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Name the poet who wrote "Prithviraj Raso", a poem describing Prithviraj Chauhan's life

Name the poet who wrote "Prithviraj Raso", a poem describing Prithviraj Chauhan's life Correct Answer Chand Bardai

The Prithviraj Raso is a Brajbhasha epic poem about the life of the 12th century Indian king Prithviraj Chauhan (c. 1166-1192 CE). It is attributed to Chand Bardai, who according to the text, was a court poet of the king.

Related Questions

Name the poet who wrote "Prithviraj Raso", a poem describing Prithviraj Chauhan's life.
Which of the following statements is correct about " Prithviraj Raso"? 1) The " Prithviraj Raso" is written by Samyogita. 2) The poem is written in Braj language.
Which of the following statements is correct about " Prithviraj Chauhan"? 1) Rani Gyatri Devi was the wife of Prithviraj Chauhan. 2) According to "Prithviraj Raso" a total of 7 languages were known by Prithviraj Chauhan.
Consider the following statements regarding Lok Devi: 1. She is known to be Chauhans dynasty's Kuldevi and the temple was constructed during the reign of Prithviraj Chouhan's I.  2. Her temple is situated on a hillside in Rewasa village, Sikar. 3. She believed to be an incarnation of goddess Shakti.  Which Lok Devi is been talked about in the above statements?
Who is the author of 'Prithviraj Raso?
In the following question, the 1st and the last part of the sentence/passage are numbered 1 and 6. The rest of the sentence/ passage is split into four parts and named P, Q, R and S. These four parts are not given in their proper order. Read the sentence/passage and find out which of the four combinations is correct. 1. Sarojini Naidu was educated in her carely years under her father’s own care. P. He wanted her to become a great mathematician or scientist. Q. At thirteen she wrote a long poem in the manner of famous English poets. R. She was hardly eleven when she wrote her first poem. S. But she loved to dream and write poems. 6. After her matriculation in India she went to England for higher education in lender. 
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Eight north Indian Ocean countries, namely, Bangladesh, India, the Maldives, Myanmar, Oman, Pakistan, Sri Lanka and Thailand, were asked to contribute names so that a combined list could be compiled. Each country gave eight names and a combined list of 64 names was prepared. This list is currently in use, and all cyclones arising in the north Indian Ocean are named from this list, with one name from each country being used in turn. Almost 38 or 39 names from the list have been used up, but since many cyclones dissipate long before they hit land, their names rarely figure in the papers or other media. The names that people do know about, and remember are, naturally, those that were most destructive ones, or very recent. Aila, in 2009 is remembered with a shudder for the enormous destruction it caused in West Bengal and Bangladesh; Phaillin, also for the damage it caused when it hit the Odisha coast in 2013. Two harmless cyclones, which also might remain in peoples memory, are the more recent ones of 2014 — Hudhud, which threatened the east coast of India and Nilofar, which was expected to, but did not, devastate the western coast. The names in the cyclone list are usually words one associates with storms; words which mean water or wind or lightning in various national languages. Sometimes they are names of other things — birds or flowers or precious stones. The name Aila, contributed by the Maldives means fire, the name Phaillin from Thailand means sapphire, the name Hudhud from Oman is the name of a bird, probably the hoopoe, and the name Nilofar, given by Pakistan, is the Urdu name of the lotus or water lily. The eight names suggested by India, and which are in the list of 64, are Agni, Akaash, Bijli, Jal, Leher, Megh, Sagar and Vayu, meaning in that order, fire, sky, lightning, water, wave, cloud, sea and wind. Five of these names (that is, up to Leher) have been used so far.
For the next cyclone if it is the turn of an Indian name to be chosen, then what will be that name?
After reading a poem, a teacher involves the learners in group work. One group writes the theme of the poem, another draws a picture to depict the main character and yet another write the summary of the poem. This activity
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