The document contains 72 entries listing a sequence of letters and numbers. Each entry follows the same format of "S R# G# M# P D# N# S S N# D# P M# G# R# S".
T4: Modeling of Nubian Sand Stone Aquifer SystemFAO
Modeling of Nubian Sand Stone Aquifer System ,By Dr. Omar Elbadawy, CEDARE , Land and Water Days in Near East & North Africa, 15-18 December 2013, Amman, Jordan
ACE Events, part of Al Harithy Exhibition Group, is one of the leading events management companies in the Kingdom and has been in the market as a group for 38 years. We specialize in managing exhibitions, conferences, annual events, festivals, corporate events, product launch and special events. Our clients vary from SMEs to big corporations and governmental sectors. base varies between big corporations
Transformational Leadership | Tremayne TatemDEEP X Project
M O D U L E 3 - DIALING IN ON THE PEOPLE YOU LEAD
WHY CARING IS IMPORTANT IN LEADERSHIP
THE LEADERSHIP JOURNEY
THE 4F DIALING IN PROCESS
M O D U L E 4 - EVERYBODY HAS A PLAN, UNTIL THEY GET PUNCHED IN THE FACE
WHY MOST PLANS FAIL, BEFORE YOU EVEN START PLANNING
WHY MAKING ASSUMPTIONS IS DANGEROUS
LEADERSHIP MODEL CANVAS
The document provides contact information for the Koehurschule school in 3 sentences:
It lists the school's address as Koehurschule, Emas Road 2, Ladang, 1-860, and their contact email as office@koehurschules.com. It also gives the school's phone number as +604 1626 and notes the website is koehurschule.com.
The document contains repeating blocks of text listing DIA 1 through DIA 5 followed by the number 1570. Between some of the blocks are single words - INTERNET, GOOGLE, WINDOWS - but there is no other contextual information provided.
The document discusses a proposal for growing more food underground to address increasing demands by 2050. It outlines plans for a tunnel growing site that could provide social, environmental, and agricultural benefits through multi-phase underground farming. The long-term vision is for expanded underground growing to help ensure sufficient future food production.
Digital Marketing is the era in Marketing. Do you agree? Ankita Nagvekar
The document is a presentation by Ankita Nagvekar about why digital marketing jobs are trending. It discusses how digital marketing interacts with targeted audiences more cost-effectively than traditional marketing, delivering conversions and building brand reputation. It notes the high demand and low supply of digital marketing experts, making these some of the highest paid jobs in India. Professionals with different levels of experience can expect different salary ranges. The presentation provides data on India's large and growing digital user base and states that candidates do not need a technical background, just interest and a willingness to learn through courses, self-study, reading blogs and books. It suggests additional uses for digital marketing knowledge such as personal branding, consulting and building one's own
The main purpose of the current deliverable D2.2.1 is to hold the current version of the Evaluation Framework and to operationalise it for the LinkedUp challenge judges into a concrete evaluation instrument. This deliverable is not intended as a very elaborated report rather than a summary of the current version of the Evaluation Framework based on the extensive studies in deliverable D2.1 – Evaluation Methods and Metrics. D2.2.1will be reconsidered in the final report of WP2 to demonstrate the development of the Evaluation Framework during the life cycle of the LinkedUp project. For this purpose it is supportive to have the first version of the Evaluation Framework as a tangible outcome and an own entity as conducted in this deliverable.
http://portal.ou.nl/documents/363049/27b00ab7-2c2e-4fda-90a1-6db41e6493ac
http://creativecommons.org/licenses/by-nc-sa/3.0/
Drachsler, H., Greller, W., Stoyanov, S. (2013). D2.2.1 Evaluation Frameowork. LinkedUp project. Heerlen, The Netherlands.
