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This Book has been accomplished to Unite Humanity on the basis of Commonality in Belief and Reality that there is only One True God - ALLAH , the Message of Whom was conveyed by Moses in Old Testament, Jesus in New Testament and Prophet Muhammad (peace be upon them) in Quran. The history provides us the evidence that the Messengers of ALLAH have been sent to every Nation. Although, their languages were different in which Messages were conveyed but the Name of One True God - ALLAH, found to be the same and intact, inspite of various linguistic mutations. In our Blessed Research we found, “99 Beautiful Names of ALLAH” Co-existing in Quran, Hadith and Bible. We earnestly, hope that our readers would be all over the globe who would love to gain this Blessed Insight and Embrace the Truth....

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The Legislature of the Territory of Hawaii in the session of 1923 passed Act 243, entitled “an act to provide for the preparation and publication of a school text book in the Hawaiian language. ” In pursuance of this act, Governor Lawrence M. Judd arranged with the Hawaiian Board of Missions for the publication of the manuscript which had been prepared by Mrs. Mary H. Atcherley. Other docuíments had been submitted, but it was felt that Mrs. Atcherley’s contribution was better fitted for the purpose than similar studies. It is intended that this First Book in Hawaiian shall be used in the junior high schools and high schools throughout the Territory, but it is hoped that other schools will make use of this material in acquiring a knowledge of the Hawaiian language. Grateful acknowledgment is hereby made not only of the material submitted by Mrs. Atcherley but also suggestions from a similar work by Messrs. John Wise and F. E. Midkiff, of the Kamehameha Schools, and the work of the late Professor W. D. Alexander entitled, “A Short Synopsis of the Most Essential Points in Hawaiian Grammar. ”...

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Language is used to express ideas. A Sentence is the full expression of a single idea. A Language is learned by memorizing a number of Sentences and acquiring a vocabulary of some hundreds of words. Now, since a Sentence is composed of words, and words are “parts off speech,” and their proper arrangement constitutes a Sentence, Grammar must be included in any complete System of Instruction. Consequently, the plan here adopted is the simultaneous teaching of Words, Sentences, and Grammar. The Grammar also serves as an adequate guide to the kind of Sentence most suitable to each lesson. Seeing that the mere relative position of words in a sentence may alter its meaning without any change in the words themselves, Grammar becomes a very necessary part of the System. Vocabulary No one can hope to learn language without acquiring a proper vocabulary of words. The fewer inflections in a language, the smaller the vocabulary necessary. After the first lesson, the selection of words for the Vocabularies and Sentences has been confined to those Nouns, Verbs, and Adjectives in common, everyday use. As to the Prepositions, Pronouns, Ad...

Table of Contents Details
Lesson 1 - The Alphabet. Pronunciation. Gutteral Break: it alters the meaning. Examples of Vowels forming words -- 7-19 -- Lesson 1 - The Article. Definite and Indefinite. Examples. Syntax -- 20-21 -- Lesson 3 - The Adjective. Classification. Comparison. Adjective as a Noun, and the Noun as an Adjective. Participles -- 22-23 -- Lesson 4 -The Noun, Gender, Number, Case. Declension. Syntax -- 23-26 -- Lesson 5 - The Personal Pronoun. Table of. Declension -- 27-31 -- Lesson 6 - Demonstrative, Interrogative, and Indefinite Pronouns, and Adjective Pronouns -- 31-32 -- Lesson 7 - Words and Sentences referring to Lesson 6 -- 33-34 -- Lesson 8 - Prepositions. List of common forms. Nouns taking “a” before them. Use of “ko”, “ka”. Use of “no”, “na” -- 34-36 -- Lesson 9 - Prepositions continued. Uses of “i”, “ia”, “io”. Uses of “ma”, “mat”, “me”, and “e” -- 37-39 -- Lesson 10 - Compound Preposition-Adverbs. List of. Meaning of -- 39-40 -- Lesson 11 - The Verb. Classification. Verbal Directives. Mood and Tense. Verbal Adjuncts. Conjugation -- 41-46 -- Lesson 12 - Use of Tense Signs. The particles “ana” and “no”. Mor...

