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𝓛𝓔𝓢𝓢𝓞𝓝 4324 Tue 25 Jan 2022 AN 9.41 (A iv 438) Tapussa Sutta {excerpt} — The question of Tapussa — Kushinara Nibbana Bhumi Pagoda http://sarvajan.ambedkar.org wishes to be your working partner to spread the words of the Awakened One to Do Good ! Grow Vegetable & Fruit Food ! Purify Mind ! Like Awakened One be Kind!
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𝓛𝓔𝓢𝓢𝓞𝓝 4324  Tue  25 Jan 2022
AN 9.41 (A iv 438)
Tapussa Sutta
{excerpt}
— The question of Tapussa —
Kushinara Nibbana Bhumi Pagoda
wishes to be your working partner to spread the words of the Awakened One to
Do Good !
Grow Vegetable & Fruit Food !
Purify Mind !
Like Awakened One be Kind!

Public
Tree >> Sutta Piṭaka >> Aṅguttara Nikāya >> Navaka Nipāta
AN 9.41 (A iv 438)
Tapussa Sutta
{excerpt}
— The question of Tapussa —


Here saññā-vedayita-nirodha, the cessation of saññā and vedanā is presented as a ninth jhāna.
With
the complete transcending of the dimension of neither perception nor
non-perception,I entered & remained in the cessation of
perception&feeling. And as I saw with discernment, the mental
fermentations went to their total end.

05) Classical Pāḷi,

So
kho ahaṃ, ānanda, sabbaso neva-saññā-nā-saññāyatanaṃ samatikkamma
saññā-vedayita-nirodhaṃ upasampajja viharāmi, paññāya ca me disvā āsavā
parikkhayaṃ agamaṃsu.
youtube.com
Experiencing Tapussa Sutta
Due
to a request received on how to experience jhana as indicated in
Tapussa Sutta and what are the steps to reach the 9th jhana, doing this
discourse



Here saññā-vedayita-nirodha, the cessation of saññā and vedanā is presented as a ninth jhāna.
With
the complete transcending of the dimension of neither perception nor
non-perception,I entered & remained in the cessation of
perception&feeling. And as I saw with discernment, the mental
fermentations went to their total end.
06) ClassicalDevanagari,Classical Hindi-Devanagari- शास्त्रीय हिंदी,

यहां सानाना-वेदायता-निरोधा, सानाना और वेदाना के समापन को नौवें झान
के रूप में प्रस्तुत किया गया है। न तो धारणा के आयाम के पूर्ण पारगमन के
साथ और न ही गैर-धारणा, मैंने प्रवेश किया और धारणा और भावना के समाप्ति
में बने रहे। और जैसा कि मैंने समझदारी के साथ देखा, मानसिक किण्वन उनके
कुल अंत में गए।

08) Classical Afrikaans– Klassieke Afrikaans
Hier
word Saññā-Vedayita-Nirodha, die beëindiging van Saññā en Vedanā
aangebied as ‘n negende Jhan. Met die volledige transaksie van die
dimensie van geen persepsie of nie-persepsie het ek ingeskryf en in die
beëindiging van persepsie en gevoel gebly. En soos ek met onderskeiding
gesien het, het die verstandelike fermentasies na hul totale einde
gegaan.
  • 09) Classical Albanian-Shqiptare klasike,Këtu
    Sanna-vedayita-nirodha, ndërprerja e Sanna dhe Vedana është paraqitur si një Jhana nëntë.

    Me kapërcyer plotë dimensionin e as perceptimit as jo-perceptimit, kam hyrë dhe mbetur ndërprerjen e perceptimit dhe ndjenja. Dhe si unë pashë me aftësi dalluese, fermentations mendore shkuan në fundin e tyre të përgjithshëm.

  • 10) Classical Amharic-አንጋፋዊ አማርኛ,
  • እዚህ ሳንኩ-ኔዴዳ-ኒዶሮታ, የኤስና እና የዴድታን መቋረጡ እንደ ዘጠነ ዘጠኝ Jha ne ቀርበዋል.

    የማያውቁ እና ግንዛቤ የማይካሄድ ከሆነ, ገባሁ እና ግንዛቤ እና ስሜት መቋረጡን ቀጠልኩ. በማስተዋል ሲመለከት አዕምሯዊ ፍጡር ወደ አጠቃላይ መጨረሻቸው ሄደ.


  • 11) Classical Arabic-اللغة العربية الفصحى

  • هنا سينرا - فيداييتا-نيرودها، يتم تقديم وقف صراي وفيدان باعتباره جانا تاسعا.

    مع تجاوز كامل البعد من إدراكي أي تصور أو عدم الإدراك، دخلت وظلت في وقف التصور والشعور.

وكما رأيت مع التمييز، ذهبت التخمير العقلي إلى إجمالي نهايةها
  • 12) Classical Armenian-դասական հայերեն,Այստեղ sañāā-vedayita-nirodha, saññā and vedanā- ի դադարեցումը ներկայացվում է որպես իններորդ Jh երա:

    Ոչ ընկալման չափի ամբողջական անցումով, ոչ էլ ընկալումը, ես մտա եւ մնացի ընկալման եւ զգացողության դադարեցման մեջ: Եվ ինչպես ես տեսա խորաթափանցությամբ, մտավոր խմորումներն անցան իրենց ընդհանուր ավարտին:



13) Classical Assamese-ধ্ৰুপদী অসমীয়া

ইয়াত
saññā-ভেদাইটা-নিৰোধা, saññā আৰু vedanā সমাপ্তি নৱম jhāna হিচাপে
উপস্থাপন কৰা হৈছে। কোনো ধাৰণা বা অ-ধাৰণাৰ মাত্ৰা সম্পূৰ্ণৰূপে অতিক্ৰম
কৰাৰ সৈতে, মই প্ৰৱেশ কৰিছিলো আৰু ধাৰণা আৰু অনুভূতিৰ সমাপ্তিত আছিলোঁ। আৰু
মই বিচক্ষণতাৰে দেখিছিলোঁ, মানসিক কিণ্বনবোৰ তেওঁলোকৰ সম্পূৰ্ণ সমাপ্তিলৈ
গৈছিল।

14) Classical Azerbaijani- Klassik Azərbaycan,

Burada Sanksiya-Vedayita-Nirodha, Sanksiyanın və Vedananı dayandırır, doqquzuncu bir Jhāna kimi təqdim olunur.

Nə qavrayışın ölçüsünün tam keçidi ilə, ya da qavrayış olmaması, qavrayış və hissi dayandırdığımda qaldım. Göründüyü kimi, zehni fermentasiya onların ümumi sonuna getdi.


15) Classical Basque- Euskal klasikoa,
Hemen Saññā-Vedayita-Nirodha, Saññā eta Vedanāren uztea bederatzigarren Jhāna gisa aurkezten da.

Pertzepzioaren
ezta pertzepzioa ez den dimentsioaren gainezka osoz, pertzepzioa eta
sentimendua bertan behera utzi eta mantendu nintzen.
Eta discernment-ekin ikusi nuenean, hartzidura mentalak azken muturrera joan ziren.


16) Classical Belarusian-Класічная беларуская,
Тут Санья-Vedayita-Nirodha, спыненне Саньня і Ведана прадстаўлена як дзевяты Джхана.

З поўным перавагай вымярэння ні ўспрымання, ні няспрыманне, я ўвайшоў і застаўся ў спыненні ўспрымання і пачуцці. І, як я бачыў з пранікненнем, ментальныя закісанні пайшлі да іх агульнага канца.


17) Classical Bengali-ক্লাসিক্যাল বাংলা,
সণনা-বেদীতা-নিরোধা, সণনা ও বেদানের অবসান একটি নবম ঝনা হিসাবে উপস্থাপন করা হয়।

না উপলব্ধি না অ-উপলব্ধি মাত্রা সম্পূর্ণ অতিক্রমের সাথে, আমি প্রবেশ এবং অনুভূতির অবসান ঘটাতে এবং রয়ে গিয়েছিলাম। এবং আমি বুদ্ধি সঙ্গে দেখেছি, মানসিক fermentations তাদের মোট শেষ গিয়েছিলাম।


18) Classical Bosnian-Klasični bosanski,
Ovdje Sañā-Vedayita-Nirodha, prestanak Saññā i Vedanā predstavljen je kao deveti Jhāna.

Sa potpunim prenošenjem dimenzije ni percepcije niti percepcije, uneo sam i ostao u prestanku percepcije i osjećaja. I kao što sam vidio s razlučivanjem, mentalna fermentacija su otišla na svoj ukupni kraj.


19) Classical Bulgaria- Класически българск,
Тук Saññā-Vedayita-nirodha, прекратяването на Saññā и Vedanā е представено като деветия jhāna.

С пълното
преминаване на измерението на нито възприемане, нито не възприемане,
влязох и останах в прекратяването на възприятието и чувството.
И както видях с разпознаване, умствените ферментации отидоха до общия им край.


  • 20) Classical Catalan-Català clàssic Aquí Saññā-Vedayita-Nirodha, el cessament de Saññā i Vedanā es presenta com un novè Jhāna.

Amb el
transcendent complet de la dimensió de la percepció ni la no percepció,
vaig entrar i va romandre en el cessament de la percepció i el
sentiment.
I com vaig veure amb discerniment, les fermentacions mentals van anar al seu final total

  • 21) Classical Cebuano-Klase sa Sugbo, 
  • Dinhi si Saññāā-Siayita-Nirodha, ang paghunong sa Saññā ug Vedanā gipresentar ingon usa ka ikasiyam nga Jhāna.

