1,355,489 research outputs found
Pilot Project Dedicated to the Definition of Contents and Methods for an Instructional Development Centered on the Teaching of Spoken Arabic (español- Proyecto piloto dedicado a la definición de los contenidos y métodos para una progresión didáctica centrada en la enseñanza del árabe hablado; (italiano-Progetto pilota dedicato alla definizione di contenuti e metodi per una progressione didattica centrata sull'insegnamento dell'arabo parlato)
No full textQuesta ricerca è incentrata sullo sviluppo di contenuti e strategie d'insegnamento che incoraggino l'acquisizione di competenza in arabo parlato. Pertanto, interazione, ascolto e comprensione sono individuate quali abilità chiave ed a fondamento della padronanza dell'arabo per parlanti non madrelingua. Le capacità di ascolto e comprensione rappresentano il primo passo, per poter dopo replicare ed interagire con gli altri parlanti: perciò costituiscono le basi della comunicazione. L'idea che le abilità di ascolto e comprensione richiedano inevitabilmente competenza pragmatica è facilmente intuibile. La padronanza del registro colloquiale, la conoscenza di lessemi ad alta frequenza, forti capacità di discriminazione fonetica, sufficiente memoria linguistica: sono questi gli ingredienti per la 'ricetta della competenza linguistica'. Naturalmente, questi ingredienti si amalgamano al meglio con l'interazione, non con la mera lettura, la traduzione o gli esercizi di grammatica. Una lingua non dev'essere più considerata un campo per lo sviluppo di abilità passive, né il processo d'apprendimento può rimanere centrato sul riconoscimento dei significati (lettura, traduzione). Al contrario, l'apprendimento dev'essere inteso verso l'acquisizione di strumenti utili per la vita quotidiana; la classe e l'ambiente didattico devono essere rappresentativi della realtà.
Ignorando tutte le considerazioni precedenti, la maggior parte degli insegnanti di arabo introducono precocemente lo studio della varietà classica (o standard o formale), fin dai livelli di principianti o elementari. Essi, con ogni probabilità, commettono un errore procedurale e pragmatico. Ryding (Ryding in Wahba 2006: 16) ha affermato che lo studio dell' arabo ha dato preferenza ad una 'priorità inversa' ('reverse privileging') nella scelta della varietà di arabo da insegnare. Infatti, è stata assegnata priorità alla varietà standard, che è adottata per funzioni secondarie del linguaggio. Piuttosto, è necessario accordare un ruolo privilegiato all'arabo parlato, utile nelle funzioni primarie e familiari. Molti studiosi come Wahba (Wahba 2006: 150), Younes (Younes 2015: 56), Palmer (Palmer 2007: 111), Chouairi (Chouairi 2009: 40) ed ultimamente Al-Batal (Al-Batal 2018: 9) hanno addirittura sostenuto che insegnare l'arabo moderno standard (MSA) rappresenta un disservizio verso gli studenti, nel senso che non fornisce loro strumenti base per una competenza comunicativa minima. Di conseguenza, gli insegnanti che rifiutano di adattare la loro pratica didattica a questo nuovo orientamento rigettano esplicitamente il percorso mirato alla conquista della competenza pragmatica, inoltre non si attengono alle prescrizioni fissate dal Consiglio d'Europa per le lingue, ad esempio in termini di 'performance' e 'know-how'.
