Arabic is one of the most widely spoken languages in the world and is an official language of the United Nations. Because of the increasingly important role it plays in world affairs, the number of Arabic learners worldwide is rapidly increasing. Some educators claim that "there is not much irregularity in the grammar," while others argue that since the system of roots and patterns is logical it is easy to learn. The Arabic verb system does indeed have a logical structure, so that many of the numerous inflected forms can be predicted by those who make the supreme effort required to master the complex rules, subtle subrules, and numerous exceptions.
The fact is that the complexities and irregularities of the Arabic verb system are difficult to master. The number of non-native speakers who have mastered the system is no doubt small, and it is well known that even educated Arabs often do not have a full command of the system.
The conjugation rules are numerous and complex and have many exceptions.
There are 14 major conjugation patterns (Forms) subdivided into 182 types and subtypes.
Though the conjugation patterns for some subtypes are similar, they often differ significantly so that conjugating by analogy often fails.
Each verb subtype has 130 affirmative forms and about 110 negative forms, resulting in 240 inflected forms per verb.
The number of inflected forms for the 181 subtypes combined is over 42,000. Though many of these are similar and can be learned by rules, their sheer number is overwhelming.
Traditional tools for learning Arabic verbs like printed paradigm tables are ineffective and difficult to use.
Mastering a verb system as complicated as the Arabic one is a burdensome process that requires years of effort. Traditional tools for learning Arabic verbs, like grammar books and printed paradigm tables, make learning a chore so tedious that it often demotivates the learner from ever mastering the system. In fact, paradigm tables present long and boring lists of verbs, often in barely legible print and with poorly designed indexes, making learning laborious and ineffective.
Although recent years have seen a sharp surge in the number of Arabic language learners throughout the world, effective learning aids for mastering the Arabic verb system have not been available. Never before has there been such a compelling need for a new, pedagogically effective tool for mastering the Arabic verb system.
The CJK Dictionary Institute (CJKI) is proud to present to the world the ultimate tool to master the complexities of the Arabic verb system: the CJKI Arabic Verb Conjugator, or CAVE for short.
CAVE is a bilingual verb conjugator with a complete set of features that provides instant access to a wealth of clear, accurate and exhaustive information on 182 conjugation paradigms for over 1630 of the most common verbs used in contemporary Arabic. It comes with a user friendly interface as well as with clearly pronounced audio for each of the over 400,000 inflected forms covered by CAVE.
CAVE was developed on the basis of the author's several decades of experience in learning fourteen languages and in compiling several popular learners dictionaries that have become standard reference works, and also draws heavily on extensive experience in developing various linguistic tools such as verb conjugators and transcription systems. The developers have spared no effort to ensure that the process of looking up verb paradigms is not only easy and fast, but also enjoyable and motivating.
CAVE provides several search modes and various other search features to enable even complete beginners to quickly and effortlessly locate the conjugation paradigm for any verb from any of its inflected forms, from the dictionary form, from the root, or from the English meaning.
A major feature of CAVE is the Full Search Mode. This allows input of any inflected form of the verb, not just the dictionary form. For example, typing yatii (or ya'tii or يأتي) 'he comes' (third person masculine singular of active imperfect) will directly locate the entry for أَتَى ʾáta̱ 'come' and does not require the user to know that أَتَى ʾáta̱ 'come' is the dictionary form for that verb, nor that أ-ت-ي ʾ⋅t⋅y is its root. This is convenient for learners, who often find it very difficult to determine the dictionary form or the root from the inflected form, especially for weak verbs.
The Basic Search Mode accepts the same input as the Full Search Mode, but restricts the search results to basic forms. This reduces screen clutter as it limits the results to a selection of the most important inflected forms.
The Root Search Mode allows input of the root to find the dictionary forms of all the corresponding verbs, e.g. typing Eml or عمل display عَمِلَ ɛámila 'work', عَمَلَ ɛámala 'treat', اِسْتَعْمَلَ ʾistáɛmala 'use', and others. This mode is convenient for advanced users who know the root of the verb since it displays a list of all verbs derived from a specific root.
Incremental search displays a list of candidate matches as the user types the search keyword.
All forms are fully romanized using CARS, a new romanization system developed specifically for learners that is easy to read and that accurately indicates pronunciation.
For the first time ever, words stress and neutralized vowels are indicated, e.g. لَا أَكْتُبُ la̱ ʾáktubu 'I don't write', where á shows the stressed syllable and the macron below the a (as in la̱) indicates a shortened (neutralized) version of long ā, which is how it is actually pronounced.
The flexible Arabic/Roman Input Mode allows the user to input many of the most common romanized spellings of Arabic words. For example, the word إِخْضَرَّ ʾikhḍárra 'be green' can be input in any of the following spellings: ikhDarra, 'ikhDarra, ikhdarra, 'ikhdarra, ixdarra, 'ixdarra, ixDarra and 'ixDarra.
The Arabic/Roman Input Mode also allows the user to input Arabic directly with fully vocalized, partially vocalized or unvocalized Arabic script for quickly zeroing in on the desired form. For example, كَتَبْتَ kátabta 'you wrote' can be input as كَتَبْتَ, كَتَبْت, كَتَبتَ, كَتبت or كتبت.
The English Input Mode allows the user to quickly find any Arabic verb from any of its English meanings, including partial matches. Thus not only will typing return locate such entries as أَعَادَ ʾaɛā́da 'return, give back, repeat, restore', but typing repeat or even back will also find that entry.
The English meanings, which have been carefully selected and fine tuned to the needs of the learner, are clear, concise and listed in order of importance.
A history of all search keywords, both Roman and Arabic, is always available.
Bookmarks can be added, deleted and quickly accessed.
The functionally designed clean user interface has been streamlined to ensure maximum user-friendliness and rapid access.
The Category Selector provides quick access to all verbs of a specific verb category (Form, type or subtype).
A harmonious blend of easy-to-read fonts and colors.
A search engine fine tuned for maximum speed.
Each Arabic word is in a clearly articulated voice.
Full support for Arabic, Roman and English input.
A detailed guide (accessed via the hamburger icon).
A back button is available whenever it is necessary go back to the previous screen.
CAVE offers several convenient filtering features that limit the display to a specific subset of inflected forms based on various criteria. This helps avoid screen clutter and gives quick access to the desired forms only. Four filters are available.
The Polarity Button gives access to negative forms, e.g. لَنْ أَكْتُبَ lan ʾáktuba 'I will not write' is the negative of سَأَكْتُبُ saʾáktubu 'I will write' -- useful since different negative particles are used for different tenses.
The Number Button displays various subsets of the 13 personal forms: all forms, singular forms, dual forms, plural forms, common forms or rare forms.
The Language Button toggles between the English meaning and the CARS romanization.
CAVE has been designed from the ground up to be a highly effective learning aid that promotes understanding and stimulates a desire to learn. The ease of use, richness of content and functional user interface provided by CAVE give the learner instant access to detailed information on every inflected form of verbs used in contemporary Arabic, including clearly enunciated audio for each form. Just typing an inflected form in Arabic or in any common romanization immediately displays a list of candidate matches.
Memorizing the detailed rules and exceptions for hundreds of verb conjugation patterns is a daunting task. Though it is a good idea to learn the major rules for the most common patterns, the advantage of using CAVE is that it provides the learner with a quick way to access all inflected forms and their meanings without knowing any rules. As the learner is increasingly exposed to Arabic using CAVE as a learning aid, he or she gradually internalizes the rules by osmosis, rather than through a conscious process of rote memorization. Eventually, producing the correct form becomes an automatic, mostly unconscious, process.
CAVE puts at the user's fingertips a wealth of detailed information on every aspect of Arabic verb conjugation. In fact, Arabic teachers have praised CAVE as a powerful learning tool that is likely to revolutionize Arabic pedagogy for both native and non-native speakers alike.
A detailed description of the of the Arabic verb system is beyond the scope of this document. Various books and papers are available on this subject. For an overview, see the Wikipedia article on Arabic verbs. For a more detailed treatment we recommend the book Arabic Verbs and Essential Grammar by John Mace and the excellent A Reference Grammar of Modern Standard Arabic by Karin C. Ryding.
Some basic concepts related to Arabic verbs are briefly described below, with links to more detailed descriptions. Other concepts are explained in other sections.
Roots and patterns constitute the foundation of the Arabic verb system. A root consists of three or four letters called radicals. There are two major classes of roots: triliteral roots, which consist of three radicals, and quadriliteral roots, which consist of four radicals. A root is not a word in its own right but conveys an abstract meaning shared by the verbs, adjectives and nouns derived from it. For example, the root ك-ت-ب k⋅t⋅b denotes the concept of 'writing'.
