Relevant bibliographies by topics / Verb knowledge

Academic literature on the topic 'Verb knowledge'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Verb knowledge"

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Valleau, Matthew James, Haruka Konishi, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek, and Sudha Arunachalam. "An Eye-Tracking Study of Receptive Verb Knowledge in Toddlers." Journal of Speech, Language, and Hearing Research 61, no. 12 (December 10, 2018): 2917–33. http://dx.doi.org/10.1044/2018_jslhr-l-17-0363.

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Purpose We examined receptive verb knowledge in 22- to 24-month-old toddlers with a dynamic video eye-tracking test. The primary goal of the study was to examine the utility of eye-gaze measures that are commonly used to study noun knowledge for studying verb knowledge. Method Forty typically developing toddlers participated. They viewed 2 videos side by side (e.g., girl clapping, same girl stretching) and were asked to find one of them (e.g., “Where is she clapping?”). Their eye-gaze, recorded by a Tobii T60XL eye-tracking system, was analyzed as a measure of their knowledge of the verb meanings. Noun trials were included as controls. We examined correlations between eye-gaze measures and score on the MacArthur–Bates Communicative Development Inventories (CDI; Fenson et al., 1994), a standard parent report measure of expressive vocabulary to see how well various eye-gaze measures predicted CDI score. Results A common measure of knowledge—a 15% increase in looking time to the target video from a baseline phase to the test phase—did correlate with CDI score but operationalized differently for verbs than for nouns. A 2nd common measure, latency of 1st look to the target, correlated with CDI score for nouns, as in previous work, but did not for verbs. A 3rd measure, fixation density, correlated for both nouns and verbs, although the correlation went in different directions. Conclusions The dynamic nature of videos depicting verb knowledge results in differences in eye-gaze as compared to static images depicting nouns. An eye-tracking assessment of verb knowledge is worthwhile to develop. However, the particular dependent measures used may be different than those used for static images and nouns.
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Hayashishita, J. R., Daiki Tanaka, and Ayumi Ueyama. "A linguistically-informed way of introducing Japanese verbs to second language learners." Journal of Japanese Linguistics 36, no. 1 (May 27, 2020): 29–72. http://dx.doi.org/10.1515/jjl-2019-2017.

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AbstractThis paper describes how the Japanese speakers’ knowledge is organized in regards to verbs, and proposes a linguistically-informed way of introducing it to second language learners. It is maintained by a number of researchers that each verb is stored with the information of its argument structure in the speaker’s mental lexicon. That is, a given verb is stored with the information of how many arguments it takes and what types of arguments they are. In this paper, capitalizing on this assumption, we will maintain that the knowledge of the native speakers of Japanese is organized in such a way that if a verb gives rise to n-number of different meanings, there are n-number of lexical entries, and each such entry is independently stored with the information concerning the meaning of the verb, the verb arguments and their accompanying particles. After the description of the organization of Japanese speakers’ knowledge in regards to verbs, as an effective way of introducing this to Japanese language learners, the paper proposes the format of an innovative approach to Japanese verbs reference book. This proposed format capitalizes on full sentence definitions in the sense of the Collins Cobuild Dictionary.
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Ellis, Nick C. "On-line processing of verb-argument constructions." Review of Cognitive Linguistics 14, no. 1 (June 27, 2016): 105–35. http://dx.doi.org/10.1075/rcl.14.1.05ell.

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Ellis, O’Donnell, and Römer (2014) used free-association tasks to investigate knowledge of Verb-Argument Constructions (VACs). They demonstrated that English speakers have independent implicit knowledge of (i) verb frequency in the VAC, (ii) VAC-verb contingency, and (iii) verb prototypicality in terms of centrality within the VAC semantic network. They concluded that VAC processing involves rich associations, tuned by verb type and token frequencies and their contingencies of usage, which interface syntax, lexis, and semantics. However, the tasks they used, where respondents had a minute to think of the verbs that fitted in VAC frames like ‘he __ across the….’, ‘it __ of the….’, etc., were quite conscious and explicit. The current experiments therefore investigate the effects of these factors in on-line processing for recognition and naming. Experiment 1 tested the recognition of VAC exemplars from very brief, masked, visual presentations. Recognition threshold was affected by overall verb frequency in the language, by the frequency with which verbs appear in the VAC, and by VAC-verb contingency (ΔPcw). Experiment 2 had participants successively name VAC arguments as quickly as possible: first the VAC and then the preposition. Preposition naming latency was a function of verb frequency in the VAC. We consider the implications for the representation and processing of VACs.
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Bober, N. M. "English Phrasal Verbs as Cognitive and Semantic Complexes and Fragment of Multilateral Knowledge of Matrix Format." Scientific Journal of National Pedagogical Dragomanov University. Series 9. Current Trends in Language Development, no. 18 (March 18, 2019): 22–32. http://dx.doi.org/10.31392/npu-nc.series9.2018.18.02.

