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Journal articles on the topic 'A subject matter'

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Published: 28 May 2022
Last updated: 29 May 2022

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1

Parrish, M. "SCIENCE AND ART: Subject Matter Matters." Science 322, no. 5899 (2008): 196–97. http://dx.doi.org/10.1126/science.1165966.

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2

Canavan, Tony, Vivien Igoe, and Ray Bateson. "Grave Subject-Matter." Books Ireland, no. 252 (2002): 258. http://dx.doi.org/10.2307/20632477.

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3

Sandor Goodhart. "Malamud's “Subject Matter”:." Studies in American Jewish Literature (1981-) 31, no. 2 (2012): 181. http://dx.doi.org/10.5325/studamerjewilite.31.2.0181.

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4

Finer, Catherine Jones. "European Social Policy: Subject or Subject-Matter?" Government and Opposition 31, no. 4 (1996): 497–507. http://dx.doi.org/10.1111/j.1477-7053.1996.tb01204.x.

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5

Whelan, Michael. "The Historical Subject Matter that Ultimately Matters Most." Theory & Research in Social Education 25, no. 4 (1997): 506–10. http://dx.doi.org/10.1080/00933104.1997.10505827.

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6

Plebani, Mateo. "Sosein as Subject Matter." Australasian Journal of Logic 15, no. 2 (2018): 77. http://dx.doi.org/10.26686/ajl.v15i2.4857.

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 (Neo)Meinongians in general, and Routley in particular, subscribe to the principle of the independence of Sosein from Sein (Routley 1980). In this paper, I put forward an interpretation of the independence principle that philosophers working outside the Meinongian tradition can accept. Drawing on recent work by Stephen Yablo and others on the notion of subject matter, I offer a new account of the notion of Sosein (Being-so) as a subject matter (or topic) and argue that in some cases Sosein might be independent from Sein (Being, Existence). The question whether numbers exist, for instance, is not part of the question of how numbers are, which is the topic mathematicians are interested in. 
 
 
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7

Perry, John. "The subject matter fallacy." Journal of Applied Logic 1, no. 1-2 (2003): 93–105. http://dx.doi.org/10.1016/s1570-8683(03)00005-3.

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8

Mayer, Richard E. "Teaching of Subject Matter." Annual Review of Psychology 55, no. 1 (2004): 715–44. http://dx.doi.org/10.1146/annurev.psych.55.082602.133124.

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9

Goldsworth, J. "Certainty of subject matter." Trusts & Trustees 13, no. 10 (2007): 613–14. http://dx.doi.org/10.1093/tandt/ttm115.

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10

Fine, Kit. "Yablo on subject-matter." Philosophical Studies 177, no. 1 (2018): 129–71. http://dx.doi.org/10.1007/s11098-018-1183-7.

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11

A.G., Ganiev. "USING MIND MAP IN TEACHING THE SUBJECT OF AGGREGATE STATES OF MATTER." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 05 (2021): 72–77. http://dx.doi.org/10.37547/pedagogics-crjp-02-05-14.

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The article discusses the factors that improve people’s intellectual abilities. To do this, it provides information about the physiology of the human brain and the mechanism by which the information it perceives is stored in memory. To develop students' 'creative thinking' skills, it is necessary to develop their 'imagination' skills. The imagination perceives information from the mind. “Indirect perception” is important for imagining physical processes. Data visualization is important for understanding processes. To do this, use the "Mind Map", which is an effective way to perform such a task. The article describes the opportunities for students to develop "creative thinking" skills in the teaching of "Aggregate states of matter." For the first time, "Aggregate Cases" are being published. Not only it stores a lot of information about physical processes, but it also helps students develop “full thinking” skills by activating the cerebral hemispheres.
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12

Jeong, Joobaek. "The legal subject-matter of Adjudications on Jurisdiction Matters." Chungnam Law Review 30, no. 4 (2019): 135–67. http://dx.doi.org/10.33982/clr.2019.11.30.4.135.

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13

Loughery, John. "Subject Matter in Modern Art." Hudson Review 51, no. 2 (1998): 386. http://dx.doi.org/10.2307/3853074.