Patterns are created by inserting vowels between the radicals and adding prefixes or affixes to the roots. For example, the pattern CāCiC (where C is any consonant) serves as a template to create actual words and inflected forms, such as kā́tib 'writer'. Such words are (at least in theory) conceptually related to the concept denoted by the root, as for example in سَيَكْتُبُونَ sayaktubū́na 'they will write', كِتَابَ kitā́ba 'writing' and مَكْتَب máktab 'office'.
A stem is the base form to which vowels, suffixes and prefixes are added to form inflected forms and derived words. For example, the stem of the active perfect tense كَتَبَ kátaba is كَتَب kátab. Adding the suffix tu, which indicates the first person male singular, results in كَتَبْتُ katábtu 'I wrote'. On the other hand, the stem of the active imperfect for this verb is كْتُب ktub. Adding the prefix يَ ya and vowel u, which indicate the third person male singular, results in يَكْتُبُ yáktubu 'he writes'.
The perfect stem vowel refers to the medial vowel of the active perfect tense, while the imperfect stem vowel refers to the medial vowel of the active imperfect tense. For example, a is the perfect stem vowel of كَتَبَ kátaba and u is the imperfect stem vowel of يَكْتُبُ yáktubu.
Each subtype has its characteristic stem vowels, which are listed in Appendix 2. A knowledge of the stem vowels for the most common subtypes can help in predicting inflected forms without looking them up. Nevertheless, the user normally need not memorize such details since the correct forms can be easily accessed in CAVE. However, for those interested in gaining a deeper understanding of Arabic conjugation patterns, knowing the imperfect stem vowel of Form I sound verbs is useful since it enables one to predict the imperfect tense from the perfect tense. On the other hand, for unsound verbs it is difficult to apply the stem vowel information since some of the radicals disappear in many of the inflected forms.
Sound letters, which refers to any letter other than ا, و, ي and ء.
Weak letters, which refers to و and ي.
Hamza (the glottal stop), which is considered a consonant in Arabic. In actual use hamza can take one of six forms: أ, إ, ئ, ؤ, آ and ء, subject to complex orthographical rules.
Verbs whose roots consist of sound letters only are regular and are referred to as sound verbs. Verbs that have at least one weak letter or a hamza in their root are called unsound verbs. Verbs that have at least one weak letter in their roots, with or without an additional hamza, are called weak verbs.
These are of four types of weak verbs, depending on the position of the weak radicals in the root: assimilated, hollow, defective and doubly weak, each of which is described in Section 13. It should be noted that weak verbs are difficult to conjugate as they undergo various phonological and orthographical changes that differ significantly from sound verbs.
Inflected forms of verbs are formed by filling the root template, or pattern, with vowels, prefixes and suffixes to form a family of semantically interrelated words and forms. For example, three vowels are added to the root ك-ت-ب k⋅t⋅b to form such inflected forms as كَتَبَ kátaba 'he wrote' and يَكْتُبُونَ yaktubū́na 'they write'. The ability to search for inflectional forms is very convenient for learners and is one of the major features of CAVE.
The top category of the Arabic verb system is traditionally referred to as Forms, which are classes of conjugation patterns. These are further subclassified into types and subtypes. All these categories, which are important to understand, are described in Section 11 Verb Categories.
Arabic does not have the exact equivalent of the infinitive form of the verb (though the verbal noun comes close). That is, every form of the verb is actually an inflected form. Traditionally, when referring to an Arabic verb in isolation or listing it in a dictionary, the third person singular masculine of the active perfect tense is used, and is referred to as the dictionary form (also called the citation form or lemma). For example, كَتَبَ kátaba literally means 'he wrote' as an inflected form but when used as a dictionary form it is translated as 'write' or 'to write'.
The basic forms are extremely useful since they are the inflected forms that the user is most likely to search for. Though only the most basic form is provided (e.g. third person masculine of the perfect active), users with some familiarity of conjugation rules can often derive the other forms, duch as كَتَبْتُ katábtu from كَ/تَبَ kátaba, without referring to the Paradigm Screen.
The buttons to the left and right of the search box are used jointly to control the way CAVE interprets the input text. The table below lists the four available combinations, and examples are given here.
This mode allows input of any inflected form in Roman or Arabic script. This mode is very convenient if for users who don't know the dictionary form, and it is recommended that this mode be used most of the time.
This mode allows the same input as the Full mode, but only returns a subset of inflected forms referred to as basic forms. This is very useful since it displays only those forms that the user is most likely to search for and serves as an excellent starting point for studying a specific conjugation pattern or verb.
This mode allows input of three or four root letters (radicals) in Roman or unvocalized Arabic script to display all the dictionary forms derived from that root. To avoid ambiguity, use spaces to separate the radicals and, unlike in other input modes, you must use the apostrophe to represent the hamza explicitly. For convenience of the learner, the results are displayed with tiny labels to indicate the Form.
This mode enables the user to locate an Arabic verb from any of its English meanings (infinitive form), or from the past or present participles of the principal meaning.
Note that when typing in the Arabic script, in the FULL and VERB modes fully vocalized, partially vocalized and unvocalized Arabic is accepted but in the ROOT mode only unvocalized Arabic is allowed.
This application introduces a new Arabic romanization system, The CJKI Arabic Romanization System or CARS. This innovative system, designed from the ground up for ease of use by learners, represents Arabic pronunciation unambiguously. All Arabic inflected forms appearing in CAVE are displayed in both Arabic script and in CARS. The new system has several unique features not found elsewhere, especially the indication of word stress and vowel neutralization (shortening of long vowels). Various other features distinguish CARS as an easy-to-use, highly accurate phonemic transcription system.
Long vowels, as in kū, are shown by a macron over the vowel. Word stress is indicated by the accent mark, as in níy and kū́ above. For the first time in any system, neutralized (shortened) long vowels are shown by a macron below the vowel (as in a̱ above) to remind the reader that they are written, but not pronounced, as long vowels.
For more details, see the author's academic paper on CARS presented at an international conference in the United Emirates. Appendix 1 provides a table explaining CARS symbols.
The CARS romanization system, though it is easy to read, is difficult to input because it uses various diacritics, such as the underdot under t to represent ط ṭ. The user can of course search by inputting CARS symbols directly, but this is not convenient.
To facilitate input, CAVE accepts some of most common romanization systems. For example حَلَقَ ḥálaqa 'shave' can be input as Halaqa or halaqa, سَاءَ sāʾa 'deteriorate' as saaa or saa'a, and دَخَلَ dákhala 'enter' as dakhala or daxala. Some input examples are always displayed in the Search Screen when starting a new search. A detailed table of input symbols appears in Appendix 1.
Search result items that are also basic forms display a blue badge on the right side of the screen. Besides being a hint that the form is inherently important, this button also opens the Basic Forms screen. Navigation can continue from this screen to a specific Paradigm Screen and other related screens.
The Paradigm Screen is the main screen of the application that displays the conjugation paradigm, or inflected forms, for the Arabic verb selected. Any spot on this screen is tappable. Tap around here and there to discover the abundant information provided under the hood on every aspect of the verb selected, including its pronunciation, orthography, root, conjugation patterns, English meanings, and more. The Paradigm Screen consists of the following elements.
Tapping on this displays the main Search Screen.
The Tense Selector displays the tense name for the verb currently displayed in the Paradigm Screen. Tapping on this button displays a list of tenses that allows the user to quickly select and display the conjugation paradigm for the desired tense. The first item of the list gives immediate access to the list of basic forms for the verb.
The gray bar of the Paradigm Screen is the Verb Title. This consists of the dictionary form of the verb in Arabic followed by the principal meaning when in ENG mode or the CARS romanization when in the Roman mode. Tapping on the blue badge displays the Verb Info Screen.
Tapping on the play button on the left plays the pronunciation of all the inflected forms currently displayed in the Paradigm Screen. Tapping on this button again will stop or resume the audio.
The Category Button displays the current Form and type code separated by a colon. Tapping on this button displays the Verbs List, a list of verbs of the same category as the current verb, which is very convenient for comparing the behavior of verbs that conjugate in a similar manner. For example, if the current category is II:S1, pressing this button will list all verbs of Form II, type S, subtype 1.
The most important information provided by this application is the full conjugation paradigm for each Arabic verb. This consists of a full list of inflected forms for each tense. Tapping anywhere on a line where an inflected form is displayed highlights that line and opens a detailed Form Info Screen. Tapping on a line and holding it down for a second plays the Arabic pronunciation for that form. The following information is provided for each inflected form.
The first item on the left is the person code. For example "3 S M" stands for "third person singular masculine."
In the ENG mode, the English personal pronoun and the principal meaning are displayed.