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The article suggests a novel approach to the study of the English phrasal verbs, which is currently at the frontier of the cognitive syntagmatics. Based on the works in this domain, this paper specifies the definition of phrasal verbs as cognitive-semantic complexes which represent / describe a certain fragment of multi-dimensional knowledge of the matrix format. Particular attention is paid to the critical analysis of the scholars’ views on the problem of the second component of these entities, which to this day are not univocal both in terms of discussing their functions performed in the structure of the phrasal verbs, and of their morphological nature and the associated terminology.It is assumed that the semantics of the phrasal verbs is created by the interaction of the conceptual structures of both the verb, and its second component, where the abstract meaning of the latter gives wide opportunities for evolving of new meanings. In this case, the function of both components of a compositionally complex linguistic unit or a cognitive-semantic complex, which is a phrasal verb, consists in the profiling of certain aspects of the situation described by this formation, contributes to the new properties, which otherwise cannot be individually described/labelled by none of its components: neither the verb nor the post-positive component.It has been proved that the English language possesses a characteristic cognitive-semantic construct “verb + postpositive component” that reflects a certain grammatical pattern of the combinatorial construction of phraseological entities bases on the mechanisms of conceptual integration, when the metaphorical selection of the verb initial mental space and the initial space of the postpositive component form a new blend - a new conceptual structure which absent in the initial mental spaces of each of the components.
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Zainuddin, Kamilah, and Noor Asmaa' Hussein. "An Analysis on Newly Introduced English Verb in Oxford English Dictionary in 2016-2018: Levin’s Taxonomy of Verb Classification and Verbnet." International Journal of Modern Languages And Applied Linguistics 5, no. 4 (December 6, 2021): 26. http://dx.doi.org/10.24191/ijmal.v5i4.15023.

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Levin (1993) argues that the behaviour of verbs is determined by word meaning which is directly linked to the expression and interpretation of its argument. Based on this statement, Levin classified verbs into 48 classes and VerbNet, an English verb lexicon was created based on the extension of Levin’s taxonomy of verb classification (VC). Therefore, this study presents the classification of the updated English verbs of 2016 to 2018 in the online version of the Oxford English Dictionary (OED) to examine the relevance of Levin’s VC and VerbNet in the recently added repertoire of verbs. In Addition, the study seeks to find out the new verb classes introduced in this study. This study uses a mixed-method to identify and classify the verbs. To conclude, this study found that both classifications were applicable and relevant in 14 new main verb classes introduced to classify the verbs that did not belong to Levin’s VC and VerbNet. Hence, this contributes to the body of knowledge as the newly introduced verb classes could be used based on the given semantic and syntactic conditions.
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Solihat, Dadang, and Diah Novianti. "Error Analysis of Writing Verbs in Discussion Text." English Review: Journal of English Education 4, no. 1 (December 1, 2015): 75. http://dx.doi.org/10.25134/erjee.v4i1.309.

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The objective of this study is to find out the error types of writing verbs in students‟ discussion texts and to identify the factors causing verb errors at the fourth semester students of English major in University of Kuningan. The subject of this study is 20 students. The limitation of the problem is to classify the students‟ errors based on Linville„s error types in writing verbs, there are subject-verb agreement errors, verb tense errors, and verb form errors. This research is using qualitative method by collecting data from documents, questionnaires, and interviews. The result showed that the highest error which most students made is subject-verb agreement. Its frequency is 105 errors or 78.95 %. The second common error is verb form with 15 errors or 11.28 %. The third common error is verb-tense with 13 errors or 9.77 %. The factors causing verb errors are interlingual factor and intralingual or developmental factor. It is influenced by the students‟ lack of knowledge and understanding of the use of verbs.Key words: subject-verb agreement error, verb tense error, verb form error, interlingual factor, intralingual or developmental factor
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ARMON-LOTEM, SHARON, and RUTH A. BERMAN. "The emergence of grammar: early verbs and beyond." Journal of Child Language 30, no. 4 (November 2003): 845–77. http://dx.doi.org/10.1017/s0305000903005750.

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The paper examines the first twenty verb-forms recorded for six Hebrew-speaking children aged between 1;2 and 2;1, and how they evolve into fully inflected verbs for three of these children. Discussion focuses first on what word-forms children initially select for the verbs they produce, what role these forms play in children's emergent grammar, and how emergent grammar is reflected in the acquisition of fully inflected forms of verbs. Children's early verb repertoire indicates that they possess a strong basis for moving into the expression of a variety of semantic roles and the syntax of a range of different verb–argument structures. On the other hand, children's initial use of verbs demonstrates that they still need to acquire considerable language-particular grammatical knowledge in order to encode such relations explicitly. This language-particular knowledge demonstrates a clear pattern of acquisition, in which aspect precedes inflectional marking for gender, followed by tense, and then by person.
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MCCLURE, KATHLEEN, JULIAN M. PINE, and ELENA V. M. LIEVEN. "Investigating the abstractness of children's early knowledge of argument structure." Journal of Child Language 33, no. 4 (November 2006): 693–720. http://dx.doi.org/10.1017/s0305000906007525.

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In the current debate about the abstractness of children's early grammatical knowledge, Tomasello & Abbott-Smith (2002) have suggested that children might first develop ‘weak’ or ‘partial’ representations of abstract syntactic structures. This paper attempts to characterize these structures by comparing the development of constructions around verbs in Tomasello's (1992) case study of Travis, with those of 10 children (Stage I–II) in a year-length, longitudinal study. The results show some evidence that children's early knowledge of argument structure is verb-specific, but also some evidence that children can generalize knowledge about argument structure across verbs. One way to explain these findings is to argue that children are learning limited scope formulae around high frequency subjects and objects, which serve as building blocks for more abstract structures such as S+V and V+O. The implication is that children may have some verb-general knowledge of the transitive construction as early as Stage I, but that this knowledge is still far from being fully abstract knowledge.
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Barbiers, Sjef, Hans Bennis, and Lotte Dros-Hendriks. "Merging verb cluster variation." Romance Parsed Corpora 18, no. 1 (July 13, 2018): 144–96. http://dx.doi.org/10.1075/lv.00008.bar.

