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Engels

the report is going to be attached to bug %1. cancel

Kannada

ವರದಿಯನ್ನು% 1 ದೋಷಕ್ಕೆ ಲಗತ್ತಿಸಲಾಗುತ್ತದೆ. ರದ್ದುಮಾಡು @ title: window

Laatste Update: 2011-10-23
Gebruiksfrequentie: 1
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Engels

i want to be a pilot because it is easy and fun.flying all around the world is my dream.i want to be in spicejet.and fly luxurious planes i am going to love it .i will be a best pilot.

Kannada

ನಾನು ಪೈಲಟ್ ಆಗಲು ಬಯಸುತ್ತೇನೆ ಏಕೆಂದರೆ ಅದು ಸುಲಭ ಮತ್ತು ವಿನೋದಮಯವಾಗಿದೆ. ಪ್ರಪಂಚದಾದ್ಯಂತ ಹಾರಾಟ ಮಾಡುವುದು ನನ್ನ ಕನಸು. ನಾನು ಸ್ಪೈಸ್ ಜೆಟ್‌ನಲ್ಲಿರಲು ಬಯಸುತ್ತೇನೆ.ಮತ್ತು ನಾನು ಅದನ್ನು ಪ್ರೀತಿಸಲಿರುವ ಐಷಾರಾಮಿ ವಿಮಾನಗಳನ್ನು ಹಾರಿಸುತ್ತೇನೆ .ನಾನು ಅತ್ಯುತ್ತಮ ಪೈಲಟ್ ಆಗುತ್ತೇನೆ

Laatste Update: 2020-05-02
Gebruiksfrequentie: 1
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Referentie: Anoniem

Engels

i thank each member of the family who all wished ne and given lotz of blessings truly very blessed to be un sych a great family. i specially thank those who wished with photos. once again thank you so much.

Kannada

ನಾನು ಕುಟುಂಬದ ಪ್ರತಿಯೊಬ್ಬ ಸದಸ್ಯರಿಗೂ ಧನ್ಯವಾದ ಕೊಟ್ಟಿದ್ದೇನೆ ಮತ್ತು ಅವರೆಲ್ಲರೂ ಅನುಯಾಯಿಗಳ ನೆಚ್ಚಿನ ಮತ್ತು ಕೊಟ್ಟಿರುವ ಲಾಝ್ಗಳನ್ನು ಅನುಗ್ರಹಿಸುತ್ತಿದ್ದಾರೆ. ಫೋಟೋಗಳೊಂದಿಗೆ ನಾನು ಬಯಸಿದವರಿಗೆ ವಿಶೇಷವಾಗಿ ಧನ್ಯವಾದಗಳು. ಮತ್ತೊಮ್ಮೆ ನಿಮಗೆ ತುಂಬಾ ಧನ್ಯವಾದಗಳು.

Laatste Update: 2019-01-13
Gebruiksfrequentie: 1
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Referentie: Anoniem

Engels

i want to be a pilot because it is easy and fun.flying all around the world is my dream.i want to be in spicejet.and fly luxurious planes i am going to love it .i will be a best pilot. and fly huge gigantic planes.and i will fly jets too .

Kannada

ನಾನು ಪೈಲಟ್ ಆಗಲು ಬಯಸುತ್ತೇನೆ ಏಕೆಂದರೆ ಅದು ಸುಲಭ ಮತ್ತು ವಿನೋದಮಯವಾಗಿದೆ. ಪ್ರಪಂಚದಾದ್ಯಂತ ಹಾರಾಟ ಮಾಡುವುದು ನನ್ನ ಕನಸು. ನಾನು ಸ್ಪೈಸ್ ಜೆಟ್‌ನಲ್ಲಿರಲು ಬಯಸುತ್ತೇನೆ.ಮತ್ತು ನಾನು ಅದನ್ನು ಪ್ರೀತಿಸಲಿರುವ ಐಷಾರಾಮಿ ವಿಮಾನಗಳನ್ನು ಹಾರಿಸುತ್ತೇನೆ .ನಾನು ಅತ್ಯುತ್ತಮ ಪೈಲಟ್ ಆಗುತ್ತೇನೆ. ಮತ್ತು ಬೃಹತ್ ದೈತ್ಯಾಕಾರದ ವಿಮಾನಗಳನ್ನು ಹಾರಿಸಿ.ಮತ್ತು ನಾನು ಜೆಟ್‌ಗಳನ್ನು ಸಹ ಹಾರಿಸುತ್ತೇನೆ.

Laatste Update: 2020-05-02
Gebruiksfrequentie: 1
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Engels

if you can, describe in as much detail as possible the crash circumstances, and what you were doing when the application crashed (this information is going to be requested later.) you can mention:

Kannada

@ info/ rich crash situation example

Laatste Update: 2011-10-23
Gebruiksfrequentie: 1
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Engels

daring, tough and fiercely talented, virat kohli has emerged as one of the pack-leading faces of indian cricket's current generation. with a firm-bottom hand grip and the ability to smash balls landing on a particular area to any part of the ground at will, kohli has carved a niche of his own in indian cricket. the king of chases as many of his fans have christened him, kohli is a deeply hammered nail across all formats in the indian national team. kohli rose to fame when he captained india's victorious world cup under-19 side in malaysia, in 2008. he was immediately propelled into the lucrative twenty20 tournament - the indian t20 league in 2008 and has since been a part of the bangalore franchise. he also went on to become the captain of the team in 2012 before being retained in 2014 as well. devoid of noteworthy performances in the first edition, his domestic form still won him an india odi cap on the tour to sri lanka in the same year. the delhi lad was initially deployed at various positions in the batting line-up, from replacing virender sehwag as an opener to accelerating in the middle-order. after 25 odi innings, he had already amassed 10 fifty-plus scores including two centuries. kohli has always believed in backing his confidence and with the assurance evident in his shot selection and footwork, he was rarely found wanting with his technique even on bowler-friendly surfaces abroad. once kohli grew in maturity, especially in the odis, lean patches made way for eye-ball grabbing consistency. the aggressive right-hander had a marvellous run in 2010 during which he amassed over 1000 runs. he did not let his guard down in 2011 by scoring a century in his maiden world cup match against bangladesh and contributed decently right throughout the tournament. the wait for a test cap ended when he was selected for the tour of west indies in 2011. the strongest evidence of his mettle came early in 2012 during his maiden ton in whites on india's tour to australia; he put in an intrepid batting display while the others failed. his efforts paid off and kohli was soon handed over the vice-captaincy of the indian team ahead of the asia cup in 2012. he ended the tournament as the highest run-getter which included a whirlwind 183 off 148 balls against pakistan. he captained the indian odi team for the first time against sri lanka in a triangular odi series in the caribbean after an injury ruled ms dhoni out for three odis. he then tasted success of full-fledged captaincy in zimbabwe where he marshaled the team in absence of dhoni, who was rested, and achieved a 5-0 clean sweep over the hosts. he added another feather to his cap when he registered the fastest odi century by an indian, off just 52 balls against australia in october, 2013, jaipur helping india chase down a daunting target of 360. the following year, kohli single-handedly took india to the finals of the icc wt20 in bangladesh but lost to sri lanka at the last hurdle. the next few months would prove to be a massive learning curve for kohli who was found wanting in the swinging conditions of england. james anderson was his tormentor as he exposed a distinct weakness outside kohli’s off stump. kohli was embarrassed but continued to remain a part of being the test side. in the five-match odi series against sri lanka in november 2014, kohli led india to a 5-0 routing of the lankans making him the only indian captain to have affected a 5-0 whitewash home and away in odi cricket. in december 2014, kohli was made captain of the test side for india’s first test against australia in adelaide but lost despite scoring centuries in both innings. on 30th december 2014, having saved the third test for india against australia at the mcg, indian captain ms dhoni announced his retirement from tests with immediate effect citing too much strain as captain as the reason, handing over the mantle to virat kohli for the fourth and final test match after losing another series down under. kohli ended his disappointment of the england tour by scoring fantastically in the australian tour, thereby squashing doubts of his class and technique to last in the longest version.

