This document provides an introduction to Pāḷi grammar, including the Pāḷi alphabet and an overview of noun and adjective declension patterns. It discusses the different cases that nouns can take and provides numerous examples of how different types of nouns, such as those ending in -a, -ī, -u, and others, are declined. It also covers adjective declension and types of adjectives like those ending in -antu and the comparat form.
This document discusses the basic elements of medical terminology: word roots, combining forms, suffixes, and prefixes. It provides examples of each element and how they are combined to form medical terms. Word roots usually refer to a body part and are often derived from Latin or Greek. Combining forms link word roots together and make pronunciation easier by inserting a vowel. Suffixes modify or change the meaning of the word root or combining form. Prefixes are added before a word or root to alter or create a new word. Understanding these elements allows one to determine the meaning of complex medical terms.
The document provides instructions for pronouncing Tibetan syllables, which can contain various characters including radicals, prefixes, superscripts, subscripts, and suffixes. Superscripts like ར, ལ, and ས change pronunciation but are not pronounced themselves. Subscripts like ཡ and ར make consonants fully voiced, retroflex, or change tone. Suffixes can change or not change the vowel sound. Words are read by applying rules to each syllable regarding tone, aspiration, and pronunciation of specific characters like བ. Understanding these components is key to correctly reading and pronouncing Tibetan text.
The Foundation of Medicine Curriculum includes topics like medical terminology, history of medicine, concepts of health and disease, and communication skills. Medical terminology is the professional language of healthcare and uses word roots from Latin and Greek to name body parts and diseases. There are four main elements to a medical term: word root, combining form, suffix, and prefix. By understanding the meanings of these elements like word roots for body parts and suffixes for processes, the meaning of complex medical terms can be deduced by analyzing the smaller word parts. Correct pronunciation of terms is aided by inserting combining vowels between word parts.
This document provides an overview of phonetics and phonology. It defines phonetics as the study of speech sounds and describes the speech production process. It outlines the speech organs and discusses consonants and vowels in terms of place and manner of articulation. It also introduces features of speech sounds like stress, pitch, and tone. Finally, it discusses some basic concepts in phonology like phones vs. phonemes and phonological processes.
The document discusses weak and strong syllables in English. It defines weak and strong syllables and provides examples of different types of weak syllables based on their vowel sounds or syllabic consonants. It also discusses how weak syllables are pronounced compared to strong syllables and their role in keeping the stress-timed rhythm of English speech.
This document provides an introduction to the science of phonetics. It outlines the goals and topics that will be covered in an introductory phonetics course, including articulatory phonetics, acoustic phonetics, auditory phonetics, and clinical phonetics. It discusses key linguistic concepts like phonemes, allophones, syllables, and stress. It also introduces the International Phonetic Alphabet and provides examples to illustrate phonetic transcription and analysis.
The document discusses various components of literacy including phonological awareness, phonics, orthography, and reading comprehension. It defines key terms like phonemic awareness, phonics, vowel patterns, and describes instructional strategies and activities to teach foundational reading skills like sound-symbol relationships. Research is cited supporting the importance of explicit and systematic phonics instruction to facilitate reading development.
This document discusses the basic elements of medical terminology: word roots, combining forms, suffixes, and prefixes. It provides examples of each element and how they are combined to form medical terms. Word roots usually refer to a body part and are often derived from Latin or Greek. Combining forms link word roots together and make pronunciation easier by inserting a vowel. Suffixes modify or change the meaning of the word root or combining form. Prefixes are added before a word or root to alter or create a new word. Understanding these elements allows one to determine the meaning of complex medical terms.
The document provides instructions for pronouncing Tibetan syllables, which can contain various characters including radicals, prefixes, superscripts, subscripts, and suffixes. Superscripts like ར, ལ, and ས change pronunciation but are not pronounced themselves. Subscripts like ཡ and ར make consonants fully voiced, retroflex, or change tone. Suffixes can change or not change the vowel sound. Words are read by applying rules to each syllable regarding tone, aspiration, and pronunciation of specific characters like བ. Understanding these components is key to correctly reading and pronouncing Tibetan text.
The Foundation of Medicine Curriculum includes topics like medical terminology, history of medicine, concepts of health and disease, and communication skills. Medical terminology is the professional language of healthcare and uses word roots from Latin and Greek to name body parts and diseases. There are four main elements to a medical term: word root, combining form, suffix, and prefix. By understanding the meanings of these elements like word roots for body parts and suffixes for processes, the meaning of complex medical terms can be deduced by analyzing the smaller word parts. Correct pronunciation of terms is aided by inserting combining vowels between word parts.
This document provides an overview of phonetics and phonology. It defines phonetics as the study of speech sounds and describes the speech production process. It outlines the speech organs and discusses consonants and vowels in terms of place and manner of articulation. It also introduces features of speech sounds like stress, pitch, and tone. Finally, it discusses some basic concepts in phonology like phones vs. phonemes and phonological processes.
The document discusses weak and strong syllables in English. It defines weak and strong syllables and provides examples of different types of weak syllables based on their vowel sounds or syllabic consonants. It also discusses how weak syllables are pronounced compared to strong syllables and their role in keeping the stress-timed rhythm of English speech.
This document provides an introduction to the science of phonetics. It outlines the goals and topics that will be covered in an introductory phonetics course, including articulatory phonetics, acoustic phonetics, auditory phonetics, and clinical phonetics. It discusses key linguistic concepts like phonemes, allophones, syllables, and stress. It also introduces the International Phonetic Alphabet and provides examples to illustrate phonetic transcription and analysis.
The document discusses various components of literacy including phonological awareness, phonics, orthography, and reading comprehension. It defines key terms like phonemic awareness, phonics, vowel patterns, and describes instructional strategies and activities to teach foundational reading skills like sound-symbol relationships. Research is cited supporting the importance of explicit and systematic phonics instruction to facilitate reading development.
This document provides an overview of basic grammar concepts including definitions of parts of speech such as nouns, pronouns, verbs, adjectives, adverbs, prepositions, and conjunctions. It discusses nouns in terms of proper vs. common, singular vs. plural forms, count vs. non-count, and irregular plural forms. Verb topics include tense conjugation, regular and irregular forms. Adjectives are described in terms of order and comparisons. Other concepts covered include pronouns, adverbs, prepositions, conjunctions, interjections, and punctuation rules.
The document discusses effective strategies for teaching reading, including phonological awareness, phonics instruction, and structural analysis. It emphasizes teaching the systematic relationship between letters and sounds through explicit instruction in phonemic awareness, phonics, vocabulary, fluency and comprehension. Specific strategies mentioned include teaching the six basic syllable types, vowel patterns, root words, prefixes/suffixes, and providing opportunities to apply skills in connected text. The goal is for students to master the code of written language in order to comprehend text.
In Ayurvedic curriculum, Rachana Sharir(Anatomy) is taught . This presentation is useful for students of first year BAMS & MD in the subject Rachana Sharir. It describes the different types of bones as per Ayurved.
This document discusses various aspects of suprasegmental phonology including terminology, features, syllables, syllable structure, rhythm, stress, prominence, tone languages, intonation and word accent. Some key points include:
- Suprasegmentals refer to aspects of sound such as intonation that are not properties of individual segments. Features include pitch, loudness, tempo, rhythm and stress.
- A syllable contains a vowel and may contain consonants. Syllables are divided into onset, nucleus and coda.
- Rhythm is a pattern of accented and unaccented syllables. Accented syllables are more prominent due to factors like volume, duration and pitch. Prominence can affect
The document discusses weak and strong syllables in English. Weak syllables tend to be unstressed and may contain reduced vowel sounds like schwa. They often occur in function words like "the" and prefixes/suffixes. Strong syllables are stressed and have clearer vowel sounds. The types of segments that can make up syllables and examples of words with different syllable structures are provided.
The document discusses weak and strong syllables in English. It defines weak syllables as those with reduced vowels, often schwa, and lists common spelling patterns that indicate weak vowels. Strong syllables are stressed and have clearer vowel sounds. The relationship between syllable stress and word forms (strong vs. weak) is also explained, with examples of how stress affects pronunciation and meaning.
The document discusses weak and strong syllables in English. It defines a weak syllable as having one of four possible vowel sounds at its center: schwa (ə), a close front vowel like i, a close back vowel like u, or a syllabic consonant. It provides many examples of words containing weak syllables and discusses how weak forms are important for both producing and comprehending spoken English.
The document discusses weak and strong syllables in English. It defines a weak syllable as one that has a reduced vowel sound like schwa (ə), a close front vowel like i, a close back vowel like u, or a syllabic consonant. It provides many examples of words containing weak syllables and discusses how weak forms are important for both producing and comprehending English speech due to the influence on rhythm. Teaching weak forms can help improve foreign students' pronunciation and listening skills.
The document discusses weak and strong syllables in English. It defines a weak syllable as one that has a reduced vowel sound like schwa (/ə/) or one of three other vowel types. It provides many examples of words containing weak syllables based on their spelling patterns. The document also discusses weak forms in English, where unstressed words are pronounced differently than their stressed counterparts. Teaching weak forms is important for both improving students' English pronunciation and listening comprehension.
The document discusses weak and strong syllables in English. It defines a weak syllable as one that has a reduced vowel sound like schwa (/ə/) or one of three other vowel types. It provides many examples of words containing weak syllables based on their spelling patterns. The document also discusses weak forms in English, where unstressed words are pronounced differently than their stressed counterparts. Teaching weak forms is important for both improving students' English pronunciation and listening comprehension.
The document discusses weak and strong syllables in English. It defines a weak syllable as having one of four possible vowel sounds at its center: schwa (ə), a close front vowel like i, a close back vowel like u, or a syllabic consonant. It provides many examples of words containing weak syllables and discusses how weak forms are important for both producing and comprehending spoken English.
