Autor: Karimi, Maryam - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Developed Zariski topology-graph
Autorzy:: Hassanzadeh-Lelekaami, Dawood
Karimi, Maryam
Powiązania:: https://bibliotekanauki.pl/articles/38149489.pdf
Data publikacji:: 2017-12-20
Wydawca:: Uniwersytet Zielonogórski. Wydział Matematyki, Informatyki i Ekonometrii
Tematy:: developed Zariski topology-graph
annihilating-submodule graph
quasi-prime submodules
Opis:: In this paper, we introduce the developed Zariski topology-graph associated to an R-module M with respect to a subset X of the set of all quasi-prime submodules of M and investigate the relationship between the algebraic properties of M and the properties of its associated developed Zariski topology-graph.
Źródło:: Discussiones Mathematicae - General Algebra and Applications; 2017, 37, 2; 233-247
1509-9415
Pojawia się w:: Discussiones Mathematicae - General Algebra and Applications
Dostawca treści:: Biblioteka Nauki

Artykuł

Skocz do pozycji: 2.

Tytuł:: HUMOR MARKERS IN COMPUTER MEDIATED COMMUNICATION: EMOTION PERCEPTION AND RESPONSE
Autorzy:: Farnia, Maryam
Karimi, Keihaneh
Powiązania:: https://bibliotekanauki.pl/articles/955458.pdf
Data publikacji:: 2019
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:: Computer-Mediated Communication (CMC)
emotion perception
humor
Viber
social networks
Opis:: This paper aimed at investigating humor in text-based computer mediated communication (CMC). To this end, 200 turns exchanged by a number of 50 English language teachers on Viber, a messaging application, were randomly selected and analyzed based on Adam’s (2012) classification of humor to examine emoticons, punctuations (question mark, exclamation mark, and ellipsis), laughter (textual and acronym), formatting (spelling variations, capital/small letters, and elongation), and explicit markers in the corpus. The findings showed that emoticons outweighed other humor markers while laughter rated the least used marker in the corpus.
Źródło:: Teaching English with Technology; 2019, 19, 1; 15
1642-1027
Pojawia się w:: Teaching English with Technology
Dostawca treści:: Biblioteka Nauki

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