المساعد الشخصي الرقمي

مشاهدة النسخة كاملة : عـــنــــدك قـــطــعــة ... مـــقـــال .. تبغى ترجمتها؟ come on



Departure
19-03-2007, 10:12 PM
السلام عليكم



أولاً: أحيي كل من أطلع على هذا الموضوع.




فــكرة البــرنـــامج:




مســاعـــدة كــــل من يــحتـــاج إلـــى تــرجمــة ( مـــقـــال / قــــصـــة / قـــطـــعـــة إلـــخ..... ) بدلاً من

المواضــيع المستقـــلة.



بــــحيـــث يـــتدرب المترجــم عــلــى مــايـــطرح في هذا الــموضــوع ... مـــع مــراعـــاة وجـــود مـــختـــصــين

يـــصــحــحــون للمـــترجــمـــين أخـــطائـــهم, وبــالتــالي يستــفــيد الــطرفـــين: ( الـــمــترجـــم & طـــالب التــرجــمــة ).



أتـــمنــــى أن لاتــــكون الفـــكرة قد طرحت من قبل أو كـــررت.




All The Best

ميس
22-03-2007, 01:43 PM
وعليكم من الله السلام والرحمة


مســاعـــدة كــــل من يــحتـــاج إلـــى تــرجمــة ( مـــقـــال / قــــصـــة / قـــطـــعـــة إلـــخ..... ) بدلاً من

المواضــيع المستقـــلة.

نقدر لك رغبتك في المساعدة
ونتقدم لك بالشكر الوفير على لطفك ووقفتك
ديدنك الكرم........ هذا مابدى واضحاً لي

أسأل الله أن لاترى في حياتك ظلمه
ولا تطلب من الله شيئاً إلا أتمه

Departure
25-03-2007, 10:09 PM
أشـــكـــرك أخـــت مــــيــــس عـــلـــى تـــعـــاونــــك

الهــايـمــه
28-04-2007, 12:50 AM
لو سمحتي ابغى ترجمة هذا الحديث بليييييييييز بسرعه
" من كان يؤمن بالله واليوم الاخر فليقل خير او ليصمت "

marocaine20
05-07-2008, 06:05 PM
مشكور على الموضوع ويعطيك العافية اخوي

شاكيرا
26-12-2008, 01:39 PM
" من كان يؤمن بالله واليوم الاخر فليقل خير او ليصمت "

محاولتي

وارجو تصحيحها لو فيه خطاء

who belive in Allah and judge day must say well or silence

Inad
26-12-2008, 08:01 PM
محاولتي

وارجو تصحيحها لو فيه خطاء

who belive in Allah and judge day must say well or silence


اعتقد انك تقصدbelieve

شاكيرا
26-12-2008, 10:04 PM
اعتقد انك تقصدbelieve

that it :smile2 (1):

كبرياء
27-12-2008, 11:56 PM
طيب أنـآ عندي مقـآل صغيرون .! <-- مو جمله البنت تبي مقآل ههههه

=====

مرحبآ .,
أنـآ ........ وبتكلم لكم اليوم عن الورد ...
شي يحبه الجميع ., وموضة لن تنتهي ...
هو رمز للحب ... وقرب للقلوب ..
والبعض منآ يرى أن لألوآن الورد رموز ...
فأنـآ مثلآ حين أهديك وردة حمرآء فأنـآ أعشقك ..
وحين أهديك الصفرآء أغآر عليك ..
والبيضآء صفآء للقلوب ...!
نحن كبنآت نحب الورد أكثر من غيرنآ
وقد اشتهرت مقولة تمس شخصيتنآ كبنت ...
لآاعلم أن كان الجميع يعرفها لكنها تروق لي دومآ
وهي : الورد مآكل من يشوفه يشمه ....
نحن كالورد ... قد يرآنآ الكثير ... لكن لحرصنا على الحفاظ على رونقنا... أصبح من الصعب بل من المستحيل الاقتراب من كينونتنا الخاصه ...
أتمنى أن بقلوبكم جميعاا .. وردة الجميع يراها ويشعر بها
وستحافظ على جمالها للأبد ...

=====

هذآ هوو ..~
ثآآآنكس مقدمـآ ......~
سي يوو

شاكيرا
29-12-2008, 09:09 PM
محاولتي

today i will talk to you about something every body like it , fashion never end , loves simble and hearts nearness
Flowers
some of us think that flowers colour has simbole
as when i give you red flower that means i love you . But when you cange it with yellow flower it will mean that jealous on you
and white one refer to hearts clean .
we as girls love flowers more than others there is a popular saying you must heard before
not each who can see flowers can smell
we are such flowers may many can imitate but it is difficult to reach to our diamond coz we save our selves
finally , I hope that you all have your own flower in your heart , which can be seen and felled by people around you and save its beauty for ever


حبيبتي كبرياء المحاوله على عجل انتبهي للبوسترفي ترا بجهازي ماتشتغل

ghoody
08-01-2009, 02:07 PM
:guy face (32):

ممن تترجمولي هذي العبارات

((( شكراً لإستماعكم )))))))

(((((( اتمنى اكون اعطيتكم معلومات مفيدة عن ........ )))))))


وجزاكم الله خير

سماهاي
08-01-2009, 03:55 PM
Hello!

Today, I'd like to tell you a bit about flowers ,something everybody like, a never ending tradition.

flowers are the symbol for love and joined hearts.,

Some of us thinks that different colors of flowers covert different feelings.

For example, when I give You a red flower, that means I'm deeply in love with you.

and the yellow flower converts jealousy.

..... يتبع قريبا

شاكيرا
17-01-2009, 01:53 AM
:guy face (32):

ممن تترجمولي هذي العبارات

((( شكراً لإستماعكم )))))))

thanks for listening

(((((( اتمنى اكون اعطيتكم معلومات مفيدة عن ........ )))))))

i hope taht i gave you usefull informations about .....


وجزاكم الله خير

واياكـ


:girl face (102):

PINK BEAR
18-01-2009, 02:21 AM
كل الشكر لهذه البادرة الطيبة منكم

أرجو ترجمة هذه القطعة في أسرع وقت ممكن
مخطئ من قال لنا وللملايين من قبلنا : الدموع للمرأة أما الرجل فلا , لابد أ ن يكون صاحب هذه النصيحة قد لاحظ أن المرأة تبكي كثيراً ولسبب ولغير سبب وأن الدموع التي تذرفها المرأة كثيرة وأن الرجل لايستطيع أن يجاريها في ذلك وأنه من الأفضل أن يكف عن المحاولة فأصبح البكاء عادة وضرورة ولحناً مميزاً للمرأة وعيباً عند الرجال والمرأة عندما تبكي تخفف توترها العصبي والدموع تريحها .
أما الرجل فإنه مع الأسف لايعرف كيف يبكي إنه يغلي من الداخل تماماً كإناء يغلي ويتبخر ويحبس البخار في نفسه أما الغليان في داخل المرأة فإنه يصادف جسماً بارداً فيتحول البخار الى قطرات من الدموع وإذا كانت المرأة تنفجر بالدموع فإن الرجل ينفجر فقط .أيها الرجال ابكو ا........ابكوا تطول أعماركم .

جودي ابوت
20-01-2009, 08:53 PM
موضوع هادف

ميغسي اوي

Ice Rose
20-01-2009, 10:22 PM
ممكن تصححوا المستيك الموجوده في البرقراف بس رجاء مع توضيح سبب الخطاء لانوا لازم نوضحوا عند التيتشر عشان تعرف انا فاهمين >>> احم ...احم information about me
i am student . my old was 20 years . i like my teachres and frends i sit with him fuuny time and dont feeling the time when i was with him .i like english language very much but i dont speaking well it . it is very easly but i dont learning well it. i must take long time in study it because i become have good language.

يارب التوفيق
21-01-2009, 07:48 PM
أريد ترجمه لهذه البارقرافات لا هنتوا ..

1/

أحتفظ بهديه من صديقتي القريبه إلى قلبي منذ سنوات ..
لأتذكر بها الأيام الماضيه التي عشتها مع صديقتي ..
فهي ( أي الهديه ) غاليه على قلبي ولها قيمتها الخاصه ..
فأنا أشعر بقربها إذا نظرت إلى الهديه ..

2/

يقومون الناس بجمع الأشياء والإحتفاظ بها لأهمية هذه الأشياء في حياتهم .. كأن يستفيدوا منها في مجال معين أو ربما للتسليه فقط .. فجمع الأشياء يعتبر هوايه لدى البعض .. مثل جمع الطوابع أو الصور ..

+
ترجمة هذه الأسئله مشكورين ..

why do people bring item to Antiques Road show ?
do you think they are interested in history and sentimental value ?
are they interested in money ?


ـــــــــــــــــــــــــ ـــــــ

هذا ولكم مني شكرا ً جزيلا ودعاءا ً جميلا ..

loyalty symbol
23-01-2009, 08:30 PM
http://img412.imageshack.us/img412/4952/16mr1it31mj2bq4cj4.gif

loyalty symbol
23-01-2009, 08:30 PM
http://img214.imageshack.us/img214/2927/e1pp7yy2fg41qd7.gif

black eyes
27-01-2009, 05:25 PM
ان عندي قطعة من الانجليزي ابغاك تترجمها الى العربي ضرووووووووووووري لانها داخلة في الاختبار النهائي يوم السبت القادم ولك جزيل الشكر

بس ماعرف كيف احملها على الموقع لاني مدخلتها بالماسح الضوئي

أمنة
28-03-2009, 03:58 PM
ابليز الله يخليكي ترجمي لي هدة الجمل ضروري اليوم وفي الساعة عينها كان المشتري يتأمل التمثال مفكرا وقائلا في داتة تبارك مافيك من الجمال ,تبارك مافيك من الحياة .انني لا أفهم كيف يمكن للانسان ان يبيع مثل هدا الجمال بمال زاهد

smile girl
28-03-2009, 11:39 PM
السلام عليكم
لو سمحتي ابغى ترجمت هذي القطعه لاهنتي.....