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Mahalo ka mea kakau i keia poe no ka nui o ke kakoo, hoomanawanui a paipai ana mai o ke komike loiloi, o ia hoi, o ke Kauka Kalena Silva (luna komike), ke Kauka William H. “Pila” Wilson, ke Kauka Charles “Kale” Langlas, a me ke Kauka Amy Kuuleialoha Stillman. Mahalo ia Larry Lindsey Kimura i kona ae ana mai e hoolohe a hoohana i kana ninauele ana ia John Kameaaloha Almeida ma na lola hoolohe o ka polokalamu lekio o Ka Leo Hawaii . Mahalo ia T. Haunani Bernardino i kona ae ana i na lola hoolohe i kuai pu ia aku me ka puke o Johnny’s Na Mele Aloha. Mai loko mai o ia puke mai ka hapanui o na himeni i palapala a kalailai ia ma keia pepa. Mahalo ia Harry Soria i ka ike ana i hoike mai ai no ko John Kameaaloha Almeida wa opiopio a no kona makua kane kolea o Paolo Kameaaloha. Mahalo ia Albert Schütz i kana wehewehe ana i kona mau manao no ke kalele kamailio....

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Aia ma keia pepa puka laeoo he kalailaina hoohalikelike i ke kalele kamailio o ka olelo Hawaii a me ke kalele himeni ma himeni i haku a himeni ia e John na Kameaaloha Almeida. Ua kalailai pu ia ka Almeida hookomo ana i na hualeo a huihuina hualeo komo wale ma ka himeni ana i lohe ole ia ma ke kamailio ana....

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Na Hoomaikai. ii -- Na Manao Houluulu. iii -- Ka Papa Kii. iv -- Ka Papa Pakuhi. iv -- Mokuna 1: Ka Hoolauna. 1 -- Ka Hakulau Noii. 2 -- Ka Mea Kakau. 4 -- Na Mokuna. 5 -- Mokuna 2: He Piliolana O John Kameaaloha Almeida. 6 -- Mokuna 3: Na Palapala Himeni. 12 -- Ka Hapana Himeni. 12 -- Ka Okuene. 14 -- Na Kookoo A Me Ka Hoonohonoho Ia Ana O Na Himeni. 15 -- Ka Onaehana Palapala Himeni. 15 -- 1. “Ka Ou O Ka Nahele”. 17 -- 2. “Kuu Ipo Pua Rose”. 25 -- 3. “Kuu Liko Pua I Ke Kakahiaka”. 30 -- 4. “Kuu Onaona”. 35 -- 5. “Lei Hinahina”. 40 -- 6. “Lei Loke O Kapunahou”. 47 -- 7. “Lei Pua Melia”. 55 -- 8. “Na Pua Like Ole O Ka Aina”. 61 -- 9. “Panini Puakea”. 66 -- 10. “Kuu Lei Pua Nani”. 70 -- 11. “Mahalo Haleakala”. 73 -- 12. “A O Ia”. 76 -- Mokuna 4: Na Kapana, Na Huihuina Woela, A Me Ke Kalele Kamailio. 80 -- Ke Kapana. 80 -- Na Huihuina Woela. 81 -- Ke Kalele Huaolelo. 84 -- Na Mahele Huaolelo I Loaa Ke Kalele. 85 -- Ke Kalele Poke Pilinaolelo. 89 -- Mokuna 5: Ke Kalailai Ia Ana O Na Himeni. 90 -- Ka Hookaawale Ana I Na Poke Pilinaolelo. 90 -- Ka Mora. 92 -- Na Pana Ikaika O Ka Mahele. 93 -- Ke Kau Ana o Na Mora Helu Kaulike. 96 -- Na H...

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Perhaps the Sandwich Island’s Mission owes an apology to the literary world for having reduced to writing a language of such variety and extent as the Hawaiian, and published so many books on it, without having given any account either of the genius, structure or peculiarities of the language. Many reasons, however, exist why so little has been done in this respect. The want of leisure in any member of the Mission for setting down to labors purely literary, is one reason. The want of proper materials heretofore, for authority, is another. But the reason that has had the greatest influence is, the (act that those who came first on the ground and acquired the language by the ear and by mixing with the natives, soon became independent of helps and needed neither a vocabulary or a grammar of the language: and those who came later, and most needed such helps, felt that they were not well qualified for the task of making them. But however the majority of the Mission may feel with regard to an apology in their behalf, the compiler of the following Vocabulary feels that an explanation is due from him respecting the manner in which the work...

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The project goal is to provide families with services and opportunities that foster culturally appropriate and healthy development of a balanced child. The oral legacy within our community strengthens our families and produces stories that bring meaning to our lives and that help identify who we are and where we are from. Our resource partners are Ko‘olauloa community organizations that support the advancement of Native Hawaiian children and their families through the creation of children’s books....

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The project goal is to provide families with services and opportunities that foster culturally appropriate and healthy development of a balanced child. The oral legacy within our community strengthens our families and produces stories that bring meaning to our lives and that help identify who we are and where we are from. Our resource partners are Ko‘olauloa community organizations that support the advancement of Native Hawaiian children and their families through the creation of children’s books....