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14

Shchupakivskyi, R. "Subject-matter of administrativetelecommunications law." “International Humanitarian University Herald. Jurisprudence” 40 (2019): 49–52. http://dx.doi.org/10.32841/2307-1745.2019.40.11.

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15

Simpson, Matthew. "Creeping Minimalism and Subject Matter." Canadian Journal of Philosophy 50, no. 6 (2020): 750–66. http://dx.doi.org/10.1017/can.2020.20.

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AbstractThe problem of creeping minimalism concerns how to tell the difference between metaethical expressivism and its rivals given contemporary expressivists’ acceptance of minimalism about truth and related concepts. Explanationism finds the difference in what expressivists use to explain why ethical language and thought has the content it does. I argue that two recent versions of explanationism are unsatisfactory and offer a third version, subject matter explanationism. This view, I argue, captures the advantages of previous views without their disadvantages and gives us a principled and general characterisation of non-representational views about all kinds of language and thought.
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16

Rusnak, L. V., and O. V. Shcherbaniuk. "SUBJECT MATTER IN CONSTITUTIONAL JURISDICTION." Constitutional Legal Academic Studies, no. 1 (2020): 58–63. http://dx.doi.org/10.32782/2663-5399.2020.1.08.

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17

Dilworth, John. "Medium, Subject Matter, and Representation." Southern Journal of Philosophy 41, no. 1 (2003): 45–62. http://dx.doi.org/10.1111/j.2041-6962.2003.tb00941.x.

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18

Хохлов, Вадим, and Vadim Khokhlov. "Subject matter of civil law." Advances in Law Studies 2, no. 2 (2014): 40–52. http://dx.doi.org/10.12737/5575.

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Given overall evaluation of subject matter of civil law, correlation
 with «civil regulation», proposed to continue the establishment
 of definition, which coming from the combining interpretation
 of private autonomy; referred to fact that civil standards can function
 when there are no express reference. Author defends precedence of
 law relations as the leading form of legal regulation.
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19

Ingram, Albert L., Kenneth Heitz, Christine Reid, Mary Beth Walsh, and Catherine Wells. "Working with subject matter experts." Performance + Instruction 33, no. 8 (1994): 17–22. http://dx.doi.org/10.1002/pfi.4160330806.

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20

Rusnak, L. "Subject matter in constitutional jurisdiction." Public Law, no. 37 (2020): 182–87. http://dx.doi.org/10.37374/2020-37-18.

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21

Samuelson, Pamela. "Legally SpeakingRevisiting patentable subject matter." Communications of the ACM 51, no. 7 (2008): 20–22. http://dx.doi.org/10.1145/1364782.1364790.

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22

Thornton, Stephen J. "From Content to Subject Matter." Social Studies 92, no. 6 (2001): 237–42. http://dx.doi.org/10.1080/00377990109604009.

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23

Moller, Leslie. "Working with subject matter experts." TechTrends 40, no. 6 (1995): 26–27. http://dx.doi.org/10.1007/bf02763300.

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24

Soedardi, Riza Adrian. "Does Religion Matter? Understanding Religion Subject for Formal Education." At-Tarbawi: Jurnal Kajian Kependidikan Islam 4, no. 2 (2019): 104. http://dx.doi.org/10.22515/attarbawi.v4i2.1927.

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In modern education, religion becomes a study that is not prioritized because it is transcendental. Religion subject in formal education involves ambiguity in search of learning purposes. Some countries choose to return religious studies as an option rather than a mandatory subject. This study attempts to examine the importance of religion subject in formal education. The method employs literature reviews from research reports of the model of religion subject in particular countries thus these are compared with the religion subject model in Indonesia. The results show that developed countries reform religion subjects as an optional subject, while Indonesia might recognize religion subjects in formal education even though it factually does not indicate suitability for configuring students' characters.
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25

KIM, Chul Joo, and Byoung Chul KO. "Trend of ‘Theory of Subject Matter of Education of Education Subject’ and Reconceptualization of ‘Subject’ : focused on ‘research on subject matter, teaching material & teaching method’ subject." JOURNAL OF FISHRIES AND MARINE SCIENCES EDUCATION 30, no. 2 (2018): 582–97. http://dx.doi.org/10.13000/jfmse.2018.04.30.2.582.