في السنوات الماضيه لم اكن اتقن اللغه الانجليزيه لإني لم ادرسها او اقوم بتعلم كلماتها..ولكن عندما دخلت الى الكليه وتخصصت لغه انجليزيه بدأت اتعلم بعض الكلمات البسيطه وتعلمت قواعد كثيره قد مكنتني من تركيب الجمل والقطع ..وأخذت فتره من الزمن اتعلم كيف أترجم الجمل الطويله ولكنني فشلت في ذلك وحاولت كثيرآ ولكن دون جدوى..كما انني مازلت اعاني من نطق الكلمات الطويله وطريقة تشديدها او مدها..ولكنني قمت بأخذ دورات لتعلم اللغه كما انني قمت ازور بعض المنتديات التي تختص بهذه اللغه الجميله..........وتعلمت كثير من معاني الكلمات التي كنت اجهلها .....ولكنني في الاخير سأظل أعاني من تعلم هذه اللغه الجميله..........
:smile (30):بكررررررررررررررررره علي:smile (82):

أمنة
29-03-2009, 06:02 PM
لو سمحتي انا ثاني مرة اطلبك ولا تلبيني بليززز سعديني ضروري......الله يحفظك هدة مقالة ادبية صعبة علي ان اترجمة بليز(اعف عن هدا العدو هدا المتهم,هدا الاسم المشوة لسمعتك ,برهن على خطئة بكرم نفسك ,لكي لاتسقط دمعة معجب بشعرة على معطفك.
استنة كما استنناة الله حين منحة العبقري والنبوغ ودعة بدون قيد او شرط الى وطنة والى قبر ابنتة.

منالي
31-03-2009, 04:51 PM
يآسلآمـ .. << تبكي

آنآ عندي .. قطعه لآبد آترجمهــآ من عربي لـ آنقليزي .. يآآآآآآآآآآليت آحد يسآعدني آترجمهـآ آليوم لآنهـآ بكرآآ علي

آلنص يقوول :

كان حنين اسكافيا من اهل الحيرة فارادا لعرابي ان يشتري منه خفين فاختلفا حتى غضب حنين فاراد ان يغيظ الاعرابي,فلما ارتحل الاعرابي اخذ حنين احد خفيه وطرحه في الطريق ثم القى الاخر في موضع اخر فلما مر الاعرابي اخذ باحدهم قال:"مااشبه هذا الخف بخف حنين! ولو كان معه الاخر لاخذته"ومضى فلما انتهى الى الاخر ندم على تركه الاول,وقد كان حنين يراقبه فلما رجع الاعرابي لياخذ الاول,سرق حنين راحلته وماعليها وذهب بها واقبل الاعرابي وليس معه الا الخفان فقال له قومه:ماذا جئت به من سفرك؟ فقال لهم:جئتكم بخفى حنين.


بلييييييييييييييييييييييي ييييييييييييييييييييييييي يييييييييييييييييييييييز الله يحرمكم ع النار ابيه ضروري اليووم

وايد شايفة نفسي
31-03-2009, 06:37 PM
السلام عليكم انا عندي قطعة وابغا ترجمتها عربي
بدا ناشطون مسلمون من مختلف الدول الاسلامية حملة للدفاع عن حق المراة في ارتداء الحجاب فقد نظمت جمعية المراة المسلمة في بريطانيا موتمر خاص بارتداء المسلمات الحجاب, ويثير ارتداء الحجاب جدلا واسعا في الدول الاوربية بعد ان منعته فرنسا في المدارس العامة بينما تعتزم دول اوربيه اخرى اتخاذ نفس الاجراء.
ممكن اعرف ايش افضل قاموس او موقع ترجمة للقصص والروايات الطويله.

وايد شايفة نفسي
31-03-2009, 06:43 PM
سلام معليش ابغا ترجمتها انجليزي

أمنة
01-04-2009, 05:53 PM
والله خاب املي مررررررررررة

آمير بكلمتي~
13-06-2012, 09:45 AM
وأنــآ بعد آريد ترجه لذا آلفقرهـ ...

قال :
[ إن العالم يفسح الطريق للمرء الذي يعلم إلى أين هو ذاهب ]
رالف و.أمرسون

جميلة تلك المقولة .. لكن الأجمل منها ان نكون يوما ذلك الشخص الذي يفسح له العالم الطريق ، لأنه يعرف إلى أين هو ذاهب ..
قالت لي معلمتي يوماً .. " يا ابنتي : الطريق إلى النجاح سهل وصعب ، وليس دائماً مفروش بالورد " .
فعلا ً .. ندرك تماما لذة النجاح وطعمه الجميل ، إنما لازلنا نذكر تلك الأيام والليالي التي قضياناها نصارع من أجل الوصول إلى هذا النجاح ..


(النجاح )...!!

كلمة نستوحي منها لقاءات متعدده .. تذكرنا بأشخاص كُــثر كان لهم بصمة في طريق النجاح .. أشخاص صنعوا أهدافا وبحثوا عن الطريق إليها ووصلوا ..
همتهم تناطح الجبال .. إرادتهم فذة .. وعزيمتهم تفتت الصخر ..
أُنشد من خلال هذه اللقاءات أن أسلط الضوء على نجاحاتهم ، وأن نأخذ أكبر قدر من الفائدة من تجاربهم ..
حتى تكون تلك التجارب .. دليلاً حين تأخذنا الحياة إلى تجاربها ..
وحتى يكونوا .. قدوة .. نسير على خطاهم ....

برنامج رحلة مع ناجح..
كونوا معنا..

soce
27-01-2013, 02:41 PM
ممكن بليز احدد يصحح لي القرامر مستيكس بالترجمه الانجليزيه
و نحيطكم علما بانه لن يتم صرف اية مبالغ ماليه الا بعد استكمال الاكتاف علما انها مشموله بالتعاقد و مدرجه بالمخططات التعاقديه
Kindly be advised/informed that any finance amount will not be paid until the ------------is completed, noting that it is included in contract listed (or quoted ) with the contractual schemes.

soce
28-01-2013, 02:35 PM
بليز احد يصحح لي القرامر بالترجمه الانقليزيه
الله يوفقكم
بالمتر الطولي توريد و تركيب سور من الخرسانه السابقة الصب بارتفاع قدره 3000 متر من سطح بلاط الرصيف و سمك الشريحه لايقل عن 12 سم و كثافة تسليح لا تقل عن 260 كجم/م3 , ويتم تنفيذ جزء من البلاطه الخرسانيه بالساند بلاست لزوم تحقيق الشكل المعماري المطلوب بحيث يتم تقديم رسومات تنفيذيه للسور من قبل المقابل معده من قبل الشركات المتخصصه لاعتماد احدها من قبل ادارة المشاريع بالجامعه ومحمل على البند كافة التشطيبات المطلوبه و جميع مايلزم لاتمام العمل طبقا للشروط و المواصفات الفنيه و تعليمات المهندس المشرف

1. In a linear-meter-import and erect of boundary walls of precast, at a height of 3000meters panel,---width is not less than 12cm, Intensities of Reinforcement is not less than 260 kg/m3,and a part of concrete slab ,it will be implemented by sandblast for the necessity of making(desighn) the required architectural form, so that they submit(present) shop drawings for the boundary wall by the contractor implemented by specialized companies to approve one of them by project management in the university, all required finishes is carried on the clause , and all what is necessary to finish (complete)the work according to the conditions and Technical specification
And the direction of the supervisor engineering

memo90
05-03-2013, 10:28 PM
السلام عليكم ....
بالبداية احب اشكر جميع اعضاء المنتدى واسال الله لهم التوفيق والسداد .... كما اهنأكم على تعاونكم وتكاتفكم.....
احب اقولكم اني راح اسوي اذاعة انجليزية عن العسل وفوائده ... ف بنزل المواضيع ... واللي يستطيع ترجمتها ... اكون شاكرة ومقدرة ..... دمتم بـ ود,,,,

memo90
09-03-2013, 08:43 AM
السلام عليكم ورحمه الله وبركاته ..


الحمد الله الذي بعث رسوله بالهدى ودين الحق والصلاة والسلام على إمام المرسلين المبعوث رحمه للعالمين والآن لنستمع للتلاوة العطرة والطالبة : ...............................
سوره النحل اية 69 صفحه
أما الآن حديث شريف والطالبة :....................................
حديث عن أبي هريرة رضي الله عنه : (( من لعق ثلاث غدوات كل شهر لم يصبه عظيم بلاء )).
معا لنسمع إلى الموضوع والطالبة :......................................
العسل ..
توجد في العسل فيتامينات قد تكون هي كل ما يحتاجها الإنسان ومن هذه الفيتامينات : أ , ب1 , ب2 , ب3 , د , ك , و , هـ ... وهذه الفيتامينات أقوى وانقي الفيتامينات التي يحتاجه الجسم ويمتصها بسهوله .وتوجد كل المعادن والأملاح في العسل كالحديد والكبريت والفسفور و الكالسيوم واليود والصوديوم والكلور والنحاس وال...ل والرصاص والقصدير .
والعجيب أن هذه مكونات التراب الذي خلق منه الإنسان .
ويوجد بالعسل هرمونات قويه منشطه فعاله بها مضادات حيوية تقي الإنسان من كافه الأمراض واكتشف أن بالعسل ماده مضادة للسرطان .
والآن الأمراض التي يعالجها العسل والطالبة : ................................
الأمراض التي يعالجها العسل:
1- الحساسية
2- الجروح و الحروق
3- للصرع
4- للأمراض النفسية
5- للامساك
6- الأنفلونزا
7- للأورام الخبيثة
8- السل الرئوي
9- لضغط القلب
10- للثعلبة
11- للعقم
12- للسرطان
13- لجميع أمراض الكبد
14- للبرص والبهاق
15- للحصوه الكلوية
16- لالتهاب الفم وأورام اللسان
17- لعلاج الأرق
18- لجمال المراه وبهاء الوجه

Nina Cardle
15-03-2013, 04:22 PM
سلااام كيفك اريد ترجمه هذا النص الى العربيه

Venezuela bids farewell to Chavez as an era ends
The flag-draped coffin of Venezuelan leader Hugo Chavez was borne through throngs of weeping supporters on Wednesday as a nation bade farewell to the firebrand leftist who led them for 14 years.

His mother Elena wept over his wooden casket as a band played the national anthem outside his military hospital. Presidential guards with red berets then placed his remains on top of a black hearse, surrounded by flowers.

Chavez’s hand-picked successor, Vice President Nicolas Maduro, walked alongside the car through dense crowds, wearing a somber expression and a striking outfit in the color of the national flag.

Chavez’ death after a two-year struggle with cancer was a blow to his adoring supporters and the alliance of left-wing Latin American powers, and plunged his oil-rich country into uncertainty as an election is organized.

His body, surrounded by soldiers, was being taken to the military academy that the former paratrooper colonel once called a second home, where he will lie in state until an official ceremony with foreign dignitaries on Friday.

People watched from their apartment windows, others climbed fences to get a better view of the hearse, many held or wore iconic images of Chavez.

The 58-year-old leader succumbed to a respiratory infection on Tuesday. A new election is due to be called within what are sure to be 30 tense days.

وشكراااا

حسام الاحمري
07-04-2013, 12:37 PM
ترجمة الى عربي

Al-Farabi


Abū Naṣr al-Fārābī Abū Naṣr Muḥammad al-Fārābī; for other recorded variants of his name see below) known in the West as Alpharabius (c. 872 – between 14 December, 950 and 12 January, 951), was a Muslim polymath and one of the greatest scientists and philosophers of the Islamic world in his time. He was also a cosmologist, logician, musician, psychologist and sociologist.