T4: Modeling of Nubian Sand Stone Aquifer SystemFAO
Modeling of Nubian Sand Stone Aquifer System ,By Dr. Omar Elbadawy, CEDARE , Land and Water Days in Near East & North Africa, 15-18 December 2013, Amman, Jordan
ACE Events, part of Al Harithy Exhibition Group, is one of the leading events management companies in the Kingdom and has been in the market as a group for 38 years. We specialize in managing exhibitions, conferences, annual events, festivals, corporate events, product launch and special events. Our clients vary from SMEs to big corporations and governmental sectors. base varies between big corporations
Transformational Leadership | Tremayne TatemDEEP X Project
M O D U L E 3 - DIALING IN ON THE PEOPLE YOU LEAD
WHY CARING IS IMPORTANT IN LEADERSHIP
THE LEADERSHIP JOURNEY
THE 4F DIALING IN PROCESS
M O D U L E 4 - EVERYBODY HAS A PLAN, UNTIL THEY GET PUNCHED IN THE FACE
WHY MOST PLANS FAIL, BEFORE YOU EVEN START PLANNING
WHY MAKING ASSUMPTIONS IS DANGEROUS
LEADERSHIP MODEL CANVAS
The document provides contact information for the Koehurschule school in 3 sentences:
It lists the school's address as Koehurschule, Emas Road 2, Ladang, 1-860, and their contact email as office@koehurschules.com. It also gives the school's phone number as +604 1626 and notes the website is koehurschule.com.
The document contains repeating blocks of text listing DIA 1 through DIA 5 followed by the number 1570. Between some of the blocks are single words - INTERNET, GOOGLE, WINDOWS - but there is no other contextual information provided.
The document discusses a proposal for growing more food underground to address increasing demands by 2050. It outlines plans for a tunnel growing site that could provide social, environmental, and agricultural benefits through multi-phase underground farming. The long-term vision is for expanded underground growing to help ensure sufficient future food production.
Digital Marketing is the era in Marketing. Do you agree? Ankita Nagvekar
The document is a presentation by Ankita Nagvekar about why digital marketing jobs are trending. It discusses how digital marketing interacts with targeted audiences more cost-effectively than traditional marketing, delivering conversions and building brand reputation. It notes the high demand and low supply of digital marketing experts, making these some of the highest paid jobs in India. Professionals with different levels of experience can expect different salary ranges. The presentation provides data on India's large and growing digital user base and states that candidates do not need a technical background, just interest and a willingness to learn through courses, self-study, reading blogs and books. It suggests additional uses for digital marketing knowledge such as personal branding, consulting and building one's own
The main purpose of the current deliverable D2.2.1 is to hold the current version of the Evaluation Framework and to operationalise it for the LinkedUp challenge judges into a concrete evaluation instrument. This deliverable is not intended as a very elaborated report rather than a summary of the current version of the Evaluation Framework based on the extensive studies in deliverable D2.1 – Evaluation Methods and Metrics. D2.2.1will be reconsidered in the final report of WP2 to demonstrate the development of the Evaluation Framework during the life cycle of the LinkedUp project. For this purpose it is supportive to have the first version of the Evaluation Framework as a tangible outcome and an own entity as conducted in this deliverable.
http://portal.ou.nl/documents/363049/27b00ab7-2c2e-4fda-90a1-6db41e6493ac
http://creativecommons.org/licenses/by-nc-sa/3.0/
Drachsler, H., Greller, W., Stoyanov, S. (2013). D2.2.1 Evaluation Frameowork. LinkedUp project. Heerlen, The Netherlands.
D2.3.1 Evaluation results of the LinkedUp Veni competitionHendrik Drachsler
This document D2.3.1 is the first report out of three deliverables (D2.3.2, D2.3.3) of Task 2.4 - Evaluation of challenge submissions. Task 2.4 is about the actual assessment of the participating projects within the LinkedUp Veni, Vidi and Vici competition on the basis of the LinkedUp Evaluation Framework (D2.2.1).
We especially report about the outcomes of the various competitions and analyse the practical experiences of the experts with the LinkedUp Evaluation Framework.
In the current document D2.3.1 we report about the Linked Data tools and ideas that have been submitted to the first data competition - Veni. In total, we received 23 submissions, 8 of them have been shortlisted and invite to a poster presentation at the Open Knowledge Conference (OKCon), 3 of them have been awarded at OKCon according to the Linkedup evaluation process, and one submission received an audience award.
This deliverable provides an overview of the Veni submissions, explains the evaluation procedure that result in a short list of the best submissions, justifies the decision for the winners, and also reports the experiences with the evaluation framework that has been created in the previous WP2 deliverables [7][8]
http://portal.ou.nl/documents/363049/b40fb118-6e65-4875-86e9-8def1266c552
http://creativecommons.org/licenses/by-nc-sa/3.0/
Drachsler, H., Stoyanov, S., Pieper, F., Guy, M. (2013). D2.3.1 Evaluation results of the LinkedUp Veni competition. LinkedUp project. Heerlen, The Netherlands.
