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Journal articles on the topic 'A-subJEct'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 June 2025

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1

Schwabe, Angelika. "Sigmachorology as a subject of phytosociological research: a review." Phytocoenologia 27, no. 4 (1997): 463–507. http://dx.doi.org/10.1127/phyto/27/1997/463.

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2

Leffler, Eva. "Enterprise Learning and School Subjects – A Subject Didactic Issue?" Journal of Education and Training 1, no. 2 (2014): 15. http://dx.doi.org/10.5296/jet.v1i2.5194.

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3

Vaz Patto, Maria Carlota. "Grain legume protein quality: a hot subject." Arbor 192, no. 779 (2016): a314. http://dx.doi.org/10.3989/arbor.2016.779n3004.

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4

Smagulova, Zh B., and A. E. Mukhanova. "CLUSTERS AS A SUBJECT OF MODERN ECONOMY." Bulletin of the Korkyt Ata Kyzylorda University 58, no. 3 (2021): 214–21. http://dx.doi.org/10.52081/bkaku.2021.v58.i3.090.

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The article is devoted to the analysis of clusters as a new factor of increasing competitiveness in the modern economy. The initial preconditions for the formation of clusters are described (the presence of competitive enterprises, presence of competitive advantages for cluster development in region, geographical concentration, an extensive selection of participants, existence of links and interactions between cluster entities). The characteristic features of clusters are given (the possibility of research and development; qualification of the workforce; improvement of labor potential, collective vision and leadership; proximity of suppliers and connections with them; availability of capital; access to specialized services; associated structures; intensity of network formation; entrepreneurial energy; innovation and training). The general features of cluster formations are characterized (presence of critical mass; specialization of firms on various aspects of the value chain; mainly horizontal structure of relations and regulation) The classification of clusters is given (by territorial coverage, by stage of cluster development, by degree of products novelty, by role in the system of exchange and use of knowledge, by presence and degree of development of elements in cluster structure, by level of aggregation of cluster participants, by nature of the industry of enterprises participating in the cluster). The models of cluster formation (Italian, Japanese, Finnish, North American, Indian-Chinese, etc.) are highlighted.
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5

Nikolova, Yana. "THE ORGANIZATION AS A SUBJECT OF STUDY." Journal Scientific and Applied Research 21, no. 1 (2021): 40–44. http://dx.doi.org/10.46687/jsar.v21i1.318.

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6

Zhumabayeva, Zh, and G. Uaisova. "PROBLEMS TEACHING PRIMARY SCHOOL SUBJECTS THROUGH A META-SUBJECT APPROACH." BULLETIN Series of Pedagogical Sciences 68, no. 4 (2020): 206–16. http://dx.doi.org/10.51889/2020-4.1728-5496.31.

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Therefore in our article we analyzed the works of scientists who studied the concept of "Meta-subject", "interdisciplinary approach." At the same time, we discussed methods and approaches to teaching primary school subjects through a meta-subject approach. If the methodology of teaching subjects in various subject areas of primary education is based on a theoretical approach and its methodology is adopted, this will allow students to develop the kazakh language, as well as master language skills. In this regard, primary school teachers were given explanations about the meta-subject approach. And also a special task template was developed for schoolchildren and tested. As a result, it was concluded that the chosen methodology, training system and task models allow conducting meta-subject training in primary education subjects to achieve the proposed results. This, in turn, contributes to the comprehensive development of students as a person.
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7

Hussein, Aqeel Kadhom, and Aqeel Mohsin Abbood Al-Hussein. "Dummy Subjects in English: A Grammatical Analysis." International Journal of Linguistics 14, no. 4 (2022): 231. http://dx.doi.org/10.5296/ijl.v14i4.20263.

