كل ما يتعلق بالدورة التأهيلية المستوى الخامس للمواد التالية ((321 & 331 & 341 & 350 )

[أحمد الرفاعي]

المشاركة الأصلية كتبت بواسطة طالب متفائل هلا فيك اخوي سعد بأذن الله سوف اجمع كل ما هو مهم في تقرير واحد مثل ما وعدت الشباب سابقاُ بس اخلص التقارير الان وبأذن الله سوف افيدك باللي اقدر عليه علماً أني حاذف الماده ولكن واحد من زملائي حاضر الدورة سوف اسئله عن كل ما دار في الدورة لعلي اوفق بنقلها لكم تحياتي لك طالب متفائل

بارك الله فيك اخ طالب متفائل وعقبال التخرج ان شاء الله .

[History Maker]

الله يجزاك الفردوس الاعلى

ادري ان كثرت الردود تزيد عدد الصفحات وتتعب الي يبي معلومات لكن والله تستاهل من يدعي لك فالسر والعلن

[saad salman]

الله يعطيك العافيه ياطالب متفائل ويوفقك ويجزيك بالجنه هذا الي نقدر نقوله

[adman]

http://www.gradesaver.com/daisy-mill...y-guide/quiz1/ ياشباب اسال الله التوفيق للجميع حبييت اشاركم اسال الله التوفيق لناجميعا هذا الرابط للموقع وفيه القصه تبع ديزي ميلر وعليه اسأله للقصه مكونه من اختيارات ارجو الفائده للجميعline341

[طالب متفائل]

بسم الله الرحمن الرحيم

تابع تقرير لمقدمة اللغويات 321
الفصل التاسع صفحة 87
Deep and surface structure
Two superficially different sentences are shown in these examples.
Charlie broke the window.
The window was broken by Charlie.
In traditional grammar, the first is called an active sentence, focusing on what
Charlie did, and the second is a passive sentence, focusing on The window
and what happened to it. The distinction between them is a difference in their
surface structure, that is, the different syntactic forms they have as individual
English sentences. However, this superficial difference in form disguises the
fact that the two sentences are very closely related, even identical, at some less
superficial level.

This other ‘underlying’ level, where the basic components (noun phrase +
verb + noun phrase) shared by the two sentences can be represented, is called
their deep structure. The deep structure is an abstract level of structural organization
in which all the elements determining structural interpretation are represented.
That same deep structure can be the source of many other surface
structures such as It was Charlie who broke the window and Was the window
broken by Charlie? In short, the grammar must be capable of showing
how a single underlying abstract representation can become different surface
structures.

*التركيب العميق والتركيب السطحي :
أمثله جابها في الدورة
Ali hit aman with a hat. هذا مثال على التركيب العميق Deep structure

*Ali hit aman which wearing a hat
*Ali hit aman using ahat

الجملتين هما Tow surface structure يعني طلع من المثال الاول
* يقصد بالتركيب العميق والتركيب السطحي الاختلاف الموجود في الشكل النحوي للجمله



Recursion
التكرار
The rules of the grammar will also need the crucial property of recursion.
Recursive (‘repeatable any number of times’) rules have the capacity to be
applied more than once in generating a structure. For example, we can have
one prepositional phrase describing location (on the table) in the sentence The
gun was on the table. We can also repeat this type of phrase, using different
words (near the window), for as long as the sentence still makes sense (in the
bedroom). So, in order to generate a sentence such as The gun was on the table
near the window in the bedroom, we must be able to repeat the rule that creates
a prepositional phrase over and over again.
يقصد في الاخير تكرار حروف الجر اكثر من مره في الجمله
في صفحه 89
We must also be able to put sentences inside other sentences. For example,
when we produce a sentence such as Cathy knew that Mary helped George, we
do so with the sentence Mary helped George inside it. And those two sentences
can be generated inside another sentence such as John believed that Cathy knew
that Mary helped George. In principle, there is no end to the recursion that
would produce ever longer versions of complex sentences with this structure.
Basically, the grammar will have to capture the fact that a sentence can have
another sentence inside it or that a phrase can be repeated as often as required.
We should note that recursion of this type is not only a feature of grammar, but
can also be an essential part of a theory of cosmic structure, as in the role of
turtles in one little old lady’s view of the universe.