This document provides an overview of English grammar including definitions of parts of speech, verb tenses and forms, punctuation rules, and sentence structures. It covers nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions and other parts of speech. For each part of speech, it defines the term, provides examples and explanations of concepts like singular and plural nouns, regular and irregular verbs, comparative and superlative adjectives, and types of adverbs, prepositions and conjunctions. It also addresses capitalization rules, punctuation, and different question forms.
The document discusses syllables and their structure in language. It notes that sounds flow continuously when speaking, making it difficult to segment speech into discrete units. Syllables can be defined based on their structure, with the core being a nucleus such as a vowel, diphthong or syllabic consonant. Syllables preferably follow a consonant-vowel structure and may contain an optional onset before the nucleus as well as an optional coda after it. The concept of syllables provides a structural unit for analyzing phonotactic constraints in language.
This document discusses prefixes, suffixes, and roots and how understanding their meanings can help with comprehending unknown words. It provides examples of common prefixes like "dis", "ex", and "super" and suffixes like "-able", "-ive", and "-less". Root words are the base form of a word and may come from Latin or Greek. Knowing the meaning of prefixes, suffixes, and roots allows readers to better understand words even if they contain an unfamiliar affix or root.
This document provides a pronunciation guide and drills for Vietnamese. It includes:
- An overview of the Vietnamese alphabet and phonology, outlining the consonants and vowels.
- Tables showing the pronunciation of each letter compared to English.
- Examples of consonant and vowel combinations in Vietnamese words along with their English meanings.
- A set of 34 practice drills that provide example words to demonstrate different consonant and vowel sounds and combinations. The goal is to help English speakers learn correct Vietnamese pronunciation.
The document provides an overview of 5 main themes from the Bhagavad Gita:
1. Jivatma - The eternal soul transmigrates between different material bodies from childhood to old age.
2. Prakriti - The living entity struggles with the 6 senses (including the mind) which are situated within material nature.
3. Kala - Time is divided into cycles of various ages.
4. Karma - One's present circumstances are due to past karma and one should perform prescribed duties without attachment to results.
5. Ishwara - God is the original source of all and the supreme controller.
The document discusses strong and weak syllables in English. It notes that weak syllables have shorter, lower intensity vowels compared to strong syllables. Function words like prepositions, pronouns, conjunctions and articles typically have weak syllables. The schwa vowel /ə/ is always associated with weak syllables. It provides tables listing the strong and weak forms of determiners, pronouns, prepositions, conjunctions and auxiliaries. Rules for using strong versus weak forms are outlined, such as using strong forms at the end of sentences or for emphasis.
The document is a yoga manual from Gopal's Fun School that covers various themes from the Bhagavad Gita. It begins with invocations and includes a Sanskrit pronunciation guide. The first theme is about mind control, with two verses cited that describe the mind as very difficult to control like the wind, and that a controlled mind is the best friend while an uncontrolled mind is the greatest enemy.
Morphology Word and Its Parts (Root and Afixes)Reni Riyani
This document discusses word morphology, focusing on the smaller parts of words called morphemes. It defines key terms like root, affix, prefix, suffix, and bound vs. free morphemes. Roots carry the main meaning of a word and can be free or bound. Affixes like prefixes and suffixes can be added to roots to derive new words or change word class. Suffixes can be derivational, changing a word's meaning and part of speech, or inflectional, changing grammatical properties without altering the core meaning. The document provides examples to illustrate these morphological concepts.
This document provides a summary of Spanish grammar concepts including verb tenses and forms. It covers the present tense, stem changers, irregular "yo" forms, saber vs conocer, reflexive verbs, the "se" impersonal, verbs like gustar, irregular verbs ending in certain ways, hacer expressions, the imperfect and preterite tenses including regular conjugations and irregular verb types like spock words, cucaracha verbs, and snake/snakey verbs. It also discusses ser vs estar, verbs with accents, comparatives/superlatives, and other topics.
This document discusses establishing an environmentally sustainable lifestyle through adopting a "Middle Way" as taught by Buddha. It summarizes that the Middle Way involves simplifying life's necessities through moderate consumption of food, clothing, shelter and transportation. Adopting this lifestyle would help alleviate the current environmental crisis by reducing pollution and resource use at all stages of production and transport. Key aspects of a modern sustainable lifestyle discussed include using renewable energy, conserving water and reducing waste and chemical consumption, as well as choosing a plant-based diet which has a much smaller environmental footprint than meat-based diets. The document encourages living sustainably ourselves and helping others do the same.
This document provides an overview of basic grammar concepts including definitions of parts of speech such as nouns, pronouns, verbs, adjectives, adverbs, prepositions, and conjunctions. It discusses nouns in terms of proper vs. common, singular vs. plural forms, count vs. non-count, and irregular plural forms. Verb topics include tense conjugation, regular and irregular forms. Adjectives are described in terms of order and comparisons. Other concepts covered include pronouns, adverbs, prepositions, conjunctions, interjections, and punctuation rules.
The document discusses effective strategies for teaching reading, including phonological awareness, phonics instruction, and structural analysis. It emphasizes teaching the systematic relationship between letters and sounds through explicit instruction in phonemic awareness, phonics, vocabulary, fluency and comprehension. Specific strategies mentioned include teaching the six basic syllable types, vowel patterns, root words, prefixes/suffixes, and providing opportunities to apply skills in connected text. The goal is for students to master the code of written language in order to comprehend text.
In Ayurvedic curriculum, Rachana Sharir(Anatomy) is taught . This presentation is useful for students of first year BAMS & MD in the subject Rachana Sharir. It describes the different types of bones as per Ayurved.
This document discusses various aspects of suprasegmental phonology including terminology, features, syllables, syllable structure, rhythm, stress, prominence, tone languages, intonation and word accent. Some key points include:
- Suprasegmentals refer to aspects of sound such as intonation that are not properties of individual segments. Features include pitch, loudness, tempo, rhythm and stress.
- A syllable contains a vowel and may contain consonants. Syllables are divided into onset, nucleus and coda.
- Rhythm is a pattern of accented and unaccented syllables. Accented syllables are more prominent due to factors like volume, duration and pitch. Prominence can affect
The document discusses weak and strong syllables in English. Weak syllables tend to be unstressed and may contain reduced vowel sounds like schwa. They often occur in function words like "the" and prefixes/suffixes. Strong syllables are stressed and have clearer vowel sounds. The types of segments that can make up syllables and examples of words with different syllable structures are provided.
The document discusses weak and strong syllables in English. It defines weak syllables as those with reduced vowels, often schwa, and lists common spelling patterns that indicate weak vowels. Strong syllables are stressed and have clearer vowel sounds. The relationship between syllable stress and word forms (strong vs. weak) is also explained, with examples of how stress affects pronunciation and meaning.
The document discusses weak and strong syllables in English. It defines a weak syllable as having one of four possible vowel sounds at its center: schwa (ə), a close front vowel like i, a close back vowel like u, or a syllabic consonant. It provides many examples of words containing weak syllables and discusses how weak forms are important for both producing and comprehending spoken English.
The document discusses weak and strong syllables in English. It defines a weak syllable as one that has a reduced vowel sound like schwa (ə), a close front vowel like i, a close back vowel like u, or a syllabic consonant. It provides many examples of words containing weak syllables and discusses how weak forms are important for both producing and comprehending English speech due to the influence on rhythm. Teaching weak forms can help improve foreign students' pronunciation and listening skills.
The document discusses weak and strong syllables in English. It defines a weak syllable as one that has a reduced vowel sound like schwa (/ə/) or one of three other vowel types. It provides many examples of words containing weak syllables based on their spelling patterns. The document also discusses weak forms in English, where unstressed words are pronounced differently than their stressed counterparts. Teaching weak forms is important for both improving students' English pronunciation and listening comprehension.
The document discusses weak and strong syllables in English. It defines a weak syllable as one that has a reduced vowel sound like schwa (/ə/) or one of three other vowel types. It provides many examples of words containing weak syllables based on their spelling patterns. The document also discusses weak forms in English, where unstressed words are pronounced differently than their stressed counterparts. Teaching weak forms is important for both improving students' English pronunciation and listening comprehension.
The document discusses weak and strong syllables in English. It defines a weak syllable as having one of four possible vowel sounds at its center: schwa (ə), a close front vowel like i, a close back vowel like u, or a syllabic consonant. It provides many examples of words containing weak syllables and discusses how weak forms are important for both producing and comprehending spoken English.
This document provides an overview of English grammar including definitions of parts of speech, verb tenses and forms, punctuation rules, and sentence structures. It covers nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions and other parts of speech. For each part of speech, it defines the term, provides examples and explanations of concepts like singular and plural nouns, regular and irregular verbs, comparative and superlative adjectives, and types of adverbs, prepositions and conjunctions. It also addresses capitalization rules, punctuation, and different question forms.
The document discusses syllables and their structure in language. It notes that sounds flow continuously when speaking, making it difficult to segment speech into discrete units. Syllables can be defined based on their structure, with the core being a nucleus such as a vowel, diphthong or syllabic consonant. Syllables preferably follow a consonant-vowel structure and may contain an optional onset before the nucleus as well as an optional coda after it. The concept of syllables provides a structural unit for analyzing phonotactic constraints in language.
This document discusses prefixes, suffixes, and roots and how understanding their meanings can help with comprehending unknown words. It provides examples of common prefixes like "dis", "ex", and "super" and suffixes like "-able", "-ive", and "-less". Root words are the base form of a word and may come from Latin or Greek. Knowing the meaning of prefixes, suffixes, and roots allows readers to better understand words even if they contain an unfamiliar affix or root.
This document provides a pronunciation guide and drills for Vietnamese. It includes:
- An overview of the Vietnamese alphabet and phonology, outlining the consonants and vowels.
- Tables showing the pronunciation of each letter compared to English.
- Examples of consonant and vowel combinations in Vietnamese words along with their English meanings.
