Thank you Richard and thank the local organisers for inviting me to talk at this prestigious event so I'm actually going to tell you about a Essentially, it's a cancer that's already published As far as the the market paper is concerned But I will be talking about two new data sets that we've added quite recently Those of the transcript are in sequencing and that's both the messenger RNA sequencing and also micro RNA sequencing Previously these things had been studied and at the micro array level So just a little background about the high-grade serious ovarian cancer cohort that the TCGA consortium has has collected Little background that most most deaths From it are the result of this advanced stage high-grade serious ovarian cancer about 70 percent of all ovarian cancer patients And the TCGA group had published last year this marker paper in which a cohort of 489 tumors were studied primarily at the expression level for Messenger RNA and micro RNA DNA copy number Evaluations as well as DNA methylation And and additionally and some you've heard already from the Broad Institute this 316 cases of of tumor and normal exome sequencing to complement the data set and Fundamental messages coming from that marker paper included that the disease is defined by and characterized by very simple Mutational spectrum in which TP 53 mutations predominant in almost 96 So almost all patients have these TP 53 mutations and and also Characteristically high frequency of somatic copy number alterations both focal gains and focal losses And then that was in stark contrast to to previous Gear Blastoma multi-formie study in which there was very low copy number The aims of this study that I'll tell you about in the next 10 minutes Are essentially the transcriptome sequencing and to use this transcriptome sequencing primarily the the RNA sequence To define subtypes Importantly structural variants that could not be established well with microarray based technologies And alternative spliced transcripts to name but a few So the data set is described in this slide We received 490 tumor total RNA samples from the biospecimen core resource repository These samples had been collected from 15 different tissue source sites across the world And we were able to generate RNA sequence libraries For sequencing of 420 of those all of which have been submitted to the cancer genome hub and the data coordinating center of these 420 300 What we do in high quality? Expression data sets that pass very stringent quality control metrics Those expression profiles have likewise been submitted to the DCC a Further 485 Samples have micro RNA sequences again submitted publicly available And then the preliminary analysis that we performed on these data sets are listed at the bottom of the slide here Include unsupervised consensus clustering to identify subtypes I'll talk to you a little about that that the micro RNA anti-correlations with the gene isoform expression Very briefly touch on that and then a little more on on our fusion identification Using two platforms our in-house transibis and then the University of Chicago's fusion finder Algorithm So to touch on Subtypes in this slide. I'm showing Figure two from the the ovarian marker paper published last year and in this study. There were four different subtypes Defined Corresponding here differentiated immunoreactive miz and chymal and prohibitive subtypes When we perform similar unsupervised cluster analysis using our sequence based expression profiles from 300 tumors we are we identify potentially two additional groupings and this NMF cluster is illustrated here with both co-franetic scores showing High high values here and the adverse average silhouette widths also supporting and that there may be additional Clusters to the to the four previously published of course if we then look for the Correspondence of the samples within this new six cluster solution to the existing four We see four discrete Clusters that the map Almost identically to to those prior published these are our clusters four one two and five But then additionally we see these two slightly smaller clusters cluster six and cluster three for which the samples don't map to To a single Predefined locus and so this adds some support to the fact that there may be additional subtypes Within this data that we're seeing through the through the sequencing work Those are the two additional ones that We can do perform the same analysis for micro RNA sequencing Again in the in the consortium publication three robust micro RNA clusters were identified We also see Reasonably robust evidence for for six clusters and here we're putting Some of the top driver micro RNA signatures On to each of these clusters many of them are familiar to those of you working on patent cancer and multiple different tumor types But in this case unlike the RNA sequencing data, we see very little correspondence between the the novel Cluster solution and those existing Previously and clearly we need to dig deeper into these analysis to identify Perhaps add p-values to these Bezier curves to identify whether there are enrichments between certain clusters With these expression signatures in hand we can turn to to ask questions such as the interplay between micro RNA and messenger RNA and here just to give an example is is a Relationship that was actually published by Chad Creighton and others last year Between this micro RNA 29a and the the Locust DNM T3a DNA methyl transferase a gene and what we're showing here are the the Expression based for each of the six sub clusters that we've identified for RNA sequencing The expression of DNM T3a in each of those clusters and we can see for example in the gray cluster increasing RNA expression Conversely if we look at this bottom plot This is the expression profile for the micro RNA 29a and we see decreasing expression Corresponding so anti correlated with the RNA But we only see this this trend in in cases for which the micro RNA binding site is present in our isoform and this is where the sequencing gives us additional resolution that that May not be captured in micro array experiments so in the example shown The three top isoforms of this gene all contain a micro RNA binding site This shorter isoform is absent and has no expression correlation with that of the micro RNA Turning now to the gene fusion detection within this this cohort We've applied our in-house Assembly and analysis pipeline trans abyss to all four hundred and twenty cases and identified about four four thousand three hundred Candidate fusions in the absence of total RNA remaining total RNA for verification, we've turned to orthogonal approaches and we Have been working with Kevin Whites group of the University of Chicago Their group have been running UC fusion finder on this same cohort And looking only at the intersection. We identify approximately 1500 such gene fusions called by both platforms of these 1564 are recurrent that is present in in two or more cases and The distribution of these is is very interesting so and really In stark contrast to other studies such as the acute myeloid leukemia study in ovarian We see a high degree of duplication and and this is consistent with the findings in the marker paper of Copy number focal copy number gains and losses and so Many around this circus plot those arcs that are linked in the same chromosome block are essentially the result of Duplication there are very few cases of translocation for ovarian, but you can see the density of the Of the recurrent gene fusions That's all that's being plotted here in contrast with AML the very much many more in frame fusions Indicated by the the green color and the thickness of these bars is corresponding to the level of recurrence So many more highly prevalent Fusion events and the result largely of translocations within AML and so very stark differences If we tease apart the ovarian fusion events into both in frame and outer frame We identify the most recurrent In frame events in this chart and the colors here indicate Events that are seen in the middleman database of chromosome aberrations in cancer. So those in purple Are known fusion events where both gene partners Have been previously reported those highlighted in green Where a single gene member of that gene fusion partner have been previously reported and then the remainder in gray are Entirely novel gene fusion constructs identified through our analysis to draw your attention to That there's a single case of TFG GPR 128, which is a known polymorphism within the database of genomic variants and So the most highly prevalent gene fusion event we have Is in frame is this mecom or MDS one and EVI one complex locus And this was observed to be focally amplified in in over 20 percent of the ovarian tumors in in the TCG Earlier report and of interest mecom is a target of a couple of FDA approved therapeutic compounds listed here And like I said, we've identified these In-frame fusions in approximately three percent of this cohort Primarily the diffusion events fuse the exon one of mecom to an entire transcript Of a novel partner and as cartooned in this slide Mecom and the partner genes as a result of duplication events are present on chromosome 3 band q2 6.2 And we have a fusion between this exon one of mecom and in this particular case in which six Patient samples contain the fusion we have the entire transcript locus for this leucine rich repeat containing protein of interest the the five prime end of Mecom contains a 12 amino acid signature sequence Which has previously been shown to recruit map kinases smat 3 and and so 39 h1 and so transcriptional core oppressors and the like so we've now taken the gene fusion partners for for all 1500 events and identified Pathways which may be Linked to these to these genes so of the 2500 unique genes We see an enrichment within the cosmic database 105 of these genes Are seen in in the cancer sensors as causally implicated with cancer Some of the pathways Listed on this slide are familiar to many of you and if we then remove these 105 genes from the total set The the one remaining pathway is the ubiquitin mediated proteolysis and so certainly this Wants further investigation So to summarize we've generated mRNA seek and microRNA seek for 420 and 485 of these of TCGA ovarian samples unsupervised clustering of the expression profiles identifies Potentially additional sample groupings and an exploration of putative microRNA and mRNA interactions Identify significant expression anti-correlations Including the example I provided that was previously published In contrast to other cancers AML being an example at duplication is the primary rearrangement leading to gene fusions and is consistent with the TCGA publication And me confusions are the most recurrent in frame events that we've identified within this tumor type So ongoing work includes the identification of recurrent partial tandem duplications and internal tandem duplications and My colleague Lucas Swanson is is here with poster number 106. I encourage you to visit Further pursuit of this me come especially in light of the therapeutic target is warranted and of course differential expression discriminator gene analysis and further integration with existing and novel TCGA data sets is Is in the pipeline so I thank you for your attention I thank my colleagues at the BC cancer agency genome science center, and I'll happily take any questions I'm for a quick question or two I guess so the correlative Observation of the large number of fusions with the overall level of genomic rearrangement in ovarian What point do you say there is there's a strong causative association? You know the the genome is rearranged because that disease wants to see more fusions So certainly it's it's key. I believe that the TP 53 is is mutated in almost all if not all of these cases And so genome rearrangement is clearly An integral part of this disease and quite different to many of the other tumor types we see Whether the whether the transcription fusions I mean I think it must be looked at a pathway analysis because the highest Recurrency we've seen is still relatively low at around three percent And so whether it's a combinatorial driving of the disease Needs further exploration Thank you. We better move on we got Thank you very much


