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Journal articles on the topic 'Content'

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Published: 4 June 2021
Last updated: 28 September 2024

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1

Singleton, Alan. "Content, context? No contest . . . probably." Learned Publishing 25, no. 3 (July 1, 2012): 163–65. http://dx.doi.org/10.1087/20120301.

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2

SALDAN, Svitlana. "CONTENT AND FORM – MUSICAL CONTEXT." Bulletin of the Lviv University. Series of Arts Studies 109, no. 21 (2023): 3–10. http://dx.doi.org/10.30970/vas.21.2023.12124.

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Some queStions of analysis of musical works from position of dialectics of maintenance and form are considered in the article. Their Study teStifies to impossibility to be limited to the aspects of internal conStruction of musically-artiStic object at determination of its maintenance and form. As a result of their relationship, their dialectical development, musical work is closely associated with an objective world, his part – musically-hiStorical process, development of which by subStantial appearance influences both on the Structure of musical whole and on its ideological-semantic, vividly-emotional expression. Materials of this article can be used for consequent perfection of methodological analysis.
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3

Li, Mingyan, Tracy Seneca, and Megan Keller Young. "Content and Context." International Journal of Librarianship 7, no. 1 (July 18, 2022): 127–48. http://dx.doi.org/10.23974/ijol.2022.vol7.1.234.

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This paper demonstrates how taking differences in end user behavior and differing interdepartmental perspectives on metadata into account can strengthen the digital object workflow to serve a greater variety of users. The University of Illinois Chicago University Library has successfully collaborated on metadata initiatives since establishing a cross-departmental Metadata Working Group. The article examines the perspectives of archivists, digital librarians, and catalogers on digital object metadata. It outlines the workflow established to enable each of these stakeholders to contribute their unique strengths to metadata and considers how bringing those strengths together serves different end user groups. It presents two examples of this workflow in action and considers the next steps for improving that workflow. Future efforts to strengthen the content/context balance of metadata are discussed in three areas: aggregated digitization and description, technology enhancements, and moving from a linear to a circular workflow model.
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4

Taschek, William W. "Context and Content." Journal of Philosophy 100, no. 2 (2003): 98–108. http://dx.doi.org/10.5840/jphil2003100222.

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5

Baker, Lynne Rudder. "Content and Context." Philosophical Perspectives 8 (1994): 17. http://dx.doi.org/10.2307/2214161.

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6

Zeldin, Michael. "Content and Context." Journal of Jewish Education 77, no. 1 (February 28, 2011): 1–3. http://dx.doi.org/10.1080/15244113.2011.552855.

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7

Hellmueller, Lea, and You Li. "Contest Over Content." Journalism Practice 9, no. 5 (December 10, 2014): 617–33. http://dx.doi.org/10.1080/17512786.2014.987553.

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8

Maudsley, R. F. "Content in context." Academic Medicine 74, no. 2 (February 1999): 143–5. http://dx.doi.org/10.1097/00001888-199902000-00013.

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9

Yin, Yifang, Beomjoo Seo, and Roger Zimmermann. "Content vs. Context." ACM Transactions on Multimedia Computing, Communications, and Applications 11, no. 3 (February 5, 2015): 1–21. http://dx.doi.org/10.1145/2700287.

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10

Hardy, Kenneth V., and Tracey A. Laszloffy. "Training Racially Sensitive Family Therapists: Context, Content, and Contact." Families in Society: The Journal of Contemporary Social Services 73, no. 6 (June 1992): 364–70. http://dx.doi.org/10.1177/104438949207300605.

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As society becomes more racially, ethnically, and culturally diverse, therapists' training needs to become broader in order to incorporate greater cultural sensitivity into practice. Educational programs must create a cultural milieu that challenges students to explore the complexities of race, ethnicity, and culture. The authors analyze training-program culture in terms of curriculum, structural composition, and the clinical components of practice. Suggestions for how the culture of programs can be reshaped are offered.
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11

Shankaranarayanan, G., and Roger Blake. "From Content to Context." Journal of Data and Information Quality 8, no. 2 (February 27, 2017): 1–28. http://dx.doi.org/10.1145/2996198.

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12

Hammerness, Karen, and Kavita Kapadia Matsko. "When Context Has Content." Urban Education 48, no. 4 (August 22, 2012): 557–84. http://dx.doi.org/10.1177/0042085912456848.

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13

BUTLER, KEITH. "Content, Context, and Compositionality." Mind & Language 10, no. 1-2 (March 1995): 3–24. http://dx.doi.org/10.1111/j.1468-0017.1995.tb00003.x.

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14

YUDKOWSKY, RACHEL, and ALAN SCHWARTZ. "Content, Culture, and Context." Academic Medicine 75, Supplement (October 2000): S99—S101. http://dx.doi.org/10.1097/00001888-200010001-00032.

