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Hebrew With Dawoud Lesson 34 Homework

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Learning Hebrew - Lesson 1

The Hebrew language [עִבְרִית] will be way more fun for you now, even if you just watch the first 5 minutes of this video for a great tip in learning how to write (print) beautiful Hebrew letters. But if you are looking for a jump-start into the Hebrew language, "Teaching Myself Hebrew" is a series that I have been doing for the past couple of years, and this Hebrew Language Tutorial is completely dedicated to beginners in Hebrew who might appreciate a crash-course in Hebrew.

Therefore, in this video you shall find a compilation of the very BEST of all the Hebrew Lessons that I have done so far, hopefully put together in such a way that you might just have FUN and even be somewhat entertained while learning the Hebrew language.

• Hebrew printing tips and tricks
• Learn how to print Biblical Hebrew letters with calligraphic style
• Learn the entire Hebrew Alphabet (Alephbet)
• Learn Hebrew Vowels — Niqqud — Pointing and Dotting
• Learn how to ask questions in Hebrew
• Learn Hebrew greetings and salutations
• Learn useful Hebrew words and phrases
• Learn how to begin your own Hebrew Language Notebook
• An informative and entertaining Hebrew language experience

For those who might have already seen many of my Hebrew language tutorials, now you have a one-stop video for everything up to date, edited and put together in such a way that it might just be an all-new experience even for the most avid viewer. Enjoy.
Thanks to Dan O'Connor his great music used in this video. Visit his website at / Here is a direct link to the license:
Visit my channel page for Jesusfreak PC, and please feel free to subscribe, if you like.
STRANGE THINGS Happen When Studying HEBREW! —

Biblical HEBREW Language: How to say, "OUR FATHER, Which art in Heaven, HALLOWED be Thy Name." —

Biblical HEBREW: How to say, "Blessed is He that cometh in the Name of the Lord" (Luke 13:35). —

The Entire HEBREW Aleph-bet with Calligraphic Style (Under 4 minutes) w/music —
1) Teaching Myself HEBREW — Learning to write cool Hebrew letters with style — שָׁלוֹם — Shalom —

2) Teaching Myself HEBREW — עִבְרִית Hebrew — Mastering the Letter — א — Aleph — אָלֶף —

3) Teaching Myself HEBREW — Alphabet — Hebrew Aleph-Bet — from אָלֶף Aleph א to י Yud — Part 1 —

4) Teaching Myself HEBREW — Alphabet — Hebrew Aleph-Bet — from כ Kaf to צ Tsadee — Part 2 —

5) Teaching Myself HEBREW — Alphabet — FINISH Hebrew Aleph-Bet — from ק Kof (Kuf) to ת Tav — Part 3 —

6) Teaching Myself HEBREW — VOWELS — Niqqud — Hebrew Vowel Pointing and Dotting —

7) Teaching Myself HEBREW — How to ask questions — 7 easy Hebrew Words of inquiry —

(8) Conversational HEBREW — Greetings & Salutations in Hebrew — CALLIGRAPHIC Printing of Hebrew Words —

9) Teaching Myself Hebrew — How To Print HEBREW WORDS with CALLIGRAPHIC STYLE & Music —

10) HEBREW for BEGINNERS — What's in your Hebrew NOTEBOOK —
The Great SHAKING & The POTTER's CLAY & YOUR Turning of Things UPSIDE DOWN —


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Hebrew with dawoud lesson 34 homework


"ULPAN IVRIT" - a new course for hebrew learners, in Ulpan classes or for self-study.
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Professional narrations of all dialogs and exercises marked throughout the book with a special symbol.
Available also: solutions for all exercises!

This online site contains some video scenes that accompany our new "ULPAN IVRIT" textbook. Upgrade for the full version to view all lessons, and order your textbook now here.

View book content here .
View a sample from the ULPAN book here .
View a sample from the exercise book here .
View a sample from the teacher's guide and self-learner's guide here .






































