assignment arabic to english

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What is the translation of "assignment" in Arabic?

"assignment" in arabic, assignment {noun}.

• volume_up تَحْصيص
• واجِب مَدْرَسيّ

assigning {noun}

• volume_up إيكال

assigned {adj.}

• volume_up مَنْسوب

assign {v.t.}

• volume_up خَصَّصَ

assign {vb}

• volume_up أَلْحَقَ

Translations

• open_in_new Link to source
• warning Request revision

assigned {adjective}

Assign [ assigned|assigned ] {transitive verb}, assign [ assigned|assigned ] {verb}, context sentences, english arabic contextual examples of "assignment" in arabic.

These sentences come from external sources and may not be accurate. bab.la is not responsible for their content.

Monolingual examples

English how to use "assignment" in a sentence, english how to use "assigning" in a sentence, english how to use "assigned" in a sentence, english how to use "assign" in a sentence, synonyms (english) for "assignment":.

• appointment
• designation
• duty assignment
• assets and liabilities
• assign sb to do sth
• assign the roles
• assigned to
• assignment of quotas
• assimilation
• assist in childbirth
• assist the doctor with an operation
• assistance at childbirth
• assistant professor

Even more translations in the Korean-English dictionary by bab.la.

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Translation of assignment – English–Arabic dictionary

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(Translation of assignment from the Cambridge English-Arabic Dictionary © Cambridge University Press)

Examples of assignment

Translations of assignment.

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Word of the Day

troubleshoot

to discover why something does not work effectively and help to improve it

Searching out and tracking down: talking about finding or discovering things

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Translations for „ assignment “ in the English » Arabic Dictionary (Go to Arabic » English )

Assignment <an assignment; assignments> n, assignment action n comput, assignment delay n comput, assignment owner n comput, assignment pane n comput, assignment problem comput, assignment statement n comput, assignment units n comput, assignment view n comput, equitable assignment law, form assignment n comput, new assignment law, resource assignment econ, role assignment n comput.

• assignment of a claim

assignment of a patent ECON

Assignment of authority n pol, assignment of tasks econ, assignment to a mission, usage examples with assignment, monolingual examples (not verified by pons editors), browse the dictionary.

• assignement of parts
• assigning a contract
• assigning the rights of ...
• assignment action
• assignment delay
• assignment of a patent
• assignment of authority

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• The students were given a homework assignment .
• The reporter's assignment is to interview the candidate.
• The reporter is here on an assignment .
• The reporter is here on assignment .
• The article discusses the recent assignment of senators to some of the more powerful committees.
• her assignment to the embassy in India
• the computer's assignment of a number to each image
• She asked if she could change her seating assignment .

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Tips for Teaching English to Arabic-Speaking Students

A teacher who spent 13 years in the Middle East shares ideas on how to support Arabic-speaking students in learning English.

In 2016, the National Center for Educational Statistics reported that Arabic was the second-most-common home language for English language learner (ELL) students in the United States. Many teachers, at some point in their careers, will teach English to an Arabic-speaking student. But very few teachers have any experience with Arabic, unlike Spanish, which many of us have had at least some exposure to. And as teachers, we know that a child’s culture and first language give them the structures that organize how they acquire their second.

Arabic ranks among the most difficult languages for a native English speaker to learn: Its grammar differs from English, its script is written from right to left, and it features sounds that English doesn’t have. I lived in the Middle East for 13 years, and I am far from fluent. But I’ve learned that what I have problems learning in Arabic, my ELL students have trouble learning in English.

Here are some strategies that recognize the differences between the two languages and make teaching Arabic-speaking ELL students a bit easier.

Unlike in English, each letter in Arabic has only one sound, which can make letters like c , g , q , and x confusing. Also, Arabic has no /p/ sound and only three vowel sounds. These are long and short /a/, /i/, and /u/—but each one sounds slightly different, depending on where in the Middle East the speaker is from. For example, in the Arab name Noor or Noorah , the /oo/ sound can land between a long /o/ and /u/, which is why some Arabic speakers spell the name in English as Nour or Nourah .

Also, some Arabic consonants are spoken with the tongue at the back of the roof of the mouth. The most common example of this is the /kh/ sound in the name Khaled . Most English speakers pronounce it as either Kaled or Haled because very few of us can make the sound correctly. Arabic features other guttural sounds too, and while they sound fluid and beautiful in Arabic, when applied to English words, they sound harsh and are nearly impossible to understand.