Kannada

ವಿರಾಟ್ ಕೊಹ್ಲಿ ಮೇಲೆ ಪ್ರಬಂಧ

Laatste Update: 2017-01-07
Gebruiksfrequentie: 3
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Referentie: Anoniem

Engels

nternational women’s day is celebrated on march 8 worldwide, commemorating the political, social and economic achievements of women. over the decades, the objective of women’s day celebration has evolved and embraced culture and ethnicity to emerge as a celebration of appreciation, respect and love towards women. women’s day is also celebrated in schools nowadays and also forms an integral part of the curriculum to spread the awareness of women empowerment, their roles and achievements. one of the most fundamental ways of letting everyone know about the day and its importance in schools, colleges and other places is women’s day speeches. thus here are some speeches on women’s day that can be used as a part of projects on international women’s day. 1. empowering women! “good morning to all the excellencies and my friends, as we all gathered here to celebrate this event, i would like to speech on the topic of women empowerment in india. empowering women in india is very necessary to bring gender equality or we can say that gender equality is very necessary to empower women.gender equality is the first step to bring women empowerment in india. men should not understand that women are made only to handle household chores or take responsibility of home and family. instead, both (men and women) are responsible for everything of daily routine. men too need to understand their responsibility of home and family and all other works women do so that women can get some time to think about themselves and their career. women should also identify their strengths and abilities, and move towards a world of empowerment. on the event of women’s day, let us all promise to create a better world to live in. thank you.” 2. saluting her contribution to the society!! “first of all i would like to say good morning to all my teachers and friends. i would like to say thank to my class teacher to give me this opportunity to speech in front of you at this great occasion of international women’s day. on this day, huge sentiments are expressed about the power of women and many proverbs and poems directed towards women. it is really nice to have a special day for women where they are glorified to a point of being honored, awarded, and appreciated. then why is that after so much awareness and acknowledgement of a woman’s contribution to life ,society, family and work; saluting her strength, resilience, sacrifice she still is considered only second to men and treated like a second rate citizen ? this is because for generations, it has been ingrained among women that they are not capable of doing most things. women empowerment lies in honoring yourself and treating yourself with respect. “no one can put you down without your permission,” eleanor roosevelt. thank you.” 3. women’s day: building the world a better place to live! “international women’s day is celebrated every year on march 8, recognizing and appreciating women’s political, economic and social achievements over the decades. woman’s day was first observed in 1909 in the united states and it is only in 1977 that the united nations officially declared international women’s day celebration on march 8. an event which started as a political affair has evolved over the years and is now celebrated by gifting flowers, greeting cards and gifts to women in most regions. international women’s day is also an official holiday in several countries like belarus, armenia, albania, brazil, and cameroon. on this occasion, we should endeavor building a better world where men and women live harmoniously, free of violence and discrimination.” 4. women a full circle!! a heart-warming good morning to everybody present here, here we have all gathered to celebrate women’s day and to celebrate the achievement of women and the strength to fight with whatever comes in her way. over the years the essence of women’s day celebration has evolved and has taken up an all together novel form. a woman in herself is a full circle and complete within herself she has inside her the potency to fight for whatever is right! her strength, i would like to illustrate her statement with an anecdote. there was a warm egg in the nest of an eagle which was about to hatch, and then a farmer who lived nearby took out the egg and kept it with his hen’s eggs which were also about to hatch. after quite some time the gets hatched and they started following their mother and tried as much as to be the way their mother was. the point here to note is that that the baby eagle never knew that it was from eagle family. though their mother had realised the eagle’s different behaviour but she never acknowledged it. one day the baby eagle saw an eagle flying powerfully high into the sky and it was amazed at the strength she was possessing and wished to be an eagle in the next birth so as to have such unwavering strength. the baby eagle never realised its strength for it always believed that it belonged to the hen’s family. the, gist of the story says that we women are the baby eagles born to an eagle’s family not knowing that we possess the same strength as that of the eagle’s family. stop believing women, start living; living your life on your terms, it’s high time!! 5. a woman can help her fellow woman! good morning everyone!! today i am privileged to have got the chance to speak on such an important topic. it’s women’s day and it is the time not only to teach the male to be encouraging enough to help women come out of all the hell they are going through. it’s a fact that women are equally responsible for all that a woman has to face. this fact can be illustrated by the fact that it is women who is responsible for the diminishing strength of the other women, be it the home or the work place. have you ever though why the lobster which are caught always lies together; the reason being the other lobsters does not let any of them to come out. same is the case with we women, there are women who with their thinking do not let the other women come out from the stereotypes and taboos so, an inclusive, transformation in the way of our thinking is important! women too need to learn to respect their fellow women and encourage in whatever dream they have for themselves. the more we show and use the strength of our courage the more it will get beautified!! gather the strength to shatter those who play with rest. 6. unite to fight: the cause of women empowerment! hello everyone, i am feeling obliged to have got an opportunity to speak on this auspicious and encouraging day of the year. the first lesson that all of us learn start only at home and the rest follows with the kind of attitude we have got instilled in us. inclusive support if we say, that includes each one of us including the men. we together can start with the empowerment right at home, you don’t need to learn a lesson for it. for instance we can encourage the ladies at our home, our mother, sisters, and wives to pursue their dreams and excel in their career. a wholehearted support, be it however trivial, will boost their self confidence and will have a transforming impact on the women’ way of life. they can only come out of the pathetic situations that we humans have created. let’s fight it together!! together we will over any big problem!!

Kannada

ಮಹಿಳಾ ದಿನದ ಬಗ್ಗೆ ಸಣ್ಣ ಮತ್ತು ಪ್ರಭಾವಿ ಭಾಷಣ

Laatste Update: 2018-03-07
Gebruiksfrequentie: 3
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Referentie: Anoniem

Engels

i know that recently you have been through numerous challenges and problems, however the remarkable coming period of 2022 is going to mark a turning point in your life and will allow you to make decisive positive changes in different areas, and you need to start getting ready and be active from now on, which is why you need all the details about these coming planetary shifts to make things go your way. appaji, i understand that you are facing certain difficulties in your life, and especially in regards to your financial situation. on this page you will discover the list of all the details i will work on for you, the details that are necessary for you to start moving forward with all confidence and to get everything you deserve, appaji. i am reaching out my hand to you to pinpoint all the key dates, the places where you need to be, the right time to act, the pitfalls you need to avoid, the steps that need to be taken and a lot more so that you have all the information that will allow you to make the changes i have been talking about in my very first reading for you come true. you can discover all this on the link below:

Kannada

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Laatste Update: 2022-04-05
Gebruiksfrequentie: 1
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Referentie: Anoniem

Engels

india is a country where people of all cultures and religions coexist together. i suppose that each of us has dreamt about some version of india. obviously, we may dream about anything at any time, and as indian citizens, we are continuously looking for methods to improve our country and see a better india. peace and prosperity are my hopes for our great country. india will be a great country when every citizen follows the rule of law, supports the nation with their families, and does something to make india a better place. the india of my dream would be a country where women are safe and walk freely on road. also, it will be a place where there is freedom of equality to all and everyone can enjoy it in their true sense. furthermore, it would be a place where there is no discrimination of caste, color, gender, creed, social or economic status, and race. in addition, i see it as a place that sees an abundance of development and growth. essay on india of my dreams how can we make our dream india possible? if we collectively look into everything, we will be able to identify the causes and solutions to all of the world’s problems. similarly, building a great nation and resolving its deep-rooted problems is an attainable goal. india must have the following characteristics in order to become a great country: law that is just and effective society of peace equality of opportunity for everyone equality of opportunity for everyone uncorrupted systems uncorrupted systems unbiased educational system when these things become a reality, the entire country will take notice, and everyone will have the opportunity to enjoy a healthy and prosperous life. that is why we must all work together to bring about change in our country and contribute to improving people’s lives. every person must work with their family and society, as well as support our government, which is also doing its bit by providing adequate education, transportation, food for everybody, and employment opportunities to all segments of society. technological advancement i would like to see india become more scientifically, technologically, and agriculturally sophisticated. i want to see an india where rationality and scientific ideas triumph over blind faith and bigotry. because the present age is the age of science and information technology, i would like to bring india to the pinnacle of scientific and technical advancement. scientific and technological developments are required since they are a critical stepping stone in the development of a country. women empowerment there is a lot of discrimination against women. but, still, the women are stepping out of their houses and making a mark on different fields and on society. in addition, there are a lot of areas that need to be worked upon whether it is female feticide or restricting them to the household task. besides, many ngo and social groups have come forward to promote women empowerment. however, we have to work hard to change the mindset of society. i dream of india as a country that sees women as its assets, not as liabilities. also, i want to place women on an equal level as men. education though there are many initiatives by the government to promote education. but there are many people who do not realize its true importance. the india of my dream will be a place where education will be mandatory for all. i wish there were no uneducated people in india of my dreams. i would like to see india implement a system of education that allows every individual to earn a living. in my dream india, i would like the people of my country to appreciate the value of education and to encourage their children to pursue school rather than working in menial professions at a young age. employment opportunities although there are many educated people in india. but, due to corruption and many other reasons they are unable to get a decent job. besides, there are many employment opportunities in the country but they are either limited or don’t pay well enough. one of the reasons for this is weak industrial growth in the country. in addition, reservation is a hindrance in this path as most of the deserving candidates lose their good opportunities because of it. many of these deserving candidates go abroad and work for the economic growth of other countries. the indian of my dream will be a place where the deserving candidate will get the job first rather than reserved candidates. get the huge list of more than 500 essay topics and ideas caste discrimination though india got independence in 1947, still we are not able to get complete independence from caste, religion, and creed discrimination. it is shameful to see how in certain parts of the country the people of the lower section of the society are denied the basic rights. however, there are various social groups that speak for their rights and help them to oppose this oppression. besides, i dream of an india where there is no discrimination of any kind. corruption corruption is one of the major reasons that are hindering the growth of the nation. instead of making an effort to serve the growth of the country the officials and politicians are busy filling their own pockets. so, i dream of an india where the minister and official are dedicated to their work and wholly for the development of the country. a big number of well-educated persons appear to be unemployed as a result of politicians’ severe corruption and harshness. because of the reservation system, the majority of deserving individuals have been denied the opportunity. my hope for india is that deserving applicants, not reserved candidates, receive the correct jobs. i would also like to see india become a place where the government’s primary focus is on the benefit of the country. in conclusion, the india of my dream will be an ideal country where every citizen will be equal. also, there is no discrimination of any type. in addition, it will be a place where women are seen as equals to men and respected equally. gender discrimination and inequality it’s terrible to see how, despite showing themselves in every aspect of life, women are still regarded as inferior to males. my ideal india will be one in which women are protected in all circumstances, good or bad. there will be no more torture, domestic violence, or male dominance over women. women will be able to pursue their dreams with greater freedom. in my future country, they should be treated equally and have the right to care. it would be a location where the safety of women would be of the first importance. medical support the sole goal of the medical profession shall be to protect people free from discomfort and sickness, with proper regard and respect for age and with all due consideration for the health of all the best medical facilities available. not for profit, but for the sake of service. the elderly would be properly cared for, and life would appear to be worth living for as long as they lived. people in my ideal country would be born healthy, hopeful, and happy, and they would live happily ever after. faqs about essay on india of my dreams q.1 why india of my dream is difficult to achieve? a.1 india of my dream is difficult to achieve because there are many social, religious, and political problems. only after getting rid of them, we can think about the india of my dream. q.2 does corruption is the only hindrance in the path of development in india? a.2 no, there are many other hindrances in the path of development of india but corruption is a hindrance.