Al-Farabi spent almost his entire life in Baghdad, capital of Abbasids that ruled the Islamic world. In the auto-biographical passage about the appearance of philosophy preserved by Ibn Abī Uṣaibia, Farabi has stated that he had studied logic with Yūḥannā b. Ḥaylān up to and including Aristotle’s Posterior Analytics, i.e., according to the order of the books studied in the curriculum, Fārābī said that he studied Porphyry’s Eisagoge and Aristotle’s Categories, De Interpretatione, Prior and Posterior Analytics. His teacher, Yūḥannā b. Ḥaylān, was a Christian cleric who abandoned lay interests and engaged in his ecclesiastical duties, as Fārābī reports. His studies of Aristotelian logic with Yūḥannā in all probability took place in Baghdad, where Al-Masudi tells us Yūḥannā died during the caliphate of al-Moqtader (295-320/908-32). He was in Baghdad at least until the end of September 942 as we learn from notes in some manuscripts of his Mabāde ārā ahl al-madīna al-fāżela, he had started to compose the book in Baghdad at that time and then left and went to Syria. He finished the book in Damascus the following year (331), i.e., by September 943). He also lived and taught for some time in Aleppo. Later on Farabi visited Egypt; and complete six sections summarizing the book Mabāde in Egypt in 337/July 948-June 949. He returned from Egypt to Syria. Al-Masudi writing writing barely five years after the fact (955-6, the date of the composition of the Tanbīh), says that he died in Damascus in Rajab 339 (between 14 December 950 and 12 January 951). In Syria, he was supported and glorified by Saif ad-Daula, the Hamdanid ruler of Syria.
Although his writings on Jewish law and ethics met with respectful opposition during his life, he was posthumously acknowledged to be one of the foremost rabbinical arbiters and philosophers in Jewish history, his copious work a cornerstone of Jewish scholarship.
His fourteen-volume Mishneh Torah still carries canonical authority as a codification of Talmudic law. In the Yeshiva world he is known as "Hanesher Hagadol" (the great eagle) in recognition of his outstanding status as a bona fide exponent of the Oral Torah, particularly on account of the manner in which his Mishnah Torah is elucidated by Chaim Soloveitchik.

عادل507
08-04-2013, 05:17 AM
depression (BDI scores), Harris and Curtin (2002)
found three other factors not identified by Schmidt
et al. (1995) to be predictors. These were Insufficient
Self-Control, Incompetence/Inferiority and Vulnerability.
Both regression analyses were conducted on
student populations, which subsequently raised the
question as to the extent to which the student
populations were comparable.
Harris and Curtin (2002) provided a breakdown of
the distribution of BDI-II scores in their studies, but
unfortunately the BDI scores distribution of the
Schmidt et al. (1995) study was not reported,
therefore this comparison was unable to be made.
Harris and Curtin (2002) noted that the use of the
BDI-II in their study and the use of the BDI by
Schmidt et al. (1995) might be responsible for the
difference. The BDI-II asks respondents to rate their
symptoms over the past 2 weeks as opposed to a oneweek
period required by the BDI. Additionally,
Harris and Curtin (2002) noted that some of the
questions regarding somatic concern and work
difficulty used in the BDI had been replaced by
cognitive questions relating to worthlessness and
concentration difficulties.
It is possible that the Harris and Curtin (2002) use of
the BDI-II, which contained a number of cognitive
questions regarding depression, may have inflated the
correlations with the cognitively based YSQ. Additionally,
there was a possibility that given the use of stepwise
regression with a large number of independent variables,
the Type I error rate could have been high.
Decisions within the stepwise multiple regression
techniques are made based on small differences in
statistics. Thus, this technique may be prone to
misinterpretation of chance differences within a sample
(Tabachnick & Fidell, 1996). It is therefore suggested
that future research on predictive validity utilise the BDI
in order to compare results to those of Schmidt et al.
(1995), and utilise standard linear regression to reduce
the possibility of a high Type I error rate. To date the
YSQ-SF has not received as much attention within the
literature in terms of its psychometric properties.
Overview of the development of 75-item
YSQ-SF
Due to the length of the YSQ-LF, it is timeconsuming
to administer. The YSQ-LF can take
up to 60 minutes to complete. It has also been
suggested that compliance and the accuracy of
completion are problematic for questionnaires of
this length (Waller, Meyer, & Ohanian, 2001). For
this reason, Young (1998) constructed the 75-item
YSQ-SF to address the above problems. The YSQSF
is currently available online at http://www.
schematherapy.com/id54.htm The 75 items are a
subset of the original 205 items and have been
chosen to reflect the 15 EMS identified by the
Schmidt et al. (1995) PCA in a clinical population.
Each of the 15 factors has five questions devoted to
them. These items were selected on the basis that
they possessed the highest factor loading scores
(Schmidt et al., 1995, cited in Waller et al., 2001).
However, limited research exists on the psychometric
properties of the YSQ-SF.
Factor analysis of YSQ-SF
The first published factor analysis (PCA with
varimax rotation) of the YSQ-SF was completed by
Welburn et al. (2002). They used a 203 patient
psychiatric sample admitted to a day-treatment
program. The sample size and population type were
similar to that utilised in the Schmidt et al. analysis of
the YSQ-LF (1995). There was some disturbance of
the factors, namely item 50 loaded on Failure to
Achieve and Abandonment as opposed to Subjugation.
Item 35 loaded on Self-Sacrifice and Insufficient
Self-Control rather than Dependence, item 46
was cross-loaded on Self-Sacrifice and Enmeshment
as opposed to Subjugation, and item 38 had no
significant loadings although, theoretically, it
should have loaded on Dependence. The authors
referred these disruptions back to the Young (1990)
model and examined the face validity of the
particular item. Overall, Welburn et al. (2002)
concluded that the factor structure of the YSQ-SF
for use with a clinical population was sound and
was not sufficiently discrepant from the theorised
structure to warrant revision.
Calvete, Estevez, Lopez de Arroyabe, and Ruiz
(2005) conducted a confirmatory factor analysis
(CFA) of the Spanish version of the YSQ-SF. The
15-factor model was deemed to be a good fit to the
data. In a second analysis, the five higher-order
domains proposed by Young (1999) were not
supported. The results indicated a three-factor
solution as a better fit for these higher-order domains.
An exploratory factor analysis conducted by Baranoff,
Oei, Kwon, and Cho (2006) on a sample size of
415 South Korean students suggested the removal of
the Dependence/Incompetence schema, the Enmeshment
schema and item 66, which was an item in the
Entitlement schema for this non-Western student
population. Subsequently, Baranoff et al. (2006)
performed a confirmatory factor analysis (CFA) on a
Korean student sample of 418 and a separate sample
of 271 Australian students. In both samples, the
13-factor model derived from the exploratory factor
analysis provided a better fit than the original 15-factor
model. Modification indices did not suggest the
removal of further items due to cross-loadings. This
provides some evidence for the use of a modified
13-factor model for student populations.
Young Schema Questionnaire 83
Internal consistency of YSQ-SF
Cronbach’s alpha is a statistic used to determine the
internal consistency of a scale and, as such, forms
part of the reliability information. The alpha level for
the overall YSQ-SF in a sample of female subjects
with eating disorders used by Waller et al. (2001) was
.96 and the non-clinical group included in the same
study had an alpha of .92. Each of the subscales had
an alpha 4.8 for the combined sample, and because
it is above .7, it is an acceptable alpha to suggest
internal consistency according to Nunnally (1978).
Additionally, there was no discernible pattern of
alpha scores between the long and short forms of the
YSQ. This indicates that the short form of the scale
possesses good internal consistency. However, individual
alpha levels were not reported in Waller
et al.’s study. In a study conducted by Stopa,
Thorne, Waters, and Preston (2001), individual
subscale scores were reported. All 15 scales had
alphas 4.7 with 10 of the subscales above .8.
The only scale that did not have a Cronbach’s alpha
value 4.7 was the factor representing the Dependence
schema.
The Cronbach’s alpha for the study conducted by
Baranoff et al. (2006), using a South Korean student
population was high (.94). The Cronbach’s alpha for
the Australian sample (Baranoff et al., 2006) was also
high (.96).
Discriminative validity of YSQ-SF
Waller et al. (2001) analysed the discriminative
validity of both the YSQ-LF and the YSQ-SF using
a sample of 60 women who met the DSM-IV criteria
for bulimia and 60 women who had no known
psychiatric diagnosis. Both the long and short forms
produced a significant discriminant function. The
YSQ-SF produced positive effects at the significance
level for Defectiveness and Insufficient Self-Control
whereas the YSQ-LF produced positive effects for
Defectiveness, Insufficient Self-Control and a negative
effect at the significance level for Entitlement.
The false-positive rate (non-clinical women assigned
to the bulimic group) for the discriminant analysis
was 7%, in contrast to 10% for the long form. The
false-negative rate (bulimic women assigned to the
non-clinical group) for the short form was 18% as
opposed to 12% for the long form. Waller et al.
(2001) commented that the long form could be
described as less ‘‘pessimistic’’ than the short form.
From these results, the short form produced a slightly
more conservative result when distinguishing between
a bulimic group and a non-clinical group,
although the difference was small. Based on this
finding, it would appear that the long and short forms
of the YSQ have similar levels of discriminant validity.
Predictive validity of YSQ-SF
Waller et al. (2001) conducted multiple regressions
on their sample of 60 women who met the criteria for
bulimia. On the YSQ-LF, a significant effect was
found for the overall scale score and the frequency of
bingeing. The predictive power described for the
YSQ-SF was also significant and was indeed similar
in order of magnitude. Both the YSQ-LF and YSQSF
identified Emotional Inhibition as a significant
predictor of bingeing behaviour. This finding was not
mirrored for the prediction of vomiting behaviour. In
the long form alone, Defectiveness and lowered
levels of the Subjugation schema significantly predicted
vomiting behaviour based on the results of a
multiple regression. There was no significant predictor
identified in the multiple regression conducted
on the YSQ-SF. In addition, the factors that were
close to reaching significance were different to those
identified in the YSQ-LF, namely Emotional Inhibition,
Vulnerability to Harm and Failure to Achieve.
This result was obtained from a sample of women
with eating disorders, thus the generalisability of this
finding to male subjects is unclear.
In addition to their factor analysis on a psychiatric
patient sample of 202 (98% had received at least an
Axis I diagnosis and 36% a diagnosis of at least one
Axis II disorder), Welburn et al. (2002) tested the
predictive validity of the YSQ-SF using multiple
regressions to predict depression. In contrast to
Schmidt et al. (1995), who used BDI scores and
Harris and Curtin (2002), who used BDI-II scores as
measures of depression, Welburn et al. (2002) opted
to use the depression scale within the Brief Symptom
Inventory (BSI; Derogatis, 1993). The YSQ-SF
accounted for a significant proportion of the variance
of depression as measured by the BSI (47%). Of the
15 subscales, two scales contributed unique variance
to the prediction of depression. These were: the
Abandonment subscale, which accounted for 12.5%
of the variance; and the Insufficient Self-Control
subscale, which accounted for 5.5% of the unique
variance of depression. The finding that Insufficient
Self-Control was a significant unique predictor of
depression supports the finding of Glaser et al.
(2002), who used the YSQ-SF on a clinical sample
and that of Harris and Curtin (2002), who utilised
a student sample that completed the YSQ-LF.
Welburn et al. (2002) noted that conceptually there
may be some overlap between the Insufficient Self-
Control schema and the symptoms of depression
such as lack of energy and motivation.
Glaser et al. (2002) used a sample of 188
outpatients who were receiving psychotherapy treatment
at a university-based training center to perform
a multiple linear regression analysis. The use of this
statistical procedure is a more conservative approach
84 T. P. S. Oei & J. Baranoff
in determining predictive validity as opposed to
stepwise regression, because it reduces the Type I
error rate. Glaser et al. (2002) found that 54% of the
variance in BDI scores could be accounted for by
YSQ-SF scores. This is in contrast to Schmidt et al.
(1995), who found that 33% of BDI scores were
accounted for by YSQ-LF scores. In addition, Glaser
et al. (2002) found that the Abandonment/Instability
subscale contributed to the total variance at a level
significantly above that of the remaining 14 subscales.
The differences between the Schmidt et al.
(1995) and the Glaser et al. (2002) predictive
validity, assuming the samples are similar, may
reflect the difference in internal consistency and
validity between the YSQ-LF and YSQ-SF. Alternatively,
the differences may be attributable to the
different statistical analyses used: Schmidt et al.
(1995) used the stepwise regression procedure and
Glaser et al. (2002) used multiple linear regression.
A limitation of the Glaser et al. (2002) study was
the small sample size. Additionally, Glaser et al.
(2002) commented that the homogeneity of their
sample limits the external validity of the findings.
They suggested that future research should be
conducted with different races and ethnicities as
well as factors such as intelligence, education levels
and socioeconomic status. A summary of previous
research on the predictive validity of the YSQ-LF
and YSQ-SF for depression can be seen in Table II.
A recent study conducted by Baranoff et al. (2006)
assessed the predictive validity of the Australian
sample using BDI scores as the criterion. In that
study, 44% of the variance of BDI scores was
accounted for by YSQ-SF scores. Scores on Insufficient
Self-Control, Failure to Achieve and Social
Isolation were the only significant predictors of BDI
scores. It should be noted that the schemas identified
through research as relevant to depression, that
is, Dependency, Defectiveness, Incompetence/
Inferiority, Vulnerability and Abandonment, were
found not to be significant predictors. Further
research is required to determine whether the same
schemas are reliably predictive within the same
population groups. This will require some consistency
in terms of the measures of depression and the
statistical procedures used.
The theory underpinning schemas and the impact
they have on behaviour, thoughts and feelings
emerged with the Beck (1967) cognitive theory of
depression. Young’s Schema Questionnaire, the
YSQ-LF, is the first attempt at establishing measurement
of schemas. The questionnaire was clinically
derived and as such, was designed to include
clinically relevant EMS. It has undergone a degree
of psychometric scrutiny and has demonstrated
sound properties. The structure of the YSQ-LF has
been refined through factor analytic work. However,
the factors have not been reliably replicated (Table I).
A short form of the questionnaire, the YSQ-SF,
was constructed by selecting the five highest loading
questions for each schema. This was based on factor
analysis conducted by Schmidt et al. (1995) in a
clinical population. The YSQ-SF has been shown to
be robust in a Western clinical population. However,
a recent study (Baranoff et al., 2006) found that a 13-
factor solution may provide a better fit than the
original 15 in a student population. The Baranoff
et al. (2006) study also found high internal consistency
among both the Western and non-Western
student groups. The YSQ-SF accounted for 44% of
the variance of BDI scores. However, only the
schemas of Insufficient Self-Control, Failure to
Achieve and Social Isolation significantly predicted
depression scores as measured by the BDI. The YSQ
has been translated to a number ofWestern and non-
Western languages and additional translations are
likely to be performed. Furthermore, it is important
to understand whether the YSQ factor structure in
general is stable and maintains its psychometric
properties across diverse populations.
Table II. Summary of predictive validity (using Regression Analysis) of the YSQ
Authors
Unique and/ or
significant predictors
Percent of
variance
explained
Criterion
Measure Regression Type
Schema
Questionnaire
Type
Schmidt et al. (1995) Dependency 27
Defectiveness 6
33 BDI Stepwise multiple
regression
Long form
Harris and Curtin (2002) Defectiveness/Shame
Insufficient Self-Control
Incompetence/Inferiority
Vulnerability
63.3 BDI-II Stepwise Multiple
Regression
Long form
Welburn et al. (2002) Abandonment 12.5
Insufficient Self-Control 5.5
47 Depression
scale of BSI
Multiple Linear
Regression
Short form
Glasser et al. (2002) Abandonment 54 BDI Multiple linear
regression
Short form
Baranoff et al. (2006) Insufficient Self-Control,
Failure and Social Isolation
44 BDI Multiple Linear
Regression
Short form

