Products related to Adjective:
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Syntax of Dutch: Adjectives and Adjective Phrases
14% discount on a subscription to the complete series, please contact us via orders@aup.nl. The Syntax of Dutch will be published in at least seven volumes in the period 2012-2016 and aims at presenting a synthesis of the currently available syntactic knowledge of Dutch.It is primarily concerned with language description and not with linguistic theory, and provides support to all researchers interested in matters relating to the syntax of Dutch, including advanced students of language and linguistics.The volume Adjectives and Adjective Phrases discusses the internal make-up as well as the distribution of adjective phrases.Topics that will be covered include: complementation and modification of adjective phrases; comparative and superlative formation; the attributive, predicative and adverbial uses of adjective phrases.Special attention is paid to the so-called partitive genitive construction and the adverbial use of past/passive participles and infinitives. For the table of contents, please click here
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The Struggle for a Decent Politics : On "Liberal" as an Adjective
A testament to what it means to be liberal by one of the most prominent political philosophers of our era “Walzer is perhaps our foremost pilot on these rocky shoals.In his preface, he writes that this may be his last book.One hopes not.”—James Traub, New York Times There was a time when liberalism was an ism like any other, but that time, writes Michael Walzer, is gone. “Liberal” now conveys not a specific ideology but a moral stance, so the word is best conceived not as a noun but as an adjective—one is a “liberal democrat” or a “liberal nationalist.” Walzer itemizes the characteristics described by “liberal” in an inventory of his own deepest political and moral commitments—among other things, to the principle of equality, to the rule of law, and to a pluralism that is both political and cultural.Unabashedly asserting that liberalism comprises a universal set of values (“they must be universal,” he writes, “since they are under assault around the world”), Walzer reminds us in this inspiring book why those values are worth fighting for.
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Pioneering Progress : American Science, Technology, and Innovation Policy
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Handbook of Research on Science Teacher Education
This groundbreaking handbook offers a contemporary and thorough review of research relating directly to the preparation, induction, and career long professional learning of K–12 science teachers. Through critical and concise chapters, this volume provides essential insights into science teacher education that range from their learning as individuals to the programs that cultivate their knowledge and practices.Each chapter is a current review of research that depicts the area, and then points to empirically based conclusions or suggestions for science teacher educators or educational researchers.Issues associated with equity are embedded within each chapter.Drawing on the work of over one hundred contributors from across the globe, this handbook has 35 chapters that cover established, emergent, diverse, and pioneering areas of research, including: Research methods and methodologies in science teacher education, including discussions of the purpose of science teacher education research and equitable perspectives; Formal and informal teacher education programs that span from early childhood educators to the complexity of preparation, to the role of informal settings such as museums; Continuous professional learning of science teachers that supports building cultural responsiveness and teacher leadership; Core topics in science teacher education that focus on teacher knowledge, educative curricula, and working with all students; and Emerging areas in science teacher education such as STEM education, global education, and identity development. This comprehensive, in-depth text will be central to the work of science teacher educators, researchers in the field of science education, and all those who work closely with science teachers.
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Which adjective suits you?
The adjective that suits me best is "adaptable." I am able to adjust to new situations and challenges with ease, and I am always open to learning and growing. I believe that being adaptable allows me to navigate life's uncertainties and changes with a positive attitude and resilience.
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When is an adjective capitalized?
An adjective is capitalized when it is derived from a proper noun or is part of a proper noun. For example, in the phrase "American culture," the adjective "American" is capitalized because it is derived from the proper noun "America." Adjectives that are not derived from proper nouns are not capitalized unless they are at the beginning of a sentence.
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Which adjective fits with cheese?
The adjective "creamy" fits well with cheese, as it describes the smooth and rich texture of certain types of cheese, such as brie or camembert. This adjective highlights the luxurious and indulgent qualities of these cheeses, making them even more appealing to cheese lovers.
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What adjective fits the predecessor?
The adjective that fits the predecessor is "previous." It refers to something that came before or existed earlier in time or order.
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Handbook of Research on Science Teacher Education
This groundbreaking handbook offers a contemporary and thorough review of research relating directly to the preparation, induction, and career long professional learning of K–12 science teachers. Through critical and concise chapters, this volume provides essential insights into science teacher education that range from their learning as individuals to the programs that cultivate their knowledge and practices.Each chapter is a current review of research that depicts the area, and then points to empirically based conclusions or suggestions for science teacher educators or educational researchers.Issues associated with equity are embedded within each chapter.Drawing on the work of over one hundred contributors from across the globe, this handbook has 35 chapters that cover established, emergent, diverse, and pioneering areas of research, including: Research methods and methodologies in science teacher education, including discussions of the purpose of science teacher education research and equitable perspectives; Formal and informal teacher education programs that span from early childhood educators to the complexity of preparation, to the role of informal settings such as museums; Continuous professional learning of science teachers that supports building cultural responsiveness and teacher leadership; Core topics in science teacher education that focus on teacher knowledge, educative curricula, and working with all students; and Emerging areas in science teacher education such as STEM education, global education, and identity development. This comprehensive, in-depth text will be central to the work of science teacher educators, researchers in the field of science education, and all those who work closely with science teachers.