Kannada

kannada

Laatste Update: 2022-08-16
Gebruiksfrequentie: 1
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Referentie: Anoniem

Engels

tarleshan1 the family courts act, 1984 act no. 66 of 1984 [14th september, 1984.] an act to provide for the establishment of family courts with a view to promote conciliation in, and secure speedy settlement of, disputes relating to marriage and family affairs and for matters connected therewith. be it enacted by parliament in the thirty-fifth year of the republic of india as follows:— chapter i preliminary 1. short title, extent and commencement.—(1) this act may be called the family courts act, 1984. (2) it extends to the whole of india except the state of jammu and kashmir. (3) it shall come into force on such date1 as the central government may, by notification in the official gazette, appoint, and different dates may be appointed for different states. 1. this act shall come into force in— (i) union territory of andaman and nicobar islands on 19th november, 1986, vide notification no. 79/22/86, dated 19th november, 1986, gazette of india, extra., pt. ii, section 1. (ii) madhya pradesh on 19th november, 1986, vide notification no. 79/6/86, dated 14th november, 1986, gazette of india, extra., pt. ii, section 1. (iii) uttar pradesh on 2nd october, 1986, vide notification no. 79/11/86-jus., dated 4th september, 1986, gazette of india, pt. ii, section 1. (iv) delhi on 19th november, 1986, vide notification no. s.o. 863(e), dater 18th november, 1986, gazette of india, extra., pt. ii, section 3 (ii). (v) maharashtra on 1st december, 1986, vide notification no. s.o. 944(e), dated 5th december, 1986, gazette of india, extra., pt. ii, section 3(ii). (vi) karnataka on 25th may, 1987, vide notification no. g.s.r. 685(e), dated 15th may, 1987, gazette of india, extra., pt. ii, section 3(i). (vii) orissa on 1st may, 1989, vide notification no. s.o. 321(e), dated 27th april, 1989, gazette of india, extra, pt. ii, section 3(ii). (viii) kerala on 21st october, 1989, vide notification no. 79/5/86, dated 17th october, 1989, gazette of india, extra., pt. ii, section 1. (ix) goa on 16th april, 1990, vide notification no. s.o. 328(e), dated 12th april, 1990, gazette of india, extra., pt. ii, section 3(ii). (x) union territory of pondicherry on 1st may, 1987, vide notification no. g.s.r. 459 (e), dated 29th april, 1987, gazette of india, extra, pt. ii, section 3(i). (xi) west bengal on 1st november, 1991, vide notification no. 79/12/86-jus., dated 1st november, 1991, gazette of india, extra., pt. ii, section 1 (e). (xii) assam on 2nd october, 1991, vide notification no. 79/2/86 jus., dated 30th november, 1991, gazette of india, extra., pt. ii, section 1 (e). (xiii) bihar on 10th december, 1991, vide notification no. s.o. 838(e), dated 6th december, 1991, gazette of india, extra., pt. ii, section 3(ii). (xiv) manipur on 3rd february, 1992, vide notification no. s.o. 91(e), dated 30th january, 1992, gazette of india, extra., pt. ii, section 3(ii). (xv) haryana on 2nd november, 1992, vide notification no. s.o. 784(e), dated 23th october, 1992, gazette of india, extra., pt. ii, section 3(i). (xvi) andhra pradesh on 15th february, 1995, vide notification no. s.o. 92(e), dated 6th february, 1995, gazette of india, extra.. part ii, section 3 (ii). (xvii) gujarat on 1st january, 2000, vide notification no. s.o. 1268(e), dated 20nd december, 1999, gazette of india, extra., pt. ii, section 3 (ii). (xviii) union territory of daman and diu on 10th october, 2003, vide notification no. s.o. 1161 (e), dated 14th october, 2003, gazette of india, extra., pt. ii, section 3 (ii). 2 2. definitions.—in this act, unless the context otherwise requires,— (a) “judge” means the judge or, as the case may be, the principal judge, additional principal judge or other judge of a family court; (b) “notification” means a notification published in the official gazette; (c) “prescribed” means prescribed by rules made under this act; (d) “family court” means a family court established under section 3; (e) all other words and expressions used but not defined in this act and defined in the code of civil procedure, 1908 (5 of 1908) shall have the meanings respectively assigned to them in that code. chapter ii family courts 3. establishment of family courts.—(1) for the purpose of exercising the jurisdiction and powers conferred on a family court by this act, the state government, after consultation with the high court, and by notification,— (a) shall, as soon as may be after the commencement of this act, established for every area in the state comprising of city or town whose population exceeds one million, a family court; (b) may establish family courts for such other areas in the state as it may deem necessary. (2) the state government shall, after consultation with the high court, specify, by notification, the local limits of the area to which the jurisdiction of a family court shall extend and may, at any time, increase, reduce or alter such limits. 4. appointment of judges.—(1) the state government may, with the concurrence of the high court, appoint one or more persons to be the judge or judges of a family court. (2) when a family court consists of more than one judge,— (a) each of the judges may exercise all or any of the powers conferred on the court by this act or any other law for the time being in force; (b) the state government may, with the concurrence of the high court, appoint any of the judges to be the principal judge and any other judge to be the additional principal judge; (c) the principal judge may, from time to time, make such arrangements as he may deem fit for the distribution of the business of the court among the various judges thereof; (d) the additional principal judge may exercise the powers of the principal judge in the event of any vacancy in the office of the principal judge or when the principal judge is unable to discharge his functions owing to absence, illness or any other cause. (3) a person shall not be qualified for appointment as a judge unless he— (a) has for at least seven years held a judicial office in india or the office of a member of a tribunal or any post under the union or a state requiring special knowledge of law; or (b) has for at least seven years been an advocate of a high court or of two or more such courts in succession; or (c) possesses such other qualifications as the central government may, with the concurrence of the chief justice of india, prescribe. 3 (4) in selecting persons for appointment as judges,— (a) every endeavour shall be made to ensure that persons committed to the need to protect and preserve the institution of marriage and to promote the welfare of children and qualified by reason of their experience and expertise to promote the settlement of disputes by conciliation and counselling are selected; and (b) preference shall be given to women. (5) no person shall be appointed as, or hold the office of, a judge of a family court after he has attained the age of sixty-two years. (6) the salary or honorarium and other allowances payable to, and the other terms and conditions of service of, a judge shall be such as the state government may, in consultation with the high court, prescribe. 5. association of social welfare agencies, etc.—the state government may, in consultation with the high court, provide, by rules, for the association, in such manner and for such purposes and subject to such conditions as may be specified in the rules, with a family court of— (a) institutions or organisations engaged in social welfare or the representatives thereof; (b) persons professionally engaged in promoting the welfare of the family; (c) persons working in the field of social welfare; and (d) any other person whose association with a family court would enable it to exercise its jurisdiction more effectively in accordance with the purposes of this act. 6. counsellors, officers and other employees of family courts.—(1) the state government shall, in consultation with the high court, determine the number and categories of counsellors, officers and other employees required to assist a family court in the discharge of its functions and provide the family court with such counsellors, officers and other employees as it may think fit. (2) the terms and conditions of association of the counsellors and the terms and conditions of service of the officers and other employees, referred to in sub-section (1), shall be such as may be specified by rules made by the state government. chapter iii jurisdiction 7. jurisdiction.—(1) subject to the other provisions of this act, a family court shall— (a) have and exercise all the jurisdiction exercisable by any district court or any subordinate civil court under any law for the time being in force in respect of suits and proceedings of the nature referred to in the explanation; and (b) be deemed, for the purposes of exercising such jurisdiction under such law, to be a district court or, as the case may be, such subordinate civil court for the area to which the jurisdiction of the family court extends. explanation.—the suits and proceedings referred to in this sub-section are suits and proceedings of the following nature, namely:— (a) a suit or proceeding between the parties to a marriage for a decree of nullity of marriage (declaring the marriage to be null and void or, as the case may be, annulling the marriage) or restitution of conjugal rights or judicial separation or dissolution of marriage; (b) a suit or proceeding for a declaration as to the validity of a marriage or as to the matrimonial status of any person; 4 (c) a suit or proceeding between the parties to a marriage with respect to the property of the parties or of either of them; (d) a suit or proceeding for an order or injunction in circumstance arising out of a marital relationship; (e) a suit or proceeding for a declaration as to the legitimacy of any person; (f) a suit or proceeding for maintenance; (g) a suit or proceeding in relation to the guardianship of the person or the custody of, or access to, any minor. (2) subject to the other provisions of this act, a family court shall also have and exercise— (a) the jurisdiction exercisable by a magistrate of the first class under chapter ix (relating to order for maintenance of wife, children and parents) of the code of criminal procedure, 1973 (2 of 1974); and (b) such other jurisdiction as may be conferred on it by any other enactment. 