This document provides an overview of biblical Hebrew ???????? verbs. It begins with introductions and definitions, then presents the basic verb patterns of the ???????? in perfect, imperfect, imperative, infinitive, and participle forms. Key identification features are the prefixed ? and the distinctive i-class vowel in the second root letter. Various forms are demonstrated with the root ???. The document concludes with credits for images used.
This document provides an overview of the hif'il verb form in Biblical Hebrew. It begins with introductions and checks of prerequisite knowledge. Then it outlines the basic patterns of the hif'il verb, including its distinctive prefixed u-class vowel. Examples are given of how to recognize the hif'il in the perfect, imperfect, and participles. Notable variations for certain root types are also explained. The goal is to supplement classroom learning about this infrequent but important verb form.
The document provides an overview of the hitpa'el verb form in Biblical Hebrew. It begins with an introduction and table of contents. It then discusses key aspects of recognizing hitpa'el verbs such as their distinctive prefix, patterns in the perfect, imperfect, and participle forms, and exceptions like the hishtaphel verb form. Special attention is given to differentiating between similar looking forms that must be understood contextually. The document aims to supplement classroom learning on this grammatical concept.
This document provides an overview of pu'al verbs in Biblical Hebrew. It begins with introductions and checks readiness on Hebrew verb forms. It then explains that pu'al verbs are passive counterparts to pi'el verbs, with the subject receiving rather than doing the action. The basic patterns of the pu'al perfect, imperfect, and masculine participle are presented. Finally, it discusses recognizing pu'al verbs based on characteristics like the root 1 vowel and root 2 stress, and notes rare or unused forms.
This document provides an overview of the Hebrew "l" passive verb forms, including the common "l" passive participle and more rare "l" passive perfect and imperfect forms. It explains that all "l" passive forms have u-class vowels, though in different positions, and discusses distinguishing characteristics for each form such as the placement of daghesh and vowel changes. The document is intended to supplement classroom learning on this grammar topic.
This document provides notes for an Arabic class. It covers various Arabic grammar topics including the particle of emphasis ?????????, sisters of ?????????, and the interrogative word ?????????. It also includes revision history detailing the authors and updates made to the document over time. The notes are meant to be distributed freely to help teach Arabic.
Prepositions express spatial and directional relationships and can subtly alter a sentence's meaning if used incorrectly. Preposition errors occur when the chosen preposition does not match the intended meaning, such as comparing someone "with" rather than "to" another entity, or complying "to" instead of "with" regulations. Changing a preposition in a sentence can significantly change the meaning conveyed.
From Structural Syntax to Constructive Adpositional GrammarsFederico Gobbo
?
1) The document discusses Constructive Adpositional Grammars (CxAdGs), a new approach to dependency grammar developed by Federico Gobbo and Marco Benini.
2) CxAdGs are based on the work of Lucien Tesni¨¨re and use binary trees called "adtrees" rather than Tesni¨¨re's unary trees to represent grammatical relationships.
3) CxAdGs incorporate Tesni¨¨re's concepts of valency and the dependency triple but define dependency as a type of connection rather than a distinct concept. They also use grammar characters and information prominence.
A stemming algorithm reduces inflected words to their word stem or root form. It works by removing suffixes and endings while trying to leave the stem in a familiar form. Developing a good stemming algorithm requires understanding the language's grammar, morphology, and common word forms. The algorithm is built incrementally and rules are evaluated based on whether they improve or degrade search performance across a test vocabulary. Irregular forms and stopwords also need to be handled.
This document provides notes on parts of speech in English and Arabic, the Arabic alphabet, Arabic vowel signs, indefinite and definite nouns in Arabic, the demonstrative pronouns "this" and "that" in Arabic. It covers topics like the three main parts of speech in Arabic being nouns, verbs and particles. It explains the 28 consonants in the Arabic alphabet and the three short vowels - dammah, fathah and kasrah. It also discusses how indefinite nouns are indicated by tanwin and definite nouns by alif lam. Finally, it provides details on the demonstrative pronouns "this" and "that" in Arabic and notes they are definite and masculine.
This document analyzes personal enclitics in Modern Uyghur. It finds that there are three types of person marking:
1) Type A uses only personal pronouns like "mana" (just here).
2) Type B allows either personal pronouns or enclitics, with no priority.
