Auxiliary Form Research Articles

Aspects of palliative care in medical TV dramas and a look into its teaching capabilities

Doctors often feel extreme negative emotions when providing palliative care and experiencing a patient's death. Their education leaves them unprepared for dealing with their various feelings which can directly lead to death anxiety and burnout. Doctor’s lack of coping in these situations can significantly decrease their feelings of happiness towards their life, career, and overall patient care. Therefore, using a modified exploratory qualitative research approach that distributed a survey to Maryland medical students, an auxiliary form of education was identified to fill the gap in doctor's training. This study sought to find if modern medical dramas could teach medical students about the personal emotions associated with palliative care and the importance of developing healthy coping mechanisms. Through the research the shows “House MD” and “Private Practice” have the most accurate representation of death, the emotions involved, and healthy coping mechanisms. Meaning, that the two shows can be used in medical education to enrich students’ learning on the personal effects of palliative care and how to cope. Furthermore, this training can potentially lead to the decrease of death anxiety and burnout in the medical field. Thus, creating an environment where expressing emotion is destigmatized and allows doctors to provide the highest quality patient care.

Simplification or Complexification: Auxiliary Selection and Anti-agreement Effect in Brazilian Venetan

In this paper we discuss a change in the auxiliary selectional pattern of Brazilian Venetan, a heritage Italo-Romance variety spoken in southern Brazil. Venetan varieties display a default form of the past participle in constructions with postverbal subjects and a fully agreeing form in constructions with preverbal subjects: this is true both for the homeland varieties of the language, spoken in northern Italy, as well as for the heritage variety under analysis in this paper, spoken in southern Brazil. A crucial difference emerges in unaccusative constructions: while Italian Venetan uses the same form of the auxiliary BE in presence of preverbal and postverbal subjects, Brazilian Venetan uses a specialized form of the auxiliary in the constructions with default agreement on the past participle, when postverbal subjects are present. We argue that the specialized auxiliary form emerges as a necessary resumption in the case of lack of agreement. The heritage variety becomes, therefore, morphosyntactically more complex than the non-heritage counterpart.

The Design and Research of Diversified High School Chemistry Homework in the Context of "Double Reduction"

Homework, is a dispensable part on stimulating students' curiosity and developing their thinking in the subject, providing a reference basis for teachers to optimize teaching methods and evaluate students' daily learning activities. Chemistry homework is an auxiliary form of chemistry teaching. The design of high school chemistry homework should be efficient, artistic, creative, and interesting, according to the Double Reduction policy issued by the Chinese Ministry of Education. The problems of high school chemistry homework at present are analyzed, and the research progress of domestic and foreign high school chemistry homework design is introduced briefly. In order to better improve the quality of current high school chemistry assignments, four novel and diversified homework cases are designed, including the interesting life homework "the Neutralization Reaction of Acid and Base", the game-based practical homework "Chemical Reaction Aeroplane Chess", the oral expression homework "Chlorine and Its Compounds" and the interdisciplinary homework "Chemical Fertilizer", using constructivist learning theory and multiple intelligence theory as guiding ideas. Through the systematic research and practice, it is found that high school students are passionate about the assignments, and their passion and enthusiasm for learning chemistry can gradually increase. The useful and effective chemistry homework can fundamentally trigger students' interest to learn chemistry.

New Evacuation Management Criteria for Potential Landslides Based on Experimental Studies

This study developed and verified landslide evacuation management criteria through the analysis of surface behaviors (the surface displacement and slope) to minimize casualties and property damage caused by landslides. First, for the surface-displacement–based evacuation management criteria, short-term–based management criteria were developed through the analysis of experimental results, and long-term–based evacuation management criteria were developed through the analysis of site collapse data. Furthermore, the reliability of the developed criteria was verified through additional experiments and comparison with the results of previous domestic and overseas studies. Next, surface-angle–based evacuation management criteria were developed through the analysis of experimental results, and the reliability of the developed criteria was verified through additional experiments. Finally, the phased management criteria of these two criteria categories were directly compared and their similar results (i.e., warning times) were verified. This analysis confirmed that the investigated surface-angle–based management criteria can serve as an auxiliary form of the surface-displacement–based evacuation management criteria.