Today being our last session, we started on the 15th of December and let us all sum it up and I request the coordinators to facilitate this interaction that we have planned and we will start the interaction now, request all of you to participate and I am going to answer all the queries after this particular quiz that we have planned. Shall we start now and for summing up the first question is which of the following is the dictionary meaning of a facilitator, one who is friendly with you, one who makes it easy for you, one who answers all your questions and one who evaluates you. Quickly let us see who is going to answer this. Pune, SGSIT Tech comes back with two and KJ SOMAYA follows Mumbai two, very nice, all of you are very clear about what a facilitator is, thank you and so the answer happens to be two, the one who makes it easy for you. So the facilitation is making things easier, yes all the centres are following, thank you very much, we will continue. For the 21st century learner it is required that we need to move towards dash rather than teaching in our classrooms, can you feel in the blank, it is a one word, it is required that we need to move towards dash rather than teaching in our classrooms, amruta puri asif, congratulations facilitating and thank you and though Pune, SICSR and Nirmase's interaction, it is facilitating in the classrooms which also definitely includes interaction, thanks for all the answers and the answer is we need to move towards facilitating rather than teaching in our classrooms. The third is the number of intelligences that Howard Gardner has categorized with his multiple intelligence theory are 7, 9, 4, 8, 7, Indoor comes back with the first answer, 7, Vellur, yes can I have the answer, Nirmase 1 and Sonaise 4, we seem to have multiple answers for multiple intelligences, Government Engineering College Trishur is 8, yes I think the first one A C Amruta puri is the right one, 9 is the intelligence number of intelligences that Gardner has categorized, though we concentrated on 7 of them in our particular session because they are relevant to our engineering classroom context, thank you for that, so the answer is 2 which is 9 is the number of intelligences, this is a bit descriptive I request you to read carefully which of the following statements is false, the multiple intelligence theory signifies that faculty has to structure the classroom activities to suit the profiles of learners, the teacher needs to provide opportunities to learners to demonstrate their learning through methods that match with their personal intelligence profile, faculty is to strengthen areas that appear at the lower end of the intelligence profile and faculty needs to teach about all the multiple intelligences in their classrooms, which is false, yes Nirmah Amadamal comes back with answer 4 and followed by Pune Amravathi, Indoor thank you for the correct answer and that happens to be answer 4 that is what is false here is faculty needs to teach about multiple intelligences in the classroom, we don't have to teach about multiple intelligences but rather it is very significant that we need to understand it and then use it to structure our activities as well as provide opportunity to learners as well as strengthen those of which which are very important for a professional engineer and they happen to be at the lower end we need to strengthen them up, thank you for that and the next one is a process wherein the learner is actively involved and engaged with the content to be studied is called as dash, it is learning, it is active learning, it is activity based learning and constructivism, yes Indoor comes back with the first and the correct answer it is 2 that is active learning and I see that all of you most of you have given the right answer thank you for that yes we see active learning happening here the process by which a learner is taken from a known concept to an unknown concept is called as dash, it is analogy, physiology, it is an example, it is an illustration, yes I see the first answer which is the correct answer, analogy is a very very interesting as well as very useful tool which takes the learners from unknown everyday identified concept to an unknown to be learnt concept. The next one is analogy inherently is integrated with the following intelligences, kinesthetic visual and logical, intrapersonal, linguistic and logical, kinesthetic interpersonal and intrapersonal and musical intrapersonal and visual which of the combinations, yes G S I T Indoor comes back with the first correct answer though Sona came back first and second one that is intrapersonal, linguistic and logical as we discussed during our session on analogy, it is very important to realize that using analogy automatically involves tapping as well as addressing the linguistic, logical and the intrapersonal intelligences however it can be made to touch the other intelligences like kinesthetic, visual as well as even musical and just like how we saw professor Phatak has been using throughout his lectures and specifically with the animation that was used Mr. Dumbo where it so much of visual intelligence was also touched, right. Thank you for that, the correct answer is two that is intrapersonal, linguistic and logical, the different learning levels according to bloom are fill in the blanks please can we have the answers, you can even type in the first letters if typing the entire word is yes understand remembering I see people are in a hurry to type that is nice remembering applying evaluating analyzing yes remembering understanding yes yes I see that you are taking time but I see that most of you have written all the six levels yes it is remembering understanding applying analyzing evaluating and creating I think SVNIT Surat is the first to answer this complete all six of them congratulations and this is what the answer is will move on the session objectives need to be kindly fill in the blanks and the hint is please be smart please be smart for this you have to expand so we are waiting yes how should the session objectives need to be kindly fill in the blanks you need to be smart yes specific measurable attainable realistic fantastic Simhagat Pune yes somebody has missed the last one looks like people are yes time bound Trishur comes back with the correct answer AC Bangalore also at the same time time bound is the correct so it has to be smart and the answer is specific measurable attainable realistic and time bound great thank you and interactive methods in our classroom enhances participation and retention involvement and interest skills in addition to subject matter and all of the above can I have your answer of course Indoor SGSIT thank you for the correct answer first everybody follows the answer is four so in fact interactive methods can enhance all of this it enhances the rotation just as Dr. Carl God showed that between passive and participatory methods and it also enhances participation by different students with different kind of learnings and it enhances involvement and the interest and of course it builds skills in addition to the subject matter which are highly important for the employability of our students thank you the answer is four and it enhances all of these several things the next question list any four active learning methods suitable for our own engineering classrooms any four any four active learning methods interactive methods which are suitable according to you in our own engineering classrooms can I have the answers we know you have to type role play games case study quiz AC Amritapuri is the first thank you role play case study Pune very nice in addition people have written discussion analogy great and I see role play with everybody almost brainstorming interactive role play that is interesting so analogy visual case study brainstorming yes we have lot of things demo yes very interesting so the list can go on like we previously displayed you can have any kind of group work discussion debate role plays case studies quiz games puzzle and the list can go on because you can be the designer of such active learning methods thank you the next question in addition to subject matter the MXLA session plan can help us to imbibe dash to the learners in the classroom is it verbal intelligence is it interpersonal intelligence is it visual intelligence and is it all of the above and some more I see that people did not even wait AC Bangalore is the first to answer it is for all of the above and some more thanks for everybody's correct answers and the session plan just now we discussed can help us to imbibe several of the intelligence and plus lot more learning outcomes the answer is for and that is all of the above and finally the objective of MXLA session plan are to complete syllabus in the given time to prepare students for the examination to have different activities in the classroom to complete syllabus in an effective manner while involving the students through active learning great nobody is waiting for me to read it out also well or institute is the first one to come back with the right answer and therefore and I don't see any wrong answers there so thank you for understanding the philosophy particularly of the MXLA session plan that we still maintain that we complete the syllabus in the stipulated time as required by the university as required by all of us however we involve the students effectively through any active learning method thanks a lot and that has been a great summing up and great set of sessions for mission 10x and I must say we have enjoyed these sessions very much and to conclude I have a set of clarifications as well as discussion points first one is kindly this is request to all the participants and specific to coordinators to facilitate such that all the participants please upload all your assignments I'll come back to each of your queries let me first put across my own points then we will come back to your specific queries in case they have not still been answered the first request is kindly upload all your assignments though I already see several of them uploaded as much as 100 plus right from our day one to day eight and all of them have been uploaded every day as I mentioned there is a link where you get your assignment and there is a submission link correspondingly where you can upload your assignments and a feedback form specific to mission 10x sessions has also been uploaded in addition to the feedback form for the workshop all of our uploaded links have the name starting with mission 10x so you will see a link with mission 10x-feedback kindly upload this feedback also we request you to give us critical feedback regarding all the points that have been listed and please add just as professor Fatak mentioned any additional thing that you would like to mention and kindly upload the same and if there are any queries kindly come back to my email id which already I displayed that sujatha.jagannath at vipro.com anytime either through the coordinators or through the or individually anytime and you can come back to us with queries thank you thank you very much


Keynote. Fifty things you can do with this app for the classroom. Today is day two, we're going to take a look at drawings. If you've never drawn on the iPad, here's a quick review of the tools at your disposal. Access the tool by using the plus sign and clicking on drawing. Then you'll see a few tools at the bottom of your screen. There are six. They are pen pencil, crayon fill tool, eraser and selection tool. Of course you can choose colors or even mix your own. You can adjust the width or the thickness of the brush or pencil and you can even use the selection tool to move things around, resize or duplicate them. So I start usually by having students practice drawings and this is really easy. You ask them to draw shapes and these you can then turn into fish for example. Here's a really cool idea by Nadine. The examples I'll show you are emojis which we did in English class, proverbs which we did in German class and abstract portraits which we did in design or art class. With emojis it's really cool to see how students can be really creative. You can discuss what emojis mean and you can even ask them to design their own emojis for situations that they know that are really usual for them. Here we can see how the students are really creative in designing their own emojis. For proverbs I found very well known proverbs. I cut them in two. Students chose a proverb and they visualized these and if they wanted to they could animate the proverb by using the animation line draw. For the animated selfie portraits it's really easy, take a selfie portrait of yourself then you trace it. You color in the different areas making sure they're closed. Duplicate the slide using different colors and export as an animated shift for full effect. There you go. Day two digital drawings. All the videos are here and all the keynotes are here. See you tomorrow!