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Abstract In this paper we argue that verb clusters in Dutch varieties are merged and linearized in fully ascending (1-2-3) or fully descending (3-2-1) orders. We argue that verb clusters that deviate from these orders involve non-verbal material: adjectival participles, or nominal infinitives. As a result, our approach does not involve any unmotivated movements that are specific for verb clusters. Support for our analysis comes from (i) the interpretation of verb clusters; (ii) the fact that order variation depends on the types of verbs involved, which can be explained by selectional requirements of the verbs; and (iii) the geographic co-occurrence patterns of various orders. First, the 1-3-2 and 3-1-2 orders are argued to be ascending orders with a non-verbal 3. Indeed these orders occur in grammars that have ascending, rather than descending, verb clusters. Secondly, the 1-3-2 order is argued to be an interrupted V1-V2 cluster with a non-verbal 3. Indeed, this order is most common in the region where non-verbal material can interrupt the verb cluster. Our analysis of word order variation in verb clusters in terms of principles of grammar is further supported by an experiment in which we asked a large number of speakers distributed over the Dutch language area to rank all logically possible orders, including orders that are not common in their own variety of Dutch. The results demonstrate that speakers apply their syntactic knowledge to rank verb cluster orders that they do not use themselves. We argue that this knowledge cannot be due to familiarity with the various orders.
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Daulay, Pengabdi, and Mulyadi Mulyadi. "Struktur Semantis Verba Psikologi Bahasa Mandailing." Linguistika: Buletin Ilmiah Program Magister Linguistik Universitas Udayana 27, no. 2 (September 30, 2020): 174. http://dx.doi.org/10.24843/ling.2020.v27.i02.p09.

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This study describes the semantic structure of BM's mental predicate in the verb subcategory as the subject of experience and the verb as object of experience. As for the background of this writing, remember that the mental predicate or psychological verb includes a verb that has a very complicated semantic component mapping and requires the right strategy to avoid mistakes in limiting the meaning of the lexical items being analyzed. This study used descriptive qualitative method. Research data in the form of mental verbs sourced from Mandailing Language (BM). Then the data are analyzed using prefreshation techniques to identify lexical items that intuitively include mental predicate. The results showed that the mean of cognition verbs ‘malamun’ and ‘mangangankon’ was formed from THINKING the polishemic TELLING and THINKING the polishemic HAPPENING, the meaning of knowledge verb ‘mamboto’ and ‘ingot’ was formed from KNOWING the polishemic TELLING, the meaning emotion verb ‘mabiar’ an ‘manyolop’ was formed from FEELING polishemic THINKING, the meaning of perception verb ‘manyirik’ and ‘manatap’ was formed from SEEING the polishemis FEELING, SEEING the polishemic TELLING
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Dissertations / Theses on the topic "Verb knowledge"

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ALTURKI, Fadwi Waleed. "LEXICAL KNOWLEDGE OF VERB-PARTICLE BY SAUDI ENGLISH LEARNERS." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1609.

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Verb-particle constructions are one of the most complex components of the English language. Understanding and producing such difficult constructs in a second language (L2) is a challenge for L2 learners of English. This research was based on the study by Blais and Gonnerman (2013). The purpose of the current study was to measure American and Saudi participants' sensitivity to the degree of semantic similarity between verb/verb-particle constructions. The survey of similarity ratings was administered to 107 American native English speakers and 67 Saudi English learners. The participants were asked to rate 78 items based on their knowledge of the semantic similarity between verb/verb-particle pairs. Results revealed two major findings; American native speakers and Saudi English learners did not behave consistently with the similarity rating task, and the results did not support the previous categorizations of 78 items that established by Blais and Gonnerman. Extrapolating from these findings, it appears that similarity judgments of verb/verb-particle pairs may be sample-specific, even among native speakers. Therefore, it is questionable whether Blais and Gonnerman's instrument can be used to reliably compare the judgments of different samples of native and non-native speakers.
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Edgley, Bailey C. "Science as a verb the effects of teaching science by inquiry /." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Edgley_B%20MITthesis%202007.pdf.

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Lindelöf, Mona. "Some Swedish students´learning of subject-verb agreement in English." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27803.

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Persons with Swedish as their first language often find it hard to learn subject-verb agreement when studying English. In Swedish this grammatical difficulty does not exist and it is therefore hard to introduce to learners that have Swedish as their native language.This investigation is based on the texts of 28 ninth graders of whom four were interviewed. My interest was in finding out how the students reflect on their own written work with a focus on subject-verb agreement with a particular focus on the third person singular s.My study shows that the four interviewed students claim that they never reflect on grammar in their spontaneous writing and that they never consciously try to apply rules that they have studied in school through being offered grammatical explanations. Instead they make their grammatical choices intuitively, using their procedural knowledge.
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Carlén, Irina. "PLUSSA, LÄGGA IHOP OCH ADDERA - Verb i läromedel i matematikämnet för grundskolans tidigare år." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30509.