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15

Glanzberg, Michael. "Context, content, and relativism." Philosophical Studies 136, no. 1 (August 21, 2007): 1–29. http://dx.doi.org/10.1007/s11098-007-9145-5.

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16

Blouin, Ann Scott, and Mary Crabtree Tonges. "The Content/Context Imperative." Journal of Nursing Administration 26, no. 3 (March 1996): 38–46. http://dx.doi.org/10.1097/00005110-199603000-00014.

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17

Aktan, Timucin. "A Contextual Approach to Stereotype Content Model: Stereotype Contents in Context." Procedia - Social and Behavioral Sciences 82 (July 2013): 440–44. http://dx.doi.org/10.1016/j.sbspro.2013.06.290.

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18

Fadlila, Nindy, Ariyadi Wijaya, and Irfan Hilmi. "Quantity Content: Developing Mathematics PISA-Like Problems with Independence Day Contest Context." JTAM (Jurnal Teori dan Aplikasi Matematika) 6, no. 2 (April 12, 2022): 425. http://dx.doi.org/10.31764/jtam.v6i2.7475.

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PISA is an international scale assessment in which it measure mathematical literacy skills. Indonesia was one of the participants who took part in the PISA assessment. PISA results show that Indonesia is still at a low level. In fact, some study show that the ability of Indonesian students to solve PISA questions on the quantity content of students is not good and is still low compared to other content. This research aims to produce PISA-Like math questions with Quantity content that are valid, practical and have a potential effect on mathematical literacy skills. This research using a development research which consists of preliminary, self-evaluation, expert review, one-to-one, small group, and field test stages. The subjects in this study were students of class IX-4 SMP inone of the junior high schools in Medan. The results of this study are PISA-Like questions with Quantity content in valid and practical criteria. From the analysis of students’ answers regarding the potential effect involved in mathematical literacy, the results show that students involve communication skills, reasoning and argument skills, mathematical abilities, representation abilities, devising strategies for solving problems, and using symbolic, formal skill, and technical language and operations.
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19

Marian, Viorica, and Margarita Kaushanskaya. "Language context guides memory content." Psychonomic Bulletin & Review 14, no. 5 (October 2007): 925–33. http://dx.doi.org/10.3758/bf03194123.

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20

Lepore, Ernie. "Context sensitivity and content sharing." Philosophers' Magazine, no. 50 (2010): 76–77. http://dx.doi.org/10.5840/tpm20105065.

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21

Müller, Henning, and Jayashree Kalpathy-Cramer. "Putting the Content Into Context." International Journal of Healthcare Information Systems and Informatics 4, no. 1 (January 2009): 88–98. http://dx.doi.org/10.4018/jhisi.2009010106.

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22

Evans, William, and Susanna Hornig Priest. "Science content and social context." Public Understanding of Science 4, no. 4 (October 1995): 327–40. http://dx.doi.org/10.1088/0963-6625/4/4/001.

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Content analysts have made substantial progress in moving beyond the framework in which science news is assessed primarily in terms of accuracy and adequacy, but content-analytic studies of science news remain under-theorized and too narrowly focused. We recommend that content analysts (1) broaden their scope of inquiry to accommodate the great diversity of outlets and audiences for science news, and (2) offer more explicit and rigorous theoretical accounts of content-analytic data. To facilitate this latter recommendation, we suggest that content analysts borrow as needed from recent work in linguistics and rhetoric and reaffirm and rearticulate the connection between content analytic research and social theory. In addition, we discuss the need for content analysts to develop theories capable of documenting and understanding science news in the emerging era of electronic media.
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23

Almotahari, M., and E. Glick. "Context, Content, and Epistemic Transparency." Mind 119, no. 476 (October 1, 2010): 1067–86. http://dx.doi.org/10.1093/mind/fzq087.

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24

Stojnić, Una. "Content in a Dynamic Context." Noûs 53, no. 2 (October 5, 2017): 394–432. http://dx.doi.org/10.1111/nous.12220.

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25

Amant, Kirk St. "Of content, context, and conveyance." Communication Design Quarterly 5, no. 1 (May 4, 2017): 4–7. http://dx.doi.org/10.1145/3090152.3090153.

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26

Butler, Keith. "Content, Causal Powers, and Context." Philosophy of Science 63, no. 1 (March 1996): 105–14. http://dx.doi.org/10.1086/289897.

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27

Russell, Felice Atesoglu. "Context for Content Teachers' Learning." Journal of School Leadership 28, no. 2 (March 2018): 229–58. http://dx.doi.org/10.1177/105268461802800204.