I'd like to call to order the 7th, 18, 2019, Common Council. Would the clerk please read the quote for the day? Thank you, Mr. Mayor. The smallest deed is greater than the biggest intention. Thank you very much. Would the clerk please call the roll? There are eight present. All the person Mary Lynn Donahue and Rosemary Trester are excused. Please stand and join me in the Pledge of Allegiance. Pledge of Allegiance to the flag of the United States of America and to the Republic for which it stands, one nation, under God, indivisible, with liberty and justice for all. Next, we'll move on to the approval of the minutes from our last City Council meeting. All the person Wolf. Thank you, Mayor. I make a motion to approve. Thank you for that motion and support. Is there any discussion on those minutes? Seeing none, all those in favor, please signify by saying aye. Aye. Opposed? Motion passes. Next, we'll move on to public forum. City Clerk. There is no one this evening. Thank you. Next, we'll move on to Mayor's announcements. And I'd like to ask Jackie Quaches to join me at the podium. Jackie's one of the co-chairs of this year's Bratwarsh Day Festival. And this one's rather significant. Whereas in order to celebrate the 100th anniversary of the city of Sheboygan, Bratwarsh Day was born on Thursday, August 13th of 1953. The idea was conceived by Amat Werner, editor of Sheboygan Press, and was a means of publicizing Sheboygan's claim to fame, the Bratwarsh. The event was sponsored by the Sheboygan JCs with the support of then Mayor Edward C. Schmitt. Whereas Mayor Schmitt's proclamation, which designated August 13th as Bratwarsh Day, read in part, whereas the community has achieved national fame and recognition for the exclusive manufacture of a special kind of roasting sausage. And whereas it's known in an established fact that the production and distribution of Bratwarsh has increased year by year to a point where it has become an industry of vital importance to our community. All citizens and visitors are to refrain from roasting Bratwarsh Day on their own grills and will attend and enjoy the Bratwarsh festivities to be held on the main street of the city of Sheboygan. And whereas the event grew to a celebration attended by as many as 100 people, the issues with crowd control also grew. In a referendum on April 5th of 1966, the voters in the city said no to the festival after 13 glorifying years. And whereas in August of that year, the JCs won acceptance of the city leaders to bring the festival back as an annual Bratwarsh tradition at a different locations and under varying titles, such as Aqua Holiday, German Days, Sheboygan Days. In a 1979, returning to the name of Bratwarsh Days, in recent years, the title was shortened to Brat Days. And whereas today, Brat Days continues to be one of the largest fundraising projects for the Sheboygan JCs, proceeds are given back to the community primarily through donations, totaling more than $300,000 in the last 10 years. I now therefore, Mike Van der Steen by virtue of the authority vested in me as mayor of the city of Sheboygan, I hereby proclaim August 3rd and 4th as Bratwarsh Days and urge all of our residents to attend the 65th annual Bratwarsh Day celebration at Kiwanis Park on August 3rd and 4th of 2018 to support the JCs who have done so much to give back to our community. I present this to Jackie Quaches. Do you have anything? Thank you for all your support, Sheboygan. That's especially fun for me to do because I was Bratwarsh Day chairman in 1979. Okay, moving on then to our consent agenda, that'll include items 2.2 through 2.18, all the person will. Thank you, mayor. I make a motion to accept and file all our O's, accept and adopt all our C's and pass all resolutions and ordinances. Second. Thank you for that motion and support. Under discussion, all the person boring. Thank you, mayor. Could we pull forward document number 2.13? I need to abstain on that one, please. Okay, 2.13 then we'll pull that one forward. That's before us on a separate vote at this time. Is there any other discussion on that item? Seeing none. With a clerk, please call the roll on 2.13. Seven ayes, one abstain. Motion passes. Then we'll move on to a vote on the remaining items on the motion. Is there any discussion on those items? Seeing none. Will the clerk please call the roll on those remaining items in the consent agenda? Eight ayes. Motion passes. Under reports of officers, items 3.1 and 3.2 will be referred to the licensing hearings and public safety committee. Under resolutions, item 4.1 lays over and 4.2 will be referred to the public works committee. Under reports of committees, item 5.1 is RC number 77 of 1819 by the finance and personnel committee. To whom was referred resolution number 50 of 1819 by all the persons rent flesh and borne authorizing a transfer of appropriations in the 2018 budget and recommends passing the resolution. All the person rent flesh. Second. Thank you for that motion and support. Is there any discussion on the motion? Seeing none, will the clerk please call the roll. Eight ayes. Motion passes. Item 5.2 is RC number 78 of 1819 by the public works committee. To whom was referred resolution number 52 of 1819 by all the person wolf authorizing a professional services agreement with Rupert Milky for the design phase of the Southside sanitary sewer study for the city of Sheboygan and recommends passing the resolution. All the person wolf. Thank you, mayor. I make a motion to accept and adopt and pass resolution. Second. Thank you for that motion and support. Is there any discussion on the motion? Seeing none, will the clerk please call the roll. Eight ayes. Motion passes. Item 5.3 is RC number 79 of 1819 by the finance and personnel committee. To whom was referred general ordinance number 6 of 1819 by all the person rent flesh amending this supplement to the section 82 dash 33 of the Sheboygan municipal code. So as to amend the positions in the department of public works wastewater treatment division and the engineering division and the department of public works table of organization and recommends passing the ordinance. All the person rent flesh. Second. Thank you for that motion and support. Is there any discussion on the motion? Seeing none, will the clerk please call the roll. Eight ayes. Motion passes. Under general ordinances item 6.1 is general ordinance number seven of 1819 by all the person born granting Stephen Westfall his heirs and assigns the privilege of encroaching upon designated portions of the Fifth Street right away located at 922 North Fifth Street in the city of Sheboygan for the purpose of building a retaining wall. All the person born. Second. Second. Thank you for that motion and support. Is there any objection to suspension? Seeing none, please proceed. The reason for the suspension is so that Mr. Westfall could get going on his project. It's quite extensive with building that retaining wall. Time is of the essence. And then I would make a motion to pass the ordinance. Second. Thank you for that motion and support. Is there any discussion on the motion? Seeing none, will the clerk please call the roll. Eight ayes. Motion passes. Items 6.2 through 6.4 will be referred to various committees under matters laid over. Item 7.1 is resolution number 47 of 1819 by all the person Wolf authorizing an accepting grant from AARP network of age friendly communities in the amount of $4,000 to be used to conduct a livability survey for our residents, all the person Wolf. Thank you, Mayor. I make a motion to pass the resolution. Second. Thank you for that motion and support under discussion. Chad Belichick. Yeah. Just wanted to let the council know that we became an age friendly community through AARP last year. They've offered us this $4,000 to basically take, they have a 16 page livability survey. That's a requirement of becoming a community and age friendly network. And we've decided to take that survey and morph it with the city's community survey. So typically the city would issue a community survey sometime in January, February, the first quarter of the new year. So the goal is to combine those two. So we're only going out on a survey one time to residents. A lot of the survey questions in our community survey and the livability survey are the same. There is some different ones, but the intent is that we can then use their money this $4,000 to promote our survey as well with advertising and stakeholder groups and those types of things. So the council will see that survey coming forward once it's consolidated, but the intent is to push the timing up a little bit on the two surveys to kind of take care of them as one shot versus doing two independent surveys. Thank you very much. All the person, Warren. Thank you, Mayor. In my latest issue of Money Magazine for cities with a population similar to Sheboygan, I think we're already rated number two in the country for livability. I forgot what the number one one was, but we're number two already. So maybe we can get it up to number one, but that's really outstanding. Yep, you're right. Thank you for citing that. Is there any other discussion on the motion? Seeing none, will the clerk please call the roll? Eight ayes. Motion passes. Item 7.2 is resolution number 48 of 1819 by Alderperson Wolff authorizing a submission of an AARP community challenge grant in the amount of $8,500 to be used to purchase a bike fixation stations for the recreational trails in the city of Sheboygan. Alderperson Wolff. Thank you, Mayor. I make a motion to pass resolution. Second. Thank you for that motion in support. Is there any discussion? Seeing none, will the clerk please call the roll? Eight ayes. Motion passes. Next we'll move on to other matters received after the agenda was published. Turn it over to city attorney Charles Adams. 8.1 is an RO by the city clerk submitting various license applications for the period ending December 31, 2018 and June 30, 2020. That'll be referred to the licensing hearing and public safety committee. 8.2 is an RO by the director of planning and development submitting a request from the director for the Discovery World Museum to dock to Dennis Sullivan at South Pier on August 10, 2018 and waiving any docking fees. That one will lay over. 8.3 is a resolution authorizing the appropriate city officials to execute a vacant land offer to purchase with KWSBM LLC. That'll be referred to the Finance and Personnel Committee. Next we have a contemplated closed session. Alderperson Wolff. Thank you, Mayor. I make a motion to convene in closed session under the exemption provided section 19.85 sub one, sub E, Wisconsin stats, where competitive or bargaining reasons require a closed session regarding a development opportunity in the South Point Enterprise Campus. Second. Thank you for that motion and support. Would the clerk please call the roll? Eight ayes. Motion passes. This will end our program for this evening. We'll be adjourning in closed session. We'll take a three-minute recess and reconvene.