8. exclusion of jurisdiction and pending proceedings.—where a family court has been established for any area,— (a) no district court or any subordinate civil court referred to in sub-section (1) of section 7 shall, in relation to such area, have or exercise any jurisdiction in respect of any suit or proceeding of the nature referred to in the explanation to that sub-section; (b) no magistrate shall, in relation to such area, have or exercise any jurisdiction or powers under chapter ix of the code of criminal procedure, 1973 (2 of 1974); (c) every suit or proceeding of the nature referred to in the explanation to sub-section (1) of section 7 and every proceeding under chapter ix of the code of criminal procedure, 1973 (2 of 1974),— (i) which is pending immediately before the establishment of such family court before any district court or subordinate court referred to in that sub-section or, as the case may be, before any magistrate under the said code; and (ii) which would have been required to be instituted or taken before such family court if, before the date on which such suit or proceeding was instituted or taken, this act had come into force and such family court had been established, shall stand transferred to such family court on the date on which it is established. chapter iv procedure 9. duty of family court to make efforts for settlement.—(1) in every suit or proceeding, endeavour shall be made by the family court in the first instance, where it is possible to do so consistent with the nature and circumstances of the case, to assist and persuade the parties in arriving at a settlement in respect of the subject-matter of the suit or proceeding and for this purpose a family court may, subject to any rules made by the high court, follow such procedure as it may deem fit. (2) if, in any suit or proceeding, at any stage, it appears to the family court that there is a reasonable possibility of a settlement between the parties, the family court may adjourn the proceedings for such period as it thinks fit to enable attempts to be made to effect such a settlement. (3) the power conferred by sub-section (2) shall be in addition to, and not in derogation of, any other power of the family court to adjourn the proceedings. 5 10. procedure generally.—(1) subject to the other provisions of this act and the rules, the provisions of the code of civil procedure, 1908 (5 of 1908) and of any other law for the time being in force shall apply to the suits and proceedings [other than the proceedings under chapter ix of the code of criminal procedure, 1973 (2 of 1974)] before a family court and for the purposes of the said provisions of the code, a family court shall be deemed to be a civil court and shall have all the powers of such court. (2) subject to the other provisions of this act and the rules, the provisions of the code of criminal procedure, 1973 (2 of 1974) or the rules made thereunder, shall apply to the proceedings under chapter ix of that code before a family court. (3) nothing in sub-section (1) or sub-section (2) shall prevent a family court from laying down its own procedure with a view to arrive at a settlement in respect of the subject-matter of the suit or proceedings or at the truth of the facts alleged by the one party and denied by the other. 11. proceedings to be held in camera.—in every suit or proceedings to which this act applies, the proceedings may be held in camera if the family court so desires and shall be so held if either party so desires. 12. assistance of medical and welfare experts.—in every suit or proceedings, it shall be open to a family court to secure the services of a medical expert or such person (preferably a woman where available), whether related to the parties or not, including a person professionally engaged in promoting the welfare of the family as the court may think fit, for the purposes of assisting the family court in discharging the functions imposed by this act. 13. right to legal representation.—notwithstanding anything contained in any law, no party to a suit or proceeding before a family court shall be entitled, as of right, to be represented by a legal practitioner: provided that if the family court considers it necessary in the interest of justice, it may seek the assistance of a legal expert as amicus curiae. 14. application of indian evidence act, 1872.—a family court may receive as evidence any report, statement, documents, information or matter that may, in its opinion, assist it to deal effectually with a dispute, whether or not the same would be otherwise relevant or admissible under the indian evidence act, 1872 (1 of 1872). 15. record of oral evidence.—in suits or proceedings before a family court, it shall not be necessary to record the evidence of witnesses at length, but the judge, as the examination of each witness proceeds, shall, record or cause to be recorded, a memorandum of the substance of what the witness deposes, and such memorandum shall be signed by the witness and the judge and shall form part of the record. 16. evidence of formal character on affidavit.—(1) the evidence of any person where such evidence is of a formal character, may be given by affidavit and may, subject to all just exceptions, be read in evidence in any suit or proceeding before a family court. (2) the family court may, if it thinks fit, and shall, on the application of any of the parties to the suit or proceeding summon and examine any such person as to the facts contained in his affidavit. 17. judgment.—judgment of a family court shall contain a concise statement of the case, the point for determination, the decision thereon and the reasons for such decision. 18. execution of decrees and orders.—(1) a decree or an order [other than an order under chapter ix of the code of criminal procedure, 1973 (2 of 1974)], passed by a family court shall have the same force and effect as a decree or order of a civil court and shall be executed in the same manner as is prescribed by the code of civil procedure, 1908 (5 of 1908) for the execution of decrees and orders. (2) an order passed by a family court under chapter ix of the code of criminal procedure, 1973 (2 of 1974) shall be executed in the manner prescribed for the execution of such order by that code. 6 (3) a decree or order may be executed either by the family court which passed it or by the other family court or ordinary civil court to which it is sent for execution. chapter v 1[appeals and revisions] 19. appeal.—(1) save as provided in sub-section (2) and notwithstanding anything contained in the code of civil procedure, 1908 (5 of 1908) or in the code of criminal procedure, 1973 (2 of 1974) or in any other law, an appeal shall lie from every judgment or order, not being an interlocutory order, of a family court to the high court both on facts and on law. (2) no appeal shall lie from a decree or order passed by the family court with the consent of the parties 2[or from an order passed under chapter ix of the code of criminal procedure, 1973 (2 of 1974): provided that nothing in this sub-section shall apply to any appeal pending before a high court or any order passed under chapter ix of the code of criminal procedure, 1973 (2 of 1974) before the commencement of the family courts (amendment) act, 1991 (59 of 1991).] (3) every appeal under this section shall be preferred within a period of thirty days from the date of the judgment or order of a family court. 2[(4) the high court may, of its own motion or otherwise, call for and examine the record of any proceeding in which the family court situate within its jurisdiction passed an order under chapter ix of the code of criminal procedure, 1973 (2 of 1974) for the purpose of satisfying itself as to the correctness, legality or propriety of the order, not being an interlocutory order, and as to the regularity of such proceeding.] 3[(5)] except as aforesaid, no appeal or revision shall lie to any court from any judgment, order or decree of a family court. 4[(6)] an appeal preferred under sub-section (1) shall be heard by a bench consisting of two or more judges. chapter vi miscellaneous 20. act to have overriding effect.—the provisions of this act shall have effect notwithstanding anything inconsistent therewith contained in any other law for the time being in force or in any instrument having effect by virtue of any law other than this act. 21. power of high court to make rules.—(1) the high court may, by notification in the official gazette, make such rules as it may deem necessary for carrying out the purposes of this act. (2) in particular, and without prejudice to the generality of the foregoing power, such rules may provide for all or any of the following matters, namely:— (a) normal working hours of family courts and holding of sittings of family courts on holidays and outside normal working hours; (b) holding of sittings of family courts at places other than their ordinary places of sitting; (c) efforts which may be made by, and the procedure which may be followed by, a family court for assisting and persuading parties to arrive at a settlement. 1. subs. by act 59 of 1991, s. 2, for “appeals” (w.e.f 28-12-1991). 2. ins. by s. 2, ibid. (w.e.f. 28-12-1991). 3. sub-section (4) renumbered as sub-section (5) thereof by s. 2, ibid. (w.e.f. 28-12-1991). 4. sub-section (5) renumbered as sub-section (6) thereof by s. 2, ibid. (w.e.f. 28-12-1991). 7 22. power of the central government to make rules.—(1) the central govern