In the Roman mode, the inflected form is displayed in CARS romanization.
The personal pronoun and the inflected form are displayed in fully vocalized Arabic script.
Note that if a particular tense does not exist for a verb, it is marked by This tense does not exist. On the other hand, some tenses can have more than one alternative paradigm. For example, the negative of the active perfect can be formed with لَمْ lam + the active imperfect (e.g. لَمْ أَكْتُبْ lam ʾáktub 'I didn't write'), or with مَا ma̱ + the active perfect (e.g. مَا كَتَبْتُ ma̱ katábtu 'I didn't write'). In such cases when in the Paradigm Screen it is necessary to keep scrolling down to the bottom of the screen to see the second alternative.
The default order of the inflected forms is shown in the leftmost column of the table below. This is based on the Western convention of presenting conjugated forms according to their number, person and gender, in that order. Optionally, the other two orders shown in the table can be selected from the settings menu (accessed via the hamburger icon).
*Used in the textbook "Ahlan wa Sahlan: Functional Modern Standard Arabic for Beginners" by Mahdi Alosh, Yale University Press.
Applying this filter helps avoid screen clutter and makes it easier to quickly find the desired form. Beginners, especially, need not yet learn the dual forms and could benefit from displaying only the common forms in the early stages of study.
The English mode is very useful because it displays the English meaning for each specific inflected form individually, rather than the English infinitive (which of course appears in the Verb Title bar).
The CARS romanization in the Roman mode shows the precise pronunciation of the Arabic form with more detailed information than can be obtained from the vocalized Arabic, including such features as word stress and vowel neutralization.
Bookmarks and history can be accessed from the hamburger icon.
The Verb Info Screen provides detailed grammatical information and English meanings for each verb in large, easy-to read fonts. It can be accessed by tapping on the Verb Title in the Paradigm Screen.
The upper pane of the Verb Info Screen displays the dictionary form (third person singular masculine) of the verb in large Arabic characters followed by the CARS romanization and the English meaning(s). Tapping on the play button plays the Arabic pronunciation.
The lower pane of the Verb Info Screen consists of the following elements.
The name of the verb's Form is given in the traditional Roman numerals for triliteral verbs (I, II...X) and as QI, QII, QIII and QIV for quadriliteral verbs.
The root of the verb in the Arabic and Roman scripts.
The name of the verb's type in English.
The type code (code for type + subtype) is followed by the subtype name.
The imperfect form of the verb in the third person singular masculine in the Roman and Arabic scripts.
The Forms button gives access to a list of all verbs that share the same root, grouped by Form. Tap on any item to jump to the Verb Info screen for that verb.
The Form Info Screen provides more information for each inflected form in large, easy-to read fonts. It can be accessed by tapping on any inflected form in the Paradigm Screen. This is the most convenient screen for studying a particular inflected form, but to get a bird's eye view of the entire paradigm it is best to return to the Paradigm Screen.
Displays the tense name followed by the person description. Tap on the play button to hear verb's pronunciation in a clear voice.
Displays the selected inflected form in the Arabic and Roman scripts, followed by the principal meaning in an extra large font for easy viewing (see English Meanings for format).
Displays the dictionary form (third person singular masculine) for the selected inflected form in the Arabic and Roman scripts.
The category selector is an easy-to-use, convenient interface for quickly finding verbs of a specific category (Form, type and subtype). This is extremely useful for gaining quick access to all the verbs classified under each category, and for studying the behavior of verbs sharing the same features (i.e., the same subtype). The category selector consists of the following elements.
The selector on the top cycles can be used to switch mode. Spinning the wheels of the Category Selector at the bottom of the screen will dynamically refresh the content of the top panel.
CATEGORY INFO The Info button displays grammatical details about the current category in the panes; that is, about the Form, the Type and the Subtype of the selected category. The element names are given in English, Roman and Arabic scripts. The perfect and imperfect forms for the category selected are also given for quick reference.
VERB PATTERN The Pattern button displays the conjugation pattern for the current category; that third person masculine singular of the active perfect (dictionary form). The radicals are shown as dotted circles, and an example is given in Arabic and Roman script.
Please note that if your iOS device has a longer screen, then this panel won't be available, and the pattern will be shown together with the category information described above.
VERB LIST The Verbs button displays a list of verbs belonging to the current category and whose conjugation paradigms are available in CAVE. When the list is scrolled the Category Selector wheels disappear and reveal the full list: to bring it back tap on the Category Selector icon on the top right, or switch to another view.
This consists of three spinning wheels for quickly selecting a verb category: that is, the Form, type and subtype. As you spin the wheels the content of the top panel changes dynamically according to the category you selected. Each of the three wheels is described below.
LEFT WHEEL Displays the Form name in the traditional Roman numerals for triliteral verbs (I, II...X) and as QI, QII, QIII and QIV for quadriliteral verbs.
CENTER WHEEL Displays the English name of the verb's type.
RIGHT WHEEL Displays the type code (code for the type + subtype) for the selected Form.
Arabic has thirteen grammatical persons, as opposed to six in many other languages, requiring a greater effort on the part of learner. In the Paradigm Screen, the first item on the left is the person code for each inflected form, as described below.
Arabic has only two basic tenses: the perfect tense (كَتَبَ kátaba 'he wrote') and the imperfect tense (يَكْتُبُ yáktubu 'he writes'). The imperfect tense comes in five flavors called moods. The Arabic verb also has two voices. In addition, there are nouns derived from verbs referred to as nominals. These are of three kinds: active participles, passive participles and verbal nouns. These various categories are briefly described below but it is highly recommended that the user refer to a detailed Arabic grammar.
Though tense, mood, voice and nominals are distinct grammatical categories, for convenience in this application they are lumped together under the label "tense." Thus the user interface has such objects as the Tense Selector Button in which "tense" is used in this extended sense.
Mood (or mode) refers to certain morphological and syntactic properties of the verb that express the attitude of the speaker to the action expressed by the verb. The imperfect tense is used in all five moods shown in the table below. The perfect tense has only one mood, the indicative mood.
Indicative This is the basic mood, characteristic of factual statements and questions.
Subjunctive Used after certain particles such as أَنْ ʾan to express desire, hope or necessity.
Jussive Used mostly to form the imperative and with the particle لَمْ lam to negate the active perfect tense.
Energetic This archaic mood, not included in this application, is used in classical Arabic to express extra emphasis.
Imperative Used to express commands to the second person.
In grammar, voice is a category used to indicate the relation of the verb to the performer of the action or to the beneficiary of its action. There are two basic voices: the active voice and the passive voice. (Forms V, VII and VIII are sometimes referred as the mediopassive, but this is not a formal grammatical distinction). The relation between voice, tense and mood is shown in the tables below.
Tense refers to the point of time at which the action denoted by the verb occurs. This differs from aspect, which typically indicates completion or duration of the action. Some grammarians argue that Arabic distinguishes between aspects rather than tenses, but for practical purposes what is normally called the perfect tense (كَتَبَ kátaba 'he wrote') indicates past action, while the imperfect tense (يَكْتُبُ yáktubu 'he writes') refers to an incomplete action in the present or the near future or to an ongoing action.
The perfect and imperfect tenses are called simple tenses because they consist of a single word inflected to indicate tense. There are also various compound tenses, which consist of a particle or an auxiliary verb added to the main verb, such as the future (سَيَكْتُبُ sayákyubu 'he will write'), the continuous perfect (كَانَ يَكْتُبُ kána yáktubu 'he was writing') and the plueperfect (كَانَ كَتَبَ kána kátaba 'he had written').
CAVE covers all the simple tenses, except for the two archaic energetic moods, which are very rare in contemporary Arabic. In addition, it covers one compound tense, the future, which behaves like a simple tense since the forms consists of a single orthographical word. The table below shows the tenses covered by CAVE.
To master the complexities of the Arabic verb system it is important to properly understand the various categories and subcategories into which Arabic verbs can be classified. From a grammatical point of view, Arabic verbs can be divided into 19 major categories called Forms. Each Form can consist of up to seven minor categories we refer to as types, and each type can consist of up to 12 subcategories we refer to as subtypes. These various categories are described in detail in the sections below.
If we count all the Forms, types and subtype combinations we get a total of 182 categories, and if we take into account the subcategories (not explicitly marked in CAVE) into which the subtypes can be divided we get a total of over 220 categories (excluding the five archaic Forms). The conjugation paradigm for each of these categories is different. Sometimes the differences are very minor, but on the whole they are significant enough to make it necessary for the learner to memorize the details of each category individually.