- A set of 34 practice drills that provide example words to demonstrate different consonant and vowel sounds and combinations. The goal is to help English speakers learn correct Vietnamese pronunciation.
The document provides an overview of 5 main themes from the Bhagavad Gita:
1. Jivatma - The eternal soul transmigrates between different material bodies from childhood to old age.
2. Prakriti - The living entity struggles with the 6 senses (including the mind) which are situated within material nature.
3. Kala - Time is divided into cycles of various ages.
4. Karma - One's present circumstances are due to past karma and one should perform prescribed duties without attachment to results.
5. Ishwara - God is the original source of all and the supreme controller.
The document discusses strong and weak syllables in English. It notes that weak syllables have shorter, lower intensity vowels compared to strong syllables. Function words like prepositions, pronouns, conjunctions and articles typically have weak syllables. The schwa vowel /ə/ is always associated with weak syllables. It provides tables listing the strong and weak forms of determiners, pronouns, prepositions, conjunctions and auxiliaries. Rules for using strong versus weak forms are outlined, such as using strong forms at the end of sentences or for emphasis.
The document is a yoga manual from Gopal's Fun School that covers various themes from the Bhagavad Gita. It begins with invocations and includes a Sanskrit pronunciation guide. The first theme is about mind control, with two verses cited that describe the mind as very difficult to control like the wind, and that a controlled mind is the best friend while an uncontrolled mind is the greatest enemy.
Morphology Word and Its Parts (Root and Afixes)Reni Riyani
This document discusses word morphology, focusing on the smaller parts of words called morphemes. It defines key terms like root, affix, prefix, suffix, and bound vs. free morphemes. Roots carry the main meaning of a word and can be free or bound. Affixes like prefixes and suffixes can be added to roots to derive new words or change word class. Suffixes can be derivational, changing a word's meaning and part of speech, or inflectional, changing grammatical properties without altering the core meaning. The document provides examples to illustrate these morphological concepts.
This document provides a summary of Spanish grammar concepts including verb tenses and forms. It covers the present tense, stem changers, irregular "yo" forms, saber vs conocer, reflexive verbs, the "se" impersonal, verbs like gustar, irregular verbs ending in certain ways, hacer expressions, the imperfect and preterite tenses including regular conjugations and irregular verb types like spock words, cucaracha verbs, and snake/snakey verbs. It also discusses ser vs estar, verbs with accents, comparatives/superlatives, and other topics.
This document discusses establishing an environmentally sustainable lifestyle through adopting a "Middle Way" as taught by Buddha. It summarizes that the Middle Way involves simplifying life's necessities through moderate consumption of food, clothing, shelter and transportation. Adopting this lifestyle would help alleviate the current environmental crisis by reducing pollution and resource use at all stages of production and transport. Key aspects of a modern sustainable lifestyle discussed include using renewable energy, conserving water and reducing waste and chemical consumption, as well as choosing a plant-based diet which has a much smaller environmental footprint than meat-based diets. The document encourages living sustainably ourselves and helping others do the same.
The document provides an introduction to Buddhism, including:
1) It describes Buddha's life journey from prince to enlightenment, including his encounters with suffering that led him to abandon worldly life and find the truth through meditation.
2) It explains Buddha's key teachings - the Four Noble Truths about suffering and its cessation through the Noble Eightfold Path.
3) It emphasizes that Buddha's teachings can benefit all people by cultivating understanding and abandoning suffering, and that following his teachings could create a more peaceful world.
This document provides a biography of Sakyamuni Buddha in 40 sections. It describes his life as a prince named Siddhattha in Kapilavatthu, India. As a prince, he was sheltered but noticed suffering in the world. After seeing old age, sickness, and death, he decided to leave his family to find the truth of how to end suffering. He studied under teachers but eventually practiced asceticism. After nearly starving, he realized asceticism was not the path. He meditated under a bodhi tree and became enlightened, realizing desire and ignorance cause suffering. He then taught the dharma to others to help them end suffering as well.
Buddhist Studies for Young Students - Primary Level.pdfDanuse Murty
The document provides background information on a Buddhist studies workbook for primary level students. It includes a preface, introduction for parents and teachers, table of contents, and samples of lessons. The lessons cover topics like the life of the Buddha, his teachings, Buddhist history and culture. The workbook aims to help students develop elementary knowledge of Buddhism and establish a peaceful way of life through practicing concepts like the Five Precepts and loving-kindness. It is intended for upper primary or beginning secondary students and uses simple explanations and questions to engage students in developing their own understanding.
The document summarizes information about the Bodhi tree, which is considered sacred in Buddhism. It describes how Siddhartha Gautama attained enlightenment while meditating under a Bodhi tree. The tree's medicinal uses and role in natural ecosystems are discussed. The document also tells how the Mahabodhi Tree at Bodh Gaya was successfully treated and rehabilitated after being threatened by an insect infestation in the early 2000s.
A booklet about the Indian Elephant and its role in and contributions to the history, religion, and ecosystems. It has been designed to help save the elephant from extinction in the wild.
This document provides background information on a colouring book about the life of Siddhattha Gotama, who became the Buddha. It was published by the Buddhist Council of New South Wales to provide a teaching resource about Buddhism. The colouring book is based on an earlier pictorial biography and contains captions explaining key events in the Buddha's life from birth to enlightenment to teaching and passing away. It is intended to help children learn about the Buddha's life and teachings through colouring and reflecting on the pictures and text.
Sadako Sasaki was a young Japanese girl who lived in Hiroshima and was exposed to radiation from the atomic bomb dropped on the city in 1945. She developed leukemia at age 11 and was hospitalized. While in the hospital, she was told a Japanese legend that anyone who folds 1000 paper cranes would be granted a wish. Sadako began folding cranes in hopes of recovering, but ultimately passed away after folding over 1000 cranes. Her classmates built a monument to Sadako and the children killed by the atomic bomb, where paper cranes are still sent in her memory as a symbol of peace.
This document provides a workbook to help individuals and communities establish environmentally sustainable lifestyles. It contains information on measuring ecological footprints, examining energy, water, waste and chemical use at home, and suggestions for more sustainable practices. The workbook utilizes online footprint calculators and provides worksheets to help understand current behaviors and develop action plans for improvements. The goal is to contribute to environmental sustainability and emission reduction targets through lifestyle changes.
This document provides information about the natural heritage of Australia. It discusses the country's diverse landforms and ecosystems, as well as its unique flora and fauna. Specific sections cover Australian terrestrial ecosystems, open forests and woodlands, flowering plant families, vertebrate animals, threatened species, and protecting wildlife. The document aims to educate about Australia's natural environment and biodiversity.
Global environmental and social problems are symptoms of unsustainable human lifestyles and population growth. The document discusses the current global crisis in terms of climate change due to greenhouse gas emissions. It proposes addressing this at the individual level through adopting a simple, sustainable lifestyle as taught by Buddha - moderate views and actions that avoid extremes. Living according to Buddhist principles like the Noble Eightfold Path can help create a more just and harmonious world for all.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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Sabbe sattā averā hontu, abyāpajjā hontu, anighā hontu, sukhī hontu!
May all beings be free from enmity, free from affliction, free from distress. May they be happy!
3. 3
PĀḶI ALPHABET
VOWELS a ā i ī u ū e o
CONSONANTS
Gutturals k kh g gh ṅ
Palatals c ch j jh ñ
Cerebrals ṭ ṭh ḍ ḍh ṇ
Dentals t th d dh n
Labials p ph b bh m
Misc. Conson. y r l v s h ḷ ṃ/ṁ
(P C D D&L D-sib Asp C Niggahīta)
4. 4
1. NOUNS
TERMINOLOGY
Noun = A word used to name or identify a person, thing or a place; a subject of a sentence
Stem = A base from which the other forms are derived
Gender: Masculine (Masc), feminine (Fem), neuter (Neut)
Number: Singular (Sg), plural (Pl)
Case: A form a noun can take in a sentence
CASES AND THEIR FUNCTIONS
Nominative (Nom): Subject of an action (of a verb)
Accusative (Acc): Object of an action (of a verb); time of action
Instrumental (Ins): Means of an action (by, with); in comparison with; at time of action
Ablative (Ab): Cause of an action (from, because of), comparison (from)
Genitive (Gen): Belonging to, of
Dative (Dat): Purpose of an action (to, for)
Locative (Loc): Location (in, on, at, from/out of); time (while, during); relation (in regard to,
about)
Vocative (Voc): Call
DECLENSION:
*( ) = a less common form. Usually used in verse.
