Artículos de revistas: "Context"

1

Singleton, Alan. "Content, context? No contest . . . probably". Learned Publishing 25, n.º 3 (1 de julio de 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, n.º 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 y Megan Keller Young. "Content and Context". International Journal of Librarianship 7, n.º 1 (18 de julio de 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, n.º 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, n.º 1 (28 de febrero de 2011): 1–3. http://dx.doi.org/10.1080/15244113.2011.552855.

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7

Achterberg, Cheryl. "Contexts in context". Journal of Nutrition Education 20, n.º 4 (julio de 1988): 180–84. http://dx.doi.org/10.1016/s0022-3182(88)80125-0.

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8

Maudsley, R. F. "Content in context". Academic Medicine 74, n.º 2 (febrero de 1999): 143–5. http://dx.doi.org/10.1097/00001888-199902000-00013.

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9

Yin, Yifang, Beomjoo Seo y Roger Zimmermann. "Content vs. Context". ACM Transactions on Multimedia Computing, Communications, and Applications 11, n.º 3 (5 de febrero de 2015): 1–21. http://dx.doi.org/10.1145/2700287.

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10

Hardy, Kenneth V. y Tracey A. Laszloffy. "Training Racially Sensitive Family Therapists: Context, Content, and Contact". Families in Society: The Journal of Contemporary Social Services 73, n.º 6 (junio de 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. y Roger Blake. "From Content to Context". Journal of Data and Information Quality 8, n.º 2 (27 de febrero de 2017): 1–28. http://dx.doi.org/10.1145/2996198.

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12

Hammerness, Karen y Kavita Kapadia Matsko. "When Context Has Content". Urban Education 48, n.º 4 (22 de agosto de 2012): 557–84. http://dx.doi.org/10.1177/0042085912456848.

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13

BUTLER, KEITH. "Content, Context, and Compositionality". Mind & Language 10, n.º 1-2 (marzo de 1995): 3–24. http://dx.doi.org/10.1111/j.1468-0017.1995.tb00003.x.

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14

YUDKOWSKY, RACHEL y ALAN SCHWARTZ. "Content, Culture, and Context". Academic Medicine 75, Supplement (octubre de 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, n.º 1 (21 de agosto de 2007): 1–29. http://dx.doi.org/10.1007/s11098-007-9145-5.

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16

Blouin, Ann Scott y Mary Crabtree Tonges. "The Content/Context Imperative". Journal of Nursing Administration 26, n.º 3 (marzo de 1996): 38–46. http://dx.doi.org/10.1097/00005110-199603000-00014.

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17

Kokkonen, Andrej, Peter Esaiasson y Mikael Gilljam. "Contact in context: does intergroup contact function (better) in high-threat contexts?" Ethnic and Racial Studies 39, n.º 4 (17 de septiembre de 2015): 634–52. http://dx.doi.org/10.1080/01419870.2015.1080378.

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18

Marian, Viorica y Margarita Kaushanskaya. "Language context guides memory content". Psychonomic Bulletin & Review 14, n.º 5 (octubre de 2007): 925–33. http://dx.doi.org/10.3758/bf03194123.

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19

Lepore, Ernie. "Context sensitivity and content sharing". Philosophers' Magazine, n.º 50 (2010): 76–77. http://dx.doi.org/10.5840/tpm20105065.

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20

Müller, Henning y Jayashree Kalpathy-Cramer. "Putting the Content Into Context". International Journal of Healthcare Information Systems and Informatics 4, n.º 1 (enero de 2009): 88–98. http://dx.doi.org/10.4018/jhisi.2009010106.

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21

Evans, William y Susanna Hornig Priest. "Science content and social context". Public Understanding of Science 4, n.º 4 (octubre de 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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22

Almotahari, M. y E. Glick. "Context, Content, and Epistemic Transparency". Mind 119, n.º 476 (1 de octubre de 2010): 1067–86. http://dx.doi.org/10.1093/mind/fzq087.

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23

Stojnić, Una. "Content in a Dynamic Context". Noûs 53, n.º 2 (5 de octubre de 2017): 394–432. http://dx.doi.org/10.1111/nous.12220.

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24

Berube, M. "Canons and Contexts in Context". American Literary History 20, n.º 3 (3 de junio de 2008): 457–64. http://dx.doi.org/10.1093/alh/ajn017.

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25

Amant, Kirk St. "Of content, context, and conveyance". Communication Design Quarterly 5, n.º 1 (4 de mayo de 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, n.º 1 (marzo de 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, n.º 2 (marzo de 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 y Emese Panyik. "Content, context and co-creation". Journal of Vacation Marketing 21, n.º 1 (25 de julio de 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, n.º 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, n.º 1 (marzo de 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, n.º 2 (abril de 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, n.º 1 (marzo de 1994): 73–78. http://dx.doi.org/10.1007/bf01305850.

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33

Fadlila, Nindy, Ariyadi Wijaya y Irfan Hilmi. "Quantity Content: Developing Mathematics PISA-Like Problems with Independence Day Contest Context". JTAM (Jurnal Teori dan Aplikasi Matematika) 6, n.º 2 (12 de abril de 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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34

Kennedy Terry, Kristen M. "CONTACT, CONTEXT, AND COLLOCATION". Studies in Second Language Acquisition 39, n.º 3 (18 de julio de 2016): 553–78. http://dx.doi.org/10.1017/s0272263116000061.