Alosh (Alosh 1997: 137) da parte sua ci ha invitato ad aiutare gli studenti nel conseguire degli "standard minimi di performance" ("minimum performance standards"). Questo minimo si può ottenere attraverso una pianificazione precisa, che fissi in anticipo una sequenza specifica d'insegnamento, per coprire tutti gli aspetti necessari allo sviluppo delle varie abilità. Effettivamente, il processo per far sviluppare le abilità di comunicazione nei nostri apprendimenti merita la stesura di un programma educativo dettagliato. La seconda parte della mia tesi, perciò, offre dei piani di studio con una selezione precisa di contenuti didattici suddivisi per moduli, registro per registro: levantino di Beirut, omanita di Ibri, marocchino di Rabat, egiziano de Il Cairo. Fonologia, morfologia e sintassi sono trattate secondo un approccio differente, che richiede massima dedizione e creatività all'insegnante. La grammatica non è affrontata direttamente, ma costituisce solamente un criterio organizzativo degli elementi linguistici da imparare.Abstract
This research focuses on the development of content and teaching strategies that encourage the acquisition of Spoken Arabic. Because of the focus on a speech-oriented approach, interaction, listening, and comprehension are identified as key skills, as well as basics for building a command of Arabic in non-native speakers. Listening and comprehension constitute the first steps in replicating speech, and interacting with other speakers becomes the basis on which we build communication. The idea that listening and comprehension inevitably require pragmatic competence is intuitive. The mastery of the colloquial register, the knowledge of high frequency lexemes, strong aural discrimination skills, and sufficient linguistic memory: all of these ingredients are required for the “recipe for linguistic competence.”
Of course, these components are mixed together through interaction, not merely by reading, translation, or grammar exercises. A language should no longer be considered a field for developing passive skills, nor can the learning process remain centered on the recognition of meanings (reading, translation). On the contrary, it must be intended as an effective tool for everyday life; the classroom and the learning environment must be representative of reality.
Neglecting all the above considerations, the majority of Arabic teachers introduce early on the study of the classical variety (or standard or formal), starting from elementary levels. They likely without notice commit a procedural and pragmatic mistake.
Ryding (Ryding in Wahba 2006: 16) claimed that Arabic studies have been giving preference to a reverse privileging in the variety of Arabic to teach. Priority has been given to the standard variety, which is used for the secondary functions of the language. We rather need to accord a privileged place to Spoken Arabic, for it is useful in familiar primary functions. Many scholar like Wahba (Wahba 2006: 150), Younes (2015: 56), Palmer (Palmer 2007: 111), Chouairi (Chouairi 2009: 40), and recently Al-Batal (Al-Batal 2018: 9) have stated that teaching MSA does a disservice to students, in the sense it that does not equip them with basic tools for a minimal communicative competence. As a consequence, the instructors who refuse to adapt their practice to this new orientation , explicitly reject the achievement of pragmatic competence goals and do not abide by the requirements posed by the European Council, for example, in term of “performance” and “know how”.
Alosh (Alosh 1997: 137) invited to help students in achieving “minimum performance standards”. This “minimum” can be reached through precise planning, setting in advance a specific sequence to cover all the required aspects for skill development. In fact, developing communicative skills in our learners, deserves a precise and detailed instructional schedule. The second part of my dissertation offers a precise sequence for the teaching practice, register per register: Levantine of Beirut, Omani of Ibri, Moroccan of Rabat, Egyptian of Cairo. Phonology, morphology, and syntax are addressed according to a different approach, which requires commitment and creativity from instructors. Grammar is not addressed directly, but constitutes organizational criteria for the linguistic elements to be learned.Resumen
Esta investigación se centra en el desarrollo de contenidos y estrategias de enseñanza que fomenten la adquisición de la lengua árabe hablada. Por lo tanto la interacción, la escucha y la comprensión destacan como competencias clave, y como los elementos básicos para conseguir el dominio del árabe de hablantes no nativos. Escucha y comprensión, que constituyen el primer paso para interactuar con los otros, representan la base sobre la cual construimos la comunicación. La idea de que escuchar y comprender requiere inevitablemente competencia pragmática es incontestable. El dominio del registro coloquial, el conocimiento de lexemas de alta frecuencia, fuertes habilidades de discriminación auditiva y suficiente memoria lingüística: todos estos son los ingredientes necesarios para la “fórmula de la competencia lingüística”.