1.1 Masc: -a (stem) (L1)
Dhamma Sg Pl
Nom dhammo dhammā
Acc dhammaṃ dhamme
Gen dhamassa dhammānaṃ
Dat dhammāya / -assa “
Ins dhammena dhammehi (-ebhi)
Ab dhammā (-asmā, amhā)* “
Loc dhamme (-asmiṃ, -amhi) dhammesu
Voc dhamma (-ā) dhammā
Other words: Buddha
Neut: -a (stem) (L1)
Rūpa Sg Pl
Nom rūpaṃ rūpāni
Acc rūpaṃ “
Gen rūpassa rūpānaṃ
Dat rūpāya / -assa “
Ins rūpena rūpehi (-ebhi)
Ab rūpā (-asmā, amhā) “
Loc rūpe (-asmiṃ, -amhi) rūpesu
Voc rūpa (-aṃ) rūpāni
5. 5
1.2 Fem: -ā (stem) (L2)
Sālā Sg Pl
Nom sālā sālāyo (sālā)
Acc sālaṃ “
Gen & Dat sālāya sālānaṃ
Ins & Ab “ sālāhi (-bhi)
Loc sālāya / sālāyaṃ sālāsu
Voc sāle sālāyo (sālā)
Other words: vācā
1.3 Masc: -i (stem) (L8)
Aggi Sg Pl
Nom aggi aggī / aggayo
Acc aggiṃ “
Gen & Dat aggissa / aggino aggīnaṃ / agginaṃ
Ins agginā aggīhi / - bhi
Ab agginā / -mhā / -smā “
Loc aggimhi / -smiṃ aggīsu / aggisu
Voc aggi (-ā) aggī / aggayo
Masc: -ī (stem)
Pakkhī Sg Pl
Nom pakkhī pakkhī / pakkhino
Acc pakkhiṃ / pakkhinaṃ “
Loc pakkhini / -imhi / -smiṃ pakkhīsu
Voc pakkhī pakkhī / pakkhino
Other words: munī (sage)
Neut: -i (stem)
Aṭṭhi Sg Pl
Nom aṭṭhi aṭṭhī / aṭṭhīni
Acc aṭṭhiṃ “
Voc aṭṭhi aṭṭhī / aṭṭhīni
Fem: -i (stem) (L1)
Ratti Sg Pl
Nom ratti rattiyo / -ī
Acc rattiṃ “
Gen & Dat rattiyā rattīnaṃ
Ins & Ab “ rattīhi (-ībhi)
Loc rattiyā / rattiyaṃ rattīsu
Voc ratti rattiyo / -ī
Other words: bhūmi (earth)
6. 6
Fem: -ī (stem) (L1)
Nadī Sg Pl
Nom nadī nadiyo / -ī
Acc nadiṃ “
Gen/Dat nadiyā/najjā nadīnaṃ
Voc nadī nadiyo / -ī
Other words: nārī (woman)
1.4 Masc: -u (stem) (L2)
Bhikkhu Sg Pl
Nom bhikkhu bhikkhū /bhikkhavo
Acc bhikkhuṃ ”
Gen & Dat bhikkhuno (-ussa) bhikkhūnaṃ
Ins & Ab bhikkhunā (-smā, -umhā) bhikkhūhi (-ūbhi)
Loc bhikkhumhi (-usmiṃ) bhikkhūsu
Voc bhikkhu bhikkhū /bhikkhave /-o
Other words: garu (teacher)
Masc: -ū (stem)
Vidū Sg Pl
Nom vidū vidhū /viduno
Acc viduṃ ”
Voc vidū vidū /viduno
Neut: -u (stem) (L2)
Cakkhu Sg Pl
Nom cakkhhu/cakkhuṃ cakkhū /cakkhūni
Acc “ ”
Voc cakkhu cakkhū / cakkhūni
Other words: dāru (wood)
Fem: -u (stem) (L6)
Dhātu Sg Pl
Nom dhātu dhātū / dhātuyo
Acc dhātuṃ “
Gen & Dat dhātuyā dhātūnaṃ
Ins & Ab “ dhātūhi / -ūbhi
Loc dhātuyā / dhātuyaṃ dhātūsu
Voc dhātu dhātū / dhātuyo
1.5 Masc: go (cattle) (L4)
Go Sg Pl
Nom go gāvo /gavo
Acc gāvaṃ / gavaṃ / gāvuṃ “
Gen & Dat gāvassa / gavassa gavaṃ / gunnaṃ / gonaṃ
Ins gāvena /gavena gohi / gobhi
7. 7
Ab gāvā /-amha /-asmā / gavā… “
Loc gāve / -amhi (-asmiṃ)/ gave… gāvesu / govesu / gosu
Voc go gāvo / gavo
1.6 Masc: -ar (stem) (-har type) (L9)
Satthar/satthu Sg Pl
Nom satthā satthāro
Acc satthāraṃ (-araṃ) satthāro / -e
Gen & Dat satthu (-ssa) / -uno satthūnaṃ /-ārānaṃ / -ānaṃ
Ins satthārā / -unā satthārehi (-ebhi) /-ūhi
Ab satthārā / -arā “
Loc satthari satthūsu / -āresu
Voc satthā / -a / -e satthāro
Masc: -ar (stem) (-tar type = relationship nouns) (L9)
Pitar/pitu Sg Pl
Nom pitā pitaro
Acc pitaraṃ / pituṃ pitaro / -e
Gen & Dat pitu / pituno / pitussa pitunnaṃ (-ūnaṃ) / pitarānaṃ /
pitānaṃ
Ins pitarā / pitunā pitūhi (-ūbhi) / pitarehi (-ebhi)
Ab pitarā “
Loc pitari pitūsu / pitaresu
Voc pita / pitā pitaro
Fem: -ar (stem) (-tar type = relationship nouns) (L9)
Mātar/mātu Sg Pl
Nom mātā mātaro
Acc mātaraṃ ”
Gen & Dat mātu / mātuyā mātūnaṃ /-arānaṃ
Ins & Ab mātarā / mātuyā mātūhi / mātarehi
Loc mātari / mātuyā (-yaṃ) mātūsu
Voc māta / mātā mātaro
1.7 Masc: -ant (stem) (L5)
Sīlavant Sg Pl
Nom sīlavā / -vanto sīlavanto / -vantā
Acc sīlavantaṃ / sīlavaṃ sīlavanto / -vante
Gen & Dat sīlavato / sīlavatassa sīlavataṃ / -vantānaṃ
Ins & Ab sīlavatā / -ena sīlavantehi (-ebhi)
Loc sīlavati / -vante
(-vatamhi / -vantasmiṃ)
sīlavantesu
Voc sīlavā /-va / -vanta sīlavanto / -vantā
Other words: bhagavant (blessed one), gunavant (virtuous one)
8. 8
Neut: -ant (stem) (L5)
Sīlavant Sg Pl
Nom sīlavaṃ sīlavanti / -vantāni
Voc sīlava “
Masc: -ant (stem)
Only the Nom case differs from the declension above:
(L6)
Nom Sg Pl
Mahant mahā mahā / -anto / -antā
Santo santo santo / santā
Arahant Sg Pl
Nom arahā / arahaṃ arahā, arahanto
Acc arahantaṃ arahantaṃ
Gen & Dat arahato arahantaṃ
Ins & Ab arahatā / -ena arahantehi
Loc arahati arahantesu
Voc arahā arahanto
(L6)
Bhavant Sg Pl
Nom bhavaṃ bhavanto / bhonto
Acc bhavantaṃ bhavante
Gen & Dat bhoto bhavataṃ / - ntānaṃ
Ins bhotā bhavantehi
Voc bhavaṃ / bho bhavanto
1.8 Masc: -an (stem) (L6)
Attan Sg Pl
Nom attā attāno /attūno
Acc attānaṃ / attaṃ “
Gen & Dat attano attānaṃ / -ūnaṃ
Ins attanā / -ena attānehi (-ebhi) / -ūhi
Ab attanā “
Loc attani attānesu
Voc atta / -ā attāno
Rājan Sg Pl
Nom rājā rājāno
Acc rājānaṃ / rājaṃ “
Gen & Dat rañño /rājino (rājassa) raññaṃ /-rājūnaṃ (-ānaṃ)
Ins raññā / rājinā rājūhi (-ubhi) / rājehi (-ebhi)
Ab raññā “
Loc rājini /raññe rājūsu (-esu)
Voc rāja / -ā rājāno
9. 9
Brahman / -ṇ Sg
Nom Brahmā
Acc Brahmanaṃ
Gen & Dat Brahmuno / -unaṃ / -ānaṃ
Ins & Abl Brahmunā / -anā
Loc
Voc
1.9 Masc: -in (stem) (L6)
Maccharin Sg Pl
Nom maccharī maccharino /-maccharī
Acc maccharinaṃ / -iṃ “
Gen & Dat maccharino /-issa maccharīnaṃ
Ins & Ab maccharinā /-imhā / -ismā maccharīhi (- ībhi
Loc maccharini / -imhi (-ismiṃ) maccharīsu
Voc macchari maccharino /maccharī
Other words:tapasin (ascetic); hatthin (male elephant)
1.10 Neut: -as (stem) (L6)
Manas Sg Pl
Nom mano / manaṃ
Acc “
Gen manaso / manassa
Dat “
Ins manasā / manena
Ab manasā / -mhā (-asmā)
Loc manasi / mane/ -amhi (-asmiṃ)
Other words: cetas (thought), tejas (spiritual energy)
10. 10
2. ADJECTIVES
TERMINOLOGY
Adjective = A word that describes a noun or pronoun.
SENTENCE STRUCTURE
When several adjectives are connected with a noun, the first one is placed before the noun and the
rest after the noun.
DECLENSION:
Adjectives are declined in the same way as the nouns they describe - i.e. they agree with the noun in
gender, number and case.
2.1 ADJECTIVES ENDING IN -antu (-vatu/-mantu):
They describe someone who has/posesses some quality
They can be used both as adjectives and nouns (one who is …).
See the declension of sīlavant 1.7
Masc:
Bhagavant Sg Pl
Nom bhagavā / -vanto bhagavanto / -vantā
Acc bhagavantaṃ / bhagavaṃ bhagavanto / -vante
Gen & Dat bhagavato / bhagavatassa bhagavataṃ/ -vantānaṃ
Ins & Ab bhagavatā / -ena bhagavantehi (-ebhi)
Loc bhagavati / -vante
(-vatamhi / -vantasmiṃ)
bhagavantesu
Voc bhagavā /-va / -vanta bhagavanto / -vantā
Neut:
Bhagavant Sg Pl
Nom bhagavantaṃ bhagavantāni
Acc “ “
The rest is declined as masculine.
Fem:
Bhagavantī Sg Pl
Nom bhagavatī / -vantī bhagavatī / bhagavatio
Acc “ “
Gen & Dat bhagavatiyā bhagavatīnaṃ
Ins & Ab “ bhagavatīhi (-ībhi)
Loc bhagavatiyā / -iyaṃ bhagavatīsu
Voc bhagavatī bhagavatī / bhagavatio
Feminine –atī/-antī adjectives are declined as -ī stem nouns.