First question is from Alexis Swayce. How do you cut without ruining your metabolism? You know, I when people say that's our fault right there.  I've heard sales say this moment Oh, it's not the reverse how I'm eating. It's doing what you you want it to do It's actually a health. It's a sign of a healthy metabolism, right? It's responding. Yeah, it's adapting Responding to what you're doing.   You had to cook it or crush it so you could digest it You you didn't sit very often. You probably sat at the end of the day Maybe around a fire. So you were active and food was scarce And so we evolved to have these metabolisms that learned how to be very efficient, which is a very this is a good thing There's nothing necessarily wrong with this. The only problem is today. We live in a completely different environment We live in an environment where Food is extremely available and it's hyper palatable. You could have pretty much any type of food You want available to you at a very very low cost and you can have it available to you in a very short per Your time now we're at the point in fact you could order whatever you want I even have to get up it comes right to your door and boom You've got a delicious high calorie meal and low activity or whatever So we live in an environment now where we want a metabolism where it becomes beneficial to have a fast metabolism in the past Again for most of humans in history. It was advantageous to have a slower more efficient thrifty metabolism Well today, that's the opposite if you have a if you have an efficient metabolism You're more likely to gain more weight And you can't eat as much and get away with it. So how do we deal with this? What do we do? Well, there's a couple strategies one When you reduce your calories, don't do it so Dramatically for so long so you want to do a dramatic cut for for too too long You were to answer this very like simplistically that would be it right don't go for too long and too hard That's number one number two though This is an important one is you have to send a counter signal You have to send a signal to the body that says hey We need to we need to do things that prioritize a faster metabolism now It's an indirect effect But what you're essentially doing when you work out if you do it properly is you're telling the body I need strength and muscle when you're sending a signal to build strength and muscle the side effect of that is a hotter Faster metabolism because in order to get stronger and you have to build more muscle and more muscle burns More calories so your body is getting the signal that says hey calories low. However We need lots of strength So what ends up happening when you lift weights properly while you're cutting your calories get leaner is you either a get a Metabolism that doesn't adapt quite as much doesn't slow down quite as much because you need to build muscle or B If you do it really well, you actually can do the opposite and cause a speed up in the metabolism But that also requires you not cutting your calories so much In fact, sometimes you want to bump them a little bit first with the muscle building to give yourself a fast Or or run a mini cut followed by a mini bulk, right? So don't stay like to your point of not staying in a cut very long Which you know for me that means nowhere longer between somewhere between two and six weeks six being very long To being pretty short. So somewhere. I like to fall in between that. I'm going to interrupt that cut with at least a one week Surplus or at least caloric maintenance week so if you are somebody who's trying to reduce body fat and You figure out that your body stays the same at about 2,000 calories And so you start eating, you know, 1700 calories a day to lose weight You've been doing that for about three weeks four weeks or so you feel like progress is stalled Then what I'm going to do is I'm going to put you on a diet for the next week That's more like 2,000 2200 calories every single day for a good solid week And we're going to focus a lot on trying to build strength during that time and then come back again to the cut and maybe less dramatic Right, so you come from 2200 maybe just dropped down to 18 or 1900 and ultimately my goal is really can I lean you out? While I also slowly teach your body to be able to eat more calories I mean that's why no matter what your goal is whether it's trying to build or to lose body fat I start everybody in a you know, at least a calorie maintenance like I if I assess your diet Even if it's bad right bad food or you know the high calorie, you know empty calorie type foods Alcohol fast food things that are ideal for us And I see that you're eating 3,000 calories and your goal is to lose 15 pounds I'm not going to start you on your diet at 25 or 20. I'm gonna start at 3,000 calories But I'm gonna just change around the foods that you're eating I'm gonna give you more nutrient dense foods But keep your calories the same in introduced exercise that alone should sit a signal to the body to build muscle and get leaner And my real goal is actually to increase calories to help speed the metabolism up Yeah, remember this it honestly was not that long ago It was a blink of an eye when you look at all the amount of time that modern humans have been around on earth It wasn't that long ago that have that we suffered from the effects of not of having too little calories Humans died and there was lots of malnutrition. There's with a big two of the biggest killers of Of humans was we just didn't have enough and so our bodies evolved to Adapt to that now today is a very different time today in modern societies Very few people die from not having enough calories Far more people far more in fact the largest killer the number one killer of people in modern societies is because they have too much so a great buffer against that is to Develop and build a body that can burn those calories off, you know, it's interesting when you look at the studies on carbs Fats saturated fats sugar. It's it's really interesting in the context of a low calorie diet You could get away with a lot you in the context of a high calorie diet Lots of saturated fat becomes bad for a lot of people lots of sugar becomes bad for a lot of people when your calories are low Or when you're burning more than you're eating or burning as much as you're eating I should say rather than low calories those things don't become so much of a problem a faster metabolism in today's Day and age is a phenomenal buffer against that Which is why? The most the number one way you should be exercising today if you live in the modern world now if you're a hunter gather This may not apply to you, but I'm sure if you're listening to this podcast You're probably not a hunter gatherer. Otherwise you'd be a weird one with a cell phone in a you know podcast access You need to lift weights go to the gym and get stronger. Here's the other thing with diet high protein diets tend to even when people do the hard cut and do lots of cardio high protein diets also seem to contribute to a Better in terms of modern life adaptation of the metabolism So it doesn't necessarily slow down as much and it's probably because of there's an indirect effect high protein diets tend to preserve More muscle and build more muscle. So there you go. So again the ruined metabolism, you know I know we use that term and in the past to kind of illustrate our point It's not a broken metabolism It's doing exactly what it wants to do But because you live in the modern world you want to be lean and you want to be able to enjoy the food around us We want a fast metabolism


what's up players what's going on ladies and gentlemen thank you for joining me again on the series how to jump rope like a ninja so on today's video we're going to start to work in the tricks you've learned how to become great at regular bounce you've learned how to start getting that box or rhythm and confidence down now it's time to start putting some tricks into place so that you can you know look awesome and impress people in public you know so guys we have a lot of videos on different tricks that you can learn and we're going to link a lot of those up but this video is really to talk about the four most important tricks that aren't just beginner but are kind of like they form the foundation of what it means to look like you're pretty good at jumping rope what i mean by those tricks is running in place side swipe crisscross boxer skip all right ladies and gentlemen so to start things off run in place now remember we have tutorials set up for each of these but i want i want to give you guys just a few short tips on each of these tricks so that you can take action and start practicing run in place is a very simplistic trick only because we're only alternating our feet so it's a little bit above boxer skip you're just going right left right left the upper body stays the same as it would for regular bounce so honestly guys not a lot here is changing and this is the move i would recommend trying to practice after you get done doing regular bounce next up guys boxer skip all right so this is the one that we did a tutorial on yesterday be sure to check that out if you haven't already again all we're doing is shifting the weight of our feet from our right to our left and tapping again guys nothing fancy here although all