scholarly journals The Arabic Origins of "Sex Derivatives and Formally Similar Terms Six, Sack, Sake, Suck, Seek, Soak, Kiss, Case, Cozy" in English and European Languages: A Consonantal Radical Theory Approach

2018 ◽  
Vol 6 (10) ◽  
Keyword(s):  
Theory Approach ◽  
Radical Theory ◽  
European Languages

scholarly journals THE ARABIC ORIGINS OF ENGLISH AND EUROPEAN "PLACE NAMES": A CONSONANTAL RADICAL THEORY APPROACH

2018 ◽  
Vol 6 (2) ◽  
pp. 27
Author(s):  
Zaidan Ali Jassem
Keyword(s):  
Historical Linguistics ◽  
Genetic Relationships ◽  
Comparative Method ◽  
Theory Approach ◽  
Family Tree ◽  
Place Names ◽  
Tree Model ◽  
Radical Theory ◽  
Linguistic Change ◽  
European Languages

This paper examines the Arabic origins of some common place names in English, German, French, Latin, Greek, Russian, and Sanskrit from a consonantal radical or lexical root theory perspective. The data consists of the names of around 60 key cities like Birmingham, Brighton, Cambridge, Chester, Derby, Essex, Exeter, Glasgow, London, Manchester, Oxford, Queensville, York, etc. The results clearly show that all such names have true Arabic cognates, with the same or similar forms and meanings whose different forms, however, are all found to be due to natural and plausible causes and different courses of linguistic change. Furthermore, they show that place names play an important role in both near and distant genetic relationships. As a consequence, the results indicate, contrary to Comparative Method and Family-Tree Model claims (e.g. Campbell 2013; Harper 2012-18),� that Arabic, English, and all Indo-European languages� belong to the same language, let alone the same family. Therefore, they prove the adequacy of the consonantal radical theory in relating English, German, French, Latin, and Greek to Arabic as their origin all because, unlike any other language in the group, it shares cognates with all of them in addition to its huge linguistic repertoire phonetically, phonologically, morphologically, syntactically, and semantically.Keywords: Place names, Arabic, English, German, French, Russian, Latin, Greek, Sanskrit, historical linguistics, consonantal radical/lexical root theory

The Arabic Origins of English and Indo-European “Definite Articles”: A Radical Linguistic Theory Approach

2016 ◽  
Vol 4 (6) ◽  
pp. 26
Author(s):  
Zaidan Ali Jassem
Keyword(s):  
Comparative Method ◽  
Linguistic Theory ◽  
General Level ◽  
Theory Approach ◽  
Tree Model ◽  
Linguistic Change ◽  
European Languages ◽  
The Family ◽  
Different Types ◽  
Definite Articles

This paper traces the Arabic origins or cognates of the “definite articles” in English and Indo-European languages from a radical linguistic (or lexical root) theory perspective. The data comprises the definite articles in English, German, French, Spanish, Portuguese, Italian, Romanian, Latin, Greek, Macedonian, Russian, Polish, Sanskrit, Hindi, Bengali, Persian, and Arabic. The results clearly indicate that five different types of such articles emerged in the data, all of which have true Arabic cognates with the same or similar forms and meanings, whose differences are due to natural and plausible causes and different routes of linguistic change, especially lexical, semantic, or morphological shift. Therefore, the results support the adequacy of the radical linguistic theory according to which, unlike the Family Tree Model or Comparative Method, Arabic, English, German, French, Latin, Greek, and Sanskrit not only belong to the same language family, renamed Eurabian or Urban family, but also are dialects of the same language, with Arabic being their origin all because only it shares the whole cognates with them all and because it has a huge phonetic, morphological, grammatical, and lexical variety. They also manifest fundamental flaws and grave drawbacks which plague English and Indo-European lexicography for ignoring Arabic as an ultimate ancestor and progenitor not only in the treatment of the topic at hand but in all others in general. On a more general level, they also show that there is a radical language from which all human languages stemmed and which has been preserved almost intact in Arabic, thus being the most conservative and productive language

scholarly journals The Arabic Origins of "Basque and Finnish Pronouns": A Radical Linguistic Theory Approach

2014 ◽  
Vol 2 (1) ◽  
pp. 109-120
Author(s):  
Zaidan Ali Jassem
Keyword(s):  
Old English ◽  
Comparative Method ◽  
Linguistic Theory ◽  
Theory Approach ◽  
World Language ◽  
Linguistic Change ◽  
European Languages ◽  
Demonstrative Pronouns ◽  
Third Person ◽  
Arabic And English

