Arabic grammar 2: ¨ Basics on verbs ¨ illustrates the necessary details that every Arabic learner should know, and serve beside the previous slides ¨ Arabic grammar 1: Basic son nouns ¨ as a good background to move towards deep knowledge in Arabic grammar.
Syllable structure constitutes the component of phonological word division focused on pronounceable segments of words and how they are composed, divided, and distributed.
Arabic grammar 2: ¨ Basics on verbs ¨ illustrates the necessary details that every Arabic learner should know, and serve beside the previous slides ¨ Arabic grammar 1: Basic son nouns ¨ as a good background to move towards deep knowledge in Arabic grammar.
Syllable structure constitutes the component of phonological word division focused on pronounceable segments of words and how they are composed, divided, and distributed.
Deterministic Finite State Automaton of Arabic Verb System: A Morphological S...CSCJournals
Finite State Morphology serves as an important tool for investigators of natural language processing. Morphological Analysis forms an essential preprocessing step in natural language processing. This paper discusses the morphological analysis and processing of verb forms in Arabic. It focuses on the inflected verb forms and discusses the perfective, imperfective and imperatives. The deterministic finite state morphological parser for the verb forms can deal with Morphological and orthographic features of Arabic and the morphological processes which are involved in Arabic verb formation and conjugation. We use this model to generate and add all the necessary information (prefix, suffix, stem, etc.) to each morpheme of the words; so we need subtags for each morpheme. Using Finite State tool to build the computational lexicon that are usually structured with a list of the stems and affixes of the language together with a representation that tells us how words can be structured together and how the network of all forms can be represented.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Lesson 33 | Learn Arabic to Understand the Quran for Allaah E-Learning Centre
1. دْمَْاْلَو ،ِميِحَّالر ِنٰـَْْحَّالر ِ
هاّلل ِمْسِبَع مَالَّالسَو ةَالَّالصَو ،ِ
ه
ِّللِهللا ِلْوسَر ىَل
دْعَـب اََّمأ ،ِهِباْحَأصَو ِهِآل ىَلَعَو:
Brothers and sisters, we are grateful to Allaah, the Most High to be privileged to
welcome you to our 8th session of FOUNDATION 1 (B)
This class might seem difficult but it really is not – it is just an introduction to
the subject. So please be patient with it and In shaa Allaah it will come together
very quickly.
In this session we will introduce the final concept that we want to discuss
relative to all verbs for this foundation:
‘The different pattern for other than 3 – lettered verbs’
F1(B) M7
Lesson 8 – سَّْرالداَالثنِم
2. Summary of information relating to VERBS
NOTES about Conjugations:
a) In the Hans-Wher dictionary the 3 lettered Verb is referred to as the FORM 1 Verb.
b) So, up to the present time we basically studied conjugations for (FORM 1 Verbs)
c) We used the FORM 1 (3 lettered verb) to begin conjugations because it is the easiest of all the
FORMS/PATTERNS to work with.
d) The conjugations for the FORM 1 verb are the same patterns that apply to ALL the other FORMS of
verbs, thus if you have a good grasp of the conjugation of the FORM 1 verb, the other nine (9) forms
would be easy to understand, in shaa Allaah.
e) On the other hand, FORM 1 verbs are more difficult than all other forms because there is no way to
predict the middle vowel – you MUST memorize the past and present tense forms.
f) So each verb on FORM 1 is unique but ALL its conjugation follow one pattern
g) For every verb, ALL we need to have in order to conjugate it is the 3rd person singular form i.e. the
form for (,)هو and example being ( ََلَعَف/يفعل ) – so all we memorize as long as we have a grasp of the
scales is ( ََلَعَف/يفعل ) since all the other patterns are derived from them. – i.e. as long as we know them
everything else can be deduced
3. Verb Scale/Patterns/Forms – ( نْزَو/انَزَْوأ ).
Verbs consist of either 3 letter or 4 letters as the basic roots.
Both have two broad categories ()المجرد which the ‘bare root’ and (َ)المزيد which means ‘increased’.