Kannada

1 the family courts act, 1984 act no. 66 of 1984 [14th september, 1984.] an act to provide for the establishment of family courts with a view to promote conciliation in, and secure speedy settlement of, disputes relating to marriage and family affairs and for matters connected therewith. be it enacted by parliament in the thirty-fifth year of the republic of india as follows:— chapter i preliminary 1. short title, extent and commencement.—(1) this act may be called the family courts act, 1984. (2) it extends to the whole of india except the state of jammu and kashmir. (3) it shall come into force on such date1 as the central government may, by notification in the official gazette, appoint, and different dates may be appointed for different states. 1. this act shall come into force in— (i) union territory of andaman and nicobar islands on 19th november, 1986, vide notification no. 79/22/86, dated 19th november, 1986, gazette of india, extra., pt. ii, section 1. (ii) madhya pradesh on 19th november, 1986, vide notification no. 79/6/86, dated 14th november, 1986, gazette of india, extra., pt. ii, section 1. (iii) uttar pradesh on 2nd october, 1986, vide notification no. 79/11/86-jus., dated 4th september, 1986, gazette of india, pt. ii, section 1. (iv) delhi on 19th november, 1986, vide notification no. s.o. 863(e), dater 18th november, 1986, gazette of india, extra., pt. ii, section 3 (ii). (v) maharashtra on 1st december, 1986, vide notification no. s.o. 944(e), dated 5th december, 1986, gazette of india, extra., pt. ii, section 3(ii). (vi) karnataka on 25th may, 1987, vide notification no. g.s.r. 685(e), dated 15th may, 1987, gazette of india, extra., pt. ii, section 3(i). (vii) orissa on 1st may, 1989, vide notification no. s.o. 321(e), dated 27th april, 1989, gazette of india, extra, pt. ii, section 3(ii). (viii) kerala on 21st october, 1989, vide notification no. 79/5/86, dated 17th october, 1989, gazette of india, extra., pt. ii, section 1. (ix) goa on 16th april, 1990, vide notification no. s.o. 328(e), dated 12th april, 1990, gazette of india, extra., pt. ii, section 3(ii). (x) union territory of pondicherry on 1st may, 1987, vide notification no. g.s.r. 459 (e), dated 29th april, 1987, gazette of india, extra, pt. ii, section 3(i). (xi) west bengal on 1st november, 1991, vide notification no. 79/12/86-jus., dated 1st november, 1991, gazette of india, extra., pt. ii, section 1 (e). (xii) assam on 2nd october, 1991, vide notification no. 79/2/86 jus., dated 30th november, 1991, gazette of india, extra., pt. ii, section 1 (e). (xiii) bihar on 10th december, 1991, vide notification no. s.o. 838(e), dated 6th december, 1991, gazette of india, extra., pt. ii, section 3(ii). (xiv) manipur on 3rd february, 1992, vide notification no. s.o. 91(e), dated 30th january, 1992, gazette of india, extra., pt. ii, section 3(ii). (xv) haryana on 2nd november, 1992, vide notification no. s.o. 784(e), dated 23th october, 1992, gazette of india, extra., pt. ii, section 3(i). (xvi) andhra pradesh on 15th february, 1995, vide notification no. s.o. 92(e), dated 6th february, 1995, gazette of india, extra.. part ii, section 3 (ii). (xvii) gujarat on 1st january, 2000, vide notification no. s.o. 1268(e), dated 20nd december, 1999, gazette of india, extra., pt. ii, section 3 (ii). (xviii) union territory of daman and diu on 10th october, 2003, vide notification no. s.o. 1161 (e), dated 14th october, 2003, gazette of india, extra., pt. ii, section 3 (ii). 2 2. definitions.—in this act, unless the context otherwise requires,— (a) “judge” means the judge or, as the case may be, the principal judge, additional principal judge or other judge of a family court; (b) “notification” means a notification published in the official gazette; (c) “prescribed” means prescribed by rules made under this act; (d) “family court” means a family court established under section 3; (e) all other words and expressions used but not defined in this act and defined in the code of civil procedure, 1908 (5 of 1908) shall have the meanings respectively assigned to them in that code. chapter ii family courts 3. establishment of family courts.—(1) for the purpose of exercising the jurisdiction and powers conferred on a family court by this act, the state government, after consultation with the high court, and by notification,— (a) shall, as soon as may be after the commencement of this act, established for every area in the state comprising of city or town whose population exceeds one million, a family court; (b) may establish family courts for such other areas in the state as it may deem necessary. (2) the state government shall, after consultation with the high court, specify, by notification, the local limits of the area to which the jurisdiction of a family court shall extend and may, at any time, increase, reduce or alter such limits. 4. appointment of judges.—(1) the state government may, with the concurrence of the high court, appoint one or more persons to be the judge or judges of a family court. (2) when a family court consists of more than one judge,— (a) each of the judges may exercise all or any of the powers conferred on the court by this act or any other law for the time being in force; (b) the state government may, with the concurrence of the high court, appoint any of the judges to be the principal judge and any other judge to be the additional principal judge; (c) the principal judge may, from time to time, make such arrangements as he may deem fit for the distribution of the business of the court among the various judges thereof; (d) the additional principal judge may exercise the powers of the principal judge in the event of any vacancy in the office of the principal judge or when the principal judge is unable to discharge his functions owing to absence, illness or any other cause. (3) a person shall not be qualified for appointment as a judge unless he— (a) has for at least seven years held a judicial office in india or the office of a member of a tribunal or any post under the union or a state requiring special knowledge of law; or (b) has for at least seven years been an advocate of a high court or of two or more such courts in succession; or (c) possesses such other qualifications as the central government may, with the concurrence of the chief justice of india, prescribe. 3 (4) in selecting persons for appointment as judges,— (a) every endeavour shall be made to ensure that persons committed to the need to protect and preserve the institution of marriage and to promote the welfare of children and qualified by reason of their experience and expertise to promote the settlement of disputes by conciliation and counselling are selected; and (b) preference shall be given to women. (5) no person shall be appointed as, or hold the office of, a judge of a family court after he has attained the age of sixty-two years. (6) the salary or honorarium and other allowances payable to, and the other terms and conditions of service of, a judge shall be such as the state government may, in consultation with the high court, prescribe. 5. association of social welfare agencies, etc.—the state government may, in consultation with the high court, provide, by rules, for the association, in such manner and for such purposes and subject to such conditions as may be specified in the rules, with a family court of— (a) institutions or organisations engaged in social welfare or the representatives thereof; (b) persons professionally engaged in promoting the welfare of the family; (c) persons working in the field of social welfare; and (d) any other person whose association with a family court would enable it to exercise its jurisdiction more effectively in accordance with the purposes of this act. 6. counsellors, officers and other employees of family courts.—(1) the state government shall, in consultation with the high court, determine the number and categories of counsellors, officers and other employees required to assist a family court in the discharge of its functions and provide the family court with such counsellors, officers and other employees as it may think fit. (2) the terms and conditions of association of the counsellors and the terms and conditions of service of the officers and other employees, referred to in sub-section (1), shall be such as may be specified by rules made by the state government. chapter iii jurisdiction 7. jurisdiction.—(1) subject to the other provisions of this act, a family court shall— (a) have and exercise all the jurisdiction exercisable by any district court or any subordinate civil court under any law for the time being in force in respect of suits and proceedings of the nature referred to in the explanation; and (b) be deemed, for the purposes of exercising such jurisdiction under such law, to be a district court or, as the case may be, such subordinate civil court for the area to which the jurisdiction of the family court extends. explanation.—the suits and proceedings referred to in this sub-section are suits and proceedings of the following nature, namely:— (a) a suit or proceeding between the parties to a marriage for a decree of nullity of marriage (declaring the marriage to be null and void or, as the case may be, annulling the marriage) or restitution of conjugal rights or judicial separation or dissolution of marriage; (b) a suit or proceeding for a declaration as to the validity of a marriage or as to the matrimonial status of any person; 4 (c) a suit or proceeding between the parties to a marriage with respect to the property of the parties or of either of them; (d) a suit or proceeding for an order or injunction in circumstance arising out of a marital relationship; (e) a suit or proceeding for a declaration as to the legitimacy of any person; (f) a suit or proceeding for maintenance; (g) a suit or proceeding in relation to the guardianship of the person or the custody of, or access to, any minor. (2) subject to the other provisions of this act, a family court shall also have and exercise— (a) the jurisdiction exercisable by a magistrate of the first class under chapter ix (relating to order for maintenance of wife, children and parents) of the code of criminal procedure, 1973 (2 of 1974); and (b) such other jurisdiction as may be conferred on it by any other enactment. 