The sheer quantity of the many types and subtypes presents a daunting challenge to the learner. Fortunately, CAVE makes it easy to instantly access any category and to study the various features that distinguish it. The best way to get a feel for the different features of the various categories is to play around with the Category Selector, which gives quick access to lists of verbs of the same subtype.
For a full list of Forms, types and subtypes with examples see Appendix 2.
The top category of the Arabic verb system is traditionally referred to as the Form (in this sense always capitalized) or أَوْزَان ʾawzā́n in Arabic. To understand this concept, which constitutes the foundation of the Arabic verb system, it is first necessary to understand how roots and patterns work, briefly described in Section 3.1.
The Forms are classes of conjugation patterns, or templates, that define the major inflectional features of the conjugation paradigm. Form I is considered the base form (فِعْل مُجَرَّد fíɛl mujárrad), while the others are considered to be derived forms (أَفْعَل مَزِيدَة ʾafɛā́l mazī́da) (literally "augmented verbs").
The derived forms are not just inflections of Form I -- they are independent verbs in their own right. For example, عَرَفَ ɛárafa 'know', a Form I verb, has a Form II derived verb عَرَّفَ ɛárrafa 'introduce, define', a distinct but etymologically related verb with its own full paradigm of inflected forms.
The nineteen Forms are listed in the table below, using the traditional way of indicating verb templates with the root ف-ع-ل f⋅ɛ⋅l. There are ten triliteral Forms in common use, traditionally labeled by the Roman numerals I to X, and another five Forms that are extremely rare in contemporary Arabic, labeled XI to XV (not covered in CAVE). In addition there are four quadriliteral Forms, identified by QI, QII, QIII and QIV, as shown in the table below.
Each Form of the Arabic verb can be further classified into seven categories referred to as types, listed in the table below.
To understand the features that distinguish one type from another it is necessary to understand the composition of the root letters, called radicals, especially weak letters and sound letters, as well as the verb classes sound verbs, unsound verbs and weak verbs as explained in Section 3.3.
The seven verb types for triliteral verbs are described below.
Sound verbs (فِعْل سَالِم fíɛl sā́lim) only contain radicals that are sound letters. Each radical must be different from the others, so that ق-ر-ر q⋅r⋅r does not qualify but ق-ر-ب q⋅r⋅b does. Sound verbs, such as كَتَبَ kátaba, are considered 100% regular and follow the standard conjugation patterns for that Form.
Hamzated verbs (فِعْل مَهْمُوز fíɛl mahmū́z) are an irregular verb type whose root consists of two sound radicals and a hamza occurring in the initial, medial or final position, such as آكَلَ ʾā́kala 'eat', دَأَبَ dáʾaba 'persist' and بَئِسَ báʾisa 'be miserable' (note the different forms of the hamza).
Geminate verbs (فِعْل مُضَعَّف fíɛl muḍáɛɛaf), also called doubled verbs, are an irregular verb type whose root consists of a sound radical followed by medial and final radicals that are identical, as for example in مَرَّ márra 'pass' (root: م-ر-ر m⋅r⋅r). These verbs behave irregularly in that sometimes the identical radicals are written separately, as in مَرَرْتُ marártu, and sometimes they are merged with a shadda, as in مَرَّ márra.
Assimilated verbs (فِعْل مِثَال fíɛl mithā́l) are a kind of weak verb in which the initial radical is one of the the weak letters و or ي and the other two radicals are sound letters. These verbs are conjugated irregularly in various ways, such as the initial radical being dropped. For example, the و in وَصَلَ wáṣala 'arrive' is omitted in the imperfect form يَصِلُ yásilu, rather than the expected يَوْصِلُ yáwṣilu.
Hollow verbs (فِعْل أَجْوَف fíɛl ʾájwaf) are a kind of weak verb in which the medial radical is one of the weak letters و or ي and the initial and final radicals are sound letters, but sometimes the initial radical can be a hamza. The differences in conjugation patterns between hollow verbs and the regular sound verbs are quite significant. For example, for the root ق-و-ل q⋅w⋅l 'say' one would expect the third person singular masculine to be قَوَلَ qáwala, but in fact the medial و is omitted and the initial vowel is lengthened to give قَالَ qā́la. Hollow verbs undergo various other complex transformations.
Defective verbs (فِعْل نَاقِص fíɛl nā́qiṣ) are a kind of weak verb in which the final radical is one of the weak letters و or ي and the other two radicals are sound letters. Defective verbs are irregular in various ways, especially in the way the last vowel changes in the imperfect tense. For example, the imperfect for بَدَا báda̱ 'appear' is يَبْدُو yábdu̱, but for بَقِيَ báqiya 'remain' it is يَبْقَى yábqa̱.
Doubly weak verbs (فِعْل لَفِيف fíɛl lafī́f) are a kind of weak verb that has two weak radicals or one weak radical and one hamza; that is, two radicals that consist of either و or ي or ء (in any of its forms) and one radical that is a sound letter. These verbs are highly irregular and difficult to conjugate. Unfortunately for the learner, some of these verbs are very commonly used, such as جَاءَ jā́ʾa 'come' and رَأَى ráʾa̱ 'see'.
Each Arabic verb type can be further classified into up to 12 subcategories referred to as subtypes. It is at the subtype level where the conjugation pattern for each inflected form is actually determined. A difference in subtype means that the conjugation patterns differ somewhere, though sometimes the differences are minor or affect only a small number of forms. These differences are determined by such factors as the root composition (which radicals compose the root), a difference in stem vowels, and the position of weak letters.
For example, the Form I verbs كَتَبَ kátaba 'he wrote' and فَتَحَ fátaḥa 'he opened' both consist of sound letters and both have exactly the same pattern in the active perfect (CaCaCa). But since the imperfect stem vowel of these verbs is u for the former and a	for the latter, they belong to a different subtype, i.e., S1 and S3 respectively. As a result, the active imperfect forms conjugate differently, i.e., يَكْتُبُ yáktubu 'he writes' (middle vowel u) but يَفْتَحُ yáftaḥu 'he opens' (middle vowel a) respectively.
Each type + subtype combination is identified by a type code. This is a two letter code that identifies the type by a letter followed by a number or letter that identifies the subtype. For example, in the type code S2 the "S" stands for "sound verb" and the "3" for subtype 3. A full list of types and their letter codes is given in the Verb Types table.
A full list of the 182 types + subtype combinations, along with their type codes and examples, is given in Appendix 2. The subtypes can be further divided into minor subdivisions, resulting in a total of 220 subcategories. These represent very minor differences in form, all of which are of course shown in the conjugation paradigms of CAVE but for simplicity they are not assigned their own type code.
A distinctive features of CAVE is that it is a bilingual conjugator; that is, carefully selected concise English meanings (translational equivalents) are given for each Arabic form. It is important to note that though English meanings are given, CAVE is not an Arabic-English dictionary so that the treatment of English meanings is necessarily limited to the most important ones while such grammatical details as verb transitivity and which prepositions follow Arabic verbal phrases are omitted.
The following points need to be noted about English meanings.
In the Verb Info Screen every inflected form is followed by the English meaning(s) listed in order of importance.
In the Paradigm Screen, only the principal English meaning, which is the most important English equivalent, is displayed. This has been carefully selected to ensure that it clearly represents the most commonly used meaning.
Some inflected forms, such as the passive of some transitive verbs ("he was made to be happy"), make little or no sense, while others are difficult or impossible to translate. Rather than supply a forced English meaning, CAVE replaces the meaning by a dash in the Paradigm Screen and by "difficult to translate -- tap here for details" in the Form Info Screen.
Parentheses mean that the English meaning may be grammatically correct but may or may not make sense, such as in "I (was written)" for كُتِبْتُ kutíbtu), or it may be a forced meaning that makes no sense at all, such as as in "I (was struggled)" for كُوفِحْتُ kūfíḥtu, the passive voice of an intransitive verb.
In this application, the term nominals refers to three categories of nouns derived from verbs: active participles, passive participles and verbal nouns.
Participles are essentially adjectives derived from verbs, whereas verbal nouns are essentially nouns that can also be used as verbs. The grammar rules governing the behavior of nominals are different from those for verbs. For example, participles are inflected for gender, number and case, but not for person, while the plural of participles used as nouns may be different from their plural as adjectives. As for verbal nouns, they are inflected just like any other noun, but in addition can take pronoun affixes with verbal force. Though the basic functions of nominals are described below, they have other functions not mentioned here. It is recommended that the user refer to an Arabic grammar for more details.
Since CAVE is a verb conjugator, it naturally focuses on the forms and meanings of verb forms while coverage for nominals is more limited. For both participles and verbal nouns, it provides the singular masculine form in the nominative case, but not any other inflected forms such as plurals and feminine forms. For participles, it provides their meanings as adjective and verbs but not as nouns. Since the principal function of verbal nouns is as nouns, CAVE provides their meanings both as nouns and as verbs.
Participles and verbal nouns are displayed in the Nominals section of the Paradigm Screen. Nominals for Form II and beyond are mostly regular while there are many irregular forms for Form I. For some verbs, both the regular and irregular forms are used. In such cases they are displayed in order of importance.