Other -ant stem words:
arahant (worthy)
gunavant (virtuous)
cakkhumant (endowed with eyes)
sīlavant (virtuous)
11. 11
2.2 COMPARATIVES AND SUPERLATIVES (L11)
Comparative (-er) is most commonly formed by adding an affix -tara to the adjective, less often
by adding -iya or -iyya.
Superlative (-est) is usually formed by adding an affix -tama or -(i)ṭṭha. However more
commonly comparative has also a superlative sense.
Adjective Comparative Superlative
Guṇa (virtuous) guṇiya (more virtuous) guṇIṭṭha (most virtuous)
Pāpa (evil, bad) pāpatara/pāpiya (worse) pāpatama/pāpiṭṭha (worst)
Piya (dear) piyatara (dearer) piyatama (dearest)
Bahu (much) bahutara/bhiyyo (more) bahutama (most)
Vuddha (old) jeyya (older) jeṭṭha (oldest)
Sādu (sweet) sādutara (sweeter) sādutama (sweetest)
Sādhu (good) seyya (better) seṭṭha (best)
12. 12
3. PRONOUNS
TERMINOLOGY
Pronoun = A word that replaces a noun in a sentence
Enclitic * = a form used only inside a sentence
3.1 PERSONAL PRONOUNS:
Amha: I = 1st Person (L5)
Sg Pl
Nom ahaṃ mayam (amhe)
Acc maṃ (mamaṃ) amhe / no*
(asme/amhākaṃ/asmākaṃ)
Gen & Dat mama / mayhaṃ / me*
(mamaṃ/amhaṃ)
amhākaṃ / no*
(asmākaṃ / amhaṃ)
Ins mayā / me* amhehi (-ebhi) / no*
Ab mayā amhehi (-ebhi)
Loc mayi amhesu
Tumha: You = 2nd Person (L5)
Sg Pl
Nom tvaṃ (tuvaṃ) tumhe
Acc taṃ
(tvaṃ / tuvaṃ / tavaṃ)
tumhe / vo*
(tumhākaṃ)
Gen & Dat tava / tuyhaṃ / te*
(tavaṃ/tumhaṃ)
tumhākaṃ / vo*
Ins tayā (tvayā) / te* tumhehi (-ebhi) / vo*
Ab tayā (tvayā) tumhehi (-ebhi)
Loc tayi (tvayi) tumhesu
Sa: He = 3rd Person (=Demonstrative pron. that) (L2)
Sg Masc Neut Fem
Nom so / sa taṃ / tad sā
Acc taṃ / naṃ* < taṃ
Gen & Dat tassa < tassā (-ya)
Ins tena < tāya
Abl tamhā / tasmā < “
Loc tamhi (tasmiṃ) < tassaṃ / tāyaṃ
Pl Masc Neut Fem
Nom te tāni tā / tāyo
Acc te / ne* “ “
Gen & Dat tesaṃ / tesānaṃ < tāsaṃ / tāsānaṃ
Ins & Ab tehi (tebhi) < tāhi (tābhi)
Loc tesu < tāsu
Use of personal and demonstrative pron. together: this is a stylistic feature, but only the pers.
pronoun is translated. Eg. So ahaṃ = I, tassa mayhaṃ = my
13. 13
3.2 DEMONSTRATIVE PRONOUNS:
Eso: This, that (L2)
Has the same meaning as ‘so/taṃ’ but is more definite, hence used for emphasis.
Sg Masc Neut Fem
Nom eso / esa etaṃ /etad esā
Acc etaṃ “ etaṃ
Ayaṃ/ima: This (L4)
Sg Masc Neut Fem
Nom ayaṃ imaṃ /idaṃ ayaṃ
Acc imaṃ “ imaṃ
Gen & Dat imassa / assa < imissā (ya) /
immāya /assā(ya)
Ins iminā /amena < imāya
Abl imamhā/-asmā/
imasmā
< “
Loc imasmiṃ/-imamhi/
asmiṃ
< immisaṃ/immissā/
imāyaṃ/assaṃ
Pl Masc Neut Fem
Nom ime imāni imā / imāyo
Acc “ “ “
Gen & Dat imesaṃ/imasānaṃ
/esaṃ/esānaṃ
< imāsaṃ/ imasānaṃ
Ins & Ab imehi/immebhi/
ehi/ebhi
< imāhi/imābhi
Loc imesu/esu < imāsu
‘If’ condition: …ce idam… = if this is the case…; no ce idam… = if this isn’t the case…
3.3 RELATIVE PRONOUNS:
Ya: who/which/that/this (L2)
Sg Masc Neut Fem
Nom yo / yaṃ yaṃ / yad yā
Acc yaṃ < yaṃ
Gen & Dat yassa < yassā (-ya)
Ins yena < yāya
Abl yamhā / yasmā < “
Loc yamhi (yasmiṃ) < yassaṃ / yāyaṃ
Pl Masc Neut Fem
Nom ye yāni yā / yāyo
Acc “ “ “
Gen & Dat yesaṃ / yesānaṃ < yāsaṃ / yāsānaṃ
Ins & Ab yehi (yebhi) < yāhi (yābhi)
Loc yesu < yāsu
14. 14
3.4 INTERROGATIVE PRONOUNS:
Ka: Who, what, which? (L3)
Sg Masc Neut Fem
Nom ko / kaṃ kiṃ kā
Acc kaṃ “ kaṃ
Gen & Dat kassa (kissa) < kassā
Ins kena < kāya
Abl kamhā / kasmā < “
Loc kamhi (kasmiṃ/
kimhi/kismiṃ)
< kassaṃ/ kāyaṃ/
kassā/ kāya
Pl Masc Neut Fem
Nom ke kāni kā / kāyo
Acc “ “ “
Gen & Dat kesaṃ / kesānaṃ < kāsaṃ / kāsānaṃ
Ins & Ab kehi (kebhi) < kāhi (kābhi)
Loc kesu < kāsu
Katama: What, which? (L3)
Sg Masc Neut Fem
Nom katamo katamaṃ katamā
Acc katamaṃ “ katamaṃ
3.5 WORDS USED AS ADJECTIVES OR PRONOUNS
Sabba & para : All & other (L6)
Declension: when used as a pronoun it takes the plural ending of a pronoun like so/taṃ.
Sabba Masc Neut Fem
Nom & Acc sabbe sabbāni sabbā
Gen & Dat sabbesaṃ < sabbāsaṃ
Ins & Abl sabbehi < sabbāhi
Loc sabbesu < sabbāsu
Para = other, another. Declension is similar to sabba.
15. 15
4. PRONOMINAL ADVERBS
Relative Demonstrative Interrogative
Yattha where tattha there kattha where
Yatra where tatra there kutra where
Yena where tena there
Yato since/when tato then that kuto when
this
Yathā just as, like, tathā jut so, so too kathaṃ how
Yasmā because, tasmā therefore kasmā why
since
Yadā when tadā then kadā when
Yāva how long/far tāva so long/far
as long as
Yāvatā as far as kitāvātā how, in what respect
Yāvakīvaṃ as long as
Adverb + -ci
Ko+ci > koci = anyone (L3)
Kattha+ci > katthaci = anywhere, where ever
Kadā+ci > kadāci = anytime
Kiñci + eva > kiñcideva = something
Kuto+ci > kutoci = anyway
Kuhiṃ + ci > kuhiñci = anywhere
Yo koci / yohi koci = (m,n) who ever yā kāci = (f) who ever
Repeated forms: (L10)
They are used to give distributive meaning, make a generalisation
Punappunaṃ = again and again
Yato yato = whenever
Yatha yatha = wherever
Yaṃ taṃ = whatever
Tatha tatha = here and there, all over
Taṃ taṃ = one after another
Sama sama = equally
Derivatives of sabba
Sabbato = from every side
Sabbatha = everywhere
Sabbathā = in every way
Sabbadā = always
16. 16
5. VERBS
TERMINOLOGY
Verb = a word describing an action.
Verb root = , original core from which a verb is formed.
Verb stem = a root primarily modified to form tenses.
Tense = The main verb category by time - present, past and future.
Historical present tense is comm. used in the Pāḷi scripture narratives instead of the past tense.
Mood = A mode of the action. There is optative (conditional) and imperative (benedictive) mood.
Voice = Active and middle. The middle gives elegant sense and is usually used only in verse.
Conjugation = is change of a verb form with person (1,2,3rd) and number (singular and plural).
SENTENCE STRUCTURE
Usually a verb is at the end of a sentence. In verse, for emhasis, it may be at the beginning of a
sentence.
CONJUGATION:
5.1 PRESENT TENSE:
Labhati ( labh + a) = To obtain, receive: (L1)
P Sg Pl
1st labhāmi labhāma
2nd labhasi labhatha
3rd labhati labhanti
Other verbs: pacati
Bhāveti ( bhū+ e) = To increase, develop, cultivate (L3)
P Sg Pl
1st bhāvemi bhāvema
2nd bhāvesi bhāvetha
3rd bhāveti bhāventi
Other verbs: cinteti, ṭhopeti (commonly have causative sense)
Deseti ( dis + e) = To teach, instruct, point out
P Sg Pl
1st desemi / desayāmi desema / desayāma
2nd desesi / desayasi desetha / desyatha
3rd deseti / desayati desenti / desayanti
Other verbs: coreti/corayati, neti/nayati, pūjeti/pūjayati
Kināti ( kiṇ + ā) = to buy
P Sg Pl
1st kiṇāmi kiṇāma
2nd kiṇāsi kiṇātha
3rd kiṇāti kiṇanti
Karoti ( kar + o) = to do, make (L3)
P Sg Pl
1st karomi karoma
2nd karosi karotha
3rd karoti karonti
17. 17
Other verbs: sunoti
Atthi ( as + a) = to exist, to be, there is (L3)
P Sg Pl
1st asmi / amhi asma / amha
2nd asi attha
3rd atthi santi
Bhavati ( bhū + a) / Hoti (hū + a) = to become, what has come to be (L3)
P Sg Pl
1st homi homa
2nd hosi hotha
3rd hoti honti
Middle Voice: (L 11)
Labhati
P Sg Pl
1st labhe labhamhe / -mhase
2nd labhase labhavhe
3rd labhate labhante / -re
Verbs of knowledge or desire: they take their object in a locative case. Hence literally translated
as: ….in regard to….. Eg. So rūpasmiṃ nibbindati.