Dynavision D2 Neuro-Cognitive Evaluation for Concussion ManagementJennifer Fortuna
The document describes protocols for using the Dynavision D2 system to conduct baseline testing and post-concussion examinations. The baseline test consists of two parts: a proactive test measuring reaction time and a reaction test with increasing complexity. The post-concussion exam adds three memory tests of increasing difficulty that involve recalling and manipulating flashed numbers. Scores, observations of balance and coordination, and errors are recorded to evaluate performance and determine readiness to return to play.
Recommendations for Open Online Education: An Algorithmic StudyHendrik Drachsler
Recommending courses to students in online platforms is studied widely. Almost all studies target closed platforms, that belong to a University or some other educational provider. This makes the course recommenders situation specific. Over the last years, a demand has developed for recommender system that suit open online platforms. Those platforms have some common characteristics, such as the lack of rich user profiles with content metadata. Instead they log user interactions within the platform that can be used for analysis and personalization. In this paper, we investigate how user interactions and activities tracked within open online learning platforms can be used to provide recommendations. We present a study in which we investigate the application of several state-of-the-art recommender algorithms, including a graph-based recommender approach. We use data from the OpenU open online learning platform that is in use by the Open University of the Netherlands. The results show that user-based and memory-based methods perform better than model-based and factorization methods. Particularly, the graph-based recommender system proves to outperform the classical approaches on prediction accuracy of recommendations in terms of recall. We conclude that, if the algorithms are chosen wisely, recommenders can contribute to a better experience of learners in open online courses.
Soude Fazeli, Enayat Rajabi, Leonardo Lezcano, Hendrik Drachsler, Peter Sloep
Privacy and Analytics – it’s a DELICATE Issue. A Checklist for Trusted Learni...Hendrik Drachsler
The widespread adoption of Learning Analytics (LA) and Educational Data Mining (EDM) has somewhat stagnated recently, and in some prominent cases even been reversed following concerns by governments, stakeholders and civil rights groups about privacy and ethics applied to the handling of personal data. In this ongoing discussion, fears and realities are often indistin-guishably mixed up, leading to an atmosphere of uncertainty among potential beneficiaries of Learning Analytics, as well as hesitations among institutional managers who aim to innovate their institution’s learning support by implementing data and analytics with a view on improving student success. In this presentation, we try to get to the heart of the matter, by analysing the most common views and the propositions made by the LA community to solve them. We conclude the paper with an eight-point checklist named DELICATE that can be applied by researchers, policy makers and institutional managers to facilitate a trusted implementation of Learning Analytics.
Dutch Cooking with xAPI Recipes, The Good, the Bad, and the ConsistentHendrik Drachsler
This document discusses the use of experience API (xAPI) statements and metadata standards for learning analytics. It provides an example of an xAPI statement in JSON format and describes how xAPI works by sending statements about learning activities and experiences to a learning record store. It also summarizes the Dutch xAPI specification for learning activities (DSLA) which includes a registry and repository of xAPI statements to support interoperability. The document advocates for the adoption of xAPI and DSLA to facilitate learning analytics and data sharing across systems in the Netherlands.
This document provides an agenda and overview for a webinar on the CIPS On-line Tutoring for the Diploma in Procurement and Supply (D2) exam. It discusses key topics that will be covered, including an overview of the D2 exam requirements related to business needs in procurement and supply, study tips and exams, a past exam paper and assessor report, and a question and answer session. Specific subtopics that will be reviewed include understanding business cases, specifications, key performance indicators, contract clauses and implications, and outsourced work. Sample exam questions are also provided to illustrate concepts.
Presentation given at PELARS Policy event, Brussles, 09.11.2016. A follow up op the first LACE Policy event in April 2015. Special focus is on the exploitation and sustainability activities for LACE in the SIG LACE SoLAR.
D2.3.1 Evaluation results of the LinkedUp Veni competitionHendrik Drachsler
This document D2.3.1 is the first report out of three deliverables (D2.3.2, D2.3.3) of Task 2.4 - Evaluation of challenge submissions. Task 2.4 is about the actual assessment of the participating projects within the LinkedUp Veni, Vidi and Vici competition on the basis of the LinkedUp Evaluation Framework (D2.2.1).
We especially report about the outcomes of the various competitions and analyse the practical experiences of the experts with the LinkedUp Evaluation Framework.
In the current document D2.3.1 we report about the Linked Data tools and ideas that have been submitted to the first data competition - Veni. In total, we received 23 submissions, 8 of them have been shortlisted and invite to a poster presentation at the Open Knowledge Conference (OKCon), 3 of them have been awarded at OKCon according to the Linkedup evaluation process, and one submission received an audience award.