This paper investigates the Arabic origins of Basque and Finnish pronouns mainly and Basque verbs to be/have secondarily from a Radical Linguistic Theory perspective, a slightly revised version of Lexical Root Theory. The data consists of personal and demonstrative pronouns in Finnish and Basque in the main and verbs to be/have in the latter. The results show that Finnish and Basque pronouns have true Arabic cognates, with the same or similar forms and meanings. Their formal differences, however, result from natural and plausible causes and different courses of linguistic change. For example, Basque ni 'I', Finnish mina/mä ‘I', and Arabic ana (ani, inni) 'I' are identical cognates, in the second of which /m/ split from /n/; Finnish sina/Te'you' come from Arabic anta/-ta 'you' via reversal and turning /t/ into /s/; similarly, Basque zu 'you' is derived from Arabic -ta/-ka (iaka) 'you (nom./acc.) where /k/ became /z/, which compares very easily with Old English ge 'you' and German Sie 'you'; Finnish reflexive itse 'self' is from Arabic dhaat(i) 'myself' via reordering and replacing /dh/ by /s/. Third person pronouns in both languages are originally demonstrative pronouns, which is similar to what happens in English and Indo-European languages and Chinese as well, all of which come from Arabic dha/ti 'this'. Similarly, all Basque verbs to be/havehave true and identical Arabic (and English, German, Latin) cognates. As a consequence, the results indicate, contrary to Comparative Method claims, that Arabic, Basque and Finnish are genetically related, leading to the postulation of a single, perfect, sudden world language, which may be called Radical or Root Language, from which all human languages descended. The Radical Language could not have died out at all but has instead survived into modern languages, having been preserved almost intact in Arabic. They, therefore, prove the adequacy of the radical linguistic or lexical root theory according to which Arabic, Basque, and Finnish are genetically related besides English, German, French, Latin, Greek, Sanskrit, and Mandarin Chinese which have already been found to be dialects of the same language with Arabic being their origin all because of its phonetic capacity or complexity, huge lexical variety and multiplicity, and linguistic permanence or sustainability.

Ab initio band theory approach to electron energy loss near edge structures

1988 ◽  
Vol 46 ◽  
pp. 506-507
Author(s):  
Xudong Weng ◽  
O.F. Sankey ◽  
Peter Rez
Keyword(s):  
Ab Initio ◽  
Local Density ◽  
Interpolation Method ◽  
Atomic Orbital ◽  
Plane Waves ◽  
Large Set ◽  
Theory Approach ◽  
Band Theory ◽  
Atomic Orbitals ◽  
Pseudopotential Calculations

Single electron band structure techniques have been applied successfully to the interpretation of the near edge structures of metals and other materials. Among various band theories, the linear combination of atomic orbital (LCAO) method is especially simple and interpretable. The commonly used empirical LCAO method is mainly an interpolation method, where the energies and wave functions of atomic orbitals are adjusted in order to fit experimental or more accurately determined electron states. To achieve better accuracy, the size of calculation has to be expanded, for example, to include excited states and more-distant-neighboring atoms. This tends to sacrifice the simplicity and interpretability of the method.In this paper. we adopt an ab initio scheme which incorporates the conceptual advantage of the LCAO method with the accuracy of ab initio pseudopotential calculations. The so called pscudo-atomic-orbitals (PAO's), computed from a free atom within the local-density approximation and the pseudopotential approximation, are used as the basis of expansion, replacing the usually very large set of plane waves in the conventional pseudopotential method. These PAO's however, do not consist of a rigorously complete set of orthonormal states.

Perceptions of a Collaborative Professional Learning Program: Seeing the “Bigger Picture”

2020 ◽  
Vol 5 (1) ◽  
pp. 290-303
Author(s):  
P. Charlie Buckley ◽  
Kimberly A. Murza ◽  
Tami Cassel
Keyword(s):  
Data Analysis ◽  
Professional Learning ◽  
Social Communication ◽  
Special Educators ◽  
Service Providers ◽  
Integrative Approach ◽  
Theory Approach ◽  
Learning Program ◽  
Speech Language Pathologists ◽  
Related Service

Purpose The purpose of this study was to explore the perceptions of special education practitioners (i.e., speech-language pathologists, special educators, para-educators, and other related service providers) on their role as communication partners after participation in the Social Communication and Engagement Triad (Buckley et al., 2015 ) yearlong professional learning program. Method A qualitative approach using interviews and purposeful sampling was used. A total of 22 participants who completed participation in either Year 1 or Year 2 of the program were interviewed. Participants were speech-language pathologists, special educators, para-educators, and other related service providers. Using a grounded theory approach (Glaser & Strauss, 1967 ) to data analysis, open, axial, and selective coding procedures were followed. Results Three themes emerged from the data analysis and included engagement as the goal, role as a communication partner, and importance of collaboration. Conclusions Findings supported the notion that educators see the value of an integrative approach to service delivery, supporting students' social communication and engagement across the school day but also recognizing the challenges they face in making this a reality.

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