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In 1836 "A Vocabulary of Words in the Hawaiian Language" was published by Lorrin Andrews. The evident usefulness of this list of about 6000 words led its author to prepare "A Dictionary of the Hawaiian Language" which was issued in 1865.Andrews' dictionary had long been out of print and increasing interest in Polynesian linguistic studies, the need of an authoritative reference book for the spelling, pronunciation, and definition of Hawaiian words, led to arrangements for the preparation of a new Hawaiian dictionary under the direction of the Board of Commissioners of Public Archives. A legislative act of 1913 made provision for "compiling, printing, binding, and publishing in book form a dictionary of the Hawaiian language" in which was to be given "the correct pronunciation of the ancient and modern Hawaiian words and phrases and their respective equivalents or meanings in the English language." As a necessary step in the preparation of a dictionary the Board of Archives transcribed all the words appearing in Andrews' Dictionary. These totaled about 15,000 typewritten cards. Following this preliminary work consideration was give...

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This volume is a result of two decades' efforts in teaching Hawaiian. The objects of the book are to present the principal conversational and grammatical patterns and the most common idioms, and to prepare the student for a final reward: the capacity to read and enjoy the rich heritage of Hawaiian traditional legends and poetry. Over the years, the reasons cited for studying Hawaiian have been diverse. Some students are merely curious or hopeful for easy credit; some have an emotional dedication to Hawaii's past. Some have practical aims. They want to teach the language or culture of Hawaii. Some want to become translators of the vast storehouse of as-yet-untranslated materials. Some wish to prepare literary materials for primary or secondary education levels, or to write novels. Some want to do anthropological fieldwork or any other work that will take them to the South Seas where mastery of closely related languages is so essential. Students majoring in linguistics want to probe deeper into the structure of the Hawaiian language. Some students wish to speak Hawaiian to grandparents and other native speakers still found on Niihau ...

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The Hawaiian phonemes are listed below. English examples are approximate. The Hawaiian vowels are "pure," i.e., without glides. They are of either short or long duration. The consonants p and k have less aspiration (i.e., they are "harder") than similar English sounds in initial position. (Pairs distinguished by single phonemes follow descriptions in parentheses.) Long a (a) is longer than the other long vowels....

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This book has five chapters. Chapter one is introductory in nature. Fuzzy linguistic spaces are introduced in chapter two. Fuzzy linguistic vector spaces are introduced in chapter three. Chapter four introduces fuzzy linguistic models. The final chapter suggests over 100 problems and some of them are at research level....

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Preface 5 Chapter One Introduction 7 Chapter Two Fuzzy Linguistic Spaces 9 Chapter Three Fuzzy Linguistic Set Vector Spaces 23 Chapter Four Fuzzy Linguistic Models 129 4.1 Operations on Fuzzy Linguistics Matrices 129 4.2 Fuzzy Linguistic Cognitive Models 139 4.3 Fuzzy Linguistic Relational Map Model 148 Chapter Five Suggested Problems 165 Further Reading 187 Index 189 About the Authors 192...

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"This publication is significant because it extends the lexicon but more importantly, it provides the contemporary speaker with an essential tool with which to describe her/his world through the medium of Hawaiian. All languages survive because they adapt and borrow and because they continue to be spoken by a greater number of people." —Timoti Karetu, Chairman, Te Kohanga Reo National Trust Mamaka Kaiao adds to the 1998 edition more than 1,000 new and contemporary words that are essential to the continuation and growth of ka olelo Hawaii—the Hawaiian language. The title, which in English means "carrying forward into the dawning of a new era," emphasizes the role of this work in providing today's speakers and students of Hawaiian with a modern vocabulary. This dictionary opens with a detailed description of how words are created by the Hawaiian Lexicon committee with Pukui and Elbert's Hawaiian Dictionary serving as the primary written source and native speakers of Hawaiians as the primary spoken resource. The first main section contains more than 6,000 Hawaiian entries (alphabetized according to the Hawaiian alphabet) followed by...

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He loli mau na olelo ola a pau o ka honua nei, a pela pu ka olelo Hawaii. No laila, i mea e kokua ai i ka poe olelo Hawaii a pau o keia au, ke pai hou ia nei o Mamaka Kaiao ma ke ano he hoa like o ka puke wehewehe olelo Hawaii a Pukui ma. No na haumana olelo Hawaii, aole lawa hookahi wale no puke wehewehe olelo i keia manawa, no ka mea, he okoa ke ano o keia mau puke elua. He mea nui ka puke a Pukui ma no ka wehewehe ana e pili ana i na huaolelo kahiko a hiki mai i keia wa hou o kakou. Na Mamaka Kaiao hoi ka hana koikoi o ka hoolaha ana i ka lehulehu i na huaolelo hou e haku ia nei e ke Komike Huaolelo. Halawai na lala o ke Komike Huaolelo ma waena o eha a me eono manawa o ka makahiki no ke kukakuka ana e pili ana i na huaolelo e apono ai. O ka hapa nui o na huaolelo e hapai ia, o ia na huaolelo i nele i loko o ka puke wehewehe olelo Hawaii i ka wa i haku a unuhi ia ai paha kekahi haawina, moolelo, puke, a i ole kekahi ano palapala e ae ma ka olelo Hawaii....