This deliverable provides an overview of the Veni submissions, explains the evaluation procedure that result in a short list of the best submissions, justifies the decision for the winners, and also reports the experiences with the evaluation framework that has been created in the previous WP2 deliverables [7][8]
http://portal.ou.nl/documents/363049/b40fb118-6e65-4875-86e9-8def1266c552
http://creativecommons.org/licenses/by-nc-sa/3.0/
Drachsler, H., Stoyanov, S., Pieper, F., Guy, M. (2013). D2.3.1 Evaluation results of the LinkedUp Veni competition. LinkedUp project. Heerlen, The Netherlands.
Dynavision D2 Neuro-Cognitive Evaluation for Concussion ManagementJennifer Fortuna
The document describes protocols for using the Dynavision D2 system to conduct baseline testing and post-concussion examinations. The baseline test consists of two parts: a proactive test measuring reaction time and a reaction test with increasing complexity. The post-concussion exam adds three memory tests of increasing difficulty that involve recalling and manipulating flashed numbers. Scores, observations of balance and coordination, and errors are recorded to evaluate performance and determine readiness to return to play.
Recommendations for Open Online Education: An Algorithmic StudyHendrik Drachsler
Recommending courses to students in online platforms is studied widely. Almost all studies target closed platforms, that belong to a University or some other educational provider. This makes the course recommenders situation specific. Over the last years, a demand has developed for recommender system that suit open online platforms. Those platforms have some common characteristics, such as the lack of rich user profiles with content metadata. Instead they log user interactions within the platform that can be used for analysis and personalization. In this paper, we investigate how user interactions and activities tracked within open online learning platforms can be used to provide recommendations. We present a study in which we investigate the application of several state-of-the-art recommender algorithms, including a graph-based recommender approach. We use data from the OpenU open online learning platform that is in use by the Open University of the Netherlands. The results show that user-based and memory-based methods perform better than model-based and factorization methods. Particularly, the graph-based recommender system proves to outperform the classical approaches on prediction accuracy of recommendations in terms of recall. We conclude that, if the algorithms are chosen wisely, recommenders can contribute to a better experience of learners in open online courses.
Soude Fazeli, Enayat Rajabi, Leonardo Lezcano, Hendrik Drachsler, Peter Sloep
Privacy and Analytics – it’s a DELICATE Issue. A Checklist for Trusted Learni...Hendrik Drachsler
The widespread adoption of Learning Analytics (LA) and Educational Data Mining (EDM) has somewhat stagnated recently, and in some prominent cases even been reversed following concerns by governments, stakeholders and civil rights groups about privacy and ethics applied to the handling of personal data. In this ongoing discussion, fears and realities are often indistin-guishably mixed up, leading to an atmosphere of uncertainty among potential beneficiaries of Learning Analytics, as well as hesitations among institutional managers who aim to innovate their institution’s learning support by implementing data and analytics with a view on improving student success. In this presentation, we try to get to the heart of the matter, by analysing the most common views and the propositions made by the LA community to solve them. We conclude the paper with an eight-point checklist named DELICATE that can be applied by researchers, policy makers and institutional managers to facilitate a trusted implementation of Learning Analytics.
Dutch Cooking with xAPI Recipes, The Good, the Bad, and the ConsistentHendrik Drachsler
This document discusses the use of experience API (xAPI) statements and metadata standards for learning analytics. It provides an example of an xAPI statement in JSON format and describes how xAPI works by sending statements about learning activities and experiences to a learning record store. It also summarizes the Dutch xAPI specification for learning activities (DSLA) which includes a registry and repository of xAPI statements to support interoperability. The document advocates for the adoption of xAPI and DSLA to facilitate learning analytics and data sharing across systems in the Netherlands.
This document provides an agenda and overview for a webinar on the CIPS On-line Tutoring for the Diploma in Procurement and Supply (D2) exam. It discusses key topics that will be covered, including an overview of the D2 exam requirements related to business needs in procurement and supply, study tips and exams, a past exam paper and assessor report, and a question and answer session. Specific subtopics that will be reviewed include understanding business cases, specifications, key performance indicators, contract clauses and implications, and outsourced work. Sample exam questions are also provided to illustrate concepts.
