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Books on the topic 'Key Contexts'

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Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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1

Wilcock, Erik. Contexts: Teaching strategies for fiction. London: Heinemann Educational, 1986.

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2

Shakespeare, William. The merchant of Venice: Texts and contexts. New York, NY: Palgrave, 2002.

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3

Shakespeare, William. The merchant of Venice: Texts and contexts. Boston: Bedford/St. Martin's, 2002.

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4

Shakespeare, William. The Tempest: Sources and contexts, criticism, rewritings and appropriations. Edited by Peter Hulme and William H. Sherman. New York, USA: W.W. Norton, 2003.

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5

Thompson, Sally. IT key skills in context. Cambridge: National Extension College, 1998.

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6

Williamson, David. CDT in context. Harlow: Longman, 1988.

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7

Williamson, David. CDT in context. Harlow: Longman, 1988.

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8

Lyne, Anthony A. Business French: Key words in context. London: Hodder & Stoughton, 1992.

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9

Lyne, Anthony A. Business French: Key words in context. London: Hodder & Stoughton, 1992.

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10

Bernasconi, Robert. Situating existentialism: Key texts in context. New York: Columbia University Press, 2012.

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11

Shakespeare, William. The merchant of Venice: Authoritative text, sources and contexts, criticism, rewritings and appropriations. New York, NY: W.W. Norton, 2005.

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12

Shakespeare, William. The merchant of Venice: Authoritative text, sources and contexts, criticism, rewritings and appropriations. New York: W.W. Norton, 2005.

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13

Ross, Susan Dente. Deciding communication law: Key cases in context. Mahwah, N.J: L. Erlbaum, 2004.

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14

Vince, Michael. English grammar: In context : intermediate : [with key]. Oxford: Macmillan, 2008.

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15

Macmillan english grammar in context: Intermediate : with key. Oxford: Macmillan education, 2008.

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16

Simon, Clarke. Macmillan English Grammar In Context: Essential with key. Oxford: Macmillan ELT, 2007.

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17

Andersen, Francis I. A key-word-in-context concordance to the Pentateuch. Edited by Forbes A. Dean. [Wooster, Ohio]: Biblical Research Associates, 1991.

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18

Andersen, Francis I. A key-word-in-context concordance to Psalms, Job, and Proverbs. Edited by Forbes A. Dean. [Wooster, Ohio]: Biblical Research Associates, 1991.

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19

The key three routine: Comprehension strategy instruction. Boxford, Mass: Sedita Learning Strategies, 2003.

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20

Griffin, Jacky. Information technology in context. London: Hodder and Stoughton Educational, 1990.

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21

Tvedten, Inge. Angola 2001/2002: Key development issues and aid in a context of peace. Bergen: Chr. Michelsen Institute, Development Studies and Human Rights, 2002.

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22

Math in context key to success: A curriculum for summer school, grade 8. [Place of publication not identified]: Holt Mcdougal, 2006.

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23

Radday, Yehuda Thomas. An analytical linguistic key-word-in-context concordance to the Book of Exodus. Edited by Levi Yaakov. [Wooton, Ohio]: Biblical Research Associates, 1985.

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24

Lund, Jerome A. The old Syriac Gospel of the distinct Evangelists: A key-word-in-context condcordance. Piscataway, NJ: Gorgias Press, 2004.

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25

Bot, Alexandra. The importance of soil organic matter: Key to drought-resistant soil and sustained food production. Rome: Food and Agriculture Organization of the United Nations, 2005.

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26

Wilcock, Erik, Robin Little, and Patrick Redsell. Contexts. Heinemann Educational Publishers, 1986.

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27

Erin, Duffy Brooke, and Turow Joseph, eds. Key readings in media today: Mass communication in contexts. New York: Routledge, 2008.

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28

Murphy, Susan Elaine, Matthew Sowcik, Anthony C. Andenoro, and Mindy McNutt. Leadership 2050: Critical Challenges, Key Contexts, and Emerging Trends. Emerald Publishing Limited, 2015.

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29

Leadership 2050: Critical Challenges, Key Contexts and Emerging Trends. Emerald Publishing Limited, 2015.