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This study uses a mixed-effects model to examine the acquisition of targetlike patterns of phonological variation by 17 English-speaking learners of French during study abroad in France. Naturalistic speech data provide evidence for the incipient acquisition of a phonological variable showing sociostylistic variation in native speaker speech: the elision of /l/ in third-person subject clitic pronouns (il vient [il vjɛ̃] ∼ [i vjɛ̃] “he is coming”). Speech data are compared and correlated with the results of a social network strength scale designed for the study abroad learning context. Results demonstrate that phonological variation patterns are acquired in a predictable order based on token type and collocation and that social networks with native speakers are statistically significant predictors of phonological variation patterns.

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35

Hall, Homer J. "Opinion: ConTACT or CONtext". Bulletin of the American Society for Information Science and Technology 27, n.º 3 (31 de enero de 2005): 18. http://dx.doi.org/10.1002/bult.198.

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36

Fletcher, Denise y Paul Selden. "How Context Becomes Context: Integrating Multiple Contexts in Entrepreneurial Explanation (WITHDRAWN)". Academy of Management Proceedings 2016, n.º 1 (enero de 2016): 18165. http://dx.doi.org/10.5465/ambpp.2016.18165abstract.

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37

Aulisio, Mark P. "Context, Context, Context". American Journal of Bioethics 19, n.º 11 (24 de octubre de 2019): 73–75. http://dx.doi.org/10.1080/15265161.2019.1665754.

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38

Pisotskyi, Marian y Alexey Botchkaryov. "Online Video Platform with Context-aware Content-based Recommender System". Advances in Cyber-Physical Systems 6, n.º 1 (23 de enero de 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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39

Pollard, Paul y Jonathan St B. T. Evans. "Content and Context Effects in Reasoning". American Journal of Psychology 100, n.º 1 (1987): 41. http://dx.doi.org/10.2307/1422641.

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40

Hsu, Hua. "In the Context of Infinite Contexts". PMLA/Publications of the Modern Language Association of America 130, n.º 2 (marzo de 2015): 461–66. http://dx.doi.org/10.1632/pmla.2015.130.2.461.

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Around the time I realized that I would be spending the better part of my twenties in graduate school, I saw an episode of the Simpsons that had an embarrassingly profound effect on me. The episode's conceit was alluringly simple: What would happen if the city of Springfield was entrusted to its smartest citizens rather than to politicians or bureaucrats? Or, in the blunt diagnosis of Julius Hibbert, a Springfield physician (and one of the city's smartest citizens), “Why do we live in a town where the smartest have no power and the stupidest run everything?” Why couldn't things be different?

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41

Sørensen, Christian Grund. "Content, Context & Connectivity Persuasive Interplay". International Journal of Conceptual Structures and Smart Applications 1, n.º 2 (julio de 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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42

Breen, Judith, Mike Pedler y John Edmonstone. "The importance of content and context". Action Learning: Research and Practice 11, n.º 2 (4 de mayo de 2014): 233–34. http://dx.doi.org/10.1080/14767333.2014.909242.

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43

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

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44

Denny, Kathleen E. "Gender in Context, Content, and Approach". Gender & Society 25, n.º 1 (20 de enero de 2011): 27–47. http://dx.doi.org/10.1177/0891243210390517.

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45

Orwin, Clifford. "Thucydides' Contest: Thucydidean “Methodology” in Context". Review of Politics 51, n.º 3 (1989): 345–64. http://dx.doi.org/10.1017/s003467050004972x.

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Thucydides is famous for the speeches in his work, so rich in arresting generalities. Yet his handling of these speeches has been often questioned and seldom understood. This article illuminates his procedures by considering them within the context, too often ignored, of Thucydides' equally famous “Archaeology,” or account of ancient times, which expresses his criticism of previous writers. It attempts to vindicate his own methods, and in particular his own contribution to the speeches that he presents in the mouths of his characters, with reference to the political character of the speeches as originally delivered as well as of Thucydides' purpose in reproducing them.

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46

Witczak-Plisiecka, Iwona. "Context and contexts: Parts meet whole?" Journal of Pragmatics 53 (julio de 2013): 64–67. http://dx.doi.org/10.1016/j.pragma.2013.03.005.

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47

Montminy, Martin. "Semantic Content, Truth Conditions and Context". Linguistics and Philosophy 29, n.º 1 (febrero de 2006): 1–26. http://dx.doi.org/10.1007/s10988-005-3147-6.

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48

Weinberger, Hadas. "Tagging Web 2.0 content in context". International Journal of Knowledge and Learning 7, n.º 3/4 (2011): 157. http://dx.doi.org/10.1504/ijkl.2011.044535.

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49

Medford, Nicholas, Mary L. Phillips, Barbara Brierley, Michael Brammer, Edward T. Bullmore y Anthony S. David. "Emotional memory: Separating content and context". Psychiatry Research: Neuroimaging 138, n.º 3 (abril de 2005): 247–58. http://dx.doi.org/10.1016/j.pscychresns.2004.10.004.

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50

Peters, Kai. "Business school rankings: content and context". Journal of Management Development 26, n.º 1 (9 de enero de 2007): 49–53. http://dx.doi.org/10.1108/02621710710720086.

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Artículos de revistas sobre el tema "Context"

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