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You searched for: terjemahan bahasa indonesia ke bahasa india    [ Turn off colors ]

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Indonesian

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Bahasa Inggris

English language

Last Update: 2014-08-10
Usage Frequency: 1
Quality:
Reference: Wikipedia

Parsi India

Parsi

Last Update: 2014-08-10
Usage Frequency: 1
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Reference: Wikipedia

Bendera India

Flag of India

Last Update: 2014-08-06
Usage Frequency: 1
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Reference: Wikipedia

poto memek gede indonesia

big pussy poto Indonesia

Last Update: 2014-08-10
Subject: General
Usage Frequency: 1
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Reference: Anonymous

salamu Alaikum warahmatullahi Wabarakatu Selamat pagi, salam sejahtera dum kita semua. Perbaikan kualitas bangsa harus ditempuh teken terutama melalui pendidikan. Pendidikan ento proses sane panjang, sane tak henti-hentinya untuk mencapai satu tujuan teken terbuka untuk menerima ide-ide teken konsep-konsep baru. ento arti pendidikan, sehingga suatu saat hasil uli pendidikan itulah sane pacang menumbuhkan budaya wau sareng manusia sane cerdas. Selama manusianya dueg maka ia madue kebijakan teken kebajikan dalem jiwanya. Barulah setelah ento dia nyidaang menguasai sains teken teknologi. Budaya wau itulah sane menjadi kontra budaya sane panelas ranjing ke dalem tatanan menjadi masyarakat (budaya) alternatif sane pacang dipilih oleh bangsa ini. Semuanya melalui pendidikan sane tertata rapi: pendidikan sane nyidaang mencerdaskan, nyidaang menumbuhkan atma sane bajik teken bijak, teken menguasai sains teken teknologi. Itulah nanti sane pacang mengubah bangsa Indonesia menjadi Indonesia baru. Hal ene tampaknya pacang menjadi ”momok” dum pendidikan di Indonesia. konden malih persoalan kekurangan tenaga pendidik terselesaikan, indik sarana pendidikan sane tan memadai muncul, teken menyusul persoalan mahalnya biaya pendidikan. Kita kantun merasa sebagai bangsa sane tertinggal dalem berbagai hal dibandingkan sareng bangsa lain. Oleh awanan ento satu-satunya jalan untuk mencerdaskan bangsa adalah sareng meningkatkan pendidikan demi untuk menjadikan bangsa sane dueg melalui sistem pendidikan nasional sane menyeluruh teken terencana. Namun untuk menuju ke arah itu, jalan sane ditempuh sangat panjang teken berliku awanan persoalan pendidikan sangat terkait sareng faktor lain, termasuk indik ekonomi, keamanan teken indik sosial lainnya. Para guru pun diharapkan mulai mengubah cara belajar kepada siswa. Para guru pun tan dadi malih memberikan tekanan kepada siswa seperti pelajaran menghafal teken memberikan soal pilihan ganda (multiple choice) awanan bisa berdampak ring pembentukan kepribadian. Peran pendidikan, sebagai sarana pemberdayaan, harus secara sadar menyiapkan peserta didik dalem kehidupan masyarakat baik sebagai individu maupun anggota masyarakat. Pemberdayaan hanya madue arti yen proses pemberdayaan menjadi bagian teken pakaryan uli kebudayaan. Oleh awanan itu, pendidikan harus menumbuhkan atma independensi, menggerakkan pernyataan diri teken para pendidik mengajar siswa untuk hidup dalem harmoni sareng menghargai adanya perbedaan. Ke depannya, sistem pendidikan harus berubah uli instruksional menjadi motivasional berprestasi, berkreasi, teken berbudi pekerti. Wassalamu Alaikum Warahmatullahi Wabarakatu

First language

Last Update: 2014-08-10
Usage Frequency: 1
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Reference: Wikipedia

ceklakadsw Bahasa

wBahasa

Last Update: 2014-08-03
Usage Frequency: 1
Quality:
Reference: Wikipedia

akoedeh maaf ya Bahasa Mandarin

Mandarin Chinese

Last Update: 2014-05-31
Usage Frequency: 3
Quality:
Reference: Wikipedia

Bahasa Latin

tum hi ho

Last Update: 2014-04-25
Usage Frequency: 1
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Reference: Wikipedia

