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September 14, 2019

Education Minister Bhupendrasinh Chudasama Sahib and Education Secretary Vinod Kumar Rao Sahib gave the following guidance and suggestions.

Education Minister Bhupendrasinh Chudasama Sahib and Education Secretary Vinod Kumar Rao Sahib gave the following guidance and suggestions.
  All the Principal Shri and teacher friend Shri Amalwari are kept in mind.
 1) Principal will do online data entry portal so all the benefits of teacher leave and service book and salary will be obtained at speed.
 2) All the Principal and Teacher Friends will download the Facebook workplay app and get guidance in their education.
 3) To complete the online training of Samar 2, all teacher friends.
 4) All teacher friends Microsoft
 Download TeamApp with a teacher of Rao Saheb directly in the school will be guided by your time teacher.
 5) Timely submission of online teacher and student attendance.
 6) There will be 2 visits to the school twice a year under Ratio 2.0. All schools will check the achievement of the students with the help of an external inspector.
 7) Implementation of the unit test with proper transparency of the diagnostic test.
 8) Entrance Test and Annual Examination External Supervisor and External Examination will be evaluated by making online mark entry.
 9) Implement the Pragya, Tasha system and subject education system in all schools as per the letter of Gandhinagar.
 10) The quality of the school teacher will be completed within a short period of time
 11) Dear children's reading will be improved by starting the Reading Campaign program from November.
 12) Monitoring of the teacher's continued absence in school will be monitored.
 13) If there is any question of education, all the crc, brc, tpeo, dpeo executives in the channel will resolve it quickly.
   All the above suggestions will be implemented by all the Principal in your school with the teacher as well as if you have any questions then contact the crc.





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September 11, 2019

SVACHCHHATA HI SEVA NIBANDHA LEKHAN BABAT PARIPATRA DATE-11-9-2019.

SVACHCHHATA HI SEVA NIBANDHA LEKHAN BABAT PARIPATRA DATE-11-9-2019.



Teachers working with Key Stage pupils might, for instance, focus on the subject content of science and develop science skills from these areas of experience. This product centred approach could, for example, give rise to oral explanations and demonstrations of scientific knowledge, and, from time to time, practical activities designed to provide direct experience of phenomena with opportunities to explore and investigate these phenomena. In providing a conceptual structure to help the learner build a functional mental representation, the teacher highlights what is relevant and the nature of the relationships between the elements. For example, the teacher might explain the compressibility of air in a bicycle pump by describing it as dispersed particles which may be brought closer or else by comparing it with the behaviour of a spring.
In contrast, teachers might focus on the processes of science and develop scientific conceptual understanding from it. This process-centred approach could, for instance, offer the children experiments and investigations as starting points for acquiring conceptual knowledge with little or no direct teaching of concepts. In this case a conceptual structure is withheld. The onus is on the children to recall or construct a functional mental representation without reference to a teachers' description of one. Pupils might infer relationships in the topic under study and may be given an opportunity to test and revise their ideas.
Of course, other teachers might focus on a combination of these two approaches and develop scientific skills and conceptual understanding from in this combination. This mixed approach could be a balance or, perhaps, a compromise, between a product-centred and a process-centred approach, in which the teacher provides a partial conceptual structure and leaves the remainder for children to construct by inferring, hypothesising, or testing their ideas. It could encourage lessons where children do investigations with some features already identified by the teacher, and with some conceptual knowledge about the subject that enables them to appreciate the purpose of the activity. In contrast, it could encourage lessons without a clear purpose which mixed different types of activity, but did not develop either conceptual or procedure understanding exclusively..
Science Activities and Experiments
Science activities help little learners of all ages understand important concepts, and these science activities for kids give them the opportunity to discover something completely new. What's more, science activities are fun! Some, like Oobleck, are messy. Others are impressive, like the classic erupting volcano project. Whatever activity you end up trying, your child will be developing new skills as he forms predictions and makes observations. No matter where your child's interests may lie, we have a science experiment that will teach him something cool and make him smile.



SVACHCHHATA HI SEVA NIBANDHA LEKHAN BABAT PARIPATRA DATE-11-9-2019.