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This book is organized into seven chapters. The first one is introductory in nature. In the second chapter authors give the unique and new way of analyzing the data which is time dependent. In chapter three the authors for the first time define the new concept of matrices with linguistic variables. In chapter four authors have used super matrices in super fuzzy models like super FCMs, super FRMs super FAMs etc. In chapter five we define interval matrix and matrix interval using the natural class of intervals, that is intervals of the form [a, b] where a b or a and b not comparable. In the final chapter we have defined the new notion of bimatrices and n-matrices. Using these new concepts we have constructed linear algebra of type I and linear algebra of type II. Using these matrices we can build n-eigen values and n-eigen vectors....

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Preface 5 Chapter One INTRODUCTION 7 Chapter Two AVERAGE TIME DEPENDENT (ATD) DATA MATRIX 9 Chapter Three FUZZY LINGUISTIC MATRICES AND THEIR APPLICATIONS 43 Chapter Four SUPERMATRICES AND THEIR APPLICATIONS 65 Chapter Five INTERVAL MATRICES AND NATURAL CLASS OF INTERVALS 149 Chapter Six DSM MATRIX OF REFINED LABELS 203 Chapter Seven N-MATRICES AND THEIR APPLICATIONS 205 FURTHER READING 217 INDEX 222 ABOUT THE AUTHORS 226...

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In the course of the last decade of second millenium I began an intensive correspondence with poets, writers, and translators from around the world. ]\0 restrictions by any political system were imposed to me and no fear. It was like a lyrical fiesta that I enjoyed, .. This poetry volume, in seven languages, is a result of my "aggressive" cooperation and thousands of letters I sent (and received) between 1990-2000 since I exiled to and lived in America. In February 1991 I was invited to give a speech and read some of my literary creation at the Moorhead State University in Minnesota. With that occasion. the students in French and Spanish classes translated several of my poems: Chris Raymond, Marcia Melrose, Shannon Dyrud, and Carmen Kinnischtcke. Even more, Teresinka Pereira, President of International Writers and Artists Association, published my first Spanish booklet, . .Inventario del general malo", 1991, and my first Portuguese booklet. ,.Fanatico", 1989. I have randomly contributed to various international journals and anthologies of v•erse. Whatever address fell in my hands. I sent it poems. Thus, Virginia Rhodas from Buenos A...

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The internationally known Aha Punana Leo, Inc. is a non-profit organization which was established in 1983 to revitalize the nearly extinct Hawaiian language and establish schools taught entirely through that language. The following year, the organization founded the first Punana Leo school which was also the first Native American language immersion school in the United States. After the Punana Leo families changed an 1896 law banning Hawaiian language schools, the Punana Leo method of education, along with the first graduates of the program, were taken into the public schools. With strong support from the Aha Punana Leo, that state government program has expanded to the twelfth grade. Presently there are eleven Punana Leo preschools that graduate students and provide growth for such government Hawaiian language schools. The Aha Punana Leo has also initiated two Hawaiian language medium laboratory schools which it runs in cooperation with the Hawaii State Department of Education and the Ka Haka Ula O Keelikolani College of Hawaiian Language of the University of Hawaii at Hilo. Additional operations include production and distribution...

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The internationally known Aha Punana Leo, Inc. is a non-profit organization which was established in 1983 to revitalize the nearly extinct Hawaiian language and establish schools taught entirely through that language. The following year, the organization founded the first Punana Leo school which was also the first Native American language immersion school in the United States. After the Punana Leo families changed an 1896 law banning Hawaiian language schools, the Punana Leo method of education, along with the first graduates of the program, were taken into the public schools. With strong support from the Aha Punana Leo, that state government program has expanded to the twelfth grade. Presently there are eleven Punana Leo preschools that graduate students and provide growth for such government Hawaiian language schools. The Aha Punana Leo has also initiated two Hawaiian language medium laboratory schools which it runs in cooperation with the Hawaii State Department of Education and the Ka Haka Ula O Keelikolani College of Hawaiian Language of the University of Hawaii at Hilo. Additional operations include production and distribution...