The active participle (اِسْم اَلفَاعِل ʾism ʾalfā́ɛil) can function as an adjective, as a noun, or as a verb. As a verb it denotes the process of the action and corresponds mainly to the present progressive or present tense in English, as for example كَاتِبٌ kā́tibun 'I am writing' or 'I write'. It can also denote action in the recent past, like the present perfect in English ('I have written'), or action in the near future ('I am going to write'). As an adjective, it is used like the present participle adjective in English to modify a noun, as in رَجُلٌ نَائِمٌ rájulun nā́ʾimun 'a sleeping man'. As a noun it denotes the doer of the action described by the verb and loses its verbal force, as in كَاتِبٌ kā́tibun 'writer, author'.
CAVE gives the meaning of the active participle used an adjective or as a verb, but not as a noun (keep in mind that CAVE is a verb conjugator, not a dictionary). It is always translated by the English progressive form, as in كَاتِبٌ kā́tibun 'writing', though it could have other meanings.
The passive participle (اِسْم اَلمَفعُول ʾism ʾalmafū́l) is used mainly as an adjective or as a noun. Typically it is used as an adjective modifying a noun and denotes the result of the action described by the verb, as for example in مَكْتُوبٌ maktū́bun 'written'. This is similar to the past participle in English, as in اَلسَّرِقَةُ ٱلْمُنَظَّمَةُ ʾassriqatu lmunaẓẓamatu 'organized theft'. As a noun, the passive particle loses its verbal force and behaves just like an ordinary noun, as in مَكْتُوبٌ maktū́bun 'letter'.
CAVE gives the meaning of the passive participle used as an adjective, but not as a noun (keep in mind that CAVE is a verb conjugator, not a dictionary). It is always translated as the English past participle, as in مَكْتُوبٌ maktū́bun 'written', though it could have other meanings.
The formation of participles for sound verbs is mostly regular for all Forms and relatively easy to learn based on rules, as shown in the table below. However, there are some exceptions for sound verbs of Form I, as for example the active participle of فَرِٓحَ fáriḥa 'be happy' is فَرْحٌ fárḥun, not the expected فَارِحٌ fā́riḥun. The formation of participles of many unsound verbs, not shown in the table below, follows a different set of rules.
Verbal nouns (مَصْدَر maṣdar) are basically used in two ways: as a gerund and as a normal noun. As a gerund, they refer to the action denoted by the verb, as in سُؤَالٌ suā́lun 'asking' (the act of asking), which is derived from the verb سَأَلَ sáʾala 'ask, inquire, request'. As a normal noun, they denote a concrete or abstract meaning, as in سُؤَالٌ suā́lun 'question', with no verbal force.
The meaning of verbal nouns often consists of two parts, as shown below.
either the verbal noun in question is only used as a gerund or its meaning as a normal noun is not yet available in the current version.
Note that sometimes a grayed out RARE appears to the left of the verbal noun, which means that it is rarely used. Occasionally, the grayed out words not available replace the English meaning if it is not available in the current version.
The formation of verbal nouns for Form I is highly irregular and there are more than forty patterns. Basically the only way to learn these is to memorize them individually for each verb. But for the other Forms it is quite straightforward to form the verbal noun based on rules, as shown in the table below (but note that Form II and Form III occasionally have multiple forms).
A new feature in CAVE 2.0 is the ability to test you knowledge of Arabic inflected forms.
button, and CAVE will generate a randomized sequence of questions covering only the persons visible in the paradigm screen for the tense selected. You can take advantage of the filtering mechanism to build a custom testing session.
For each question you are presented with the description of a conjugated form and a list of options from which you need to select the one that matches the description. After picking an answer and receiving visual feedback on its correctness, you will be able to move to the next question by tapping on the Next question button on the bottom of the screen.
CAVE will keep track of your correct answers and show you a brief summary at the end of the session. You can discard the session and quit any time by tapping the Quit button.
CAVE introduces a new Arabic romanization system, The CJKI Arabic Romanization System or CARS, designed from the ground up for ease of use by learners. The Romanization table below shows how Arabic consonants and vowels are represented in CARS, and how to input these from the keyboard. A brief description of CARS appears in Section 4.3, while a detailed description is given in an academic paper. A table of CARS display and input symbols is found below.
It is important to keep in mind that CARS is a phonemic system that accurately represents pronunciation, rather than a transliteration system, whose goal is to represent characters directly. That is, when using Roman script you must type Arabic words based on how they are pronounced, not based on how they are spelled in Arabic.
For example, مَخَافَة makhā́fa is input as makhaafa. The aa represents the long vowel ā, not the fatḥa and ʾalif directly. The ṭā' marbū́ṭa (ة) is omitted entirely since it is not pronounced. If you do want input Arabic exactly as it is spelled, you can of course type Arabic directly, rather than romanized Arabic (see Arabic/Roman Input Mode).
Consonants are input according to the table shown in the Romanization Table.
Long vowels in CARS are represented by the macron (ā ī ū), which is input by doubling the vowel (aa ii uu), as in saafartu to input سَافَرْتُ sāfártu . Long vowels can also be input directly by pressing a key such as a and holding it briefly to display the diacritics menu (time consuming and not recommended).
The acute accent (á í ú) represents a stressed syllable, as in أَنَا ʾána̱. Accents are displayed automatically and there is of course no need to input them.
A macron under a letter (a̱ i̱ u̱ ḇ ḏ etc.) represents neutralization; that is, the shortening of long vowels, or the undoubling of double consonants in actual pronunciation, as in أَنَا ʾána̱ and هَجّ haj̱. There is no need to make any special effort to input neutralized letters -- they are input just like long vowels or double consonants and are displayed automatically as neutralized as necessary.
The underdot modifies certain consonants to represent others, especially the emphatics: i.e., ص ṣ, ض ḍ, ط ṭ, ظ ẓ and ح ḥ. It is input by using the corresponding letters in capitals, that is S, D, T, Z, H. For convenience of input it is also possible to use lowercase letters, which may sometimes cause more candidates to be displayed since s, d, t, z and h also represent س, د, ت, ز and ه. Nevertheless, for input speed it is recommended to use lowercase letters. For example, صَبَرَ ṣábara 'he endured' can be input either as sabara or as Sabara.
Hamza in its various written forms ( أ إ ؤ ئ ء) can be input by an apostrophe, or it can be omitted. Thus أَ can be input as 'a or a, إِ as 'i or i, and أُ as 'u or u. In CARS these are displayed as ʾa, ʾi and ʾu, respectively. For example, to search for أَخَذَ ʾákhadha 'take' you can type 'akhadha. For input speed it is recommended to omit the apostrophe, so that أَخَذَ is input as akhadha or axadha.
Madda (آ) is input by typing aa. For example, آكُلُ ʾā́kulu 'eat' is input by typing aakulu.The system automatically distinguishes long ā from madda.
The Greek letter epsilon (ɛ) represents the letter ع ɛayin. This can be input by typing e, E or c. For example, to search for عَرَفَ ɛarafa 'know' type earafa (recommended), Earafa, or carafa.
When inputting romanized Arabic, the letters ا álif (without hamza) and ة ṭā' marbū́ṭa cannot be input directly. They are generated automatically according to context. For example, to input كَاتِبٌ kā́tibun you type kaatibun and the ا is supplied by the system.
To type shadda, the symbol for doubling consonants, simply type the letter twice. For example, to search for حَدَّثَ ḥaddatha 'tell', type haddatha or Haddatha.
The breve symbol (˘) is used in CARS to disjoin the letters t, s, d and k from a following h to show that they are distinct letters when not separated by a vowel; that is, t˘h, s˘h, d˘h and k˘h represent ته, سه, ده and كه, as opposed to th, sh, dh and kh, which represent ث thā', س sīn, ذ dhāl, and خ khā'. For example, أَدْهَشَتْ 'she astonished' is displayed as ʾad˘hashat. The display of the breve is automatic and of course there is no need to input it.
The table below shows how to input Arabic consonants (INPUT column) and how they are displayed (CARS column). The input of vowels and of letters marked by an asterisk in the table below is explained at Input Guidelines.
The table below brings together all the Forms, types and subtypes of the Arabic verb system. The table consists of the following four columns.
The FTS columns gives the Form, type and subtype. The Form is given in Roman numerals followed by a hyphen. The part after the colon is type code (type + subtype symbols).
The second column gives the subtype name for the each subtype. This is an arbitrary designation, rather than a formal term, to describe the main feature of the subtype in question.
The SV column gives the two stem vowels for each model verb (shown in the EX column). The part before the colon is the perfect stem vowel while the part after the colon is imperfect stem vowel. The three Arabic short vowels are represented by a, i and u while the long vowels are represented by A (álif), Y (álif maqsū́ra), y (yāʾ) and w (waw).
For example, for Form I subtype S1 "a:u" means that the perfect and imperfect stem vowels are a and u respectively, as can be seen in the middle vowels of the perfect كَتَبَ kátaba 'he wrote' and the imperfect يَكْتُبُ yáktubu 'he writes'. For Form I sound verbs this is useful for predicting the perfect from the imperfect and vice versa.
For unsound verbs, as for example Form I subtype WA, the "A/u:w/u" means that the perfect stem vowel can be either a long ā as in قَالَ qā́la 'he said' or a short u as in قُلْتُ qúltu 'I said', while the imperfect stem vowel can be either a long ū as in يَقُولُ yaqū́lu 'he says' or a short u as in يَقُلْنَ yaqúlna 'they say'. The user can basically ignore the stem vowel information for unsound verbs as it is difficult to apply in practice. Just use CAVE and see the results in the conjugation paradigm.
The EX column gives an example of an Arabic verb for the subtype in question.