Symbols used in syntactic deion
هذا القاعده مهمه جدا وسوف اوضحها قدر المستطاع
Having
reviewed some important concepts in the study of syntax, we can
now look at some of the ways in which syntactic analysis is presented. We
have already encountered some symbols in chapter 8 as abbreviations for
syntactic categories. Examples are ‘S’ (= sentence), ‘NP’ (= noun phrase),
‘N’ (= noun), ‘Art’ (= article), and so on. There are three more symbols that
are commonly used in syntactic deion.
The first is in the form of an arrow→. It can be interpreted as ‘consists of’
or ‘rewrites as’. It is typically used in the following type of rule:
NP→Art NThis is simply a shorthand way of saying that a noun phrase (NP) such as the
dog consists of or rewrites as (→) an article (Art) the and a noun (N) dog.
The second symbol is a pair of round brackets ( ). Whatever occurs inside
these round brackets will be treated as an optional constituent. For example, we
can describe an object as the dog or the small dog. We can say that both the dog
and the small dog are examples of the category noun phrase (NP). When we
want to use a noun phrase in English, we can include an adjective (Adj) such
as small, but we don’t have to. It’s an optional constituent in a grammatically
well-formed noun phrase. We can represent this observation in the following
type of rule:
NP→Art (Adj) N
This shorthand notation expresses the idea that a noun phrase rewrites as (→)
an article (Art) and a noun (N), with the option of including an adjective (Adj)
in a specific position between them. We use the round brackets to indicate that
the adjective is optional. So, we can use this notation to generate the dog, the
small dog, a cat, a big cat, the book, a boring book and an endless number of
other similar noun phrases.
The third symbol is in the form of curly brackets { }.These indicate that only
one of the elements enclosed within the curly brackets must be selected.We use
في صفحة90
these types of brackets when we want to indicate that there is a choice from two
or more constituents. For example, we saw in chapter 8 that a noun phrase can
consist of an expression such as the dog (article plus noun), or it (pronoun), or
Cathy (proper noun). Using the abbreviations ‘Pro’ (for pronoun) and ‘PN’ (for
proper noun), we can try to capture this observation about English with three
separate rules, as shown on the left. However, it is more succinct to write one
rule, as shown in the middle or on the right, using curly brackets and including
exactly the same information.

S sentence
NP noun phrase
PN proper noun
N noun
VP verb phrase
Adv adverb
V verb
Adj adjective
Prep preposition
Art article
Pro pronoun
PP prepositional phrase

* واحده من هذه العناصر لابد ان توجد في الجملة الاسمية
*لا بد لنا من معرفه هذه الرموز لكي نحلل الجمله ونرسمها بالرسم الشجري

* ‘ungrammatical sentence’
→ ‘consists of’ or ‘rewrites as’
() ‘optional constituent’
{} ‘one and only one of these constituents must be selected’


Tree diagrams
الرسم الشجري الرسومات مهمه التي في صفحه 90 وفي صفحه 91
In chapter 8,we looked atways to describe the structure of sentences by first concentrating
on the linear sequence of constituents, then noting how our diagrams
could capture some aspects of the hierarchical organization of those structures.To create a more explicit representation of the hierarchical organization of one
structure, shown in a labeled and bracketed format on the left below, we can use
a tree diagram, shown on the right below.


صفحه 91 الرسمه مهمه جدا وعطانا مثال ونقوم بعمل الرسم الشجري
والجملة هي : The man hit the boy
لصعوبه عمل شكل الرسمه في هذه الصفحه سوف اترككم بعملها ومن ثم سوف ادرجها في وقت لاحق



Phrase structure rules
We can think of this tree diagram format in two different ways. In one way,
we can simply treat it as a static representation of the structure of the sentence
shown at the bottom of the diagram. We could then propose that, for every
single sentence in English, a tree diagram of this type could be drawn. An
alternative view is to treat the tree diagram as a ‘dynamic’ format, in the sense
that it represents a way of generating not only that one sentence, but a very large
number of other sentences with similar structures.
This second approach is very appealing because itwould enable us to generate
a very large number of sentences with what look like a very small number of
rules. These rules are called phrase structure rules. As the name suggests,
these rules state that the structure of a phrase of a specific type will consist of
one or more constituents in a particular order.We can use phrase structure rules
to present the information of the tree diagram in another format, as we saw

when we introduced some new symbols earlier. That is, the information shown
in the tree diagram on the left can be expressed in the phrase structure rule on
the right.