Multi-criteria methodology for LMS quality assessment within the framework of emergent learning system

In the article, using the case of Learning Management System (LMS), we consider a methodology for assessing the quality of education, taking into account the requests of experts, lecturers, and students. There is a growing relevance of such research due to the digitalization of education, the transition to distance learning as the main or auxiliary form of organizing the educational process. The applied methodology relies on the earlier developed concept of emergent learning and the system for the assessment of the quality of education, using the conception of negentropy. By adapting this methodology to the LMS assessment task, we show the importance of creating a hierarchical scheme of modules and functional elements necessary for an effective organization of the learning process. In order to provide an integral assessment, it is necessary, according to our position, to determine the weighting factor of each module and of each criterion by which this module is assessed and then to determine the values of each criterion for a specific LMS. A proposed flexible assessment system that takes into account the requests of all aspects of the educational process, allows, by modifying the weighting factors, to adapt the equation in accordance with the specificity of the subject area and educational institution within which the LMS is used. As an advantage of this methodology, it makes it possible not only to compare different LMSs in terms of quality but also to identify areas in which it is possible to improve and refine existing LMSs. We analyze the risks associated with the transformation of assessment systems from an auxiliary tool into an end in itself. In this regard, we propose an algorithm for separating qualitative and quantitative factors accounting, which helps to avoid the negative effect of the absolutization of assessment systems. In the conclusion, we outline the ways of developing the design of such a system of the management of educational process in which quality requirements prevail over circumstantial ones.

RETRACTED: The new trend of wearable technology in college foreign language classroom and its impact on college English teaching

With the progress of new sensor technology and Internet technology, wearable devices have gradually become the new favorite of the science and technology industry. They have been applied to various fields because of their wearability, mobility, user-centered, interactive, integrated and augmented reality characteristics. Given the shortcomings of traditional foreign language education at university, wearable technology is introduced into foreign language classroom as an auxiliary form of traditional teaching. This article chooses two courses (171 and 172 courses) to test whether wearable devices have an impact on college English teaching. The English level of these two classes is similar. With the assistance of wearable technology, level 171 is selected as the experimental course; 172 is a regular course, using only traditional teaching methods, and the experiment lasted for a semester. Practical teaching is also carried out in the class. Practical teaching results show that wearable technology assisted English teaching can not only improve students’ ability to master knowledge, but also greatly enhance students' interest in learning English.

Distance learning — a few remarks on the margins of the problem

The problem of the quality of distance learning — or e-learning — has not had much importance attached to it thus far. After all, distance learning is at least 200 years old — if not more — and e-learning is nothing new, either. However, they were a kind of “addition” to the educational process. However, as a result of the current world-wide pandemic, the situation has changed rapidly. From what was in essence an auxiliary form of learning, has suddenly become a basic form. Thus, what has affected both higher education and, above all, secondary, primary and pre-school education is something new. This is due to the suddenness of introducing both methods (techniques) of education, and not because of their technical side. Since this problem has become the subject of a large number of different kinds of statements, and even the first book devoted to this issue has been published — it is worth looking at these issues again and try to present a few more general comments. The main thesis of the article is: the technical help side is basically correct; the problems are: i) preparing teachers for this form of teaching, ii) preparation of full-text databases adapted to secondary school curricula, iii) adaptation (in secondary schools) of e-education programs, e.g. to university syllabuses (with links to specific texts, not entire databases), iv) “Rebuilding” the way of educating teachers so that they learn these technical skills from the university or improve them via additional courses and training.

DISTANCE LEARNING TODAY. WHAT DO PEDIATRICIANS THINK?

In this paper, the authors share their observations on the attitude of pediatricians who underwent advanced training during the pandemic of a new coronavirus infection in the framework of distance learning (DL). According to the results of a correspondence survey, 77,7 % of respondents noted that pre-school education can be an auxiliary form for traditional education. Just under a quarter point to the unacceptability of DO in medical schools. During training, doctors faced a difficulty-lack of skills to work with online services (68 %). Of all forms, UP to 71,7 % chose teleconferences. To the question: «How important is the moment of personal communication with the teacher for You?» 69,9 % indicated that it is important, and 30,1 % considered that it is fundamentally important.

The processing of passive sentences in German

Abstract This study examines the processing and interpretation of passive sentences in German-speaking seven-year-olds, ten-year-olds, and adults. This structure is often assumed to be particularly difficult to understand, and not yet fully mastered in primary school (Kemp, Bredel, & Reich, 2008), i.e. in children aged between six and eleven. Few studies provide empirical data concerning this age range; it is therefore unknown whether this assumption is warranted. Against this background, we tested whether the three age groups differed in their off-line comprehension of passive sentences. In addition, we employed Visual World eye-tracking to measure processing difficulties that may differ between age groups and may not be reflected in the final interpretations. Previous studies on adult language processing in German and English have documented a preference to interpret sentences according to an agent-first strategy. Our results show that all three groups make use of this strategy, and that all of them are able to revise this interpretation once the first cue indicating a passive sentence is encountered (the auxiliary verb form wurde). We conclude that at least from age seven on, children have the linguistic and cognitive prerequisites to process the passive morphosyntax of German and to revise initial sentence misinterpretations.