Just as these sounds are challenging to native English speakers, particular sounds in English are challenging for Arabic speakers, so my Arabic ELL classes are phonics intensive: I start each class period with a vowel, consonant, and blends review. Young children often need this routine reinforcement to help them remember these sounds, and while older children may be able to distinguish between the sounds, they may be at a loss when it comes to making the correct sound when faced with such a /p/ or a /b/.

When introducing new vocabulary to young children, I usually give them a coloring picture with the word for them to trace to help them with meanings in addition to sounds. A visual representation of the sounds of the word helps them to remember how to say it correctly, and tracing the word and coloring the picture reinforces that with tactile information. With older students, I write the word on the board to visually reinforce what the student hears.

Arabic is rendered in script similar to cursive that is written and read from right to left; the cognitive challenge of reversing writing is so extreme that it’s not uncommon for older students to turn in entire essays that you need a mirror to read—and without spaces because spacing in written Arabic is much narrower than in English.

For older students who are accustomed to reading and writing in Arabic, practice finding the first page in a book can work well. I team up Arabic speakers with other ELL students and call out different page numbers so that each group can race to find the page—that helps them become accustomed to reading “backward.” Sometimes I teach them cursive: I group letters by circles, sticks, and loops so that the students can see the similarities to Arabic.

With younger students who might be learning to read and write in Arabic and English simultaneously, I make sure to remind them which direction they’re working in at the beginning of each class period. A bracelet or colorful string tied around their left wrist helps them remember which direction to read and write in.

There is another, more serious challenge facing older Arabic-speaking students learning to write in English: Written Arabic is very formal. Modern Standard Arabic, which is used for writing, is very similar to Classical Arabic—it has changed little over the course of centuries. Imagine if you spoke in everyday English but wrote in Shakespearean English—that’s what it’s like, and that’s why writing in English is so daunting for Arabic-speaking ELLs. I have seen students, in a complete panic, copy by hand or cut and paste entire pages from online sources.

I once had a group of eighth-grade Arabic-speaking ELL boys who refused to answer even the simplest open-ended question, so I asked them to design a new action sequence for Star Wars: Episode I—The Phantom Menace (they weren’t happy with how that installment ended). The boys collaborated in groups of three or four to diagram and illustrate their new action sequence using storyboards; then they wrote several short sentences with directions for the actors and stunt people.

That was a challenging assignment, but it also intrigued them. Once they completed it successfully, they were ready to take on other writing assignments. By the end of the year, the boys were writing two-page essays and giving short speeches. When the boys could choose simple assignments that piqued their interest, much like choice reading , they developed their own voices and came to enjoy writing.

A child’s culture also influences how they learn a second language. Arabic culture revolves around family and community. While it may be easier for you to work with Arabic students in a small group by themselves, doing so can make them feel isolated.

I have found that Arabic-speaking students often do better in groups with non-Arabic, native English speakers. Socializing and collaborating motivates them to learn English. But I always keep a quiet corner of the room where my Arabic students can go when they are feeling frustrated or overwhelmed.

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Arabic is a Semitic language that first emerged in the 1st to 4th centuries CE. It is the fifth most spoken language in the world, spoken by more than 290 million people as a first language, mostly in the Arab world.

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Arabic for assignment

ﺗَﻌﻴِﻴﻦ is an Arabic word. The meaning is assignment. You pronounce it ta3yiin .

Do you want to help arabic.fi? We have thousands of words and almost two thousand phrases with detailed information, grammar lessons and many other resources. Everything is free to use. With your help, this website can be even better. Read more here

Words related to assignment

The letters of assignment, the pattern for assignment.

taf3iil becomes ta3yiin

Words with the same pattern as assignment

Can ChatGPT pass college assignments? We tested it out, with help from Wisconsin professors

In the era of artificial intelligence, cheating is only getting easier for students.

Some instructors say they can easily tell when students turn in AI-generated work. Others find it far trickier and will turn to online AI detectors for confirmation when their suspicions are raised. Educators everywhere are trying to create AI-proof assignments.

"The more conventional prompt and writing you ask students to do, the more likely they can bring in a machine to do that work," said Chuck Lewis, a Beloit College English instructor and director of the writing program.

The Milwaukee Journal Sentinel tested how well AI can complete college-level work — and whether instructors can detect it.

Where did idea come from?

A Harvard student last year asked seven professors and teaching assistants to grade essays written in response to a class assignment. To minimize response bias, the student told instructors the essays might have been written by herself or by AI, but in reality, all of the work was done by GPT-4, a version of the chatbot from OpenAI.