5.2 FUTURE TENSE:
Use: to indicate future, probability or a general truth
Bhavissati (Bhav+ (i)ss) = will (probably) be, will exist (L9)
P Sg Pl
1st bhavissāmi bhavissāma
2nd bhavissasi bhavissatha
3rd bhavissati bhavissanti
Special cases:
Āgacchati (to come): āgamissati
Gacchati (to go): gacchissati / gamissati
Tiṭṭhati (to stand, stay): ṭhassati
Dadāti (to give): dadissati / dassati
Suṇāti (to hear): suṇissati / sossati
Middle Voice: (11)
The word endings are the same as in the present tense middle forms.
P Sg Pl
1st -e -mhe / -mhase
2nd -se -vhe
3rd -te -nte / -re
18. 18
5.3 PAST TENSE (Aorist)
Use: to describe actions that occurred in the past
is-Aorist:
Is the most common type of the past tense in Pāḷi.
Pacati = To cook
P Sg Pl
1st apaciṃ/ paciṃ apacimha/ pacimha
2nd apaci/ paci apacittha/ pacittha
3rd “ apaciṃsu/ paciṃsu/-suṃ
Gacchati = To go (L6)
P Sg Pl
1st agamiṃ/ agamisaṃ agamimha
2nd agami agamittha
3rd “ agamiṃsu/ agamisuṃ
Upasaṅkamati = To approach (L6)
P Sg Pl
1st upasaṅkamiṃ/ -isaṃ upasaṅkamimha/-imhā
2nd upasaṅkami/ -ī upasaṅkamittha
3rd “ upasaṅkamiṃsu
s-Aorist:
Karoti =To do (L9)
P Sg Pl
1st akāsiṃ akamha
2nd akāsi akattha
3rd “ akāsuṃ/ akaṃsu
Suṇāti = To hear
P Sg Pl
1st assosiṃ assumha
2nd assosi assuttha
3rd “ assosuṃ
Deseti = To teach, instruct
P Sg Pl
1st desesiṃ desayimha (desesimha)
2nd desesi desayittha (desesittha)
3rd “ desesuṃ/ desayiṃsu
Atthi = To be, exist (L6)
P Sg Pl
1st āsiṃ asimha
2nd āsi asittha
3rd “ asiṃsu
19. 19
Hoti = To become
P Sg Pl
1st ahosiṃ ahosimhā
2nd ahosi ahosittha
3rd “ ahesuṃ
Other verbs
Bhāsati (to say, speak): abhāsi
a-Aorist / root-Aorist:
This is an archaic type – it was the first one used.
Passati ( dis) = To see (L6)
P Sg Pl
1st addasaṃ addasāma/ -amha
2nd addasā addasatha/ -attha
3rd “ addasuṃ
Gacchati ( gam) = To go
P Sg Pl
1st agamaṃ agamāma/ -amaha
2nd agamā agamatha/ -attha
3rd “ agamuṃ
Vadati ( vac) = To say, speak (L6,8)
P Sg Pl
1st avacaṃ/ avocaṃ avacumha/ -ocumha
2nd avaca/avoca/avacāsi avacuttha/ -ocuttha
3rd “ /āha avacuṃ/ avocuṃ/ āhu
Special cases:
Āgacchati (to come): āgacchi / āgamāsi
Ādadāti (to take): ādiyi
Upajati (to arise): udapādi
Gacchati (to go): agacchi / agami / agamā
Cinteti (to think): acintayuṃ
Dadāti (to give): adadi / adāsi
Jānāti (to know) aññāsi (from |jñā)
5.4 OPTATIVE/CONDITIONAL MOOD
Use: to describe a hypothetical situation (may, might, could, should), also as a polite imperative. It
is used with particles sace or yadi = if.
Labhati = To obtain, receive: (L3)
P Sg Pl
1st labheyyāmi/ -eyyaṃ labheyyāma
2nd labheyyāsi/ -eyya labheyyātha
3rd labheyya/ labheyyāti labheyyuṃ
20. 20
Bhavati / Hoti = to become, what has come to be (L3)
P Sg Pl
1st bhaveyyāmi/ -eyyaṃ bhaveyyāma
2nd bhaveyyāsi (-eyya) bhaveyyātha
3rd bhaveyya (-eyyāti) bhaveyyuṃ
Atthi = To be, exist (L7)
P Sg Pl
1st assaṃ/ siyaṃ assāma
2nd assa assatha
3rd assa/ siyā assu/ siyuṃ
Middle Voice:
Labhati (L11)
P Sg Pl
1st labheyyaṃ Labh(eyy)āmase
2nd labhetho labheyyavho
3rd labhetha labheraṃ
Short Optative (used in verse): 3rd Sg = - e; Eg. labhe, rakhe, kare
Special cases:
These verbs occassionally appear also with suffix –yā.
Deti dadayya dad+yā > dajjā
Jānāti jāneyya jan+yā > jaññā
Karoti kareyya kar+yā > kariyā / kayirā
Hypothetical Conditional (L11)
The verb of the “if…” clause is conditional and the meaning is usually strongly hypothetical and
counter to fact. The verb construction is a blend of future and past tenses.
Bhavati: (L7)
P Sg Pl
1st abhavissaṃ abhavissāma
2nd abhavissa abhavissatha
3rd abhavissa abhavissaṃsu
Eg.
No ce taṃ abhavissa ajātaṃ abhūtaṃ…nayidha jātassa bhūtassa nissaranaṃ paññāyetha. =
If there were not the not-born and the not-become, there would not appear an escape from the born
and the having-become.
5.5 IMPERATIVE/BENEDICTIVE MOOD
Use: to tell or let someone do something, or to express a wish (may).
Pacati = To cook:
P Sg Pl
1st pacāmi pacāma
2nd paca/ pacāhi pacatha
3rd pacatu pacantu
21. 21
Atthi & Bhavati/Hoti:
Atthi Hoti
P Sg Pl Sg Pl
1st asmi asma homi homa
2nd āhi attha hohi hotha
3rd atthu santu hotu hontu
Other verbs: (L3, 8)
2nd & 3rd Sg 2nd Pl
Eti (to come): ehi, etu etha
Gacchati (to go): gacchāhi, gacchatu
Jānāti (to know): jānāhi, jānātu
Pajahati (to give up): pajahāhi, pajahatu
Bhavati (to become, be): bhava, bhavatu bhavatha
Bhāveti (to develop): bhāvāhi, bhāvetu bhāvetha
Labhati (to receive,get): labhāhi, labhatu
Middle Voice: (The 2nd singular form is most common of these.)
Labhati (L11)
P Sg Pl
2nd labhassu labhvho
3rd labhataṃ labhantaṃ
5.6 NEGATIVE COMMAND OR PROHIBITIVE (L7)
Formation: by using a prohibitive particle mā. It may be used with the past, optative or imperative.
Aorist Mā saddaṃ akattha = Do not make noise (2nd Pl)
Mā saddaṃ akāsi = Do not make noise (2nd Sg)
Mā agacchasi = Don”t go (2nd Sg)
Optative Mā padaṃ anuyñjetha = Do not indulge in sloth (2nd Pl)
Imperative Mā gaccha = Don”t go (2nd Sg)
5.7 CAUSATIVE VERBS (L10)
Use: to express action caused by someone to be done by another.
Formation: by adding -e/-aya/-pe/-āpe/-āpaya to the root or verbal base (stem).
Adding -e/-aya:
Otarati otāreti causes to descend
Karoti kāreti causes to make/do
Jalati jāleti causes to burn, lights
Pacati pāceti/pācayati causes to cook
Pavattati pavatteti causes to roll, starts something rolling
Bhavati bhāveti causes to be/develop
Bhuñjati bhojeti causes to eat
Marati māreti causes to die
Ramati rāemeti causes to enjoy
22. 22
Adding -pe/-āpe/-āpaya:
Verbal bases ending in –e/-aya invariably take the suffixes –āpe/-āpaya.
Karoti kārāpāyati causes to make/do
Kiṇāti kiṇāpayati cause to buy
Coreti corāpeti/corāpayati causes to steal
Tiṭṭhati ṭhapeti causes to stand, places, puts
Dadāti/deti dāpeti/dāpayati causes to give
Nisīdati nisidāpeti causes to sit, seats someone
Pacati pacāpeti/pācāpayati causes to cook
Vadati vadāpeti causes to speak
Bhuñjati bhojāpeti causes someone to eat
Marati marāpeti cases soemone to die
Ramati rāmāpeti causes someone to enjoy
5.8 PASSIVE VERBS (L9)
Use: to express passive action.
Formation: usually by adding -yati to the root or verbal base (stem). This may then be modifed by
sandhi.
Karoti kariyati/-īyati is done Bhindati bhijjati is broken
Deti dīyati is given Labhati labbhati is received
Pacati paccati is cooked Vadati vuccati is said
Passati dissiyati is seen Vindati vijjati is discovered, known
Pūjeti pūjiyati is worshipped Hanati haññati is killed
Muccati mokkhati is freed/saved
23. 23
6. VERBAL FORMS/DERIVATIVES
6.1 INFINITIVE
Use: to express an action to do.