Description Details
The internationally known Aha Punana Leo, Inc. is a non-profit organization which was established in 1983 to revitalize the nearly extinct Hawaiian language and establish schools taught entirely through that language. The following year, the organization founded the first Punana Leo school which was also the first Native American language immersion school in the United States. After the Punana Leo families changed an 1896 law banning Hawaiian language schools, the Punana Leo method of education, along with the first graduates of the program, were taken into the public schools. With strong support from the Aha Punana Leo, that state government program has expanded to the twelfth grade. Presently there are eleven Punana Leo preschools that graduate students and provide growth for such government Hawaiian language schools. The Aha Punana Leo has also initiated two Hawaiian language medium laboratory schools which it runs in cooperation with the Hawaii State Department of Education and the ka Haka Ula O keelikolani College of Hawaiian Language of the University of Hawaii at Hilo. Additional operations include production and distribution...

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Ua nui ko Kimo hauoli i ka lohe ana e pili ana i ka pepe hou. O Kimo ke keiki hookahi o ka ohana Komohale, a kokoke e piha elima makahiki ia ia i keia wa. Aka nae, i nehinei no i hai mai ai kona mama a me kona papa ia ia e loaa ana he pepe hou ma ka ohana. Hookahi wale no nae pilikia o ka ohana Komohale. Ua liilii loa ko lakou hale, a makemake lakou e pakui i lumi moe hou no ka pepe....

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The internationally known Aha Punana Leo, Inc. is a non-profit organization which was established in 1983 to revitalize the nearly extinct Hawaiian language and establish schools taught entirely through that language. The following year, the organization founded the first Punana Leo school which was also the first Native American language immersion school in the United States. After the Punana Leo families changed an 1896 law banning Hawaiian language schools, the Punana Leo method of education, along with the first graduates of the program, were taken into the public schools. With strong support from the Aha Punana Leo, that state government program has expanded to the twelfth grade. Presently there are eleven Punana Leo preschools that graduate students and provide growth for such government Hawaiian language schools. The Aha Punana Leo has also initiated two Hawaiian language medium laboratory schools which it runs in cooperation with the Hawaii State Department of Education and the Ka Haka Ula o Keelikolani College of Hawaiian Language of the University of Hawaii at Hilo. Additional operations include production and distribution...

Description Details
The internationally known Aha Punana Leo, Inc. is a non-profit organization which was established in 1983 to revitalize the nearly extinct Hawaiian language and establish schools taught entirely through that language. The following year, the organization founded the first Punana Leo school which was also the first Native American language immersion school in the United States. After the Punana Leo families changed an 1896 law banning Hawaiian language schools, the Punana Leo method of education, along with the first graduates of the program, were taken into the public schools. With strong support from the Aha Punana Leo, that state government program has expanded to the twelfth grade. Presently there are eleven Punana Leo preschools that graduate students and provide growth for such government Hawaiian language schools. The Aha Punana Leo has also initiated two Hawaiian language medium laboratory schools which it runs in cooperation with the Hawaii State Department of Education and the Ka Haka Ula O Keelikolani College of Hawaiian Language of the University of Hawaii at Hilo. Additional operations include production and distribution...

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Tutu, he aha ke ano o keia mea kanu" i ninau ai o Kalei. "He lai kena," i pane aku ai kona kupuna kane. "I mea aha ka lai" "Nui na ano hana a ka lai. Hiki ia oe ke lei i ka lai. Eia. "...

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The internationally known ‘Aha Punana Leo, Inc. is a non-profit organization which was established in 1983 to revitalize the nearly extinct Hawaiian language and establish schools taught entirely through that language. The following year, the organization founded the first Punana Leo school which was also the first Native American language immersion school in the United States. After the Punana Leo families changed an 1896 law banning Hawaiian language schools, the Punana Leo method of education, along with the first graduates of the program, were taken into the public schools. With strong support from the ‘Aha Punana Leo, that state government program has expanded to the twelfth grade. Presently there are eleven Punana Leo preschools that graduate students and provide growth for such government Hawaiian language schools. The ‘Aha Punana Leo has also initiated Hawaiian language medium laboratory schools which it runs in cooperation with the Hawai’i State Department of Education and the Ka Haka ‘Ula O Ke’elikolani College of Hawaiian Language of the University of Hawai’i at Hilo. Additional operations include production and distribut...

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Page 1-Many things can go! -- Page 2-How do you go? You go with your two feet. -- Page 4-How does a dog go? It goes with its four legs. -- Page 7-How does a horse go? It goes with its hooves. -- Page 9-How does a fish go? It goes with its fins. -- Page 10-How does a crab go? It goes with its ten legs. -- Page 12-How does a tricycle go? It goes with its three little wheels. -- Page 15-How does a car go? It goes with its wheels. -- Page 17-How does a big truck go? It goes with its big wheels. -- Page 18-How does a centipede go? It goes with its many legs. -- Page 20-How does a rock go? How indeed? --...