Dawoud Rajiha

Dawoud Rajiha

General Dawoud Rajiha (Arabic. داوود راجحة ‎), forename sometimes transliterated Dawood or Daoud. surname sometimes transliterated Rajha. is the Minister of Defense of the Syrian Arab Republic and a former chief of staff of the Syrian Arab Army .

Rajiha, a Greek Orthodox Christian. [ 2 ] was born in Damascus. the Syrian capital, in 1947. He was an artillery specialist in the military academy, from which he graduated in 1967. He attained the rank of lieutenant general in 1998 and made full general in 2005, a year after being made deputy chief of staff of the Syrian Army. After serving as the army chief of staff since Ali Habib Mahmud was named to head the Ministry of Defense in 2009, he was appointed to replace Mahmud as defense minister on 8 August 2011, [ 1 ] during the 2011 Syrian uprising. [ 2 ]

See also References External links

Part of the Arab Spring  · Timeline January–April, May–August, September–

Death of Hamza Ali Al-Khateeb  · Siege of Baniyas · Siege of Daraa · Siege of Deir ez-Zor · Siege of Hama · Siege of Homs · Siege of Jisr ash-Shugur · Siege of Latakia · Siege of Rastan and Talbiseh · Siege of Rif Dimashq · Siege of Talkalakh

Maher al-Assad — ماهر الأسد Personal details Born 8 December 1967 (1967 12 08) (age 43) Syria Nationality Syrian Occupation … Wikipedia

Michel Kilo — ميشيل كيلو Born 1940 Latakia, Syria Nationality Syrian Occupation Writer Known for Democracy Activist Political Prisoner Michel Kilo (Arabic … Wikipedia

Cabinet of Syria — Syria This article is part of the series: Politics and government of Syria … Wikipedia

Damascus clashes — Part of 2011 Syrian uprising Date 3 November 2011 Present Location Damascus, Syria Resul … Wikipedia

Death of Hamza Ali Al-Khateeb — Hamza Ali Al Khateeb Born حمزة علي الخطيب October 24, 1997 Died May 2011 (aged 13) Syria Nationality Syrian … Wikipedia

Syrian Armed Forces — Armed Forces of Ba ath Party Coat of Arms of the Syrian Arab Republic Founded 1946 Service branches … Wikipedia

2011 Syrian uprising — Part of the Arab Spring Protest in Hama, a city in northwestern Syria (22 July 2011) … Wikipedia

Movement for Justice and Development in Syria — The Movement for Justice and Development in Syria (Arabic: حركة العدالة والبناء في سورية) is a political movement founded and based in London, United Kingdom. The group describes itself as committed to peaceful, democratic change in Syria, and… … Wikipedia

Elllo views #34 Writing

34 Writing

Todd: OK. Jeff, you're a writer.

Todd: OK. Talk about writing.

Jeff: I write. I think you writers write about what they know. So, and I don't know much so. so it's difficult. Difficult to be a writer. Now, writers write about what they know so I'm writing. I have a manuscript now about travelling, the people, the people I've come in contact with and what I thought about then. In the situation we've been in when we've met, sort of thing. But it's difficult, it's not easy-- It's not an easy thing to do. At first I did sort of thinking, anyone could do it almost if you put the time into it but now I think it's very difficult. You have to be creative and it's a lot harder than I think it seems. To pick up a finished product, a book. A physical book or to take a book from the library, I think it's-- you underestimate the work and the time that has gone into it. It's a long, lot of effort behind it.'s fun, I like it but it's very difficult. But it's good.

Learn Vocabulary from the lesson

I have a manuscript about traveling.

A 'manuscript' is a written document that hasn't yet been printed as a book or article. Notice the following:

  1. He sent his manuscript to over a hundred publishers before it was accepted.
  2. They sold the original manuscript at an auction last year.

come in contact with

I write about people I've come in contact with.

The people you 'come in contact with' are random people that you meet, talk to or have an interaction with. Notice the following:

  1. He comes in contact with sick people every day.
  2. Do you ever come in contact with celebrities?

put the time into

I thought anyone could write, if you just put the time into it.