How ordinary child language acquisition processes can lead to the unusual outcome of a mixed language

Aims and Objectives: The aim of this study is to examine the language processing mechanisms involved when young children bring structural innovations into their community way of speaking, as part of conventionalising code-switching practices to become a mixed language. Approach: The study takes a qualitative approach to the analysis of child language acquisition and adult speech data in two contexts. Data and Analysis: The study analyses naturalistic and spontaneous speech data of children and adults speaking the mixed language, Light Warlpiri, and adults older than that age group who do not speak the new mixed language. It compares an innovative auxiliary form in Light Warlpiri to child non-target speech in English with data taken from the Child Language Data Exchange System corpus. Findings: The findings are that the Light Warlpiri-speaking children used processes of re-analysis that are commonly found in child first language acquisition in other contexts to re-analyse elements of the verbal input, but because of the sociolinguistic context they created an innovative structure. Originality: The study is the first to directly compare processes of innovation in language contact with those of non-target structures in monolingual child language acquisition, identifying the same processes in each. It is also the first to show that a dramatic structural change from a linguistic perspective may be a small, incremental change from a child learner’s perspective. Significance/Implications: The significance of the study is that until now processes of innovation in language contact situations have been thought by many to differ in quality from those in monolingual child language acquisition contexts. This study shows that the child language acquisition processes are the same in each situation, but different sociolinguistic contexts lead to different outcomes for the communities’ ways of speaking. It also shows that children do not bring in new structure that is not motivated by their input; rather, they make small changes to the input they receive.

The grammaticalisation of verb-auxiliary order in East African Bantu

AbstractBantu languages employ a combination of simple and compound verb forms to encode tense-aspect-mood distinctions. Compound constructions typically involve an auxiliary form followed by an inflected main verb. However, the six East African Bantu languages under examination in this paper exhibit a word order in which the auxiliary appears after the verb. This order is typologically unusual for languages with SVO word order and comparatively unusual in the context of the Bantu languages. This paper presents a synchronic description of this word order and develops an account of its possible origins. It is proposed that the verb-auxiliary order originated from a verb-fronting construction which was used historically to convey predication focus. The account further corroborates the claim that the progressive aspect is an inherently focal category in Bantu and, from a wider perspective, shows the interplay between the encoding of information structure and tense-aspect information.

A STUDY ON STUDENTS IN USING QUESTION TAG OF MODAL AUXILIARY FORM AT XI GRADE OF SMA PGRI TEMBILAHAN

The purpose of this research is to know the students' ability in using question tags in the modal auxiliary format eleventh grade of SMA PGRI Tembilahan. Based on the limitation of the problem, the researcher limits the problem in using question tag in modal auxiliary form just focuses on the use modal of can, could, will, would, and should. The researcher conducted a short observation to know the number of classes at the eleventh grade of SMA PGRI Tembilahan. The number of eleventh-grade students just consists of one class, namely Class A. The total of the eleventh-grade students is 20 students. The population of this research was all of the eleventh-grade students because the sample of population less than 100 the researcher used total sampling technique. The researcher used a quantitative method to get the data needed. The research instrument in this research is testing and collected by individual test scores of students where they are asked to identify and using question tags according to the instruction given with the total correct (25). So that, each correct question tag in the modal auxiliary form will be scored by 4. Based on the result of the test, the mean score of the question tag in the modal auxiliary form was 82.6. It was categorized very high level, which included in the interval 81-100. Where 14 students get in a very good score, 5 students get in a good score, 1 student gets in a moderate score and there is no get in a low and very low score. Based on that explanation above, we can conclude that the students' ability in using question tag in modal auxiliary format eleventh grade of SMA PGRI Tembilahan includes in the realm of the category nice and understanding to use question tag in modal auxiliary form.