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This article examines the context for content teachers‘ professional learning concerning English learners (ELs), paying particular attention to the role of leadership in supporting and constraining this capacity development. The contextual features of the school are analyzed, specifically the leadership of the principal and an EL facilitator, as well as supports that influenced the development of teacher capacity. The data used in this analysis comes from a yearlong qualitative case study of professional learning and the instruction of ELs in one diverse, urban high school. Data analysis revealed two main themes (1) the significance of the role and vision of the principal and (2) the relevance of cultural norms, structures, and activities that contributed to content teachers’ capacity to meet the needs of ELs. Implications for research and practice are discussed.
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28

Oliveira, Eduardo, and Emese Panyik. "Content, context and co-creation." Journal of Vacation Marketing 21, no. 1 (July 25, 2014): 53–74. http://dx.doi.org/10.1177/1356766714544235.

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29

Quaid, Andrea. "Context Is the New Content." American Book Review 32, no. 4 (2011): 7. http://dx.doi.org/10.1353/abr.2011.0080.

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30

Bilgrami, Akeel. "Secularism: Its Content and Context." Journal of Social Philosophy 45, no. 1 (March 2014): 25–48. http://dx.doi.org/10.1111/josp.12048.

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31

Moriarty, Gene. "Engineering Design: Content and Context." Journal of Engineering Education 83, no. 2 (April 1994): 135–40. http://dx.doi.org/10.1002/j.2168-9830.1994.tb01092.x.

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32

Orlikowski, Wanda J. "Categories: Concept, content, and context." Computer Supported Cooperative Work (CSCW) 3, no. 1 (March 1994): 73–78. http://dx.doi.org/10.1007/bf01305850.

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33

Pisotskyi, Marian, and Alexey Botchkaryov. "Online Video Platform with Context-aware Content-based Recommender System." Advances in Cyber-Physical Systems 6, no. 1 (January 23, 2021): 46–53. http://dx.doi.org/10.23939/acps2021.01.046.

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The problem of developing an online video platform with a context-aware content-based recommender system has been considered. Approaches to developing online video platforms have been considered. A comparison of popular online video platforms has been presented. A method of context-aware content-based recommendation of videos has been proposed. A method involves saving information about user interaction with video, obtaining and storing information about which videos the user liked, determining user context, composing a profile of user preferences, composing a profile of user preferences depending on context, determining the similarity between the video profile and a profile of user preferences (with and without context consideration), determining the relevance of the video to the context, the conclusive estimation of the relevance of the video to the user’s preferences based on the proposed composite relevance indicator. The developed structure of online video platform has been presented. The algorithm of its work has been considered. The structure of the online video platform database has been proposed. Features of designing the user interface of the online video platform have been considered. The issue of testing the developed online video platform has been considered.
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34

Zagata, L. "Bio cash-cow? Context and content of Czech organic farming." Agricultural Economics (Zemědělská ekonomika) 53, No. 1 (January 7, 2008): 45–53. http://dx.doi.org/10.17221/993-agricecon.

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This work presents results of a qualitative empirical study on practices of farmers participating in the Czech system of organic agriculture (ecological agriculture). Growth of this sector has been seen almost solely in positive terms, without questioning its content. However, Czech organic agriculture does not stem from the organic movement as is the case in Western Europe and therefore it is necessary to ask what it draws on and to discover, with regard to its nature, whether it can meet the expectations stated in official policies. This paper briefly describes the development of organic farming in other countries and the current problem of its conventionalization. The research study then shows evidence that organic farming is not adopted only because of state’s subsidies, but also due to the specific value orientation of farmers, despite the history and the lack of tradition of these specific practices in the Czech Republic.
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35

Pollard, Paul, and Jonathan St B. T. Evans. "Content and Context Effects in Reasoning." American Journal of Psychology 100, no. 1 (1987): 41. http://dx.doi.org/10.2307/1422641.

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36

Sørensen, Christian Grund. "Content, Context & Connectivity Persuasive Interplay." International Journal of Conceptual Structures and Smart Applications 1, no. 2 (July 2013): 69–77. http://dx.doi.org/10.4018/ijcssa.2013070108.

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The aim of this paper is to discuss the relationship between content, context and connectivity and suggesting a model of Dynamic Interplay. This is done in relation to a specific learning environment concerning cultural mediation, in casu the Kaj Munk Case of the EuroPLOT-project (an EU-supported research project under EACEA). In the development of this project several categories of content have been implemented in technology enhanced learning tools. These have been designed to support learning in different contexts and eventually the role of the connectivity of these learning objects and tools is discussed. Focus is here on The Kaj Munk Study Edition, The Conceptual Pond, Immersive Layers Design, and Generative Learning Objects (GLOs) which are applications affiliated with the Munk case. This paper explores the persuasive potential of the interplay between the different applications for the benefit of learning and reflection and a model of Dynamic Interplay is introduced. This is done with a primary inspiration from rhetoric particularly in the shape of the Aptum model and a focus on kairos. Possible benefits of this approach are discussed and several questions for further research are suggested.
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37

Breen, Judith, Mike Pedler, and John Edmonstone. "The importance of content and context." Action Learning: Research and Practice 11, no. 2 (May 4, 2014): 233–34. http://dx.doi.org/10.1080/14767333.2014.909242.