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30

Evetts, Julia. Women in Primary Teaching: Career Contexts and Strategies (Key Issues in Education). Unwin Hyman, 1991.

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31

Osborne, Richard, Marcus O'Dair, and Zuleika Beaven. Mute Records: The Historical and Artistic Contexts of Britain's Key Independent Record Label. Bloomsbury Publishing Plc, 2018.

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32

MacGeorge, Erina L., and Lyn M. Van Swol. Advice Across Disciplines and Contexts. Edited by Erina L. MacGeorge and Lyn M. Van Swol. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190630188.013.1.

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Advice has been studied in many different academic disciplines, such as communication, psychology, business, sociology, education, and public health. These disciplines examine advice across diverse personal and professional relationships, in a broad range of contexts, and as exchanged across the multiple media we use to communicate. However, scholars from diverse fields are often unaware of research on advice outside their home domains. This introductory chapter examines ways advice has been conceptualized and operationalized across disciplines. It also offers analyses of prototypical advice and its principal functions. Finally, it provides overviews of the other chapters in the Handbook, highlighting key intellectual contributions made by the authors.

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33

Key Skills: Information technology : with guidance on how to use the units in vocational/employment contexts. London: QCA, 1999.

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34

Schippers, Huib. Community Music Contexts, Dynamics, and Sustainability. Edited by Brydie-Leigh Bartleet and Lee Higgins. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190219505.013.29.

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Across the world, much community music-making continues to flourish as ‘organic’ practices. But as communities and their circumstances change, sometimes the need arises for active interventions with the aim to establish or restore. It is mostly these interventions that are now widely referred to as ‘community music activities’. A third—and rarely recognized—aspect on the community music spectrum is institutionalized music-making. Often depicted as the very antithesis of community music-making, I will argue in this chapter that most music institutions in fact arose from an expressed community need, and they are therefore essential in understanding the full scope and dynamics of community music-making. Next, a nine-domain framework of key characteristics of community music practices serves to address the problem of trying to define a great diversity of practices. From there, the discussion moves towards the relationship between community and the sustainability of music practices, introducing the concept of ‘musical ecosystems’.

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35

Dimitrova, Radosveta, David Lackland Sam, and Laura Ferrer Wreder, eds. Roma Minority Youth Across Cultural Contexts. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190654061.001.0001.

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This book is about positive youth development (PYD) in Roma ethnic minority youth. Its main distinguishing features are (1) the focus on a large and underrepresented ethnic minority group and (2) a strength-based conception of adolescence (i.e., PYD) that sees all youth as having resources. The book stands apart from current edited books on PYD by focusing on the Roma ethnic minority (one of the most marginalized and oppressed minority groups in Europe) and on strengths and resources for optimal well-being. The international, multidisciplinary, and multisectorial expert contributors to this book address the complexities of Roma life in a variety of cultural settings and explore how key developmental processes and person–context interactions can contribute to optimal and successful adaptation. The conclusions clarify how the PYD of ethnic minority children and youth may be fostered based on the empirical findings reported in this volume. The book draws on core theoretical models of PYD and theories of normative development from the perspective of developmental science to highlight the applicability of these frameworks to Roma groups and nuanced cultural variations in how optimal developmental outcomes maybe come to pass in adolescence. A special focus is on cultural, contextual, and socioeconomic characteristics of Roma to provide a better understanding of what does and what does not contribute to the success of youth particularly in oppressed minority groups.

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36

Priestley, Carol. Some key body parts and polysemy. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198736721.003.0006.

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This chapter discusses body part nouns, a part of language that is central to human life, and the polysemy that arises in connection with them. Examples from everyday speech and narrative in various contexts are examined in a Papuan language called Koromu and semantic characteristics of body part nouns in other studies are also considered. Semantic templates are developed for nouns that represent highly visible body parts: for example, wapi ‘hands/arms’, ehi ‘feet/legs’, and their related parts. Culture-specific explications are expressed in a natural metalanguage that can be translated into Koromu to avoid the cultural bias inherent in using other languages and to reveal both distinctive semantic components and similarities to cross-linguistic examples.

