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20 example of jodipada

Kanaresisch

ಜೋಡಿಪದಾದ 20 ಉದಾಹರಣೆ

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Englisch

100 example of jodu nudi

Kanaresisch

ಜೋಡು ನುಡಿಗೆ 100 ಉದಾಹರಣೆ

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Englisch

example of upama alankara

Kanaresisch

ಉಪಮಾ ಅಲಂಕರ ಉದಾಹರಣೆ

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Englisch

Atta betta example of jodu nudi

Kanaresisch

ಜೋಡು ನುಡಿಯ ಅಟ್ಟಾ ಬೆಟ್ಟಾ ಉದಾಹರಣೆ

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Englisch

Give some examples of upama alankar

Kanaresisch

upama alankar ಉದಾಹರಣೆಗಳು

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Englisch

Examples of words against Kannada (50)

Kanaresisch

ಕನ್ನಡ ವಿರುದ್ಧ ಪದಗಳನ್ನು (50) ಉದಾಹರಣೆಗಳು

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Emperor ashoka prepared his famous edicts that were set up on pillars in different parts of his empire. The inscriptions were meant to inform the public about the policies of his government, to persuade them to carry out certain tasks and create goodwill amongst them towards the establishment. This is a clear example of public relations in a fairly developed form which takes into account the need to approach various sections of the people in their own language.

Kanaresisch

ಚಕ್ರವರ್ತಿ ಅಶೋಕನ ತನ್ನ ಸಾಮ್ರಾಜ್ಯ ವಿವಿಧ ಭಾಗಗಳಲ್ಲಿ ಸ್ತಂಭಗಳ ಹೊಂದಿಸಲು ಎಂದು ತನ್ನ ಪ್ರಸಿದ್ಧ ಶಾಸನಗಳು ತಯಾರಿಸಲಾಗುತ್ತದೆ. ಶಾಸನಗಳಲ್ಲಿ ಕೆಲವು ಕೆಲಸಗಳನ್ನು ನಿರ್ವಹಿಸಲು ಮತ್ತು ಜಾರಿಗೆ ತರುವ ನಿಟ್ಟಿನಲ್ಲಿ ಅವುಗಳ ನಡುವೆ ಅಭಿಮಾನ ರಚಿಸಲು ಅವರನ್ನು ಮನವೊಲಿಸಲು, ತನ್ನ ಸರ್ಕಾರದ ನೀತಿಗಳ ಬಗ್ಗೆ ಸಾರ್ವಜನಿಕರಿಗೆ ಮಾಹಿತಿ ಇದ್ದಿತು. ಈ ಖಾತೆಗೆ ತಮ್ಮ ಸ್ವಂತ ಭಾಷೆಯಲ್ಲಿ ಜನರು ವಿವಿಧ ವಿಭಾಗಗಳಿಗೆ ಸಮೀಪಿಸಲು ಅಗತ್ಯ ತೆಗೆದುಕೊಳ್ಳುತ್ತದೆ ಇದು ಸಾಕಷ್ಟು ಅಭಿವೃದ್ಧಿ ರೂಪದಲ್ಲಿ ಸಾರ್ವಜನಿಕ ಸಂಬಂಧಗಳ ಸ್ಪಷ್ಟ ಉದಾಹರಣೆಯಾಗಿದೆ.