When the present stem ends with -a: -ituṃ
Pāḷi English Stem Infinitive
Bhavati be/become bhava bhavituṃ
Gacchati go gaccha gacchituṃ/gantuṃ
Labhati get labha labhituṃ
Passati see passa passituṃ
When the present stem ends with ā, e, o: -tuṃ
Pāḷi English Stem Infinitive
Aññāti comprehend aññā aññātuṃ
Deseti teach dese desetuṃ
Neti lead ne netuṃ
Yāti go yā yātuṃ
Hoti be ho hotuṃ
Irregular formations
Pāḷi English Stem Infinitive
Karoti do karo kātuṃ
Gacchati go gama gantuṃ
Jānāti know ñānā ñātuṃ
Tiṭṭhāti stand,stay tiṭṭha ṭhātuṃ
Deti/dadāti give dā dātuṃ
Passati see disa daṭṭhuṃ
Pāpuṇāti attain pāpuṇā pāpunituṃ
Pivati drink pā pātuṃ
Miyyati/māreti die marya/mare marituṃ
Labhati get, obtain laba labhituṃ/laddhuṃ
Vikkiṇāti sell vikiṇā vikkinituṃ
Suṇāti hear, listen suṇā sotuṃ/suṇituṃ
6.2 GERUND/ABSOLUTIVE (Indeclinable participle)
Use: to express an action occuring prior to that of the main verb, and closely linked to it.
-tvā/-tvāna Gerunds (L4)
They are most common. The affix is added either to the verbal stem or root.
-ya Gerunds
They are common with verbs that have prefix added to the root.
Eg: ādadāti, uṭṭhahati, oruhati, pariyādāti
Pāḷi English Infinitive Gerund
Āgacchati come āgantuṃ āgantvā/āgammā
Ādadāti take ādātuṃ ādāya
Āruhati ascend āruhituṃ āruyha
Uṭṭhahati arise, stand up uṭṭhahituṃ uṭṭhahitvā/uṭṭhāya
24. 24
Oruhati descend oruhituṃ oruyha
Karoti do kātuṃ katvā
Kiṇāti buy kiṇituṃ kiṇitvā
Gacchati go gantuṃ gantvā
Gaṇhāti take gaṇhituṃ gaṇhitvā/gahetvā
Coreti steal coretuṃ coretvā
Jānāti know ñātuṃ jānitvā/ñatvā
Tiṭṭhāti stand,stay ṭhātuṃ ṭhatvā
Dahati/dhiyati put dahituṃ dahitvā
Deti/dadāti give dātuṃ daditvā/datvā
Nahāyati bathe nahāyituṃ nahāyitvā/nahātvā
Nikkhamati leave nikkhamituṃ nikkhamitvā/nikkhamma
Pacati cook pacituṃ pacitvā
Pajahati abandon pajahituṃ pajahitvā/pahāya
Pariyādāti take over pariyādātuṃ pariyādāya
Passati see daṭṭhuṃ passitvā/disvā
Pāpunāti attain pāpunituṃ pāpunitvā/patvā
Pivati drink pātuṃ pivitvā
Bhāveti become bhāvituṃ bhāvetvā
Bhuñjati eat bhuñjituṃ/bhottuṃ bhuñjitvā/bhutvā
Miyati/māreti die maretuṃ māretvā
Labhati get, obtain labhituṃ/laddhuṃ abhitvā/labhā
Vikkināti sell vikkinituṃ vikkinitvā
Vijānāti cognise vinituṃ vinitvā/viñatvā
Vindati discover, find out vidituṃ viditvā
Suṇāti hear, listen sotuṃ/suṇituṃ suṇitvā/sutvā
Hanati kill hantuṃ/hanituṃ hanitvā/hantvā
Hoti be hotuṃ hutvā
6.3 PRESENT PARTICIPLE (Prp) (L3,5)
Use: as an adjective describing a subject.
Masculine& Neuter
Formed by adding -ant/-māna to the verbal stem (base).
Declined as -a ending nouns.
Gacchant = going, the goer:
Masc.
Sg Pl
Nom gacchanto / gacchaṃ* gacchanto / -antā
Acc gacchantaṃ gacchanto / -ante
Gen & Dat gacchato gacchataṃ / -antānaṃ
Ins & Ab gachatā gacchantehi (-ebhi)
Loc gacchati gacchantesu
Voc gacchaṃ/ gachananta gacchanto / -vantā
* used in verse
Neut.
Declined as Masc. Except Nom and Acc. cases.
Sg Pl
Nom & Acc gacchantaṃ gacchantāni / -anti
25. 25
Feminine
Formed by adding -ntī/mānā to the verbal base (stem).
Declined as -ī nouns when -ntī is used; declined as -ā nouns when -mānī is used.
Pres. Verb V. stem Nom Masc & Neut Nom Fem
Atthi as santo santī
Karoti kara karonto/-māna karontī/-mānā
Kiṇāti kiṇa kiṇanta/-māna kiṇantī/-mānā
Gacchati gaccha gacchanta/-māna gacchantī/-mānā
Deseti dese desanta/-ayamāna Desantī/-ayamānī
Pacati paca pacanta/-māna pacantī/mānā
Suṇāti suṇā suṇanta/-māna suṇantī/-mānā
(L9)
Passive
Verb
Kariyati kariyamāna
Dasiyati dassiyamāna
Vuccati vuccamāna
6.4 PAST PARTICIPLE (Pp) (L5)
Use: as an adjective or a noun describing a past action.
Formed by adding -ta or -na to the verb root with or without a connecting vowel.
Declined in the 3 genders: as -a nouns in Mas and Neut; as -ā nouns in Fem.
Pāli verb English translation Sk verbal root Past participle
Āmasati touch, stroke ā + mṛś- āmaṭṭha / āmasita
Ārabhati start, commencee ā + rabh- āraddha
Āsiñcati sprinkle ā + sic- āsitta
Uppajjati aires, is born uppad- uppanna
Karoti build, make, do kṛ- kata
Kasati plough kṛṣ- kaṭṭha / kasita
Kiṇāti buy krī- kīta
Kujjhati get angry kudh- kuddha
Khipati throw kṣip- khitta
Gacchati go gam- gata
Gaṇhāti take, understand, grasp gṛh- gahita / gahīta
Garahati despise garah- garahita
Cavati depart, die cyu- cuta
Coreti steal cur- corita
Chindati cut chid- chinna
Jānāti know jñā- ñāta
Ḍasati bite ḍas daṭṭha
Tarati cross over, surmount tṝ- tiṇṇa
Tiṭṭhati stand, stay sthā- ṭhita
Dadāti give dā- dinna
Deseti teach, point out dis- desita
Dhovati wash dhov- dhota / dhovita
Nayati / neti lead nī nīta
26. 26
Nikkhamati leave, renounce nis+kram- nikkhanta
Pacati cook pac- pakka / pacita
Pajahati reject, abandon hā- pahīna
Pavisati enter pra + viś paviṭṭha
Pasīdati be pleased pra + sad- pasanna
Passati see spaś- / dis diṭṭha
Pāpuṇāti attain pra + āp- patta
Pivati drink pā- pīta
Pucchati question pṛch- puṭṭha / pucchita
Phusati touch sprś- phuṭṭha
Bhavati become bhū- bhūta
Bhindati break, split bhid- bhinna
Bhuñjati eat, enjoy bhuj- bhutta, bhuñjita
Mināti measure mā- mita
Muñcati release muc- mutta/muñcita
Labhati get, receive labh- laddha / labhita
Vacati / vatti speak vac- vutta
Vapati sow vap- vutta
Vasati dwell vas- vusita / vuttha
Vindati discover, find out, know vid- vidita
Vippakirati confound, destroy vi+pa+kira- vippakiṇṇa
Vivarati open, uncover vi + vṛ- vivaṭa
Vuccati be called vac- vutta
Vedeti feel vid- vedayita
Suṇāti / suṇoti listen,hear su suta
Supati / suppati sleep svap- sutta
Hanati kill, strike han- hata
Harati carry, take away hṛ- haṭa
6.5 FUTURE / PASSIVE PARTICIPLE (Pass)/OPTAT. PART. (L7, 10)
Use: as an adjective describing an action that should/must/can be done or is worthy of being done.
Formed by adding most commonly -tabba/-anīya to the verb stem; -ṇiya (after a stem -r); and
sometimes -aneyya/-ya.
Declined in the 3 genders: as -a nouns in Mas and Neut; as -ā nouns in Fem.
Verb V. stem Masc & Neut Pass
Karoti kara katabba/kātabba/karaṇīya/kicca
Khādati khād khādanīya
Carati cara caritabba
Jānāti jñā jānitabba/ñātabba/ñeyya
Deti/dadāti dā dātabba/deyya
Gacchati
Passati
Pūjeti
Pivati
Bhavati
Bhuñjati
Labhati
Suṇāti
Hanati
gaccha
disa
pūja
pib
bhū
bhuja
labha
Su
Han
gantabba
daṭṭhabba/dassanīya/dassaneyya
pūjanīya/pūjja (puj+ya)
pātabba/peyya
bhavitabba/bhabba (bhav+ya)
bhuñjitabba/bhojanīya
laddhabba
sotabba
hantabba/hañña (han+ya)
27. 27
6.6 VERBAL FORMS BASED ON ROOT –hā- (L7)
English diminish abandon renounce leave omit/neglect
Pres (3 sg) hāyati vijahati pajahati/-āti jahāti hāpeti
Past (3 sg) hāyi vijahi pajahi jahi hāpesi
Pr.p. hāyanta/ vijahanta pajahanta jahanta hāpenta
hāyamāna
Pp hāna vijāhita pajāhita jahita hāpita
Ger. hāyitvā vijahitvā/ pajahitvā/ jahitvā/ hāpetvā
vihāya pahāya hitvā
Fut.p. hātabba vijahitabba pahatabba jahitabba hāpetabba
6.7 SOME WORDS DERIVED FROM ROOTS –vid- and -jñā-
Prefix Root Verb Ger Pp Pass Noun
-jñā- jānāti ñatvā ñāta ñāṇa
pa- -jñā- pajānāti paññā
vi- -jñā- vijānāti vinitvā viññāta viññāṇa
-vid- vindati/vijjati viditvā vidita veditabba vijjā
6.8 ABSOLUTE CONSTRUCTIONS (L8, 10, 12)
Use: to express an action which occurs prior to or simultaneously to the main verb (clause) but that
has a different subject.