Por supuesto, estos componentes se mezclan mediante la interacción, no mediante ejercicios de lectura, traducción o gramática. Una lengua ya no debería considerarse como un campo para desarrollar habilidades pasivas, ni el proceso de aprendizaje puede permanecer centrado en el reconocimiento de significados (lectura, traducción). Por el contrario, debe ser una herramienta efectiva para la vida cotidiana; el aula y el entorno de aprendizaje deben ser representativos de la realidad.
Descuidando todas las consideraciones anteriores, la mayoría de los profesores de árabe introducen en el estudio sobre el de la variante clásica (o estándar o formal) solamente, desde la clase de principiantes. Probablemente cometen un error de procedimiento y de planificación.
Ryding (Ryding in Wahba 2006: 16) afirmó que los estudios árabes han dado preferencia a un “privilegio inverso” en la variedad del árabe a enseñar. Se dio prioridad a la variante estándar, que se usa para las funciones secundarias del lenguaje. En cambio, es necesario asignar un papel privilegiado al árabe hablado, ya que esto es útil en las funciones primarias y familiares. Muchos eruditos como Wahba (Wahba 2006:150), Younes (Younes 2015: 56), Palmer (Palmer 2007: 111), Chouairi (Chouairi 2009: 40), y recientemente Al-Batal (Al-Batal 2018: 9) declararon que la enseñanza de Modern Standard Arabic hace un flaco servicio (“disservice”) a los estudiantes, en el sentido de que no los equipa con instrumentos básicos para obtenir una competencia comunicativa mínima. Como consecuencia, los enseñantes que se niegan a adaptar su práctica a esta nueva orientación rechazan explícitamente los objetivos de competencia pragmática y no cumplen los requisitos establecidos por el Consejo Europeo, por ejemplo, en términos de performance y know-how.
Por su parte Alosh (Alosh 1997: 137) nos invita a ayudar a los estudiantes a alcanzar minimum performance standards. Este “mínimo” puede alcanzarse mediante una planificación precisa, estableciendo de antemano una secuencia específica para cubrir todos los aspectos necesarios para el desarrollo de las habilidades. De hecho, desarrollar una habilidad comunicativa en nuestros alumnos merece un plan de entrenamiento preciso y detallado. La segunda parte de mi tesis ofrece una secuencia precisa para la práctica de la enseñanza, según el registro elegido: el levantino de Beirut, el omaní de Ibri, el marroquí de Rabat y el egipcio de El Cairo. Fonología, morfología y sintaxis se tratan de acuerdo con un enfoque diferente, que requiere el compromiso y la creatividad de los profesores. La gramática no es un tema docente directo y principal, sino que constituye un criterio organizativo de los varios elementos lingüísticos que aprender
Thin-wall injection molding of polypropylene using molds with different laser-induced periodic surface structures
No full textIn injection molding, high pressure is required to completely replicate the mold geometry, due to the viscosity of thermoplastic polymers, the reduced thickness of the cavity, and the low mold temperature. The reduction of the drag required to fill a thin-wall injection molding cavity can be promoted by inducing the strong slip of the polymer melt over the mold surface, which occurs within the first monolayer of macromolecules adsorbed at the wall. In this work, the effects of different laser-induced periodic surface structures (LIPSS) topographies on the reduction of the melt flow resistance of polypropylene were characterized. Ultrafast laser processing of the mold surface was used to manufacture nano-scale ripples with different orientation and morphology. Moreover, the effects of those injection molding parameters that mostly affect the interaction between the mold surface and the molten polymer were evaluated. The effect of LIPSS on the slip of the polymer melt was modeled to understand the effect of the different treatments on the pressure required to fill the thin-wall cavity. The results show that LIPPS can be used to treat injection mold surfaces to promote the onset of wall slip, thus reducing the injection pressure up to 13%. POLYM. ENG. SCI., 59:1889–1896, 2019. © 2019 Society of Plastics Engineers