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Englisch

WLE Austria Logo (no text).svg The beautiful white bengal tiger, Abhishek Chikile, CC BY-SA 4.0. Hide Participate in Wiki Loves Earth India 2016 Photo contest Upload Photos of Natural Heritage sites of India to help Wikipedia & win fantastic Prizes Check out the rules here Educational technology From Wikipedia, the free encyclopedia "E-learning" redirects here. It is not to be confused with Online machine learning. Education Disciplines Evaluation History Organization Philosophy Psychology (school) Technology (Electronic marking) International education School counseling Special education Teacher education Curricular domains Arts Business Early childhood Engineering Language Literacy Mathematics Science Social science Technology Vocational Methods Case method Conversation analysis Discourse analysis Factor analysis Factorial experiment Focus group Meta-analysis Multivariate statistics Participant observation v t e Educational technology is defined by the Association for Educational Communications and Technology as "the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources."[1] Educational technology refers to the use of both physical hardware and educational theoretics. It encompasses several domains, including learning theory, computer-based training, online learning, and, where mobile technologies are used, m-learning. Accordingly, there are several discrete aspects to describing the intellectual and technical development of educational technology: educational technology as the theory and practice of educational approaches to learning educational technology as technological tools and media that assist in the communication of knowledge, and its development and exchange educational technology for learning management systems (LMS), such as tools for student and curriculum management, and education management information systems (EMIS) educational technology itself as an educational subject; such courses may be called "Computer Studies" or "Information and communications technology (ICT)". Contents 1 Definition 2 Related terms 3 History 4 Theory 4.1 Behaviorism 4.2 Cognitivism 4.3 Constructivism 5 Practice 5.1 Synchronous and asynchronous 5.2 Linear learning 5.3 Collaborative learning 6 Media 6.1 Audio and video 6.2 Computers, tablets and mobile devices 6.3 Social networks 6.4 Webcams 6.5 Whiteboards 6.6 Screencasting 6.7 Virtual classroom 6.8 E-learning authoring tools 6.9 Learning management system 6.10 Learning objects 7 Settings 7.1 Preschool 7.2 K–12 7.3 Higher education 7.4 Corporate and professional 7.5 Public health 7.6 ADHD 7.7 Disabilities 7.8 Identity options 8 Benefits 9 Disadvantages 9.1 Over-stimulation 9.2 Sociocultural criticism 10 Teacher training 11 Assessment 12 Expenditure 13 Careers 14 See also 15 References 16 Further reading Definition Richey defined educational technology as "the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources."[2] The Association for Educational Communications and Technology (AECT) denoted instructional technology as "the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning."[3][4][5] As such, educational technology refers to all valid and reliable applied education sciences, such as equipment, as well as processes and procedures that are derived from scientific research, and in a given context may refer to theoretical, algorithmic or heuristic processes: it does not necessarily imply physical technology. Related terms Early 20th century abacus used in a Danish elementary school. Given this definition, educational technology is an inclusive term for both the material tools and the theoretical foundations for supporting learning and teaching. Educational technology is not restricted to high technology.[6] However, modern electronic educational technology is an important part of society today.[7] Educational technology encompasses e-learning, instructional technology, information and communication technology (ICT) in education, EdTech, learning technology, multimedia learning, technology-enhanced learning (TEL), computer-based instruction (CBI), computer managed instruction, computer-based training (CBT), computer-assisted instruction or computer-aided instruction (CAI),[8] internet-based training (IBT), flexible learning, web-based training (WBT), online education, digital educational collaboration, distributed learning, computer-mediated communication, cyber-learning, and multi-modal instruction, virtual education, personal learning environments, networked learning, virtual learning environments (VLE) (which are also called learning platforms), m-learning, ubiquitous learning and digital education. Each of these numerous terms has had its advocates, who point up potential distinctive features.[9] However, many terms and concepts in educational technology have been defined nebulously; for example, Fiedler's review of the literature found a complete lack agreement of the components of a personal learning environment.[10] Moreover, Moore saw these terminologies as emphasizing particular features such as digitization approaches, components or delivery methods rather than being fundamentally dissimilar in concept or principle.[9] For example, m-learning emphasizes mobility, which allows for altered timing, location, accessibility and context of learning;[11] nevertheless, its purpose and conceptual principles are those of educational technology.[9] In practice, as technology has advanced, the particular "narrowly defined" terminological aspect that was initially emphasized by name has blended into the general field of educational technology.[9] Initially, "virtual learning" as narrowly defined in a semantic sense implied entering an environmental simulation within a virtual world,[12][13] for example in treating posttraumatic stress disorder (PTSD).[14][15] In practice, a "virtual education course" refers to any instructional course in which all, or at least a significant portion, is delivered by the Internet. "Virtual" is used in that broader way to describe a course that is not taught in a classroom face-to-face but through a substitute mode that can conceptually be associated "virtually" with classroom teaching, which means that people do not have to go to the physical classroom to learn. Accordingly, virtual education refers to a form of distance learning in which course content is delivered by various methods such as course management applications, multimedia resources, and videoconferencing.