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This book aims to assist social scientists to analyze their problems using fuzzy models. The basic and essential fuzzy matrix theory is given. The book does not promise to give the complete properties of basic fuzzy theory or basic fuzzy matrices. Instead, the authors have only tried to give those essential basically needed to develop the fuzzy model. The authors do not present elaborate mathematical theories to work with fuzzy matrices; instead they have given only the needed properties by way of examples. The authors feel that the book should mainly help social scientists who are interested in finding out ways to emancipate the society. Everything is kept at the simplest level and even difficult definitions have been omitted. Another main feature of this book is the description of each fuzzy model using examples from real-world problems. Further, this book gives lots of references so that the interested reader can make use of them. This book has two chapters. In Chapter One, basic concepts about fuzzy matrices are introduced. Basic notions of matrices are given in section one in order to make the book self contained. Section two g...

Table of Contents Details
Preface 4 Dedication 6 Chapter One BASIC MATRIX THEORY AND FUZZY MATRIX THEORY 7 1.1 Basic Matrix Theory 7 1.2 Basic Concepts on Fuzzy Matrices 33 1.3 Basic Concepts on Graphs 47 Chapter Two DESCRIPTION OF SIMPLE FUZZY MODELS AND THEIR APPLICATIONS TO REAL WORLD PROBLEMS 71 2.1 Description of Simple Fuzzy Matrix Model 72 2.2 Definition of Fuzzy Cognitive Maps with real world model representation 146 2.3 Definition and Illustration of Fuzzy Relational Maps 205 2.4 Introduction to Bidirectional Associative Memories (BAM) Model and their Application 238 2.5 Description of Fuzzy Associative Memories (FAM) model and their illustrations 264 2.6 Fuzzy Relational Equations (FRE) and their application 277 REFERENCE 317 INDEX 345 ABOUT THE AUTHORS 352...

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The ?Aha Punana Leo, Inc. is a non-profit organization which was established in 1983 to serve the Hawaiian speaking community and focus on education through Hawaiian. Punana Leo preschools, the first Native American language immersion program in the United States, began the process of revitalizing Hawaiian in 1984 through full day programs conducted entirely in Hawaiian. Hawaiian had by then become nearly extinct as a result of a government ban in 1896 of all public education taught through Hawaiian. The language reappeared in the public schools in 1987 when the first Punana Leo graduates entered elementary schools. There are now plans for Hawaiian medium education through high school. The ?Aha Punana Leo provides materials, curriculum, teacher training, family programs, summer programs, and other services as well as the internationally known Punana Leo preschools....

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Language, in all parts of the earth, is the principal medium of communication between men. It is employed only by rational beings, or such as to have the faculty of speech; that is, of uttering articulate sounds. Language is the medium of communicating ideas in two ways: 1st, by the use of the voice in the utterance of articulate sounds termed words; 2nd, by characters representing articulate sounds. The former is addressed to the ear, the latter to the eye. Languages, like the people of the earth, are divided into great families. These again, owing to some local or other circumstances, are divided into Dialects. A dialect is a branch of some more general language. A dialect is formed by leaving off from the forms of the general language, or by adding something new to them. The pronunciation may to some extent be altered etc. These changes may be produced by time, accident, culture or neglect. Most if not all the dialects of Polynesia appear to have had the same origin, which, in all probability, was the Malayan. As the Islands of the great Pacific Ocean, constituting Polynesia, are many and far separated, it is reasonabl...

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Grammar is a written account of the principles used in writing or speaking a language. A Hawaiian Grammar is an explanation of the rules and principles used by Hawaiians in speaking and writing their language. Grammatical Treatises are usually divided into several parts, viz. Orthography, Etymology, Syntax and Prosody. Orthography treats of letters and their formation into words. Etymology treats of words and their changes in relation to each other. Syntax teaches the rules whereby words are formed into sentences. Prosody will hardly be included in this Grammar. Note. — It is taken for granted, in this work, that the reader understands the principles of general Grammar; hence many definitions are omitted....