text:
Lawmaker claims Dems are out to eliminate 'so help me God' from congressional oath
Rep. Mike Johnson, R-La., is accusing Democrats of making a concerted effort to eliminate "so help me God" from the congressional oath.
Americans "need to know that there is a concerted effort now to change this tradition," Johnson said on "The Todd Starnes Show."
Fox News reported last month that the House Committee on Natural Resources was looking to remove the phrase from the oath, sparking outrage among conservatives. The phrase appeared in a rules proposal draft in brackets, with a red line through it.

redpajama_set_name: RedPajamaCommonCrawl


Often times, delegation is confused with just delegating tasks, but there is so much more to it. On a higher level, delegation is essentially delegating decisions. In this video I'll be teaching you how to delegate effectively utilizing the ORR method. The foundation to delegation is great hiring AND great training. Once you have those two elements taken care of, there is no reason why you shouldn't be able to delegate effectively. I'll show you how to train your team to be able to make decisions based on what you would do.
Now if you're anything like me, a 99/100 D on the DISC profile (which means I am a control freak), delegation does not come naturally. In fact, it doesn't come naturally to a lot of leaders, because a lot of leaders are get it done, fix it myself type of people.
Look, I've heard it all. In fact, I've said it all. It does not come naturally to me, and it's a process that I've really had to learn over the years. Especially now as our team has been growing and growing, I've had to learn how to delegate to people.
Here's the truth and this is a fact: the foundation to delegation is great hiring and great training. If you screw up on who you hire, of course you can't delegate because you've got a bunch of morons working for you and a bunch of idiots running around who are going to screw it up. You've gotta hire great people and train them effectively.
If you've got great people and great training, there's no reason you shouldn't be delegating. We don't have time to go through a whole hiring process, but we've got a whole video on How to Hire Effectively that you can check out here!
This is a process that we use this internally. I've taught this to my team, this is what we use, and this is the exact process that's allowed me to delegate effectively. I call this my decision training process, because the root of delegation is not about necessarily delegating tasks, though that's part of it. That's the basic level of delegation. The highest form of delegation, then, is delegating decisions.
The ability for others to make decisions is the highest form of delegation, and that's where you have leaders who are truly leading in that area. That doesn't mean that they run a department or run a division, or have people reporting to them, it means that they're able to make decisions without you in every single decision.
Now, I know some of you, that makes you break into a cold sweat. Your hands are getting a little clammy, there might be beads of sweat dripping down, but here's why you want to delegate decisions: if you have to be the decision maker for every little thing that happens in your organization, you become what's known as a bottle-neck or a lid on your organization. That's why you need to teach people how to make decisions the way you would make decisions.
Now, it's kind of the old joke, you know, what would Jesus do? You could have a 'what would Travis do'? What would Joe do? What would ______ do? You want them to be able to think the way that you think, and make decisions the way that you make decisions. But you've got to be able to train them to do that, so this is the process for training people to make decisions.
There are 3 steps to the ORR Process: options, recommendation, reasons.
When an employee encounters a problem, it usually it sounds like this, "Hey, Travis, we need to make a decision on this, this, and this, what should we do?" The problem with that is everybody just dumps the problem and decision on your desk, and need this decision made. What I realized is I don't have time to make all these decisions. I travel too much, I've got too many other things going on, and some of these things shouldn't be my decision in the first place. So, what I decided to do is create the ORR process. So, here's what this looks like.
At minimum they need to come back with three. Sometimes they come back with five and sometimes they may come back with more than that, based off of what they're seeing or if they're just unsure, and that's okay. More options is great, less options not great. Make sure they come back with the three options that they think are the best, and they are prepared to tell you why they think they're the best.
It's important that you're a participant in this, but not making the decision here. Let them run with this.
Now you can ask them which one they recommend you choose and why they chose that recommendation. Allow them to discuss their recommendation and why they recommend the option that they've chosen. You can also allow them to discuss why they don't recommend the other options.
With enough practice over and over again, they'll stop coming to you, because you've trained them on how to make decisions like you would. Now you don't have to be involved in every decision that goes on in the company, because you've trained people to make decisions the way that you would make decisions.
Now, here's the thing. Are they always gonna get it right? No, they're not always gonna get it right. And that's part of delegation. Sometimes they will make a decision that they thought was in the best interest of the company, but we come to find out it wasn't, or it wasn't maybe the best decision. That's okay. As long as they learn from it and as long as we talk about it, that's the most important part.
That's all about delegation, that's about leadership, that's about education and training. And that's the process that we're going to go through. This is the process that's going empower you to train people to lead. Empower them to be able to make decisions, to not just take tasks, but to be able to run with it and make decisions.
I look forward to serving you in future videos. In the meantime, don't settle for anything less than you're capable of. If you believe in yourself just half as much as I believe in you, you've got an amazing business and an amazing life ahead of you, and it is an honor to serve you in this capacity. See you soon, guys.


Someone sneaked into government hangar and made dangerous constructions with… nuclear bombs! You urgently arrived to deal with this chaos and take care about bombs.rnRemove blocks to put bomb on safe styrofoam.
Complete levels as fast as possible, perform tricks while in the air, do flips with tricks to multiply your score and get money for your performance. Upgrade your ATV and drivers suit, open new tricks with new levels and try to get the maximum score on each level.
Help the poor little cute animals escape being trapped on an island at sea. Click the matching pairs to board the ship.
Select your favorite ATV and start race as you perform stunt through all the obstacle and try to complete all of the levels without crashing.
Use your Keyboard arrow keys to move your spaceship around the screen. Avoid asteroids, collect coins, and earn awards to get up a high score and earn a rank on the leaderboards.


"Provides an excellent introduction as well as suggestions for using these plans to add architectural detail to your own home...an excellent bibliography."-- Victorian Homes "The best home, barn and landscape designs...in a charming book....[It] contains numerous original illustrations showing a wealth of construction details, site plans and plantings."-- Fine Homebuilding This classic bestseller contains the finest collection of architectural designs from a bygone era--and it's a boon for anyone hoping to construct that dream house or add charming touches to a modern one. Hundreds of illustrations from actual 19th century building plans feature architects' blueprints and drawings, full-color photos, and more. The buildings range from humble farmers' cabins to summer getaway cottages for the rich, and there's plenty of detail work, including built-in shelves, dormers, and turned balusters. With this information, an architect could easily create anything shown on the pages.
ils:.b25809805|Book|Books||English|Sterling Pub.,|2005.|160 pages : illustrations ; 28 cm.


Thierry Henry is back at Arsenal.
He's been training with the first team squad during his time in London following the end of the MLS season.
Whilst there is no thought he would resign for the club in any way, it's great that a legend such as Henry is there guiding the younger members of our squad on the training pitch.
With the Gunners, Henry won the Premier League twice and the FA Cup three times in eight years in north London.
He is also the club's record goal scorer with 174 goals in 254 appearances.


Prominent recognition for your organization/institution in the Institute Program and at the event.
All sponsor names will be posted on Institute Sponsorship webpage with a hyperlink to sponsor website.
All sponsors will be identified accordingly in the Institute program.
Sponsors of events have the option to display literature on a designated table during the event and half an hour before/after event.
All sponsor logos and files should be sent to The Forum by Friday, May 24, 2019.
If you have any questions regarding the registration process for sponsorship items, please contact The Forum office at 717-245-1031 or via email, conference@forumea.org.
Reception Sponsor $2,000 Sponsor's full color logo will be placed on signage in or near the reception location, printed in all Institute materials, featured in slides thanking the sponsors and placed online.
Morning Coffee Break $500 Sponsor's full color logo placed on table tents located in coffee break areas, printed in all Institute materials, featured in slides thanking the sponsors and placed online.
Afternoon Coffee Break $500 Sponsor's full color logo placed on table tents located in coffee break areas, printed in all Institute materials, featured in slides thanking the sponsors and placed online.
Lunchtime Plenary $2,500 Sponsor's full color logo placed on table tents, printed in all Institute materials, featured in slides thanking the sponsors and placed online.
Program Ad – Inside Front Cover $400 Sponsor places a COLOR sponsor page on inside front cover of the Institute program.
Program Ad – Inside Back Cover $400 Sponsor places a COLOR sponsor page on inside back cover of the Institute program.
Program Ad – Back Cover $400 Sponsor places a COLOR sponsor page on back page of conference program.