the form in our upper body stays the same because the regular bounce is what forms the basis for you to be able to do all these tricks and everything so make sure send you to nation that you have the fundamentals down first and look if you have to watch this series five or six times that's totally cool that's why it's going to stay up here so make sure you guys practice a lot of these moves and just do the thing all right ladies and gentlemen next up we have side swipe so be sure to check out the full tutorial on that if you haven't already all i'm doing here is a right to left and then going back under myself side swipe so takes a little bit of practice but all you're doing is just swinging the rope over to my right see how my right hand folds over then i bring it back around to the left and sort of do a little figure eight with my hands it's a very tiny and subtle move but that is a lot it's what allows you to look super smooth as you're transitioning into other tricks so the side swipe is good for not just doing it but also transitioning into other tricks as well the crisscross the mysterious crisscross besides the double under this is probably the move that most people want to learn and it takes a little bit of practice to get used to guys the best fights i can give you for this is when i'm doing these look how my rope stays tight the entire time the the figure eight motion that i'm doing with my wrists is really what controls and allows the crisscross to happen think of putting guns in their holsters and then taking them out again so check it out when i cross i'm putting the guns in their holsters when i pull back out i'm taking them out and see how my wrists just do this nice little figure eight motion that's all that crisscross is so practice this ladies and gentlemen do not get discouraged remember you have to do the thing for a very long period of time and stay consistent before you can expect to be proficient in something so don't give up guys ask questions you know post comments we're happy to answer them and make sure you go back through the series zendu nation i love you i'm out so guys you've learned some tricks you've learned how to get that rhythm down and be more confident like i said now it's time to put it all together and create your own jump rope style so in the next video we're going to be teaching you how to jump rope freestyle if you like this video please make sure to give it a thumbs up below followed by a subscribe and also make sure to check out the next video in the how to jump rope like a ninja series which is where we cover the jump rope freestyle ladies and gentlemen i'm out


Adjectives, Pronouns and Numerals, from First Steps in Anglo-Saxon by Henry Sweet. Read for the LibriVox Language Learning Collection, Volume 2. This is a LibriVox recording. All LibriVox recordings are in the public domain. For more information or to volunteer, please visit LibriVox.org. Adjectives, 48. Adjectives have two kinds of inflection, strong and weak. The weak inflections of adjectives are the same as those of weak nouns, except in the genitive plural, which has the strong adjective form.   In the feminine and plural, the dative, instrumental dative, is used instead the dative um, being used instrumentally, instead of e, in the masculine and neuter singular also. The instrumental and instrumental dative are used to express the instrument and manner of an action, and time when. The instrumental is often used with the preposition mid, mid michele mide, comparison. 53, the comparative is formed by adding ra, and always has weak inflection, thus from leof, dear or beloved, pleasant, is formed the comparative masculine leovra, more dear, neuter and feminine leovre, plural leovran, that is me leovre, 54, the superlative is formed by adding ost, and is inflected strong or weak in the same way as the positive, he is me alra manna leovost, si leovost aman, 55, some adjectives have vowel change in comparison, in which case the superlative ends in ist, as in ald, old, ildra, ildist, long, l'endra, l'engest, numerals, 56, the first two are inflected thus, nominative, masculine, dwegen, neuter, toa, feminine, toa, nominative, masculine, stre, neuter, streio, feminine, streio, dative, masculine, neuter, and feminine, duam, dative, masculine, neuter, and feminine, threem, genitive, masculine, neuter, and feminine, dweera, genitive, masculine, neuter, and feminine, streio, dweera, examples, dwein men, toa hoos, toa honda, mitwam hondum, thremen, threopum, 57, the others up to 20 are not inflected, the ty numerals are sometimes uninflected, sometimes inflected like adjectives, threitera, mannamayin, when uninflected the ty numerals are regarded as nouns and govern the genitive not only in a partitive sense, as in, he of slog, hira, thriti, but in other constructions, se kuning, heild, that riche, fifti, wintra, that hond, hundred, and that thuzen, thousand are nouns, thuzent kenra, kenpena, pronouns, 58, the following are the inflections of the personal pronouns, singular, nominative, ich, aye, accusative, mé, dative, mé, genitive, mean, singular, nominative, thu, thou, accusative, the, dative, the, genitive, thee, dual, nominative, we, we too, accusative, unk, dative, unk, genitive, unker, dual, nominative, cheat, ye too, accusative, ink, dative, ink, genitive, inker, plural, nominative, we, we three, accusative, us, dative, us, genitive, ure, plural, nominative, je, ye three, accusative, éo, dative, éo, genitive, éo, examples of the dual, 59, in addition to the pronouns of the third person, the definite article is used also in the sense of this one, he or she, etc., sé becoming, sé, singular, nominative, masculine, he or sé, accusative, hi ne or thone, dative, him or tham, genitive, his or thas, singular, nominative, neuter, he or that, accusative, he or that, dative, him or tham, genitive, his or thas, singular, nominative, feminine, he or sé, accusative, he or thah, dative, hi ne or thade, genitive, hi ne or thade, plural, nominative, masculine, neuter, and feminine, he or thaw, dative, him or tham, genitive, hira or thara, examples of sé, on kuning was on denu, sé was hoten rothkar, ich asho de he ne be tham, the sé in the first example may be translated who, 60, the possessive pronouns, mean, thien, unker, inker, ure, ewer, which are the genitives of the personal pronouns are inflected as strong adjectives, midminum handum, wei sind urum lavor de yetrewe, on ewer chastre, the genitives of the third person, his, hire, hira, are used as indeclinable possessives as in he sind on hira ad num huse, compared with wei sind on urum ad num huse, 61, the interrogative pronoun faw, who has inflections similar to those of sé, nominative, masculine, faw, accusative, fawne, nominative, neuter, fwat, accusative, fwat, nominative, feminine, faw, accusative, fawne, accusative, fawne, dative, masculine, neuter, and feminine, hwam, genitive, hwas, 62, the demonstrative, thes, this also has inflections resembling those of sé, singular, nominative, masculine, thes, accusative, thesne, dative, thesum, genitive, thesse, singular, nominative, neuter, thes, accusative, thes, dative, thesum, genitive, thesse, singular, nominative, feminine, thes, accusative, thas, dative, thesse, genitive, thesse, plural, nominative, masculine, neuter, and feminine, thas, dative, thesum, genitive, thesa, examples, thes aldaman, fwano'n komon je hider on this land, sé os erthe is swide broad, sé os sunne imth ym thas erthan, onnist sé os sunne is undr thisse erthan, al thas thing, 63, the relative pronoun is the indeclinable thes, thas thing thes each dude, it is often combined with sé to form the inflected relative séthe, who may sé beon ye salli, séthe on tham ye sallthum, surhunyan ne mo, end of adjectives numerals and pronouns from First Steps in Anglo-Saxon by Henry Sweet. Recording by J.R. Omehen. Lessons two through four from A Practical Grammar of the Latin Language by George J. Adler. Read for the LibriVox Language Learning Collection, volume two. This is a LibriVox recording. All LibriVox recordings are in the public domain. For more information or to volunteer, please visit LibriVox.org. Lesson two, bensum alterum, of the first declension. A. The first declension comprises all substantives and adjectives which form their genitive in a'i. The nominative of such of these words as are of purely Roman origin ends in a, that of a few Greek words in e, s, and a's. Those in a and e are mostly feminine, the rest are masculine. The singular of a noun in a, in connection with mea, mai, and tua, dai, or your, is thus inflected. Nominative, my paper. Mea karta. Genitive, of my paper. Mea karta. Dative, two or four my paper. Mea karta. Accusative, my paper. Mea karta. Vocative, o my paper. Mea karta. Ablative, with or by my paper. Mea karta. Nominative, your table. Tua mansa. Genitive, of your table. Tua mansai. Dative, two or four your table. Tua mansai. Accusative, your table. Tua mansa. Vocative, o your table. Tua mansa. Ablative, with, from, or by your table. Tua mansa. So decline. Daenia. Fascia. Ora. Benna. Remark, the a of the ablative of the first declension is always long and sometimes printed a. But in all other cases of words declined, the final a is generally short as karta. Nominative, candelabra, candlesticks, tembla, temples. Notabene. In the vocabularies of this grammar, the