2.7. Fit, size
8.2.7.1. Tight
8.2.7.2. Loose
8.2.7.3. Wedged in, stuck
8.2.8. Measure
8.2.9. Weigh
8.2.9.1. Heavy
8.2.9.2. Light in weight
8.3. Quality
8.3.1. Shape
8.3.1.1. Point, dot
8.3.1.2. Line
8.3.1.3. Straight
8.3.1.3.1. Flat
8.3.1.4. Horizontal
8.3.1.4.1. Vertical
8.3.1.4.2. Leaning, sloping
8.3.1.5. Bend
8.3.1.5.1. Roll up
8.3.1.5.2. Twist, wring
8.3.1.5.3. Fold
8.3.1.6. Round
8.3.1.6.1. Concave
8.3.1.6.2. Convex
8.3.1.6.3. Hollow
8.3.1.7. Square
8.3.1.8. Pattern, design
8.3.1.8.1. Symmetrical
8.3.1.9. Stretch
8.3.2. Texture
8.3.2.1. Smooth
8.3.2.2. Rough
8.3.2.3. Sharp
8.3.2.3.1. Pointed
8.3.2.4. Blunt
8.3.2.5. Furrow
8.3.3. Light
8.3.3.1. Shine
8.3.3.1.1. Light source
8.3.3.1.2. Bright
8.3.3.2. Dark
8.3.3.2.1. Shadow
8.3.3.3. Color
8.3.3.3.1. White
8.3.3.3.2. Black
8.3.3.3.3. Gray
8.3.3.3.4. Colors of the spectrum
8.3.3.3.5. Animal color, marking
8.3.3.3.6. Change color
8.3.3.3.7. Multicolored
8.3.3.4. Shiny
8.3.4. Hot
8.3.4.1. Cold
8.3.5. Type, kind
8.3.5.1. Nature, character
8.3.5.2. Compare
8.3.5.2.1. Same
8.3.5.2.2. Like, similar
8.3.5.2.3. Different
8.3.5.2.4. Other
8.3.5.2.5. Various
8.3.5.2.6. Opposite
8.3.5.3. Common
8.3.5.3.1. Usual
8.3.5.3.2. Unusual
8.3.5.3.3. Unique
8.3.5.3.4. Strange
8.3.5.4. Pattern, model
8.3.5.5. Imitate
8.3.5.6. Copy
8.3.6. Made of, material
8.3.6.1. Strong, brittle
8.3.6.2. Hard, firm
8.3.6.3. Stiff, flexible
8.3.6.4. Dense
8.3.6.5. Soft, flimsy
8.3.7. Good
8.3.7.1. Bad
8.3.7.2. Better
8.3.7.2.1. Worse
8.3.7.3. Perfect
8.3.7.4. Mediocre
8.3.7.5. Important
8.3.7.5.1. Basic
8.3.7.6. Improve
8.3.7.7. Right, proper
8.3.7.7.1. Wrong, unsuitable
8.3.7.7.2. Convenient
8.3.7.7.3. Compatible
8.3.7.8. Decay
8.3.7.8.1. Rust
8.3.7.8.2. Blemish
8.3.7.8.3. Garbage
8.3.7.8.4. Preserve
8.3.7.9. Value
8.3.8. Decorated
8.3.8.1. Simple, plain
8.3.8.2. Glory
8.4. Time
8.4.1. Period of time
8.4.1.1. Calendar
8.4.1.2. Day
8.4.1.2.1. Night
8.4.1.2.2. Yesterday, today, tomorrow
8.4.1.2.3. Time of the day
8.4.1.3. Week
8.4.1.3.1. Days of the week
8.4.1.4. Month
8.4.1.4.1. Months of the year
8.4.1.5. Season
8.4.1.6. Year
8.4.1.7. Era
8.4.1.8. Special days
8.4.2. Take time
8.4.2.1. A short time
8.4.2.2. A long time
8.4.2.3. Forever
8.4.2.4. Temporary
8.4.3. Indefinite time
8.4.4. Telling time
8.4.4.1. Plan a time
8.4.4.2. Clock, watch
8.4.5. Relative time
8.4.5.1. Order, sequence
8.4.5.1.1. Series
8.4.5.1.2. First
8.4.5.1.3. Next
8.4.5.1.4. Last
8.4.5.1.5. Regular
8.4.5.1.6. Alternate
8.4.5.2. Before
8.4.5.2.1. After
8.4.5.2.2. At the same time
8.4.5.2.3. During
8.4.5.3. Right time
8.4.5.3.1. Early
8.4.5.3.2. On time
8.4.5.3.3. Late
8.4.5.3.4. Delay
8.4.5.3.5. Postpone
8.4.6. Aspectual time
8.4.6.1. Start something
8.4.6.1.1. Beginning
8.4.6.1.2. Stop something
8.4.6.1.3. End
8.4.6.1.4. Until
8.4.6.1.5. Since, from
8.4.6.2. Past