    Uban sa
    kompleto nga pagbalhin sa sukod sa pagsabot o dili pagsabut, misulod ako
    ug nagpabilin sa paghunong sa panghunahuna ug pagbati.
    Ug
    ingon sa akong nakita nga adunay katakus sa salabutan, ang pag-ferment
    sa panghunahuna moadto sa ilang kinatibuk-ang katapusan.


  • 22) Classical Chichewa-Chikale cha Chichewa,
  • Pano Saññā-Vathita-niroda, kutha kwa Saiñraāh kumawonetsedwa ngati wachisanu ndi chinayi wachisanu ndi chinayi.

    Ndi kudutsa
    kwathunthu kwa mawonekedwe osazindikira kapena osazindikira, ndinalowa
    & ndinakhalabe munthawi ya kuzindikira & kumverera.
    Ndipo m’mene ndimaonera ndi kuzindikira, mphamvu zamaganizidwewo zidatha.

  • 23) Classical Chinese (Simplified)-古典中文(简体),
  • 在这里,Sañāā-vedayita-Nirodha,Sañāā和vedanā的停止被呈现为第九个Jhāna。

    通过完全超越既不看护,也不是非感知,我进入并留在感知和感觉的停止。 当我看到洞察力时,精神发酵会到他们的总结束。


  • 24) Classical Chinese (Traditional)-古典中文(繁體),
  • 在這裡,Sañāā-vedayita-Nirodha,Sañāā和vedanā的停止被呈現為第九個Jhāna。

    通過完全超越既不看護,也不是非感知,我進入並留在感知和感覺的停止。 當我看到洞察力時,精神發酵會到他們的總結束。

  • 25) Classical Corsican-Corsa Corsicana,
  • Qu Duñ Choddadica-Chiodha, a Cessazione di Saññña è Vedanā hè presentatu hè presentatu un Novò Jhāna.

    Cù u
    trascurendu cumpletu di a discepimentu di nè percepzione nè micca
    percepzione, sò entrata è restaunta in cessa di percepzione è
    sentimentu.
    È cumu aghju vistu cun discernimentu, i ferimenti mentali sò andati in a so fine totale.

  • 26) Classical Croatian-Klasična hrvatska,
  • Ovdje Saña-Vedayita-nirodha, prestanak Saña i Vedana predstavljen je kao deveta Jhāna.

    Uz potpunu transcendiranje dimenzije niti percepcije niti percepciju, ušao sam i ostao u prestanku percepcije i osjećaja. I kao što sam vidio s razlučivanjem, mentalne fermentacije otišle su do ukupnog kraja.


  • 27) Classical Czech-Klasická čeština
  • Këtu Saññā-Vedayita-Nirodha, ndërprerja e Saññā dhe Vedanā është paraqitur si një Jhāna e nëntë.

    Me
    tejkalimin e plotë të dimensionit të as perceptimit, as mos-perceptimit,
    kam hyrë dhe kam mbetur në ndërprerjen e perceptimit dhe ndjenjës.
    Dhe siç pashë me dallim, fermentimet mendore shkuan në fund të tyre të përgjithshëm.


  • Այստեղ sañāā-vedayita-nirodha, saññā and vedanā- ի դադարեցումը ներկայացվում է որպես իններորդ Jh երա:

    Ոչ ընկալման չափի ամբողջական անցումով, ոչ էլ ընկալումը, ես մտա եւ մնացի ընկալման եւ զգացողության դադարեցման մեջ: Եվ ինչպես ես տեսա խորաթափանցությամբ, մտավոր խմորումներն անցան իրենց ընդհանուր ավարտին:

  • Aquí Saññā-Vedayita-Nirodha, el cessament de Saññā i Vedanā es presenta com un novè Jhāna.

    Amb el
    transcendent complet de la dimensió de la percepció ni la no percepció,
    vaig entrar i va romandre en el cessament de la percepció i el
    sentiment.
    I com vaig veure amb discerniment, les fermentacions mentals van anar al seu final total.


  • Zde Sañññā-Vedayita-Nirodha, zastavení Sañña a Vedany je prezentován jako devátá Jhāna.

    S úplným překročením rozměrů ani vnímání ani ne-vnímání jsem vstoupil do ukončení vnímání a pocitu. A jak jsem viděl s rozlišováním, duševní fermentace šla na svůj celkový konec.





  • 29) Classical Dutch- Klassiek Nederlands,
    Hier wordt de stopzetting van Sañññā en Vedanā gepresenteerd als een negende Jhāna.

    Met de
    volledige transcending van de dimensie van noch perceptie, noch
    niet-perceptie, ging ik binnen en bleef in de stopzetting van de
    perceptie en het gevoel.
    En zoals ik met onderscheidingsvermogen zag, gingen de mentale gistingen naar hun totale einde.

  • 31) Classical Esperanto-Klasika Esperanto,Ĉi tie Saññā-Vedadaita-Nirodha, la ĉesigo de Saññā kaj Vedanā estas prezentita kiel naŭa Jhāna.

    Kun la
    kompleta transcenda de la dimensio de nek percepto nek ne-percepto, mi
    eniris kaj restis en la ĉesigo de percepto kaj sento.
    Kaj kiel mi vidis kun discernimiento, la mensaj fermentadoj iris al sia tuta fino.



  • 32) Classical Estonian- klassikaline eesti keel,Siin Saññā-Vedayita-Nirodha, Saññā ja Vedanā lõpetamine esitatakse üheksas Jhāna.

    Mis täieliku ülekandumise mõõtme ei taju ega mitte-taju, sisestasin ja jäi tajumise ja tunnetuse lõpetamisele. Ja nagu ma nägin meelelahutusega, läksid vaimsed fermentatsioonid nende kogu lõpuks.



  • 35) Classical French- Français classique,Ici Saññā-Vedayita-Nirodha, la cessation de Saññā et de Vedanā est présentée comme neuvième Jhāna.

    Avec la
    transcendant complète de la dimension de la perception ni de la
    non-perception, je suis entré et restait dans la cessation de la
    perception et du sentiment.
    Et comme je l’ai vu avec discernement, les fermentations mentales sont allées à leur extrémité totale.



  • 36) Classical Frisian- Klassike Frysk,Hjir sayññ–vedayita-nirodha-nirodha, it stopjen fan Sañ us en vedan wurdt presinteare as in njoggende jhāna.

    Mei de
    folsleine oergong fan ‘e dimensje fan’ e dimensje fan net persepsje noch
    net-persepsje ynfierd en bleaun yn ‘e stopjen fan’ e persepsje en
    gefoel.
    En doe’t ik mei ûnderskie seach, gongen de mentale fermaasjes nei har totale ein.



  • 37) Classical Galician-Clásico galego,Aquí sae Sañā-Vedayita-Nirodha, o cesamento de Saññā e Vedanā preséntase como noveno jhāna.

    Coa
    transcendencia completa da dimensión da percepción nin a non-percepción,
    entrou e permaneceu no cesamento da percepción e sentimento.
    E como vin con discernimento, as fermentacións mentais foron ao seu final total.



  • 38) Classical Georgian-კლასიკური ქართული,აქ Saññā-Vedayita-Nirodha, Cessation of Saññā და Vedanā წარმოდგენილია როგორც მეცხრე Jhāna.

    არც ერთი აღქმის განზომილების სრული გადანაწილება და არც არასამთავრობო აღქმა, შევიდე და დარჩა აღქმა და განცდა. და როგორც ვნახე გამჭრიახით, ფსიქიკური ფერმენტაციები მათ მთელ ბოლომდე მივიდნენ.



  • 39) Classical German- Klassisches Deutsch,Hier ist Saññā-Vedayita-Nirodha, die Bequemlichkeit von Saññā und Vedanā, als neunter Jhāna präsentiert.

    Mit dem
    vollständigen Transzendicken der Dimension von weder Wahrnehmung noch
    Nichtwahrnehmung trat ich in die Aufhilfe von Wahrnehmung und Gefühl
    ein.
    Und als ich mit Unterscheidung sah, gingen die mentalen Gärungen auf ihr gesamtes Ende.



  • 40) Classical Greek-Κλασσικά Ελληνικά,Εδώ η Saññā-Vedayita-Nirodha, η παύση του Saññā και Vedanā παρουσιάζεται ως ένατο ένατο jhāna.

    Με την πλήρη
    υπέρβαση της διάστασης ούτε η αντίληψη ούτε η αντίληψη, εισήλθαν και
    παρέμειναν στην παύση της αντίληψης και του συναίσθημα.
    Και όπως είδα με διάκριση, οι ψυχικές ζυμώσεις πήγαν στο συνολικό τους τέλος.



  • 41) Classical Gujarati-ક્લાસિકલ ગુજરાતી,અહીં સાના-વેદાયિતા-નિરોધા, સાનાણા અને વેદાનના સમાપ્તિમાં નવમી ઝાની તરીકે રજૂ થાય છે.

    ન તો દ્રષ્ટિકોણ અથવા બિન-ખ્યાલના પરિમાણના સંપૂર્ણ પરિવર્તન સાથે, હું દાખલ થયો અને ખ્યાલ અને લાગણીના સમાપ્તિમાં રહ્યો. અને જેમ મેં સમજદારીથી જોયું તેમ, માનસિક આથો તેમના કુલ અંતમાં ગયા.



  • 42) Classical Haitian Creole-Klasik kreyòl,Isit la Sañña-Vedayita-Nirodha, sispansyon an nan Saññāāā ak Vedanā se prezante kòm yon nevyèm Jhāna.

