Morphology. Morphological traits will be described using prescribed coded comments (TBD).
Morphology. Trillium pusillum var. ozarkanum grows from a long, thick rhizome. The stems are 10.0 to
Morphology. In order to address the questions whether the subjunctive can be seen as a second present and to what extent the preterite stem is identical with the subjunctive stem, the morphological markers and stem patterns of the verb need to be analysed.
Morphology. Yhe main question to be answered in chapter 2 was whether the subjunctive is a second present formed from the preterite stem. After an introduction (2.1, p 21) and a short description of the verb in general (2.2, p 26), the concept of a stem pattern was discussed in 2.5 (p 59): a Yocharian verb consists of five basic stems, i.e. present, subjunctive, preterite, preterite participle and imperative. Mostly, the present stem is marked with an additional suffix compared to the non-present stems. In addition to the important distinction between monosyllabic roots ending in a consonant (“Nicht-A-Wurzeln”, Hackstein 1995: 16-57) and disyllabic roots ending in -a (“A-Wurzeln”, Xxxxxxxxx x.x.), verbal roots must be divided into gradable roots with basic a-vocalism, “a|x-roots”, and non-gradable roots with basic a-vocalism, “a|x-roots” (2.4, p 44). Yhese two distinctions yield the four root types a|Ø and a|Ø (“Nicht-A-Wurzeln”), and a|a and a|a (“A-Wurzeln”). In 2.5 (p 47), the morphological distinctions of the verb were investigated, while 2.6 (Yocharian A, p 94) and 2.7 (Yocharian B, p 117) contain an inventory of verbal stem patterns based on the stem suffixes. With the important distinction of present- subjunctives, i.e. presents that can also be used as subjunctives, it turned out that presents are often distinguished by a separate suffix, whereas subjunctives are formed from the same stem as the preterite. Yhe differences between the subjunctive and the preterite stems are confined to inflexional peculiarities, in particular slightly different gradation and palatalisation patterns, and an accent contrast in Yocharian
Morphology. Morphological measurements and anatomical observations were done on both herbarium material and living plants collected in the wild. From these plants, herbarium vouchers were made and stored at L. In total, 15 morphological characters, 9 reproductive and 6 vegetative, were scored or measured (Appendix 2). Thirteen characters were quantitative and the remaining 2 were qualitative and scored as binary and multistate, respectively. The reported differences in stigma shape (den Held, 1977) were much more variable than initially reported and stigma shape was therefore excluded from the analyses. Morphological similarities between the different samples were analyzed with SPSS 15.0.1 statistical analysis software (2006, SPSS inc, Chicago, Illinois, USA). Principal Component Analysis (PCA) was used to create biplots for the morphometric data. Canonical Discrimant Analysis (CDA) was used to see which characters could best be used to separate the species used in this study, and to identify which characters differentiate the two morphs of V. stagnina most effectively. A stepwise selection method was used, and at each step the character that minimized Xxxxx’ Lambda was entered. Characters with a significance level of its F value less than 0.05 were entered into the model, while characters with a significance level greater than 0.1 were removed. A Xxxxxx test was performed to test for equality of variance between the characters of the V. stagnina morphs analyzed, after which a Student-T test was carried out to determine which characters were significantly different between the two morphs. Results
Morphology. The first component of the PCA of all morphological characters explained 25.6
Morphology. The PCA indicates that the vegetative characters explain most of the variation between the taxa analyzed. The vegetative characters correlating most with the variation between the two V. stagnina morphs are plant height and petiole length/stipule length ratio. Bract length and sepal length are the reproductive characters correlating most with the variation observed between the two morphs. The CDA of all accessions included in this study shows that only very few accessions of the two morphs of V. stagnina are misidentified. Accessions of the hybrid X. xxxxxx × stagnina are either identified as V. stagnina or X. xxxxxx. because two accessions had especially vegetative characters in common with, while the characters of the other hybrid accessions resembled those of X. xxxxxx. The accessions of the other three species are all correctly identified. The discriminant analysis of only the V. stagnina accessions shows that leaf length, upper bract length, sepal appendage/sepal length ratio, and stipule length/petiole length ratio together correctly identify 91.2% of the stagnina morph and 93.8% of the lacteoides morph. These four characters were also highly significant in the Student-T test (Table 4), suggesting that these are the best characters to distinguish both morphs. Re-examination of the misidentified stagnina morph accessions suggests that these plants had not properly developed because they suffered from drought. Precipitation during the spring of 2007, the year of collection, was extraordinary low. The misidentification of the lacteoides morph accession as stagnina morph is probably caused by the fact that this plant had unusual large stipules and leaves as compared to other accessions of the lacteoides morph analyzed. These characters are known to be plastic in V. stagnina (Xxxxxxxx, 1932). All the other morphological characters and our AFLP data, however, indicate that the identification of this accession is correct. The morphology of V. stagnina is known to be greatly influenced by abiotic factors such as moisture content, light exposure and soil type (Xxxxxxxx, 1932). In a common garden experiment with non-flowering plants of both morphs, initial differences observed in the field, such as plant height and leaf color, disappeared over time. Lamina length and stipule length/petiole length ratio, however, remained significantly different between the two morphs (Van den Hof et al., submitted7).
