An adjective is a word like kind, happy, smart and intelligent. An adjective typically modifies a noun and denotes a temporary or permanent quality associated with that noun. For example, a smart boy is a boy who is distinguished from other boys by being smart.
Not all adjectives are used to denote a quality associated with a noun. For example, the adjective mere in ‘a mere child’ does not denote a quality of the child.
Genius is made, not born. And human beings are gifted with an almost unlimited potential for learning and creativity. Now you can uncover your own hidden abilities, sharpen your senses, and liberate your unique intelligence--by following the example of the greatest genius of all time, Leonardo da Vinci.
Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn (Audiobook) 2012
When Cathy Davidson and Duke University gave free iPods to every member of the incoming freshman class in 2003, they didn’t expect the uproar that followed. Critics called it a waste: What educational value could a music player have for college kids? Yet by the end of the year, Duke students had found academic uses for the new devices in virtually every discipline. The iPod experiment proved to be a classic example of the power of disruption — a way of refocusing attention to illuminate unseen possibilities.
Premodifiers in English: Their Structure and Significance (Studies in English Language)
The order and behaviour of the premodifier (an adjective, or other modifying word that appears before a noun) has long been a puzzle to syntacticians and semanticists. Why can we say 'the actual red ball', but not 'the red actual ball'? And why, conversely, do some other premodifiers have free variation in sentences; for example we can say both 'German and English speakers' and 'English and German speakers'?
Imitation and Education - A Philosophical Inquiry into Learning by Example
Brings together current research in philosophy, cognitive science, and education to uncover and criticize the traditional assumptions of how and why we should learn through imitation.