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26

Deng, Zongyi. "Knowing the subject matter of a secondary‐school science subject." Journal of Curriculum Studies 39, no. 5 (2007): 503–35. http://dx.doi.org/10.1080/00220270701305362.

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27

Al-Kasassbeh, Dr Fahad Yousef. "Subject-matter Jurisdiction of Courts of First Instance in the Jordanian Judicial System." Psychology and Education Journal 58, no. 1 (2021): 820–32. http://dx.doi.org/10.17762/pae.v58i1.834.

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It is established that the jurisdictional rules are binding legal rules. The parties to whom provisions of these rules apply are required to comply with them, since the binding nature of rules of subject-matter jurisdiction oblige the parties to the proceedings, whether plaintiff or defendant, to adhere to them. Further, the public prosecutor’s office and courts are required to comply with these rules. If a court finds that it does not have jurisdiction over a case or a complaint filed before it, then it should declare lack of jurisdiction. It is established that rules of subject-matter jurisdiction are part of the public order. This is since the legislator determines such jurisdiction for a public interest, i.e. the justice. Hence, violating the rules of subject-matter jurisdiction results in absolute invalidity.
 This study aims to identify the subject-matter jurisdiction of the court of first instance without dealing with the territorial jurisdiction. This is in view of the problems that the subject-matter jurisdiction raises, especially with the large number of amendments made to the legislations that define this jurisdiction without the knowledge of the relevant parties, which raises a kind of confusion and ambiguity. The nature of subject-matter jurisdiction is defined in the introductory topic of this study. The subject-matter jurisdiction of the court of first instance over civil matters and criminal matters is defined in three topics. The study ends with the most important findings and recommendations, including, but not limited to, the special courts are cancelled and their jurisdiction is transferred to the courts of first instance.
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28

Ozerk, Kamil, and Stephen Krashen. "Subject Matter Teaching in Bilingual Education." ITL - International Journal of Applied Linguistics 131-132 (January 1, 2001): 1–10. http://dx.doi.org/10.1075/itl.131-132.01oze.

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Abstract Urdu and Turkish speaking children acquiring Norwegian as a second language learned more subject matter in bilingual classes than comparison students in monolingual Norwegian-only classes. Monolingual native speakers of Norwegian learned the same amount of subject matter in bilingual and monolingual classes.
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29

Elstad, Eyvind, Eli Lejonberg, and Knut-Andreas Christophersen. "Policy Mediated through Subject Matter Contexts: Antecedents of Subject-Bound Differences in Teachers’ Perceptions of Collaboration across Subjects." International Journal of Learning, Teaching and Educational Research 18, no. 4 (2019): 1–16. http://dx.doi.org/10.26803/ijlter.18.4.1.

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30

Zaslavskaia, Tat'iana I., and R. V. Ryvkina. "The Subject Matter of Economic Sociology." Soviet Sociology 26, no. 2 (1987): 8–28. http://dx.doi.org/10.2753/sor1061-015426028.

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31

Hollander, Elizabeth. "Subject Matter: Models for Different Media." Representations 36 (1991): 133–46. http://dx.doi.org/10.2307/2928635.

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32

Egorov, Dmitry, and Anzhela Egorova. "On the Subject Matter of Economics." Ideas and Ideals 12, no. 3-2 (2020): 352–62. http://dx.doi.org/10.17212/2075-0862-2020-12.3.2-352-362.