The AI-generated assignments received mostly A’s and B’s, along with one Pass.

"Not only can GPT-4 pass a typical social science and humanities-focused freshman year at Harvard, but it can get pretty good grades," the student wrote in an essay published by the Chronicle of Higher Education .

How did Journal Sentinel's ChatGPT experiment work?

I followed the same methodology as the Harvard student.

Professors emailed me a smaller assignment they would give their students, not an end-of-the-semester research paper. I told them some of the work would be done honestly and other assignments handled by ChatGPT. In fact, AI did all of the work.

I formulated prompts for ChatGPT from the assignments provided. In most cases, I wrote more tailored prompts to ChatGPT based on what it produced on the first try. Often, the additional requests asked the chatbot to provide more specific examples, expand on its ideas or use a less formal tone.

The experiment was far from scientific. Several professors said they approached grading more skeptically than they would have had it been a student's submission, given the circumstances.

ChatGPT earned 1 A, 2 B's and 2 incompletes.

English assignment at UW-Whitewater

Course: Critical Writing in the Field of English

Assignment: Write a three- to five-page paper examining how a poem among a selection provided draws on a specific concept discussed in class. Include analysis of specific passages in the poem and explore the use of at least five literary terms.

Was this hard for ChatGPT: At first, the chatbot analyzed a completely different poem than the title provided. I submitted the full lines of the correct poem, prompting the chatbot to apologize for the "oversight." Additional prompts providing specific literary terms for the chatbot to incorporate into the essay helped refine the work.

Comments: The instructor said the paper "fulfills the assignment admirably, and brings an admirable depth of understanding" of the poet's use of the concept. The thesis statement could have been more specific, resulting in a slight deduction.

Political science assignment at Marquette

Course: Introduction to American Politics

Assignment: Write a short paper describing the three faces of power and explaining how each constrains you in your own life.

Was this hard for ChatGPT: No. The chatbot easily put together an essay. A second prompt asking to connect the faces of power concept to my life as a reporter provided more specificity.

Grade: Incomplete

Comments: "Without question, the submission deserves an A," the instructor said. But ChatGPT made one small mistake, which immediately sparked skepticism. While the essay correctly cited the creator of the theory, the reading associated with the assignment was from a different person.

The instructor ran it through two AI detectors, both of which suggested the work was AI-generated. He said he would confront a student who submitted this work.

Library and information studies assignment at UW-Madison

Course: Information Divides and Differences in a Multicultural Society

Assignment: Daily log of media consumption with analysis of tone, evidence, expertise of each source, roughly 350 words

Was this hard for ChatGPT: No. I submitted a second prompt asking for a less formal tone. While the chatbot cited legitimate news outlets, such as the Wisconsin State Journal and New York Times, in the log, the summaries described general topics, not actual news stories.

Comments: The instructor said there were no "egregious red flags" but one sentence stood as sounding like ChatGPT. Overall, he found the discussion of each media source "thoughtful." The log as a whole was "clear and concise." In general, he tends to give students the benefit of the doubt and wouldn't have suspected this log was AI-generated had it been turned in among a stack of others.

Education assignment at Marquette

Course: Child and Adolescent Development and Learning

Assignment: Find five sources for a research paper on an education topic of your choice, cite the sources in APA formatting and summarize each source in four to six sentences. (This is one part of a longer-term research paper.)

Was this hard for ChatGPT: No. It took just one prompt to produce what was submitted.

Grade: 88 (B+)

Comments: The instructor suspected at least some of the summaries were AI-generated because many were written in general terms. However, some of the sources cited appeared to be names of researchers he recognized, making him less suspicious overall.

"It raises an interesting question to me of if students use AI at a broad level (say putting directly in the prompt) or doing a more targeted approach," the instructor said. "I think if students searched for articles and then asked AI for summaries, I might be less likely to have an alarm bell go off in my head."

English assignment at Beloit College

Course: Introductory Literary Studies

Assignment: Write a 1,000-word essay about a selected novel with your own original analysis that engages with a New Yorker review of the novel. Choose from one of three selected topics as a starting point. Include at least three direct quotations from the novel. Give your paper a thoughtful title and underline your thesis statement.

Was this hard for ChatGPT: This was the most challenging of the assignments received and required several prompts to produce. The first essay was only 600 words and included just two direct quotations from the book. It cited a line from a book review that did not actually appear anywhere in the book review.  Attempts to expand the essay's length were unsuccessful. An instruction to underline the thesis statement was not completed.