3) Type C obligatorily includes enclitics even if pronouns are present.
It determines that Type B predicates can be complements of the verb "bol-" (to become), while Type C predicates cannot. The type of person marking depends on whether the predicate can be a complement of "bol-", not on predicate structure.
This document provides an overview of glue semantics, a theory of the syntax-semantics interface of natural language that uses linear logic for meaning composition. Glue semantics distinguishes between a meaning logic for semantic representations and a glue logic for specifying how chunks of meaning are assembled. It discusses how linear logic is well-suited for modeling linguistic resources and applications of glue semantics, including examples using lexical functional grammar. The document also covers identity criteria for proofs in glue semantics through lambda equivalence and the Curry-Howard isomorphism.
This document outlines the basic grammar rules for nouns, articles, pronouns, and conjunctions in English.
It discusses the differences between countable and uncountable nouns, plural forms of nouns, noun possession (possessive case), and the functions of nouns in sentences.
The roles of definite and indefinite articles are explained. Exceptions and common usages without articles are also covered. Finally, the document introduces different types of pronouns like personal pronouns, possessive pronouns, reflexive pronouns, and demonstrative pronouns.
This homework sheet provides Mrs. Levine's second grade class with assignments for the week of April 9th. It includes a field trip to the Dali Museum on Wednesday. The sheet outlines daily reading, math, spelling, phonics, writing and Wordly Wise assignments. It also provides login information and practice links for Spanish class.
This document summarizes research on the antipassive construction in West Greenlandic. It discusses two main views on the antipassive: 1) that it is derived from the transitive verb or 2) that both the transitive and antipassive constructions are basic. The document finds that in West Greenlandic, some verbs support the first view as they contain a transitivizing morpheme within the antipassive morpheme, while other verbs show the morphemes are in complementary distribution, supporting the second view. It also argues against analyzing the antipassive as a nominal affix, finding it behaves as a verbal affix. In conclusion, it finds West Greenlandic provides empirical support for both
Structure of English: Constituents and functionsJunnie Salud
?
Here are the subjects and predicates of the sentences:
a. Subject: Her memory for names and dates
Predicate: was a constant source of amazement to him
b. Subject: The prune fritters
Predicate: left something to be desired
c. Subject: There
Predicate: are too many uninvited guests here
d. Subject: Only six of the thirty domino-toppling contestants
Predicate: came properly equipped
e. Subject: It
Predicate: was Lydia who finally trapped the pig
f. Subject: The fact that you received no birthday greetings from Mars
Predicate: doesn?t mean that it is uninhab
The document outlines 20 different sentence patterns that can be used when writing, including compound sentences, sentences with series, repetitions, modifiers, inversions, and combinations of patterns. Common structures include sentences joined by coordinating conjunctions; sentences containing lists, pairs, or internal series; and sentences beginning with participial phrases, prepositional phrases, or inverted word order. The various patterns provide tools for creating interesting and engaging sentence structure in writing.
This document provides an overview of biblical Hebrew ? ?&??????verbs. ? ?&??????verbs typically describe something happening to the subject and are often passive or reflexive. They are recognized by a prefixed ? ??in the perfect, and a distinctive ? ????????in the imperfect that indicates the "missing" ?.?? Examples of the basic patterns are given to illustrate the forms of the ? ?&??????verb. Guidelines are then provided for recognizing the ? ?&??????verb in
This document provides an overview of ?????? verbs in Biblical Hebrew. It begins with introductory sections on abbreviations and how to use ?????? verbs. The main sections discuss recognizing ?????? verbs based on their form, and forming ?????? verbs by applying the correct prefixes, suffixes and vowel patterns. Key aspects are the presence of a dagesh in the second root letter and variations caused by gutturals or resh in the root.
Arabic grammar 1: Basics on nouns that any Classical Arabic and/or Modern Standard Arabic learner should know to be prepared for future grammar studies.
GR 4 Unit 1 Reading Foundation Syllables-2.pptDonitaInmenzo1
?
The document discusses different types of syllables including closed syllables, open syllables, vowel team syllables, r-controlled syllables, and consonant-le syllables. It provides examples of words that demonstrate each syllable type and instructs readers to use their knowledge of syllable types to decode unfamiliar multi-syllabic words. Readers are given a quick quiz to test their understanding of r-controlled syllables.