8. exclusion of jurisdiction and pending proceedings.—where a family court has been established for any area,— (a) no district court or any subordinate civil court referred to in sub-section (1) of section 7 shall, in relation to such area, have or exercise any jurisdiction in respect of any suit or proceeding of the nature referred to in the explanation to that sub-section; (b) no magistrate shall, in relation to such area, have or exercise any jurisdiction or powers under chapter ix of the code of criminal procedure, 1973 (2 of 1974); (c) every suit or proceeding of the nature referred to in the explanation to sub-section (1) of section 7 and every proceeding under chapter ix of the code of criminal procedure, 1973 (2 of 1974),— (i) which is pending immediately before the establishment of such family court before any district court or subordinate court referred to in that sub-section or, as the case may be, before any magistrate under the said code; and (ii) which would have been required to be instituted or taken before such family court if, before the date on which such suit or proceeding was instituted or taken, this act had come into force and such family court had been established, shall stand transferred to such family court on the date on which it is established. chapter iv procedure 9. duty of family court to make efforts for settlement.—(1) in every suit or proceeding, endeavour shall be made by the family court in the first instance, where it is possible to do so consistent with the nature and circumstances of the case, to assist and persuade the parties in arriving at a settlement in respect of the subject-matter of the suit or proceeding and for this purpose a family court may, subject to any rules made by the high court, follow such procedure as it may deem fit. (2) if, in any suit or proceeding, at any stage, it appears to the family court that there is a reasonable possibility of a settlement between the parties, the family court may adjourn the proceedings for such period as it thinks fit to enable attempts to be made to effect such a settlement. (3) the power conferred by sub-section (2) shall be in addition to, and not in derogation of, any other power of the family court to adjourn the proceedings. 5 10. procedure generally.—(1) subject to the other provisions of this act and the rules, the provisions of the code of civil procedure, 1908 (5 of 1908) and of any other law for the time being in force shall apply to the suits and proceedings [other than the proceedings under chapter ix of the code of criminal procedure, 1973 (2 of 1974)] before a family court and for the purposes of the said provisions of the code, a family court shall be deemed to be a civil court and shall have all the powers of such court. (2) subject to the other provisions of this act and the rules, the provisions of the code of criminal procedure, 1973 (2 of 1974) or the rules made thereunder, shall apply to the proceedings under chapter ix of that code before a family court. (3) nothing in sub-section (1) or sub-section (2) shall prevent a family court from laying down its own procedure with a view to arrive at a settlement in respect of the subject-matter of the suit or proceedings or at the truth of the facts alleged by the one party and denied by the other. 11. proceedings to be held in camera.—in every suit or proceedings to which this act applies, the proceedings may be held in camera if the family court so desires and shall be so held if either party so desires. 12. assistance of medical and welfare experts.—in every suit or proceedings, it shall be open to a family court to secure the services of a medical expert or such person (preferably a woman where available), whether related to the parties or not, including a person professionally engaged in promoting the welfare of the family as the court may think fit, for the purposes of assisting the family court in discharging the functions imposed by this act. 13. right to legal representation.—notwithstanding anything contained in any law, no party to a suit or proceeding before a family court shall be entitled, as of right, to be represented by a legal practitioner: provided that if the family court considers it necessary in the interest of justice, it may seek the assistance of a legal expert as amicus curiae. 14. application of indian evidence act, 1872.—a family court may receive as evidence any report, statement, documents, information or matter that may, in its opinion, assist it to deal effectually with a dispute, whether or not the same would be otherwise relevant or admissible under the indian evidence act, 1872 (1 of 1872). 15. record of oral evidence.—in suits or proceedings before a family court, it shall not be necessary to record the evidence of witnesses at length, but the judge, as the examination of each witness proceeds, shall, record or cause to be recorded, a memorandum of the substance of what the witness deposes, and such memorandum shall be signed by the witness and the judge and shall form part of the record. 16. evidence of formal character on affidavit.—(1) the evidence of any person where such evidence is of a formal character, may be given by affidavit and may, subject to all just exceptions, be read in evidence in any suit or proceeding before a family court. (2) the family court may, if it thinks fit, and shall, on the application of any of the parties to the suit or proceeding summon and examine any such person as to the facts contained in his affidavit. 17. judgment.—judgment of a family court shall contain a concise statement of the case, the point for determination, the decision thereon and the reasons for such decision. 18. execution of decrees and orders.—(1) a decree or an order [other than an order under chapter ix of the code of criminal procedure, 1973 (2 of 1974)], passed by a family court shall have the same force and effect as a decree or order of a civil court and shall be executed in the same manner as is prescribed by the code of civil procedure, 1908 (5 of 1908) for the execution of decrees and orders. (2) an order passed by a family court under chapter ix of the code of criminal procedure, 1973 (2 of 1974) shall be executed in the manner prescribed for the execution of such order by that code. 6 (3) a decree or order may be executed either by the family court which passed it or by the other family court or ordinary civil court to which it is sent for execution. chapter v 1[appeals and revisions] 19. appeal.—(1) save as provided in sub-section (2) and notwithstanding anything contained in the code of civil procedure, 1908 (5 of 1908) or in the code of criminal procedure, 1973 (2 of 1974) or in any other law, an appeal shall lie from every judgment or order, not being an interlocutory order, of a family court to the high court both on facts and on law. (2) no appeal shall lie from a decree or order passed by the family court with the consent of the parties 2[or from an order passed under chapter ix of the code of criminal procedure, 1973 (2 of 1974): provided that nothing in this sub-section shall apply to any appeal pending before a high court or any order passed under chapter ix of the code of criminal procedure, 1973 (2 of 1974) before the commencement of the family courts (amendment) act, 1991 (59 of 1991).] (3) every appeal under this section shall be preferred within a period of thirty days from the date of the judgment or order of a family court. 2[(4) the high court may, of its own motion or otherwise, call for and examine the record of any proceeding in which the family court situate within its jurisdiction passed an order under chapter ix of the code of criminal procedure, 1973 (2 of 1974) for the purpose of satisfying itself as to the correctness, legality or propriety of the order, not being an interlocutory order, and as to the regularity of such proceeding.] 3[(5)] except as aforesaid, no appeal or revision shall lie to any court from any judgment, order or decree of a family court. 4[(6)] an appeal preferred under sub-section (1) shall be heard by a bench consisting of two or more judges. chapter vi miscellaneous 20. act to have overriding effect.—the provisions of this act shall have effect notwithstanding anything inconsistent therewith contained in any other law for the time being in force or in any instrument having effect by virtue of any law other than this act. 21. power of high court to make rules.—(1) the high court may, by notification in the official gazette, make such rules as it may deem necessary for carrying out the purposes of this act. (2) in particular, and without prejudice to the generality of the foregoing power, such rules may provide for all or any of the following matters, namely:— (a) normal working hours of family courts and holding of sittings of family courts on holidays and outside normal working hours; (b) holding of sittings of family courts at places other than their ordinary places of sitting; (c) efforts which may be made by, and the procedure which may be followed by, a family court for assisting and persuading parties to arrive at a settlement. 1. subs. by act 59 of 1991, s. 2, for “appeals” (w.e.f 28-12-1991). 2. ins. by s. 2, ibid. (w.e.f. 28-12-1991). 3. sub-section (4) renumbered as sub-section (5) thereof by s. 2, ibid. (w.e.f. 28-12-1991). 4. sub-section (5) renumbered as sub-section (6) thereof by s. 2, ibid. (w.e.f. 28-12-1991). 7 22. power of the central government to make rules.—(1) the central government may,