عادل507
08-04-2013, 05:20 AM
السلام عليكم
ممكن مساعدتي في ترجمة هذه الأوراق

mah00y
12-04-2013, 01:05 AM
السلام عليكم ورحمة الله وبركاته
ممكن ترجمة لهذا النص



..يحتوي على العديد من الاقتباسات الرائعه
مليئة بالحِكم والتفاؤل والطموح والثقة بالنفس و تطور الذات و عبارة عن اقتباسات إيجابيَّة و مقتطفات تجعل حياتك اجمل
و التي تحفز الانسان على مواجهة الصعوبات في الحياة و عدم الاستسلام
و ان نكسر كل حاجز يمنعنا من تحقيق احلامنا..
لا يمُلّ منه ومن الداخل يجعل الشخص يكمل القراءة بإستمتاع



لقد اعتدت ان أقراه كل صباح لـ ابدأ يومي بعبارات محفزة لانقض على تحديات يومي بلا خوف من المحبطات و العوائق التي تواجهني




و شكراا

وردة ناعمة
12-04-2013, 03:14 PM
اريد المساعده

ام جوجو 2005
18-04-2013, 01:49 AM
السلام عليكم على كل الموجين والموجودات عندي استشارة في ترجمة قصيدة بمناسبة تخرج بناتي وحابة اترجم هين المقطعين واضيفها في انشودة التخرج فارجة تصحيح الترجمة لو كان فيها خطأ ورزقكم الله جبال بيضاء من الحسنات
ياديرة فيها ربيت ولفضلها لا مانسيت
مهما بذلت وقد عطيت قليل في حق ديرتي
يوم التخرج فرحتي تمزج دموعي بسمتي
بحضور مضدر همتي أهلى وناسي وعزوتي
oh deria where educated but virtues don`t forget
whatever has been made attiyt few in my deriaty right

graduation day is my joy my smile blends tears
the presence is my concern source my family,my people and my tribes
وتسلموا فبل الرد

mc-vigaso
21-04-2013, 01:33 PM
أتمنى لكم التوفيق كلكم يا رب

زمرديه
11-05-2013, 08:37 PM
http://img134.imageshack.us/img134/4222/14159515ue7.gif

http://www5.0zz0.com/2007/12/07/20/61043092.gif

juujuu
16-05-2013, 05:01 PM
فكره رائعه والله يجزاك خير

pretty wife
17-05-2013, 12:29 PM
Life has change a lot . There are a lot of entertainmant technology, and the result is one of the most problems all over the word which is low acadmic level of studnet .

The main cause of low acadmic level of studnet+ is entertainment technology they forgotten study , another causes of low acadmic level of student is the parents doesn't care for their children.


There are alot of bad result of low Acadmic level of student+ for exmple, low in social development another result is weak community unable in progress


Finally, low academic level of student is avery dangerous problem and we must stop her and find asolve to this problem because, education is our present and futer.



الحياة تغيرت هناك الكثير من وسائل الترفيه التكنولوجيه والنتجيه مشكله من المشكلات في العالم+ وهي تدني مستوى الطلاب

السبب الرئيسي في تدني مستوى الطلاب هو+ انشغالهم في وسائل الترفيه التكنولوجية مما ادى الى اهمال دراستهم سبب اخر وهو عدم اهتمام الوالدين

هنالك الكثير من النتائج السيئة لضعف مستوى الطلاب مثلا ضعف المجتمع وسبب اخر وهو ضعف في التطور الاجتماعي

اخيرا مشكلة تدني مستوى الطلاب هي مشكله خطيرة ويجب علينا ايقافها وايجاد حل لهذه المشكله لان التعليم هو حاضرنا ومستقبلنا


هل المقال صحيح بالانجليزي؟

kadi39
09-09-2013, 01:49 AM
http://img214.imageshack.us/img214/2927/e1pp7yy2fg41qd7.gif

s-jaguar-s
20-09-2013, 11:40 PM
أتمنى مساعدتي في إيجاد أكثر من ترجمة للعنوان التالي ليتسنى لنا اختيار أفضل ترجمة

علماً أنه عنوان بحث ماجستير باللغة الانجليزية

العنوان المطلوب ترجمته هو:

"إدراك مديري التعليم العام لمستوى تمكينهم وعلاقته بالمتغيرات الشخصية والتنظيمية"
كلمة (تمكين ) هنا المقصود بها (صلاحيات المدير)[/CENTER][/SIZE]

Pleeeeeeeeeeeeeeeeeeeez

ولكم أصدق الدعوات بظهر الغيب

الدرب الاحضر
10-10-2013, 08:29 PM
السلام عليكم
ابغى ترجمة هذا المقطع

. Manage Accounts Receivable
Be courteous, but firm with customers. Most small businesses
do not have the cash flow that allows the luxury of providing lines of credit to their customers. Track accounts receivables closely, and follow-up on past due accounts.

ابتسامه جذابه
02-11-2013, 10:56 PM
الله يعافيك ابيك تترجمين القطعه الاستاذه طالبتها منا
headaches, especially those towards the back of the head , can be caused by eyestrain and one of the first things to check is the eyesight. hypermetropia (long sightedness) and astigmatism are the defects most likely to cause headaches . sinusitis is another common cause of pains in the head .