Localized Boundary-Domain Integro-partial Differential Formulations for Transient Scalar Transport Problems

Integro-partial differential equations, though very challenging can still be solved using conventional numerical techniques. Although these problems have been severally solved, it is still noticeable how little has been said about them in boundary element method (BEM) literature. A major reason for this is that for those problems where an encounter with the problem domain becomes a necessity, BEM’s inadequacies become highly apparent. Moreover for such situations, the fundamental solution is either not available in a cheaply computable form or a considerable numerical effort is required to handle this numerical challenge. Sometimes, the fundamental solutions may exist in a form that is highly non-local and lead to system of equations with a fully populated matrix that is cumbersome to handle numerically, especially for field problems. In the work reported herein, we adopt a fundamental solution of an auxiliary form of a governing partial differential equation coupled with the Green’s identity to discretize and localize an integro-partial differential transport equation by conversion into a boundary-domain form which is amenable to a hybrid boundary integral numerical formulation. It is observed that this numerical formulation is straightforward and yields accurate results when compared with those found in literature.

A Domain-Boundary Integral Treatment of Transient Scalar Transport with Memory

It is well known that the boundary element method (BEM) is capable of converting a boundary- value equation into its discrete analog by a judicious application of the Green’s identity and complementary equation. However, for many challenging problems, the fundamental solution is either not available in a cheaply computable form or does not exist at all. Even when the fundamental solution does exist, it appears in a form that is highly non-local which inadvertently leads to a sys-tem of equations with a fully populated matrix. In this paper, fundamental solution of an auxiliary form of a governing partial differential equation coupled with the Green identity is used to discretize and localize an integro-partial differential transport equation by conversion into a boundary-domain form amenable to a hybrid boundary integral numerical formulation. It is observed that the numerical technique applied herein is able to accurately represent numerical and closed form solutions available in literature.

Numerical modeling of solitary waves by 1-D Madsen and Sorensen extended Boussinesq equations

This paper presents numerical solution of one-dimensional enhanced Boussinesq equations introduced by Madsen and Sorensen for modeling the solitary wave propagation in three different physical situations. Governing equations are spatially discretized using weighted residual Galerkin approach. To implement the linear finite element method, an auxiliary equation is introduced in order to simplify the discretization task of the third-order spatial derivatives present in momentum equation. Exact solitary wave solutions are used to specify the initial data for the incident solitary waves in the numerical model and for verification of the corresponding computed solutions. The proposed model has been used to simulate important wave phenomena including solitary wave propagation, shoaling, absorption and reflection. Validity of the developed code has been assessed by comparing the results against published analytical solutions and experimental measurements. In order to compare the current results against the numerical solution of the extended Boussinesq equation without the auxiliary form, propagation of solitary wave over a shelf is investigated. In all of the considered cases in the current study, the proposed model is shown capable of producing favorable agreements.

The reliability of morphological analyses in language samples

It is currently unclear to what extent a spontaneous language sample of a given number of utterances is representative of a child’s ability in morphology and syntax. This lack of information about the regularity of children’s linguistic productions and the reliability of spontaneous language samples have serious implications for language testing based upon natural language. This study investigates the reliability of children’s spontaneous language samples by using a test-retest procedure to examine repeated samples of various lengths (50, 100, 150, and 200 utterances) in regard to morpheme production in 23 typically developing children aged 2;6 to 3;6. Analyses indicate that out of five morphosyntactic categories studied, one of these (the contracted auxiliary) achieves an ICC for absolute agreement over .6 using 100 utterances while most others (past tense, third-person singular and the uncontracted ‘be’ in an auxiliary form) fail to reach a correlation above .52 even when samples of 200 utterances are compared. The study indicates that (1) 200-utterance samples did not provide a significantly greater degree of reliability than 100 utterance samples; (2) several structures that children were able to produce did not show up in a 200-utterance sample; and (3) earlier acquired morphemes were not used more reliably than more recently acquired items. The notion of reliability and its importance in the area of spontaneous language samples and language testing are also discussed.

Psilophycus alveatus gen. et comb. nov., a basal taxon in the Gigartinaceae (Rhodophyta) from New Zealand

