Umar Mbc English Subtitles

[Francesca Cruiz]

Assalamualaykum. Jazakallah Khayr for the detailed summaries and commentary. I was wondering whether you are a native arab speaker or watching the subtitles version. For some reason, they have still not uploaded 27-30 with subtitles on you tube, much to the dismay of thousands.

It is difficult to find stuff in Classical Arabic online. There is religious stuff, yes, but if you are more into TV series la Netflix, it sounds like wishful thinking. But there is some stuff that is quite good and very informative.

The historical series tells one of the stories of Islamic conquests that Arabs are most proud of, and the lessons it offers in courage, sacrifice, faith, and sincerity. Also, it is more or less in classical Arabic and the YouTube subtitles are really not bad!

The Imam series (مسلسل الإمام) or Ahmed bin Hanbal series (مسلسل أحمد بن حنبل) is a huge historical TV series. It was produced by Qatar Media Foundation in 2017. There are 31 episodes 50 minutes.

But there is good news. The Reddit user C-Y-R-O did the English translation of ALL 31 episodes and should get a big shout out for such an amazing work! The translation is really helpful and quite accurate. Here is how you can add the subtitles:

Ahmad ibn Hanbal's family was originally from Basra, Iraq, and belonged to the Arab Banu Shayban tribe. His father was an officer in the Abbasid army in Khurasan and later settled with his family in Baghdad, where Ahmad was born. Ibn Hanbal had two wives and several children. He studied extensively in Baghdad and later founded his ideas about Islamic Jurisprudence.

There are many anecdotes about his funeral. Some relate that his funeral was attended by 800,000 men and 60,000 women and that 20,000 Christians and Jews converted to Islam on that day.

Umar (Omar) was the second Caliph of the Rightly Guided Caliphs, the so-called al-Rashidun (الرَّاشِدُون). He was the first to introduce the Hijri calendar and the first who awarded prizes for memorizing the Qur'an.

He defeated the Sasanians, the rulers over Persia. This victory made it possible to conquest Persia in fewer than two years. The Sasanian imperial dynasty was the last Persian Empire before the rise of Islam, ruled by and named after the Sasanian dynasty which lasted from 224 to 651.

The Sasanian Empire was a leading world power along with its rival, the Roman-Byzantine Empire, for more than 400 years. At its peak, the Empire stretched from Egypt, Yemen, the Caucasus, all the way to Central Asia (today's Afghanistan). Most people in Persia believed in Zoroastrianism.

There is a lot of contradictory information about the religion of the murderer. The Persian historian al-Tabarī (ّالطَّبَرِي) described Nahavandi as a Christian, while others claim that he was an infidel especially because Nahavandi had been referred to with the epithet al-Majūsī (الْمَجُوسِيّ), indicating Zoroastrian beliefs. The Arabic word Majūs (مَجُوسِ) means Zoroastrianism (Mazdaism).

What did the Caliph mean by name? The Caliph meant the name of the family, the name of the clan or tribe. In Arabic culture, until today, the name of the family or clan bears a lot of information about the person: his wealth, power, courage, hospitality, etc.

Other resources for Omar series as a learning tool.An excellent scholarly blog in English with an episode by episode recap with historical details.

-ramadan-series-review-of-episodes-1-3-22-2/. Also, MBC has a study guide with useful Historical Notes, character descriptions, tribal relations Maps Etc. =drivesdk

WordPress has always aimed towards making its CMS more flexible for its users. Following this, they have added the feature to add captions and subtitles to videos using the Web Video Text Tracks Format (WebVTT) . This feature gives us the ability to add captions and subtitles to videos.

You can use a transcription/closed captioning service to create video captions for you. These services will create a .vtt file by transcribing the audio from your video.

The Omar Mahamoud (Somali: Cumar Maxamuud, Arabic: عمر محمود) is a Somali sub-clan, part of the Mohamoud Saleeban, itself a sub-clan of the Majeerteen sub-clan of the Harti conglomeration of Darod clans. The Omar Mohamoud is one of the largest Majeerteen sub-clans. The Omar Mohamoud clan primarily inhabit the Mudug[1] and southern Nugaal regions of Puntland in northern Somalia. a large number of the clan settle in Doollo region of Ogadenia, as well as in the port city of Kismayo and the Lower Juba region of southern Somalia.[2][3][1]

The objectives of the research are to identify the types of translation technique, to evaluate the translation quality and to find out the effect of translation techniques on the translation quality used by Pein Akatsuki and Deni Aurora in Indonesian subtitles of Coco movie. This research applies descriptive qualitative method to assess data with documents and informants as source of data. The result shows that there are 16 types of translation techniques used by Pein Akatsuki and Deni Aurora in translating Indonesian subtitles. For both subtitlers, literal translation and borrowing create high level of accuracy, acceptability, and readability. Modulation and the other techniques are showed in high and medium levels of accurate translation, but they result in high levels of acceptability and readability. Based on the findings, the translation techniques applied by the subtitlers contribute positively to the quality of Indonesian subtitles in terms of accuracy, acceptability, and readability.