8.4.6.2.1. Recently
8.4.6.3. Present
8.4.6.3.1. Now
8.4.6.4. Future
8.4.6.4.1. Soon
8.4.6.4.2. Not yet
8.4.6.4.3. Eventually
8.4.6.4.4. Immediately
8.4.6.5. Age
8.4.6.5.1. Young
8.4.6.5.2. Old, not young
8.4.6.5.3. New
8.4.6.5.4. Old, not new
8.4.6.5.5. Modern
8.4.6.5.6. Old fashioned
8.4.6.6. Once
8.4.6.6.1. Again
8.4.6.6.2. Sometimes
8.4.6.6.3. Often
8.4.6.6.4. All the time
8.4.6.6.5. Every time
8.4.6.6.6. Never
8.4.7. Continue, persevere
8.4.7.1. Interrupt
8.4.7.2. Start again
8.4.7.3. Interval
8.4.8. Speed
8.4.8.1. Quick
8.4.8.2. Slow
8.4.8.3. Sudden
8.5. Location
8.5.1. Here, there
8.5.1.1. In front of
8.5.1.1.1. Behind
8.5.1.2. Beside
8.5.1.2.1. Around
8.5.1.2.2. Between
8.5.1.3. On
8.5.1.3.1. Above
8.5.1.3.2. Under, below
8.5.1.4. Inside
8.5.1.4.1. Out, outside
8.5.1.5. Touching, contact
8.5.1.5.1. Next to
8.5.1.6. Across
8.5.1.7. Indefinite location
8.5.2. Direction
8.5.2.1. Forward
8.5.2.2. Backward
8.5.2.3. Right, left
8.5.2.4. Up
8.5.2.5. Down
8.5.2.6. Away from
8.5.2.7. Towards
8.5.2.8. North, south, east, west
8.5.3. Be at a place
8.5.3.1. Absent
8.5.4. Area
8.5.4.1. Vicinity
8.5.4.2. Occupy an area
8.5.4.3. Space, room
8.5.4.4. Interval, space
8.5.5. Spatial relations
8.5.6. Contain
8.6. Parts of things
8.6.1. Front
8.6.1.1. Back
8.6.2. Top
8.6.2.1. Bottom
8.6.3. Side
8.6.4. Inner part
8.6.4.1. Outer part
8.6.5. Middle
8.6.6. Edge
8.6.7. End, point
9. Grammar
9.1. General words
9.1.1. Be
9.1.1.1. Exist
9.1.1.2. Become, change state
9.1.1.3. Have, of
9.1.1.4. Attribution
9.1.2. Do
9.1.2.1. Happen
9.1.2.2. React, respond
9.1.2.3. Create
9.1.2.4. Design
9.1.2.5. Make
9.1.2.6. Change something
9.1.2.7. Event propositions
9.1.3. Thing
9.1.3.1. Physical, non-physical
9.1.3.2. Situation
9.1.4. General adjectives
9.1.5. General adverbs
9.2. Part of speech
9.2.1. Adjectives
9.2.2. Adverbs
9.2.3. Pronouns
9.2.3.1. Reflexive pronouns
9.2.3.2. Indefinite pronouns
9.2.3.3. Relative pronouns
9.2.3.4. Question words
9.2.3.5. Demonstrative pronouns
9.2.3.6. Personally
9.2.4. Prepositions, postpositions
9.2.5. Conjunctions
9.2.5.1. Phrase conjunctions
9.2.5.2. Clause conjunctions
9.2.5.3. Sentence conjunctions
9.2.6. Particles
9.2.6.1. Classifiers
9.2.7. Interjections
9.2.8. Ideophones
9.2.9. Affixes
9.2.9.1. Verb affixes
9.2.9.2. Noun affixes
9.2.9.3. Derivational affixes
9.3. Very
9.3.1. Degree
9.3.1.1. To a large degree
9.3.1.2. To a small degree
9.3.1.3. To a larger degree
9.3.1.4. To a smaller degree
9.3.2. Completely
9.3.3. Partly
9.3.4. Do intensely
9.3.5. Attribution of an attribute
9.4. Semantic constituents related to verbs
9.4.1. Tense and aspect
9.4.1.1. Tense
9.4.1.2. Aspect--dynamic verbs
9.4.1.3. Aspect--stative verbs
9.4.1.4. Relational tenses
9.4.2. Agent-oriented modalities
9.4.2.1. Can
9.4.2.2. Can't
9.4.2.3. Necessary