Nelson W.A., Leister G.L. and Hommersand M.H. 2011. Psilophycus alveatus gen. et comb. nov., a basal taxon in the Gigartinaceae (Rhodophyta) from New Zealand. Phycologia 50: 219–231. DOI: 10.2216/10.38.1The red alga Gigartina alveata (Turner) J. Agardh was collected by Joseph Banks in New Zealand in 1769 during Captain Cook's voyage on the Endeavour (1768–1771) and was originally described as Fucus alveatus. This species forms a conspicuous band on rocky outcrops on open sandy beaches of the northern North Island in the mid-intertidal zone. The thallus is narrow, linear, channeled and repeatedly dichotomously branched, with the apices often curled and crowded, giving the plant a bushy appearance. Growth is multiaxial with the formation of parallel files of medullary filaments cross-linked by secondary pit connections in a reticulate manner. Cystocarpic plants greatly outnumber male or tetrasporangial individuals. Tetrasporangia are transformed from inner cortical cells, as in some basal lineages of Gigartinaceae, and secondary tetrasporangial filaments are absent. Spermatangial parent cells form spermatangia in clusters of four to five in pits surrounded by exerted cortical filaments. Procarps are typical for Gigartinaceae and consist of a supporting cell that bears a sterile cortical filament and a recurved three-celled carpogonial branch with the supporting cell functioning as the auxiliary cell. After presumed fertilization, cortical cells above the auxiliary cell form rosettes of small-celled filaments, and medullary cells undergo intercalary transverse divisions to produce modified cells that also bear rosettes of small-celled filaments. Gonimoblast filaments ramify through the medulla and may fuse with modified medullary cells, and carposporangial chains arise from these cells or directly from gonimoblasts. Surface cortical cells form a multiaxial meristem that surrounds the developing gonimoblasts to produce an envelope with an ostiole. A typical pericarp formed from secondary vegetative filaments is absent. In virtually every respect, the postfertilization development of the cystocarp is unique among members of the family Gigartinaceae and justifies the recognition of the new genus, Psilophycus, to contain the plant presently known as G. alveata.

Reduced auxiliaries in early child language: Converging observational and experimental evidence from French

Since early studies in language development, scholars have noticed that function words, in particular auxiliaries, often appear to be missing in early speech, with the result that child utterances sometimes exhibit verbs with non-finite morphology in seemingly matrix clauses. This has led to the idea of a ‘deficit’ in the child's syntactic representations. In contrast with previous studies, this article explores the possibility that the child'sphonologymay considerably impact her overt realization of auxiliaries. Specifically, it examines the hypothesis that non-finite verbs in early speech are in fact attempted periphrastics (i.e. auxiliary/modal+non-finite verb) in which the auxiliaries are just reduced phonetically, often to the point where they remain unpronounced. We studied 28 normally developing French-speaking children aged between 23 and 37 months. New observational data uncovered a continuum in a given child's phonetic realizations of auxiliaries. Children showed various levels of auxiliary reduction, suggesting that their non-finite verbs are best analyzed as being part of periphrastics involving an auxiliary form that represents the endpoint on this continuum, i.e. is (completely) deleted. Further examination of these verbs revealed that their semantics corresponds to the semantics of adult periphrastics. Additionally, the results of an experiment where children imitated sentences with either periphrastic or synthetic verbs showed that responses with non-finite verbs were predominantly produced when the target sentence involved a periphrastic, rather than a synthetic verb.

The Acquisition of Auxiliary Syntax: A Longitudinal Elicitation Study. Part 1: Auxiliary BE

The question of how and when English-speaking children acquire auxiliaries is the subject of extensive debate. Some researchers posit the existence of innately given Universal Grammar principles to guide acquisition, although some aspects of the auxiliary system must be learned from the input. Others suggest that auxiliaries can be learned without Universal Grammar, citing evidence of piecemeal learning in their support. This study represents a unique attempt to trace the development of auxiliary syntax by using a longitudinal elicitation methodology. Twelve English-speaking children participated in 3 tasks designed to elicit auxiliary BE in declaratives and yes/no and wh-questions. They completed each task 6 times in total between the ages of 2;10 (years;months) and 3;6. The children's levels of correct use of 2 forms of BE (is, are) differed according to auxiliary form and sentence structure, and these relations changed over development. An analysis of the children's errors also revealed complex interactions between these factors. These data are problematic for existing accounts of auxiliary acquisition and highlight the need for researchers working within both generativist and constructivist frameworks to develop more detailed theories of acquisition that directly predict the pattern of acquisition observed.

Dependências morfossintáticas: a relação Verbo Auxiliar – Forma Nominal

In this paper I analyze the phenomenon by which an auxiliary verb selectsthe form of its complement, a morphossyntactic dependency. For myanalysis I will adopt the claim of Minimalist Program that derivation ofsyntactic structures is result of manipulations of features of lexicalitems. With this idea I will argue that morphossyntactic dependencyimposed by auxiliary verbs to their complements is a reflex ofinteraction of features of auxiliary verbs and features of theircomplements. To implement my analysis, I will propose that: (a) nonfiniteforms of verbs (infinitive, gerund and past participle), which occurin complement position of auxiliaries, are specified for features ofMood and Aspect and (b) auxiliary verbs select features of Aspect andMood from their complements.