    Avèk
    transando a konplè sou dimansyon nan ni pèsepsyon ni pèsepsyon, mwen te
    antre nan & rete nan sispansyon an nan pèsepsyon & santi yo.
    Ak jan mwen te wè ak disènman, fèmantasyon yo mantal te ale nan fen total yo.



  • 43) Classical Hausa-Hausa Hausa,Anan Sañā-veday-Niroda, dakatarwar Sañina da Vedanā an gabatar da shi a matsayin nath Jhāna.

    Tare da
    cikakken fassara da girma ba na tsinkaye ko rashin tsinkaye, na shiga
    & ya kasance cikin dakatar da tsinkaye & ji.
    Kuma kamar yadda na gani da fahimi, ƙwaƙwalwar ƙwaƙwalwar ƙwaƙwalwa ta tafi duka.



  • 44) Classical Hawaiian-Hawaiian Hawaiian,Ma lailaʻoeʻo Vandaiwa-nisodha, ka manaʻo o ka Sanñaho a me Vaduna i hōʻikeʻia e ke koluʻo Jamden Jhica.

    Me ka
    hoʻololi pihaʻana o ka dimension a iʻole kaʻikeʻole a me kaʻikeʻole, ua
    komo wau a ua kauʻia ma ka cessite o kaʻike a me keʻano.
    A me kaʻu iʻike ai me ka naʻauao, hele nā mea ho’āno i kā lākou helu helu.



  • 45) Classical Hebrew- עברית קלאסית

  • הנה saññā-vedayita-nirodha, הפסקת saññā ו vedanā מוצג בתור התשיעי של JHāna.

    עם ההתעלות המלאה של מימד התפיסה או לא תפיסה, נכנסתי ונשארה בהפסקת תפיסה ותחושה. וכפי שראיתי בהבחנה, התסיסה הנפשית הלכו לסוף מוחלט.





  • 46) Classical Hmong- Lus Hmoob,Ntawm no saññita-nirodha, txoj kev co thiab vedanā yog nthuav tawm raws li cuaj Jhāna.

    Nrog rau kev
    ua tiav kev hloov pauv ntawm qhov ntev ntawm cov neeg tsis pom kev
    ntawm cov tsis xav tau los yog tsis muaj kev nkag siab, Kuv nkag mus
    & kev xav.
    Thiab raws li kuv tau pom nrog kev thoob tsib, kev nplua nuj fermentations tau mus rau lawv tag nrho.



  • https://www.youtube.com/watch?v=2nEAtLKcVWM

    What
    the Hell Gates, Big Pharma Free For All (Modi) modern rakshashans can
    do if all humans grow vegetable & fruit plants throughout the world
    like Ashoka did to overcome Hunger the worst illness. Humans can Kill
    Gates & all their chamchas,stooges,chelas,🥾 boot 👅 lickers & own mother’s flesh eaters.

    AN 9.41 (A iv 438)
    Tapussa Sutta
    {excerpt}
    — The question of Tapussa —

    Here saññā-vedayita-nirodha, the cessation of saññā and vedanā is presented as a ninth jhāna.

    With
    the complete transcending of the dimension of neither perception nor
    non-perception,I entered & remained in the cessation of
    perception&feeling. And as I saw with discernment, the mental
    fermentations went to their total end.

    • 48) Classical Icelandic-Klassísk íslensku,
      Hér er Saññā-Vedayita-Nirodha, að hætta að Saññā og Vedanā er kynnt sem níunda Jhana.
      Með
      heillum transcending víddar hvorki skynjun né ekki skynjun, kom ég inn
      og var í stöðvun skynjun og tilfinningu. Og eins og ég sá með skilningi,
      fór andleg gerjanir til heildarenda þeirra.


  • 49) Classical Igbo,Klassískt Igbo,
    N’ebe a, Sañññur-Vedayta-Nirodha, igbochi Sañññññññññññññññññññññññññññññññ.

    Site na
    ntụgharị zuru oke nke enweghị nghọta ma ọ bụ nghọta na-abụghị nghọta,
    abịara m & nọrọ na nkwụsị nke nghọta na mmetụta.
    Ka m jiri nghọta na-enwe agụụ uche nke uche gara na njedebe ha.



  • 50) Classical Indonesian-Bahasa Indonesia Klasik,
    Di sinilah saññā-vedayita-nirodha, penghentian Saññā dan Vedanā disajikan sebagai jhāna kesembilan.

    Dengan
    transkendahan lengkap dimensi persepsi maupun non-persepsi, saya masuk
    & tetap dalam penghentian persepsi & perasaan.
    Dan seperti yang saya lihat dengan kebijaksanaan, fermentasi mental pergi ke total akhir mereka.



  • 51) Classical Irish-Indinéisis Clasaiceach,
    Anseo Saññā-Vedayita-Nirodha, tá an scor de Saññā agus Vedanā i láthair mar an naoú Jhāna.

    Leis an
    iomlán ag dul thar an ngné de ceachtar dearcadh ná neamh-dearcadh,
    tháinig mé isteach agus d’fhan mé i scor de Dearcadh & Mothú.
    Agus mar a chonaic mé le discernment, chuaigh na teannadh meabhrach go dtí a ndeireadh iomlán.



  • 52) Classical Italian-Italiano classico,
    Qui Sañña-Vedayita-Nirodha, la cessazione di Saññā e Vedanā è presentato come un nono Jhāna.

    Con il
    complesso trascendente della dimensione della né della percezione né
    della non percezione, sono entrato e rimasto nella cessazione della
    percezione e del sentimento.
    E come ho visto con il discernimento, le fermentazioni mentali sono andate alla loro fine totale.






  • 53) Classical Japanese-古典的なイタリア語,ここではSaññā-Vedayita-Nirodha、Saññćとヴェーダンの停止が9Jhānaとして表示されています。

    知覚や非知覚の寸法を完全に超越して、私は知覚&感情の停止に留まりました。 そして私が識別して見たように、精神的発酵は彼らの全ての終わりに行きました。



  • 54) Classical Javanese-Klasik Jawa,Ing kene SAññā-Vedewita-Nirodha, nyurunga Sañ saā lan Vedanā ditampilake minangka Jhāna sanga.

    Kanthi
    transpendingan lengkap babagan persepsi ora persepsi utawa ora ana
    pemahaman, aku mlebu & tetep tetep ing mandheg saka persepsi &
    perasaan.
    Lan kaya sing dakkandhakake kanthi ngerteni, fermentasi mental dadi total total.

    • 55) Classical Kannada- ಶಾಸ್ತ್ರೀಯ ಕನ್ನಡ,ಇಲ್ಲಿ ಸಾನೆನ್-ವೆದಯಿಟಾ-ನಿರೋಧಾ, ಸಾನೆನ್ ಮತ್ತು ವೇದನ್ ® ನ ನಿಲುಗಡೆಯನ್ನು ಒಂಬತ್ತನೇ ಜಾನಾ ಎಂದು ಪ್ರಸ್ತುತಪಡಿಸಲಾಗಿದೆ.

      ಗ್ರಹಿಕೆ ಅಥವಾ ಗ್ರಹಿಕೆಯ ಆಯಾಮದ ಸಂಪೂರ್ಣ ವಿಸರ್ಜನೆಯೊಂದಿಗೆ, ನಾನು ಪ್ರವೇಶಿಸಿತು ಮತ್ತು ಗ್ರಹಿಕೆ ಮತ್ತು ಭಾವನೆಯ ನಿಲುಗಡೆಯಲ್ಲಿ ಉಳಿದಿವೆ. ಮತ್ತು ನಾನು ವಿವೇಚನೆಯೊಂದಿಗೆ ನೋಡಿದಂತೆ, ಮಾನಸಿಕ ಹುದುಗುವಿಕೆಗಳು ತಮ್ಮ ಒಟ್ಟು ಅಂತ್ಯಕ್ಕೆ ಹೋದವು.


    • 56) Classical Kazakh-Классикалық қазақ,Мұнда СЕНА-ВЕДАЙТА-НИРОДА, СЕНА ЖӘНЕ ВЕДАНЫҢ ТОҚТАРЫ ТОДПИНГІ ЖОНЫ ҰСЫНАДЫ.

      Түсінуді де, қабылдаудан да, қабылдауды да, қабылдауға да, қабылдау мен сезімді тоқтатуға толық рұқсат етілген. Мен қырағылықпен көргенімде, психикалық ашыту олардың жалпы аяғына жетті.



    • 57) Classical Khmer- ខ្មែរបុរាណ,នៅទីនេះSaññññ-vedayita-nirodha ការបញ្ឈប់របស់សាមនិងវេតាតត្រូវបានបង្ហាញជាទីប្រាំបួននាទី។

      ជាមួយនឹងវិមាត្រពេញលេញនៃការយល់ឃើញនៃការយល់ឃើញនិងមិនមានការយល់ដឹងខ្ញុំបានចូលហើយនៅតែបញ្ឈប់ការយល់ឃើញនិងអារម្មណ៍។ ហើយដូចដែលខ្ញុំបានឃើញជាមួយនឹងការយល់ដឹងការភេរវកម្មចិត្តគំនិតបានដល់ទីបញ្ចប់របស់ពួកគេ។



    • 58) Classical KinyarwandaHano
      saññā-vedayita-nirodha, ku kurangira kw’iyo saññā na vedanā gishikirizwa nk’uko jhāna cyenda.

      Na barengera ryuzuye ububyeyi nta imyumvire cyangwa batari imyumvire, Ninjiye & yagumye mu guhagarika imyumvire & nyiyumvo. Kandi nk’uko mbona na ubushishozi, mu fermentations mutwe ajya iherezo ryabo hamwe.