[16] As a further example, ubiquitous learning emphasizes an omnipresent learning milieu.[17] Educational content, pervasively embedded in objects, is all around the learner, who may not even be conscious of the learning process: students may not have to do anything in order to learn, they just have to be there.[17][18] The combination of adaptive learning, using an individualized interface and materials, which accommodate to an individual, who thus receives personally differentiated instruction, with ubiquitous access to digital resources and learning opportunities in a range of places and at various times, has been termed smart learning.[19][20][21] Smart learning is a component of the smart city concept.[22][23] Bernard Luskin, an educational technology pioneer, advocated that the "e" of e-learning should be interpreted to mean "exciting, energetic, enthusiastic, emotional, extended, excellent, and educational" in addition to "electronic."[24] Parks suggested that the "e" should refer to "everything, everyone, engaging, easy".[25] These broad interpretations focus on new applications and developments, as well as learning theory and media psychology.[24] History Main article: Educational software 19th century classroom, Auckland Helping people learn in ways that are easier, faster, surer, or less expensive can be traced back to the emergence of very early tools, such as paintings on cave walls.[26][27] Various types of abacus have been used. Writing slates and blackboards have been used for at least a millennium.[28] From their introduction, books and pamphlets have held a prominent role in education. From the early twentieth century, duplicating machines such as the mimeograph and Gestetner stencil devices were used to produce short copy runs (typically 10–50 copies) for classroom or home use. The use of media for instructional purposes is generally traced back to the first decade of the 20th century[29] with the introduction of educational films (1900s) and Sidney Pressey's mechanical teaching machines (1920s). The first all multiple choice, large scale assessment was the Army Alpha, used to assess the intelligence and more specifically the aptitudes of World War I military recruits. Further large-scale use of technologies was employed in training soldiers during and after WWII using films and other mediated materials, such as overhead projectors. The concept of hypertext is traced to description of memex by Vannevar Bush in 1945. Cuisenaire rods Slide projectors were widely used during the 1950s in educational institutional settings. Cuisenaire rods were devised in the 1920s and saw widespread use from the late 1950s. In 1960, the University of Illinois initiated a classroom system based in linked computer terminals where students could access informational resources on a particular course while listening to the lectures that were recorded via some form of remotely linked device like a television or audio device.[30] In the mid 1960s Stanford University psychology professors Patrick Suppes and Richard C. Atkinson experimented with using computers to teach arithmetic and spelling via Teletypes to elementary school students in the Palo Alto Unified School District in California.[31][32] Stanford's Education Program for Gifted Youth is descended from those early experiments. In 1963, Bernard Luskin installed the first computer in a community college for instruction. Working with Stanford and others he helped develop computer-assisted instruction. Working with the Rand Corporation, Luskin's landmark UCLA dissertation in 1970 analyzed obstacles to computer-assisted instruction. Artistic portrait of Ivan Illich by Amano1. In 1971, Ivan Illich published a hugely influential book called, Deschooling Society, in which he envisioned "learning webs" as a model for people to network the learning they needed. The 1970s and 1980s saw notable contributions in computer-based learning by Murray Turoff and Starr Roxanne Hiltz at the New Jersey Institute of Technology[33] as well as developments at the University of Guelph in Canada.[34] In 1976, Bernard Luskin launched Coastline Community College as a "college without walls" using television station KOCE-TV as a vehicle. In the UK the Council for Educational Technology supported the use of educational technology, in particular administering the government's National Development Programme in Computer Aided Learning[35] (1973–77) and the Microelectronics Education Programme (1980–86). By the mid-1980s, accessing course content became possible at many college libraries. In computer-based training (CBT) or computer-based learning (CBL), the learning interaction was between the student and computer drills or micro-world simulations. Digitized communication and networking in education started in the mid-1980s. Educational institutions began to take advantage of the new medium by offering distance learning courses using computer networking for information. Early e-learning systems, based on computer-based learning/training often replicated autocratic teaching styles whereby the role of the e-learning system was assumed to be for transferring knowledge, as opposed to systems developed later based on computer supported collaborative learning (CSCL), which encouraged the shared development of knowledge. Videoconferencing was an important forerunner to the educational technologies known today. This work was especially popular with Museum Education. Even in recent years, videoconferencing has risen in popularity to reach over 20,000 students across the United States and Canada in 2008-2009. Disadvantages of this form of educational technology are readily apparent: image and sound quality is often grainy or pixelated; videoconferencing requires setting up a type of mini-television studio within the museum for broadcast, space becomes an issue; and specialised equipment is required for both the provider and the participant.[36] The Open University in Britain[34] and the University of British Columbia (where Web CT, now incorporated into Blackboard Inc., was first developed) began a revolution of using the Internet to deliver learning,[37] making heavy use of web-based training, online distance learning and online discussion between students.