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A significant part of the definitions of the subject matter of economics goes back to the already classical definition of L. Robbins. According to the authors, the definition of the subject matter of economics according to Robbins is not entirely satisfactory. The norm is the allocation of the subject of science in the subject area. The selection of a subject of science by modus operandi violates the logic of constructing a disciplinary matrix of scientific knowledge. We agree that the definition of economic science in terms of material goods is narrow and not entirely satisfactory. However, replacing it with a definition through modus operandi is not an extension of the ‘material’ approach to understanding values, but a transition to a completely different logical level. We propose the following definitions: value –a rare utility (absolutely not necessarily material). An economic system is a system that can create and distribute values. Economics is a science that studies economic systems. The choice of an individual between different types of activities, and / or the use of alternative types of resources, although it is an economic choice, but the study of such an ‘atomic’ system is not enough to understand the properties of economic systems. The subject of economics appears with the advent of society. The social structure that ensures this coordination of production and exchange is the structure of the economic system. At the same time, it is the subject of economic science. The question of which aspect in the economic system is the main one – exchange or production – is the form of the question of what is the ontology of the economic universe: is it linear or non-linear? A complex non-linear system of the economy is made by two aspects: the use of durable assets in the production, as a result of which economic activity is ‘stretched' in time, and the great depth of the division of labor. Thus, the question of understanding the subject of economics is associated with a number of aspects that are significant for theory (and practice), ultimately –with the perception of the world –and the economic world as part of it.
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33

Beckstead, Zachary. "Shifting Loyalties: Reconsidering Psychology’s Subject Matter." Integrative Psychological and Behavioral Science 43, no. 3 (2009): 221–27. http://dx.doi.org/10.1007/s12124-009-9100-4.

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34

Hollander, Elizabeth. "Subject Matter: Models for Different Media." Representations 36, no. 1 (1991): 133–46. http://dx.doi.org/10.1525/rep.1991.36.1.99p00867.

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35

Sandoval, Jonathan. "Teaching in Subject Matter Areas: Science." Annual Review of Psychology 46, no. 1 (1995): 355–74. http://dx.doi.org/10.1146/annurev.ps.46.020195.002035.

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36

Wilson, John, and Nicholas Wilson. "The Subject‐matter of Educational Research." British Educational Research Journal 24, no. 3 (1998): 355–63. http://dx.doi.org/10.1080/0141192980240308.

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37

Ciccarelli, Vincenzo. "CONTENT RECARVING AS SUBJECT MATTER RESTRICTION." Manuscrito 42, no. 1 (2019): 45–90. http://dx.doi.org/10.1590/0100-6045.2019.v42n1.vc.

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38

Ye, Li, Maria Varelas, and Raphael Guajardo. "Subject-Matter Experts in Urban Schools." Urban Education 46, no. 4 (2011): 845–79. http://dx.doi.org/10.1177/0042085911399930.

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39

Kennedy, Mary M. "Education reform and subject matter knowledge." Journal of Research in Science Teaching 35, no. 3 (1998): 249–63. http://dx.doi.org/10.1002/(sici)1098-2736(199803)35:3<249::aid-tea2>3.0.co;2-r.

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40

Cowles, Michael, and Caroline Davis. "The subject matter of psychology: Volunteers." British Journal of Social Psychology 26, no. 2 (1987): 97–102. http://dx.doi.org/10.1111/j.2044-8309.1987.tb00769.x.

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41

Ubuz, Behiye, and Betül Yayan. "Primary teachers’ subject matter knowledge: decimals." International Journal of Mathematical Education in Science and Technology 41, no. 6 (2010): 787–804. http://dx.doi.org/10.1080/00207391003777871.

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42

Morano, Richard A. "Effective Methods Depend upon Subject Matter." College Teaching 33, no. 3 (1985): 134–39. http://dx.doi.org/10.1080/87567555.1985.10532305.

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43

Hefendehl-Hebeker, Lisa. "Subject-matter didactics in German traditions." Journal für Mathematik-Didaktik 37, S1 (2016): 11–31. http://dx.doi.org/10.1007/s13138-016-0103-7.

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44

Hußmann, Stephan, Sebastian Rezat, and Rudolf Sträßer. "Subject Matter Didactics in Mathematics Education." Journal für Mathematik-Didaktik 37, S1 (2016): 1–9. http://dx.doi.org/10.1007/s13138-016-0105-5.