    • 59) Classical Korean-고전 한국어,여기
      사나-vedayita-nirodha, 사나 베다 중단 구분의 jhāna로 제시된다.

      인식이나 인식의 차원의 전체 초월으로, 내가 입력 인식 감정의 중단 남아 있었다. 나는 분별력 본대로 그리고, 정신 발효 끝으로 갔다



    • 60) Classical Kurdish (Kurmanji)-Kurdî (Kurmancî),
      Li vir saññā vedayita-Nirodha, rawestandina saññā û vedanā wekî nîsk Jhāna tê pêşkêş kirin.

      Bi
      veguhastina bêkêmasî ya dimeneya neçûn û ne-têgihiştinê û
      ne-têgihiştinê, ez ketim û di sekinandina peresend û hest de dimînim.
      As her ku min bi têgihîştî dît, fermandarên giyanî di dawiya xwe de çûn.



    • 61) Classical Kyrgyz-Классикалык Кыргыз,Сñңā-ведия-Ниродха, Сñңā жана Веханā Тогузунчу Jhāna катары сунушталат.

      Кабылдоого
      да, кабылдоого да, кабылдоону эч кимдин өлчөмү менен толуктоо менен мен
      кабылдоого жана сезимдерди токтотууга киришкен.
      Акыры, кырсык менен, акыл-эси кыз-келиндер алардын аягына чейин жеткен.



    • 62) Classical Lao-ຄລາສສິກລາວ,
      ນີ້, vedayita-nirodha, ການຢຸດເຊົາຂອງSaññānāແລະ Vedan ແລະ Vedan ໄດ້ຖືກນໍາສະເຫນີເປັນຄົນ.

      ດ້ວຍການຫັນປ່ຽນທີ່ສົມບູນຂອງມິຕິຂອງຄວາມຮັບຮູ້ແລະຄວາມຮັບຮູ້, ຂ້າພະເຈົ້າເຂົ້າໄປໃນການຢຸດຢັ້ງແລະຄວາມຮູ້ສຶກ. ແລະດັ່ງທີ່ຂ້າພະເຈົ້າໄດ້ເຫັນດ້ວຍຄວາມແນມເບິ່ງ, ການສຶກສາດ້ານຈິດໃຈໄດ້ໄປສູ່ຈຸດຈົບທັງຫມົດຂອງພວກເຂົາ.



    • 63) Classical Latin-LXII) Classical Latin,
      Hic saññā, vdayita, nirodha, in cessatione de sañenā et Vedanā est presented ut nona jhāna.

      Cum
      completum transcendentes dimensionis nec perceptio nec non-perceptio, et
      ingressus & mansit in cessationem perceptionis & affectum.
      Et quod vidi cum discretionem, mentis fermentum ad eorum summa finis.



    • 64) Classical Latvian-Klasiskā latviešu valoda,Šeit saña-vedayita-nirodha, pārtraukšana Saña un Vedanā tiek prezentēts kā devītā jhāna.

      Ar pilnīgu transcending dimensija ne uztvere ne neuzticoties, es ienācu un palika pārtraucot uztveri un sajūtu. Un kā es redzēju ar izpratni, garīgās fermentācijas devās uz to kopējo galu.



    • 65) Classical Lithuanian-Klasikinė lietuvių kalba,Čia Saññā-Vedayita-Nirodha, Saññā ir Vedano nutraukimas pateikiamas kaip devinta Jha.

      Su visišku nei suvokimo, nei nekalbėjimo, nei suvokimo aspektą, aš įvedžiau ir liko suvokimo ir jausmo nutraukimo. Ir kaip aš mačiau su atpažinimu, psichikos fermentacijos buvo visiškai baigti.



    • 66) Classical Luxembourgish-Klassesch Lëtzebuergesch,Hei demño-Niroda, d’Cyesse vun der IDAAG gëtt als néngst Jhāna.

      Mat der
      kompletter Iwwersetzung vun der Dimensioun vu weder Erkenntniveau an
      Net-Perceptioun, ech sinn an der Cesseféierung an der Cutptioun bliwwen
      & Gefill.
      A wéi ech mat Ënnerscheedung gesinn hunn, ass déi mental Fermentatiounen an hiren ganzen Enn gaang.



    • 67) Classical Macedonian-Класичен македонски,
      Тука Sññā-Vedayita-Nirodha, престанок на Сања и Ведана е претставена како деветти Jhāna.

      Со целосна
      надминување на димензијата на ниту перцепцијата ниту не-перцепција,
      влегов и останав во престанување на перцепцијата и чувството.
      И како што видов со проникливост, менталните ферментации отидоа на нивниот вкупен крај.



    • 68) Classical Malagasy,класичен малгашки,
      Eto sanna-vedayita-nirodha, ny fampitsaharana ny sanna sy ny vedanā dia aseho ho toy ny fahasivy jhāna.

      Noho ny transcending tanteraka ny lafiny ny fomba fijery na fomba fijery na tsy, I niditra & nitoetra teo amin’ny fampitsaharana ny fomba fijery sy fihetseham-po. Ary raha hitako tamin’ny fahaiza-manavaka, ny ara-tsaina fermentations tanteraka dia lasa nankany amin’ny farany.



    • 69) Classical Malay-Melayu Klasik,
      Di sini saññā-vedayita-nirodha, pemberhentian Sañña dan Vedanā dibentangkan sebagai jhāna kesembilan.

      Dengan
      melepasi dimensi yang lengkap tidak ada persepsi atau bukan persepsi,
      saya masuk & kekal dalam pemberhentian persepsi & perasaan.
      Dan seperti yang saya lihat dengan pengertian, penapaian mental pergi ke total akhir mereka.



    • 70) Classical Malayalam-ക്ലാസിക്കൽ മലയാളം,ഇവിടെ സാീന–വേദൈത-നിരോദ, കന്യരുടെയും വേദാൻയുടെയും വിരാമം ഒൻപതാം jhāna ആയി അവതരിപ്പിക്കുന്നു.

      ഗർഭധാരണമോ ധാരണയോ അല്ല, ഞാൻ പ്രവേശിച്ച് പെർസെപ്ഷനും വികാരവും അവസാനിപ്പിച്ച് അവശേഷിക്കുന്നു. വിവേചനാധികാരത്തോടെ ഞാൻ കണ്ടതുപോലെ, മാനസിക പുരുഷൻ അവരുടെ അവസാനത്തിൽ പോയി.



    • 71) Classical Maltese-Klassiku Malti,
      Hawnhekk Saññā-Vedayita-Nirodha, il-waqfien ta ‘Saññā u Vedanā huwa ppreżentat bħala disa Jhāna.

      Bit-trasċiġenza
      sħiħa tad-dimensjoni ta ‘la l-perċezzjoni u lanqas mhux perċezzjoni,
      daħalt u baqa’ fil-waqfien tal-perċezzjoni u s-sentiment.
      U kif rajt bid-dixxerniment, il-fermentazzjonijiet mentali marru għat-tarf totali tagħhom.



    • 72) Classical Maori-Maori Maori,
      I konei a Samañāā-vidadita-nirodha, ko te mutunga o te soñongā me te vedan e whakaatuhia ana hei tuaiwa Jhāna.

      Ma te tino whakawhiti i te rahi o te rahinga kaore ranei i te tirohanga, i uru atu ahau ki te aukati i te tirohanga me te kare. A, i ahau e kite ana i te mohio, ka haere nga mamae o te hinengaro.



    • 73) Classical Marathi-क्लासिकल माओरी,येथे
      saññā-vedayita-nirodha, saññā आणि vedanā समाप्ती नवव्या jhāna म्हणून प्रस्तुत केले जाते.

      नाही समज किंवा नॉन-समज आकारमान पूर्ण पार, मी प्रवेश केला आणि समज आणि भावना समाप्ती राहिला. आणि मी विवेक पाहिले म्हणून, मानसिक fermentations एकूण शेवटी गेला.



    • 74) Classical Mongolian-Сонгодог Монгол,Энд
      Sanna-vedayita-Ò¿ðäýõ¿é, Sanna болон vedanā зогсоох нь ес дэх jhāna гэж танилцуулсан байна.

      аль нь ч ойлголт ч бус ойлголт хэмжээс бүрэн хальж нь, би орж ирсэн & ойлголт, мэдрэмж дууссаны үлдсэн. Мөн би ялган таних нь хараад, сэтгэл санааны fermentations нийт төгсгөл хүртэл явсан.



    • 75) Classical Myanmar (Burmese)-Classical မြန်မာ (ဗမာ),
      Saññā-Vedayita-Nirodha, Saññāနဲ့Vedaniāနဲ့Vedaniāရဲ့ချုပ်ခြင်း,

      သညာနှင့်အမြင်မဟုတ်ဘဲအမြင်အာရုံမရှိသောရှုထောင့်များကိုအကောင်အထည်ဖော်ခြင်းနှင့်အတူကျွန်ုပ်သည်အမြင်နှင့်ခံစားမှု၏ချုပ်ခြင်းကြောင့်ဖြစ်သည်။ ငါပိုင်းခြားသိမြင်မှုနှင့်အတူမြင်သောအခါစိတ်ပိုင်းဆိုင်ရာအချဉ်ဖောက်ရုပ်ကြောသို့သွားကြ၏။



    • 76) Classical Nepali-शास्त्रीय म्यांमार (बर्मा),यहाँ Sañaite- भितिता-Nordha, sñaz र भेडोनो को संलग्नता एक नवौं जेनि को रूप मा प्रस्तुत गरिएको छ।

      नसोर्सको आयामको पूर्ण उल्टो साथ न त गैरशक्तिको आयामको साथ, म भित्र पसेँ र धारणा र भावनाको घेरामा रहें। र जब मैले विवेकीकरणको साथ देखेको थिएँ, मानसिक फाटेशनहरू उनीहरूको कुल अन्त्यमा गए।



    • 77) Classical Norwegian-Klassisk norsk,Her er Saññā-Vedayita-Nirodha, opphør av Saññā og Vedanā presenteres som en niende Jhāna.