According to this rule, “a noun phrase rewrites as an article followed by a
noun”.
The first rule in the following set of simple (and necessarily incomplete)
phrase structure rules states that “a sentence rewrites as a noun phrase and a
verb phrase”. The second rule states that “a noun phrase rewrites as either an
article, an optional adjective and a noun or a pronoun or a proper noun”

هنا لابد منا أن نعرف ان حرف الــ S = يطلع منها NP & VP
الـــ NP يطلع منها →{Art (Adj) N, Pro, PN}
والــ VP يطلع منها →V NP (PP) (Adv)
والــ PP يطلع منها →Prep NP




Lexical rules
Phrase structure rules generate structures. In order to turn those structures into
recognizable English,we also need lexical rules that specifywhichwords can be
used when we rewrite constituents such as N. The first rule in the following set
states that “a proper noun rewrites as Mary or George”. (It’s a very small world.)

هذه امثله لكل الــ optional حتى نعرف ما ذا يعني الاسم والصفحه وحروف الجر وهكذا حتى تساعدنا على الرسم الشجري

PN →{Mary, George}

V →{followed, helped, saw}
N →{girl, dog, boy}

Adj →{small, crazy}

Art→{a, the}
Prep→{near, with}

Pro→{it, you}
Adv →{recently, yesterday}

يوجد جمل في الاسفل لم يتطرق لها الاستاذ ولكن افضل ان نقوم برسمة كل جملة منها للتدريب ومنها قد تكون موضع اسئله
وهي 10 جمل

1 The girl followed the boy.
2 A boy helped the dog.
3 You saw it yesterday.
4 Mary helped George recently.
5 George saw a dog.
6A small dog followed Mary.
7The small boy saw George with a crazy dog recently.
8 You it saw.
9 Mary helped boy.
10 Followed the dog.

يتبع

[طالب متفائل]

بسم الله الرحمن الرحيم

التقرير النهائي لمادة مقدمة في اللغويات 321
الفصل التاسع صفحة 93الرسمه التي في اعلا الصفحه مهمه وهي تعتبر جملة طويله ولكن هي جمله واحده فقط
ما سوف ندرسه في القاعدة التاليه هي جملة تتكون من عدة جمل بداخلها كيف نرسمها بطريقه الرسم الشجري

Back to recursion

The simple phrase structure rules listed earlier have no recursive elements. Each
time we start to create an S, we only create a single S (sentence structure). We
actually need to be able to include sentence structures within other sentence
structures. In traditional grammar, these ‘sentence structures’ were described
as ‘clauses’.We know, for example, that Mary helped George is a sentence.We
can put this sentence inside another sentence beginning Cathy knew that [Mary
helped George]. And, being tediously recursive, we can put this sentence inside
another sentence beginning John believed that [Cathy knew that [Mary helped
George]].
In these sentences, two new proper nouns and two new verbs have been used.
We have to expand our earlier set of lexical rules to include PN → {Cathy,
John} and V→{believed, knew}. After verbs such as believe and know, as in
these examples, the word that introduces a ‘complement phrase’.
Mary helped George.
Cathy knew that Mary helped George.
John believed that Cathy knew that Mary helped George.

لاحظو هنا ثلاث جمل بالقاعدة التاليه نعرف طريقه دمجهم في بعض لكي نقوم بالرسم الشجري الخاص بها
Complement phrases