[38] Practitioners such as Harasim (1995)[39] put heavy emphasis on the use of learning networks. With the advent of World Wide Web in the 1990s, teachers embarked on the method using emerging technologies to employ multi-object oriented sites, which are text-based online virtual reality systems, to create course websites along with simple sets of instructions for its students. By 1994, the first online high school had been founded. In 1997, Graziadei described criteria for evaluating products and developing technology-based courses that include being portable, replicable, scalable, affordable, and having a high probability of long-term cost-effectiveness.[40] Improved Internet functionality enabled new schemes of communication with multimedia or webcams. The National Center for Education Statistics estimate the number of K-12 students enrolled in online distance learning programs increased by 65 percent from 2002 to 2005, with greater flexibility, ease of communication between teacher and student, and quick lecture and assignment feedback. According to a 2008 study conducted by the U.S Department of Education, during the 2006-2007 academic year about 66% of postsecondary public and private schools participating in student financial aid programs offered some distance learning courses; records show 77% of enrollment in for-credit courses with an online component.[41] In 2008, the Council of Europe passed a statement endorsing e-learning's potential to drive equality and education improvements across the EU.[42] Computer-mediated communication (CMC) is between learners and instructors, mediated by the computer. In contrast, CBT/CBL usually means individualized (self-study) learning, while CMC involves educator/tutor facilitation and requires scenarization of flexible learning activities. In addition, modern ICT provides education with tools for sustaining learning communities and associated knowledge management tasks. Students growing up in this digital age have extensive exposure to a variety of media.[43][44] Major high-tech companies such as Google, Verizon and Microsoft have funded schools to provide them the ability to teach their students through technology, in the hope that this would lead to improved student performance.[45] Theory Main articles: Educational psychology, E-learning (theory), Learning theory (education) and Educational philosophies Various pedagogical perspectives or learning theories may be considered in designing and interacting with educational technology. E-learning theory examines these approaches. These theoretical perspectives are grouped into three main theoretical schools or philosophical frameworks: behaviorism, cognitivism and constructivism. Behaviorism This theoretical framework was developed in the early 20th century based on animal learning experiments by Ivan Pavlov, Edward Thorndike, Edward C. Tolman, Clark L. Hull, and B.F. Skinner. Many psychologists used these results to develop theories of human learning, but modern educators generally see behaviorism as one aspect of a holistic synthesis. Teaching in behaviorism has been linked to training, emphasizing the animal learning experiments. Since behaviorism consists of the view of teaching people how to something with rewards and punishments, it is related to training people.[46] B.F. Skinner wrote extensively on improvements of teaching based on his functional analysis of verbal behavior[47][48] and wrote "The Technology of Teaching",[49][50] an attempt to dispel the myths underlying contemporary education as well as promote his system he called programmed instruction. Ogden Lindsley developed a learning system, named Celeration, that was based on behavior analysis but that substantially differed from Keller's and Skinner's models. Cognitivism Cognitive science underwent significant change in the 1960s and 1970s. While retaining the empirical framework of behaviorism, cognitive psychology theories look beyond behavior to explain brain-based learning by considering how human memory works to promote learning. The Atkinson-Shiffrin memory model and Baddeley's working memory model were established as theoretical frameworks. Computer Science and Information Technology have had a major influence on Cognitive Science theory. The Cognitive concepts of working memory (formerly known as short term memory) and long term memory have been facilitated by research and technology from the field of Computer Science. Another major influence on the field of Cognitive Science is Noam Chomsky. Today researchers are concentrating on topics like cognitive load, information processing and media psychology. These theoretical perspectives influence instructional design.[51] Constructivism Educational psychologists distinguish between several types of constructivism: individual (or psychological) constructivism, such as Piaget's theory of cognitive development, and social constructivism. This form of constructivism has a primary focus on how learners construct their own meaning from new information, as they interact with reality and with other learners who bring different perspectives. Constructivist learning environments require students to use their prior knowledge and experiences to formulate new, related, and/or adaptive concepts in learning (Termos, 2012[52]). Under this framework the role of the teacher becomes that of a facilitator, providing guidance so that learners can construct their own knowledge. Constructivist educators must make sure that the prior learning experiences are appropriate and related to the concepts being taught. Jonassen (1997) suggests "well-structured" learning environments are useful for novice learners and that "ill-structured" environments are only useful for more advanced learners. Educators utilizing a constructivist perspective may emphasize an active learning environment that may incorporate learner centered problem based learning, project-based learning, and inquiry-based learning, ideally involving real-world scenarios, in which students are actively engaged in critical thinking activities. An illustrative discussion and example can be found in the 1980s deployment of constructivist cognitive learning in computer literacy, which involved programming as an instrument of learning.[53]:224 LOGO, a programming language, embodied an attempt to integrate Piagetan ideas with computers and technology.[53][54] Initially there were broad, hopeful claims, including "perhaps the most contro