      Med den
      fullstendige transcending av dimensjonen av verken oppfatning eller
      ikke-oppfatning, kom jeg inn og forblev i opphør av oppfatning og
      følelse.
      Og som jeg så med skjønn, gikk de mentale fermenteringer til sin totale ende.




    • 78) Classical Odia (Oriya)ଏଠାରେ Sataññ-VaeDeai-niroDha, Sala jhā ଏବଂ Bendā Chahāna ଭାବରେ ଉପସ୍ଥାପିତ ହୋଇଛନ୍ତି |

      କ concern ଣସି ଧାରଣା କିମ୍ବା ବିନା ଧାରଣା ନଦିଏ, ମୁଁ ପ୍ରବେଶ କରିପାରୁନ େତା ଏବଂ ଅନୁଭବରେ ପ୍ରବେଶ କରି ରହିଲି ଏବଂ ରହିଲା | ଏବଂ ଯେପରି ମୁଁ ବୁଦ୍ଧିମାନ ସହିତ ଦେଖିଲି, ମାନସିକ ପ୍ରତିବନ୍ଧକଗୁଡ଼ିକ ସେମାନଙ୍କର ସମୁଦାୟ ଶେଷକୁ ଯାଇଥିଲା |



  • https://www.youtube.com/watch?v=m7ZuMHhVgYs
  • What
    the Hell Gates, Big Pharma Free For All (Modi) modern rakshashans can
    do if all humans grow vegetable & fruit plants throughout the world
    like Ashoka did to overcome Hunger the worst illness. Humans can Kill
    Gates & all their chamchas,stooges,chelas,🥾 boot 👅
    lickers & own mother’s flesh eaters.Let’s support BSP for power in
    state as well as central government of Prabuddha Bharat. 🐘🐘🐘🐘
    Namo
    buddhay Jay Bheem bahut badhiya Mishra ji Very Very good bhan mayawati
    je jai ho BSP jai ho jai ho jai ho jai ho jai ho jai ho 🍀🌻🌹🐘🙏👍🍀🌻🌹🐘👍🍀🌻🌹🐘🙏👍🍀🌻🌹🐘🙏👍🍀🌻🌹🐘🙏👍🍀🌻🌹🐘🙏👍🍀🌻🌹🐘🙏👍

    AN 9.41 (A iv 438)
    Tapussa Sutta
    {excerpt}
    — The question of Tapussa —
    Here saññā-vedayita-nirodha, the cessation of saññā and vedanā is presented as a ninth jhāna.
    With
    the complete transcending of the dimension of neither perception nor
    non-perception,I entered & remained in the cessation of
    perception&feeling. And as I saw with discernment, the mental
    fermentations went to their total end.




  • 81) Classical Polish-Język klasyczny polski,
    Tutaj Saññā-Ventayita-Nirodha, zaprzestanie Saññā i Vedana jest prezentowane jako dziewiąty jhāna.

    Wraz z
    pełnym przekroczeniem wymiaru ani percepcji, ani nie-percepcji,
    wprowadziłem i pozostałam w zaprzestaniu percepcji i uczucia.
    I jak widziałem z rozeznaniem, fermentacje psychiczne poszły do całkowitego końca.



  • 82) Classical Portuguese-Português Clássico,Aqui Saññā-Vedayita-Nirodha, a cessação de Saññā e Vedanā é apresentada como uma nona jhana.

    Com a
    completa transcending da dimensão de nem percepção nem a não percepção,
    inseri e permaneceu na cessação da percepção e sentimento.
    E como vi com discernimento, as fermentações mentais foram ao fim total.



  • 83) Classical Punjabi-ਕਲਾਸੀਕਲ ਪੰਜਾਬੀ,
    ਇਥੇ ਤਨੀਟਾ-ਨੀਰੋਧਾ, ਸਾਹਿ ਅਤੇ ਵੇਦਨਾ ਦਾ ਮੁਕੱਦਮਾ ਚਲਾਏ ਜਾਂਦੇ ਹਨ.

    ਨਾ ਤਾਂ ਨਾ ਤਾਂ ਕਿਸੇ ਵੀ ਸਮਝਦਾਰੀ ਦੇ ਮਾਪ ਦੀ ਪੂਰਨ ਪਾਰਬੰਦ ਦੇ ਨਾਲ, ਮੈਂ ਦਾਖਲ ਹੋ ਗਿਆ ਅਤੇ ਧਾਰਨਾ ਅਤੇ ਭਾਵਨਾ ਦੇ ਖ਼ਤਮ ਹੋ ਰਿਹਾ. ਅਤੇ ਜਿਵੇਂ ਕਿ ਮੈਂ ਸਮਝਦਾਰੀ ਨਾਲ ਵੇਖਿਆ, ਮਾਨਸਿਕ ਫਰਮਾਂ ਉਨ੍ਹਾਂ ਦੇ ਕੁੱਲ ਅੰਤ ਤੇ ਗਈ.



  • 84) Classical Romanian-Clasic românesc,Aici Saññā-Vedayita-Nirodha, încetarea lui Saññā și Vedanā este prezentată ca a nouălea Jhāna.

    Cu
    transcenderea completă a dimensiunii nici percepției, nici percepția, am
    intrat și am rămas în încetarea percepției și senzației.
    Și așa cum am văzut cu discernământ, fermentările mentale au mers la sfârșitul lor total.



  • 85) Classical Russian-Классический русский,Здесь Saññā-VEDAYITA-NIRODHA, прекращение оказания Saññā и Vedanā представлена как девятая джана.

    С полной
    трансцендом измерения ни восприятия ни восприятия ни не восприятия я не
    вошел и остался в прекращении восприятия и чувства.
    И, как я видел с различными, умственные ферментации пошли на их общий конец.



  • 86) Classical Samoan-Samoan Samoa,
    Lenei saññā-vedapata-Nirodha, o le faʻamaloloina o Saññ3 ma le vedanaā o loʻo tuʻuina atu o le iva jhāna.

    Faatasi ai
    ma le atoa transcending o le tulaga o le leai se malamalamaaga pe leai
    foi se manatu, na ou ulufale ai ma tumau ma tumau i le tulaga o le
    silafia & lagona.
    Ma sa ou vaaia le iloa, na siitia ai le faaiuga o le mafaufau, ma le mafaufau o le mafaufau.

    • 87) Classical Sanskrit छ्लस्सिचल् षन्स्क्रित्थे डिफ़्फ़ेरेन्cए बेट्wईन् अ cलेअर् मिन्ड् अन्ड् अ मुड्ड्य् ओने.
      “Sउप्पोसे
      तेरे wएरे अ पूल् ओफ़् wअटेर्—cलेअर्,लिम्पिड्,& उन्सुल्लिएड्. आ मन्
      wइत् गूड् एयेसिघ्ट् स्टन्डिन्ग् तेरे ओन् ते बन्क् wओउल्ड् सी
      शेल्ल्स्,ग्रवेल्,& पेब्ब्लेस्, & अल्सो शोअल्स् ओफ़् फ़िश्
      स्wइम्मिन्ग् अबोउट् & रेस्टिन्ग् बेcऔसे ओफ़् ते उन्सुल्लिएड् नटुरे
      ओफ़् ते wअटेर्. ईन् ते समे wअय्, तट् wइत् अन् उन्सुल्लिएड् मिन्ड् wओउल्ड्
      क्नोw हिस् ओwन् बेनेफ़िट्,ते बेनेफ़िट् ओफ़् ओतेर्स्,ते बेनेफ़िट् ओफ़् बोत्;
      तट् हे wओउल्ड् रेअलिज़े अ सुपेरिओर् हुमन् स्टटे,अ ट्रुल्य् नोब्ले
      डिस्टिन्cटिओन् ओफ़् क्नोwलेड्गे & विसिओनः Sउच् अ तिन्ग् इस्
      पोस्सिब्ले बेcऔसे ओफ़् ते उन्सुल्लिएड् नटुरे ओफ़् हिस् मिन्ड्.”


    • 88) Classical Scots Gaelic-Gàidhlig Albannach Clasaigeach,
      An seo tha Sabaidñā-heda-veryita-niróide, stad saidiol agus edanā air a thaisbeanadh mar naoidheamh jhāna.

      Leis a
      ‘phrògram iomlan a thaobh meud nach dèanar no neo-bheachd, chuir mi
      a-steach agus air fhàgail ann an stad tuigse & faireachdainn.
      Agus mar a chunnaic mi le aithneachadh, chaidh na h-oighreachdan inntinn gu a cheann iomlan.








    • 89) Classical Serbian-Класични српски,
      Овде је Санна-Ведаиита-Ниродха, престанак Сана и Ведана представљен је као девета Јхана.

      Комплетним превазилажењем димензије ни перцепције ни перцепције, ушао сам и остао у престанку перцепције и осећаја. И као што сам видео с разнавањем, менталне ферментације ишле су на њихов укупни крај.



    • 90) Classical Sesotho-Seserbia ea boholo-holo,
      Mona Saleyá-Nirodha, tšilafalo ea saññtala le Vvedanā e hlahisoa e le Senor Jhāna.