Locative Absolute
The participle and its subject are in locative case. Past partic. expresses a prior action and
pres.partic. a simultaneous action.
Atthi (to be, exist):
Pres participle = santa
Prp locative = sati (most commonly used); sante (used when the meaning is impersonal, i.e. when
the absolutive has no specific subject).
Eg.:
Taṇhāya saiti uppadāna hoti. (When there is /there being craving there is clinging.)
Jatiyā sati jarāmaranaṃ sati. (When there is /there being birth there is aging and death.)
Evaṃ sante (That being so)
Evaṃ vutte (That having been said)
Genitive Absolute: (L10, 12)
The participle and its subject are in genitive case. The secondary clause is closely connected to the
main clause. Past participle indicates an action prior to the main clause.
Eg.:
Acira-pakkantassa Bhagavato ayaṃ…katha udapādi = Not long after the Blessed One has left, this
conversation arose.
Genitive absolute may also be used in the sense “in spite, even though”. In that case present
participle is commonly used.
Mama evaṃ vadantassa eva me mitto taṃ gāmaṃ pahāya gacchi. = Even though I was speaking
thus, my friend left the village.
28. 28
7. NUMBERS
Eka dvi ti catu pañca cha satta aṭṭha nava dasa
1 2 3 4 5 6 7 8 9 10
Eka: one/some (L4)
It comes in 3 genders, and both singular and plural forms.
In the singular form it means one, and is commonly used as a pronoun.
In the plural form it means some, and is used as a pronoun or an adjective.
Declension: both forms are declines as sa/taṃ.
Sg Masc Neut Fem
Nom eko ekaṃ ekā
Acc ekaṃ ” ekaṃ
Gen & Dat ekassa < ekassā (-ya)/ekissaṃ (ekāya)
Ins ekena < ekāya
Abl ekamhā / ekasmā < “
Loc ekamhi (ekasmiṃ) < ekissaṃ (ekāyaṃ)
Pl Masc Neut Fem
Nom & Acc eke ekāni ekā(go)
Gen & Dat ekesaṃ (-sānaṃ) < ekāsaṃ (ekāsānaṃ)
Ins & Ab ekehi (-ebhi) < ekāhi
Loc ekesu < ekāsu
Dvi = two
Dvi All genders
Nom & Acc dve/duve
Gen & Dat dvṇṇaṃ/duvinnaṃ
Ins & Ab dvīhi/dvībhi (dīhi)
Loc dvīsu (duvesu)
Ti & catu: three & four
Ti Masc Neut Fem
Nom & Acc tayo tīṇi tisso
Gen & Dat tiṇṇaṃ/tiṇṇannaṃ < tissanaṃ
Ins & Abl tīhi/tībhi < <
Loc tīsu < <
Catu Masc Neut Fem
Nom & Acc cattāro/catturo cattāri catasso
Gen & Dat catunnaṃ < catassannaṃ
Ins & Abl catūhi/-ūbhi/-ubhi < <
Loc catūsu < <
Other Numerals
The numerals 5-10 do not distinguish genders.
All decline like pañca.
29. 29
Pañca All genders
Nom & Acc pañca
Gen & Dat pañcannaṃ
Ins & Abl pañcahi
Loc pañcasu
Sataṃ = hundred
Sahassa = thousand
Pāḷi word order: numeral + noun + hundred (all agree in number and case)
Ordinal Numerals:
Paṭhamo = first
Dutiyo = second
Tatiyo = third
Cattutho = fourth
Añña: other, another
aññatama = one out of many, unknown
aññatara = certain, not well known
30. 30
8. PREPOSITIONS AND POSTPOSITIONS
Use: Prepositions and postpositions are connecting words that describe special, temporal or other
relation between nouns or pronouns.
(L2, 10)
Prepositions
Aññatra among (e.g. aññatra manusesu = among mankind)
outside (e.g. aññantra manusehi = outside of mankind)
Anto- within, inside (e.g. antogāmaṃ pavissati)
Postpositions
Postposition often come from verb forms like gerunds or case forms of nouns that have been ‘frozen
in’ to idiomatic use as postpositions.
-paṭṭhāya (beginning) from (takes Abl case)
-nissāya because of (takes Acc case)
-heṭṭhā beneath (takes Gen case; can also be used as a preposition)
Eg.
Ajato paṭṭhāya = from today
Ito paṭṭhāya = henceforth
Idaṃ kammaṃ nissāya = because of this action
Dhanaṃ nissāya = because of wealth
Rukhassa heṭṭhā = beneath the tree Heṭṭhāmañchaṃ = beneath the bed
-ādi, -ādīni etc.
Eg.
Hatthirūpakādīni = images of elephants, etc.
Kasigorakkhādīni = agriculture, tending cattle, etc.
31. 31
9. PREFIXES
a- without, neg. (na paricle shortened) , im-, non-
ati- over, beyond, very, intensifier
adhi- up to, over, above, intens. (adhigacchati = attains mentally)
anu- after, along, behind, under, according to, in order (opp. of –paṭi)
(anuloma = regular, in conformity)
apa- away, from, away from (opp. of upa-)
api-/pi- close by, towards, later, moreover
abhi- to, towards, over, on top of, high, intens.
ava/o- low, under, down, over, away from
ā- out, to, towards, intens. (e.g. āsava)
upa- near, on, upon, intens. (opp. of apa-)
du(r)- difficult, bad, wrong, opposite of su-
ni(r)- away, into, down, free from, without, neg.
pa- forward, forth, up, out, intens. of action
pati/paṭi- against, back, opposite, in reverse direction, in return
(paṭiloma = reverse, opposite)
parā- away, aside, opposed to, back
pari- (all)around, (all)about, completely, intens.
vi- apart, without, separate, different, transcendent, intensif.
sa- with, possessed of, having same (e.g. sāsava = with āsavas)
saṃ- with, together, completely, intens.
su- easy, well, happy, excellent, intens. (opposite of dur-)
COMPOUNDS
a + atta > anatta
a + nicca > anicca
a + mata > amata
a + vijjā > avijjā
abhi + dhamma > abhidhamma
ā + lok > āloka
dur + kha >> dukkha
ni + rodha > nirodha
nir + vāna >> nibbāna
pa + dīpa > padīpa
pari + nibbāna > parinibbāna
vi + mutti > vimutti
vi + jñā >> viññāna
vi + naya > vinaya
vi + rāga > virāga
vi + saṅkhāra > visaṅkhāra
vi + saṃyoga > visaṃyoga
saṃ + kar >> saṅkhāra
saṃ + yoga > saṃyoga
saṃ + sar >> saṃsāra
su + kha > sukha
32. 32
10. INDECLINABLES, PARTICLES
(L1,3,7)
atha now, then
atha kho now, but, but rather, however
api and, also
api ca but rather
api nu isn’t it the case
iti thus, such
iti pi connective
iva like, as
eva emphatic - very, certainly, really
evaṃ thus, such, yes
evaṃ eva just so, so too
evaṃ pi (evam + api) just also, so too
kho emphatic/connective - not translated
ca and, but
ci indefinite particle. May be added to interrog. pron. to form indefinite pronouns (L3)
ce if - it cannot begin a sentence. (E.g. Ahaṃ ce … = I if …= if I …)
ṭhānaṃ possible
na not
nu emphatic. It indicates a question.
(Sakkā nu kho…? = Is it possible…? Kiṃ nu kho? = What is it?)
na nu isn’t it the case?
no (na+u) emphatic negative - verily not
no vā or not, isn’t it
no hetaṃ (no hi etaṃ) not this, certainly not
nāma just, indeed, for sure
namo homage
pana yet, moreover, verily
pi again, also (connective - not translated)
tena hi well then
ti /iti quotation marker
mā prohibitive particle, forms a negative command. May be used with aorist, optative or
imperative
yathā just as, like, according to (Yathā bhūtaṃ = as it really is)
yadidaṃ (yathā idaṃ) as this, namely, that is to say
yāva as long as
yeva even, just, also
vā or
ve emphatic verily, indeed, truly
sakkā it is possible
sadā always, forever
sammā right
sudaṃ redundant particle
seyyathā just as/like, as if, suppose
handa exhortative, emphatic particle, well then, now
hi emphatic verily, certainly, this very
33. 33
11. REFERENCES
James W. Gair and W.S. Karunatillake, 2013. A New Course in Reading Pali - Entering the Word of
the Buddha. (Published by JPJains for Motilal Banarsidass Publishers.)
Bhikkhu Bodhi, 2015. Intermediate Course in Pāḷi. Recordings. Chuang Yen Monastery.
Pāli Primer-Language Guide, 2004. www.tipitaka.net
Buddhadatta, 2011. Pali-English Dictionary. Bharatiya Kala Prakashan, Delhi India.
Rhys Davids and William Steed (Eds). The Pāḷi Text Society’s PāḷI-English Dictionary. 1921-25. Free
PDF.
Sutta Central, 2014. www.suttacentral.net
Font: Tahoma, diacriticals: Ā Ī Ū ā ī ū ṅ ṇ ñ ṭ ḍ ḷ ṃ
34. 34
Ᾱkāsaṭṭhā ca bhummaṭṭhā, devā nāgā mahiddhikā,
puññaṃ taṃ anumoditvā, ciraṃ rakkhantu desanaṃ.
May all beings inhabiting Space and Earth, Devas and Nagas of mighty power,
share this merit and may they long protect the teaching of the Dhamma.