text:
Livin' Proof (2LP)
GET54089-LP
One of the more unsung talents that came out of the Gang Starr Foundation was the Brooklyn-based duo Group Home, consisting of MCs Lil Dap and Melachi The Nutcracker. Dap was first showcased on the Gang Starr posse cut Im The Man, on 1992s Daily Operation; Melachi appeared on Words From The Nutcracker from 1993s Hard To Earn. The early Group Home song So Called Friends was also featured on 1993s now-legendary Gangstarr Foundation Sampler, which also gave the world Jerus Come Clean.
By 1995, Dap and Melachi had paid their dues and finally got their own full-length: Livin Proof. And it was everything that Gang Starr and any true school hip-hop fans could have wanted, produced almost entirely by DJ Premier (with two exceptions: Serious Rap Shit helmed by Guru himself; and 4 Give My Sins, produced by Jay-Z mentor Jaz-O (aka Big Jazz).
Beyond the albums classic singles – Supa Star, Livin Proof and Suspended In Time – there are Premier-overseen classics all over, including The Realness, Inna Citi Life, and Sacrifice. In fact, many Gang Starr scholars agree that the beats on Living Proof are in the Top 5 of all Premier-produced albums – no small boast, but certainly hard to disprove.
2. Inna Citi Life
3. Livin' Proof
4. Serious Rap Shit
5. Suspended In Time
6. Sacrifice
7. Up Against The Wall (Low Budget Mix)
8. 4 Give My Sins
9. Baby Pa
10. 2 Thousand
11. Supa Star
12. Up Against Tha Wall (Getaway Car Mix)
13. Tha Realness


This former Louisville and Nashville line appears to have been either an alternate route or earlier route to the still-active CSX (L&N) mainline from Knoxville to Cartersville, GA via Etowah, TN. This line diverted from the CSX main at Mentor, ran through Louisville, Airline, Marmor, Friendsville, Rega, Dora, and Greenback before rejoining the main at Jena.
It is not known when this line was abandoned, but it apparently was in the mid-1980s.
The line can be followed relatively easily between Mentor and Friendsville. Friendsville has a small historical monument about the railroad, and there are some more bridge abutments in the area. It is difficult to follow the line southwest from there. There is a poorly maintained road called Kiser Station Road that parallels US Route 321 in the area that runs along the former ROW.
Stone bridge piers at Louisville, on the banks of the Tennessee River. Louisville, TN is a settlement and marina, not really a town. Photo by Mike Palmer.
This photo shows the site of the junction at Mentor. The abandoned line curved off to the center right near the brown building in the background. This view is facing southwest. Photo by Mike Palmer.
Always wondered about this line when my parents took me here on their boat. Thank you for the answers.


Find some answers to the most frequently asked questions about Tuff Stuff Sippy Cups.
My cup appears to have some discolouration inside how can I clean this?
We recommend that you hand wash your cup for the best results, however you can use the dishwasher, top shelf only. Also to prevent any build-up of limescale we recommend periodic cleaning with bicarbonate of soda: Put 1 x teaspoon of bicarbonate of soda into steel tumbler. Top up with cold water. Rinse and dry thoroughly.
My Spout tumbler is leaking, why is this?
Make sure that the sealing ring valve is aligned properly and manipulate back into position around the cup lid. Also ensure that your cup is only used for cold liquids.
My Straw tumbler is leaking, why is this?
Make sure that the sealing ring inside is aligned and clicked back into position. The straw also needs to be pulled through the lid until you hear a "click". Also ensure that your cup is only being used for cold liquids.
Are your cups dishwasher safe?
Due to the material of these Tuff Stuff cups they are not suitable for sterilization. They just need a wash in warm soapy water (can be used in the dishwasher, top shelf only) rinsed with clean water and allowed to dry fully before reassembly.
I have lost my valve what can I do?
We have spare parts available so do not worry, simply call us on 1-877-248-6922 or send us an email to arrange for a new part to be sent out to you free of charge.
How do I clean the silicone sealing ring/valve?
Firstly unscrew the lid and remove the ring/valve completely. Wash all parts separately in warm soapy water, then rinse in clean water (or use a dishwasher on the top shelf only) after each use. Additionally, our valves are suitable for steam sterilization (electric or microwave) or boiling (5 minutes) after the washing process.
We suggest allowing the valve to dry fully prior to reassembling if storing the cup away. To reassemble, ensure that the silicone ring is aligned properly within the lid.
Please click on the link below and download the Tuff Stuff Sippy Cups Product Manual.


My daughter is enrolled in Georgia's "Governor's Honor Program" which started this week. The program is highly competitive — my daughter filled out multiple applications, wrote essays, and went through two rounds of interviews. Over 700 high school students from across Georgia attend for four weeks of residential classes on a university campus for free.
At the parent's orientation, we heard from two former GHP students, the Dean of Student Life, the Dean of Residence Halls, the GHP Program Manager, and the Dean of Instruction. It's that last one who really got me.
The program sounds remarkable. No grades, no tests. The Dean of Instruction said she told the teachers to "give these students learning opportunities beyond what's in any high school classroom." Students are only there to learn for learning's sake.
I was thrilled for my daughter, that she was going to have this experience. I was also thrilled as a teacher.
I want to teach in a program whose leadership says, "There is magic in our program. Our program changes lives." Last week, I took my daughter to tour three universities. Our daughter is the youngest of three, so I've attended other prospective student tours at other universities. I've never heard anybody at any of these universities make that kind of claim.
What I gained at GHP is a new definition for what higher education should be about. We need to step up our game.
Entry filed under: Uncategorized. Tags: perception of university, teachers, undergraduate education.
How do we get that "magic in our programs" that changes lives?
I don't think there's a single recipe. The critical part is having that as the goal.
Agreed, start with the goal. Leave it that open ended and then let the local customizations occur. I think too often the model is copy what you see on campus visits to Ivy League schools. If Harvard has a video wall, we need a video wall, etc.
There ARE schools like that and each of us can do our parts to teach without coercion, tests, ranking, and sorting.
It is quite unfortunate that the only kids who get to enjoy learning for its own sake are the ones privileged enough to crush the competition.
One could argue about the standard for determining if an institution actually changes lives, but it is clear that dozens of institutions have adopted this as a goal. I think it is fair to say that these schools do not attempt to copy the Ivy Leagues.
Couldn't agree with you more, Mark, although I would add my normal dash of reckless enthusiasm to encourage us all to strap ourselves to leaky and dangerous rockets of all kinds in our quest for the stars.
The goal is admirable and, I believe, completely achievable but we have to embrace (a) the requirement for great change in many areas and (b) the necessity to be grand in our vision. A tiny increment on an existing system is not a vision. Being prepared to throw everything in the trash and start again? That's bold and visionary and it can be both sane and scientific if we use what we already know to define what has to go and what could replace it.
I'm bold but evidence-based. Glorious visions that stand on clouds alone are far too likely to fail everyone. We have limited resources and we do not want to consume people in our experiments. The educational system already eats people as sacrificial parts, teachers and students alike, to a better system takes stress from people and puts it elsewhere, like any good machine.
I've seen too many programs fall apart under the need to 'fit in' or to not be 'too ambitious'. Worse still is the pull of the familiar – people demanding what they remember as being the educational system they remember, when they dimly remember how they were taught rather than how they learned, forgetting their inspirations and insightful moments in the morass of ribbons, grades and awards for academic compliance.
If I may, we've tried that for many years and the results are… ok… but they're not magical. "Magic in our program"? Those are words I can fight for.


text:
Yangliuqing () is a market town in Xiqing District, in the western suburbs of Tianjin, People's Republic of China. Despite its relatively small size, it has been named since 2006 in the "famous historical and cultural market towns in China".

It is best known in China for creating nianhua or Yangliuqing nianhua. For more than 400 years, Yangliuqing has in effect specialised in the creation of these woodcuts for the New Year.  wood block prints using vivid colourschemes to portray traditional scenes of children's games often interwoven with auspiciouse objects.

, it had 27 residential communities () and 25 villages under its administration.

Shi Family Grand Courtyard

Shi Family Grand Courtyard () is situated in Yangliuqing Town of Xiqing District, which is the former residence of wealthy merchant Shi Yuanshi - the 4th son of Shi Wancheng, one of the eight great masters in Tianjin. First built in 1875, it covers over 6,000 square meters, including large and small yards and over 200 folk houses, a theater and over 275 rooms that served as apartments and places of business and worship for this powerful family. Shifu Garden, which finished its expansion in October 2003, covers 1,200 square meters, incorporates the elegance of imperial garden and delicacy of south garden. Now the courtyard of Shi family covers about 10,000 square meters, which is called the first mansion in North China. Now it serves as the folk custom museum in Yangliuqing, which has a large collection of folk custom museum in Yanliuqing, which has a large collection of folk art pieces like Yanliuqing New Year pictures, brick sculpture.

Shi's ancestor came from Dong'e County in Shandong Province, engaged in water transport of grain. As the wealth gradually accumulated, the Shi Family moved to Yangliuqing and bought large tracts of land and set up their residence. Shi Yuanshi came from the fourth generation of the family, who was a successful businessman and a good household manager, and the residence was thus enlarged for several times until it acquired the present scale. It is believed to be the first mansion in the west of Tianjin.