Presentation given at PELARS Policy event, Brussles, 09.11.2016. A follow up op the first LACE Policy event in April 2015. Special focus is on the exploitation and sustainability activities for LACE in the SIG LACE SoLAR.
1. R2=G1 G2=R3 D2=N1 N2=D3
No.
1 S R1 G1 M1 P D1 N1 S S N1 D1 P M1 G1 R1 S
2 S R1 G1 M1 P D1 N2 S S N2 D1 P M1 G1 R1 S
3 S R1 G1 M1 P D1 N3 S S N3 D1 P M1 G1 R1 S
4 S R1 G1 M1 P D2 N2 S S N2 D2 P M1 G1 R1 S
5 S R1 G1 M1 P D2 N3 S S N3 D2 P M1 G1 R1 S
6 S R1 G1 M1 P D3 N3 S S N3 D3 P M1 G1 R1 S
7 S R1 G2 M1 P D1 N1 S S N1 D1 P M1 G2 R1 S
8 S R1 G2 M1 P D1 N2 S S N2 D1 P M1 G2 R1 S
9 S R1 G2 M1 P D1 N3 S S N3 D1 P M1 G2 R1 S
10 S R1 G2 M1 P D2 N2 S S N2 D2 P M1 G2 R1 S
11 S R1 G2 M1 P D2 N3 S S N3 D2 P M1 G2 R1 S
12 S R1 G2 M1 P D3 N3 S S N3 D3 P M1 G2 R1 S
13 S R1 G3 M1 P D1 N1 S S N1 D1 P M1 G3 R1 S
14 S R1 G3 M1 P D1 N2 S S N2 D1 P M1 G3 R1 S
15 S R1 G3 M1 P D1 N3 S S N3 D1 P M1 G3 R1 S
16 S R1 G3 M1 P D2 N2 S S N2 D2 P M1 G3 R1 S
17 S R1 G3 M1 P D2 N3 S S N3 D2 P M1 G3 R1 S
18 S R1 G3 M1 P D3 N3 S S N3 D3 P M1 G3 R1 S
19 S R2 G2 M1 P D1 N1 S S N1 D1 P M1 G2 R2 S
20 S R2 G2 M1 P D1 N2 S S N2 D1 P M1 G2 R2 S
21 S R2 G2 M1 P D1 N3 S S N3 D1 P M1 G2 R2 S
22 S R2 G2 M1 P D2 N2 S S N2 D2 P M1 G2 R2 S
23 S R2 G2 M1 P D2 N3 S S N3 D2 P M1 G2 R2 S
24 S R2 G2 M1 P D3 N3 S S N3 D3 P M1 G2 R2 S
25 S R2 G3 M1 P D1 N1 S S N1 D1 P M1 G3 R2 S
26 S R2 G3 M1 P D1 N2 S S N2 D1 P M1 G3 R2 S
27 S R2 G3 M1 P D1 N3 S S N3 D1 P M1 G3 R2 S
28 S R2 G3 M1 P D2 N2 S S N2 D2 P M1 G3 R2 S
29 S R2 G3 M1 P D2 N3 S S N3 D2 P M1 G3 R2 S
30 S R2 G3 M1 P D3 N3 S S N3 D3 P M1 G3 R2 S
31 S R3 G3 M1 P D1 N1 S S N1 D1 P M1 G3 R3 S
32 S R3 G3 M1 P D1 N2 S S N2 D1 P M1 G3 R3 S
33 S R3 G3 M1 P D1 N3 S S N3 D1 P M1 G3 R3 S
34 S R3 G3 M1 P D2 N2 S S N2 D2 P M1 G3 R3 S
35 S R3 G3 M1 P D2 N3 S S N3 D2 P M1 G3 R3 S
36 S R3 G3 M1 P D3 N3 S S N3 D3 P M1 G3 R3 S
37 S R1 G1 M2 P D1 N1 S S N1 D1 P M2 G1 R1 S
38 S R1 G1 M2 P D1 N2 S S N2 D1 P M2 G1 R1 S
39 S R1 G1 M2 P D1 N3 S S N3 D1 P M2 G1 R1 S
40 S R1 G1 M2 P D2 N2 S S N2 D2 P M2 G1 R1 S
41 S R1 G1 M2 P D2 N3 S S N3 D2 P M2 G1 R1 S
42 S R1 G1 M2 P D3 N3 S S N3 D3 P M2 G1 R1 S
43 S R1 G2 M2 P D1 N1 S S N1 D1 P M2 G2 R1 S
44 S R1 G2 M2 P D1 N2 S S N2 D1 P M2 G2 R1 S