Nina Cardle
07-11-2013, 04:23 PM
الله يعافيك ابيك تترجمين القطعه الاستاذه طالبتها منا
headaches, especially those towards the back of the head , can be caused by eyestrain and one of the first things to check is the eyesight. hypermetropia (long sightedness) and astigmatism are the defects most likely to cause headaches . sinusitis is another common cause of pains in the head .




الصداع، هو بالذات ذلك الجزء الخلفي من الرأس، ومن المحتمل أن يكون سببه إجهاد العين واحد الامور للتحقق من ذلك هو البصر. ان مد البصر (بعد النظر الطويل) والاستكماتيزم هما الأكثر احتمالا أن تسببان الصداع. وكذلك التهاب الجيوب الأنفية هو سبب اخر منتشر من الام الرأس .


ان شاء الله اكون افدتك:smile (87):

jinzo26
08-11-2013, 03:46 AM
language teacher 98 standard

miss .
08-11-2013, 03:38 PM
بعض الناس يعتقدون ان السعادة في الجمال , لو كانت كذلك لكانت الطواويس والورد احرى منا بالسعادة واجدر منا بها
وبعضهم يعتقد ان الثروة هي السعادة , لو كانت السعادة بالمال زالذهب والفضة لكانت الجبال والمناجم احرى بالسعادة منا فإن فيها الشيء الكثير من ذلك .

ممكن تحولون هالنص لإنقلش ؟ http://img134.imageshack.us/img134/4222/14159515ue7.gif

wasel9740
08-11-2013, 10:54 PM
now every thing looks so different
even lost my way
help me get through this darkest place
i can not carry on
won't you take hold of my hand
help me right my tears and resist it off
give you light and lead me on
why do i always end up this way ?
my tears may roll down but it is too
late me now
tell me how this can be so true
isn't this just a dream why won't
you make me up?
though you may be tar, let my prayers be
never let me go

عنقودة
15-11-2013, 12:12 AM
انا عندي سؤال للترجمة كيف نقول للمتعافي من مرض "سلامتك" بالانجلش، وكيف نقول" اتفضل للطعام"
":

وتين القحطاني
15-11-2013, 09:08 PM
However many details I provide of my patients' success, you are
right to be skeptical. Thousands of patients with successful outcomes
does not necessarily translate into your individual success . After all,you might point out, weren't these patients motivated by severe illness
or the fear of death? Actually, many were relatively healthy
people who came to me for routine medical care. They found a hidden
benefit, and just decided to "eat to live" longer and healthier and
lose the extra weight they did not need to carry, even if it was only
ten to twenty pounds. When faced with the information in this book,
they simply changed



بليز ابي ترجمه هالمقطع:smile (87)::smile (56):

razan_zahrani
15-11-2013, 09:08 PM
السلام عليكم ..

عندي اسايمنت ترجمة لهالنص , اللله يسسعد ويوفق اللي يترجمه بشكل صحيح ..

وقال الحشاش، يعد العثور على قبر الطفلة اكتشافا أثريا مهما، حيث وجدت مجموعة من اللقى والمصوغات المهمة وهي معروضة في الرياض، متوقعا أن يكون الموقع كبيرا للغاية، كما أن هناك قبورا كثيرة جدا في الموقع تحتاج إلى تنقيب وحفر واستخراج الحضارات القديمة من تلك المواقع. وأضاف الحشاش، إن ثاج مدينة أثرية ذكرها المؤرخون والرحالة تقع في وادي المياه في الصمان، وهي موقع حضاري يشرف على الدرب التجاري المسمى بدرب الكنهري، كما توجد بها مدينة متكاملة الأسوار ترجع إلى أكثر من ألفي عام، وتنتشر بها الكسر الفخارية والمدافن التلالية المختلفة الأنماط، وبين الحشاش أن شواهد القبور تنتشر في ثاج والتي كتبت بالخط المسند إضافة إلى وجود الآبار والعيون القديمة جدا، وقال: "لدينا مواقع عديدة في المنطقة الشرقية تحتوي على قبور مهمة جدا تحمل في طياتها التاريخ والآثار، وكذلك الكنوز التاريخية التي لا تقدر بثمن".
وبين أنه إضافة إلى القبور الموجودة في قاعدة الظهران الجوية هناك آثار أخرى في مواقع متعددة، وهي امتداد لحضارة دلمون الشهيرة التي تسيدت قبل نحو أربعة آلاف سنة في المنطقة، وهناك توجهات كبيرة خاصة مع انضمام الآثار والمتاحف إلى الهيئة العامة للسياحة والآثار، وزيارات لهذه المواقع وبشكل دوري من قبل مجموعة من المتخصصين. واستبعد الحشاش، أن تتعرض المواقع للسرقة خاصة مع وجود حراس من نفس القرية رغم أن التحصين بالسياج لا يعد كافيا في حفظها، في وجود أجهزة متطورة تكشف عن المعادن والنفائس.
وقد ذكر مختصون في الآثار، أن بقاء بعض الآثار تحت الأرض وطمرها بالرمال في المواقع جعلها غائبة عن أعين لصوص الآثار المحترفين معتقدين، أن وقوع قبور ثاج بعيدة عن العمران والمناطق المهمة في منأى عن السرقة والبحث والتنقيب والتخريب، وشددوا على ضرورة إيجاد حل للسكان الأصليين وإبعادهم عن مثل هذه المواقع فنظرا لقيمتها التاريخية أيضا هناك خطورة الانهيارات في المواقع المطمورة في الرمال. ويتحدث بعض السكان هناك عن بحثهم عن الأسطورة التي تقول عن بناء مدينة كاملة من الذهب والفضة، إذ يعتقدون أن هناك مدينة قديمة رصت لبنات الذهب والفضة على شكل أسوار ومبان، فيما يقول بعض السكان "امتعضنا كثيرا لدى حفر أحد القبور من قبل الآثار، إلا أن وجود الكنوز والذهب مع الجثة جعلنا غير مصدقين لمثل هذه الأشياء خصوصا وأنها تكثر في الأساطير، ولم نعد نسمع عنها رغم أننا نعرف أن موقع ثاج يحتوي على كنوز، وتخوف البعض منهم بقوله "أصبحنا نشك في كل قادم إلى الموقع أنه يريد السطو على الكنوز والآثار خاصة، وأن الموجود سياج فقط".

يارب توفقني 2
06-03-2014, 12:21 AM
بارك الله فيك

معلم1429
06-03-2014, 11:36 AM
اشكرك ......................

محبة الطب
24-03-2014, 04:50 PM
http://img214.imageshack.us/img214/2927/e1pp7yy2fg41qd7.gif

خلود عمري
07-04-2014, 05:38 PM
عصر صدر الإسلام.
هو مصطلح يستخدم للدلاله على السنوات الأولى للإسلام ويشمل تلك الفتره الممتده من بعثة النبي الى اخر ايام الخلفاء الراشدين، واللتي انتهت في حدود نهاية العقد الرابع الهجري عام 40هـ

آتمنى اعيش في عصر صدر الإسلام لأنه العصر الذي بدأ منه الإسلام وانتشر فيه ، كانت البدع غير ظاهره، وقضي ع الجاهليه، نزل فيه القرآن ، وحفظوه الصحابه.
جاهدوا في سبيل الله ولازموا الرسول طوال حياته، واذا صعب ع احدهم امرا ذهب الى الرسول.
كان الصحابه متمسكين بالإسلام وفاهمين حقيقته.
كنت اتمنى العيش مع رسول الله ولو ليوم واحد فهو شفيعنا وحبيبنا.

كان الصحابه يتلقون العلم من الرسول مباشره. وكنت اتمنى هذا.
وكانو يفدونه بأرواحهم واهلهم ومالهم.
كانو يجاهدون في سبيل الله ويتمنون الموت فيه.

اتمنى العيش في عصر صدر الإسلام لأنعم بكل هذه المنح.

عينك بعيني
21-04-2014, 04:31 AM
السلام عليكم ورحمة الله وبركاتة

فضلا وليس أمرا هل لي بالحصول على ترجمة التالي ::


مامعنى كلمة . يضم .

مثال .. ضمني في عيونك .

فلتضمني عيونك


كلمات : الحنين , الشوق .



مازال الحنين يسكنني مذ سنين .


آه من الشوق الذي أصبح كالطوق يحاصر جميع جهاتي ..


كلمة آه هي الكلمة الوحيدة التي لها نفس النطق في كل لغات العالم فما مفردتها بالانجليزية ؟

وهي يأن . الأنين ..



قوافل الشكر تحط رحالها عند سموكم الكريم .

ROCK73
21-02-2015, 03:39 PM
http://www5.0zz0.com/2007/12/07/20/61043092.gif

ROCK73
21-02-2015, 03:50 PM
عندي مجموعة من الاسئلة في امتحان ارجو التصحيح هده الاسئلة

6- We’ve just got engaged!
Happy anniversary happy birthday congratulations cheers
7- Do you mind if I open the window?
No,go ahead yes, go ahead it’s lovely I agree

8- How do you do .
I’m a teacher I’m fine,thanks how do you do I like reading
9- What are your host family like
They like going out
They’re really nice
They like chocolate
They like cats

10- We paid 80 for the tickets and the show was really bad
What a waste of money
What a throw away of money
What a spend of money
What a loss of money


11- I’ve been in England Since the last 3 weeks .
Since with for at

12- When I was a child I used to get up at 7 am every day to go to school .
Will used to use to used

13- I can’t come out tonight I don’t have enough money .