      Ka ho
      fetisoa ha tekanyo e felletseng ea bophahamo ba eona ntle le pono kapa
      eseng ntle le pono, ke ile ka kena ka temoho ea pono le maikutlo.
      Mme joalo ka ha ke bona ka temoho, ba betliloeng ba kelello ba ile ba latela pheletsong ea bona.



    • 91) Classical Shona-Shona Shona,
      Pano SAZI-Vedayita-Nirodhha, iyo Cessation yeSaññ naVedanā inoburitswa sechipfumbamwe JHāJana.

      Nekutapudzwa
      kwakazara kweiyo danho rekunyepedzera kana kusatarisa, ini ndakapinda
      & kuramba ndichiramba ndichitaurwa kwekunzwisisa & kunzwa.
      Uye sezvandakaona nekunzwisisa, maficha ekuda kwepfungwa akaenda kumagumo avo.



    • 92) Classical Sindhi,

    • هتي ستن-ويدسيا-نيروديٿا، صنا ۽ ويڊين جو خاتمو هڪ نن jan ڙن jhāna طور پيش ڪيو ويو آهي.

      نه ئي تمنا جي طول و عرض جي مڪمل منتقلي ۽ نه ئي غير تصورات، مون ۾ داخل ٿيو ۽ احساس جي خاتمي ۾. ۽ جيئن مون واضح ڪيو، ذهني خمير انهن جي ڪل آخر ۾ ويا.



    • 93) Classical Sinhala-සම්භාව්ය සිංහල,
      මෙන්න සාසෝ-වෙදයිටා-නිරාධා, සාසන සහ වෙදන් නැවැත්වීම නවවන ජාමනා ලෙස ඉදිරිපත් කෙරේ.

      සංජානනය හෝ සංජානනයක මානය සම්පූර්ණයෙන් ඉක්මවා යාමත් සමඟ මම සංජානනය සහ හැඟීම නතර කළෙමි. විචාර බුද්ධියෙන් මා දුටු පරිදි, මානසික පැසවීම ඔවුන්ගේ මුළු අවසානයට ගියේය.



    • 94) Classical Slovak-Klasický slovenský,Tu sañañā-Vedayita-Nirodha, zastavenie Sañññā a Vedanā je prezentovaný ako deviata jhāna.

      S úplným prechodom rozmeru ani vnímania ani vnímania, vstúpil som a zostal v zastavení vnímania a pocitu. A ako som videl s rozlišovaním, mentálne fermentácie išli na ich celkový koniec.



    • 95) Classical Slovenian-Klasična slovenska,Tukaj je Saññā-Vedayita-Nirodha, prenehanje Saññā in Vedanā je predstavljeno kot deveta Jhāna.

      S popolno preseganjem dimenzije niti percepcije niti ne-zaznavanja, sem vstopil in ostal v prenehanju dojemanja in občutka. In ko sem videl z razločevanjem, so se duševne fermentacije odpravile na svoj skupni konec.



    • 96) Classical Somali-Soomaali qowmiyadeed,Halkan
      Sanna-vedayita-nirodha, joojinta Sanna iyo vedanā la soo bandhigay sida jhāna a sagaalaad.

      Iyada oo dhaafsan dhamaystiran oo aragti ah ee innaba aragtida aan aragti toona, waxaan galay & hadhay ee joojinta ee aragtida & dareen. Oo intii aan la waxgarashada oo arkay, ee fermentations maskaxda u tageen guud ee dhamaadka.



    • 97) Classical Spanish-Español clásico,Aquí, Saññā-Vedayita-Nirodha, el cese de Saññā y Vedanā se presenta como un noveno jhāna.

      Con la
      trascendencia completa de la dimensión de ni la percepción ni la no
      percepción, entré y permanecí en el cese de la percepción y el
      sentimiento.
      Y como vi con discernimiento, las fermentaciones mentales fueron a su final total.



    • 98) Classical Sundanese-Sunda Klasik,Di dieu
      saññā-vedayita-nirodha, gencatan patempuran of saññā na vedanā geus dibere salaku jhāna kasalapan.

      Jeung transcending lengkep dimensi ngayakeun persepsi atawa non-persepsi, abdi diasupkeun & tetep dina gencatan patempuran persepsi & rarasaan. Tur jadi kuring nempo kalawan discernment, anu fermentasi méntal indit ka total tungtung maranéhanana



    • 99) Classical Swahili,Kiswahili cha Classical,Hapa saum-vedayita-nirodha, kukomesha Sawa na Vedanā huwasilishwa kama jāna ya tisa.

      Kwa
      kupitisha kamili ya mwelekeo wa hakuna mtazamo wala usio na mtazamo,
      niliingia na kubaki katika kukomesha mtazamo & hisia.
      Na kama nilivyoona kwa ufahamu, fermentations ya akili ilikwenda kwa mwisho wao.



    • 100) Classical Swedish-Klassisk svensk,Här presenteras Saññā-vedayita-Nirodha, seden av Saññā och vedanā som en nionde Jhāna.

      Med den
      fullständiga övergången av dimensionen av varken uppfattning eller
      icke-uppfattning, gick jag in och förblev i uppfattningen av uppfattning
      och känsla.
      Och som jag såg med urskiljning gick de mentala jäsningarna till sin totala slut.



    • 101) Classical Tajik-тоҷикӣ классикӣ,
      Дар ин ҷо SAññā-vedayita-niirdha, қатъ шудани Sañā ва Веданомӣ ҳамчун нӯҳуми нӯҳуми нӯҳум ҳукм карда мешавад.

      Бо сарчашмаи андозагирии андозагирии наќд ва ѓайриметѓа, ман ворид шудам ва дар шикасти дарк ва эҳсос боқӣ монд. Ва ҳангоме ки дидам, ки дар назар доштам, ферментҳои рӯҳӣ ба охири онҳо рафтанд.



    • 102) Classical Tamil-பாரம்பரிய இசைத்தமிழ் செம்மொழி,
      இங்கே Sañña-Vedayita-Nirodha, Sañña மற்றும் Vedana ஒரு ஒன்பதாவது ஜானா என வழங்கப்படுகிறது.

      கருத்து
      அல்லது உணர்தல் அல்லாத கருத்துக்களின் பரிமாணத்தின் முழுமையான கடன்களுடன்,
      நான் நுழைந்தேன் & உணர்வின் இடைநிறுத்தத்தில் இருந்தேன்.
      நான் பகுத்தறிவுடன் பார்த்ததைப் போலவே, மனநலவாசிகளும் தங்கள் மொத்த முடிவுக்கு வந்தன.








    103) Classical TatarМонда SaññeAlea-Нирода Тугызын сүндерүче Jhnana итеп тәкъдим ителгән Seññeāna tañea белән “JHANA” тәкъдим ителә.

    Мин аңламаган да, аңламаган үлчәмнең тулы вакытыннан баш тартып, мин кердем һәм сизүдән тукталдым. Зирәклек белән күргәнемчә, психик фемонтацияләр аларның гомуми ахырына киттеләр.



  • ఇక్కడ Saññā-Vedayita-Nirodha, Saññā మరియు వేదన్వా యొక్క విరమణ ఒక తొమ్మిదవ ఝాన్ గా ప్రదర్శించబడుతుంది.

    పర్సెప్షన్ లేదా అవగాహన యొక్క పరిమాణాన్ని పూర్తిగా అధిగమించి, నేను ఎంటర్ & భావన యొక్క విరమణలో ఉండిపోయింది & భావన. మరియు నేను వివేచనతో చూసినట్లుగా, మానసిక కిణ్వాలు వారి మొత్తం ముగింపుకు వచ్చాయి.



  • ที่นี่Saññā-Vedayita-Nirodha การหยุดของSaññāและVedanāนำเสนอเป็น Ninth Jhāna

    ด้วยการข้ามมิติที่สมบูรณ์ของการรับรู้และไม่ใช่การรับรู้ฉันเข้าและยังคงอยู่ในการหยุดการรับรู้และความรู้สึก และอย่างที่ฉันเห็นด้วยความฉลาดการหมักทางจิตก็ไปถึงจุดสิ้นสุดทั้งหมดของพวกเขา

  • Ne algılama veya algının boyutunun tamamen aşamasıyla, algı ve hislerin durdurulmasında girdim ve kaldım. Ve ayırt etme ile gördüğüm gibi, zihinsel fermantasyonlar toplam sonlarına gitti.



  • Nok-de, hiç
    hili düşünişmezlik ýa-da düşünjäniň üýtgemegine ýa-da düşünjäniň
    üýtgemegine doly kabul edilmeýär we duýmak we duýmakda galdym.
    Üns terminleri bilen görenimde, akyl stersasiýalarynyň umumy ahyryna gitdiler.



  • Санна-vedayita-ніродха, припинення Санна і Vedana представлений як дев’ятий джхана.

    З повною трансцендирования розмірності ні сприйняття, ні несприйняття, я увійшов, щоб у припиненні сприйняття і почуття. І, як я бачив, з розрізненням, ментальне бродіння пішло до їх загального кінця.




  • یہاں سننا وڈائیتا - نروودہ، سننا اور وڈن کے خاتمے کو نویں جہنا کے طور پر پیش کیا جاتا ہے.

    نہ ہی تصور کے طول و عرض کے مکمل ٹرانسمیشن کے ساتھ اور نہ ہی غیر تصور، میں نے داخل کیا اور تصور اور احساس کے خاتمے میں رہے. اور جیسا کہ میں نے تفہیم کے ساتھ دیکھا، ذہنی خمیر ان کے مکمل اختتام پر چلے گئے.