Morphology. Predicts and analyzes crystal morphology (YEN)2310000 (YEN)1155000 (YEN)346500 c2morphology from internal crystal structure. Requires C2.Crystal Builder, $15,000 $7,500 $2,250 X0.XXX. Floating license.
Morphology. 5) We consider the part-of-speech tag (POS) of w, of p, and the POS-bigram at the left and at the right of w. In order to incorporate information on inflectional complexity, we calcu- late which proportion of the frequency of the stem of w is covered by w, e.g. the occurrences of ‘jumping’ constitute 22% of the occurrences of the stem ‘jump’.
Morphology morpheme, allomorph, morphophonology, lexeme, lexical category (including traditional grammatical terminology), bound and free morphemes, derivational morphemes, inflectional morphemes, affixes (all kinds). Syntax syntax, grammar, embedding, sentences and phrases, rule ordering, immediate constituents, ultimate constituents, phrase-structure grammar, surface and deep structure, competence and performance, transitive and intransitive verbs, tense, aspect, and voice. Semantics ambiguity, pragmatics, content words, function words, lexical semantics, hyponym, hypernym, marked and unmarked structures, synonyms, antonyms, polysemy, converseness, metaphor, simile, modality, discourse, topic, contrastiveness, definitiveness, referentiality, phrasal verbs, idioms, figures of speech. The TESL Portion of the Comprehensive Exam Second Language Acquisition and TESL Methods Differences in various terms associated with types of English instruction: ESL, EFL, LEP, ENL, ESP, BICS, CALP, etc. History of teaching methodologies starting with grammar translation up to the current communicative and functional approaches Theoretical bases for language teaching methods such as behaviorism and nativism Practical applications of various methods in various instructional settings (high school, elementary, etc) with various age groups (adults, adolescents, and children) Theoretical and practical problems associated with various teaching methods Comparisons of the various types of bilingual education (transitional, dual language…) and ESL approaches (structured immersion, pull out…)and the benefits and drawbacks of each What form-based instruction is, i.e. focus on form Major theoretical approaches to SLA, including monitor model, noticing hypothesis, contrastive analysis hypothesis, error analysis, output hypothesis, universal grammar (UG) and SLA Why the following names are well-known: Xxxx Xxxxxxx, Xxxxxxx Xxxxxxx, Xxxxxxx X. Xxxx, Xxxxxxx Xxxxxxx, Xxx Xxxxx, Xxxxx Xxxxxxx, Xxxxxxx Xxxxx, Xxx Xxxxxxx, Xxxxx Xxxx, Xxxxx Xxxxx, Xxxxx Xxxx Xxxxxxxx, Xxxxxxxxx Xxxx, Xxxx X. Xxxxxxxx, Xxxxxxxx Xxxxxxx-Xxxxxx, Xxxx XxxXxxxxx, Xxxxx Xxxxxxxxx, Xxxx Xxxxx. Types of learning strategies available (communicative, metacognitive, cognitive) and how to teach them to students of various proficiency levels (beginning, intermediate, advanced), ages (children, adolescents, adults), and instructional settings (college, private language institute) Explain the ways technology can be integrated into the ...