The Boy From Standard III Father Rebello sat in his study, his vast bulk filling the roomy revolving chair. 'Swish, swish', went his pen as he wrote. Tick-tock went the clock on top of the bookshelf. Otherwise, the room was very quiet. The windows were shut against the chill mountain air. The curtains were drawn. On the carpet below lay Father's dog, Raja. In the daytime, Raja acted bone-lazy. Even his meals had to be pushed right under his nose or he wouldn't eat. But at night a change came over him. If the wind so much as stirred Father's latch, Raja let out a deep growl. The clock had just struck ten when Father signed the last of the papers. As he put down his pen, he heard a low rumble. "Grrr, grr " "Quiet," said Father and Raja put his head be- tween his paws. Silence. And then Father heard a soft footfall. Some more. . . Slowly they came up the staircase and on to the landing where they stopped. Raja was barking furiously as Father walked to the door and threw it open. "Who is there?" he called. In the dark he could just make out a small form. "Come in," he said aloud and presently the light shone on the face of Norbu, the new Tibetan boy from Standard III. Norbu shivered slightly as Father Rebello led him into the study. He sat huddled in one corner of a chair, his frightened eyes darting about the room. Father Rebello waited so that the thud- ding of the boy's heart had time to ease. At last he spoke, "What is it, Norbu? Tell me," Norbu tried, but the words wouldn't come. He passed his tongue over his lips once, twice, three times, before he found his small voice. "Father," he said, "I can light some joss-sticks in chapel every evening? Yes? You not mind?" Father was taken aback. "Of course, Norbu," he replied. "But why?" "Because to tell God I am here." Norbu spoke without bitterness, but on Father's ears the words fell harshly. He put an arm round the boys' shoulders. "Why son, what makes you think God has forgotten you?" But Norbu would not say anything more, and Father did not want to press him, for already the boy's face had gone very white. They had a cup of hot milk together. Later, Father took a torch, and saw Norbu to his dormitory, half-way down the hill. Norbu came every day, directly after evening study, while the rest of the boys went tearing down to the dining-hall. He stole past Father's room and entered the chapel. And five minutes later, Father Rebello could smell the joss-sticks. Norbu seemed content, but Father knew that this was not the end. The rains had come and gone early that year. Autumn twilight trailed over the land, pink and dotted with stray white clouds. Father Rebello loved the evenings—a time when he could take his mind off the day-to-day problems of running the school. He never missed his evening walk, starting from the school on top of the hill, down into the valley and up again to the little knoll that overlooked a running stream. Here Father would sit and watch the sun sink to rest among the pines. One day Father Rebello came later than usual. As he zig-zagged up the path to the top of the knoll, something caught his eye. A blue-clad arm, jutting out from behind a bush. Someone from the school. In uniform. Father Rebello quickened his pace, for he knew the knoll was out of bounds at that hour. "Who's there?" he said sharply, drawing level with the figure be- hind the bush. And then he saw the startled face of Norbu. In one hand the boy clutched a pencil, in the other, a sheaf of papers. He had been drawing the face of a girl, a Tibetan girl, and her likeness to Norbu was so remarkable that Father caught his breath. "I never knew you could draw so well," he said. "And who is this girl? Your sister?" Norbu nodded. Father sat down on the grass beside him, grateful for the tears that shone in the boy's eyes, for they meant that his defences were down and he would be ready to talk. Father Rebello waited. Soon, the boy wiped his face and plunged into his story. "I seven years old when Chinese come to Tibet. Even then I have no father, no mother. My grandmother she take me and my sister and run to India. We leave our all behind, house and clothes and goats. My sister and I small. Can't walk much. Grandmother old. Can't carry. Some- how we drag along with the rest. Hundreds of Tibetans, all coming to India." Norbu took a deep breath. "Some time later, one night Grandmother go to sleep and never get up My sister and I go on with the crowd. Many moons after, we find us in a large house. Lots of other Tibetans there too and some people we don't know. They give us small white bowls to eat porridge. "One day they tell us we go to school. Next morning two buses come. I put in one with boys. My sister put in the other with girls. They—they take her away. I not seen her again." There was a long silence. Then Father spoke gently, 'Norbu, you want to look for your sister, don't you?" Norbu's eyes met his and he said, "Yes." "In that case, do you mind if we do it toge- ther? I could make enquiries through our mis- sion. Perhaps your sister is in one of our schools. If not, other missions will help. Of course, it will take time But Father Rebello never quite finished what he was saying. For, rising like a little whirlwind, Norbu had flung two small arms round his neck. And Father held him tight, while over the mop of brown hair he watched the last little bit of the sun sink peacefully to rest.

In 2004, the World Health Organization (WHO) and the United Nations Children’s Fund (UNICEF) recommended, in a joint statement, the use of zinc supplementation for the treatment of acute diarrhea in developing countries [1]. This recommendation was based on strong biological and epidemiological evidence which suggested that zinc supplementation can significantly reduce the overall duration of diarrhea and is also likely to reduce stool volume and frequency [2]. However, there exists significant heterogeneity in the effects of zinc on diarrhea-related outcomes observed across published randomized controlled trials [3–5]. Potential contributors to this heterogeneity are currently not fully understood. There is some evidence to suggest that the beneficial effect of zinc may not be equivalent against the common causative organisms. Roy et al. [6] had first demonstrated that the extent to which mucosal permeability is affected in different diarrheas depends on the causative organisms—in general, diarrheas caused by invasive organisms show higher permeability. Second and consistent with this observation, Canani et al. [7] observed that zinc-induced promotion of ion absorption across the gut is evident in response to the ion secretion caused by Vibrio cholerae toxin but not the Escherichia coli heat-stable enterotoxin. Third, Surjawidjaja et al. [8] showed that although zinc sulphate can inhibit the growth of enteropathogens in vitro, the lethal dose required to kill 50% of the organisms (LD50) widely varies across the species of the causative organisms. Consequently it is possible that the overall beneficial effect of zinc supplementation observed in a trial may depend on the spectrum of the causative organisms within that study. The influence of zinc supplementation on diarrhea could thus be dependent on

Last Update: 2014-04-02
Subject: General
Usage Frequency: 1
Quality:
Reference: Anonymous
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apa kabar,,diindia musim apa

Goa

Last Update: 2014-01-14
Usage Frequency: 1
Quality:
Reference: Wikipedia

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