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September 7, 2019

SHIXAKO NA TIME BABAT MAHTVAPURN SAMACHAR PAR EK NAJAR.

SHIXAKO NA TIME BABAT MAHTVAPURN SAMACHAR PAR EK NAJAR.

Teachers working with Key Stage pupils might, for instance, focus on the subject content of science and develop science skills from these areas of experience. This product centred approach could, for example, give rise to oral explanations and demonstrations of scientific knowledge, and, from time to time, practical activities designed to provide direct experience of phenomena with opportunities to explore and investigate these phenomena. In providing a conceptual structure to help the learner build a functional mental representation, the teacher highlights what is relevant and the nature of the relationships between the elements. For example, the teacher might explain the compressibility of air in a bicycle pump by describing it as dispersed particles which may be brought closer or else by comparing it with the behaviour of a spring.
In contrast, teachers might focus on the processes of science and develop scientific conceptual understanding from it. This process-centred approach could, for instance, offer the children experiments and investigations as starting points for acquiring conceptual knowledge with little or no direct teaching of concepts. In this case a conceptual structure is withheld. The onus is on the children to recall or construct a functional mental representation without reference to a teachers' description of one. Pupils might infer relationships in the topic under study and may be given an opportunity to test and revise their ideas.
Of course, other teachers might focus on a combination of these two approaches and develop scientific skills and conceptual understanding from in this combination. This mixed approach could be a balance or, perhaps, a compromise, between a product-centred and a process-centred approach, in which the teacher provides a partial conceptual structure and leaves the remainder for children to construct by inferring, hypothesising, or testing their ideas. It could encourage lessons where children do investigations with some features already identified by the teacher, and with some conceptual knowledge about the subject that enables them to appreciate the purpose of the activity. In contrast, it could encourage lessons without a clear purpose which mixed different types of activity, but did not develop either conceptual or procedure understanding exclusively..
Science Activities and Experiments
Science activities help little learners of all ages understand important concepts, and these science activities for kids give them the opportunity to discover something completely new. What's more, science activities are fun! Some, like Oobleck, are messy. Others are impressive, like the classic erupting volcano project. Whatever activity you end up trying, your child will be developing new skills as he forms predictions and makes observations. No matter where your child's interests may lie, we have a science experiment that will teach him something cool and make him smile.

SHIXAKO NA TIME BABAT MAHTVAPURN SAMACHAR PAR EK NAJAR.









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September 6, 2019

SCOPE BABAT MAHTVAPURN PARIPATRA DATE -6-9-2019.

SCOPE BABAT MAHTVAPURN PARIPATRA DATE -6-9-2019.


Hello Friends In this Article we provide usefull information for all most imp. this Matrials/Information/news very usefull for all other Competative exam/School/other. we regularly provide this type of matrials/information/news in our  blog. please visit this site regularly.

This Matrials Usefull For Primary School Students and Teachers, TET, TAT, HTAT, PSE, NMMS, BANK, SBI, ICICI, IDBI, AXIS, CLEARK, GSRTC, TALATI, CONSTABLE, POLICE, PSI, FEMALE HEALTH WORKER, GSAT, UGC NET, SSC, HSC, UPSC, GPSC, IAS, GAS, SCHOOL EXAM, GENERAL KNOWLEDGE FOR ALL COMMON MAN AMD WOMEN.

Right to Education for children between 6-14 years is guaranteed by law. But today in India officially 13 states and according to NGOs 22 states did not initiate process of implementation. By April 1, 2011 only six states and seven Union Territories notified the Act and made rules that too in the last quarter of the year. The law designated National Commission for Protection of Child Rights as monitoring agency, but it lacks any power to do justice. There is a shortage of teachers in our country and which has not been looked upon yet. Provision of free and compulsory education to all children until they complete the age of 14 years is a Directive Principle of State policy of the Constitution. Right to education is not stated expressly as a fundamental right in Part III. Thus Court has, however, not followed the rule that unless a right is expressly stated as a fundamental right, it cannot be treated as one. Freedom of press is not expressly mentioned in part III, yet it has been read into and inferred from the freedom of speech and expression and from Article 21 more particularly.