The document discusses groups of trilateral Arabic verbs. It provides 5 groups of verbs with the same pattern. Each group lists example verbs that fit the pattern and their English translations. It also discusses the most common patterns of Arabic verbs and provides examples for each pattern. The purpose is to teach the learner the different patterns of Arabic verbs and examples to help with memorization and understanding.
The document provides an outline for a second semester Spanish grammar book. It includes sections on verb tenses and moods such as the imperfect, preterite, stem-changing verbs, modal verbs, the progressive tense, future, conditional, and commands. Other sections cover topics like adverbs, irregular verbs, superlatives, pronouns as objects of prepositions, and demonstrative adjectives.
The document provides information about Spanish grammar topics including:
1. Nationalities and stem changing verbs
2. Para and indirect object pronouns
3. Gustar and object pronoun placement
4. Affirmative and negative words, and superlatives
5. Reflexive verbs and affirmative and negative t¨² commands
The document discusses common errors in English writing, including run-on sentences, fragmentary sentences, faulty parallelism, misplaced modifiers, and dangling modifiers. It provides examples of each error type and methods for correcting them, such as using punctuation, joining words, and restructuring sentences.
1. The document provides instruction on Spanish grammar concepts including pronoun placement, nationalities, stem-changing verbs, indirect object pronouns, reflexive verbs, affirmative and negative commands, and sequencing events.
2. It explains rules for attaching object pronouns to verbs, conjugations of stem-changing verbs like jugar and contar, forms of the indirect object pronouns, and how to form reflexive verbs.
3. Affirmative and negative commands are discussed, including how to change the verb form and attach object pronouns for both regular and irregular verbs.
This document provides an overview of nouns in Arabic. It explains that Arabic words can be nouns, verbs, or particles. It then discusses the different types of nouns like proper nouns, nouns with al- defined by, and possessive nouns. The document also covers how to identify a noun based on features like tanween endings or prepositions. Finally, it distinguishes between definite and indefinite nouns, as well as conjugated nouns that change form versus nouns that have one consistent form like pronouns.
Adverbials and other related matters work 2015Viana Nacolonha
?
This document discusses adverbials and related grammatical concepts. It defines adverbials as words, phrases, or clauses that modify verbs or adjectives by providing additional information about aspects like time, place, manner, etc. There are different types of adverbials including prepositional phrases, adverb phrases, and noun phrases. Adverbials can function as adjuncts within the verb phrase by giving optional extra information. The document also discusses the levels of the verb phrase, the mobility of adverbials, phrasal verbs, and ellipsis.
This document provides information on grammar topics in Spanish, including nationalities, stem-changing verbs, para, object pronouns, gustar, affirmative and negative words, superlatives, reflexive verbs, commands, and sequencing events. It defines terms, gives examples, and explains how to conjugate and use different parts of speech in Spanish, like verbs, pronouns, and adjectives.
This document discusses different parts of speech and phrases in English syntax, including adjectives and adjective phrases, adverbs and adverb phrases, prepositions and prepositional phrases, and verbs and verb phrases. It provides examples and rules for each type. Adjectives modify nouns, adverb phrases can modify verbs, adjectives, or whole sentences, and prepositional phrases function as part of the predicate. There are different classes of verbs including transitive, intransitive, and ditransitive verbs that take different types of objects.
1. This document provides vocabulary and grammar lessons in Spanish, covering topics such as nationalities, stem-changing verbs, para, object pronouns, gustar, superlatives, reflexive verbs, commands, and sequencing events.
2. Details are given on forming superlative adjectives, using reflexive verbs and pronouns, giving affirmative and negative commands, and expressing preferences with gustar.
3. Examples are provided to illustrate concepts like placing object pronouns, forming irregular commands, and using terms like primero to sequence events.
This document provides notes on parts of speech in English and Arabic, the Arabic alphabet, Arabic vowel signs, indefinite and definite nouns in Arabic, the demonstrative pronouns "this" and "that" in Arabic. It covers topics like the three main parts of speech in Arabic being nouns, verbs and particles. It explains the 28 consonants in the Arabic alphabet and the three short vowels - dammah, fathah and kasrah. It also discusses how indefinite nouns are indicated by tanwin and definite nouns by alif lam. Finally, it provides details on the demonstrative pronouns "this" and "that" in Arabic and notes they are definite and masculine.