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Handbook of Research on Science Education : Volume III
Volume III of this landmark synthesis of research offers a comprehensive, state-of-the-art survey highlighting new and emerging research perspectives in science education. Building on the foundations set in Volumes I and II, Volume III provides a globally minded, up-to-the-minute survey of the science education research community and represents the diversity of the field.Each chapter has been updated with new research and new content, and Volume III has been further developed to include new and expanded coverage on astronomy and space education, epistemic practices related to socioscientific issues,design-based research, interdisciplinary and STEM education, inclusive science education, and the global impact of nature of science and scientific inquiry literacy. As with the previous volumes, Volume III is organized around six themes: theory and methods of science education research; science learning; diversity and equity; science teaching; curriculum and assessment; and science teacher education.Each chapter presents an integrative review of the research on the topic it addresses, pulling together the existing research, working to understand historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty, scholars, and graduate students, and pointing towards future directions of the field, Handbook of Research on Science Education Research, Volume III offers an essential resource to all members of the science education community.
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Gender Differences in Technology and Innovation Management : Insights from Experimental Research
Even though the number of working women has steadily increased over the last few years, women are still significantly under-represented in STEM activities (i.e. mathematics, informatics, science and technology). In order to eliminate this under-representation, numerous education policies and corporate initiatives, particularly in the recent past, have been aimed at increasing women's enthusiasm for STEM activities and professions.According to the latest surveys, however, it is clear that these efforts have not yet led to the desired success.Compared to their male counterparts, women continue to do fewer STEM activities. One possible reason for this is that relatively little is yet known about the concrete impact of the above education policies on working with innovation and technology: What are the gender differences between women and men?Is it enough to recognize these differences, or should these differences ideally not only be recognized, but also treated appropriately or even encouraged? This anthology deals with current topics in technology and innovation management against the background of these and other gender-relevant aspects.Empirical analyses and experiments in collaboration with companies from various sectors provide a sound scientific basis on which new results and findings are presented: How do women and men deal with creativity and competition?How are technologies applied and how can differences in access to technology be deduced? Answers to these and other questions help decision-makers in politics and business to proactively use the differences between women and men to motivate women to work in the STEM field and to strengthen them by acknowledging existing differences.
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Makerspaces, Innovation and Science Education : How, Why, and What For?
This book provides an overview to a range of theories in science and technology that inform the different ways in which makerspaces can be educative.Makerspaces are an indispensable site for science, technology, engineering, and mathematics (STEM) instruction and pose novel risks and opportunities for STEM instruction.Educators are likely to reach towards activities that have a high degree of engagement, but this might result in observations like 'it looks like fun, but what are they learning?'. Beginning from the question of how we know what we know in science, the author asserts that understanding scientific knowledge requires us to know more than the abstract concepts typically presented in schools.The social and material aspects of knowledge are also important—these take the form of questions such as: What is the interplay between knowledge and power?How do we understand that we can have a ‘feel’ for materials and artefacts that we cannot completely describe in words?How do we know what ideas ought to be made real though technology and engineering?Significantly, this book also discusses the ethical dimensions of STEM education, in thinking about the kinds of STEM education that could be useful for open futures. This book will be useful to graduate students and educators seeking an expansive view of STEM education.More generally, these ideas outline a possible new strategy for a vision of school that is not merely training or preparing students for work.Education needs to also prepare students for sociopolitical participation, and with STEM being central to our contemporary lives, this book provides insights for how this can happen in makerspaces.
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Which adjective fits which smile?
A warm smile can be described as friendly, inviting, or comforting. A genuine smile can be described as sincere, honest, or heartfelt. A mischievous smile can be described as playful, sly, or teasing. A shy smile can be described as timid, bashful, or coy.
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Which adjective matches which smile?
A genuine smile matches the adjective "warm," as it conveys sincerity and friendliness. A mischievous smile matches the adjective "playful," as it suggests a sense of fun and teasing. A shy smile matches the adjective "timid," as it reflects a lack of confidence or hesitance. A radiant smile matches the adjective "joyful," as it exudes happiness and positivity.
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What is a gradable adjective?
A gradable adjective is an adjective that can be modified by adverbs of degree, such as "very," "extremely," or "slightly," to indicate different levels of the quality it describes. For example, the adjective "hot" is gradable because it can be modified to "very hot" or "extremely hot" to indicate varying degrees of heat. Gradable adjectives allow for comparison and can be used in comparative and superlative forms, such as "hotter" and "hottest."
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What is a nominalized adjective?
A nominalized adjective is an adjective that has been turned into a noun. This is typically done by adding a suffix such as "-ness" or "-ity" to the adjective, turning it into a noun that represents the quality or characteristic described by the original adjective. For example, the nominalized form of the adjective "happy" is "happiness." Nominalized adjectives are commonly used in English to refer to abstract concepts or qualities.
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