The word that, as used in these examples, is called a complementizer (C). The
role of that as a complementizer is to introduce a complement phrase (CP).
For example, in the second sentence (Cathy knew . . .), we can identify one
CP which contains that plus Mary helped George. We already know that Mary

helped George is a sentence (S). So, we are now in a position to define a CP in
the following way: “a complement phrase rewrites as a complementizer and a
sentence”, or CP→C S.
We can also see from the same sentence that the complement phrase (CP)
comes after a verb (V) knew. This means that we are using the CP as part of a
verb phrase (VP), as in knewthat Mary helped George. So, there must be another
rule that says: “a verb phrase rewrites as a verb and complement phrase”, or
VP→V CP.
If we now look at these two new rules in conjunction with an earlier rule, we
can see how recursion is built into the grammar.
S →NP VP
VP →V CP
CP →C S
We begin with S on the left and, as we rewrite symbols, we eventually have S
on the right, allowing us to go back to the beginning and go through the set of
rules again (and again). This means that we can, in principle, use these rules to
create an endless ‘sentence’ containing other ‘sentences’. In practice, it allows
us to draw the following tree diagram and provide a clear representation of the
syntactic structure of this one fairly complex sentence.

* لاحظو في الرسمه الشجريه التي في اسفل صفحه 94
لاحظو CP والثانيه CP
هذه لعمل فصل بين الجمل في الجمله المطوله
وتلاحظو that = c



Transformational rules
The phrase structure rules (without the lexical rules) that we have described can
be treated as a representation of the ‘underlying’ or deep structures of sentences
in English. One feature of these underlying structures is that they will always
generate sentences with a fixed word order. For example, if we follow the rules
illustrated earlier, adverbs will always come at the end of their sentences. That
would seem to work for the first sentence below, but how would we get the
second sentence?
Mary saw George recently.
Recently Mary saw George.
We can think of the adverb recently as having been ‘moved’ to the beginning
of the second sentence. In order to make this possible in the grammar, we need
other rules that will change or move constituents in the structures derived from
the phrase structure rules. These are called transformational rules. Essentially
what they do is take a specific part of structure, like a branch of the tree, away
from one part of the tree diagram and attach it to a different part. As shown
below, we use the symbol ⇒ to indicate that a transformational rule is being
used to derive a new structure from the basic structure.

الرسومات مهمه في هذه الصفحه
For this particular rule, we would have to specify which type of constituent can
be moved in this way, as well as from where and to where.
We also use a transformational rule to derive English question structures of
the type illustrated in the second sentence below.
You will help Cathy.
Will you help Cathy?
In order to describe this process, we need to expand our phrase structure rules
to include an auxiliary verb (Aux) such as will as part of the sentence. This
new rule is written as: S → NP Aux VP. Although there are other forms of
auxiliary verbs in English, a rudimentary lexical rule might be as follows:
Aux→{can, should, will}.
With these components, we can specify the transformational rule that creates
this basic type of English question as: NP Aux VP ⇒ Aux NP VP. We can

والرسمه على الــ Aux في صفحه 96 رسمتان ويبين أن will تأتي بالبدايه وتأتي بثاني كلمه من الجملة , وبالرسم اذا أتت بالاولى نكتب الــ Aux بالأول والعكس


الفصل العاشر

Semantics
اولا التعريف مهم جداً
Semantics is the study of the meaning of words, phrases and sentences. In
semantic analysis, there is always an attempt to focus on what the words conventionally
mean, rather than onwhat an individual speaker (like George Carlin)
might want them to mean on a particular occasion. This technical approach is
concerned with objective or general meaning and avoids trying to account for
subjective or local meaning. Linguistic semantics deals with the conventional
meaning conveyed by the use of words, phrases and sentences of a language.

Conceptual and associative meaning
When we investigate the meaning of words in a language,
يدرس بشكل أوسع للمعنى we are normally
interested in characterizing the conceptual meaning and less concerned with
the associative meaning of the words. Conceptual meaning covers those basic,
essential components of meaning that are conveyed by the literal use of a word.
Some of the basic components of a word like needle in English might include
‘thin, sharp, steel instrument’. These components would be part of the conceptual
meaning of needle. However, different people might have different associations
or connotations attached to a word like needle. They might associate it
with ‘pain’, or ‘illness’, or ‘blood’, or ‘drugs’, or ‘thread’, or ‘knitting’, or ‘hardto find’, and these associations may differ from one person to the next. These
types of associations are not treated as part of the word’s conceptual meaning.
In a similar way, some people may associate the expression low-calorie, when
used to describe a product, with ‘healthy’, but this is not part of the basic conceptual
meaning of the expression (i.e. ‘producing a small amount of heat or
energy’). Poets, novelists, advertisers and lovers may be very interested in using
words in such a way that certain associative meanings are evoked and literary
critics often write about this aspect of language use. In this chapter, however,
we will be more concerned with trying to describe what constitutes conceptual
meaning.