Kanaresisch

ಬಿನ್ ಜೊತೆ transalate

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Pollution can arise from the consumption or use of products (product pollution) or the production of those products (process pollution). Examples of product pollution include the consumption of foods contaminated with pesticides, the use of aerosol sprays with ozone depleting chemicals, driving vehicles,

Kanaresisch

p

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Kannada inscriptions begin to occur about AD 450. The earliest Kannada literary text dates from the ninth century, though references to a number of earlier works exist. Jains were the earliest known cultivators of Kannada literature though works by Lingayats from that period have survived. Vaddaradhana by Shivakotiacharya is the earliest existing prose work in old Kannada. However, one of the earliest extant works in Kannada is the Kavirajamarga generally ascribed to the Rashtrakuta king Nripatunga Amoghavarsha. In the tenth century, the champu style of composition was perfected. Pampa was the master-pioneer of this art; he is called the father of Kannada poetry. Continuing the epic tradition were Ponna and Ranna. Pampa, Ponna and Ranna are considered the three gems and the epithet ‘golden age’ is used for their period. With Basaveswara introducing the vacham sahitya or sharana sahitya in writing, a revolution came about in the 12th century. Pithy, simple and drawn from daily life, the ‘sayings’ or vacham spoke up for the equality of men and dignity of labour. The poets expressed their devotion to god Shiva in simple vachana poems. These poems were spontaneous utterances of rhythmic, epigrammatical, satirical prose emphasising the worthlessness of riches, rituals and book learning. Basavanna, Allama Prabhu, Devara Dasimayya, Channabasava and Kondaguli Kesiraja are the poets called Vachanakaras who wrote in this genre. Akka Mahadevi was prominent among the women poets; she is also said to have written Mantrogopya and Yogangatrividhi. Siddharama is credited with writings in tripadi metre and 1,379 extant poems of his are to be found. Aroimd AD 1260 Karmada’s first standard grammar, Sdbdamani Darpana was written by Kesiraja. Under the patronage of the later Hoysalas, several literary works were produced. Kannada literature flourished under the Vijayaaagara kings and their feudatories during the 14th-16th centuries. The Kannada Bharata by Kumara Vyasa is an outstanding work. Jainas, Virashaivas and brahmins produced poetic works and biographies of saints. Some of the notable names of the period are Ratnakara Varni (Bharatesvara Charita), Abhinavadai Vidyananda (Kavyasara), Salva (Rasa Ratnakara), Nanjunda Kavi (Kumara Ramane Kathe), Bhimkavi (Basava Purana), Chamarasa (Prabhulinga-lilai in 1430), Narahari (Torave Ramayana). Kumari Valmiki (1500) wrote the first complete brahmanical adaptation of Ramayana, the Torave Ramayana. With the decline of the Vijayanagara Empire, the Kingdom of Mysore (1565-1947) and the kingdom of the Keladi Nayakas (1565-1763) gave encouragement to production of literary texts covering various themes. A unique and native form of poetic literature with dramatic representation called Yakshagana gained popularity in the 18th century. Modern Kannada theatre is traced to the rise of Yakshagana (a type of field play) of the 16th century. Yakshagana compositions are associated with the rule of King Kanteerava Narasaraja Wodeyar II (1704-1714) and Mummadi Krishnaraja Wodeyar (1794-1868), a prolific writer of the era who penned over 40 writings including a poetic romance called Saugandika Parinaya. King Chikka Devaraja Wodeyar (1673-1704) wrote Geetha Gopala, a well-known treatise on music, in saptapadi metre. It was the first writing to propagate the Vaishnava faith in the Kannada language. Sarvajna, a mendicant and drifter Virashaiva poet who was seen as the ‘people’s poet’, wrote didactic