Haven’t have few not have don’t have enough

14- If I am richer I will buy a big house by the sea .
Am will be would were would is will

15- I’ve Already heard the news that you’re pregnant! Congratulations! When’s the baby due?
Already just since haven’t

16- I was having breakfast when the phone rang it was an old school friend !
Am having had was having were having
17- The Clifton suspension bridge in Bristol Builded by Isambard Kindom Brunnel.
Builded was built built was building

18- As soon as I got the important email, I replied. I didn’t wait at all .
While a long time after as soon as before

19- how long Have you been working for this company ? 5 years ?
How many how time how long how

20- By the time I had finished my homework, it was midnight !
Finish had finished was finishing do

21- I Look forward To meeting you next week at the interview .
Look forward see forward look towards look ahead

22- I’m very keen on cycling .
On at by with


23- I often lend money to my friends.
Borrow take lend have

24- There were lots of people on the beach it was so Crowded I couldn’t move!
Crowded currency quiet commeny

25- Is the exchange rate good at the moment ? I need to change some money for my holiday.
Change currency exchange money



Find the wrong word in the sentence

26- I have been waiting for to you since 4 pm where have you been
For to have been

27- He looks just as like his father
Just as his like
28- I have two thousand of pounds to spend on my next holiday
To on of my


29- If I will go to tom’s party , I will take all my friends .
To will (1st) will (2nd ) my


30- You should to phone your mother. you haven’t called her for ages!
Should for haven’t to

ميس القحطاني
06-03-2015, 05:05 PM
ابغ ترجمة هذا النص
ايها المباركون فنستأنف معكم دروسنا في هذا المسجد المبارك حول ايات القران العظيم ولقاء هذا اليوم يحمل عنوانه الانبياء وقد ذكر الانبياء في القران كثيرا، الا انني ساحاول معكم في تفسير موضوعي ان نلم شعث الموضوع مااستطعنا الى ذالك سبيلا
ان اول مادل عليه القران هو ان النبوه منزله تعطى ولا تكتسب ، تعطى ولا تكتسب
قال الله جل وعلا:(وقالو لولا نزل هذا القران على رجل من القريتين عظيم اهم يقسمون رحمة ربك)
قال العلماء: الرحمة هنا بمعنى النبوه والله جل وعلا قال و قوله الحق الله اعلم حيث يجعل رساله فما من نبي بعثه الله سأل الله جل وعلا من قبل مقام النبوه، انما الله جل وعلا يصطفيه ، يجتبيه، يمتن عليه ، فيعطيه مقام النبوه هذا اولا.

zuhair12
27-04-2015, 11:13 PM
موضوع جميل

منة الله محمد
15-08-2015, 02:42 PM
who ever believes in Allah and the day of judgement say good or be silent.

ام الامور
10-10-2015, 03:00 AM
كل الشكر لهذه البادرة الطيبة منكم

أرجو ترجمة هذه الكلمات في أسرع وقت ممكن
فينا خير
مدرستي ....مسئوليتي

نمرالصحراء
22-10-2015, 09:03 AM
شكرا جزيلا لك

شعفان
28-10-2015, 07:22 PM
السلام عليكم ممكن مساعدة ضرررررررررووورية ابغى ترجمة conversation مييقا قول 5 الوحدة الرابعه اللي عن الالعاب ارجوووووكم بسرعة

شعفان
31-10-2015, 04:17 PM
السلام عليكم ابغى ترجمة قطع الريدينق منهج ميقا قول الوحدة الرابعة والثالثة the formula of behind الثانية a brief of overview of the history الاولى the world of plastic
ارجوكم ردوا علي احتاجها عندي درس

ام الامور
21-11-2015, 04:21 AM
لقطة المتحيرة في كثير من المرّات كانت القطة لولي تنظر إلى المرآة، لم يكن يعجبها شيء كانت تتذمر دائماً من شكلها الذي لا يعجبها، وكانت دائمة المراقبة للحيوانات الأخرى، فمرّة تحلم أن تطير مثل الطائر، ومرة تحلم أن تسبح مثل السمكة، ومرة أن تقفز مثل الكنغر، وفي إحدى المرات كانت تراقب البطات من حولها وهن يسبحن على سطح الماء، فأحبت أن تكون بطة تجيد السباحة.. ولكن هذا القناع لم يساعدها على أن تصير بطة حقيقية أو أن تسبح مثل باقي البطات، ثم رأت أرنباً يقفز بسرعة ويأكل الجزر بأسنانه الكبيرة، أحبت تلك القفزات الطويلة، فقررت أن تصير أرنباً، ولكن تلك الآذان الطويلة لم تسهل عليها عملية القفز والجري بل على العكس زادت الطين بلة، وأثناء عودتها للمنزل وهي تتذمر رأت قطيعاً من الخرفان، فأحبت شكلها المستدير بصوفها الكثيف، فقررت أن تصير خروفاً جميلاً، ولكن بعض الصوف على جسدها لم ولن يجعلها خروفاً حقيقياً وأخيراً.. كان القرار الأخير هو الأغرب. أثناء تجوالها في أحد البساتين رأت بعض الفاكهة، فوصل طمعها برغبتها حتى أن تصير فاكهة لذيدة برائحة طيبة فوضعت بعض قشور الفاكهة على رأسها، واستغرقت من تعبها في نوم عميق، وفجأة شعرت كأن أحداً ما يحركها من مكانها، نظرت نحو الأعلى، فرأت خرفاناً من حولها تفتح فاها محاولة أكلها، ظانة إياها نوعاً لذيذاً من الفاكهة، وما إن أدركت القطة هذا حتى خلعت القناع وفرت هاربة مذعورة وهي تقول أنا محظوظة لأنني قطة أستطيع الهرب بسرعة ولم أكن فاكهة أو أي شيء آخر، ثم عادت إلى بيتها وهي مسرورة

ام سما2007
21-11-2015, 05:12 PM
بلييييييز احد يصحح لي هالبرقرلف اذ فيه اخطاء بالقرامر

The role of maids and servants in society
Introduction
One of the social phenomena that have become prevalent in the present time.the issue of attracting maids and servants to the local community .it is a controversial issue and opinions differ on this issue .there are thosewho believe they are prerequisite and necessary in some cases .on the other hand ,they are those who disapprove this phenomena because of its negative impact on the upbringing o the future generation

Body;
Opponents of maids and servants found that relying on them would lead to the evanescence of the concept of self-reliance and prevalence the behavior of the dependency .they also mention he negative impact on reaving o children because of the the different culture the affects appear in linguistic growth and behavior of the child in the future in this case ,it cannot ignore the positive effects of maids and servants .there are who believe that relying on them in some cases be okay if that is necessary





Comparison between formal and non-formal education
Education is the process of learning to improve knowledge and develop skills .education often takes place under the guidance of educators but learners may also educate themselves .there are two forms of education ,formal and non-formal education while formal and non-formal education are different and totally opposite.

Body;
formal education guided to formal curriculum but informal but informal education there is no program or prescriptive methods of study . formal education happens in a school or in a classroom provided by teachers ;in contrast ,informal education learning happens anywhere and anytime based on own experience .there are no exams in informal education ,unlike the formal education .formal education results in obtaining a certificate and recognized ,while informal education does not result in obtaining a certificate.