quantity of every Latin word will be given, and the paradigms of inflection will show the quantity of the different case terminations. From these data, the student will accent according to the rules of lesson one, page six. Examples of the application of these principles of accentuation are furnished in the phrases of each lesson. Have you? In asking questions, the Romans usually employed certain signs of interrogation, of which the most common are the enclatic ne, always affixed either to the verb or to some other word of the sentence. The particles num, an, equid, numquid, utron, nonne, etc. The enclatic ne and equid can be used in questions of every description, whether the expected answer be affirmative or negative. Num and numquid, only when it is expected to be no. Nonne, only when it is to be yes. An and utron, chiefly in double questions. Yes, sir, I have. Note, the most current Latin adverbs corresponding to our English yes, are, etiam, even, or even so, whereo, indeed. Recte, you are right. Ita, ita est, sigest, it is so. Indeed, or surely, immo, or immo, whereo, yes, yes. But the Romans frequently reply by a simple repetition of the verb or of the emphatic word of the inquiry. Ergo, here, with a simple habio and est. The ceremonious use of a word like our sir was unknown to the ancients. To domine, however, the vocative of dominus, master, or lord, there can be no objection. Have you the hat? Note, the Romans have no article. Its place is in certain cases supplied by a demonstrative pronoun, by unus, one, aleguis, some, one, etc. But ordinarily, the distinctions expressed by our articles must be mentally supplied from the context. The learner will also notice the omission of the pronouns, ero, tu, which the Latin language employs only for the sake of emphasis or contrast. Yes, sir, I have the hat. Si ques domine habio pileo, etiam domine est mihi pileos, b. Observation, the verb habio, being transitive, is followed by the accusative of the object, and the neuter verb est by the nominative. The pen, penna, pennai. The ribbon, or the table, the paper, the hat, pileos, pilei, accusative, or pileon, nominative, and accusative. The sugar, saccharon, sacchari, nominative, and accusative. The salt, sal, salis, accusative, salin, si, observation. Words of the neuter gender have the nominative, accusative, and vocative, singular, and plural, always alike. Mai, nominative, masculine, meos, feminine, mea, neuter, meon. Accusative, masculine, meon, feminine, mea, neuter, meon. Thy, or your, nominative, masculine, tuus, feminine, tua, neuter, tuum. Accusative, masculine, tuum, feminine, tuam, neuter, tuum. Di, rule. Adjectives and adjective pronouns agree with their substantives in gender, number, and case. Thus, my sugar, meon, saccharon, nominative, and accusative. My hat, nominative, pileos, meos, masculine, or pileon, meon, neuter, accusative, pileon, meon, or meon, pileon, my pen. Nominative, mea, benna, or benna, mea. Accusative, mea, bennam, or bennam, meam. Your salt, nominative, sal, tuum, or masculine, sal, tuus. Accusative, sal, tuum, or tuum, sal. Have you my hat? Yes, sir. I have your hat. Have you my ribbon? I have your ribbon. Have you the pen? I have the pen. Have you bennam? Exercise one. Have you the table? Yes, sir. I have the table. Have you my table? I have your table. Have you your pen? I have my pen. Have you the sugar? I have the sugar. Have you my sugar? I have your sugar. Have you the paper? I have the paper. Have you your paper? I have my paper. Have you the salt? I have the salt. Have you my salt? I have your salt. Lesson three. Of the second declension. A. The second declension comprises all substantives and adjectives which form their genitive in I. The terminations of the nominative are us, generally masculine, sometimes feminine, er, ir, masculine, and um, neuter. Note. To these must be added one adjective in ur. Satur. Satura. Saturu, meaning sated or satisfied. Examples. Meus dominus, masculine, my master, nominative, my master, meus dominus, genitive, of my master, mei, dominii, dative, to my master, meo domino, accusative, my master, meo domino, vocative, oh my master, mii domine, ablative, with my master, meo domino, note on the vocative. This vocative is sometimes meus, and sometimes me, after the analogy of proper names in Ius, which have always ii, as in virgilius, virgili, horatius, horati, so also filius, fili, genius, genii, libertus, masculine, your book, nominative, your book, libertus, genitive, of your book, libritui, dative, to your book, librotuo, accusative, your book, librotuom, vocative, oh your book, libertue, ablative, with your book, librotuo, saccharumpono, neuter, good sugar, nominative, the good sugar, saccharumpono, genitive, of the good sugar, sacchariponi, dative, to the good sugar, accusative, the good sugar, saccharumpono, vocative, oh good sugar, saccharumpono, ablative, with the good sugar, saccharumpono, like dominus, decline, pilius, pannus, equus, calceus, and all nouns and adjectives of this declension which end in us, after the manner of liber, decline, ager, pulter, faber, magister, etc., like saccharum, all neuters in um, as in aurum, corium, lingno, plumbum, etc. note, some nouns and adjectives in er retain the e in the genitive and have eti instead of ri, as in genet, geneti, of son-in-law, buer, bueri, a boy, liber, liberi, free, etc. wir, a man, has wiri, and so its compounds as de ken wir, de ken wiri. Remark one, the final i of the genitive of this declension and of Latin words generally is long, except in mihi, di-bi, si-bi, where it is common, i. Two, the final o of the dative and ablative singular of this declension is always long, but in Latin words generally it is common as sermo, amo, habeo. Which of many? Nominative masculine, quii or quice. Feminine, guai, neuter, gold or quid. Accusative, masculine, quam, feminine, quam. Neuter, gold or quid. Which of two? Nominative masculine, uter, feminine, utra, neuter, utrum. Accusative, masculine, utrum. Feminine, utram, neuter, utrum, good. Nominative, masculine, bonus, feminine, bolna, neuter, bono. Accusative, masculine, bono, feminine, bonam, neuter, bono. Great, large or big. Nominative, masculine, magnus, feminine, magna, neuter, magnum. Accusative, masculine, magnum, feminine, magnum, neuter, magnum, bad. Nominative, masculine, malus, feminine, mala, neuter, malum. Accusative, masculine, malum. Feminine, malam, neuter, malum, bad, as in worthless. Nominative, masculine, wheelies, feminine, wheelies, neuter, wheelie, accusative, masculine, wheelam, feminine, wheelam, neuter, wheelie, or nequam, indeclinable. Note, malus is said of persons and is morally bad. Wheelies, chiefly of things worthless, nequam of persons and things both. Beautiful or fine. Nominative, masculine, pulker, feminine, pulkra, neuter, pulkrum, accusative, masculine, pulkrum, feminine, pulkram, neuter, pulkrum. Also, nominative, masculine, formosus, feminine, formosa, neuter, formosum, accusative, masculine, formosum, feminine, formosa, neuter, formosum, ugly.  Quid is more like the English what, and is either used independently or has its noun in the genitive. The masculine, which, is more commonly qui, than quiis, when a substantive is expressed with it. Have you good sugar? Yes sir, I have good sugar. Sa ne domine, est mihi sacharum bonu. Have you the fine ribbon? I have the fine ribbon. Which hat have you? Qui estibi pilios, quain pelion khabeis?  Which ribbon have you? I have your fine ribbon. Exercise two, have you the fine hat? Yes sir, I have the fine hat. Have you my bad hat? I have your bad hat. Have you the bad salt? I have the bad salt. Have you your good salt? I have my good salt. Which salt have you? I have your good salt. Which sugar have you? I have my good sugar. Have you my good sugar? I have your good sugar. Which table have you? I have the fine table. Have you my fine table? I have your fine table. Which paper have you? I have the bad paper.   