The residence is symmetric based on the axis formed by a passageway in the middle, on which there are four archways. On the east side of the courtyard, there are traditional single-story houses with rows of rooms around the four sides, which was once the living area for the Shi Family. The rooms on north side were the accountants' office. On the west are the major constructions including the family hall for worshipping Buddha, theater and the south reception room. On both sides of the residence are side yard rooms for maids and servants.

Today, the Shi mansion, located in the township of Yangliuqing to the west of central Tianjin, stands as a surprisingly well-preserved monument to China's pre-revolution mercantile spirit. It also serves as an on-location shoot for many of China's popular historical dramas. Many of the rooms feature period furniture, paintings and calligraphy, and the extensive Shifu Garden.

Part of the complex has been turned into the Yangliuqing Museum, which includes displays focused on symbolic aspects of the courtyards'  construction, local folk art and customs, and traditional period furnishings and crafts.

See also

List of township-level divisions of Tianjin

References

 http://arts.cultural-china.com/en/65Arts4795.html

Towns in Tianjin

redpajama_set_name: RedPajamaWikipedia


telecom costs | InfoStructure - Office Phone, VoIP & Internet | Business Telecommunications.
Cutting costs and increasing productivity is the mantra of most businesses today. Taking advantage of new telecom technologies is a prime way to increase communication and collaboration inside and outside the organization. To take full advantage of your business telephone services consider utilizing SIP Trunking.
In traditional telephony a physical circuit is need to connect the telephone system (PBX) to the public switched telephone network (PSTN). If you have various locations connected to your PBX, you are probably paying for a T1-PRI (Primary Rate Interface) to each, or if your capacity is larger than 23 channels you may have to purchase additional PRI circuits. With SIP trunking you eliminate the need for the physical circuit and receive telephone service over the data network instead; voice simply becomes another service running on your data network. The SIP trunk can carry voice, data and video all at the same time.
There is more to the cost efficiency of SIP trunking. As mentioned above, PRI is sold in increments of 23 but with managed SIP trunks you only pay for the lines or bandwidth that you need and add additional capacity when necessary. SIP trunking can also include all of your local and long distance telephone usage allowing you to predict and control your monthly communication expenses better than ever before.
An added benefit and one that can be crucial, is the disaster recovery capability of SIP Trunking. When utilizing direct trunk overflow you have the ability to transfer inbound calls to an alternate location (phone number). This can be invaluable if for any reason connectivity to the PSTN from a location is lost. This will allow you to continue communicating with your clients and employees until the situation is resolved.
At InfoStructure we know what it takes to leverage the most out of your business communication investment. With our InfoSIP trunking solution you have the flexibility of our national plan or local plan with free installation for either. Check out our FAQ page then contact us for a complete quote or help in determining what solution works best for your objectives.
This entry was posted in Blog, Business VoIP, SIP Trunking & VoIP, Telecommunications, Unified Communications and tagged Business telephone service, SIP, telecom costs, telecom expenses, telephone expenses, VoIP on December 12, 2012 by Nicole.


Silver Spoon Entertainment - Live Event Excellence Since 1995!: Lovely Day!
The Seeboth Urban Event Destination in Milwaukee was the site of Craig & Jackie's beautiful wedding reception! It was the second time this year we've had the pleasure of celebrating in this unique venue, and everyone went all out for our bride and groom's big day! Guests enjoyed cocktails and appetizers as we waited anxiously for the arrival of our newlyweds. Dinner kicked off with some unforgettable speeches from the wedding party, and a touching thank you from Craig to all of the guests. The dance floor was packed from the first dance to the last, and we had a blast with this amazing group of people! Big thanks to our caterers, Sarah, Alex, and everyone at The Seeboth who did an fantastic job behind the scenes. Congrats to the new Mr. & Mrs. H.!


text:
Message from Chief Raymond
Department Fact Sheet
Command Staff Bio's
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Civilian Support Staff BIO's
Citizen Police Academy
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Sergeant Matt Peters
Sergeant Matthew Peters started his law enforcement career with the Mendota Police Department in 2005 then transferred to the Peru Police Department in January of 2008.
In 2009, Sergeant Peters was assigned to the position of general case detective in the Investigations division. He served in this position until 2012.
In 2014, Sergeant Peters was assigned to the K-9 Unit and remains in this position. He is paired with a German shepherd dog named Miko.
He is a certified pistol and rifle instructor, car seat technician and a certified bicycle officer. He is also a member of the Peru Emergency Response Team that is a specially trained response team deployed for high-risk search warrants and other call outs requiring specialized tactics.
Sergeant Peters attended Illinois Valley Community College and served in the Illinois Army National Guard and the United States Army.
Sergeant Peters loves spending his off time with his wife and enjoys camping, fishing, and many other outdoor activities.
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An Englishman in Colombia: Not one of my better days!
Not one of my better days!
Thought I was doing too well today, having been woken at 5am by car alarms going off, I got up and caught up with my mail, then gave myself a haircut, before my shower and breakfast.
After breakfast, it was house cleaning, and loading the washing machine. Having completed those chores it was time to start lunch, and there was no lunch... just a disaster, how can you go wrong with grilled chicken with gravy and rice, I managed it!!!! One of the problems here is that they do not have gravy, if the meal is going to be on the dry side, you have a bowl of soup alongside, and that supplements the food, however I like my gravy, so made some, only it went wrong, and although thick, was full of lumps of flour. On top of that Marcela asked for fried platano, and I was not wearing a shirt, lifted the lid of the frying pan, and the damn things spat at me, hot fat on my stomach arm and face, so I was not in the best of moods, and if I had not been hungry, I think it would have all gone in the bin. I'll give Marcela credit for keeping a straight face, until we had finished, then she burst out laughing.
This afternoon, I think we are going to the pool, before the next thunderstorm rolls in!


Online today, there are numerous people who call themselves as website design pros and. A couple of individuals do it just for amusement, as a recreation action or low support. Website experts or architects that arrangement full-time are the general populations to fall for. There are people who do website outline, who have no formal planning. However, for long term project, finding the best website design company is important. Regardless of your business, whether you are a commercial contractor in Florida, a local compounding pharmacy, or a mobile service-based company, you need a website that will perform. How can you pick them? Follow the below-given tips.
The website design firm or digital marketing company that you choose for your wander should have appropriate involvement. In case you may need them to design an online business web page, it is best to pick a website pro who has electronic business destinations in their portfolio. Your website arrangement association should be set up to introduce a suggestion for your webpage stretch out close by understanding. Be cautious with associations who don't give you a formal contract. The assertion should outline decisively what the website design agency will do and to what degree it will take the cost, and what you have agreed to supply.
Does the web advancement organization have an overhaul package? Like air purifiers west palm beach, you gotta make sure things are clean. You ought to understand that after your site has been made, now and again you will require updates. Potentially they will be little, maybe not. In case the website design association you are picking does not have an upgrade package, you should get some information about the cost of updates after the hidden arrangement.


What causes medical errors? The Joint Commission, which accredits the majority of hospitals in this country and some nursing homes and other facilities, analyzes the root causes of sentinel or critical events. Miscommunication is the most common cause of patient injury or death. SBAR (Pronounced S-Bar) is a formalized method of communicating with other healthcare practitioners that is sweeping the country. Its use is spreading within hospitals, and may soon become so commonplace that it will be recognized as close to, if not a standard of care.
SBAR was developed by Kaiser Permanente of Colorado and has been increasingly adopted by hospitals through the United States. SBAR is used to report to a healthcare provider a situation that requires immediate action, to define the elements of a handoff of a patient from one caregiver to another, such as during transfers from one unit to another or during shift report, and in quality improvement reports. Liability issues may surround the communication that occurred in any clinical situation, but particularly when unexpected changes in a patient's condition occur. It is often difficult to determine what the health care prescriber (physician, physician assistant, nurse practitioner) was told. An inexperienced or fatigued nurse may omit specific important information. One of the goals of SBAR is to provide a structure for such communication. The elements of SBAR are explained below and applied to contacting a prescriber.
Situation: When calling a healthcare provider to report a change in the patient's condition, the nurse identifies his or her name and unit, the name and room number of the patient, and the problem. The nurse describes what is happening at the present time that has warranted the SBAR communication.
Background: The nurse includes relevant background information specific to the situation. For example, this could include the patient's diagnosis, his mental status, current vital signs, complaints, pain level, and physical assessment findings.
Assessment: This step of the communication provides the nurse with the opportunity to offer an analysis of the problem. If the situation is unclear, the nurse tries to isolate the problem to the body system that might be involved and describes the seriousness of the problem. This may be challenging for some nurses because many have been conditioned to hold back the results of their critical thinking skills. Some facilities use the assessment step to convey more extensive data about the patient, such as changes from prior assessments.
Note any mention of SBAR communication in the medical record.
In a nursing or medical negligence claim, inquire if the facility has adopted the use of SBAR. If so, ask to see the materials used to educate the staff, and for any policies or procedures that may exist relating to SBAR communication.
Med League locates nursing and physician experts, retrieves articles supporting the standard of care, prepares timelines, chronologies, & other exhibits.


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