Imparting primary education was left to the parents till 2002, though it was part of directive principle of state policy. In Unnikrishnan Vs State of Andhra Pradesh, the Supreme Court elevated the status of right to primary education from a mere directive principle of state policy to the fundamental right. The apex court chose to overrule its own judgment in Unnikrishnan case in T.M.A. Pai Foundation v State of Karnataka where it held that primary education is a fundamental right. While the state assumed the responsibility of imparting primary education to all children of 6-14 age group, the higher education is thrown open to private institutions. It found a difference in the context of private institutions that are charging capitation fees from the students.  Article 21A is added by 86th Amendment Act in 2002, which says: “The State shall provide free and compulsory Education to all children of the age of six to fourteen years “ .The Supreme Court gave a very clear suggestion in Unnikrishnan judgment in 1993, that education was a fundamental right for all children up to 14 years. Though it is a very positive and progressive step to guarantee the fundamental right to education the modalities and substantial aspect of it are totally left to the discretion of the state which has to make law to fulfill this obligation.


SCOPE BABAT MAHTVAPURN PARIPATRA DATE -6-9-2019.









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ONLINE HAJARI MUJAB PAGAR BABAT SAMACHAR PAR EK NAJAR.

ONLINE HAJARI MUJAB PAGAR BABAT SAMACHAR PAR EK NAJAR.



Teachers working with Key Stage pupils might, for instance, focus on the subject content of science and develop science skills from these areas of experience. This product centred approach could, for example, give rise to oral explanations and demonstrations of scientific knowledge, and, from time to time, practical activities designed to provide direct experience of phenomena with opportunities to explore and investigate these phenomena. In providing a conceptual structure to help the learner build a functional mental representation, the teacher highlights what is relevant and the nature of the relationships between the elements. For example, the teacher might explain the compressibility of air in a bicycle pump by describing it as dispersed particles which may be brought closer or else by comparing it with the behaviour of a spring.
In contrast, teachers might focus on the processes of science and develop scientific conceptual understanding from it. This process-centred approach could, for instance, offer the children experiments and investigations as starting points for acquiring conceptual knowledge with little or no direct teaching of concepts. In this case a conceptual structure is withheld. The onus is on the children to recall or construct a functional mental representation without reference to a teachers' description of one. Pupils might infer relationships in the topic under study and may be given an opportunity to test and revise their ideas.
Of course, other teachers might focus on a combination of these two approaches and develop scientific skills and conceptual understanding from in this combination. This mixed approach could be a balance or, perhaps, a compromise, between a product-centred and a process-centred approach, in which the teacher provides a partial conceptual structure and leaves the remainder for children to construct by inferring, hypothesising, or testing their ideas. It could encourage lessons where children do investigations with some features already identified by the teacher, and with some conceptual knowledge about the subject that enables them to appreciate the purpose of the activity. In contrast, it could encourage lessons without a clear purpose which mixed different types of activity, but did not develop either conceptual or procedure understanding exclusively..
Science Activities and Experiments
Science activities help little learners of all ages understand important concepts, and these science activities for kids give them the opportunity to discover something completely new. What's more, science activities are fun! Some, like Oobleck, are messy. Others are impressive, like the classic erupting volcano project. Whatever activity you end up trying, your child will be developing new skills as he forms predictions and makes observations. No matter where your child's interests may lie, we have a science experiment that will teach him something cool and make him smile.


ONLINE HAJARI MUJAB PAGAR BABAT SAMACHAR PAR EK NAJAR.







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Stay connected with us for latest updates

Important: Please always Check and Confirm the above details with the official website and Advertisement / Notification.

September 4, 2019

KAIZALA MOBILE APPLICATION BABAT SAMACHAR PAR EK NAJAR.

KAIZALA MOBILE APPLICATION BABAT  SAMACHAR PAR EK NAJAR. 