  • بۇ يەردە saññā-vedayita-nirodha, saññā ۋە vedanā توختىتىشقا بىر توققۇزىنچى jhāna دەپ كۆرسەتكەن.

    نە تۇيغۇللىرىغا نە غەيرى تۇيغۇللىرىغا قىلىش ئۆلچەمدىكى مۇكەممەل transcending بىلەن, مەن كىرىپ & تۇيغۇللىرىغا ۋە تۇيغۇسىنىڭ توختىتىشقا قالدى. مەن discernment بىلەن كۆرۈپ ۋە روھىي fermentations ئومۇمىي ئاخىرىغا بېرىپ.





  • Bu erda Sanna-vedayita-nirodha, Sanna va Vedana ning to’xtatish bir to’qqizinchi jhāna sifatida taqdim etildi.

    na idrok ham non-idrok o’lchov to’liq Transcending bilan, men kirib & idrok va his-tuyg’u to’xtatilganidan qoldi. Men dono ko’rdim va, ruhiy fermentasyonları ularning umumiy oxiriga borib.


    112) Classical Vietnamese-Tiếng Việ,Ở đây Saññā-Vedayita-Nirodha, sự chấm dứt của Saññā và Vedanā được trình bày dưới dạng một chiếc Ninth Jhāna.

    Với sự siêu
    vọt hoàn toàn về kích thước của cả hai nhận thức cũng như không nhận
    thức, tôi đã nhập và giữ cho sự chấm dứt nhận thức & cảm giác.
    Và khi tôi thấy với sự phân biệt, lên men tinh thần đã đi đến tổng kết cự của họ.



  • Gyda’r
    dihangfa gyflawn o’r dimensiwn nad canfyddiad na pheidio â chanfyddiad,
    fe wnes i fynd i mewn ac arhosodd i roi’r gorau i ganfyddiad a theimlad.
    Ac fel y gwelais gyda dirnadaeth, aeth yr eplesu meddyliol i’w diwedd.



  • Ngobungakanani
    obugqwesileyo bobukhulu bokubona okanye ukubonwa, ndingene ndisahleli
    kwaye ndihleli ekuqinisekisweni kwembono kunye nemvakalelo.
    Kwaye njengoko ndabona ndinokuqonda, izisongo zengqondo zaphela zizonke.




  • דאָ איר קענען נוצן די ופהער פון די ופהער און ווידאַניי איז דערלאנגט ווי אַ נייַנט דזשהנאַ.

    מיט די גאַנץ
    טראַנסענדינג פון די ויסמעסטונג פון ניט מערקונג איז ניט-מערקונג, איך
    אריין און פארבליבן אין די ופהער פון דער מערקונג & געפיל.
    און ווי איך געזען מיט דיסערנמאַנט, די גייַסטיק פערמאַנטיישאַנז געגאנגען צו זייער גאַנץ סוף.



  • Nibi sañā-vidayha-Niroodha, cination ti Sañā ati Vedanā ti gbekalẹ bi ohun ẹkẹrun Jhāna.

    Pẹlu gbigbe kaakiri ti iwọn ti boya ti Iro ti ko ni Iro tabi Iroyin, Mo ti tẹ & wa ni ibi ifunri ti Iro & rilara. Ati bi Emi ti ri pẹlu oye, awọn iṣẹ arekereke lọ si opin lapapọ wọn.



  • Lapha i-SAññaā-VedileAyita-Nirodha, ukunqanyulwa kwe-SAYñā noVedanā kwethulwa njenge-jhāna yesishiyagalolunye.

    Ngokudlula okuphelele kobukhulu bokubona noma ukungaboni, ngangena futhi ngahlala ekunciphiseni kokubona nokuzizwa. Futhi njengoba ngabona ngokuqonda, ukugcwala kwengqondo kwaya ekugcineni kwabo.



  • BSP के समर्थन में स्वामी विवेकानंद फ़ाउंडेशन | 4 लाख सक्रिय वालंटियर्स कर रहें है प्रचार




  • accessibility@rutgers.edu
     Plant a Liberty Garden.

    National Victory Gardens.

    Our
    country is once again at war. This time the enemy is not another nation
    or the result of a struggling economy. The enemy cannot be seen nor are
    the weapons the same. However, once again, World humans can turn to the
    potential benefits of gardening as a way to help in the war against
    hunger the worst illness .

    For
    those not born with a “green thumb,” educational programs on the web
    can help hone your gardening knowledge.

    When surfing the internet for
    gardening information, you should choose land-grant university and
    Cooperative Extension websites that have peer-reviewed, non-biased and
    science-based information. Private company websites and social garden
    group blogs may provide anecdotal information that is not “tried and
    true”, or may not apply to our growing region or soil types.

    Rutgers
    University is New Jersey’s land-grant university, with Rutgers
    Cooperative Extension (RCE) delivering public outreach and education
    programs. Recently, an online educational program called “Rutgers
    Community Gardening Series” was developed and launched. The series is
    designed to benefit school, community and home gardeners by teaching new
    gardeners to successfully grow vegetables.

    More
    RCE resources are available for everyone who wants to learn about
    gardening in the backyard or in community gardens. No matter where you
    choose to garden, selecting the correct location for a garden is key.
    The best location possible will encourage plants to grow properly and
    encourage the gardener to spend more time tending to plants.

    This article was written by Michelle Infante-Casella, agricultural agent, Rutgers Cooperative Extension of Gloucester County.

    Millions
    of people out-of-work and desperately poor people gardened to survive.
    They grew a limited range of basic foods that were easy to grow, mostly
    potatoes and beans, that were filling, high in calories and nutritious.

    During
    this time, when many people are working at home and students are
    learning at home, gardening can be a positive family-inclusive activity
    to adopt.

    Hands-on
    activities like gardening can encourage children to participate in a
    way that will enhance learning. Gardening can teach young, preschool-
    and elementary-aged children, to reinforce skills such as measurements,
    addition, subtraction, counting, sorting into categories and colors.
    Practicing motor skills and learning work ethic are also life-skills
    taught through gardening.

    From
    a mental aspect, growing a vegetable garden may be a way for adults and
    children to cope with boredom and help families gain a sense of
    security. Historical experiences during trying times have given us
    examples of how important gardening can be in our society.

    Exorbitant
    energy costs and high inflation caused the price for food and other
    necessities to soar. In this era, more people were living in cities than
    ever before. Many urbanites came from foreign countries and, like the
    immigrants before them, struggled financially. Besides financial
    reasons, immigrant populations missed growing foods popular in their
    homelands. City-dwellers searched for any garden space and reclaimed
    areas like vacant lots to start community gardens. Suburbanites had it
    just as tough and gardening once again became important for fulfilling
    the need for food. This time, the struggling economy was the enemy.

    Fresh food was once again abundant and predominantly on farms.

    May be an image of food and text that says




    Do Good !
    Grow 🥗 Vegetable & 🍎 Fruit 🍱 Food !
    Purify Mind !
    Like Awakened One be Kind !
    Sarvajan Samaj i.e., Entire Societies were Awakened are Awakened & will continue to be Awakened!
    What
    the Hell Gates & Big Pharma Free For All Mad murderer of democratic
    insttutions (Modi) can do if all humans grow vegetable & fruit
    plants throughout the world like Ashoka did to overcome Hunger the worst
    illness. Humans can Kill Gates & all their chamchas,stooges,chelas,🥾 boot 👅 lickers & own mother’s flesh eaters.
    Drive Card header Image


    May be an image of food, drink, body of water and text that says
    Under
    the BSP govt. in UP, about two & a half lakh poor families were
    provided with basic facilities & preparations were going on for
    about 15-20 lakh houses,but due to the change of government,this work
    remained incomplete,which the BJP did not. So Master Key for BSP
    Mayawati!
    May be an image of 1 person and standingMay be an image of 1 person and text



    gardening.ces.ncsu.eduhttps://gardening.ces.ncsu.edu › gardening-plants

    The
    Gardening Portal at NC State University provides access to a wealth of
    information, events, and resources for gardeners in North Carolina.
    Managed by the State Consumer and Community Horticulture Specialist and
    Cooperative Extension Horticulture Agents throughout the state, it is
    your doorway to guidance about successfully growing vegetables, herbs,
    fruits, flowers, and ornamentals in your …

    Search
    domain cdss.ca.gov

    https://www.cdss.ca.gov › agedblinddisabled › res ›
    VPTC2 › 9 Food Nutrition and Preparation ›
    Cultural_Consider_in_Nutrition_and_Food_Prep.pdf

    At
    the base of this pyramid are all of the plant based foods as the
    foundation of the meal. Whole grains (including barley, bulgur, faro,
    rice, polenta couscous, and pastas), fruits, vegetables, beans, nuts and
    seeds, and legumes provide are healthy choices. Vegetables are normally
    cooked and drizzled with olive oil.

    Search domain files.eric.ed.gov

    https://files.eric.ed.gov › fulltext › EJ1108430.pdf

    Children
    who grow their own food are more likely to eat fruits and vegetables
    (Bell & Dyment, 2008) and to show higher levels of knowledge about
    nutrition (Waliczek, Bradley & Zajicek, 2001). They are also more
    likely to continue healthy eating habits throughout their lives (Morris
    & Zidenberg-Cherr, 2002).