This document analyzes personal enclitics in Modern Uyghur. It finds that there are three types of person marking:
1) Type A uses only personal pronouns like "mana" (just here).
2) Type B allows either personal pronouns or enclitics, with no priority.
3) Type C obligatorily includes enclitics even if pronouns are present.
It determines that Type B predicates can be complements of the verb "bol-" (to become), while Type C predicates cannot. The type of person marking depends on whether the predicate can be a complement of "bol-", not on predicate structure.
This document provides an overview of glue semantics, a theory of the syntax-semantics interface of natural language that uses linear logic for meaning composition. Glue semantics distinguishes between a meaning logic for semantic representations and a glue logic for specifying how chunks of meaning are assembled. It discusses how linear logic is well-suited for modeling linguistic resources and applications of glue semantics, including examples using lexical functional grammar. The document also covers identity criteria for proofs in glue semantics through lambda equivalence and the Curry-Howard isomorphism.
This document outlines the basic grammar rules for nouns, articles, pronouns, and conjunctions in English.
It discusses the differences between countable and uncountable nouns, plural forms of nouns, noun possession (possessive case), and the functions of nouns in sentences.
The roles of definite and indefinite articles are explained. Exceptions and common usages without articles are also covered. Finally, the document introduces different types of pronouns like personal pronouns, possessive pronouns, reflexive pronouns, and demonstrative pronouns.
This homework sheet provides Mrs. Levine's second grade class with assignments for the week of April 9th. It includes a field trip to the Dali Museum on Wednesday. The sheet outlines daily reading, math, spelling, phonics, writing and Wordly Wise assignments. It also provides login information and practice links for Spanish class.
This document summarizes research on the antipassive construction in West Greenlandic. It discusses two main views on the antipassive: 1) that it is derived from the transitive verb or 2) that both the transitive and antipassive constructions are basic. The document finds that in West Greenlandic, some verbs support the first view as they contain a transitivizing morpheme within the antipassive morpheme, while other verbs show the morphemes are in complementary distribution, supporting the second view. It also argues against analyzing the antipassive as a nominal affix, finding it behaves as a verbal affix. In conclusion, it finds West Greenlandic provides empirical support for both
Structure of English: Constituents and functionsJunnie Salud
?
Here are the subjects and predicates of the sentences:
a. Subject: Her memory for names and dates
Predicate: was a constant source of amazement to him
b. Subject: The prune fritters
Predicate: left something to be desired
c. Subject: There
Predicate: are too many uninvited guests here
d. Subject: Only six of the thirty domino-toppling contestants
Predicate: came properly equipped
e. Subject: It
Predicate: was Lydia who finally trapped the pig
f. Subject: The fact that you received no birthday greetings from Mars
Predicate: doesn?t mean that it is uninhab
The document outlines 20 different sentence patterns that can be used when writing, including compound sentences, sentences with series, repetitions, modifiers, inversions, and combinations of patterns. Common structures include sentences joined by coordinating conjunctions; sentences containing lists, pairs, or internal series; and sentences beginning with participial phrases, prepositional phrases, or inverted word order. The various patterns provide tools for creating interesting and engaging sentence structure in writing.
This document provides an overview of biblical Hebrew ? ?&??????verbs. ? ?&??????verbs typically describe something happening to the subject and are often passive or reflexive. They are recognized by a prefixed ? ??in the perfect, and a distinctive ? ????????in the imperfect that indicates the "missing" ?.?? Examples of the basic patterns are given to illustrate the forms of the ? ?&??????verb. Guidelines are then provided for recognizing the ? ?&??????verb in
This document provides an overview of ?????? verbs in Biblical Hebrew. It begins with introductory sections on abbreviations and how to use ?????? verbs. The main sections discuss recognizing ?????? verbs based on their form, and forming ?????? verbs by applying the correct prefixes, suffixes and vowel patterns. Key aspects are the presence of a dagesh in the second root letter and variations caused by gutturals or resh in the root.
Arabic grammar 1: Basics on nouns that any Classical Arabic and/or Modern Standard Arabic learner should know to be prepared for future grammar studies.
GR 4 Unit 1 Reading Foundation Syllables-2.pptDonitaInmenzo1
?