شكسبير زماني
14-04-2018, 12:55 PM
السلام عليكم
الله يعطيكم العافية احتاج ترجمة مختصرة جدا
Media Will Never Influence Learning by Richard E. Clark
The purpose of this discussion is to explain and sharpen different points of view about the impact of media and attributes of media
on learning, motivation and efficiency gains from instruction. This paper is an attempt to summarize my arguments about the
research and theory in this area and to respond to Robert Kozma's criticism of my earlier discussion of these issues. I will first
briefly summarize my arguments about media effects; next I will attempt to characterize the many reactions to the controversial
claim that media do not influence learning or motivation. Finally, I will respond to the specific criticisms advanced by Robert
Kozma this issue.
INTRODUCTION
A Brief History of Media Research
The claim of "no learning benefits" from media has been made and substantiated many times in the past. Many researchers have argued that
media have differential economic benefits but no learning benefits. For example, in the first Handbook of Research on Teaching, Lumsdaine
(1963) concluded that the benefits of media were primarily economic and that their use was "to develop the technology of instructional method"
(p. 669). Mielke (1968) was eloquent on the topic in an article he wrote for the now-defunct Educational Broadcasting Review (Mielke, 1968) titled
"Questioning the Questions of ETV Research." He predicted that adequately designed research on the learning benefits of various media would
yield no significant differences between treatments. Another example of the argument came from this century's most prolific media research
reviewer, Wilbur Schramm (1977), who claimed that learning is influenced more by the content and instructional strategy in a medium than by the
type of medium. Levie & Dickie (1973) made the same point as Schramm in their chapter on media and technology research in the Second
Handbook of Research on Teaching. Finally, this was the conclusion I reached with Gavriel Salomon in our review in the third, and most recent,
Handbook of Research on Teaching (Clark & Salomon, 1986). It is therefore a bit of a mystery why my restatement of the claim of "no differences
expected" a decade ago (Clark, 1983) received so much attention. A colleague has suggested that previous discussions of this argument have
put the claim in very tentative terms (as befits our training as researchers) and left the door open to media effects on learning. I made the explicit
and clear claim that there were no learning benefits possible and urged that we not continue to waste effort on the question until a "new theory"
was developed. I intended to stimulate discussion and I was not disappointed. Before I describe the reactions however, the discussion turns to a
brief review of the argument.
The Important Aspects of the Learning From Media Argument
My early articles (Clark, 1983, 1985a) claimed, in part, that media are "mere vehicles that deliver instruction but do not influence student
achievement any more than the truck that delivers our groceries causes changes in our nutrition" (1983, p. 445). The articles presented evidence
in support of the hypothesis that instructional methods had been confounded with media and that it is methods which influence learning. Further, I
claimed, that any necessary teaching method could be designed into a variety of media presentations. I also questioned the unique contributions
of media attributes. Gavriel Salomon and others (Salomon, 1979) had argued that it was not the medium which influenced learning but instead
certain attributes of media that can be modeled by learners and can shape the development of unique "cognitive processes." Examples of media
attributes are the capacity of television and movies to "zoom" into detail or to "unwrap" three-dimensional objects into two dimensions. The
problem with the media attribute argument is that there is strong evidence that many very different media attributes accomplish the same learning
goal (for example, there are a variety of equally effective ways to highlight details other than zooming). In every attempt to replicate the published
media attribute studies (see studies cited by Clark, 1985c; Clark & Sugrue, 1988), a number of very different media attributes served the same or
similar cognitive functions. This point is critical to my argument. If there is no single media attribute that serves a unique cognitive effect for some
learning task, then the attributes must be proxies for some other variables that are instrumental in learning gains.
A Replaceability Challenge
It may be useful to apply the following "armchair experimental criteria" to any situation where it appears that media or attributes of media have
been instrumental in fostering learning gains: We need to ask whether there are other media or another set of media attributes that would yield
similar learning gains. The question is critical because if different media or attributes yield similar learning gains and facilitate achievement of
necessary performance criteria, then in a design science or an instructional technology, we must always choose the less expensive way to
achieve a learning goal. We must also form our theories around the underlying structural features of the shared properties of the interchangeable
variables and not base theory on the irrelevant surface features. I challenge Robert Kozma and other colleagues in this area to find evidence, in a
well designed study, of any instance of a medium or media attributes that are not replaceable by a different set of media and attributes to achieve
similar learning results for any given student and learning task. This replaceability test is the key to my argument since if a treatment can be
replaced by another treatment with similar results, the cause of the results is in some shared (and uncontrolled) properties of both treatments. Of
course it is important for instructional designers to know that there are a variety of treatments that will produce a desired learning goal. However,
the utility of this knowledge is largely economic. The designer can and must choose the less expensive and most cognitively efficient way to
represent and deliver instruction. It cannot be argued that any given medium or attribute must be present in order for learning to occur, only that
certain media and attributes are more efficient for certain learners, learning goals and tasks. This allows the discussion, and our mental set as
theorists, to shift from media attributes as causal in learning to media attributes as causal in the cost-effectiveness of learning. While this may
seem a small shift in the representation of the problem, it would have major consequences for instructional research, theory and for design.
Cognitive instructional theory can shift to a concern with instructional methods that support the structural elements of cognitive processing during
learning and transfer.
What is an Instructional Method, and How is it Different From a Medium?
An instructional method is any way to shape information that activates, supplants or compensates for the cognitive processes necessary for
achievement or motivation (Salomon, 1979). For example, students often need an example to connect new information in a learning task with
information in their prior experience. If students cannot (or will not) give themselves an adequate example, an instructional presentation must
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provide it for them. It is likely that many different types of examples, with many different attributes presented by many different media would serve
similar cognitive functions for any given student. Instructional technology attempts to specify the need for and type of instructional methods
required for the essential psychological support of students as they learn. Delivery technology formats and packages essential instructional
methods based on available resources and the cost-effectiveness qualities of media attributes for specific learners and learning contexts.
A Confusion of Technologies
In a presentation for the Association for Educational Communications and Technology at their 1987 Atlanta convention I attributed our media
research and practice problem to a "confusion of technologies" (Clark, 1987). Instructional or training design technologies draw on psychological
and social-psychological research to select necessary information and objectives (as a result of task analysis) and design instructional methods
and environments that enhance achievement. A very different technology -- delivery technology -- is necessary to provide efficient and timely
access to those methods and environments. Both technologies make vital but very different contributions to education. Delivery technologies
influence the cost and access of instruction and information. Design technologies make it possible to influence student achievement. In my view,
there is a long history of a basic confusion between these two technologies that strangles our study of the contributions of media.
Motivation With Media
I also claimed that media not only fail to influence learning, they are also not directly responsible for motivating learning. Here I agreed
wholeheartedly with the views of Salomon (1984) and others who draw on the new cognitive theories which attribute motivation to learners'
beliefs and expectations about their reactions to external events -- not to external events alone. There is compelling research evidence that
students' beliefs about their chances to learn from any given media are different for different students and for the same students at different times.
WHAT ARE THE COUNTER-ARGUMENTS?
While there have been a great variety of counter-arguments, I categorize them into four types of rebuttals to the basic argument; 1) reasoning
based on the usual uses of a medium: 2) the meta-analysis evidence; 3) problems with empiricism and logical positivism; and 4) a lingering hope
for media attributes.
Usual Uses
The majority of informal letters which I received took Marshall McLuhan's view that media and method were identical and inseparable. I think of it
as the usual uses argument. It seems to develop because media specialists generate beliefs about the "best" contents and methods for each
medium. So, for example, television is usually thought to convey "realistic," visual, real time, documentary information. Computers most often give
semantically dense simulations of complex phenomena as well as drill and practice. Textbooks have tended to focus on the development of
encyclopedic knowledge with illustrated examples and heavy verbal content. Many writers seemed to suggest that these methods were somehow
intrinsic to a given medium. My argument is that the usual uses of a medium do not limit the methods or content it is capable of presenting.
Computers can present realistic visual, real-time documentary information, and television can present semantically dense simulations. The
method is the simulation or the real-time depiction. A good example of this point was uncovered in one of the earliest and largest (and best
designed) studies of computers by Suppes (in Clark, 1983) during the 1960s. In a study of computers versus teachers using drill and practice in
mathematics, Suppes found that one of his control school districts had messed up the data collection by delivering more drill and practice in
mathematics than was permitted by the study-using teachers and not computers. The result was that in that school district, mathematics
achievement increased at exactly the same rate as it did in districts where computers were giving drill and practice. Suppes concluded then that it
was not the medium but the drill and practice method that influenced achievement but he noted that the cost of the intervention might have been
less with computers.
Meta-analytic Evidence
Meta-analytic reviews of media research have produced evidence for the positive learning benefits of research with various media, particularly
computers (see reviews in Clark, 1983, 1985a,b). These analyses report an approximate 20 percent increase in final exam scores following
computer-based instruction (CBI) when it is compared to traditional forms of instruction (generally live instruction). After a number of discussions,
Kulik (1985), one of the primary authors of many of the meta-analytic surveys, agreed that it is not the computer but the teaching method built into
CBI that accounts for the learning gains in those studies. More important, Kulik agreed that the methods used in CBI can be and are used by
teachers in live instruction (Kulik, 1985). In fact, I reanalyzed a 30 percent sample of the studies he used and found that when the same
instructional design group produces CBT and presents the live instruction with which it is compared in many studies, there is no achievement
difference between the CBT and live conditions (Clark, 1985c). To characterize the fact that these powerful methods can be and are used in a
variety of media, Kulik employed the catchy phrase . . . diffusion of the innovative treatment to the control condition" (Kulik, 1985, p. 386). This
statement more or less acknowledges that most of the studies which are grist for the meta-analytic mill, are confounded because the teaching
method is not controlled (if it were controlled it could not "diffuse" anywhere).
Empiricism Envy
Cunningham (1986) did not dispute my argument that media made no difference to learning or motivation but argued against my empiricallybased
claims that instructional methods were responsible for achievement gains. Cunningham is well trained as a quantitative researcher but is
increasingly attracted to qualitative research and not to empirical method or logical positivism. I think his argument was with the unreconstructed
empiricism of my argument rather than with the theoretical claims. I agreed with him that my claim that it is instructional methods which account
for learning gains is a hypothesis, not a conclusion (Clark, 1986).
Necessary Media Attributes
A number of researchers have argued with my claim about the unique contribution of what Gavriel Salomon calls "media attributes." Remember
that the capacity of movies to zoom into detail or to unwrap three dimensional objects has led some to claim that new media have attributes that
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make unique cognitive representations available (Salomon, 1979). A few go so far as to claim that new "intelligence" might be possible as a result
of exposure to these attributes (for example, Salomon, Perkins & Globerson, 1991). I presented evidence (Clark, 1985a,b) that many very
different media attributes could accomplish the same learning goal (i.e. there were a variety of equally effective ways to highlight details other
than zooming) and so no one media attribute has a unique cognitive effect. Petkovitch and Tennyson (1984) took me to task with an argument
which I still do not completely understand but which seems to be related to the attributes argument. They seemed to agree that media comparison
studies are useless but claimed that certain media attributes make necessary contributions to learning. The evidence they offered was a study
where a computer simulation was used to teach students some skills required to fly a plane. I responded that people learned to fly planes before
computers were developed and therefore the media attributes required to learn were obviously neither exclusive to computers nor necessary for
learning to fly. A similar and more extensive argument has been made by Kozma (1991). The next section of this paper addresses Kozma's
(1994) points in this debate and in his earlier work.
Kozma's Reframed Argument about the Influence of Media on Learning
First, it is important to notice that Kozma (1994) agrees with me that there is no compelling evidence in the past 70 years of published and
unpublished research that media cause learning increases under any conditions. Like all other researchers who have made a careful study of the
arguments and research studies (e.g., Winn, 1990), he reaches a conclusion that is compatible with my claims (Clark, 1983). Kozma then asks
that we reframe the argument about the future possibilities of media as causal agents in learning. In his discussion (this issue) Kozma interprets
my claim that media attributes are not "necessary" variables in learning studies by quoting scholars from the philosophy of science who suggest
that "sufficient conditions" are important to a design science. Kozma states that ". . . scientists concerned with necessary conditions are those
interested in eliminating something undesirable, such as disease . . . On the other hand, scientists interested in the production of something
desirable, such as learning, are concerned with establishing conditions that are sufficient to bring it about. . . Necessary conditions are those in
whose absence an event cannot occur, while sufficient conditions are those in whose presence an event must occur" (1994, p. 14). Kozma offers
those studies where media attribute treatments are sufficient for learning as evidence for the value of attribute research.
This argument contains some of the most important elements of our disagreement. My reply is relatively simple. When a study demonstrates that
media attributes are sufficient to cause learning, the study has failed to control for instructional method and is therefore confounded. It is true that
in some cases instructional treatments containing media attributes are sufficient to cause learning. When this happens, the necessary condition to
cause learning is embedded in the sufficient treatment. We know that the active ingredient in successful media treatments is not the media
attributes because in all known attempts to replicate these studies, different attributes produce similar learning results----provided that the
required instructional method is present in the compared versions of the media attributes. That necessary condition or "active ingredient" of the
treatment which was sufficient to cause learning from instruction is best characterized as an instructional method which activates, compensates
or supplants the cognitive processes necessary for learning to occur (Salomon, 1979). In other words, any treatment that is sufficient for learning
must embody whatever is necessary to cause learning.
Structural and Surface Features of Research Constructs
The concepts of necessary and sufficient are similar to the concepts of structural and surface features in research on the role of analogies in
transfer during problem solving (for example, Gick & Holyoak, 1987). Surface features of analogies are those whose characteristics are of only
limited and domain-specific importance. For example, in science and mathematics instruction, irrelevant features of analogies often cause
misconceptions in learning. When told that an atom is like the solar system, students often believe that electrons must attract each other and be
attracted to the nucleus of the atom because planets are attracted to each other and to the sun by gravity. Gravity is a surface feature that is
important to understanding the solar system but not the atom. The structural (necessary) features that underlie both systems are central bodies
(nucleus, sun) that are encircled by rotating spheres (electrons, planets). The point that I had hoped to make in my earlier reviews is that media
attributes are surface features of learning systems. Those surface features may affect the economics but not the learning effectiveness of
instruction. Instructional methods are structural (necessary) features of media attribute studies. On the other hand, instructional methods may be
surface features of treatments concerned with the economics of learning.
I accept the point that whenever learning occurs, some medium or mix of media must be present to deliver instruction. However, if learning occurs
as a result of exposure to any media, the learning is caused by the instructional method embedded in the media presentation. Method is the
inclusion of one of a number of possible representations of a cognitive process or strategy that is necessary for learning but which students
cannot or will not provide for themselves. Kozma (1994) accuses me of creating an "unnecessary and undesirable schism" (p. 16) between
method and medium. My claim is that Kozma has confounded the two constructs. He is asking you to consider media as an integral aspect of
method. I am suggesting that if we take his advice, we will continue to misinterpret the research on instructional media and learning and continue
to fail in our efforts to construct powerful learning environments for all students.
All methods required for learning can be delivered by a variety of media and media attributes. It is method which is the "active ingredient" or
active independent variable that may or may not be delivered by the medium to influence learning. The derivation and delivery of a method to
support learning is always necessary. A great variety of media "translations" of any given method are sufficient to cause learning. Therefore, aside
from the identification of necessary methods for learners and tasks, it is important to derive media that are capable of delivering the method at the
least expensive rate and in the speediest fashion. Media influence cost or speed (efficiency) of learning but methods are causal in learning.
Let me try to illustrate my point one more time with a medical analogy. People often have preferences for one or another way to use a chemical
medicine prescribed by a physician to improve health. Some people will argue for tablets and others for liquid or injected forms of treatment. Is it
sufficient that one take a tablet medicine? Only if the tablet contains the active ingredient required to help us. Different forms of a medicine might
help us provided that they all contain the same method or active ingredient. The different forms of medicine are similar to different media. The
media include a variety of tablets, liquid suspensions, suppositories or injections. All of these different media are often capable of delivering a
necessary active chemical ingredient with different levels of efficiency, but with more or less equal effects on our physical symptoms. The active
chemical ingredient of these medical media is analogous to the necessary method in instruction. We could not construct an adequate medical
design science using different (sufficient) forms of delivery media alone and it would be irrelevant to measure whether these delivery forms reduce
our symptoms (unless we were concerned with the effects of belief on health). Scientific arguments about the necessary or sufficient nature of
oral ingestion of tablets versus an injection of the liquid form of a medicine would be largely irrelevant. Yet the discussion of delivery forms for
medicine is very important. Each of these delivery forms has different efficiency characteristics. Some forms of delivery get the active ingredient
to the patient much faster (or slower) in quantities which are more "pure" or more "diluted" at greater or less cost to the patient. For this reason I
disagree with Kozma's suggestion that we not separate medium and method in instructional research. Instead I claim that our failure to Separate
medium from method has caused enormous confounding and waste in a very important and expensive research area.
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We continue to invest heavily in expensive media in the hope that they will produce gains in learning. When learning gains are found, we attribute
them to the delivery medium, not to the active ingredient in instruction. When learning gains are absent, we assume we have chosen the wrong
mix of media. In any event, many educators and business trainers are convinced that they must invest scarce resources in newer media in order
to insure learning, performance or motivational gains.
Evidence for Kozma's View
Finally, Kozma's evidence for his view is to describe the latest round of studies that utilize the currently fashionable media -- ThinkerTools to teach
force and motion problem solutions and the Jasper Woodbury Series intended to help students solve mathematics problems (see Kozma, this
issue). These studies were not designed so that their results would provide evidence about the claims being made in this dispute. The research
conducted to validate these very creative instructional programs did not control for the sources of confounding that lie at the root of the argument.
The computer- based ThinkerTools program was compared with a standard curriculum for teaching force and motion. It is not clear whether the
standard curriculum used similar instructional methods but it is very doubtful. The videodisk-based Jasper program group was compared with a
control group that did not receive instruction in "decomposition and solution strategies." One must question whether this missing instruction could
have been delivered with a very different medium or set of media attributes. One must assume that these comparisons confound method and
content in the same way that many previous studies in this area fail to control for important alternative hypotheses. One way to begin to answer
questions about the structural necessity of media attributes is to ask whether other learners have achieved similar learning results with different
instructional treatments. Have learners acquired problem-solving techniques similar to those presented in ThinkerTools or Jasper in the past? If
so, the media attributes available from expensive computers and video disks are not structurally important in learning problem- solving skills. Yet
in making this point, I do not want to appear to be critical of the developers of these two excellent programs. The substantive point of both design
activities was to explore the utility of different combinations of instructional method.
CONCLUSlON
Kozma agrees with me that evidence does not yet support the claim that media or media attributes influence learning. This has been the
conclusion of all media researchers who have entered into a dialogue about this issue (e.g., Winn, 1990). However, Kozma hopes that future
media research will be more positive. He accepts the claim that in thousands of media research studies conducted over a period of 70 years, we
have failed to find compelling causal evidence that media or media attributes influence learning in any essential and structural way. However,
Kozma remains optimistic that with careful consideration of cognitive processes, we will find a critical connection between media attributes and
learning. He suggests that my insistence that educational researchers separate these two classes of variables will retard a very promising area of
research.
In brief, my claim is that media research is a triumph of enthusiasm over substantive examination of structural processes in learning and
instruction. Media and their attributes haven important influences on the cost or speed of learning but only the use of adequate instructional
methods will influence learning. I define methods as the provision of cognitive processes or strategies that are necessary for learning but which
students can not or will not provide for themselves. I claim that absolutely any necessary teaching method can be delivered to students by many
media or a variety of mixtures of media attributes - with similar learning results.
The media research question is only one of a number of similarly confounded questions in educational research. It is difficult for alternative
questions to gain acceptance, even though adequate research exists to refute invalid but intuitively appealing beliefs. The development of an
instructional design science is necessary but very complex. Part of the difficulty, in my view, is that we tend to encourage students (and faculty) to
begin with educational and instructional solutions and search for problems that can be solved by those solutions. Thus we begin with an
enthusiasm for some medium, or individualized instruction, or deschooling - and search for a sufficient and visible context in which to establish
evidence for our solution. Negative evidence is suspect and we are predisposed to believe that it is flawed. In the case of media research, 70
years of largely negative evidence has been and continues to be ignored by many researchers. Positive evidence is accepted easily because it
confirms our expectations and helps to attract research support. We need a greater appreciation for negative evidence and to begin with a focus
on the problem (for example, the need to increase achievement, or access to instruction, or to address the labor intensiveness of instruction) and
then search relevant research literatures for robust, research-based theories that can support the development of a variety of solutions to those
problems. If we begin by implicitly and explicitly attempting to validate a belief about the solutions to largely unexamined problems, we are less
open to evidence that our intuitions might be very far off the mark.
If the arguments advanced here have failed to convince you, I ask you to consider one or two questions as you reason about media research.
Whenever you have found a medium or set of media attributes which you believe will cause learning for some learners on a given task, ask
yourself if another (similar) set of attributes would lead to the same learning result. If you suspect that there may be an alternative set or mix of
media that would give similar results, ask yourself what is causing these similar results. It is likely that when different media treatments of the
same informational content to the same students yield similar learning results, the cause of the results can be found in a method which the two
treatments share in common. Design science (and a world with limited resources and many competing problems) requires that you choose the
least expensive solution and give up your enthusiasm for the belief that media attributes cause learning.
Richard E. Clark is Professor and Chair, Division of Educational Psychology and Technology and Director of Professional Studies in the School of
Education at the University of Southern California at Los Angeles. This article is based in part on a debate between the author and Robert Kozma
at the 1993 international convention of The European Association for Research on Learning and instruction at Aix en Provence, France,
September 4,1993, and on a February 1991 article by the author in Educational Technology titled "When Researchers Swim Upstream:
Reflections on an Unpopular Argument About Learning From Media" (pp.34-40).