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Research points at the textbook as the main source for mathematics development in the early school ages. The study enhances the concept of relational and instrumental understanding as means to address the teaching environment within textbooks. To investigate a part of the linguistic structure of this literature, this study reports on the main features that characterize the word class known as verbs due to their presence throughout a series of textbooks designed for the stages 1 to 3 in Sweden. The goal was to make common claims about frequency, tense and processes due to these verbs. By creating a specialized corpus, these verbs were catalogued and marked in comparison to two larger corpora and to GERS-levels. A process analysis was then done based on a systemic-functional linguistic tool. The results show a vast difference between the low- and the high frequency verbs. Analysis showed that present tense held the highest frequency by over 50%. Results also showed presence of the formal passive voice. Furthermore, the material processes were in a large majority in contrast to others present. Other indications of the analysis showed poor conditions for development of relational understanding in contrast to emphasis made in the national curriculum. Conclusions involve statements regarding textbook teaching methods not providing sufficient environments for language development. The characters of the verb corpus might place demands on students’ lexical knowledge and language proficiency level on forehand, which might induce a language-related knowledge barrier against the mathematical communication provided through the textbook.
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Kashiwagi, Kazuko. "Early adolescent learners’ noticing of language structures through the accumulation of formulaic sequences: Focusing on increasing the procedural knowledge of verb phrases." Kyoto University, 2019. http://hdl.handle.net/2433/242743.

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Kyoto University (京都大学)
0048
新制・課程博士
博士(人間・環境学)
甲第21866号
人博第895号
新制||人||214(附属図書館)
2018||人博||895(吉田南総合図書館)
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)准教授 中森 誉之, 教授 服部 文昭, 准教授 PETERSON Mark
学位規則第4条第1項該当
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Mayala, Nsebang-Kimanese. "L2 learners' knowledge of verb form-function relationships at different stages in the acquisition of English as a second language : a study of college learners' interlanguage in Zaire." Thesis, Durham University, 1991. http://etheses.dur.ac.uk/1147/.

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Garnier, Mélodie. "English phrasal verbs : usage, knowledge, acquisition." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/38662/.

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Formulaic language constitutes an essential part of English vocabulary and is necessary for performing a wide range of communicative functions, but knowledge and acquisition of formulaic sequences is typically found to be lacking and problematic for L2 learners. Whilst much research has been carried out on formulaic sequences such as idioms and collocations, comparatively little has been done on phrasal verbs which are nonetheless commonly perceived as one of the most challenging aspects of English vocabulary. This thesis attempts to contribute to filling this gap by exploring the usage, knowledge and acquisition of phrasal verbs by native and non-native speakers of English. Study 1 explores the semantic frequencies of the 150 most frequently used phrasal verbs using the Corpus of Contemporary American English (COCA). Results show that, whilst the vast majority of these phrasal verbs are polysemous, only two meaning senses on average are enough to cover three-quarters of the occurrences of each of them. The most frequent meaning senses of all 150 phrasal verbs are listed in the PHrasal VErb pedagogical List (PHaVE List), in frequency ranking order along with frequency percentages. The list thus offers teachers and learners the possibility of prioritising these most frequent, and thus most important, meaning senses, thereby allowing for a more systematic approach to tackling phrasal verbs. Study 2 explores L2 learners’ knowledge of a sample of phrasal verbs and meaning senses on the PHaVE List at a form-recall level of mastery, and the effect of a number of factors on this knowledge. Results show that only about 40 % of meaning senses were known, with a 20 % chance that all the various meaning senses attached to a given phrasal verb would be known. A mixed-effect modelling analysis reveals a significant effect of two factors on scores: item frequency and learner engagement in leisure activities in the L2 such as reading and social networking. This is consistent with previous research showing the robust effect of frequency for L2 knowledge of individual words and formulaic sequences, and the benefits of reading for L2 language acquisition. Study 3 investigates L2 learners’ acquisition of novel phrasal verbs through three intentional, word-focused learning activities: rote memorisation, textbook exercises, and guessing from context. Knowledge of the items was measured both immediately and one week after the teaching treatment at meaning-recall and meaning-recognition levels of mastery. Results show encouraging learning gains, similar to those found by previous research for individual words and idioms, with higher L2 proficiency and general vocabulary knowledge leading to significantly higher scores. A Friedman test reveals no significant difference in learning gains between the three activities. Taken together, these studies provide empirical evidence for the gap in L2 learners’ knowledge of phrasal verbs, but suggest that a restricted number of phrasal verbs and meaning senses can go a long way and be effectively learned using the same explicit activities commonly used for learning single words. Overall, they offer useful insights for learning and teaching English phrasal verbs in a more systematic and efficient manner.
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Arduin, Pierre-Emmanuel. "Vers une métrique de la commensurabilité des schémas d'interprétation." Phd thesis, Université Paris Dauphine - Paris IX, 2013. http://tel.archives-ouvertes.fr/tel-00933996.

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La connaissance, parce qu'elle est le résultat de l'interprétation par un individu d'une information, ne peut pas toujours être manipulée comme un objet. C'est en filtrant au travers de nos schémas d'interprétation les informations qui nous parviennent que nous créons des connaissances. La commensurabilité des schémas d'interprétation est un concept abstrait se basant sur une règle assez floue : plus il est probable que la même information prenne le même sens pour plusieurs individus, plus leurs schémas d'interprétation sont commensurables ; moins il est probable que la même information prenne le même sens pour plusieurs individus, moins leurs schémas d'interprétation sont commensurables. L'objet de cette thèse est de proposer des approches pour déterminer dans quelle mesure deux individus donnent le même sens à la même information.
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Mallo, Christine Vera. "An exploratory study into the current status of knowledge management within an academic library / by Christine Vera Mallo." Thesis, University of Pretoria, 2001. http://hdl.handle.net/10394/3692.