45 S R1 G2 M2 P D1 N3 S S N3 D1 P M2 G2 R1 S
72 Melakartha Ragas of Indian Carnatic Music
Melakartha Raga Arohana Avarohana
kanakAngi
rathnAngi
gAnamUrthi
vanaspathi
mAnavathi
thAnarUpi
sEnAvathi
HanumathOdi
DhEnukA
nAtakapriya
kOkilapriya
rUpavathi
gAyakapriya
vakulAbharaNam
mAyAmALavagowLA
chakravAham
sUryakAntam
HAtakAmbari
JanakAradhvani
naTabhairavi
kIravANi
KaraHarapriya
gowrimanOHari
varuNapriya
mAraranjani
chArukeshi
sarasAngi
HarikAmbhOji
DhirashankarAbharaNam
nAgAnandhini
yAgapriya
rAgavarDhani
gAngeyabhushani
vAgaDhIsvari
shUlini
chalanAta
sAlagam
jalArnavam
JAlavarALi
navanItham
pAvani
raGupriya
gavAmbodhi
bhavapriya
shubapanthuvarALi
2. 46 S R1 G2 M2 P D2 N2 S S N2 D2 P M2 G2 R1 S
47 S R1 G2 M2 P D2 N3 S S N3 D2 P M2 G2 R1 S
48 S R1 G2 M2 P D3 N3 S S N3 D3 P M2 G2 R1 S
49 S R1 G3 M2 P D1 N1 S S N1 D1 P M2 G3 R1 S
50 S R1 G3 M2 P D1 N2 S S N2 D1 P M2 G3 R1 S
51 S R1 G3 M2 P D1 N3 S S N3 D1 P M2 G3 R1 S
52 S R1 G3 M2 P D2 N2 S S N2 D2 P M2 G3 R1 S
53 S R1 G3 M2 P D2 N3 S S N3 D2 P M2 G3 R1 S
54 S R1 G3 M2 P D3 N3 S S N3 D3 P M2 G3 R1 S
55 S R2 G2 M2 P D1 N1 S S N1 D1 P M2 G2 R2 S
56 S R2 G2 M2 P D1 N2 S S N2 D1 P M2 G2 R2 S
57 S R2 G2 M2 P D1 N3 S S N3 D1 P M2 G2 R2 S
58 S R2 G2 M2 P D2 N2 S S N2 D2 P M2 G2 R2 S
59 S R2 G2 M2 P D2 N3 S S N3 D2 P M2 G2 R2 S
60 S R2 G2 M2 P D3 N3 S S N3 D3 P M2 G2 R2 S
61 S R2 G3 M2 P D1 N1 S S N1 D1 P M2 G3 R2 S
62 S R2 G3 M2 P D1 N2 S S N2 D1 P M2 G3 R2 S
63 S R2 G3 M2 P D1 N3 S S N3 D1 P M2 G3 R2 S
64 S R2 G3 M2 P D2 N2 S S N2 D2 P M2 G3 R2 S
65 S R2 G3 M2 P D2 N3 S S N3 D2 P M2 G3 R2 S
66 S R2 G3 M2 P D3 N3 S S N3 D3 P M2 G3 R2 S
67 S R3 G3 M2 P D1 N1 S S N1 D1 P M2 G3 R3 S
68 S R3 G3 M2 P D1 N2 S S N2 D1 P M2 G3 R3 S
69 S R3 G3 M2 P D1 N3 S S N3 D1 P M2 G3 R3 S
70 S R3 G3 M2 P D2 N2 S S N2 D2 P M2 G3 R3 S
71 S R3 G3 M2 P D2 N3 S S N3 D2 P M2 G3 R3 S
72 S R3 G3 M2 P D3 N3 S S N3 D3 P M2 G3 R3 S
shadhvidha mArgiNi
suvarNAngi
dhivyAmaNi
dhavalAmbari
nAmanArAyaNi
kAmavardhini (PantuvarALi)
rAmapriya
gamanashrama
vishvAmbhari
shyAmaLAngi
shanmuKapriya
simHendra madhyamam
Hemavathi
Dharmavathi
nIthimathi
kAnthAmaNi
rishabhapriya
lathAngi
vAchaspathi
mEchakalyANi
chithrAmbari
sucharithra
jyothisvarUpiNi
dhAtuvardhani
nAsika bhUshaNi
kosalam
rasikapriya