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37

Shakespeare, William. King Lear: Text and Contexts Cloth. St. Martin's Press, 2001.

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38

González Castro, Felipe, Tara G. Bautista, Maria Isabel Hombrados Mendieta, Sandra Oviedo Ramirez, Nazanin M. Heydarian, and Allyson S. Hughes. Systems Contexts for Designing Culturally Adapted Prevention Interventions. Edited by Seth J. Schwartz and Jennifer Unger. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190215217.013.29.

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In the field of prevention science, evidence-based interventions (EBIs) are validated intervention programs “that work” in preventing targeted social or health problems. This chapter reviews fundamental aspects of EBIs and their mechanisms of effect. It offers considerations and steps for conducting culturally relevant modifications of an original EBI. Such modifications can incorporate one or more cultural factors for making the adapted EBI more culturally relevant. The chapter uses a general systems perspective to examine multilevel influences on the well-being of Hispanic and other international migrant populations. These influences include the process of acculturation, cultural stress, changing family dynamics, and challenging social conditions. Each of several factors can be considered in the design and development of an adapted EBI that exhibits both cultural fit and scientifically based effectiveness. A summary of key issues, future direction, and emerging principles and guidelines for cultural adaptation is also presented.

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39

Hemmelgarn, Anthony L., and Charles Glisson. Improving Organizational Social Contexts for Effective Human Services. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190455286.003.0001.

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Emphasizing five basic points, this chapter summarizes what the authors have learned in their development of evidence-based organizational strategies. First, human service organizations vary in their social contexts, and those differences affect the way services are provided. Second, the social contexts of human services can be changed with organizational strategies, and those changes can improve service quality and outcomes. Third, organizational social contexts are essential for innovation because they reflect the power of social systems to promote changes in individual behavior. Fourth, organizational research illustrates that social contexts affect the implementation of best practices to improve effectiveness. Fifth, strategies for improving an organization’s capacity for innovation build upon a century of work on improving organizational effectiveness that has direct implications for human services. This chapter introduces the ARC strategies that include: (1) key organizational principles, (2) organizational components that drive innovation, and (3) mental models to support improvement efforts.

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40

NA, NA. The Merchant of Venice: Texts and Contexts. Palgrave Macmillan, 2002.

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41

Page, Alison. IT Key Skills in Context (Key Skills in Context S.). National Extension College Trust Ltd, 1996.

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42

Page, Alison. IT Key Skills in Context (Key Skills in Context Series). National Extension College Trust Ltd, 1996.

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43

Page, Alison. IT Key Skills in Context (Key Skills in Context S.). National Extension College Trust Ltd, 1998.

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44

Jalloh, Charles Chernor. Toward Greater Synergy between Courts and Truth Commissions in Post-conflict Contexts. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190272654.003.0022.

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After a brutal civil war (1991–2002), Sierra Leone became the first country to experiment with simultaneously having a truth commission and a special criminal tribunal. The former, to which Bill Schabas was appointed international commissioner, sought to create an impartial historical record of the human rights violations perpetrated during the conflict and to promote healing and reconciliation. The latter aimed to address impunity, through prosecution of those most responsible for grave international crimes committed during the latter part of the war. This chapter examines the challenge that the two separate institutions, each with its unique mandate and working method, faced in their interactions with each other. It argues that the truth commission and special court’s attempt to forge a complementary relationship was largely unsuccessful because of structural and other factors. The author identifies key lessons of the Sierra Leone experiment for future transitions in Africa and around the world.

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45

Communication in Context (Key Skills in Context S.). National Extension College Trust Ltd, 1998.

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46

It Key Skills in Context. National Extension College Trust Ltd, 1996.

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47

P, Cerasano S., ed. Julius Caesar: An authoritative text sources and contexts, criticism, performance history. New York: W. W. Norton, 2012.

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48

Applying Numbers in Context (Key Skills in Context S.). National Extension College Trust Ltd, 1997.

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49

Personal Skills in Context (Key Skills in Context S.). National Extension College Trust Ltd, 1998.

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50

Frey, James. Sky key: An Endgame novel. 2015.

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