Semantic features
One obvious way in which the study of basic conceptual meaning might be
helpful in the study of language would be as a means of accounting for the
‘oddness’ we experience when we read sentences such as the following:
The hamburger ate the boy.
The table listens to the radio.
The horse is reading the newspaper.
We should first note that the معناها شذوذ oddness of these sentences does not derive from
their syntactic structure. According to the basic syntactic rules for forming
English sentences (as presented in chapter 9), we have well-formed structures.

NP= The hamburger
V = ate
NP = the boy


This sentence is syntactically good, but semantically odd. Since the sentence
The boy ate the hamburger is perfectly acceptable, we may be able to identify
the source of the problem. The components of the conceptual meaning of the
noun hamburger must be significantly different from those of the noun boy,
thereby preventing one, and not the other, from being used as the subject of the
verb ate. The kind of noun that can be the subject of the verb ate must denote
an entity that is capable of ‘eating’. The noun hamburger does not have this
property and the noun boy does.
We can make this observation more generally applicable by trying to determine
the crucial element or feature of meaning that any noun must have in
order to be used as the subject of the verb ate. Such an element may be as
general as ‘animate being’. We can then use this idea to describe part of the
meaning of words as having either plus (+) or minus (−) that particular feature.So, the feature that the noun boy has is ‘+animate’ (= denotes an animate
being) and the feature that the noun hamburger has is ‘−animate’ (= does
not denote an animate being).
This simple example is an illustration of a procedure for analyzing meaning in
terms of semantic features. Features such as ‘+animate,−animate’; ‘+human,
−human’, ‘+female, −female’, for example, can be treated as the basic elements
involved in differentiating the meaning of each word in a language from
every other word. If we had to provide the crucial distinguishing features of the
meanings of a set of English words such as table, horse, boy, man, girl, woman,
we could begin with the following diagram.

الجدول الذي في الاسفل سهل جداً
نأخذ table
هل فيها حياة animate طبعاً لا تأخذ سالب -
هل هي human بشري يعني عاقل ويدرك ما حول طبعاً لا تأخذ سالب -
هل هي female أنثى طبعاً لا تأخذ سالب -
هل هي adult بالغه أي سن البلوغ طبعاً لا تأخذ -

* وهكذا في بقية الجدول



Semantic roles
Instead of thinking of words as ‘containers’ of meaning, we can look at the
‘roles’ they fulfill within the situation described by a sentence. If the situation
is a simple event, as in The boy kicked the ball, then the verb describes an action
(kick). The noun phrases in the sentence describe the roles of entities, such as
people and things, involved in the action. We can identify a small number of
semantic roles (also called ‘thematic roles’) for these noun phrases.

* قواعد الـــ Semantic roles ثلاثه الاولى
Agent and theme
In our example sentence, one role is taken by the noun phrase The boy as ‘the
entity that performs the action’, technically known as the agent. Another role
is taken by the ball as ‘the entity that is involved in or affected by the action’,
which is called the theme (or sometimes the ‘patient’). The theme can also be an
entity (The ball) that is simply being described (i.e. not performing an action),
as in The ball was red.
Agents and themes are the most common semantic roles. Although agents
are typically human (The boy), they can also be non-human entities that cause
actions, as in noun phrases denoting a natural force (The wind), a machine
(A car), or a creature (The dog), all of which affect the ball as theme.

حتى نفرق بين الــ Agent and theme
بالمثال هذا سوف نعرف الفرق بينهم
The boy kicked the ball
الــ Agent في هذا الجمله هو boy النه هو من قام بالفعل
اما الــ theme في هذه الجمله هو ball لانه هو المفعول به او الشي الذي يريد ان يفعل به الحدث


النوع الثاني هو Instrument and experiencer
If an agent uses another entity in order to perform an action, that other entity
fills the role of instrument. In the sentences The boy cut the rope with an old
razor and He drew the picture with a crayon, the noun phrases an old razor and
a crayon are being used in the semantic role of instrument.
When a noun phrase is used to designate an entity as the person who has a
feeling, perception or state, it fills the semantic role of experiencer. If we see,
know or enjoy something, we’re not really performing an action (hence we are
not agents).We are in the role of experiencer. In the sentence The boy feels sad,
the experiencer (The boy) is the only semantic role. In the question, Did you
hear that noise?, the experiencer is you and the theme is that noise.