vachanas, penned in the tripadi metre, which constitute some of Kannada’s most celebrated works. Lakshmisa (or Lakshmisha), a well- known story-teller and a dramatist, is dated to the mid-16th or late 17th century. The Jaimini Bharata, his version of the Mahabharata written in shatpadi metre, is a popular poem. The Vaishnava movement produced the immortal songs of Purandaradasa and Kanakadasa. Modern Kannada literature began in mid-nineteenth century and incorporated two aspects—absorption of western ideas and a rediscovery of the past. Laskhminaranappa (‘Muddana’) wrote some good prose works. In the early 19th century, Maharaja Krishnaraja Wodeyar III and his court poets moved away from the ancient champu form of prose toward prose renderings of Sanskrit epics and plays. The first modern Kannada novel is Kempu Narayana’s Mudramanjusha (1823). Modern Kannada literature was cross- fertilised by the colonial period in India as well, as translations of Kannada works and dictionaries into European languages as well as other Indian languages, and vice versa, and European style newspapers and periodicals in Kannada came to be. In the 19th century, interaction with European technology, like new printing techniques, gave an impetus to modern Kannada literature. The first Kannada newspaper called Mangalore Satnachara was published by Hermann Mogling in 1843; and the first Kannada periodical, Mysuru Vrittanta Bodhini, was published by Bhashyam Bhashyacharya in Mysore at around the same time. B.M. Srikanthayya (Inglis Gitagalu) regarded as the father of modern Kannada literature, gave Kannada poetry a conscious modern direction. S.G. Narasimhachar, Panje Mangesha Rao and Hattiangadi Narayana Rao made immense contributions. The novel found an early champion in Shivaram Karanth while another prominent writer, Masti Venkatesh Iyengar (‘Masti’), a Jnanpith Award winner considered the father of Kannada short story, laid the foundation with his Kelavu Sanna Kathegalu (1920) and Sanna Kathegalu (1924). T. P. Kailasam, with his Tollu Gatti (1918) and Tali Kattoke Cooline pioneered modern drama. His plays mainly focused on problems like the dowry system, religious persecution, woes in the extended family system and exploitation of women. Novels of the early 20th century promoted a nationalist consciousness. While Venkatachar and Galaganath translated Bankim Chandra and Harinarayana Apte respectively, Gulvadi Venkata Rao, Kerur Vasudevachar and M.S. Puttanna wrote realistic novels. Aluru Venkatarao penned Karnataka Gatha Vaibhava that deeply influenced the movement for Karnataka’s unification. D.V. Gundappa and K.V. Puttappa were other poets of note. Most famous was D.R. Bendre. Puttappa (Ramayana Darsanam) and Bendre (Nakuthandti) have won the Jnanpith Award. The novel in Kannada has made a lasting impact. M.S. Puttanna wrote novels rooted in the Kannada soil. A novelist of note is K. Sivaram Karanth whose Chomana Dudi and Marali Mannige are outstanding works. He has received the Jnanpith Award. Yet another Jnanpith Award winner is Prof. V.K. Gokak, poet and novelist. Incidentally, the most number of Jnanpith awards has been given to Kannada literary writers. Some dramatists of note are Basavappa Sastri, T.P. Kailasam, and ‘Sansa’. Kannada literature has seen the rise of writers like P. Lankesh, Nissar Ahmed, Girish Karnad, and U.R. Ananthamurthy. From the early 1970s, a segment of writers started to write novels and stories that were anti-‘Navya’. This genre was called Navyottara and had a more socially responsible role. The writers in this form of writing were Poornachandra Tejaswi and Devanur Mahadeva. Striking developments in recent times have been the rise of the prose form to a position of predominance and growth in dramatic literature. Bandaya (Rebellion) and Dalit literature, with Mahadeva’s Marikondavaru and Mudala Seemeli Kole Gile Ityadi are examples of this trend.