The document discusses different types of syllables including closed syllables, open syllables, vowel team syllables, r-controlled syllables, and consonant-le syllables. It provides examples of words that demonstrate each syllable type and instructs readers to use their knowledge of syllable types to decode unfamiliar multi-syllabic words. Readers are given a quick quiz to test their understanding of r-controlled syllables.
The document discusses groups of trilateral Arabic verbs. It provides 5 groups of verbs with the same pattern. Each group lists example verbs that fit the pattern and their English translations. It also discusses the most common patterns of Arabic verbs and provides examples for each pattern. The purpose is to teach the learner the different patterns of Arabic verbs and examples to help with memorization and understanding.
The document provides an outline for a second semester Spanish grammar book. It includes sections on verb tenses and moods such as the imperfect, preterite, stem-changing verbs, modal verbs, the progressive tense, future, conditional, and commands. Other sections cover topics like adverbs, irregular verbs, superlatives, pronouns as objects of prepositions, and demonstrative adjectives.
The document provides information about Spanish grammar topics including:
1. Nationalities and stem changing verbs
2. Para and indirect object pronouns
3. Gustar and object pronoun placement
4. Affirmative and negative words, and superlatives
5. Reflexive verbs and affirmative and negative t¨² commands
The document discusses common errors in English writing, including run-on sentences, fragmentary sentences, faulty parallelism, misplaced modifiers, and dangling modifiers. It provides examples of each error type and methods for correcting them, such as using punctuation, joining words, and restructuring sentences.
1. The document provides instruction on Spanish grammar concepts including pronoun placement, nationalities, stem-changing verbs, indirect object pronouns, reflexive verbs, affirmative and negative commands, and sequencing events.
2. It explains rules for attaching object pronouns to verbs, conjugations of stem-changing verbs like jugar and contar, forms of the indirect object pronouns, and how to form reflexive verbs.
3. Affirmative and negative commands are discussed, including how to change the verb form and attach object pronouns for both regular and irregular verbs.
This document provides an overview of nouns in Arabic. It explains that Arabic words can be nouns, verbs, or particles. It then discusses the different types of nouns like proper nouns, nouns with al- defined by, and possessive nouns. The document also covers how to identify a noun based on features like tanween endings or prepositions. Finally, it distinguishes between definite and indefinite nouns, as well as conjugated nouns that change form versus nouns that have one consistent form like pronouns.
Adverbials and other related matters work 2015Viana Nacolonha
?
This document discusses adverbials and related grammatical concepts. It defines adverbials as words, phrases, or clauses that modify verbs or adjectives by providing additional information about aspects like time, place, manner, etc. There are different types of adverbials including prepositional phrases, adverb phrases, and noun phrases. Adverbials can function as adjuncts within the verb phrase by giving optional extra information. The document also discusses the levels of the verb phrase, the mobility of adverbials, phrasal verbs, and ellipsis.
This document provides information on grammar topics in Spanish, including nationalities, stem-changing verbs, para, object pronouns, gustar, affirmative and negative words, superlatives, reflexive verbs, commands, and sequencing events. It defines terms, gives examples, and explains how to conjugate and use different parts of speech in Spanish, like verbs, pronouns, and adjectives.
This document discusses different parts of speech and phrases in English syntax, including adjectives and adjective phrases, adverbs and adverb phrases, prepositions and prepositional phrases, and verbs and verb phrases. It provides examples and rules for each type. Adjectives modify nouns, adverb phrases can modify verbs, adjectives, or whole sentences, and prepositional phrases function as part of the predicate. There are different classes of verbs including transitive, intransitive, and ditransitive verbs that take different types of objects.
1. This document provides vocabulary and grammar lessons in Spanish, covering topics such as nationalities, stem-changing verbs, para, object pronouns, gustar, superlatives, reflexive verbs, commands, and sequencing events.
2. Details are given on forming superlative adjectives, using reflexive verbs and pronouns, giving affirmative and negative commands, and expressing preferences with gustar.
3. Examples are provided to illustrate concepts like placing object pronouns, forming irregular commands, and using terms like primero to sequence events.
The document discusses different types of morphemes and their roles in word structure. It defines morphemes as the minimal units of morphology. There are two main types of morphemes: free morphemes, which can stand alone as words, and bound morphemes, which cannot stand alone and must be attached to other morphemes. Bound morphemes are further divided into derivational morphemes, which can change a word's class, and inflectional morphemes, which indicate grammatical categories like number or tense. The document also discusses roots, affixes, and combining forms as the main components that make up words.