Which bad hat have you? I have my bad hat. Which fine ribbon have you? I have your fine ribbon. Have you my fine pen? I have your fine pen. Lesson four, banzoom quarton, of the third declension. A. Substantives and adjectives of the third declension have their genitive in is. The terminations of the nominative are numerous, some ending in one of the vowels a, e, i, o, i, and others in one of the consonants k, d, l, n, r, s, t, x. This declension comprises nouns of every gender. Nouns ending in a, e, i, i, k, l, and t are neuter. Nouns in o, or, os, and ios are generally masculine, but sometimes of other genders. Those in us, aus, es, is, is, bs, ns, and ps are generally feminine, sometimes masculine. Those in r and n are masculine and neuter. Lapis, masculine, a stone. Nominative, a stone. Lapis, genitive, of a stone. Lapidis, dative, to a stone. Lapidi, accusative, a stone. Lapidam, vocative, o stone. Lapis, ablative, with a stone. Lapide. Vistis, feminine, a garment. Nominative, the garment. Vistis, genitive, of the garment. Vistis, dative, to the garment. Vistii, accusative, the garment. Vistam, vocative, o the garment. Vistis, ablative, with the garment. Viste, canis, masculine, and feminine, the dog. Nominative, the dog. Canis, genitive, of the dog. Canis, dative, to the dog. Cani, accusative, the dog. Canem, vocative, o dog. Canis, ablative, with the dog. Cane, note. Nouns which are sometimes masculine and sometimes feminine according to the context are said to be of the common gender. So, Adolescans and Euenis, masculine and feminine, a young man or woman. Conyux, masculine and feminine, a husband or a wife. Infants, masculine and feminine, an infant, and a number of others. Nouns of which the gender is unsettled are said to be of the doubtful gender, as in Diaz, masculine and feminine, a day. Penus, masculine and feminine, and neuter. Provisions, di biaile neuter, the stocking. Nominative, the stocking, di biaile, genitive, of the stocking. Di biailes, dative, to the stocking, di biaile. Accusative, the stocking, di biaile, vocative, o stocking, di biaile. Ablative, with the stocking, di biaile, Sartor, masculine, the tailor. Nominative, the tailor, Sartor, genitive, of the tailor, Sartoris, dative, to the tailor, Sartori, accusative, the tailor, Sartore, vocative, o tailor, Sartor, ablative, with the tailor, Sartore, kaput, neuter, the head. Nominative, the head, kaput, genitive, of the head, kapitis, dative, to the head, kapiti, accusative, the head, kaput, vocative, o the head, kaput, ablative, with the head, kapite, frater, masculine, the brother. Nominative, the brother, frater, genitive, of the brother, fratris, dative, to the brother, fratri, accusative, the brother, fratrem, vocative, o brother, frater, ablative, with the brother, fratre, sal, masculine, and neuter, the salt. Nominative, the salt, sal, genitive, of the salt, salis, dative, to the salt, salii, accusative, the salt, salem, or sal, vocative, o salt, sal, ablative, with the salt, sale, or salii. Remark, the final e of the ablative of the third declension is always short in the final e long. It. Nominative, masculine, is feminine, ea, neuter, id, accusative, masculine, aon, feminine, am, neuter, id, be, observation, the pronoun is, ea, id, must be put in the same case in gender as the substantive for which it stands.  The coat, tora, torei, the cloth, panos, pani, the horse, ecus, equi, the shoe, calqueus, calquei, the thread, filo, fili, the candlestick, candelabro, candelabri, the wood, ligno, ligny, the leather, corrion, cori, the lead, plumbum, plumbi, the gold, auron, aurii, of, ea, or x, i, observation, the preposition ea, or x, is followed by the ablative, ea can be put before consonants only, x, before vowels and consonants both, of gold, xauro, aurius, auria, aurium, of cloth, e pano, eff, observation, the material of which anything is made may either be expressed by the ablative of a substantive with ea or x, or by means of an adjective in eus, thus, wooden or of wood, lingneus, lingnea, lingneu, paper or of paper, cartagius, cartagia, cartagio, leather or of leather, scortius, scortia, scortium, or e corio, leadin, or of lead, plumbios, plumbia, plumbium, or e plumboo, linen, or of linen, lingteus, lingtea, lingteum, stone or of stone, lapidios, lapidia, lapidium, or saxius, saxia, saxium, pretty, bellus, bella, bellum, or venustus, venusta, venustum, the paper hat, nominative, pilius, cartagius, accusative, pilium, cartagio, the wooden table, nominative, mensa lingnea, accusative, mensa lingnea, the linen stocking, nominative and accusative, the golden candlestick, nominative and accusative, candelabrum aureum, or candelabrum x auro, the horse of stone, nominative, ecus lapidios, accusative, ecus lapidion, the golden ribbon, nominative, tainia aurea, accusative, tainia malreum, the cloth coat, nominative, toga e panno, accusative, toga e panno, have you the paper hat? No, sir, I have it not. Have you the stone table? I have it not. Of the genitive of the third declension. G. From the paradigms of this lesson, it will be perceived that substantives of this declension vary considerably as to the manner in which they assume the characteristic termination of the genitive. The following rules are intended to give the learner some insight into the extent of this variation. Note, these rules, though not directly connected with the exercises of this lesson, are yet recommended to the careful attention of the student. 1. Nouns in a change a into atis, as poema, poematis, neuter, a poem. 2. Nouns in e change e into is, as cubile, cubilis, neuter, a couch. 3. Those in i are generally indeclinable, but sometimes have itos, as in hidromeli, hidromelitos, neuter, mead. 4. Those in i add os, as misi, misios, neuter, vitriol. 5. O commonly becomes onis, as sermo, sermonis, masculine, speech. But do and go become dinis and guinis, as grando, grandinis, feminine, hail, origo, orignis, feminine, origin. Note, a number of other nouns in o have likewise inis, as homo, a man, nemo, nobody, apollo, etc. Caro, flesh, feminine, has carnis, and anio, the name of a river, anienis. 6. Nouns in k, d, l, n, simply add is, as halek, halekis, neuter, and feminine, a sort of pickle, david, davidis, masculine, a man's name, kubital, kubitalis, neuter, a cushion, ren, renis, masculine, the reins. Note, but lak, neuter, milk, has laktis, and those in men have minis, as numen, numinis, neuter, the deity. Greek nouns in on have onis and ontis, as igon, igonis, feminine, an image. Acheron, acherontis, masculine, name of a river. 7. Those in ar, er, or, and ur, commonly add likewise is, as nektar, nektaris, neuter, nectar, anser, anseris, masculine, agus, lektor, lectoris, masculine, a reader, sulpur, sulpuris, neuter, sulpur. 8. Those in as generally change as into adis, as weritas, weritatis, feminine, truth. 9. The only nouns in ice are, ice, neuter, brass, and preis, masculine, bondsman, which have adis and praides. 10. Nouns in aus have audis, as laus, laudis, feminine, praise, fraus, fraudis, feminine, fraud. 11. Those in es generally change es into is, as thames, thames, feminine, hunger, rupes, rubis, feminine, a rock. But sometimes into adis, itis, or, adis, as, kairis, kairidis, masculine, an air. Miles, militis, masculine, a soldier. Keres, keridis, feminine, the goddess, series. 12. Nouns in is have commonly is, as apis, is, feminine, a bee, obis, is, feminine, a sheep. But sometimes also, adis, inis, itis, or itis, as pulvis, pulveris, masculine, dust, sanguis, sanguinis, masculine, blood, lapis, lapidis, masculine, a stone. Kiritis, kiritis, masculine, a Roman. Cemis, masculine, one half has cemisis. 13. Those in aus change into autis, as sacerdos, sacerdotis, masculine, a priest. Nepos, nepotis, masculine, a grandson. But also into odis, oris, and oris, as custos, custodis, masculine, a keeper. Heros, herovis, masculine, a hero. Ros, rooris, masculine, dew. 14. Determination aus becomes odis, eris, udis, udis, udis, or odis, as corpus, corpuris, neuter, a body. Opus, operis, neuter, a work. Ros, crooris, neuter, the leg. Inkus, ingudis, feminine, an anvil. Salus, saludis, feminine, safety. Tribus, tribodis, masculine, a tripod. 15. Greek nouns in eos have eos as orpeos, orpeos, etc. 16. Nouns in es, ns, and ers change s into dies or dies, as puls, pultis, feminine, a sort of pap. Pars, partis, feminine, a part. Glants, glandis, feminine, any kernel fruit. Serpents, serpantis, feminine, a serpent. 17. Those in bs, ps, and ms have bis, pis, and mis, as urbis, urbis, feminine, a city. Stirps, stirpis, masculine, and feminine, offspring. Giams, hyamis, feminine, winter. Note, but the adjective chylibs, single, has chylibis, and the compounds of kips have ipis, as pringeps, pringibis, the foremost. The genitive of angips, doubtful, is angipitis. 18. The only nouns in t are kaput, kapitis, masculine, the head, and its compounds, okiput, okipitis, etc. 19. Nouns in ex, change this letter into kis or gis, as woks, wokis, feminine, the voice, kaliks, kalikis, masculine, a cup, rex, reagis, masculine, a king, kodex, kodikis, masculine, a bok. But niks, feminine, snow, has nibis, nox, feminine, night, noktis. Xenix, adjective, old, senis, or senikis, and supelex, feminine, furniture, supelex dilis. Exercise three. Have you the wooden table? No, sir, I have it not. Which table have you? I have the stone table. Have you my golden candlestick? I have it not. Which stocking have you? I have the thread stocking. Have you my thread stocking? I have not your thread stocking. Which coat have you? I have my cloth coat. Which horse have you? I have the wooden horse. Have you my leathern shoe? I have it not. Have you the leaden horse? I have it not. Have you your good wooden horse? I have it not. Which wood have you? I have your good wood. Have you my good gold? I have it not. Which gold have you? I have the good gold. Which stone have you? I have your fine stone. Which ribbon have you? I have your golden ribbon. Have you my fine dog? I have it.  