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In fact, any sentence in the language that has a subject is the one who does the action. The verb, the doer of a language, tells us who has already done the action that was described by the action as the initial element that begins a sentence grammatically. There are two types of subjects in the English language, which is the language in question: actual subject, which performs the action, and dummy subject, which fills the position of the real subject and has a grammatical function but no semantic significance.The study focuses on the syntactic analysis of dummy, expletive, or empty subjects that lack the qualities of real people. Dummy subjects are also known as the sentence's doer, and they are just one of several issues that weaken the phrase by making it unclear or opaque. The study starts with a look at the concept of the subject in general, then moves on to dummy subjects, which are subjects that just fill the subject's position to provide a grammatical purpose without any semantic function. The study looks at the two dummy subjects "it" and "there" in an English sentence and how they may appear with different verbs. The incorrect usage of the dummy subject "there" with the singular verb "be" is criticized in the study.
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8

Acharya, Prof Madhvi R. "Problems In Teaching English As A Compulsory Subject." Indian Journal of Applied Research 1, no. 7 (2011): 96–97. http://dx.doi.org/10.15373/2249555x/apr2012/29.

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9

Abzalova, Khurshida Mirziyatovna. "Subject Of A Crime Under French Criminal Legislation." American Journal of Political Science Law and Criminology 03, no. 01 (2021): 63–68. http://dx.doi.org/10.37547/tajpslc/volume03issue01-10.

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This article deals with the issues of criminal liability of persons (the subject of the crime) for committing crimes under the Criminal Code of France. It is noted that the French criminal law does not contain any special chapter devoted to the subject of the crime, but provides for important provisions on the responsibility of individuals and legal entities. Based on the analysis, it was concluded that it is necessary to apply the experience of France in terms of liberalizing the responsibility of minors and introducing the responsibility of legal entities.
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10

Baxtiyor, Qayumov. "CREATIVITY AS A RESEARCH SUBJECT IN PSYCHOLOGICAL RESEARCH." American Journal Of Social Sciences And Humanity Research 4, no. 7 (2024): 76–80. http://dx.doi.org/10.37547/ajsshr/volume04issue07-11.

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The article provides a psychological analysis of the concept of creativity. The opinions of foreign scientists about creativity are systematized. Various psychological approaches to creativity are analyzed.
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11

Bazarov, Komiljon I. "PHYSICAL EDUCATION AS A COMPULSORY SUBJECT IN SCHOOL." Oriental Journal of Social Sciences 02, no. 04 (2022): 65–71. http://dx.doi.org/10.37547/supsci-ojss-02-04-09.

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This article discusses Physical education as a compulsory subject in school. It turns out that the teacher has not yet been conquered, that the issues of physical education are not considered by him/her as his/her own, necessary, organically connected with the entire organization of children’s life, that physical education in the eyes of many workers is an extraneous superstructure, imposed from the outside, often interfering, taking time away from pedagogical work.
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12

Janowski, Lucjan, and Margaret Pinson. "The Accuracy of Subjects in a Quality Experiment: A Theoretical Subject Model." IEEE Transactions on Multimedia 17, no. 12 (2015): 2210–24. http://dx.doi.org/10.1109/tmm.2015.2484963.

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13

Lande, Dmytro, Ihor Subach, Olexander Puchkov, and Artem Soboliev. "A Clustering Method for Information Summarization and Modelling a Subject Domain." Information & Security: An International Journal 50 (2021): 79–86. http://dx.doi.org/10.11610/isij.5013.

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14

Bianchini, Paolo, and Maria Cristina Morandini. "A Useless Subject?" Journal of Educational Media, Memory, and Society 9, no. 1 (2017): 58–82. http://dx.doi.org/10.3167/jemms.2017.090104.

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Civic education has always been an ancillary subject in the Italian school system. Introduced at the end of the 1950s as a sort of appendage to the history programs, it has recently been subject to multiple reforms although little or nothing has changed in reality. The analysis of a sample of civic education textbooks in use in schools explains some reasons for this breakdown. Even though they apply the new legislation, these textbooks retain the most blatant defect of civic education in the Western world—the lack of a clear and convincing model of the citizen.
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15

Spears, Monroe K. "A Painful Subject." Hudson Review 38, no. 3 (1985): 415. http://dx.doi.org/10.2307/3851368.

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16

Northup, George W. "A fundamental subject." Journal of the American Osteopathic Association 85, no. 8 (1985): 47–48. http://dx.doi.org/10.1515/jom-1985-850809.

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17

Li, Gege. "A sticky subject." New Scientist 252, no. 3360 (2021): 34. http://dx.doi.org/10.1016/s0262-4079(21)02028-5.

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18

Russell, Ian. "A sensitive subject." Nursing Standard 24, no. 8 (2009): 25. http://dx.doi.org/10.7748/ns.24.8.25.s28.