If you 'put time into' something you work on it and put your energy and effort into it. Notice the following:

  1. If you don't put time into learning you will never improve.
  2. She puts a lot of time into her school projects.

Think about this whenever you pick up a finished product, a physical book.

A 'physical book' is a printed copy of a manuscript that has been published. Notice the following:

  1. I could spend hours around physical books.
  2. I have an electronic reader, but I still prefer physical books.

Do not underestimate the time and effort that has gone into it.

To 'underestimate' something is to undervalue or misjudge it. If you underestimate the time it takes to do something you think it can be finished faster than it really can. Notice the following:

  1. She always underestimates how long a trip will take.
  2. Be careful not to underestimate her abilities.

Homework 2014

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Homework 2014

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Lesson 34: Creating Randomness

Lesson 34: Creating Randomness Introduction

In this lesson, we'll investigate ways to use some of the random number generators available in SAS:

  • to select a random sample of observations from a larger data set
  • to generate a scheme for assigning treatments to subjects in a randomized, controlled experiment
  • to generate (i.e.. "simulate") numbers that follow some underlying probability distribution

The random generator functions used in the lesson include:

  • ranuni. which generates a number from a uniform (0, 1) distribution
  • rannor. which generates a number from a standard normal distribution
  • ranbin. which generates a number from a binomial (n , p ) distribution
  • ranpoi. which generates a number from a poisson distribution with mean m .

Other random functions available in SAS, but not illustrated in this lesson include rancau (a Cauchy distribution), rangam (a Gamma distribution), rantri (a triangular distribution), ranexp (an exponential distribution), and rantbl (a discrete distribution with user-specified probabilities).

In accomplishing the goals of the lesson, we'll primarily take advantage of the tools that are available to us in a SAS data step, such as do loops, if-then-else statements, retain, and output statements. By taking such an approach, we have not only the opportunity to review and put into practice these useful data step techniques, but also the opportunity to better understand the processes of random sampling, random assignment and simulation. In the case of random sampling, however, in addition to using the data step, we will also use the SURVEYSELECT procedure just so that you are aware of its basic functionality for your future use. Due to time constraints of the course and the complexity of the PLAN procedure, we will not use it to accomplish any of our random assignments. You should be aware, however, of its existence should you want to explore it on your own in the future.

Learning objectives & outcomes

Upon completing this lesson, you should be able to do the following:

  • use a seed in any of the random number generators that are available in SAS in order to generate a random number
  • use the ranuni function in a DATA step to select a random sample without replacement (either approximate-sized or exact-sized)
  • use the SURVEYSELECT procedure to select a random sample without replacement (either approximate-sized or exact-sized)
  • use the ranuni function and the POINT= option of the SET statement to randomly select an exact-sized random sample with replacement
  • use the SURVEYSELECT procedure to select an exact-sized random sample with replacement
  • use DATA steps to select a stratified random sample (of either equal- or unequal-sized groups)
  • use the SURVEYSELECT procedure to select a stratified random sample (of either equal- or unequal-sized groups)
  • use the ranuni function in a DATA step to create a random assignment plan for a completely randomized design with one factor
  • use the ranuni function in a DATA step to create a random assignment plan for a completely randomized design with two factors
  • use the ranuni function in a DATA step to create a random assignment plan for a randomized block design with one factor
  • use any of the random number generators that are available in SAS to simulate numbers that follow an underlying probability distribution
Our "to do" list for this lesson
  1. Read and work through the lesson pages that follow.
  2. Post any questions or comments you have concerning the lesson's material to the Lesson #34 General Discussion Board .
  3. Complete the homework assignment and submit it to the Lesson #34 Homework Dropbox .

Lesson 8: Jehoshaphat - Hebrews 11: 32-34

Questions for Group Discussion

Reflection: What aspect or lesson from last week’s study or lecture most encouraged or challenged you? Why?

King Jehoshaphat encountered an overwhelmingly formidable enemy, yet his response of faith was to worship God, resulting in answered prayer and another miraculous victory. Begin your study in prayer for the wisdom and heart of God to be reflected in your life. Pray specifically for your family, friends, church, nation, and world.


