You searched for: frown (Engelska - Hindi)

frown
भ्रूभंग

a smile confuses an approaching frown
एक मुस्कान एक भ्रामक दृष्टिकोण को भ्रमित करती है

there is a smile behind his frown
उसके भ्रूभंग के पीछे एक मुस्कान है

found that it ' s very difficult to frown
में पाया गया कि तेवर दिखाना मुश्किल हो जाता है

hilu looked at his father and his frown caused deep creases on his forehead .
उसके चेहरे की तरफ ताकते - ताकते हितु के ललाट पर रेखाएँ उभरी ।

with trembling heart i stood before you , in dread of your ominous frown .
कांपते हृदय से मैं तुम्हारे सम्मुख खड़ा था - तुम्हारी भृकुटि से भयभीत ।

he got up and walked about the room with his hands in his pockets and his face red with shame and with an angry frown of discontent .
वह उठ खड़ा हुआ और अपनी जेबों में हांथ ठूँसकर कमरे में चहल - कदमी करने लगा । शर्म और असन्तोष की सूखी तिक्तता से उसका चेहरा लाल हो आया था ।

when the gods wake up from their periodic fit of slumber and discover what man has made of creatures who were designed for other purposes , they frown in anger .
जब देवतागण अपनी सर्वाधिक निद्रावस्था से जागते हैं तो पाते हैं कि मनुष्य उन कई प्राणियों का समाहार हो गया है , जो अन्यान्य उद्देश्यों के लिए बनाए गए थे . यह देखकर वे क्रोध से भड़क उठते हैं .

sampson let us take the law of our sides; let them begin. gregory i will frown as i pass by; and let them take it as they list.
sampson हमें हमारे पक्षों के कानून ले, उन्हें शुरू. ग्रेगरी मैं के रूप में मैं द्वारा पारित भ्रूभंग जाएगा, और उन्हें वे सूची के रूप में में ले.

it seemed as if nature wore a perpetual frown , the sky was turbid and the light of day lacked lustre “ like a dead man ' s eye ” .
आसमान गंदला - सा और दिन का उजाला अपनी चमक खोकर किसी मुर्दा आदमी की आंख जैसा लगता है .

similarly , the triumph of a freedom movement in a colonial or subject country is a blow to imperialism and fascism , and it is therefore easy to understand why the nazi leaders frown on indian nationalism , and express their approval of the continuation of british domination in india .
उसमें कोई रुकावट पड़ती है , तब साम्राज़्यवाद कमजोर होता है . इसी तरह किसी औपनिवेशिक या गुलाम मुल्क में आजादी के आंदोलन की जीत होने से साम्राज़्यवाद और फासिज़्म को धक़्का लगता है . इसलिए यह समझना आसान है कि हिंदुस्तान के राष्ट्रवाद को लेकर नात्सी नेता क़्यों नाराज हैं और हिंदुस्तान में ब्रिटिश हुकूमत के बने रहने की हिमायत क़्यों करते हैं .

you can put it in your phone." but the girl does not budge, does not smile, does not frown. she just says, "no thank you."
"तुम इसे अपने फ़ोन में रख सकती हो " मगर लड़की न हिली न मुस्कुराई और न ग्गुस्सा हुई उस ने सिर्फ इतना कहा "नहीं शुक्रिया " क्या तुम्हे पता है ??

title: "the cost of ignorance" characters: john: a high school teacher disillusioned by the system. emily: a bright student with a passion for learning. mr. thompson: the school principal, focused on test scores and budgets. mrs. harper: a concerned parent who values education highly. tim: a troubled student who struggles with his studies. act 1 scene 1: classroom (john stands in front of the class, papers scattered on his desk. the students are disengaged. emily looks intently at john.) john: (sighs) alright, everyone, let’s get started. today’s lesson is about the impact of education on society. but judging by the looks on your faces, i’m not sure if this is going to be riveting or... (pauses) another exercise in futility. emily: (raising her hand) mr. john, why do you say that? isn’t education important? john: (sits on the edge of his desk) it is, emily. but sometimes, it feels like the system is more interested in numbers and scores than actually educating students. emily: (frowns) that doesn’t seem right. education should be about learning and growing, not just passing tests. john: exactly. but try telling that to mr. thompson. scene 2: principal’s office (mr. thompson is behind his desk, reviewing spreadsheets. john enters, looking frustrated.) john: mr. thompson, we need to talk about the new test prep initiative. mr. thompson: (glancing up) what about it? john: it’s overshadowing actual learning. we’re spending more time on practice tests than on meaningful education. mr. thompson: (adjusting his glasses) our scores need to improve. if we don’t meet the district’s targets, our funding could be cut. john: (angrily) so, we’re sacrificing genuine learning for test scores? mr. thompson: (firmly) we’re prioritizing outcomes that matter to the board and parents. it’s not ideal, but it’s the reality. act 2 scene 1: school hallway (mrs. harper is talking to john, looking worried. tim stands nearby, looking dejected.) mrs. harper: (concerned) john, my son tim is struggling. i’ve heard the focus on test prep is taking a toll on his enthusiasm for learning. john: (nodding) i’ve noticed. it’s a common issue. we’re pushing students through a narrow funnel, and it’s stifling their curiosity. tim: (looking up) i used to love learning, but now it feels like i’m just cramming facts to pass a test. mrs. harper: (frustrated) this isn’t what education should be. it’s supposed to open doors, not just be a series of hurdles. john: (sighs) i wish i had a solution. but as long as the focus remains on scores, we’re fighting an uphill battle. scene 2: classroom (john and emily are alone. emily is working on a project with passion.) emily: (enthusiastic) i’ve been researching ways education could be improved. there’s so much potential if we focus on understanding, not just testing. john: (smiling) that’s the spirit, emily. sometimes, change starts with passionate individuals who refuse to settle for less. emily: (determined) maybe if more people see the value in real learning, we can shift the focus back. john: (encouraged) it’s a long road, but if students like you keep pushing for what’s right, we might see change. act 3 scene 1: school board meeting (john, emily, and mrs. harper are presenting to the board. mr. thompson sits at the head of the table.) john: (addressing the board) we need to rethink our approach. test scores are important, but they shouldn’t overshadow the true purpose of education: to inspire and equip students for life. emily: (confidently) education should nurture curiosity and critical thinking, not just prepare for exams. mrs. harper: (firmly) we want our children to be passionate learners, not just good test-takers. the current approach is limiting their potential. mr. thompson: (looking thoughtful) you make valid points. perhaps it’s time to consider a balanced approach that values both learning and assessment. john: (hopeful) it’s a step in the right direction. with your support, we can work towards an education system that truly benefits students. scene 2: classroom (the classroom is buzzing with activity. john and emily work together on a project. tim and other students are engaged and excited.) emily: (smiling) things are starting to change. john: (nods) it’s a small victory, but it’s a start. we’ve shown that the value of education goes beyond just scores. tim: (enthusiastically) i’m actually looking forward to learning again. thanks for making a difference. john: (smiling) it’s not just me. it’s everyone who believes in the true power of education. (lights dim as the students continue their work, a sense of hope and renewal in the air.) curtain falls. this script highlights the challenges and potential reforms in education, focusing on the need to prioritize genuine learning over mere testing. don't share sensitive info. chats may be reviewed and used to train our models. learn more chatgpt can make mistakes. check important info.
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