Table of Contents Details
Grammar Definition Sec. -- 1 —3 -- Part 1 Orthography -- 4 -- Hawaiian Alphabet -- 6 -- Division of Letters -- 8 —10 -- Of the Vowel Sounds -- 11 -- Of the Consonant Sounds -- 13 -- Of the Sounds of Foreign Consonants -- 14 Of Diphthongs -- 15—18 -- Of Syllables -- 19—23 -- Of Words -- 24—26 -- Formation of Words -- 27—36 -- Peculiarities in the Use of Words -- 37—40 -- Of Accents—General Law -- 41—45 -- Letters Dropped -- 46 -- Letters Inserted -- 48 -- Etymology Definition -- 52 -- Of the O Emphatic -- 53 -- Its Place in the Sentence—Rules -- 54 -- Of the Articles Generally -- 55—58 -- Definite articles ka and ke -- 59 -- Where they are Used -- 60—61 – Semi-definite Articles -- 63—65 -- Indefinite Articles -- 66 -- Plural Article -- 67 -- Of the Simple Prepositions -- 68 -- Their Use and Signification -- 69—75 -- Of Nouns Sec. -- 76 -- Nouns Proper and Common -- 77—78 -- Abstract and Concrete -- 79 -- Syllables forming a Class -- 80 -- Of Person -- 82 -- Definition three Persons -- 82 -- Of Number -- 83 -- Nouns have three numbers -- 83—85 -- Signs of Dual and Plural -- 86—94 -- Of Gender -- 95 -- No Neuter Gender -- 96 -- Specifi...

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Scientia Magna is published annually in 200-300 pages per volume and 1,000 copies on topics such as mathematics, physics, philosophy, psychology, sociology, and linguistics....

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0. In 1999, the second author of this remarks published a book over 30 of Smarandache's problems in area of elementary number theory (see [1, 2]). After this, we worked over new 20 problems that we collected in our book [28]. These books contain Smarandache's problems, described in [10, 16]. The present paper contains some of the results from [28]. In [16] Florentin Smarandache formulated 105 unsolved problems, while in [10] C.Dumitresu and V. Seleacu formulated 140 unsolved problems of his. The second book contains almost all the problems from [16], but now each problem has unique number and by this reason in [1, 28] and here the authors use the numeration of the problems from [10]. In the text below the following notations are used....

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V. Mladen and T. Krassimir : Remarks on some of the Smarandache's problem. Part 2 1 W. Kandasamy : Smarandache groupoids 27 L. Ding : On the primitive numbers of power P and its mean value properties 36 D. Torres and V. Teca : Consecutive, reversed, mirror, and symmetric Smarandache sequence of triangular numbers 39 D. Ren : On the square-free number sequence 46 T. Ramaraj and N. Kannappa : On ¯nite Smarandache near-rings 49 X. Kang : Some interesting properties of the Smarandache function 52 L. Mao : On Automorphism Groups of Maps, Surfaces and Smarandache Geometries 55 L. Ding : On the mean value of Smarandache ceil function 74 M. Le : An equation concerning the Smarandache function 78 M. Bayat, H. Teimoori and M. Hassani : An extension of ABC-theorem 81 J. Ma : An equation involving the Smarandache function 89 C. Chen : Inequalities for the polygamma functions with application 91 W. Vasantha and M. Chetry : On the number of Smarandache zero-divisors and Smarandache weak zero-divisors in loop rings 96 M. Le : The function equation S(n) = Z(n) 109 Z. Li : On the Smarandache Pseudo-number Sequences 111 D. Mehendale :...

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Applications demonstrate the power of the DSmT framework. In this third Volume, DSmT is applied to the entire spectrum of the Information Fusion that would interest any reader in data, sensor, information, and mathematical fusion topics. Highlighted in Figure 1 are the contemporary issues that include the links between (1) data conditioning and information management, (2) combined situation and impact assessment, and (2) knowledge representation between machine processing and user coordination. Various applications leverage DSmT “Advances” listed above along with DSmH (hybrid), DSmP (Probabilistic), and DSmT theoretical insights. The third volume attacks these application issues of coordination between the “levels” of information fusion....

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Part I Advances on DSmT 1 Chapter 1 An introduction to DSmT 3 by J. Dezert and F. Smarandache 1.1 Introduction . . . . . . . . . . 4 1.2 Foundations of DSmT . . . . . . . . . 4 1.2.1 The power set, hyper-power set and super-power set . . 6 1.2.2 Notion of free and hybrid DSm models . . . . 18 1.2.3 Generalized belief functions . . . . . . 20 1.2.4 The classic DSm rule of combination . . . . . 21 1.2.5 The hybrid DSm rule of combination . . . . . 22 1.2.6 Examples of combination rules . . . . . . 24 1.2.7 Fusion of imprecise beliefs . . . . . . 29 1.3 Proportional Conflict Redistribution rule . . . . . 33 1.3.1 PCR formulas . . . . . . . . . 34 1.3.2 Examples . . . . . . . . . 35 1.3.3 Zadeh’s example . . . . . . . . 39 1.4 Uniform and partially uniform redistribution rules . . . 41 1.5 RSC Fusion rules . . . . . . . . . 43 1.6 The generalized pignistic transformation (GPT) . . . . 45 1.6.1 The classical pignistic transformation . . . . 45 1.6.2 Notion of DSmcardinality . . . . . . 46 1.6.3 The Generalized Pignistic Transformation . . . 47 1.7 The DSmP transformation . . . . . . . 48 1.7.1 The Probabilistic In...