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ಗಣರಾಜ್ಯೋತ್ಸವದಂದು ಪ್ರಬಂಧ ಭಾಷಾಂತರಿಸಲು

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Examples of good titles: "Plasma crashed after adding the Notes widget and writing on it" "Konqueror crashed when accessing the Facebook application'X '" "Kopete suddenly closed after resuming the computer and talking to a MSN buddy" "Kate closed while editing a log file and pressing the Delete key a couple of times"

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@ action: button

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Make sure none of the addresses or URLs you specified contain invalid or wildcard characters such as spaces, asterisks (*), or question marks(?). Examples of VALID entries: http: / /mycompany. com, 192.168.10.1, mycompany. com, localhost, http: / /localhost Examples of INVALID entries: http: / /my company. com, http: / mycompany, com file: / localhost

Kanaresisch

ನೀವು ಸೂಚಿಸಿದ ವಿಳಾಸಗಳು ಅಥವ ತಾಣಸೂಚಿಗಳು ಖಾಲಿ ಸ್ಥಳ, ನಕ್ಷತ್ರ ಚಿಹ್ನೆ (*), ಅಥವ ಪ್ರಶ್ನಾರ್ಥಕ ಚಿಹ್ನೆಯಂತಹ (?) ಅಮಾನ್ಯವಾದ ಅಥವ ವೈಲ್ಡ್‍ಕಾರ್ಡ್ ಅಕ್ಷರಗಳನ್ನು ಹೊಂದಿಲ್ಲ ಎಂದು ಖಚಿತಪಡಿಸಿಕೊಳ್ಳಿ. ಮಾನ್ಯವಾದ ನಮೂದುಗಳಿಗೆ ಉದಾಹರಣೆಗಳೆಂದರೆ: http: // mycompany. com, 192. 168. 10. 1, mycompany. com, localhost, http: // localhost ಅಮಾನ್ಯವಾದ ನಮೂದುಗಳಿಗೆ ಉದಾಹರಣೆಗಳೆಂದರೆ: http: // my company. com, http: / mycompany, com file: / localhost

Letzte Aktualisierung: 2011-10-23
Nutzungshäufigkeit: 1
Qualität:

Referenz: Anonym

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