Teachers working with Key Stage pupils might, for instance, focus on the subject content of science and develop science skills from these areas of experience. This product centred approach could, for example, give rise to oral explanations and demonstrations of scientific knowledge, and, from time to time, practical activities designed to provide direct experience of phenomena with opportunities to explore and investigate these phenomena. In providing a conceptual structure to help the learner build a functional mental representation, the teacher highlights what is relevant and the nature of the relationships between the elements. For example, the teacher might explain the compressibility of air in a bicycle pump by describing it as dispersed particles which may be brought closer or else by comparing it with the behaviour of a spring.
In contrast, teachers might focus on the processes of science and develop scientific conceptual understanding from it. This process-centred approach could, for instance, offer the children experiments and investigations as starting points for acquiring conceptual knowledge with little or no direct teaching of concepts. In this case a conceptual structure is withheld. The onus is on the children to recall or construct a functional mental representation without reference to a teachers' description of one. Pupils might infer relationships in the topic under study and may be given an opportunity to test and revise their ideas.
Of course, other teachers might focus on a combination of these two approaches and develop scientific skills and conceptual understanding from in this combination. This mixed approach could be a balance or, perhaps, a compromise, between a product-centred and a process-centred approach, in which the teacher provides a partial conceptual structure and leaves the remainder for children to construct by inferring, hypothesising, or testing their ideas. It could encourage lessons where children do investigations with some features already identified by the teacher, and with some conceptual knowledge about the subject that enables them to appreciate the purpose of the activity. In contrast, it could encourage lessons without a clear purpose which mixed different types of activity, but did not develop either conceptual or procedure understanding exclusively.
Science Activities and Experiments
Science activities help little learners of all ages understand important concepts, and these science activities for kids give them the opportunity to discover something completely new. What's more, science activities are fun! Some, like Oobleck, are messy. Others are impressive, like the classic erupting volcano project. Whatever activity you end up trying, your child will be developing new skills as he forms predictions and makes observations. No matter where your child's interests may lie, we have a science experiment that will teach him something cool and make him smile. 

KAIZALA MOBILE APPLICATION BABAT  SAMACHAR PAR EK NAJAR. 





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Important: Please always Check and Confirm the above details with the official website and Advertisement / Notification.

September 3, 2019

Pratibhashali Vidhyarthi Purskar Babat Paripaptra.

Pratibhashali Vidhyarthi Purskar Babat Paripaptra.


Teachers working with Key Stage pupils might, for instance, focus on the subject content of science and develop science skills from these areas of experience. This product centred approach could, for example, give rise to oral explanations and demonstrations of scientific knowledge, and, from time to time, practical activities designed to provide direct experience of phenomena with opportunities to explore and investigate these phenomena. In providing a conceptual structure to help the learner build a functional mental representation, the teacher highlights what is relevant and the nature of the relationships between the elements. For example, the teacher might explain the compressibility of air in a bicycle pump by describing it as dispersed particles which may be brought closer or else by comparing it with the behaviour of a spring.
In contrast, teachers might focus on the processes of science and develop scientific conceptual understanding from it. This process-centred approach could, for instance, offer the children experiments and investigations as starting points for acquiring conceptual knowledge with little or no direct teaching of concepts. In this case a conceptual structure is withheld. The onus is on the children to recall or construct a functional mental representation without reference to a teachers' description of one. Pupils might infer relationships in the topic under study and may be given an opportunity to test and revise their ideas.
Of course, other teachers might focus on a combination of these two approaches and develop scientific skills and conceptual understanding from in this combination. This mixed approach could be a balance or, perhaps, a compromise, between a product-centred and a process-centred approach, in which the teacher provides a partial conceptual structure and leaves the remainder for children to construct by inferring, hypothesising, or testing their ideas. It could encourage lessons where children do investigations with some features already identified by the teacher, and with some conceptual knowledge about the subject that enables them to appreciate the purpose of the activity. In contrast, it could encourage lessons without a clear purpose which mixed different types of activity, but did not develop either conceptual or procedure understanding exclusively..
Science Activities and Experiments
Science activities help little learners of all ages understand important concepts, and these science activities for kids give them the opportunity to discover something completely new. What's more, science activities are fun! Some, like Oobleck, are messy. Others are impressive, like the classic erupting volcano project. Whatever activity you end up trying, your child will be developing new skills as he forms predictions and makes observations. No matter where your child's interests may lie, we have a science experiment that will teach him something cool and make him smile.



Pratibhashali Vidhyarthi Purskar Babat Paripaptra.