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holi is known as a festival of colours, fun and frolic. it is a festival of the hindus. it usually comes in march. it is celebrated with gaiety in north india. of late the south is also catching up with the north in celebrating this festival of colours. there are different stories about the importance of the festival. it is said that at one stage a demon by name tarakasura conquered all 'lokas or worlds' including heaven and was teasing the 'devas'. it became necessary for the devas to pray to lord siva to bring forth a person who could conquer taraka. but lord siva was in deep 'tapas'. he was not showing any interest towards parvati, who was devotedly serving him with a desire to marry. then the 'devas' requested 'manmadha, the god of love' to help them and disturb the 'tapas' of lord siva. he shot his flower arrows at lord siva which disturbed his meditation. lord siva got angry and burnt 'manmada' to ashes by opening his third eye. but the arrow had its effect and siva had to love parvati and kartikeya was born, who later killed tarakasura. the bonfire raisd on the festive occasion is to represent the 'kamadahana' by lord siva. another story is about prahlada who was a devotee of lord vishnu, a bitter enemy of asuras. so hiranya kasipu, the father of prahlada entrusts prahlada to his sister halika to burn the boy alive. but in that attempt halika gets burnt and prahlada is saved. the bonfire is said to be a symbol of halika's death. some others connect the colour festival to rasalila of lord krishna with gopikas. whatever may be the story behind holi, the bonfire symbolises burning of evil for the sake of good. the holi day is full of fun and frolic. all men and women, boys and girls and children join in the sprinkling of colours. differences are forgotten. enmity does not find a place. all are friends. even old people join the fun. they use abir and gulal. till noon the singing and dancing go on with no restrictions whatsoever. buckets of colour water are sprinkled. youngsters play till they are completely drenched in colour. even dignitaries like ministers including the prime minister and the president partake in the fun. satire, irony and abuse are freely used with no offence. the mirth is over by noon. after a rich meal of special dishes people go to meet their friends and relations., the evening bonfires are lit in some places. during the previous night people dance around the fire and make merry. it is not a festival of colours but also a festival of unity and friendship. all barriers like caste, creed, position, and language are forgotten and men and women join the fun.

Kannada

ಹೋಳಿ ಮೇಲೆ ಸಂಸ್ಕೃತ ಪ್ರಬಂಧ

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indira nehru gandhi was born on november 19, 1917 in her grandfather's house in allahabad, in northern india. she was born to jawaharlal nehru ( father ) and kamala kaul ( mother ). the independence movement filled young indira's life. one of her earliest political memories was one of attending court at age four. being the only child of the family, her childhood was somewhat lonely. indira’s political career started at age of 12. she was the founder and leader of the monkey brigade, which was a group of youngsters whose purpose was to help end british control in india. as the leader she relayed information to the children of the group who then went out and warned the people who were going to be arrested by the british. the indian national congress was well aware of the monkey brigade, and one of the most important actions of the monkey brigade was carried out by indira herself. the congress was organizing a civil disobedience movement and after the meeting all the papers with the plans were placed into the trunk of a car which indira was instructed to drive. before the car was ready however, a police officer asked to inspect the car. indira begged him not to because “the inspection would make her late for school”. luckily, the police officer let her go. in the year, of 1938 indira joined the national congress party. in 1942, indira was happily married to feroze gandhi, a journalist. soon after their marriage, they were sent to naini central jail in allahabad from september 11, 1942 until may 13, 1943. this was her first and only time spent in prison. when her mother had died in 1936 indira took her spot as hostess and confidant to her father, and traveled with him to meet famous political figures during his years as prime minister of india. in 1959, while still helping her father, indira was elected the president of the indian national congress. after her fathers death in 1964, lal bahadur shastri became the new prime... * page 1 of 3 * next >

Kannada

indiragandhi ಜೀವನ ಪ್ರಬಂಧ

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ndia, the cradle of civilization, is now beset with a number of social evils. they are so numerous that one shudders to think of them. there have been social reformers like raja ram mohan ray, maharishi daya nand and swarni shradhanand. they fought against social evils but these evils were so deep-rooted that try as they did some of them persist to this day. we may first take the position of women. women do not enjoy a social position equal to that of men. the constitution does allow them equal status with men but it is all on paper. in practice they do not enjoy this equality. they are still treated as inferior to men. in villages which practically constitute seventy percent of the population, women are treated as second class citizens. although they have been granted the right of voting, yet in practice they are still under the thumb of their men. they are mostly illiterate. in cities, however, they enjoy better status. we have teachers, professors doctors, lawyers, ministers and high officials and it is expected that with their education they would rise still high. of course, it is a small fraction of women but with the spread of education it is expected that their condition would improve and they would work shoulder to shoulder with men. another great evil is the dowry system. a man with a number of daughters is a cursed creature. whatever he has is given away in marriages and he becomes a pauper. the dowry system has done a great harm to the social growth of indian life. a man with a number of daughters has to sell his property or borrow money at a high rate of interest so that he might give a dowry to his daughter. in case he fails to do so his daughter has to hear taunts and harassment to such an extent that the poor girl is forced to end her life. everyday we hear of the burning of young brides because of this harassment from their in laws or husbands. the sooner this social evil is removed, the better it will be for all concerned. another great evil which is the bane of indian life is child marriage. marriage is a sacred institution and the persons going in for matrimony should be of marriageable age and not that either the girl is married to an old men or she is married at an age when she does not understand what marriage is. we hear of this social evil prevalent in rajasthan where girls are married off at an age when they do not understand what marriage is. some of them become widows before they know that they had been married off. a total war against these and a few other evils like drinking and smoking is of utmost necessity. there is legislation against these evils but they can be effectively checked only if the people decide to check them.

Kannada

ಶಿಕ್ಷಕ ಪ್ರಬಂಧ ಭಾಷಾಂತರಿಸಲು

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the sun in the center of our solar system is a yellow dwarf star. it gives off energy as light. that includes light, infra red energy (heat), ultraviolet light and radio waves. it also gives off a stream of particles, which reaches earth as "solar wind". the source of all this energy is the reaction in the star which turns hydrogen into helium and makes huge amounts of energy. observation data average distance from earth 1.496×108 km 8 min 19 s at light speed visual brightness (v) −26.74 true brightness 4.83 angular size 31.6–32.7′ adjective solar orbit and rotation average distance from milky way center ≈ 2.7×1017 km 27,200 light years velocity ≈ 220 km/s (orbit around the center of the milky way) ≈ 20 km/s (relative to average velocity of other stars nearby) ≈ 370 km/s (relative to the cosmic microwave background) obliquity 7.25° (to the ecliptic) 67.23° (to the galactic plane) rotation velocity 7.189×103 km/h physical characteristics equatorial radius 696,342±65 km 109 × earth equatorial circumference 4.379×106 km 109 × earth flattening 9×10−6 surface area 6.09×1012 km2 12,000 × earth volume 1.41×1018 km3 1,300,000 × earth mass (1.protected±0.protected)×1030 kg 333,000 × earth average density 1.408 g/cm3 0.255 × earth surface gravity 274.0 m/s2 27.94 g 27,542.29 cgs 28 × earth escape velocity (from the surface) 617.7 km/s 55 × earth temperature center: 1.57×107 k photosphere: 5,778 k corona: ≈ 5×106 k luminosity (lsol) 3.846×1026 w age ≈4.6 billion years the sun is a star like many others in our milky way galaxy. it has existed for a little over 4.5 billion years, and is going to continue for at least as long. the sun is about a hundred times as wide as the earth. it has a mass of 1.9891×1030 kg, which is 333,000 times the mass of the earth. the earth can also fit inside the sun 1.3 million times.

Kannada

query length limit excedeed. max allowed query : 500 chars

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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

Kannada

ಬಿನ್ ಜೊತೆ transalate

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role of women in society the role of women in society has been greatly overseen in the last few decades but now are coming to a more perspective to people. in the early days women were seen as wives who were intended to cook, clean, and take care of the kids. they were not allowed to vote while men took care of having jobs and paying any bills that had to be paid. soon enough it caught on that women should have a bigger role than what other people thought women should have. women would have strikes and go on marches to prove that they should have rights just like everyone else. they faced discrimination like and other race that faced it. women would voice their opinion in any way possible so that they could reach their goal and they did. women have made vast improvements in their lifestyles in the past few decades from holding positions in governments to simple things like getting a job and supporting themselves. men have a tendency to leave their wives due to the fact that they had their child and the father was not committed enough or not ready to be a “father.” women are faced with more responsibly than men but also are faced with a lot more problems than men because they are looked at like a woman a bearer of children. it is a fact that men shouldn’t abuse their wives and its true, but they still are. thousands of legal cases of domestic violence are seen throughout the country. abortion is also another problem that women are faced with. morality is an issue with this as women are sometimes not ready to be a mother and their husbands or boyfriends have already left them. men usually just walk away from the situation but women have to choose to either have the baby or have it “aborted”. some people say it is a sin to let a women have an abortion because they say they are killing a baby and the baby is still innocent and has nothing to do with it. people also say that the baby is not yet developed and the women