    Search domain blog.feedspot.com

    https://blog.feedspot.com › vegetable_gardening_blogs

    This
    site is a resource for all interested in growing food on a green roof.
    It chronicles the design, construction, planting, harvesting, cooking
    and eating of vegetables, fruits, herbs and berries on the green roof of
    a LEED Platinum building 35 floors above New York harbor in lower
    Manhattan.
    batteryrooftopgarden.org

    Search domain growing-minds.org

    https://growing-minds.org › steps-to-a-classroom-garden

    All
    of these veggies should be ready to harvest (except potatoes, which are
    dug in the late summer/fall) before school lets out! The following
    fruits and vegetables are examples of “warm season” plants, and can be
    planted in May, after the danger of frost has passed. Make sure to check
    the seed packages, because many warm season plants …

    Search domain garden.org

    https://garden.org › learn › library › foodguide › veggie

    Growing
    Vegetables Gardening Guide for Beginners. To get started, choose what
    you want to grow from the list below. Tomatoes. Sweet Corn. Eggplant,
    Peppers and Okra. Lettuce and Greens. Broccoli, Cabbage, Cauliflower
    & Company. Beans and Asparagus. Onions.

    Search domain academia.edu

    https://www.academia.edu › 7144294 › Project_proposal_on_fruit_and_vegetable_production

    3.
    Provision of seed and tools: When the farmers are Land shortage is a
    common and serious problem in trained, they will be provided with seeds
    of fruits and Wolaitta. This has led to over cultivation of the land
    that in vegetable and gardening tools. turn causes soil erosion and poor
    soil fertility. All of these 4

    Search domain garden.org

    https://garden.org › plants

    There
    are 759,713 plants, and 701,894 images in this world class database of
    plants, which is collaboratively developed by over 4,000
    Garden.org members from around the globe. ( View more stats) Visit our plant-specific databases: Daylilies. Irises.

    Search domain insteading.com

    https://insteading.com › blog › sustainable-farming-fruits-vegetables

    2)
    Cover Cropping. In perennial tree and vine crops, the “middles” (the
    space between the rows) can be managed as a permanent cover crop. This
    avoids erosion, reduces dust, provides a home for beneficial insects and
    can provide some of the crop’s nitrogen is a legume is included. In dry
    areas this should be a drought tolerant mix of …

    Search domain theguardian.com

    https://www.theguardian.com › teacher-network › 2016 › mar › 15 › schools-benefit-growing-produce

    15
    Mar 2016Good things to plant. Quick crops such as lettuce, rocket,
    radish, potatoes and courgettes require little maintenance, making them a
    perfect starting point for a school vegetable patch.

    Top 10 Agriculture Universities in the World, Best List - AgriFarming
    ২৭
    ডিসেম্বর, ২০২১ — Degrees such as agricultural sciences will study the
    process of farming in the microcosm and in doing so will seek
    environmental
    World Vegetable Center: Home
    The
    World Vegetable Center promotes healthier lives and more resilient
    livelihoods through greater diversity in what we grow and eat.
    vegetable | Description, Types, Farming, & Examples | Britannica
    ৩০
    নভেম্বর, ২০২১ — Vegetable, in the broadest sense, any kind of plant
    life or plant product; … Vegetables can be roots, stems, leaves,
    flowers, fruits, … · পৃষ্ঠাটি
    The Top 50 Agriculture Colleges in the World Countdown
    Latest
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    earned all A’s in farming-related education and research.
    Count Down the World’s Top 30 Agriculture Colleges
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    names and several new faces among annual ranking’s elite. … to being
    among the world’s top agriculture & forestry colleges, consistency
    counts.
    Healthy Eating Plate | The Nutrition Source
    Make
    most of your meal vegetables and fruits – ½ of your plate. … Fish,
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    can be … · পৃষ্ঠাটি অনুবাদ করুন
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    অনুপস্থিত: universities ‎videos
    History of Soybeans and Soyfoods in China and Taiwan, and in …
    William Shurtleff, H.T. Huang, Akiko Aoyagi — 2014 · Soybean
    Manufacturer’s
    Name: Mutual Trading Co., Inc. Imported from China. Manufacturer’s
    Address: 431 Crocker St., Los Angeles, CA 90013. Phone: (213)
    The National Gardening Association
    Learn
    how to garden and grow plants successfully from the National Gardening
    Association. Read articles about vegetables, flowers, and herb and much
    more.


    https://growing-minds.org/steps-to-a-classroom-garden/?fbclid=IwAR0MXJHCU2QdYplYbJFRymsVy_setOtjAVVLMPMVAtk_HhMwTxmNtuyltYM

    Steps to a Classroom Garden



    1. Start early. Make plans for your spring garden
    in January. Think about where and what you’re going to plant, as well
    as resources in your community. Who might donate a few seed packets? Who
    could help with preparing the seed bed if your students aren’t old
    enough? You may want to contact your local high school or community
    college. Students in Agriculture programs could potentially offer labor,
    plants and/or planting advice. Local Garden Club members or Master
    Gardeners can often offer their time to give you an extra hand.


    2. Start small. The first year that you garden with
    your students, don’t feel pressure to have a big harvest. Start with a
    small space, turning over the soil with a shovel. To reduce weeds remove
    grass and roots as you turn the soil or cover it will plastic for a
    month before hand. Most soils that sustain grass are fine for growing
    vegetables. You may want to incorporate some compost or other amendments
    into the soil if available. You don’t have to plant lots of different
    vegetables. Classroom gardens should be more about the experience and
    magic of growing rather than what is produced. A small successful
    project is something you can build on each year.


    3. Send home a wish list with your students. Many parents have old tools lying around that they don’t use or would be happy to donate seeds, gloves, compost, mulch, etc.


    4. Tell teachers and administration about what you are doing.
    Showing your school’s administration and other teachers how you are
    tying the garden into curriculum will build support and encouragement.
    You might even inspire others to get involved!


    5. Choose a few things to plant: The following are a
    few examples of “cool season vegetables”, which can be directly seeded
    outside in March or April (or in August/September for a fall garden):


     

    • Lettuce
    • Chard
    • Radishes
    • Collard greens
    • Mustard greens
    • Carrots
    • Kale
    • Spinach
    • Peas
    • Spring Mix
    • Beets
    • Potatoes

    All of these veggies should be ready to harvest (except potatoes, which are dug in the late summer/fall) before school lets out!


    The following fruits and vegetables are examples of “warm season” plants, and can be planted in May,
    after the danger of frost has passed.  Make sure to check the seed
    packages, because many warm season plants (such as tomatoes and peppers)
    need to be started indoors or purchased as transplants.    Most of
    these items will not be ready to harvest until the summer or fall:



    • Tomatoes
    • Beans
    • Peppers
    • Squash
    • Melons
    • Pumpkins
    • Zucchini
    • Gourds
    • Eggplant

    6. Get a good start.  Some types of plants need to
    be started indoors weeks/months before they can be planted outside. 
    Most seed packages will give you a recommendation as to when seeds
    should be planted and if they need to be started indoors.  If you have
    good light or grow lamps you and your students can plant “starts”
    beginning in February.  If you don’t start seeds yourself, you can buy
    starts at area tailgate markets or greenhouses beginning in April.  We have a lesson plan with step-by-step instructions for planting starts. 


    7. Plan for upkeep.  Depending on the size of your
    garden, mulching and weeding can be more than young kids can take care
    of.  If you find that you have more upkeep than you and your students
    can handle, ask a parent or community volunteer to come in occasionally
    to help.  If you plant summer or fall crops, you may want to enlist a
    family or volunteer to help maintain your plot over the summer.  If not,
    a weedy garden can be a great source of adventure when students return
    to school.  When it doesn’t rain, make sure to water thoroughly at least
    once per week so that soil always stays moist.


    8. Create a routine.   Established routines are
    great for students and gardens alike.  Students look forward to “garden
    time” and benefit from being involved in maintenance, as well as
    harvesting.  Having “garden time” at least once a week to plant, water,
    weed, or just observe will ensure your students are engaged in the
    growing process, and that your garden is getting the attention it needs.


    9. Utilize lesson plans.  School gardens are more
    sustainable when they are used as a teaching tool, rather than an
    extracurricular activity.  This website  includes a wide variety of lesson plans that will help you use hands-on garden experiences to fulfill standard course of study objectives.


    10. Keep it fun! Students love to work in the
    garden, and it can be a powerful and fun way to teach concepts from
    early literacy to math.  One look at a child engaged in the wonder of
    growing or eating vegetables they once scoffed at, and all of the work
    of planning your garden will pay off!

    image.png


    Kushinara Nibbana Bhumi Pagoda
    wishes to be your working partner to spread the words of the Awakened One to
    Do Good !
    Grow Vegetable & Fruit Food !
    Purify Mind !
    Like Awakened One be Kind!
    What
    the Hell Gates & Big Pharma can do if all humans grow vegetable
    & fruit plants throughout the world like Ashoka did to overcome
    Hunger the worst illness. Humans can Kill Gates & all
    theirstooges,boot 👅 lickers & own mother’s flesh eaters.
    Let’s be calm, quiet, alert,attentive & have equanimity mind
    with a clear understanding that everything is changing.
    “Even fear is frightened by the bodhisattva’s fearlessness.”
    Then Awakened Universe is created.
    Wear Smiles not Masks!
    Found this on Pinterest
    Found this on Pinterest
    Discover even more ideas for you
    Steps to a Classroom Garden - Growing Minds

    growing-minds.org
    Steps to a Classroom Garden - Growing Minds
    Steps
    to a Classroom Garden 1. Start early. Make plans for your spring garden
    in January. Think about where and what you’re going to plant, as well
    as resources in your community. Who might donate a few seed packets? Who
    could help with preparing the seed bed if your students aren’t old
    enough? …

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