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
A Digitally Assisted Model of Integration of Standard and Colloquial Arabic Based on the Common European Framework
No full textVariations on the Author
No full text“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Nonlinear schrödinger equations on the half-line with nonlinear boundary conditions
No full textIn this article, we study the initial boundary value problem for nonlinear Schrödinger equations on the half-line with nonlinear boundary conditions ux(0, t) + λ|u(0, t)|ru(0, t) = 0, λ ∈ ℝ − {0}, r > 0. We discuss the local well-posedness when the initial data u0 = u(x, 0) belongs to an L2-based inhomogeneous Sobolev space (formula presented) with (formula presented). We deal with the nonlinear boundary condition by first studying the linear Schrödinger equation with a time-dependent inhomogeneous Neumann boundary condition ux(0, t) = h(t) where (formula presented) (0, T). © 2016 Texas State University.Izmir Institute of Technology under the BAP grant (2015IYTE43
ANALISIS YURIDIS SURAT DAKWAAN PENUNTUT UMUM BATAL DEMI HUKUM
No full textSurat dakwaan harus memenuhi syarat formal seperti diatur dalam pasal
143 ayat (2) huruf a KUHAP, dan syarat material seperti diatur dalam pasal 143
ayat (2) huruf b KUHAP. Ketika dakwaan tidak memenuhi syarat formal maka
konsekuensi hukumnya dakwaan bisa dinyatakan “tidak dapat diterima”,
sedangkan apabila dakwaan tidak memenuhi syarat material maka konsekuensi
hukumnya dakwaan adalah “batal demi hukum” sebagaimana diatur jelas dalam
Pasal 143 ayat (3) KUHAP. Dalam putusan Pengadilan Negeri Jember Nomor
253/PID.B/2009/PN.Jr, hakim mengabulkan keberatan penasihat hukum
terdakwa dengan menyatakan surat dakwaan penuntut umum Nomor : PDM34/JMBER/01/2009
batal demi hukum dan memerintahkan agar terdakwa
dibebaskan dari tahanan demi hukum. Berdasarkan uraian tersebut, penulis
tertarik untuk untuk membahas dan menganalisis lebih lanjut dalam skripsi
dengan judul : “ANALISIS YURIDIS SURAT DAKWAAN PENUNTUT
UMUM BATAL DEMI HUKUM ( Putusan Pengadilan Negeri Jember
Nomor 253/Pid.B/2009/PN.Jr)”.
Rumusan masalah dalam skripsi ini adalah apakah putusan hakim sudah
tepat menyatakan surat dakwaan penuntut umum Nomor PDM34/JEMBER/01/2009
batal demi hukum dikaitkan dengan ketentuan Pasal 143
ayat (2) KUHAP; dan apakah konsekuensi yuridis terhadap status penahanan
terdakwa setelah hakim menyatakan surat dakwaan batal demi hukum dalam
Putusan Pengadilan Negeri Jember Nomor 253/PID.B/2009/PN.Jr.
Tujuan penelitian skripsi ini adalah untuk menganalisis putusan hakim
menyatakan surat dakwaan penuntut umum Nomor PDM-34/JEMBER/01/2009
batal demi hukum dikaitkan dengan ketentuan Pasal 143 ayat (2) KUHAP, dan
untuk menganalisis konsekuensi yuridis terhadap status penahanan terdakwa
setelah hakim menyatakan surat dakwaan batal demi hukum dalam Putusan
Pengadilan Negeri Jember Nomor 253/PID.B/2009/PN.Jr.
Metode penelitian dalam penyusunan skripsi ini menggunakan metode
yuridis normatif. Pendekatan masalah yang digunakan pendekatan undang-undang
(statue approach) dan pendekatan konseptual (conceptual approach) dengan
penggunaan bahan hukum primer yaitu Undang-Undang Nomor 1 Tahun 1946
Tentang Kitab Undang-undang Hukum Pidana, Undang-undang Nomor 8 Tahun
1981 Tentang Hukum Acara Pidana, Undang-undang Nomor 23 Tahun 2002
Tentang Perlindungan Anak, Surat Edaran Mahkamah Agung Republik Indonesia
No.3 Tahun 2002 tertanggal 30 Januari 2002 tentang Nebis In Idem, Putusan
Pengadilan Negeri Jember Nomor 253/Pid.b/2009/PN.Jr dan bahan hukum
sekunder meliputi buku-buku teks (literatur) jurnal-jurnal hukum, komentar atas
putusan pengadilan serta internet yang relevan dengan isu yang diangkat.