Several words are used to communicate the biblical concept of worship [Gk proskuneo —from pros “towards” and kuneo “to kiss,” to make obeisance, do reverence to; sebomai —to revere with the feeling of awe and devotion; latreuo — to serve, to render religious service or homage; eusebeo —to act piously]. Worship is the individual heartfelt acknowledgement of God’s worth, character, attributes, and activities, demonstrated in praise, worship and thanksgiving, as well as in deeds of worship and service.

Satan, demons, idols, and humans seek to usurp and corrupt the worship that is to be rendered exclusively to the sovereign Creator and Savior.

Worship glorifies God!

Read Hebrews 11:32–34 and 2 Chronicles 17–20.

1. From 2 Chronicles, list the things that Jehoshaphat did to demonstrate his devotion to God.

A. What were Jehoshaphat’s weaknesses?

B. What were the results of his efforts, both personally and nationally? (2 Chron. 17:10–14)

2. What kind of king was Ahab? (1 Kings 16:30–33)

3. How do we know Jehoshaphat had spiritual discernment? (2 Chron. 18:6)

A. In spite of Jehoshaphat’s foolishness, how did God protect him? (2 Chron. 18:30–32)

B. How did God rebuke and punish him? (2 Chron. 19:2–3, 20:1)

4. What was the size of Jehoshaphat's standing army? (2 Chron. 17:14–19)

A. Why was he so alarmed at the enemies approaching them?

B. Do you see any difference in his attitude in 2 Chron. 18:4–6 and 20:3–4?

C. What had he learned from his experience with Ahab?

5. Study his prayer in 2 Chron. 20:6–12. On what basis did he ask for God’s help? What does 2 Chron. 20:12 indicate?

6. If God promised to fight the battle for them, why did He want them to go out and face the enemy in battle position? (2 Chron. 20:17) How does this apply to us in our spiritual battles? (See Eph. 6:10–18, James 4:7)

7. What is the significance of sending a choir out to lead the army? (2 Chron. 20:21)

A. Have you ever experienced personally what praising God by faith can accomplish?

B. What additional insights do you gain from any of the cross-references on the response of faith in worship and the reward of faith in answered prayer in the Optional Studies for Personal Enrichment?

8. What was the evidence that this was an overwhelming victory? (2 Chron. 20:24–26)

A. How does this apply to us in our spiritual warfare? Read Rom. 8:31–39.

B. How did Jesus demonstrate His overwhelming victory over Satan?

C. What did He accomplish by His death and resurrection? D. What does that mean for us? (Read Heb. 2:14, 15; 1 John 3:8, 4:4)

Application Questions for Class Discussion

1. What does 2 Chron. 20:35–37 tell us about Jehoshaphat?

A. Have you ever forgotten a spiritual lesson that you learned at great cost?

B. What can you do to guard against that behavior?

2. Do you think it’s okay to form alliances with unbelievers because it may be financially or socially profitable?

A. What does God think of believers doing that? (Read 2 Cor. 6:14 and Amos 3:3)

B. What does it reveal about the level of our faith?

3. What does 2 Chron. 20:13 tell us about family involvement in worship? Notice how the children were not shielded from knowing the danger.

A. List the characteristics of God revealed in his treatment of Jehoshaphat.

B. How can we apply this example in a practical way as we train our children to know God and to trust Him?

4. What one insight or lesson do you hope to remember from your study of Jehoshaphat? Write it below to share in class, and then write it on the journal page entitled “Lessons Along the Way” at the back of your study guide.

Choose one verse from this week’s lesson to memorize. Write it here and meditate on it.

Optional Studies for Personal Enrichment Jehoshaphat—Hebrews 11:32–34

Jehoshaphat sought the Lord in prayer and demonstrated faith in praise and worship. Utilize your word-study tools to examine the meaning of the following words. List the insights you learn from the related scriptural cross-references. How do these insights enhance your understanding of the response of faith in worship, and the reward of faith of answered prayer?