محمد 1983
15-02-2022, 10:30 PM
بسم الله
إخواني انا مريض نفسي منذ 17 عام ولم اجد حل عند اي طبيب لا في بلدي ولا من العرب فارجو ترجمة استشارتي رجاء
هذه استشارتي وجزاكم الله خيرا

لى الدكتور ………..
ارجو يا دكتور ……. قراءة رسالتي جيدا واعطائي الحل فقد تعبت جدا وطال علي الوقت
ملخص رسالتي هي ان لدي استشارات كثيرة هنا وملخصها منذ 2004 اصبت بصعوبة بلع واضطراب هلع ومخاوف كثيرة وكنت اتناول المهدئات ومضادات الاكتئاب وجربت الكثير منها ولكن كنت ارتاح في اليوم 26 من بدأ تناول مضاد الاكتئاب وارتاح قليلا في اليوم 14 ولكن دوائين كنت ارتاح عليهما اكثر وهما anafranil و paxil ولكن كنت لا اتحمل زيادة جرعتهما فمثلا paxilكنت لا اتحمل اكثر من 20 مل فإذا زدت ولو شيئ قليلا أصاب بقلق شديد مهما بقيت على هذه الزيادة وكذلك ادواء anafranil لا اتحمل فوق 75 مل ثم سنة 2015 كتب لي طبيب دواء anafranil بجرعة 225 مل فأصبت بقلق شديد جدا جدا وبقيت عليه مدة 18 يوم كل يوم يزيد القلق ثم تركت العلاج وبعدها أصبت بحالة غريبة جدا صرت اذا تناولت أي مضاد إكتئاب حتى 5 مل paxil أصاب بقلق شديد وضيقة شديدة جدا ثم قال لي الأطباء أنه ممكن ان يكون عندك إضطراب ثنائي القطب وكتبوا لي depakine chrono 1000 مل مع الكثير من مضادات الإكتئاب فصرت في الأيام الأولى اذا تناولت مثلا paxil 20 مل مع 1000 مل depakine chroأصبح عادي حتى اليوم 14 عندها أصاب بذلك القلق الشديد والضيقة وكأنه هوس ثم جربت مضادات الإكتئاب كلها مع الديباكين حتى بجرعة 2000 مل ولكن وجدت أن أحسن دواء أتحمل معه هو السيروكسات فجربت 10 مل paxilمع depaline2000 مل فأصبت بالقلق والضيقة في اليوم 25 والشيئ الآخر الغير مفهوم أبدا هو أن كل مضادات الذهان القديمة والجديدة تصيبني بقلق رهيب جدا وهذا مالم يفهمه أي طبيب وقد جربتها كلها ثم منذ أيام قال لي أحد الأطباء ربما عندك زيادة في افراز السيروتونين فقال لي مادام ان زيادة الدوبامين تعني انقاص السيروتونين فسأكتب لك دواء يزيد الدوبامين مع paxil ولأن retalineلا يوجد في الجزائر فكتب لي دواء sinemet 100 مل على 10 فلما تناولت السيمينات حبة مع paxilحبة لم تأتني الضيقة ولا القلق علما بأني لم أتناول لا اtergrettol ولا depakine لأن tegretol أصلا لا يمنع القلق والضيقة ليس مثل depakineفبقيت عادي جدا بل وتحسنت حتى اليوم ال 14 جائت الضيقة والقلق فزدت السيمينات حتى 4 حبات فلم يذهب القلق وزدت depakineحتى حبتين فلم يذهب القلق
علما أني اذا تناولت depakine 1000 مل لمدة يومين لوحده أصاب بإكتئاب شديد وحتى 500 مل depakineتصيبني بمزاج سيئ
واذا تناولت tegretol 400 او حتى 200 مل أصاب بمزاج سيئ جدا
والآن عندي اضطراب الهلع والقلق الدائم ومخاوف كثيرة كنت قبل 2015 ارتاح مع مضادات الاكتئاب حوالي 80 في المئة والآن لا يوجد أي مضاد اكتئاب استطيع تناوله وانا اتناول bromazepam منذ 2015 ليخفف عني القلق ويجهض الهلع القوي
الرجاء اعطائي شرح لحالتي فقد تعبت من كلام الأطباء فلا أحد أعطاني جواب ماهي حالتي ولا كيف أشفى منها

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