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Aim of study: The purpose of this study is to investigate the current knowledge management status within the Academic Information Service at the University of Pretoria. Research method: A literature study was conducted to establish the nature and value of knowledge management for organizations. A questionnaire was used to obtain reliable information with regard to the current value and nature of knowledge management within the Academic Information Service at the University of Pretoria. Core findings: Within an academic library like the Academic Information Service at Pretoria, there exist a certain misconception that libraries are already doing knowledge management for years. The management of knowledge for clients, and providing knowledge and information to the client are seen as knowledge management. It was indicated that within the Academic Information Service there is not much attention given to the management of tacit knowledge within the organization. This shows that libraries aren’t doing knowledge management for years. They are doing explicit management of knowledge but not tacit management of organizational knowledge. Within this study it is stressed why this tacit knowledge is so important for an organization to exist and compete within these turbulent times we live in. The academic information service is not managing their tacit knowledge to the fullest potential and for benefit of the organization. There is no culture or incentives conducive to knowledge sharing within the library. The existing technology namely the intranet and portal aren’t re ally enablers for knowledge management. There exist a lot of barriers to knowledge management within the AIS that should be attended to. A knowledge management strategy is suggested with a lot of shifts in connection to the culture of the organization, incentives and information technology.
Thesis (MIT)--University of Pretoria, 2002.
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Rajamundry, Ajay Kumar, and Bogdan Gabriel Onete. "Capturing domain knowledge from very small enterprises, during agile development - a Case Study." Thesis, Högskolan i Jönköping, Tekniska Högskolan, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-45306.

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Very Small Enterprises (VSEs) are currently the backbone of all industries, since they account for roughly 80% of the world’s economy. In some countries, they account for over 95% of all companies and enterprises. As such, VSEs are a fundamental element in any given industry. Because of this, understanding how VSEs function and how, as a software developer, work and think is crucial to facilitate the software development process. A software unaware VSE (SUVSE) is a company which has little tangency with understanding software in general. The problem lies in how to properly and efficiently communicate with SUVSE, due to their limitations, as well as the general lack of knowledge regarding software development.   This report will cover the topic of challenges faced when working with a very small company for gathering domain knowledge (DK) and facilitating the communication and exchange of meaningful information, in the context of developing a software product, using agile methodologies. In the report, some of the more popular agile methodologies will be covered and chosen, in addition to existing ISO standards for VSEs.   The purpose of the research is to answer the following questions:   What topics are software unaware very small enterprise (SUVSE) aware of, in the software development process?   Which aspects of the software development process must be known by a software unaware domain expert of a very small enterprise (VSE), so that a software development team can capture the required domain knowledge (DK)?     How is the software unaware very small enterprises (SUVSEs) understanding of the software development process affected by their involvement in an agile development methodology?   To fulfill the purpose of the study, a case study was performed using 3 techniques to gather data: questionnaire, observation and interview. The participants were employees and CEOs from a few VSEs, contacted either via phone or face-to-face meetings.   The study showed the problems faced when working with SUVSE, what steps should be performed to facilitate communication with domain experts for gathering DK, and how the VSE can benefit from the knowledge and experience gained because of actively participating in the software development process. It concludes with practices on how to improve communication between software developers and VSE stakeholders to optimize the exchange of meaningful data and knowledge in the context of VSEs, and recommends future work based on the findings.
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Books on the topic "Verb knowledge"

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Hong, Jia-Fei. Verb Sense Discovery in Mandarin Chinese—A Corpus based Knowledge-Intensive Approach. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-44556-3.

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1954-, Saint-Dizier Patrick, ed. Predicative forms in natural language and in lexical knowledge bases. Dordrecht: Kluwer Academic, 1999.

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András, Kertész, ed. Subjectivity in English: Generative grammar versus the cognitive theory of epistemic grounding. Frankfurt am Main: Peter Lang, 1996.

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Josso, Christine. Cheminer vers soi. Lausanne, Suisse: L'Age d'Homme, 1991.

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La vera gnosi secondo Clemente Alessandrino. Roma: Aracne, 2012.

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Granata, Anna. Sapere è un verbo all'infinito. Trento: Il margine, 2013.

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Vincieri, Paolo. La conoscenza del vero: Lucrezio, Montaigne, Schopenhauer, Leopardi. Genova: Il melangolo, 2005.

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Holden, Tony. Knowledge based CAD and microelectronics. Amsterdam: North-Holland, 1987.

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Sadaï, Yizhak. Traité de sujets musicaux: Vers une épistémologie musicale. Paris: Harmattan ; Itinéraire, 2004.

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Vers une théorie de la connaissance systémique. Paris: L'Harmattan, 2010.

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Book chapters on the topic "Verb knowledge"

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Stede, Manfred. "Verb Alternations and Extensions." In Lexical Semantics and Knowledge Representation in Multilingual Text Generation, 121–39. Boston, MA: Springer US, 1999. http://dx.doi.org/10.1007/978-1-4615-5179-9_7.