Response of Faith: Faith Worships

Worship [Matt. 4:10]

Hebrew language, alphabet and pronunciation


Hebrew is a member of the Canaanite group of Semitic languages. It was the language of the early Jews, but from 586 BC it started to be replaced by Aramaic. By 200 AD use of Hebrew as an everyday language had largely ceased, but it continued to be used for literary and religious functions, as well as a lingua franca among Jews from different countries.

Hebrew at a glance
  • Native name. עברית [ʔivˈʁit / ʕivˈɾit]
  • Linguistic affliation. Afro-Asiatic, Semitic, Central Semitic, Northwest Semitic, Canaanite
  • Number of speakers. c. 7.4 million
  • Spoken in. mainly Israel, and also in Argentina, Australia, Brazil, Canada, France, Germany, Palestinian West Bank and Gaza, Panama, the UK and USA
  • First written. 10th century BC
  • Writing system. Hebrew script
  • Status. official language in Israel; recognised minority language in Poland

During the mid-19th century the first efforts were made to revive Hebrew as a everyday language. One man who played a major role in these efforts was Eliezer Ben Yehuda (1858-1922), who was the first to make exclusive use of Hebrew in his home, and encouraged the use of Hebrew among others, as well as its use in schools.

Today Hebrew is spoken by some 5 million people mainly in Israel, where it is an official language along with Arabic. and a further 2 million people speak the language in Argentina, Australia, Brazil, Canada, France, Germany, Palestinian West Bank and Gaza, Panama, the UK and USA.

Hebrew alphabet

The first alphabet used to write Hebrew emerged during the late second and first millennia BC. It is closely related to the Phoenician alphabet. The modern Hebrew alphabet was developed from an alphabet known as Proto-Hebrew/Early Aramaic.

Notable features
  • Type of writing system: abjad
  • Direction of writing: right to left in horizontal lines.
  • Number of letters: 22 consonants, plus final letters and diacritics
  • Used to write: Hebrew, Judeo-Arabic. Ladino. Yiddish and many other Jewish languages.
  • Some letters (kaf, mem, nun, fe and tzadi) have a final form (sofit), which is used when they appear at the end of a word.
  • There are no separate numerals in Hebrew, instead standard western numerals (1, 2, 3, etc) are used.
  • Long vowels can be indicated by the letters alef. vav. and yod. Short vowels are not usually marked, except in the Bible, poetry and books for children and foreign learners.
The Hebrew script Modern Israeli pronunciation Notes
  • h et is officially pronounced [ħ], but many people pronounce it [x]
  • ʻayin is officially pronounced [ʕ], but many people pronounce it [ʔ]
Hebrew vowel points / Niqqud (נִקּוּד טְבֶרְיָנִי)

This system of indicating vowels was devised by the Masoretic scholars in Tiberias in around 750 AD. It is known as Tiberian vocalization, Tiberian pointing, or Tiberian niqqud, or נִיקוּד טְבֵרִיָנִי in Hebrew.

Modern Cursive Hebrew script Biblical Hebrew (עִבְרִית מִקְרָאִית) / Classical Hebrew (עִבְרִית קְלַסִּית)

Biblical or Classical Hebrew is the form of Hebrew used in Israel and Judah from about the 10th century BC until the 2nd century AD. Texts include the Hebrew Bible, and other religious and historical writings. It was written without vowel indication at first, and over time some consonants, known as matres lectionis. came to be used to indicate vowels.

Biblical Hebrew was first written with the Phoenician script, which developed into the Paleo-Hebrew script by the 10th or 9th century BC. By the 6th century BC the Aramaic script began to replace the Paleo-Hebrew script.

Tiberian Hebrew

This is the reconstructed pronunciation of the Hebrew used between 750-950 AD by Masoretic scholars living in the Jewish community of Tiberias in ancient Judea.


The Rashi style is used mainly to write commentaries on texts. It is named after Rabbi Shlomo Yitzchaki (1040-1105 AD) a.k.a. Rashi, one of the greatest medieval Jewish scholars and bible commentators. Rashi did not use the Rashi sytle to write his commentaries but it is named in honour of him.


Download a Hebrew alphabet chart in Word or PDF format

Sample texts in Hebrew Without vowels (Serif font - David)