Sari, N. I., Nababan, M. R., & Djatmika, D. (2016). Analisis Perbandingan Teknik Penerjemahan Istilah Tabu Dalam Film The Wolf of Wall Street dan Dua Terjemahannya (Subtitle Resmi VCD dan Amatir Dari Situs Subscene.Com) Serta Dampaknya Pada Kualitas Terjemahan. PRASASTI: Journal of Linguistics, 1(1).

The 2020/21 study from NESTA which involved 450,000 children watching videos showed that 98% of viewers did not change the setting and there were zero complaints at having subtitles on screen. 40% of children already watch BBC iPlayer with the subtitles on without complaint.

Amin Saed, Arash Yazdani, Mohsen Askary. Film Subtitles and Listening Comprehension Ability of Intermediate EFL Learners. International Journal of Applied Linguistics and Translation, Volume 2, Issue 3, June 2016, Pages: 29-3. See abstract.

Anca Daniela Frumuselu, Sven De Maeyer, Vincent Donche, Mara del Mar Gutirrez Colon Plana, Television series inside the EFL classroom: Bridging the gap between teaching and learning informal language through subtitles, Linguistics and Education,

The most sustained push for SLS on TV for reading literacy has been in India, through research, sustained TV pilots and policy (Kothari and Bandyopadhyay, 2020; forthcoming Stanford Social Innovation Review; available on request). However, the positive impact of subtitle use on reading literacy has also been affirmed in several English and non-English speaking countries. Taken together, these studies consistently prove that exposure to subtitles which match the audio directly, contribute to reading development and language acquisition.

Several other studies have confirmed that reading along with SLS is inescapable, but the subjects have almost always been good readers. Hence, the critical question is, would struggling readers, especially those from economically disadvantaged backgrounds, also try and engage automatically with SLS?

A number of longitudinal studies have come out of the SLS project in India. Kothari and Bandyopadhyay (2014) evaluated the impact of SLS after sustaining it for 5 years on a weekly hour-long programme of Hindi film songs telecast nationally in prime time. Among school children who could not read a single letter in Hindi at the baseline (2002), 70% in the high-SLS viewing group became functional readers by the endline (2007) as compared to 34% in the low-SLS group. In the 15+ age group, 14% in the high-SLS and 5% in the low-SLS group went from non-decoding to functional-reading. Adults gained too but children benefited substantially more in what can be described as a schooling + SLS effect.

PlanetRead (2018b) conducted a year-long study in 10 primary schools in rural Delhi serving children in Grades 1-5 from low-income families. In 5 treatment schools, the teachers showed all the children in Grades 1-4, 30 minutes of animated stories in Hindi with SLS, three times a week. From a comparable starting point, the average reading score in the treatment schools was 70% higher than the control schools. The impact of the intervention on reading was most apparent in Grades 2-3, pointing again to the strong complementarity of SLS, during the early stages of reading acquisition.

Koskinen, P.S., Bowen, C.T., Gambrell, L.B., Jensema, C.J. & Kane, K.W. (1997). Captioned television and literacy development: Effects of home viewing on learning disabled students. Paper presented at the Meeting of the American Educational Research Association, Chicago, IL.

Acosta Matos, Hctor A. (2003). The Effects of Closed Captions upon the Listening Comprehension of Students Learning English As a Second Language in an Intermediate School in Puerto Rico. MA Thesis: University of Puerto Rico at Mayagez.

Wei, Jung-Kuei (2003). The Effect of Meaningful-Making Technology on Learning a Foreign Language. Integrating Video Clips with Two Captioning Modes on a Simulated German-Learning Website. Ed.D. Thesis: Idaho State University, Pocatello.

Hernandez, Sylvia Sepulveda (2004). The Effects of Video and Captioned Text and the Influence of Verbal and Spatial Abilities on Second Language Listening Comprehension in a Multimedia Learning Environment. Ph.D. Thesis: New York University.

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