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Paesani, Kate. "Auxiliary choice and pronominal verb constructions:." In A Romance Perspective on Language Knowledge and Use, 327. Amsterdam: John Benjamins Publishing Company, 2003. http://dx.doi.org/10.1075/cilt.238.24pae.

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Antony, J. Betina, N. R. Rejin Paul, and G. S. Mahalakshmi. "Entity and Verb Semantic Role Labelling for Tamil Biomedicine." In Mining Intelligence and Knowledge Exploration, 72–83. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-66187-8_8.

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Tenenbaum, Silvia. "The Psychology of Mussar: Cultural Safety as a Verb." In Indigenous Knowledge and Mental Health, 33–46. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-71346-1_3.

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Fellbaum, Christiane. "The Organization of Verbs and Verb Concepts in a Semantic Net." In Predicative Forms in Natural Language and in Lexical Knowledge Bases, 93–109. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-017-2746-4_3.

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Grosskopf, Anja. "Formal Concept Analysis of Verb Paradigms in Linguistics." In Studies in Classification, Data Analysis, and Knowledge Organization, 70–79. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/978-3-642-61159-9_6.

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Stein, Achim. "Describing Verb Semantics in a Type Hierarchy." In Predicative Forms in Natural Language and in Lexical Knowledge Bases, 111–37. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-017-2746-4_4.

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Goh, Hui-Ngo, Lay-Ki Soon, and Su-Cheng Haw. "Automatic Identification of Protagonist in Fairy Tales Using Verb." In Advances in Knowledge Discovery and Data Mining, 395–406. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-30220-6_33.

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Zhao, Yuhang, Yi Li, and Yanqiu Shao. "Chinese Verb-Object Collocation Knowledge Graph Construction and Application." In Advances in Artificial Intelligence and Security, 217–32. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78615-1_19.

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Hong, Jia-Fei. "Lexical Knowledge Base and Corpus." In Verb Sense Discovery in Mandarin Chinese—A Corpus based Knowledge-Intensive Approach, 23–31. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-44556-3_3.

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Conference papers on the topic "Verb knowledge"

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Liu, Jingping, Yuanfu Zhou, Dan Wu, Chao Wang, Haiyun Jiang, Sheng Zhang, Bo Xu, and Yanghua Xiao. "Mining Verb-Oriented Commonsense Knowledge." In 2020 IEEE 36th International Conference on Data Engineering (ICDE). IEEE, 2020. http://dx.doi.org/10.1109/icde48307.2020.00181.

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Majewska, Olga, Ivan Vulić, Goran Glavaš, Edoardo Maria Ponti, and Anna Korhonen. "Verb Knowledge Injection for Multilingual Event Processing." In Proceedings of the 59th Annual Meeting of the Association for Computational Linguistics and the 11th International Joint Conference on Natural Language Processing (Volume 1: Long Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.acl-long.541.

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Wen, Juan, Ying Qin, and Xiaojie Wang. "Chinese Verb Sense Disambiguation Using AdaBoosting." In 2007 International Conference on Natural Language Processing and Knowledge Engineering. IEEE, 2007. http://dx.doi.org/10.1109/nlpke.2007.4368049.

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Syed, Shaheen, Marco Spruit, and Melania Borit. "Bootstrapping a Semantic Lexicon on Verb Similarities." In 8th International Conference on Knowledge Discovery and Information Retrieval. SCITEPRESS - Science and Technology Publications, 2016. http://dx.doi.org/10.5220/0006036901890196.

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Forbes, Maxwell, and Yejin Choi. "Verb Physics: Relative Physical Knowledge of Actions and Objects." In Proceedings of the 55th Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2017. http://dx.doi.org/10.18653/v1/p17-1025.

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Dligach, Dmitriy, and Martha Palmer. "Improving Verb Sense Disambiguation with Automatically Retrieved Semantic Knowledge." In 2008 Second IEEE International Conference on Semantic Computing (ICSC). IEEE, 2008. http://dx.doi.org/10.1109/icsc.2008.48.

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GULSHODA, PhD Yunusova. "ON THE ISSUE OF "LEADING VERB + SUPPORTING VERB" (IN THE EXAMPLE OF THE AUXILIARY VERB 싶다 [SIPDA]." In UZBEKISTAN-KOREA: CURRENT STATE AND PROSPECTS OF COOPERATION. OrientalConferences LTD, 2021. http://dx.doi.org/10.37547/ocl-01-34.

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The opinion of the speaker is important to the listener. The attitude of the speaker towards the content of the text of the person receiving the speech has its influence in many ways. How the listener perceives the information also depends on his personality, knowledge, experience, psychological state at the time of the speech, his thinking ability and other characteristics. In this case, the expression of the attitude to the action implies that the speaker speaks to himself. In this article, we will consider how this condition is expressed by the auxiliary verb in 싶다 [sipda]. In this case, the speaker analyzes his wishes, the information in the form of information about what he wants to do.
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Kazachuk, Irina Georgievna. "Text-Forming Function Of Verb Forms In Poetic Prayers Of Z. Gippius." In International Scientific Congress «KNOWLEDGE, MAN AND CIVILIZATION». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.05.148.

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Sakai, Hiroyuki, and Shigeru Masuyama. "Unsupervised knowledge acquisition about the deletion possibility of adnominal verb phrases." In proceeding of the 2002 conference. Morristown, NJ, USA: Association for Computational Linguistics, 2002. http://dx.doi.org/10.3115/1118845.1118852.