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This second book devoted on advances and applications of Dezert-Smarandache Theory (DSmT) for information fusion collects recent papers from different researchers working in engineering and mathematics. Part 1 of this book presents the current state-of-the-art on theoretical investigations while, Part 2 presents several applications of this new theory. Some ideas in this book are still under current development or improvements, but we think it is important to propose them in order to share ideas and motivate new debates with people interested in new reasoning methods and information fusion. So, we hope that this second volume on DSmT will continue to stir up some interests to researchers and engineers working in data fusion and in artificial intelligence....

Table of Contents Details
Preamble iii Prefaces v Part I Advances on DSmT 1 Chapter 1 Proportional Conflict Redistribution Rules for Information Fusion 3 by Florentin Smarandache and Jean Dezert 1.1 Introduction . . . . . . . . . . . 3 1.2 The principal rules of combination . . . . . . . 6 1.2.1 Notion of total and partial conflicting masses . . . . . 6 1.2.2 The conjunctive rule . . . . . . . . . 6 1.2.3 The disjunctive rule . . . . . . . . . 8 1.2.4 Dempster’s rule of combination . . . . . . . 8 1.2.5 Smets’ rule of combination . . . . . . . 9 1.2.6 Yager’s rule of combination . . . . . . . 9 1.2.7 Dubois & Prade’s rule of combination . . . . . . 9 1.2.8 The hybrid DSm rule . . . . . . . . 10 1.3 The general weighted operator (WO) . . . . . . . 11 1.4 The weighted average operator (WAO) . . . . . . . 12 1.4.1 Definition . . . . . . . . . 12 1.4.2 Example for WAO . . . . . . . . . 13 1.4.3 Limitations of WAO . . . . . . . . . 13 1.5 Daniel’s minC rule of combination . . . . . . . 14 1.5.1 Principle of the minC rule . . . . . . . 14 1.5.2 Example for minC . . . . . . . . . 15 1.6 Principle of the PCR rules . . . . . . . . . 20 1.7 The...

Description Details
This book is devoted to an emerging branch of Information Fusion based on new approach for modeling the fusion problematic when the information provided by the sources is both uncertain and (highly) conflicting. This approach, known in literature as DSmT (standing for Dezert-Smarandache Theory), proposes new useful rules of combinations. We gathered in this volume a presentation of DSmT from the beginning to the latest development. Part 1 of this book presents the current state-of-the-art on theoretical investigations while Part 2 presents several applications of this new theory. We hope that this first book on DSmT will stir up some interests to researchers and engineers working in data fusion and in artificial intelligence. Many simple but didactic examples are proposed throughout the book. As a young emerging theory, DSmT is probably not exempt from improvements and its development will continue to evolve over the years. We just want through this book to propose a new look at the Information Fusion problematic and open a new track to attack the combination of information....

Table of Contents Details
Preamble xi Prefaces xiii I Advances on DSmT 1 1 Presentation of DSmT 3 1.1 Introduction . . . . . 3 1.2 Short introduction to the DST . . . . 5 1.2.1 Shafer’s model and belief functions . . . 5 1.2.2 Dempster’s rule of combination . . . 5 1.2.3 Alternatives to Dempster’s rule of combination . . . 6 1.2.4 The discounting of sources of evidence . . . 10 1.3 Foundations of the DSmT . . . . 11 1.3.1 Notion of free and hybrid DSm models . . . 11 1.3.2 Notion of hyper-power set D_ . . . 13 1.3.3 Generalized belief functions . . . . 15 1.3.4 The classic DSm rule of combination . . . 16 1.3.5 The hybrid DSm rule of combination . . . 17 1.3.6 On the refinement of the frames . . . 18 1.3.7 On the combination of sources over different frames . . . 20 1.4 Comparison of different rules of combinations . . . 21 1.4.1 First example . . . . . 21 1.4.2 Second example . . . . 25 1.4.3 Third example . . . . 26 1.4.4 Fourth example . . . . 27 1.4.5 Fifth example . . . . . 27 1.5 Summary . . . . . 29 1.6 References . . . . . 31 2 The generation of hyper-power sets 37 2.1 Introduction . . . . . 37 2.2 Definition of hyper-po...