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Stay connected with us for latest updates

Important: Please always Check and Confirm the above details with the official website and Advertisement / Notification.

September 2, 2019

KAIZALA MOBILE APPLICATION BABAT SAMACHAR PAR EK NAJAR.

KAIZALA MOBILE APPLICATION BABAT  SAMACHAR PAR EK NAJAR. 


Teachers working with Key Stage pupils might, for instance, focus on the subject content of science and develop science skills from these areas of experience. This product centred approach could, for example, give rise to oral explanations and demonstrations of scientific knowledge, and, from time to time, practical activities designed to provide direct experience of phenomena with opportunities to explore and investigate these phenomena. In providing a conceptual structure to help the learner build a functional mental representation, the teacher highlights what is relevant and the nature of the relationships between the elements. For example, the teacher might explain the compressibility of air in a bicycle pump by describing it as dispersed particles which may be brought closer or else by comparing it with the behaviour of a spring.
In contrast, teachers might focus on the processes of science and develop scientific conceptual understanding from it. This process-centred approach could, for instance, offer the children experiments and investigations as starting points for acquiring conceptual knowledge with little or no direct teaching of concepts. In this case a conceptual structure is withheld. The onus is on the children to recall or construct a functional mental representation without reference to a teachers' description of one. Pupils might infer relationships in the topic under study and may be given an opportunity to test and revise their ideas.
Of course, other teachers might focus on a combination of these two approaches and develop scientific skills and conceptual understanding from in this combination. This mixed approach could be a balance or, perhaps, a compromise, between a product-centred and a process-centred approach, in which the teacher provides a partial conceptual structure and leaves the remainder for children to construct by inferring, hypothesising, or testing their ideas. It could encourage lessons where children do investigations with some features already identified by the teacher, and with some conceptual knowledge about the subject that enables them to appreciate the purpose of the activity. In contrast, it could encourage lessons without a clear purpose which mixed different types of activity, but did not develop either conceptual or procedure understanding exclusively.
Science Activities and Experiments
Science activities help little learners of all ages understand important concepts, and these science activities for kids give them the opportunity to discover something completely new. What's more, science activities are fun! Some, like Oobleck, are messy. Others are impressive, like the classic erupting volcano project. Whatever activity you end up trying, your child will be developing new skills as he forms predictions and makes observations. No matter where your child's interests may lie, we have a science experiment that will teach him something cool and make him smile. 

KAIZALA MOBILE APPLICATION BABAT  SAMACHAR PAR EK NAJAR. 






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Stay connected with us for latest updates

Important: Please always Check and Confirm the above details with the official website and Advertisement / Notification.

August 26, 2019

COMPUTER WORK MATE PRATHAMIK SHALA MA BHARTI BABAT RAJUAAT VANCHVA LAYAK.

COMPUTER WORK MATE PRATHAMIK SHALA MA BHARTI BABAT RAJUAAT VANCHVA LAYAK.


Teachers working with Key Stage pupils might, for instance, focus on the subject content of science and develop science skills from these areas of experience. This product centred approach could, for example, give rise to oral explanations and demonstrations of scientific knowledge, and, from time to time, practical activities designed to provide direct experience of phenomena with opportunities to explore and investigate these phenomena. In providing a conceptual structure to help the learner build a functional mental representation, the teacher highlights what is relevant and the nature of the relationships between the elements. For example, the teacher might explain the compressibility of air in a bicycle pump by describing it as dispersed particles which may be brought closer or else by comparing it with the behaviour of a spring.
In contrast, teachers might focus on the processes of science and develop scientific conceptual understanding from it. This process-centred approach could, for instance, offer the children experiments and investigations as starting points for acquiring conceptual knowledge with little or no direct teaching of concepts. In this case a conceptual structure is withheld. The onus is on the children to recall or construct a functional mental representation without reference to a teachers' description of one. Pupils might infer relationships in the topic under study and may be given an opportunity to test and revise their ideas.
Of course, other teachers might focus on a combination of these two approaches and develop scientific skills and conceptual understanding from in this combination. This mixed approach could be a balance or, perhaps, a compromise, between a product-centred and a process-centred approach, in which the teacher provides a partial conceptual structure and leaves the remainder for children to construct by inferring, hypothesising, or testing their ideas. It could encourage lessons where children do investigations with some features already identified by the teacher, and with some conceptual knowledge about the subject that enables them to appreciate the purpose of the activity. In contrast, it could encourage lessons without a clear purpose which mixed different types of activity, but did not develop either conceptual or procedure understanding exclusively..
Science Activities and Experiments
Science activities help little learners of all ages understand important concepts, and these science activities for kids give them the opportunity to discover something completely new. What's more, science activities are fun! Some, like Oobleck, are messy. Others are impressive, like the classic erupting volcano project. Whatever activity you end up trying, your child will be developing new skills as he forms predictions and makes observations. No matter where your child's interests may lie, we have a science experiment that will teach him something cool and make him smile.