* دعونا نأخذ هذا المثال لكي تتضح القاعدة أكثرThe boy cut the rope with an old razor في هذا المثال الــ Instrument في الجمله هي with an old razor هي الأداة

اما المقصود بالــ experiencer هي المجرب: حركه فعلية او الشخص الذي شعر بما حدث

النوع الثالث من القواعد وهي Location, source and goal
A number of other semantic roles designate where an entity is in the deion
of an event. Where an entity is (on the table, in the room) fills the role of location.
Where the entity moves from is the source (from Chicago) and where it moves
to is the goal (to New Orleans), as in We drove from Chicago to New Orleans.
When we talk about transferring money from savings to checking, the source is
savings and the goal is checking.
All these semantic roles are illustrated in the following scenario. Note that a
single entity (e.g. George) can appear in several different semantic roles.

*واضحه في الامثله في الاعلي وهي :
location = on the table, in the room
source = from Chicago
goal = to New york


الى هنا هذا ما اخذناه عند الأستاذ محمود الصبحي وسوف أذكر ما تم مناقشته في أخر محاضره وملعومات ذات اهميه وسوف اذكرها على شكل نقاط :

*مثل ما ذكرت في أول التقرير أنه بداء في الفصل الأول وانهيناه في محاضرة واحد ونحن نعرف أن في الدورة فقط قرابة 6 ماحضرات فقط خلصنا في المحاضره الأولى الفصل الأول , واذا في كل فصل محاضره فنحتاج الى عشرون محاضره يعني تغطية المنهج مستحيله ,

* بعد ماتم ذكره ناقشنا الأستاذ في هذا الناحيه وقال سوف نذهب للفصول التي تحتاج للفهم !
*جيمع المنهج معانا لم يحذف أي فصل من الفصول .
* ما تم ذكره مني في تقاريري فهو ما تم دراسته في الدورة .
*اللون الاحمر في تقاريري هو العنواوين الرئيسية
*اللون الأزرق الكلام الذي ركز عليه الأستاذ وطلب منا قرائه ما لم يتم ذكره في المحاضره في المنزل لكي يختصر الوقت
*بعض الزملاء ناقشوة بالنسبة لعدد الأسئله مقارنة بالوقت ؟ لإن في السنه الماضيه ضعو 100 سؤال بساعه ونصف فأكثر الطلاب لم يحلو الا 60 %
*طلبناه بأن يكون عدد الأسئله أقل من العام او يعطوننا وقت كافي ! فقال سوف نعرض هذه الاشكاليه مع الزملاء ويكون خير لم يوعدنا بشي !
*ذكر في أول المحاضره أن في كل فصل سوف يأتي ثلاثه أسئله على حد قوله
*على حد قوله المنهج طويل جداً فقرؤ الأشياء المهمه لانه يوجد أشياء من أن تقرائها تعرف انها حشو
*التعاريف مهمه جداً وايضا يوجد في نهاية الكتابGlossary كل التعاريف مطالبون بها
*يوجد تعاريف من أن تشاهدها ليست مهمه
*سئلته وقلت هل التعاريف تأتي بالمصطلح ونعرفه ام تأتي بالتعريف ونضع مصطلحه وقال كل الحالتين جائزتين
*سئلته وقلت يوجد بعض الاختلافات البسيطه بين التعاريف التي تكون في كل فصل وبين التعاريف التي تكون في اخر الكتاب وسئلته من أين تأتي بها ؟ وقال من كل الحالتين امكانيه أن اتي بها
*سئلناه ماهي الفصول المهمه قال كثير وذكر منها الفصل الاول والفصل السابع و التاسع والعاشر
* سئلته لقد داهمنا الوقت بنتهاء الدورة فأذا معانا وقت ما هي الفصول التي لابد من فهما ؟ وذكر الفصل الثاني عشر اما الربع عشر والخامس عشر فهما متشابهان وذكر الفصل التاسع عشر والعشرون
* ليس ما لم يتم ذكره انه محذوف او غير مهم , كل المنهج معنا
*ذكر عن الفصل الأول ما هو الجزء من رأس الأنسان المسؤال عن اكتساب اللغة وماهي النظريات