Grade: Incomplete.

Comments: "I didn't need to read more than the first sentence to know this was going to be an AI ride," the instructor said. The writing was "bland," filled with "eager-to-please and generic book blurb-speak." It reminded him of what he tells students: Don't write a thesis nobody can disagree with — there's no argument to be made. The paper also made at least one error in describing part of the book.

The instructor said he would ask the student about their process, share his suspicion, have a discussion and decide on next steps. For now, no grade was assigned.

Contact Kelly Meyerhofer at  [email protected] or 414-223-5168. Follow her on X (Twitter) at  @KellyMeyerhofer .

Text of the Gaza ceasefire proposal approved by Hamas

The deal lays out a timetable for release of Israeli captives in Gaza and withdrawal of Israel’s troops from territory.

Al Jazeera has obtained a copy of the Gaza ceasefire proposal that Hamas said it accepted on Monday. The deal, which was put forward by Egypt and Qatar, would come in three stages that would see an initial halt in the fighting leading to lasting calm and the withdrawal of Israeli troops from the Palestinian territory.

The proposed agreement would also ensure the release of Israeli captives in Gaza as well as an unspecified number of Palestinians held in Israeli jails.

Keep reading

Us ‘reviewing’ gaza ceasefire proposal, says it opposes rafah invasion, israel’s war on gaza: all to know about the truce proposal hamas agreed to, what are the implications of israel’s ban on al jazeera.

Israel has said that it does not agree to the proposal but that it will engage in further talks to secure an agreement – all while pushing on with its assault on Gaza.

Meanwhile, the United States, which is also involved in the negotiations, said it is reviewing the Hamas response.

Here’s the text of the proposed deal:

Paper by the mediators in Egypt on May 5, 2024

The basic principles for an agreement between the Israeli side and the Palestinian side in Gaza on the exchange of captives and prisoners between them and the return of sustainable calm.

The framework agreement aims at: The release of all Israeli captives in the Gaza Strip, civilians or military, alive or otherwise, from all periods, in exchange for a number of prisoners held by Israel as agreed upon, and a return to a sustainable calm that leads to a permanent ceasefire and a withdrawal of Israeli forces from the Gaza Strip, its reconstruction and the lifting of the siege.

The framework agreement consists of three related and interconnected stages, which are as follows:

The first stage (42 days)

[Herein] a temporary cessation of military operations between the two parties, and the withdrawal of Israeli forces eastward and away from densely populated areas to a defined area along the border all along the Gaza Strip (including Wadi Gaza, known as the Netzarim Corridor, and Kuwait Roundabout, as below).

All aviation (military and reconnaissance) in the Gaza Strip shall cease for 10 hours a day, and for 12 hours on the days when captives and prisoners are being exchanged.

Internally displaced people in Gaza shall return to their areas of residence and Israel shall withdraw from Wadi Gaza, the Netzarim corridor, and the Kuwait Roundabout:

• On the third day (after the release of three captives), Israeli forces are to withdraw completely from al-Rashid Street in the east to Salah al-Din Street, and dismantle military sites and installations in this area.
• Displaced persons (unarmed) shall return to their areas of residence and all residents of Gaza shall be allowed freedom of movement in all parts of the Strip.
• Humanitarian aid shall be allowed in via al-Rashid Street from the first day without any obstacles.
• On the 22nd day (after the release of half the living civilian captives in Gaza, including female soldiers), Israeli forces are to withdraw from the centre of the Gaza Strip (especially the Netzarim/Martyrs Corridor and the Kuwait Roundabout axis), from the east of Salah al-Din Street to a zone along the border, and all military sites and installations are to be completely dismantled.
• Displaced people shall be allowed to return to their places of residence in the north of Gaza, and all residents to have freedom of movement in all parts of the Gaza Strip.
• Humanitarian aid, relief materials and fuel (600 trucks a day, including 50 fuel trucks, and 300 trucks for the north) shall be allowed into Gaza in an intensive manner and in sufficient quantities from the first day. This is to include the fuel needed to operate the power station, restart trade, rehabilitate and operate hospitals, health centres and bakeries in all parts of the Gaza Strip, and operate equipment needed to remove rubble. This shall continue throughout all stages.