There are ten (10) popular Verb Forms/Patterns in use today that have 3 – letters as its roots. FORM 1 is
()المجرد which has 6 patterns and the rest are ()المزيد which have 1, 2 or 3 additional letters. We already
discussed the FORM I Verbs i.e. the 3 – lettered verb and its 6 categories which are:
1-لعْفَـي َلَعَـف-بْتكَي َبَتَك
2-َلَعَـفلِعْفَـي-سِلََْي َسَلَج
3-َلَعَـفلَعْفَـي-َبَهَذبَهْذَي
4-َلِعَفلَعْفَـي-َعََِسعَمْسَي
5-َلِعَفلِعْفَـي-َثِرَوثِرَي
6-لعْفَـي َلعَـف-َرـثَكرـثْكَي
In this class we are going to discuss all the major forms that are derived from FORM 1 – the 3 lettered verb.
This falls into three categories:
1. ٌدِاحَو ٌفْرَح ِهْيِف َدْيِز اَم – (verbs) that are increased on (the 3 lettered verb) by 1 letter (these are 3 forms)
2. ِانَفْرَح ِهْيِف َدْيِز اَم - (verbs) that are increased on (the 3 lettered verb) by 2 letters (these are 5 forms)
3. فرَْحأ ةَث َالَث ِهْيِف َدْيِز اَم - (verbs) that are increased on (the 3 lettered verb) by 3 letters ( although there are
a few forms for this we are only going to discuss 1 form), in shaa Allaah, since the others are rarely used.
4. NOTE: While FORM I is the most complex, the other forms are very regular and consistent. So
it is easy to study and understand them. And it is encouraged to memorize them as such
1. مااحدو حرف فيه يدز - Those (verbs) that one letter is increased (to the 3 – lettered words)
a) Form II verbs - َـفَّعَل=َـفْعَلَع–َمَّلَس/مِهلَسي/مْيِلْسَت
b) Form III verbs - َفاَلَع–َدَاهَج/َدِاهََي/ةَدَاهَُم
c) Form IV verbs (we already discussed this) - َأَلَعْـف–َمَلَْسأ/مِلْسي/المْسِإ
2. -مافيه يدزحرفان Those (verbs) that two letters increased on (to the 3 – lettered words)
a) Form V verbs – َـتَفَّعَل=ت+َـفَّعَل–َمَّلَعَـت/مَّلَعَـتَـي/مُّلَعَـت
b) Form VI verbs – َـتَفاَلَع=ت+َفاَلَع–َلَاوَنَـت/لَاوَنَـتَـي/لاوَنَـت
c) Form VII verbs – ْـنِاَلَعَف=نِا+فعل–َرَسَكْنِا/رِسَكْنَـي/ارَسَكْنِا
d) Form VIII verbs – ِاْـفَـتَلَع–َعَمَتْسِا/عِمَتْسَي/اعَمِتْسِا
e) Form IX verbs - ِاَعْـفَّل–َّرَْْحِا/ُّرَمََْي/ارَرِْْحِا
3. ثالثة فيه يدز ماأحرف - Those (verbs) that has 3 letters increased on (to the 3 – lettered words):
Form X - َـتْسِاَلَعْف=است+فعل–َلَبْقَـتْسِا/لِبْقَـتْسَي/الَبْقِتْسِا
Verb Scale/Patterns/Forms – ( نْزَو/انَزَْوأ ).
5. 1. The ‘basic root’ for Arabic words only
consist of 3 letters
a) True
b) False
2. Form 1 Verbs has six patterns and all the
basic roots contain
a) 3 letters each
b) 4 letters each
c) 5 letters each
d) 2 letters each
e) None of the above
3. All the major forms that are
derived from FORM 1 – i.e. the
3 lettered verb, falls into:
a) three categories
b) One category
c) Two categories
d) Four categories
e) None of the above
4. The root scale for (ارَسَكْنِ)ا is:
a) َفاَلَع
b) ِاْـفَـتَلَع
c) ِاْـفَـتَلَع
d) َـتْسِاَلَعْف
e) None of the above
TEST STUDENTS: Module 7 Lesson 33
5. The root scale for (مَّلَعَـتَـي) is:
a) َـتَفاَلَع
b) ِاْـفَـتَلَع
c) ِاْـفَـتَلَع
d) َـتَفَّعَل
e) None of the above
6. The verb (الَبْقِتْسِ)ا is increased
on the 3 lettered verb by:
a) 4 letters
b) 3 letters
c) 2 letters
d) One letter
e) None of the above