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"VERB SENSE DISAMBIGUATION BASED ON THESAURUS OF PREDICATE-ARGUMENT STRUCTURE - An Evaluation of Thesaurus of Predicate-argument Structure for Japanese Verbs." In International Conference on Knowledge Engineering and Ontology Development. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003639802080213.

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Reports on the topic "Verb knowledge"

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Nissen, Mark E. Toward a Program of Research on Knowledge Flow in the Very-Large Enterprise. Fort Belvoir, VA: Defense Technical Information Center, March 2001. http://dx.doi.org/10.21236/ada389932.

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Brandt, Sebastian, Anni-Yasmin Turhan, and Ralf Küsters. Foundations of non-standard inferences for DLs with transitive roles. Technische Universität Dresden, 2003. http://dx.doi.org/10.25368/2022.127.

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Description Logics (DLs) are a family of knowledge representation formalisms used for terminological reasoning. They have a wide range of applications such as medical knowledge-bases, or the semantic web. Research on DLs has been focused on the development of sound and complete inference algorithms to decide satisfiability and subsumption for increasingly expressive DLs. Non-standard inferences are a group of relatively new inference services which provide reasoning support for the building, maintaining, and deployment of DL knowledge-bases. So far, non-standard inferences are not available for very expressive DLs. In this paper we present first results on non-standard inferences for DLs with transitive roles. As a basis, we give a structural characterization of subsumption for DLs where existential and value restrictions can be imposed on transitive roles. We propose sound and complete algorithms to compute the least common subsumer (lcs).
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Horrocks, Ian, and Ulrike Sattler. Optimised Reasoning for SHIQ. Aachen University of Technology, 2001. http://dx.doi.org/10.25368/2022.118.

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The tableau algorithm implemented in the FaCT knowledge representation system decides satisfiability and subsumption in SHIQ, a very expressive description logic providing, e.g., inverse and transitive roles, number restrictions, and general axioms. Intuitively, the algorithm searches for a tree-shaped abstraction of a model. To ensure termination of this algorithm without comprimising correctness, it stops expanding paths in the search tree using a so-called 'double-blocking' condition.
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Crincoli, Tim, Ella Beveridge, and Howard White. Development project evaluations in Malawi: A Country Evaluation Map. Centre for Excellence and Development Impact and Learning (CEDIL), November 2022. http://dx.doi.org/10.51744/cswp6.

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The Malawi country evaluation map was created to promote the knowledge and use of development project evaluations in Malawi. It presents 576 project evaluations from nine databases and a targeted Google search. Malawi has very many evaluations of health, agricultural development and economic development interventions. Education, governance and public sector, and social protection all have a broad evidence base. These areas are ripe for summaries of lessons learned from these evaluations. The primary function of the country evaluation map is to increase knowledge and accessibility of project evaluations of development projects in Malawi. This map can be used by policymakers and researchers alike to understand what development project evaluations have been done and where there is a need for more research.
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Baader, Franz, Stefan Borgwardt, and Marcel Lippmann. Temporal Conjunctive Queries in Expressive DLs with Non-simple Roles. Technische Universität Dresden, 2015. http://dx.doi.org/10.25368/2022.222.

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In Ontology-Based Data Access (OBDA), user queries are evaluated over a set of facts under the open world assumption, while taking into account background knowledge given in the form of a Description Logic (DL) ontology. Motivated by situation awareness applications, temporal conjunctive queries (TCQs) have recently been proposed as a useful extension of traditional OBDA to support the processing of temporal information. This paper extends the existing complexity analysis of TCQ entailment to very expressive DLs underlying the OWL 2 standard, and in contrast to previous work also allows for queries containing transitive roles.
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Price, Roz. Nature-based Solutions (NbS) – What are They and What are the Barriers and Enablers to Their Use? Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/k4d.2021.098.

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This rapid review examines literature around Nature-based Solutions (NbS), what are NbS, the pros and cons of NbS, design and implementation issues (including governance, indigenous knowledge), finance and the enabling environment. The breadth of NbS and the evidence base means that this rapid review only provides a snapshot of the information available, and therefore does not consider all types of NbS, nor all sectors that they have been used in. Considering this limited scope, this report highlights many issues, some of which are that Covid-19 has highlighted the importance of NbS, Pros of NbS include the low cost compared to infrastructure alternatives; the flexibility in addressing multiple climate challenges; potential co-benefits such as better water quality, improved health, cultural benefits, biodiversity conservation. The literature also notes the cons of NbS including slow adaptation or co-benefits, very context specific making effectiveness difficult to measure and many of the benefits are non-monetary and hard to measure. The literature consulted suggest a number of knowledge gaps in the evidence base for NbS effectiveness including lack of: robust and impartial assessments of current NbS experiences; site specific knowledge of field deployment of NbS; timescales over which benefits are seen and experienced; cost-effectiveness of interventions compared to or in conjunction with alternative solutions; and integrated assessments considering broader social and ecological outcomes
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Méndez Rodríguez, Alejandro. Working Paper PUEAA No. 12. The mobility of international students as the first link in the migration of talents in Japan. Universidad Nacional Autónoma de México, Programa Universitario de Estudios sobre Asia y África, 2022. http://dx.doi.org/10.22201/pueaa.010r.2022.