Kannada

ಸಮಾಜದಲ್ಲಿ ಮಹಿಳೆಯರ ಪಾತ್ರ

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when pm modi announced that rs with the denomination of 500/- and 1000/- would cease to be the legal tender from 9th of nov, the whole country was stunned. this decision caused sensation in the whole country. social media was flooded with messages and information. people started counting the trash they had accumulated for years legally or illegally. rumours became rife. some tried to invest their dying currency in gold. some contacted their near and dear ones in this miserable hour. people could get only rs 4000/ of old denomination exchanged with the new one. big lines became the order of the day. instead of getting shorter, these queues were getting longer with every passing day. the last date for the whole process was 30th of december. the persons could deposit the old cash worth rs 2.5 lac till the said date. the main objective of this move was to curb the black money, corruption and fake money menace. all the people but those who were indulged in malpractices welcomed the move. the whole opposition shook hand against this move under one pretence or the other. they called this decision a draconian law and wanted the govt to roll back it. tirades were made to target the decision. govt also carried out counter attacks. the new currency which replaced the old one is of denomination of 500/- and 2000/-. though the people faced a lot of inconvenience owing to shortage of funds, they did not criticize the govt for the move. even they lauded the modi govt for this big move. prime minister also addressed the people many times telling the people that it was a mahayajna (महायज्ञ ) and they must offer their own ahuti ( आहुति ) in it. he further said he was aware the hardships they were suffering from but he sought only 50 days for setting the things right. he jibed at the chief political leaders who have stashed big amount of money and now joined hand to force govt to take the decision back. the most interesting thing regarding the demonetisation is that people are devising various unique methods for transforming their black money in to white one. some of these methods are as follows – depositing money in the accounts of their poor relatives and friends. enticing the people with some percentage of money for exchange. asking their employees to stand in the long queues in front of banks and atms for getting money exchanged. hiring labors for some rupees ranging from rs 500/- to 700/- for becoming the part of long queues in front of banks/ atms. converting black money in to gold. paying a few months salaries in advance. paying back loans forcibly. using their influence / links with bank employees and so on. impact of demonetization on indian society/ economy – we shall see a great impact of this move of the central govt on indian society and economy. the first impact shall be that people will have lower expenditure power. with that they will not be able to purchase luxurious things. there shall be no ostentatious expenditures on marriages and other ceremonies. so the society will grow lesser materialistic and people more prudent. with the fake money destroyed, indian economy will see a big boom and the so far booming real estate sector shall fall on the ground. the things shall be cheaper. indian currency shall get respect at the international market. there shall be a great check on the terror-related funding and therefore on terrorist activities. corruption shall be down to a great extent as people will stop the tendency of accumulating money using wrong means. it will abridge the gap between the haves and the have nots. however, there may be some difficulties for a couple of months. but this inconvenience shall be temporary and for short-term.write a essay on demonetization

Kannada

ಅನಾಣ್ಯೀಕರಣ ಮೇಲೆ ಪ್ರಬಂಧ ಬರೆಯಲು

Laatste Update: 2017-01-09
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Referentie: Anoniem

Engels

girish sharma is a living story teller who tells us that no matter what circumstances are, you can still be a champion in your preferred field in your life. when he was two years old he lost his one leg in a train accident. for most of us, this would be a huge set-back as the feeling of being disabled and handicapped severely attacks our mind and tells us that we can not do those things which normal people can. but girish had something else in his mind. he never let his disability to become a hurdle in achieving his dreams. girish sharma says “when i was a child, i used to play cricket, football, badminton with normal children of my age. my disability was nowhere near in my mind. i enjoyed those games as much as a normal person does.” what a spirit! girish sharma girish sharma he even rides a bicycle in heavily traffic areas of city rajkot without any problem. when i went to meet him, he was on the way and i was waiting for him. when i saw him coming, he was riding bicycle so fast! i was stunned by his self-confidence. he has won gold medal in paraolympic asia cup for disabled which was held in india. he has also represented india and played in other countries such as israel and thailand. and he is going to participate in a world championship which is to be held in germany in may, 2009. but shocking truth is that, he receives no monetary help from state government or indian government. it costs around rs. 80,000/- (approx us$1600) to participate in such an event which covers entry fee, to and fro flight charges. girish sharma’s financial position is not so good and still he has to bear all these expenses. this is rather a shameful truth to know that even though he leads india for the disabled, plays for country and brings gold medals backhome, he is left unrecognized. “cricket players do receive handsome gifts and great monetary help from state and national government. like when india won first twenty20 world championship in south africa, every state government declared some great monetary gifts to players belonging to their state. like irfan pathan and yusuf pathan were given some amount in crores. i am not asking for crores of rupees but at least am given few lakhs, it would really help me for attending various championships being held in india and worldwide”, says girish sharma. devang vibhakar with girish sharma devang vibhakar with girish sharma he does six hour training every day. he has got one strong leg that he just doesn’t play standing but he moves around the court all the time to hit the shuttlecock. it’s truly amazing to watch him playing badminton on court. he doesn’t let you feel that, he is disabled. he plays like a normal person. even i played few shots with him when i went to meet him, and i felt like i had a normal opponent. check out video to really feel what i’m talking about. girish says “when i meet companies and ask for their sponsorship for my trip, first thing that ask me is that who watch your sports?. now, this is truly insulting one. paraolympic is arranged after olympics. not only badminton but swimming, table tennis and many other sports are played in paraolympic. but in india only cricket is accepted as sports, where as other sports are ignored.” disabled champions like girish sharma do not ask for crores of rupees from government. few lakhs would do. and they must get it from state or national government. after all, he represents india and brings gold medals for her.

Kannada

ಗಿರೀಶ್ ಶರ್ಮಾ

Laatste Update: 2016-09-20
Gebruiksfrequentie: 1
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Referentie: Anoniem

Engels

the national flag of india is a horizontal rectangular tricolour of deep saffron, white and india green; with the ashoka chakra, a 24-spoke wheel, in navy blue at its centre. it was adopted in its present form during a meeting of the constituent assembly held on 22 july 1947, when it became the official flag of the dominion of india. the flag was subsequently retained as that of the republic of india. in india, the term "tricolour" (hindi: तिरंगा, tirangā) almost always refers to the indian national flag. the flag is based on the swaraj flag, a flag of the indian national congress designed by pingali venkayya.[n 1] the flag, by law, is to be made of khadi, a special type of hand-spun cloth of cotton, or silk made popular by mahatma gandhi. the manufacturing process and specifications for the flag are laid out by the bureau of indian standards. the right to manufacture the flag is held by the khadi development and village industries commission, who allocate it to the regional groups. as of 2009, the karnataka khadi gramodyoga samyukta sangha was the sole manufacturer of the flag. usage of the flag is governed by the flag code of india and other laws relating to the national emblems. the original code prohibited use of the flag by private citizens except on national days such as the independence day and the republic day. in 2002, on hearing an appeal from a private citizen, naveen jindal, the supreme court of india directed the government of india to amend the code to allow flag usage by private citizens. subsequently, the union cabinet of india amended the code to allow limited usage. the code was amended once more in 2005 to allow some additional use including adaptations on certain forms of clothing. the flag code also governs the protocol of flying the flag and its use in conjunction with other national and non-national flags.

Kannada

ಭಾರತೀಯ ಧ್ವಜ ಪ್ರಬಂಧ

Laatste Update: 2014-11-16
Gebruiksfrequentie: 1
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Referentie: Anoniem
Waarschuwing: Bevat onzichtbare HTML-opmaak

Engels

a doctor is someone who can help someone else in need. there are manytypes of doctors, ranging from general pediatricians to specialists. they arerespected people and are looked to when something is wrong. everyone needs adoctor at some point, so doctors are very much in demand.i am interested in this career because i like to help people. also, itpays well so i can live off the salary. another reason is because many of myrelatives are doctors, nurses, or dentists. even though school and training arevery hard, it pays off in the end, when someone can make a difference insomeone's life. i am not sure if i would like to be a pediatrician, or aspecialist. specialists probably earn more money, but do not do as much, andare required to learn more. i do not think i will want to be a surgeon, becausecutting people open and taking things out does not seem very appealing.to become a doctor, one must endure a lot of training and education. incollege, one must study courses to prepare for medicine, such as biology,chemistry, and some advanced mathematics. it generally takes seven to eightyears to finish his education. the first four years, one would take pre-med.classes. then it's on to medical school, where for four years one learns aboutthe area of medicine one chooses. after medical school, about one year ofinternship is needed. then he becomes a resident and practice medicine undersupervision of a senior doctor. all together, it is about 11 years before oneactually become an independent doctor.doctors will always be needed. because of this, and because of thepopulation growth, doctors will always be in demand and the profession willcontinue to grow. this way, a doctor will be unemployed less, and will be moresecure, financially.a doctor can earn from $60,000 to $700,000. pediatricians and doctors atfree clinics earn the least, although they are probably the most needed. the...

Kannada

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Laatste Update: 2015-12-04
Gebruiksfrequentie: 1
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Referentie: Anoniem
Waarschuwing: Bevat onzichtbare HTML-opmaak

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