9.4.3. Moods
9.4.3.1. Imperative
9.4.3.2. Hortative
9.4.3.3. Interrogative
9.4.4. Epistemic moods
9.4.4.1. Certainly, definitely
9.4.4.2. Sure
9.4.4.3. Probably
9.4.4.4. Possible
9.4.4.5. Uncertain
9.4.4.6. Unsure
9.4.4.6.1. Think so
9.4.4.6.2. Maybe
9.4.4.6.3. Seem
9.4.4.7. Just, almost not
9.4.4.8. Don't think so, doubt it
9.4.4.9. Impossible
9.4.5. Evidentials
9.4.5.1. Evaluator
9.4.6. Yes
9.4.6.1. No, not
9.4.6.2. Markers expecting an affirmative answer
9.4.6.3. Markers expecting a negative answer
9.4.7. Subordinating particles
9.4.8. Adverbial clauses
9.5. Case
9.5.1. Primary cases
9.5.1.1. Beneficiary of an event
9.5.1.2. Instrument
9.5.1.3. Means
9.5.1.4. Way, manner
9.5.1.5. Attendant circumstances
9.5.1.6. Spatial location of an event
9.5.1.6.1. Source (of movement)
9.5.1.6.2. Path (of movement)
9.5.1.6.3. Goal (of movement)
9.5.1.6.4. Origin (of a person)
9.5.2. Semantically similar events
9.5.2.1. Together
9.5.2.2. With, be with
9.5.2.3. With, do with someone
9.5.2.4. Each other
9.5.2.5. In groups
9.5.3. Patient-related cases
9.5.3.1. Beneficiary (of a patient)
9.5.3.2. Recipient (of a patient)
9.5.3.3. With (a patient)
9.6. Connected with, related
9.6.1. Coordinate relations
9.6.1.1. And, also
9.6.1.2. Or, either
9.6.1.3. Association
9.6.1.4. Combinative relation
9.6.1.5. But
9.6.1.5.1. Except
9.6.1.5.2. Instead
9.6.1.6. Dissociation
9.6.1.7. Distribution
9.6.1.8. Equivalence
9.6.2. Dependency relations
9.6.2.1. Derivation
9.6.2.2. Limitation of topic
9.6.2.2.1. In general
9.6.2.3. Relations involving correspondences
9.6.2.4. Basis
9.6.2.5. Cause
9.6.2.5.1. Reason
9.6.2.5.2. Without cause
9.6.2.6. Result
9.6.2.6.1. Without result
9.6.2.7. Purpose
9.6.2.7.1. Without purpose
9.6.2.8. Condition
9.6.2.9. Concession
9.6.3. Discourse markers
9.6.3.1. Markers of transition
9.6.3.2. Markers of emphasis
9.6.3.3. Prompters of attention
9.6.3.4. Markers of direct address
9.6.3.5. Markers of identificational and explanatory clauses
9.6.3.6. Markers of focus
9.6.3.7. Hesitation fillers
9.6.3.8. Honorifics
9.7. Name
9.7.1. Name of a person
9.7.1.1. Personal names
9.7.1.2. Family names
9.7.1.3. Clan names
9.7.1.4. Tribal names
9.7.1.5. Names of languages
9.7.1.6. Nickname
9.7.1.7. Terms of endearment
9.7.2. Name of a place
9.7.2.1. Names of countries
9.7.2.2. Names of regions
9.7.2.3. Names of cities
9.7.2.4. Names of streets
9.7.2.5. Names of heavenly bodies
9.7.2.6. Names of continents
9.7.2.7. Names of mountains
9.7.2.8. Names of oceans and lakes
9.7.2.9. Names of rivers
9.7.3. Name of a thing
9.7.3.1. Names of animals
9.7.3.2. Names of buildings
Match whole words
Match accents and tones
Number of Entries
plw-Qaaa-x-PLWV: 17364
en: 26332
Last upload: August 18, 2019
Date published: March 5, 2018
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