1. The document outlines key grammar points in Spanish including verb conjugations, stem changers, reflexives, impersonal "se", diphthongs, irregular verbs, and tenses like present, preterite, imperfect, and future.
2. It provides examples and explanations of concepts like saber vs conocer, SER vs ESTAR, and irregular verb sets like "La cucaracha" verbs.
3. Key verb types are defined like stem changers, irregulars with -go, -zco and -oy endings, and "snake" and "snakey" verbs that change roots or add y in the third person.
1. The document provides instruction on Spanish grammar concepts including pronoun placement, nationalities, stem-changing verbs, indirect object pronouns, reflexive verbs, affirmative and negative commands, and superlatives.
2. It explains how to form reflexive verbs, affirmative and negative commands, and superlatives. Examples are provided to demonstrate concepts like pronoun placement with commands.
3. Sequencing events in Spanish is discussed, including terms like primero, entonces, luego, despu¨¦s, por fin that indicate the order in which things occurred. Time phrases with por, la ma?ana, la tarde and la noche are also addressed.
This document provides information about prepositional phrases. It begins by defining what a prepositional phrase is - a preposition followed by a noun or pronoun. Examples of common prepositional phrases are given. Clues for identifying prepositional phrases are outlined, such as the prepositional phrase including a preposition and noun/pronoun, and the phrase still making sense if removed from the sentence. Different types of prepositional phrases are described - adjectival phrases modify nouns/pronouns, while adverbial phrases modify verbs, adjectives or other adverbs. Examples of each type are given. The document concludes by noting that noun phrases will be covered in the next class.
The document discusses various Spanish grammar concepts including:
1. The conditional tense and irregular conditional forms using verbs like hablar and comer.
2. Compound tenses like the present perfect and irregular forms using verbs like abrir.
3. Other verb tenses and forms such as the subjunctive imperfect, impersonal voice using se, commands, and differences between saber and conocer.
4. Uses of object pronouns and how they are placed in affirmative and negative commands.
5. Trigger words that indicate the subjunctive tense should be used.
This document is the first lesson of a Biblical Hebrew tutorial. It introduces the Hebrew alphabet by providing the names and phonetic values of each consonant and vowel. For each letter, it gives examples of how it is pronounced within a word. The lesson is divided into four parts that cover the consonants, vowels, explanations of consonants and vowels. It aims to teach students to properly write and pronounce Biblical Hebrew.
Searching the Scriptures (Without Google¡¯s Help)Chris Heard
?
In many colleges and universities, we have already reached the point where a student¡¯s (or professor¡¯s!) first impulse when confronted with a desire for new information is to ¡°Google it.¡± With the increasing power of small mobile computing devices like smartphones and tablets, students are rarely more than a few taps away from whatever online information sources they choose to access. The ubiquity of Google searches poses at least two specific challenges for biblical studies courses: (i) it enables students to rely more heavily than ever on secondary sources rather than primary sources, and (ii) it conditions students to rely less on memory and more on quick access to indexed information. Using a digital Bible instead of a paper Bible can accommodate and even ¡°redeem¡± the second challenge while somewhat counterbalancing the first. In this presentation, I will describe how I have leveraged the ubiquity of smart devices to teach and test digital Bible search skills in ¡°Religion 101: The History and Religion of Israel.¡± I will share specific apps and exercises used to help students climb the ¡°scaffold¡± from Bible search novices to more skilled navigators of digital Bibles. Originally presented to the Academic Teaching and Biblical Studies unit of the Society of Biblical Literature at the Society¡¯s Annual Meeting in Baltimore, Maryland, November 2013.
Genesis in Medieval Christian ScholarshipChris Heard
?
During the Middle Ages, Christian scholars sought to preserve the insights and teachings of the church fathers. In doing so, they also invented new forms of biblical commentary. This presentation introduces viewers to these developments. It¡¯s intended for early-stage undergraduate students with minimal prior background in Christian studies, medieval studies, or biblical studies. Suggestions from colleagues with expertise in this field are most welcome. (A related presentation on ¡°Genesis in Medieval Christian Creativity¡± is in the works.)
The Bible in Medieval Jewish CreativityChris Heard
?