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38

Bebbington, P. E. "The content and context of compliance." International Clinical Psychopharmacology 9 (January 1995): 41–50. http://dx.doi.org/10.1097/00004850-199501005-00008.

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39

Denny, Kathleen E. "Gender in Context, Content, and Approach." Gender & Society 25, no. 1 (January 20, 2011): 27–47. http://dx.doi.org/10.1177/0891243210390517.

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40

Montminy, Martin. "Semantic Content, Truth Conditions and Context." Linguistics and Philosophy 29, no. 1 (February 2006): 1–26. http://dx.doi.org/10.1007/s10988-005-3147-6.

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41

Weinberger, Hadas. "Tagging Web 2.0 content in context." International Journal of Knowledge and Learning 7, no. 3/4 (2011): 157. http://dx.doi.org/10.1504/ijkl.2011.044535.

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42

Medford, Nicholas, Mary L. Phillips, Barbara Brierley, Michael Brammer, Edward T. Bullmore, and Anthony S. David. "Emotional memory: Separating content and context." Psychiatry Research: Neuroimaging 138, no. 3 (April 2005): 247–58. http://dx.doi.org/10.1016/j.pscychresns.2004.10.004.

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43

Peters, Kai. "Business school rankings: content and context." Journal of Management Development 26, no. 1 (January 9, 2007): 49–53. http://dx.doi.org/10.1108/02621710710720086.

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44

Wald, Benji. "Ancient Grammar: Content and Context (review)." Language 77, no. 4 (2001): 862–63. http://dx.doi.org/10.1353/lan.2001.0257.

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45

Dutton, Gail. "A World of Content, in Context." Genetic Engineering & Biotechnology News 37, no. 2 (January 15, 2017): 6–7. http://dx.doi.org/10.1089/gen.37.02.04.

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46

Romero, Esther, and Belén Soria. "Semantic content and compositional context-censitivity." THEORIA. An International Journal for Theory, History and Foundations of Science 34, no. 1 (April 11, 2019): 51. http://dx.doi.org/10.1387/theoria.17683.

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A variety of theorists have recently argued against the explanation of the semantic content of a sentence as a minimal proposition claiming that intentional aspects of the context are often needed to obtain a minimal proposition. Minimalists such as Borg, however, still defend intention-insensitive minimal propositions for sentences in a narrow context and provide solutions or dissolutions against incompleteness objections. In this paper, we show that these putative defences of propositionalism do not serve to avoid some additional genuine objections which arise from compositional context-sensitivity. We aim to show that there are complex expressions which compositionally demand intention-sensitive pragmatic effects in a mandatory way and, for that reason, they provide us with evidence against the type of propositionalism that substantiates the defence of semantic minimalism.
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47

Taschek, William W. "On Ascribing Beliefs: Content in Context." Journal of Philosophy 95, no. 7 (July 1998): 323. http://dx.doi.org/10.2307/2564538.

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48

Gradmann, Stefan. "From containers to content to context." Journal of Documentation 70, no. 2 (March 4, 2014): 241–60. http://dx.doi.org/10.1108/jd-05-2013-0058.

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Purpose – The aim of this paper is to reposition the research library in the context of the changing information and knowledge architecture at the end of the “Gutenberg Parenthesis” and as part of the rapidly emerging “semantic” environment of the Linked Open Data paradigm. Understanding this process requires a good understanding of the evolution of the “document” notion in the passage from print based culture to the distributed hypertextual and RDF based information architecture of the WWW. Design/methodology/approach – These objectives are reached using literature study and a descriptive historical approach as well as text mining techniques using Google nGrams as a data source. Findings – The paper presents a proposal for effectively repositioning research libraries in the context of eScience and eScholarship as well as clear indications of the proposed repositioning already taking place. Furthermore, a new perspective of the “document” notion is provided. Practical implications – The evolution described in the contribution creates opportunities for libraries to reposition themselves as aggregators and selectors of content and as contextualising agents as part of future Linked Data based scholarly research environments provided they are able and ready to operate the related cultural changes. Originality/value – The paper will be useful for practitioners in search of strategic guidance for repositioning their librarian institutions in a context of ever increasing competition for scarce funding resources.
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49

Lennon, Thomas M. "Locke's Philosophy: Context and Content (review)." Journal of the History of Philosophy 35, no. 2 (1997): 307–8. http://dx.doi.org/10.1353/hph.1997.0029.

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50

Drobňák, Matej. "Inferentialism on Meaning, Content, and Context." Acta Analytica 35, no. 1 (July 13, 2019): 35–50. http://dx.doi.org/10.1007/s12136-019-00394-0.

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