COMPUTER WORK MATE PRATHAMIK SHALA MA BHARTI BABAT RAJUAAT VANCHVA LAYAK.









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August 25, 2019

Use Kaizala Actions to send a photo with the location.

Use Kaizala Actions to send a photo with the location.


How can add photo with location in kaizala application.

How to use Photo with Location Feature in Kaizala App?

With Photo with Location feature available in Kaizala, now field workers can easily share location with their managers or their team members  . The Photo with Location action came up with Kaizala app, it  allows you to share real-time photo information with others, along with the GPS coordinates to show where the photo was taken.
We, at Foetron, are a team of Cloud Evangelists who sell Office 365, provide migration & deployment resources and train organizations on Office 365, Teams, Project, Visio, Yammer, Delve, Planner, Booking and Office productivity tools. We are working to empower organization to take the journey of digital transformation.


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1. Installation and quick start

Download Kaizala from Google Play Store for Android or App Store for iOS now. Activate with your phone number and get started right away. Click on the ‘+’ sign to create a group and add members from your contacts list or directly add the phone numbers. Give the group a name and you are all set. Try sending a Kaizala Action by clicking on the top right corner to bring up the Kaizala Actions palette. Try sending a Quick Poll or an Announcement to see Kaizala in Action. If you don’t have anyone in your network on Kaizala, you can still add them to the group and then click on Group Name to send an invite to all the members who are not on Kaizala.

Identify scenarios

It is advisable to have a few use cases for Kaizala in mind for your organization before you begin the deployment. Here are some videos depicting Kaizala use cases, created with inspiration from real customers using Kaizala.

3. Define groups in Kaizala for your org

Once you have identified the use cases for Kaizala in your org, you need to create the right groups in Kaizala so that those use cases can be achieved effectively.

Kaizala provides 3 types of groups that can be used in isolation or in conjunction to support the various communication and collaboration needs of your organization – within its employees as well as with its value chain or employees.

Here are the types of groups, their properties, and commonly used scenarios where each of the group type is used by our existing customers:

 please refer here.

4. Start using Kaizala

Kaizala can be installed from Google Play Store for Android or App Store for iPhones.

4.1 Get Kaizala installed by your organizational users

Driving app installation in your org would be very critical to the success of this project. Here are some methods used by other customers:

Click on Group name in Kaizala app and click on Invite All to send a text message to invite all members.

Send out an email to people sharing value prop and a link to download.

Send out messages to the organizational WhatsApp groups with the download link.

Send out bulk SMSs to people with the download link.

Design Kaizala posters and place them at places where everyone can see it.

Incentivize people to install Kaizala with early bird winner or with quizzes or best picture submission survey, etc.

5. How to use Photo with Location Feature in Kaizala App?


Open Online attadence group or any group or any friends contacts.

 Click on attachment menu. In attachment you can get announcement, Job, Let's meet, Quick poll and Photo with Location.

Click on photo with Location and Capture photo on your Mobile. and send it.


Join Kaizala Best Groups.

Join Kaizala Best Educational group for Teachers Click on below Link.

Join Group : Click here

6. Check Images Photo with Location in Kaizala Mobile Application.


Kaizala Application ma Selphy lidha bad tamaro foto with loaction kevu dekhashe e nichena fota dvara joi shako chho. ane tame pan try karo. Kaizala Shikshako matena best group ma join thao. join thava mate upar link aapel chhe. Tamara mitro ne pan aa group ma join karo.








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