In the Middle Ages, reception of the Bible among Jews wasn¡¯t limited to ¡°professional¡± interpreters. Poets and visual artists put the Bible to use in their own creative media. This presentation introduces viewers to some of the trends in medieval Jewish creativity. It¡¯s intended for early-stage undergraduate students with minimal prior background in Jewish studies, medieval studies, or biblical studies. Suggestions from colleagues with expertise in this field are most welcome. (I¡¯m aware that the presentation needs much more in the way of visual art; this is an incomplete draft released to students under time pressure.)
The Bible in Medieval Jewish ScholarshipChris Heard
?
This document provides a brief overview of Jewish biblical interpretation and scholarship during the Middle Ages. It discusses key Jewish scholars such as Saadia Gaon, Rashi, Ibn Ezra, Maimonides, Nachmanides, and Gersonides who developed new approaches to interpreting the Bible literally (peshat) and non-literally (derash) in response to Karaite rejection of rabbinic tradition and Islamic influences. The document also notes how Jewish learning flourished during this time in the Islamic world and Christian Europe, interacting with emerging Islam and ongoing Christian-Muslim struggles over territories.
Digital Tools with AI for e-Content Development.pptxDr. Sarita Anand
?
This ppt is useful for not only for B.Ed., M.Ed., M.A. (Education) or any other PG level students or Ph.D. scholars but also for the school, college and university teachers who are interested to prepare an e-content with AI for their students and others.
How to use Init Hooks in Odoo 18 - Odoo ºÝºÝߣsCeline George
?
In this slide, we¡¯ll discuss on how to use Init Hooks in Odoo 18. In Odoo, Init Hooks are essential functions specified as strings in the __init__ file of a module.
The Constitution, Government and Law making bodies .saanidhyapatel09
?
This PowerPoint presentation provides an insightful overview of the Constitution, covering its key principles, features, and significance. It explains the fundamental rights, duties, structure of government, and the importance of constitutional law in governance. Ideal for students, educators, and anyone interested in understanding the foundation of a nation¡¯s legal framework.
Prelims of Rass MELAI : a Music, Entertainment, Literature, Arts and Internet Culture Quiz organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025.
SOCIAL CHANGE(a change in the institutional and normative structure of societ...DrNidhiAgarwal
?
This PPT is showing the effect of social changes in human life and it is very understandable to the students with easy language.in this contents are Itroduction, definition,Factors affecting social changes ,Main technological factors, Social change and stress , what is eustress and how social changes give impact of the human's life.
Finals of Rass MELAI : a Music, Entertainment, Literature, Arts and Internet Culture Quiz organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025.
7. Remember that certain patterns
can create predictable variations.
This slideshow focuses on core
patterns. It does not illustrate every
possible variation.
7
9. Using ? ?????????Verbs
The ? ?????????is the second most
frequently used ? ???*?)??in the .????0??
(after ? .)3??The .? ???0??contains over
9,300 instances of verbs in ?.?????????
9
10. Verbs in ? ?????????are active, and
often transitive (taking direct
objects).
10
11. Verbs in ? ?????????often describe
some sort of change that the
subject imposes on an object.
Therefore, you may hear the
? ?????????described as ¡°causative.¡±
11
12. When the same ? ??5??is used in
both ? 3??and ? ,?????????the ?3??
version often means ¡°to do
such-and-such¡± and the ??????????
version means ¡°to make
[someone] do such-and-such.¡±
12
13. However, this is only a trend,
not a hard-and-fast rule, so
you should learn each verb¡¯s
particular use in the ?.?????????
13
14. The Basic Patterns
Memorize the following basic
patterns first, and then we¡¯ll
go through the specifics.
14
15. .????????? He threw (3ms perfect)
.??0?????? He will throw (3ms imperfect)
.???????? Throw! (ms imperative)
.????????? To throw (infinitive)
.????????? Throwing (ms participle)
15
16. Recognizing ? ?????????Verbs
You can tell from the name
¡°? ¡±?????????that the most noticeable
sign of this ? ???*?)??is a prefixed ¨C?.??
16
17. However, that ¨C? ??won¡¯t be
visible in the imperfect and
participle forms, so you¡¯ll need
to learn a few other ? ?????????traits.
17
18. Alert! When a ? ?????????verb
has no suffix or a vowel as
a suffix, its R2 will have a
distinctive ?.???5????????