Kesimpulan skripsi adalah Pertama, Putusan Pengadilan Negeri Jember
Nomor 253/Pid.B/2009/PN.Jr, yang menyatakan surat dakwaan penuntut umum
batal demi hukum menurut penulis adalah tepat. Surat dakwaan penuntut umum
Nomor PDM-34/JEMBER/01/2009 tidak memenuhi kriteria jelas sesuai dengan
ketentuan Pasal 142 ayat (2) KUHAP sehingga surat dakwaan tersebut melanggar
ketentuan Pasal 143 ayat (3) KUHAP yang berakibat batal demi hukum. Kedua,
Konsekuensi yuridis terhadap status penahanan terdakwa dengan adanya putusan
surat dakwaan batal demi hukum dalam Putusan Pengadilan Negeri Jember
Nomor 253/Pid.B/2009/PN.Jr adalah terdakwa segera dibebaskan dari tahanan
setelah putusan diucapkan. Landasan hukum perintah pembebasan yaitu Pasal
199 ayat (1) huruf c KUHAP dan juga hasil Rakernas Mahkamah Agung dengan
Ketua Pengadilan Tinggi seluruh Indonesia tahun 1985 yang menetapkan bahwa:
“Putusan dakwaan batal demi hukum harus disertai dengan perintah
dikeluarkannya Terdakwa dari tahanan ”
Saran skripsi adalah Pertama, mengingat arti penting dari surat dakwaan,
Jaksa Penuntut Umum harus meningkatkan profesionalitas dalam merumuskan
surat dakwaan. Sedangkan Hakim harus objektif dalam menilai surat dakwaan
khususnya apabila terhadap dakwaan tersebut diajukan keberatan (eksepsi)
sehingga tidak ada pihak yang dirugikan baik korban maupun terdakwa ketika
hakim menjatuhkan putusan. Kedua, Penahanan merupakan perampasan
kemerdekaan terhadap terdakwa sehingga perlu adanya pengaturan yang lebih
ekspilsit untuk menghindari pemahaman multi tafsir terhadap status penahanan
terdakwa setelah hakim menjatuhkan putusan yang menyatakan surat dakwaan
batal demi hukum
Appropriate Similarity Measures for Author Cocitation Analysis
No full textWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Traditional Lebanese recipes based on wild plants: An answer to diet simplification?
No full textBackground. The challenge posed by the nutrition transition occurring throughout the world is enormous: rates of chronic disease, particularly overweight and obesity and cardiovascular disease, have reached alarming levels - often occurring in parallel with high levels of micronutrient deficiencies. Lebanon is no exception. And yet this Mediterranean country enjoys a rich biodiversity, with thousands of endemic species and an equally rich culinary history, largely based on its local biodiversity, including wild edible plants. Objectives. To record traditional Lebanese recipes based on wild edible plants and to investigate their potential to contribute to a more diversified diet. Methods. A series of nine focus group meetings was conducted with key informants knowledgeable in wild edible plant identification, harvesting, and use. Results. Common recipes based on wild edible plants were collected and standardized from rural communities where collection of wild edible plants is common. Nutrient analysis and food-composition analysis were performed, including comparisons with processed dishes that are increasingly