وفي الختام الشكر لله والفضل لله سبحانه فأن وفقت فمن الله وأن أخطأت فمني ومن الشيطان
التقرير قابل للخطأ الاملائي او في الشرح او في النقل , هذا ما أستطعت تقديمة أهداء لاخواني وأخواتي طلاب وطالبات جامعه الملك عبد العزيز

وأشكر كل من سئل وكل من دخل وقراء وكل من أستفاد وايضا أشكر كل من دعاء لي علني ام في ظهر الغيب
هذا وصلى الله على نبينا محمد وعلى آله وصحبه أجمعين

وهذا العمل خالص لوجه الله وأتمنى من أي شخص يقراء هذا التقرير أن يدعي لأختي بالشفاء العاجل "‏اللهم رب الناس، أذهب البأس، واشف، أنت الشافي لا شفاء إلا شفاؤك، شفاءً لا يغادر سقماً” اللهم أمين يارب

تحياتي لكم جميعاُ

أخوكم طالب متفائل

[طالب متفائل]

المشاركة الأصلية كتبت بواسطة adman http://www.gradesaver.com/daisy-mill...y-guide/quiz1/ ياشباب اسال الله التوفيق للجميع حبييت اشاركم اسال الله التوفيق لناجميعا هذا الرابط للموقع وفيه القصه تبع ديزي ميلر وعليه اسأله للقصه مكونه من اختيارات ارجو الفائده للجميعline341

أشكرك أخوي adman
وأسئل الله أن يوفقك بالدنياء والأخره
جاري الاطلاع عليه
شاكر لك وعلى مشاركتك

[نايف 26]

أخي طالب متفائل اسأل الله أن يجعل ماتقوم به من عمل ومجهود لصالح إخوانك الطلاب في ميزان حسناتك وأن يجعل التوفيق حليفك في الدنيا والآخرة, وبالنسبة لأختك واختنا بالإسلام أرجو من إخواننا القراء والمتابعين لمجهودك أن يرددوا الدعاء 7 مرات كما ورد في صحيح الترميذي.
1-أسأل الله العظيم رب العرش العظيم أن يشفيها.
2-أسأل الله العظيم رب العرش العظيم أن يشفيها.
3-أسأل الله العظيم رب العرش العظيم أن يشفيها.
4-أسأل الله العظيم رب العرش العظيم أن يشفيها.
5-أسأل الله العظيم رب العرش العظيم أن يشفيها.
6-أسأل الله العظيم رب العرش العظيم أن يشفيها.
7-أسأل الله العظيم رب العرش العظيم أن يشفيها.

[ISO]

الله يوفقك ويشفيها ويشفي جميع مرضى المسلمين

[History Maker]

"‏اللهم رب الناس، أذهب البأس، واشف، أنت الشافي لا شفاء إلا شفاؤك، شفاءً لا يغادر سقماً”

"‏اللهم رب الناس، أذهب البأس، واشف، أنت الشافي لا شفاء إلا شفاؤك، شفاءً لا يغادر سقماً”

"‏اللهم رب الناس، أذهب البأس، واشف، أنت الشافي لا شفاء إلا شفاؤك، شفاءً لا يغادر سقماً”

"‏اللهم رب الناس، أذهب البأس، واشف، أنت الشافي لا شفاء إلا شفاؤك، شفاءً لا يغادر سقماً”

"‏اللهم رب الناس، أذهب البأس، واشف، أنت الشافي لا شفاء إلا شفاؤك، شفاءً لا يغادر سقماً”

"‏اللهم رب الناس، أذهب البأس، واشف، أنت الشافي لا شفاء إلا شفاؤك، شفاءً لا يغادر سقماً”

"‏اللهم رب الناس، أذهب البأس، واشف، أنت الشافي لا شفاء إلا شفاؤك، شفاءً لا يغادر سقماً”

آمـــــــــــين آميــــــــن آميـــــــــــــــن