Exchange of captives and prisoners between the two sides:

During the first phase, Hamas shall release 33 Israeli captives (alive or dead), including women (civilians and soldiers), children (under the age of 19 who are not soldiers), those over the age of 50, and the sick, in exchange for a number of prisoners in Israeli prisons and detention centres, according to the following [criteria]:

• Hamas shall release all living Israeli captives, including civilian women and children (under the age of 19 who are not soldiers). In return, Israel shall release 30 children and women for every Israeli detainee released, based on lists provided by Hamas, in order of detention.
• Hamas shall release all living Israeli captives (over the age of 50), the sick, and wounded civilians. In return, Israel shall release 30 elderly (over 50) and sick prisoners for every Israeli captive, based on lists provided by Hamas, in order of detention.
• Hamas shall release all living Israeli female soldiers. In return, Israel shall release 50 prisoners (30 serving life sentences, 20 sentenced) for every Israeli female soldier, based on lists provided by Hamas.

Scheduling the exchange of captives and prisoners between the parties in the first stage:

• Hamas shall release three Israeli detainees on the third day of the agreement, after which Hamas shall release three other detainees every seven days, starting with women as much as possible (civilians and female soldiers). In the sixth week, Hamas shall release all remaining civilian detainees included in this phase. In return, Israel shall release the agreed-upon number of Palestinian prisoners, according to lists Hamas will provide.
• Hamas will provide information about the Israeli detainees who will be released at this stage by the seventh day (if possible).
• On the 22nd day, the Israeli side shall release all prisoners from the Shalit deal who have been re-arrested.
• If there are fewer than 33 living Israeli detainees to be released, a number of bodies from the same categories shall be released to complete this stage. In return, Israel will release all women and children who were arrested from the Gaza Strip after October 7, 2023 – provided this is done in the fifth week of this stage.
• The exchange process is linked to the extent of commitment to the agreement, including the cessation of military operations, the withdrawal of Israeli forces, the return of displaced persons, as well as the entry of humanitarian aid.
• All necessary legal procedures to ensure that freed Palestinian prisoners are not re-arrested on the same charges are to be completed.
• The steps of the first stage above do not constitute a basis for negotiating the second stage. Punitive measures and penalties that were taken against prisoners and detainees in Israeli prisons and detention camps after October 7, 2023, are to be lifted and their conditions improved, including individuals who were arrested after this date.
• No later than the 16th day of the first phase, indirect talks will begin between the parties to agree on the details of the second phase of this agreement, with regard to the exchange of prisoners and captives from both parties (soldiers and remaining men), provided that they are completed and agreed upon before the end of the fifth week of this stage.

The United Nations and its agencies, including UNRWA , and other international organisations, are to continue providing humanitarian services across the Gaza Strip. This shall continue throughout all stages of the agreement.

Infrastructure (electricity, water, sewage, communications and roads) across the Gaza Strip shall be rehabilitated, and the equipment needed for civil defence allowed into Gaza to clear rubble and debris. This shall continue throughout all stages of the agreement.

All necessary supplies and equipment to shelter displaced people who lost their homes during the war (a minimum of 60,000 temporary homes – caravans – and 200,000 tents) shall be allowed into Gaza.

Throughout this phase, an agreed-upon number (not fewer than 50) of wounded military personnel will be allowed to travel through the Rafah crossing to receive medical treatment, and an increased number of travellers, sick and wounded, shall be allowed to leave through the Rafah crossing as restrictions on travellers are lifted. The movement of goods and trade will return without restrictions.

The necessary arrangements and plans shall be put in place for the reconstruction of homes, civilian facilities, and civilian infrastructure that was destroyed due to the war, as well as arrangements to compensate those affected, under the supervision of a number of countries and organisations, including: Egypt, Qatar, and the United Nations.

All measures in this stage, including the temporary cessation of military operations, relief and shelter, withdrawal of forces, etc., shall continue in the second stage until a sustainable calm (cessation of military and hostile operations) is declared.

The second stage (42 days):

A return to sustainable calm (a permanent cessation of military and hostile operations) must be announced and take effect before the exchange of captives and prisoners – all remaining living Israeli men (civilians and soldiers) in exchange for an agreed-upon number of prisoners and detainees in Israeli prisons and detention camps.

Israeli forces shall withdraw completely from the Gaza Strip.

The third stage (42 days):

An exchange of the bodies and remains of the dead on both sides after they have been retrieved and identified.

The reconstruction plan for the Gaza Strip over a period of three to five years – including homes, civilian facilities, and infrastructure – and compensating all those affected begins, under the supervision of several countries and organisations, including: Egypt, Qatar and the United Nations.

A complete end to the siege of the Gaza Strip.

Guarantors of the agreement:

Qatar, Egypt, the United States, and the United Nations.

May 5, 2024