common in the Lebanese diet, revealing that the wild edible plant-based dishes offered a healthier alternative. Conclusions. Since traditional recipes often use items from several food groups in one dish, they can be a good model for diet diversification. The promotion of the collection and use of wild edible plants and their derived products can lead to improved nutrition. © 2007, The United Nations University.ADEBOYE OC, 2007, SHARING INNOVATIVE E, V7; Adib SM, 1998, ANN EPIDEMIOL, V8, P46; ADOLPH W, 1954, J AM DIET ASSOC, V30, P754; Ali M, 1997, FOOD POLICY, V22, P17, DOI 10.1016-S0306-9192(96)00029-2; AUER M, 2001, BIODIVERSITY CHALLEN, P199; Baba Nahla Hwalla, 1998, International Journal of Food Sciences and Nutrition, V49, pS41; BAGA NH, 2000, NUTR HLTH, V14, P33; COWAN JW, 1965, J AM DIET ASSOC, V47, P466; COWAN JW, 1964, J AM DIET ASSOC, V45, P130; *FAO, 1999, WOM US PRES MAN AGR; *FAO, 2004, WORLD FOOD DAY PUBL; Fernandez E, 2000, PREV MED, V31, P11, DOI 10.1006-pmed.2000.0667; Fuleihan GEH, 2001, PEDIATRICS, V107, DOI 10.1542-peds.107.4.e53; Gannage-Yared MH, 2000, J BONE MINER RES, V15, P1856, DOI 10.1359-jbmr.2000.15.9.1856; Grivetti LE, 2000, NUTR RES REV, V13, P31, DOI 10.1079-095442200108728990; GRIVETTI LE, 1978, AM J CLIN NUTR, V31, P1204; Hatloy A, 1998, EUR J CLIN NUTR, V52, P891, DOI 10.1038-sj.ejcn.1600662; HEYWOOD V, 1999, MEDITERRANEAN REGION; HEYWOOD V, 1999, PERSPECTIVES NEW CRO; Hoddinot J, 2002, DIETARY DIVERSITY HO; Hwalla N, 2005, WORLD REV NUTR DIET, V94, P42, DOI 10.1159-000088205; ISKANDAR M, 2004, THESIS AM U BEIRUT L; Jabre P, 2005, CHILD CARE HLTH DEV, V31, P159, DOI 10.1111-j.1365-2214.2004.00458.x; KANAFANIZAHAR A, 1994, CONSERVATION ALIMENT; KANT AK, 1993, AM J CLIN NUTR, V57, P434; Kennedy E, 2004, NUTR REV, V62, pS78, DOI 10.1301-nr.2004.jul.S78-S81; Ladio AH, 2003, BIODIVERS CONSERV, V12, P937, DOI 10.1023-A:1022873725432; MELZER K, 2002, THESIS AM U BEIRUT L; Naumann CM, 2001, BIODIVERSITY CHALLEN, P3; Nestle M, 2002, FOOD POLITICS FOOD I; Onyango A, 1998, INT J EPIDEMIOL, V27, P484, DOI 10.1093-ije-27.3.484; Onyango AW, 2003, COMP BIOCHEM PHYS A, V136, P61, DOI 10.1016-S1095-6433(03)00071-0; PELLET PL, 1970, FOOD COMPOSITION TAB; Popkin BM, 2001, J NUTR, V131, p871S; RUEL M, 2002, REV MEAS ISS RES NEE; Salamoun MM, 2005, EUR J CLIN NUTR, V59, P177, DOI 10.1038-sj.ejcn.1602056; Shamseddine A, 2004, ANN EPIDEMIOL, V14, P663, DOI 10.1016-j.annepidem.2003.12.002; Sibai AM, 2003, OBES RES, V11, P1353, DOI 10.1038-oby.2003.183; Sibai AM, 2002, B WORLD HEALTH ORGAN, V80, P555; Simopoulos A.P., 2001, J NUTR, V131, P3065; Taita P, 2003, BIODIVERS CONSERV, V12, P1205, DOI 10.1023-A:1023045316329; TAKAN SK, 1998, INT J FOOD SCI NUTR, V49, P225; Tohme RA, 2005, J HUM HYPERTENS, V19, P861, DOI 10.1038-sj.jhh.1001909; *WHO REG OFF E MED, 1996, FORT FLOUR IRON COUN14121
A Digitally Assisted Model of Integration of Standard and Colloquial Arabic Based on the Common European Framework
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