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45

McGann, Camille, Aaron Miaullis, and Neil Page. "Radiologists: The Unsuspecting Subject Matter Experts." Journal of the American College of Radiology 12, no. 7 (2015): 745–53. http://dx.doi.org/10.1016/j.jacr.2015.01.014.

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46

Drieschner, Michael. "The subject matter of quantum mechanics." International Journal of Theoretical Physics 31, no. 9 (1992): 1615–25. http://dx.doi.org/10.1007/bf00671776.

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47

Even, Ruhama, and Dina Tirosh. "Subject-matter knowledge and knowledge about students as sources of teacher presentations of the subject-matter." Educational Studies in Mathematics 29, no. 1 (1995): 1–20. http://dx.doi.org/10.1007/bf01273897.

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48

Govindasamy, Manickavasagar, and Jariah Mohd. Jan. "EFFECTS OF ACADEMIC QUALIFICATIONS ON MALAYSIAN ENGLISH LANGUAGE TEACHERS’ SUBJECT MATTER KNOWLEDGE OF LITERARY DEVICES." Malaysian Journal of Languages and Linguistics (MJLL) 6, no. 1 (2017): 26–48. http://dx.doi.org/10.24200/mjll.vol6iss1pp26-48.

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Previous studies in the West have shown teachers who are academically qualified in specific subjects are able to teach better than those with degrees in non-specific subjects (Goldhaber and Brewer, 1996). Such studies within the local context are limited. As such, this study examines the effects of academic qualifications on the subject matter knowledge of literary devices among secondary school English language teachers in a northern district in Malaysia. The analysis revealed that academic qualifications had significantly influenced the subject matter knowledge of literary devices and such knowledge differ significantly among the English major and English minor, TESL and KPLI or Post-graduate Teaching Programme English language teachers. Specifically, the English major language teachers had better subject matter knowledge of literary devices than the non-English major language teachers. The TESL teachers were better than the non-TESL teachers in their subject matter knowledge of literary devices. The subject matter knowledge of literary devices amongst the KPLI English language teachers was lower compared to the non-KPLI language teachers.
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49

Aniroh, Kun. "FROM ENGLISH AS A GENERAL SCHOOL SUBJECT ONTO ENGLISH AS A MEDIUM FOR LEARNING SPECIFIC SUBJECTS: THE NEED TO SHIFT IN THE TEACHING ORIENTATION." TEFLIN Journal - A publication on the teaching and learning of English 20, no. 2 (2015): 169. http://dx.doi.org/10.15639/teflinjournal.v20i2/169-179.

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The teaching of ESP so far has been dominated by the belief that linguistic mastery of English is considered sufficient to deliver the contents of the subject matter concerned. This view seems to need a critical overview for verbal communication in general, let alone in ESP, requires both proficiency in the language and the contents. This implies that English teachers in ESP need to be equipped satisfactorily in English as well as the subject matter. An ESP teacher needs to possess a double competency. With this as a framework, the teaching of ESP accordingly will need to shift its focus from English in isolation to English as medium for subject matters exchanges.
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50

Yıldırım, Tercan, and Fatih Yazıcı. "Preservice History Teachers’ Perceptions of Subject Matter Competency." Journal of Education and Training Studies 5, no. 10 (2017): 113. http://dx.doi.org/10.11114/jets.v5i10.2602.

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Teachers should be able to understand conceptual constructs, viewpoints, and principles related to their field and organize teaching process accordingly. This is valid also for history teachers. They are expected to comprehend the basic conceptions related to subject areas and reflect them on classroom practices. The association between subject matter and pedagogy is significant for the quality of teaching. The drawbacks in content knowledge cause deficiencies in learning and a tendency to handle subjects in a similar manner. The aim of this study was to investigate preservice history teachers’ perceptions of content knowledge in terms of different variables. Within this scope, Scale of Perceived Competence in History as a Subject Matter was used as the data collection tool. The participants were composed of 305 preservice history teachers receiving pedagogical formation education at 3 different universities in Turkey during 2016-2017 academic year. In this study, it was investigated whether participants’ perceptions of subject matter competency differed in terms of gender, graduation high school, order and reason of choosing the program studied, city of program studied, and general academic average.
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