I have it not. End of lessons two through four from a practical grammar of the Latin language by George J. Adler. Recorded by J. R. Omehen. Egyptian self-taught Arabic by Captain C. A. Thim. The grammar of Arabic. This is a LibriVox recording. All LibriVox recordings are in the public domain. For more information or to volunteer please visit LibriVox.org. Recording by Nadia. The grammar of Arabic. Remarks. Arabic is a very rich language with numerous synonyms. So much so that it has been described by a WAG as a language in which every word has its own meaning and exactly the opposite and a third meaning of some kind of camel. Fortunately for the common needs of life Arabic-speaking people are content with an ordinary vocabulary and even the educated reserve the richness of their mother tongue for special occasions. The appealing 13 forms of the verb of grammarians dwindle in practice to the intransitive, transitive and an impersonal form with occasionally a passive form and prepositions are considered sufficient without the inflection of the various cases. Again the student has the building up of a vocabulary made more easy for him by fairly consistent changes which are made in the roots to express various ideas. The verb. The root form is that of the third person singular of the past tense of the verb. From this is formed most regularly a word which means the place or time of performing the action indicated by the root form. Thus kattaba he wrote makes maktab the place of writing meaning the office. Khazana he treasured up makes mahzen the place of storing. Hence our magazine sama he fasted makes mausim the time of fasting hence our word mausum. Rekaba he wrote makes merkib a ship. Sharaba he drank makes mashrab the drinking place used in the form of mashrabaya the lattice work round native windows. Shorba properly shorbat drink English sherbet is another derivative from this root. Note it is interesting to note the number of Arabic words that have been imported into the English language besides the above and the well-known forms generally beginning with L or L alchemy almanac alembic elixir algebra the last from an Arab mathematician with the appellation of el gabbar the giant. Thus many less distinctive words are found such as admiral arsenal to drop to booze ghoul zany pop and j bug not indigenous to england. The introduction of these into our language is probably due to the crusaders the soldiers of later days are responsible for a great many Hindustani words in current use in our colloquial language such as to crab military term from Arabic roots haraba club punch club punch bobbery so long and numerous others end of note the past participle of a verb is also regularly formed and can be used like an adjective thus from ketaba he wrote maktub written from shaghala he worked majghoul busy from fatha he opened mafduh opened from fahima he understood mafhum understood the intransitive verb is made transitive by doubling the medial letter thus thus shaghala he worked shaghala he made to work the impersonal form is constantly used as it is in french and is formed by prefixing the sound of yet it fata it is opened compare in french it is washed auxiliary verbs one is not troubled in egyptian with many moods and tenses one tense the present serves also for the future the past tense is uniformly constructed from the roots and the auxiliary verbs to have and to be are represented by one form of auxiliary which is here given and is typical of the inflections of all verbs present or future i will be or become you and see and see. Post. Ana cont, I was or became. Ahna konna, we and see. Enta cont. Entom conto, who I can. Humma canu. There is no verb corresponding to I am. It is omitted. Thus, ana mapsout, I am contented. Howa faqir, he is poor. I have and see is formed with a preposition and near, and the personal pronouns as. Andi, I have. Andina, we have. Andak, thou hast. Andokum, you have. Andu, he has. Andohum, they have. I had is kan andi. There was near me, and similarly for the other persons. General formation of tenses. An ordinary verb, ketaba, he wrote, is here given, and all the verbs are formed similarly. Katab, he wrote. Katib, writing. Maktub, written. Present or future. Ana aktib, I write or will write. Ahna niktib. Enta tiktib. Entom tiktibu. Howa yaktib. Homma yaktibu. Past. Ana ketabt, I wrote. Ahna ketabna. Enta ketabt. Entom ketabtu. Howa ketab. Homma ketabu. Imperfect. Ana kont aktib, I was writing. Ahna konna niktib. Enta kont tiktib. Entom kontu tiktibu. Howa kan yaktib. Homma kanu yaktibu. Plu perfect. Ana kont ketabt, I had written. Ahna konna ketabna. Enta kont ketabt. Entom kontu ketabtu. Howa kan ketab. Homma kanu ketabu. Nearly all imperatives are formed uniformly as iktib, write. Imsek, take, hold off. Imshi, walk, or go. Iftah, open. From mesek, meshi, fetah. A form to express present action, to distinguish the present from the future, is often used. The present being given the prefix be. Thus, ana bektib, I am writing. Now, enta betiktib, hoa beyiktib, and see. The verbs call for no further remark beyond the fact that there is a feminine form of a third person singular, present and past tense. Thus, she writes heya tiktib instead of yaktib. She wrote heya katabit instead of katab. Similarly, she was kanit instead of kan. Collective nouns also take this feminine singular form as al-gimal ta'kul, the camel's eat. The pronoun, except when governing the verb or as the subject to the sentence. The forms of personal pronouns, ana, enta, hoa, and see, are not used. But another form, as in, andi, I have, ko to the bov. Similarly, tahti, under me, genbi, by my side. To express possession, the word betaya, belonging to, is used. Thus, betay mine, betaak thayn, betay his, betana ours, betakum yours, betahum theirs. But unless it is intended to lay stress on the possessive, this word is generally replaced by the suffix.  The dative form of the personal pronoun is made with the prefix l. li, to me, lek, to thee, lu, lo, to him. The dative form of the personal pronoun is made with the prefix l. li, to me, lek, to thee, lu, to him, lena, to us, lokum, to you, lohum, to them. Formation of plurals. The regular form of plural is made by the addition of in, to masculine words, and at, to feminine. The feminine word generally ends in te marbuta, c, page 10, and is transcribed as ah, when it's a simple noun, and yeh, when a derivative noun. It therefore causes little difficulty in being feminine in accordance with previously conceived ideas on the subject. One is not troubled with unreasonable genders. As a set off to this, the plurals of nouns disport themselves under so many guises that the above rule of adding in and at is chiefly of use in the formation of the plurals of adjectives and of feminine derivative nouns. The plurals of nouns note and of some adjectives end of note. Ring the following kinds of changes, and each must be learned as an exception. For instance, singular, plural, singular, plural, shabak, a window, shababik, gabal, a mountain, gibael, marqib, a ship, marqib, bet, a house, biyout, futa, a towel, fout, heita, a wall, heitan, walad, a boy, awlad, hakeem, a doctor, hoqama. The dual form is obtained by adding in, thus, ragil, haman, raglain, tayyibin, two good men. The definite article. The definite article, el, the, is repeated with a qualifying adjective. Thus, el geish, el kibir, the large army. It has no feminine or plural form. Before certain letters, el suffers a legion and duplicates the initial letter of the following word. Thus, in nar, the fire, is shams, the sun, the negative. The negative is peculiar. Not is mush, compounded of meh, not, and she, a thing, and can be separated like n'pah in French. Thus, I know is ana arif. I don't know ana ma'arafsh, or manish a'arif, or simply mush a'arif. The adjective, comparative and superlative. The forms are regular and as follows. Hassan, good, beautiful. Ahsan, better. El ahsan, the best. Shater, clever. Ashtar, cleverer. El ashtar, the cleverest. Keteer, many, or much. Aktar, more. El aktar, most. Classical el exeer, hence el exeer. Kibir, great, akbar, greater. El akbar, greatest. For example, Allahu akbar. God is the greatest. Genders. The feminine of adjectives is formed by adding the letter he. Thus, the feminine form of the above words becomes hasana, shatra, ketira, and si. The adjectives of color are peculiar, for example, abyad, white, feminine, beida. Ahmar, red, feminine, hamra, hence, alhambra. A list of these is given on page 34. Polite diction. It is not impolite, as in most European languages, to use the second person singular. But it is usual in speaking two equals to use the word hadritak, presence. Thus, instead of inta, thou, and hoa, he, one says politely, hadritak, hadritu. It is not necessary when the expression used is in itself polite, as min fadlak, please. Kattar khirek, thank you. Allah yahfazak, God keep you. Naharak saeed, good morning. Liltak saeeda, good evening. If the person addressed is of much higher rank, the word saattak or saaditkum should be used and pronounced saattak saaditkum. It is well to be familiar with the expressions by which God is invoked. Thus, Allah is often used during a pose and conversation. Bismillah in the name of God on starting work or a journey. Inshallah, please God, used constantly for perhaps. Mashallah, an expression of surprise or admiration. In the later case, with the intention of avoiding the evil eye. Yalla, by God, used always for go on, let us proceed and see. On entering a room or house, one is addressed with the words marhabah, welcome, or more cordially with ahlan wa sahlan, make yourself at home. As a rule, the expression assalamu alaykum, peace be upon you, is reserved by muhammadans, for muhammadans. But if used to a Christian or other, should be answered by alaykum salam, on you be peace. Politeness requires that, on all occasions, of making an offer of a seed, cigarette, coffee, and see the words, it faddal, be gracious, must be used as a promenary. Note, walla, is a form of oath for, by God, end of note, end of recording.