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In the current era of the knowledge-based economy, the mobility of intellectual capital through international students is very significant. Immigration policies establish instruments for the organization and management of human resources to attract qualified workers and international students in a context of global competitiveness. Currently, Asian countries have gained relevance in attracting human resources. In Japan, the main component influencing the dynamics of international migration flows is the transnational labor market for skilled human resources, as well as the mechanisms that shape it. The aim of this paper is to describe the socioeconomic factors that shape, drive and contextualize the mobility of skilled workers.
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Chalutz, Edo, Michael Wisniewski, Samir Droby, Yael Eilam, and Ilan Chet. Mode of Action of Yeast Biocontrol Agents of Postharvest Diseases of Fruits. United States Department of Agriculture, June 1996. http://dx.doi.org/10.32747/1996.7613025.bard.

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In a previous BARD-supported study, three of the investigators of this research were involved in a study on biological control of postharvest diseases of citrus and deciduous fruits. Several naturally occurring, non-antibiotic producing yeast antagonists were identified. Application of some of these antagonists resulted in very high levels of biocontrol under laboratory conditions but lower efficacy in semi-commercial tests. It was felt that the lack of knowledge on the mode of action of the biocontrol agents was limiting their efficient use. The current study was aimed at narrowing this gap in our knowledge. Two specific objectives were outlined: to study the mechanism by which calcium salts enhance biocontrol activity and to determine the role, if any, of the yeast extracellular materials and/or enzymes which degrade fungal cell walls during the interaction between the antagonists, the pathogen and the host. CaCl2 but not MgCl2, inhibited spore germination, and germ-tube elongation of Botrytis cinerea, Penicillium expansum and P. digitatum in culture. It also inhibited the pectinolytic activity of the pathogens. Biocontrol of apple decay by isolate 182 of Candida oleophila, an effective biocontrol agent, was enhanced by the addition of CaCl2 whereas there was no effect on the biocontrol activity of isolate 247 of this yeast. Similarly, CaCl2 enhanced efficacy of the US-7 isolate of Pichia guilliermondii in reducing infection of P. digitatum in citrus fruit. CaCl2 by itself also reduced the infection of peel wounds and stimulated ethylene production by grapefruit peel. This antagonist exhibited a very high ability to maintain cytosolic Ca2+ homeostasis when exposed to high CaCl2 concentrations. It is postulated, therefore, that enhanced biocontrol activity by calcium is the result of direct inhibition of the pathogen by calcium ions on spore germination and metabolism and indirectly due to the ability of the biocontrol agent to maintain normal metabolism in the presence of high levels of calcium. The extracellular materials produced by P. guilliermondii in culture and on the fruit inhibited, at low concentrations, the pathogen in culture and reduced percent infection of the fruit. The direct inhibition of the pathogen by these materials may thus be involved in the mode of action of the antagonist. This study contributed to our knowledge on the action of calcium salts and the yeast antagonist extracellular materials on biocontrol activity and will contribute to a more efficient use of this technology in the control of postharvest diseases of fruits.
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Harman, Gary E., and Ilan Chet. Enhancing Crop Yield through Colonization of the Rhizosphere with Beneficial Microbes. United States Department of Agriculture, December 2001. http://dx.doi.org/10.32747/2001.7580684.bard.

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At the start of this project, fungi in the genus Trichoderma were known to be potent biocontrol agents, and their primary mechanism was considered to via direct effects upon the target fungi. Due in large part to the efforts of the two PIs, we now know that this view is far too limited; while Trichoderma spp. do indeed have direct effects on pathogenic fungi, they have very far reaching effects directly upon plants. Indeed, these fungi must be considered as opportunistic plant symbionts; they provide a number of benefits to plants and themselves are favored by large numbers of healthy roots. Research under this BARD grant has demonstrated that These fungi induce resistance mechanisms in plants. They increase root development and depth of rooting; Bradyrhizobium enhances this effect in soybean. They enhance uptake of plant nutrients. They have abilities to solubilize nutrients, such as oxidized metals and insoluble phosphorus compounds by a variety of different mechanisms and biochemicals. This is a marked expansion of our knowledge of the abilities of these organisms. This knowledge has direct implications for understanding of basic plant responses and abilities, and already is being used to improve plant productivity and reduce pollution of the environment.
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DMITRIENKO, B. Ch, O. A. KOVALEVA, and E. A. RUBETS. VR TECHNOLOGIES AS A MEANS OF VIRTUAL MUSEUM PEDAGOGY. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-63-70.

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Currently, museum pedagogy is a very promising area, covering all types of interactions between the museum and its audience. Museum pedagogy is an interdisciplinary field of scientific knowledge, “formed at the intersection of pedagogy, psychology, museology and the relevant discipline of the museum and built on its basis specific practical activities focused on the transfer of cultural (artistic) experience in a museum environment”. The rapid development of technology has led to the so-called modification of this scientific field, we mean a new branch of pedagogical knowledge is emerging - virtual museum pedagogy. VR technologies are beginning to occupy leading positions, but it is important to note that today in art pedagogy there is no idea how to build the educational process in such a context. Thus, this area of pedagogy today requires a deep and comprehensive study. This has determined the purpose of this study. The objectives of the study follow from the goal: 1) To reveal the specifics of virtual museum pedagogy 2) To develop basic pedagogical recommendations for conducting virtual excursions using VR technologies Materials and methods. The methods of this study were analysis and synthesis. Results and discussion. The results of the study consist in the VR technologies usage in art pedagogy features identification.
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