18
19. However, when a ? ?????????verb has
a suffix that starts with a consonant,
R2¡¯s distinctive ? ???5????????will
become a different vowel, usually
a ? ???=??in the perfect and a ? ??@??in
other forms.
19
20. Therefore, you mustn¡¯t rely
on R2¡¯s distinctive ????5????????
to identify ? ?????????verbs.
20
21. Recognizing the ? ?????????Perfect
If you see a verb with a
perfect suffix and a ¨C????
prefix, it¡¯s probably a
? ?????????perfect.
21
22. Just make sure the prefix
is really ¨C?? ??and not ¨CB? ,????to
avoid confusing the ??????????
with the ???????B?.????
22
23. The ? ?????????perfect¡¯s prefix
usually appears as ¨C?? ,??but
can also be ¨C??( ??if R2 is ? )??or
¨C??( ??if R2 is ?.)??
23
24. ?????G????
????? ?
The prefixed ???
The suffix ???????????? ? with an i-class
indicates
???????? ??
? ?
? ???? ? vowel indicates
a perfect.
a ?.?????????
???????? ??
????? ?
24
25. ????? ??G????
? ?
The prefixed ???
The suffix ??? ? ???????
????? with an i-class
indicates
???????????
? ? vowel indicates
a perfect.
a ?.?????????
?????????????
??
25
26. Recognizing the ? ?????????Imperfect
If?a verb has an imperfect prefix with
an a-class vowel (usually ? )???=??and R2
has an i-class vowel (usually ????5????????
or ? ,??@??depending on the suffix), you
have a ? ?????????imperfect.
26
27. ?? ???????
???? ? ?
The affixes ?? ????
?????G??? ? The prefix¡¯s ????=??
indicate an and R2¡¯s i-vowel
imperfect. ? ?? ????
?????????? ? ? indicate a ?.?????????
???????? ??
?? ???
? ?
27
28. Recognizing the ? ?????????Imperative
If a verb starts with?¨C?? ??but
otherwise looks like a 2fs, 2mp,
or 2fp ? ?????????imperfect, it¡¯s a
? ?????????imperative with the
same gender and number.
28
29. Almost the same goes for the ms
imperative, but in addition to the ¨C????
prefix, the ms imperative has a ???@??
where the 2ms imperfect has ?:???5????????
?????G????
????? 2ms ? ?????????imperfect
????G????
? ? ms ? ?????????imperative
29
30. Alert! The ???????O? ??imperative also
starts with a prefixed -?? ,??but the
forms are otherwise distinctive:
????????
?? ? ms ???????O? ??imperative
?????G????
????? 3ms ? ?????????perfect
30
31. Recognizing the ? ?????????Infinitives
The ? ?????????infinitive* looks just like the
3ms ? ?????????imperfect with a ¨C?? ??instead
of the normal imperfect prefix.
* Or ¡°infinitive construct.¡±
31
32. The ? ?????????adverbial infinitive* looks
just like the ms imperative. You¡¯ll
have to use context to tell them apart.
Try imperative first; they¡¯re almost
three times as common in the .?.???0??
* Or ¡°infinitive absolute.¡±
32
33. Recognizing the ? ?????????Participle
The ms ? ?????????participle resembles the
3ms ? ?????????imperfect, but with a ¨C???
instead of the imperfect prefix.
?????G????
????? 3ms imperfect
?????G????
????? ms participle 33
34. The mp and fp participles take
the familiar plural endings ?? ???
?¨C
and ?. ¨C???
34
35. The fs participle is a little bit
different from the others. Its R2
has a ? ??????instead of ?,???5????????
and it takes the suffix ?. ???
?¨C
?
?????G????
????? ms participle
??? ? ???
?????G
? fs participle
35
36. Summary
?????G??3 ??ms perfect
?????
?????G0?3 ??ms imperfect
????? In all of these
????G?? ??ms imperative
? ? forms, look for
?????G?? ??infinitive
????? the prefix and
????G?? ??adv. infinitive
? ? R2¡¯s i-vowel.
?????G?? ??ms participle
????? 36
37. Credits
Dead Sea photo by Wikimedia Commons
contributor Xta11. Used under a CC-SA
license.
All other content by Dr. Chris Heard,
Associate Professor of Religion, Pepperdine
University. Released under a CC-BY license.
37