Adverbs as such have no distinctive patterns or bases, and a breakdown of adverbial “shapes” would be unrewarding. Some adverbial expressions draw their form from other word classes such as adjectives and nouns, and only in such cases do they have a relation to triliteral derivation. Others are loanwords or prepositional phrases.

Social Science Experiments: A Hands-on Introduction is an accessible textbook for undergraduates. Why a hands-on approach that urges readers to roll up their sleeves and conduct their own experiments? When students design their own experiments, they must reflect on basic questions. What is the treatment … and control? Who are the participants? What is the outcome? The process of conducting an experiment builds other important skills: Creating a dataset, inspecting the results, and drawing inferences. Learning is easier when the motivation to acquire specific skills emerges organically through hands-on experience.

Adjectives, as noted (§81), are inflected in the same way as nouns, although there are some derivational patterns that are mainly used with adjectives (§§97, 110). They differ from nouns in having no intrinsic gender, agreeing with the gender of whatever noun they modify. This occurs when the adjective is used attributively (§145) or predicatively (§376).

Coordination is to be distinguished from the mere succession of clauses; it refers to clauses that are joined with some kind of cohesion between them, whether semantic (e.g., dealing with the same events or entities, or the same causal forces) or structural (with, e.g., pronominal reference, parallel syntax). As in subordinate clauses (ch. 18), one of the clauses comments on or proceeds in some way from the other, but syntactically both clauses are independent and could stand on their own. Typically, it is two clauses that are coordinated, but there are exceptions.

The theory of the interaction of radiation with matter is fundamentally important for describing how modern semiconductor devices generate, detect, and modulate light. These devices, known as optoelectronic devices, are behind today’s technology in diverse areas, including communications, imaging, spectroscopy, sensing, and energy harvesting. They may also become essential components in future quantum technology based on photons. In this chapter we will learn the basic theoretical formalism for describing light–matter interaction phenomena, starting from microscopic processes such as absorption, spontaneous emission, and stimulated emission and ending with the conditions for achieving gain, which is a fundamental requirement for a laser.

Numerals and other words signify the quantity of an entity. The cardinal numbers are not adjectival in that they do not identify or describe a noun but rather indicate how many or how much of something there is. The ordinals, however, are adjectives both morphologically and syntactically.

The current–voltage characteristics of modern electronic devices consisting of semiconductor heterostructures, such as resonant tunneling diodes, quantum cascade lasers, and tandem solar cells, are determined by the dynamics of electrons propagating through quantum-engineered 1D potential landscapes. In this chapter, we will develop a general formalism with which to describe transmission probabilities for electron waves propagating through arbitrary potentials, which can be used for analyzing electron motion in semiconductor devices. Furthermore, we will extend our formalism to 1D electrons moving in a general spatially periodic potential, based on which we will describe the basic concepts of the band theory of solids. The central theorem in band theory is the Bloch theorem, which we will derive and then use for discussing the dynamics of electrons in crystalline solids (or Bloch electrons).

Having reviewed examples of social science experiments in Chapter 4 and ethical considerations in Chapter 5, this chapter walks readers through the design, implementation, and analysis of an experiment involving human participants. After laying out the ground rules for this practice experiment – most importantly, that the study poses no appreciable risks to subjects – the chapter offers examples of inexpensive and brief experiments that can be approved by an institutional review committee and completed in the context of a semester-long course. The chapter provides a checklist of items that should be described in the write-up of the experimental design and results.