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19

Tannenwald, Nina. "A taboo subject." Bulletin of the Atomic Scientists 62, no. 3 (2006): 64. http://dx.doi.org/10.2968/062003018.

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20

Shekelle, Richard B., and Jeremiah Stamler. "A Delicate Subject." Epidemiology 3, no. 4 (1992): 387. http://dx.doi.org/10.1097/00001648-199207000-00019.

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21

Schinaia, Nicola, and M. Kanieff. "A Delicate Subject." Epidemiology 4, no. 6 (1993): 558. http://dx.doi.org/10.1097/00001648-199311000-00018.

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22

Kirkpatrick, Peter. "A touchy subject." Nature Reviews Neuroscience 2, no. 4 (2001): 227. http://dx.doi.org/10.1038/35067512.

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23

Inman, Mason. "A sensitive subject." Nature Climate Change 1, no. 905 (2009): 59–61. http://dx.doi.org/10.1038/climate.2009.41.

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24

Thonemann, Philip. "A suitable subject." Physics World 14, no. 3 (2001): 18. http://dx.doi.org/10.1088/2058-7058/14/3/21.

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25

Matthews, Mark. "A Touching Subject." Self & Society 16, no. 1 (1988): 53–54. http://dx.doi.org/10.1080/03060497.1988.11084896.

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26

Whalley, Katherine. "A sticky subject." Nature Reviews Neuroscience 7, no. 10 (2006): 758. http://dx.doi.org/10.1038/nrn2011.

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27

Bishop, Elaine. "A TOUCHY SUBJECT." American Journal of Nursing 99, no. 8 (1999): 14. http://dx.doi.org/10.1097/00000446-199908000-00008.

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28

&NA;. "A TOUCHY SUBJECT." American Journal of Nursing 99, no. 8 (1999): 14. http://dx.doi.org/10.1097/00000446-199908000-00009.

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29

Cogburn, Cal. "A TOUCHY SUBJECT." American Journal of Nursing 99, no. 8 (1999): 14. http://dx.doi.org/10.1097/00000446-199908000-00010.

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30

&NA;. "A TOUCHY SUBJECT." American Journal of Nursing 99, no. 8 (1999): 14. http://dx.doi.org/10.1097/00000446-199908000-00011.

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31

Rind, David. "A model subject." Nature 398, no. 6727 (1999): 480. http://dx.doi.org/10.1038/19019.

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32

King, R. M. "A booming subject." Science & Justice 37, no. 3 (1997): 218–19. http://dx.doi.org/10.1016/s1355-0306(97)72185-3.

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33

Fleming, Martha. "A metaphysical subject." British Journal for the History of Science 31, no. 4 (1998): 437. http://dx.doi.org/10.1017/s0007087498003434.

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34

Miodownik, Mark. "A touchy subject." Materials Today 8, no. 6 (2005): 6. http://dx.doi.org/10.1016/s1369-7021(05)70915-9.

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35

Bryant, Barton W. "Becoming a Subject." International Journal of Psychoanalysis 89, no. 2 (2008): 452–56. http://dx.doi.org/10.1111/j.1745-8315.2008.00031_4.x.

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36

Rodriguez, Claudia P., Anand Vaidya, Lori W. Tishler, and Joji Suzuki. "A Painful Subject." New England Journal of Medicine 373, no. 26 (2015): e32. http://dx.doi.org/10.1056/nejmimc1505316.

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37

Rockmore, Dan. "A Paradoxical Subject." American Scientist 95, no. 6 (2007): 540. http://dx.doi.org/10.1511/2007.68.540.

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38

Elling, Bob. "A Weighty Subject." JEMS: Journal of Emergency Medical Services 32, no. 5 (2007): 20. http://dx.doi.org/10.1016/s0197-2510(07)72185-x.

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39

Tannenwald, Nina. "A taboo subject." Bulletin of the Atomic Scientists 62, no. 3 (2006): 64. http://dx.doi.org/10.1080/00963402.2006.11460991.

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40

Freeman, Paul B. "A weighty subject." Optometry - Journal of the American Optometric Association 81, no. 2 (2010): 53–54. http://dx.doi.org/10.1016/j.optm.2010.01.001.

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41

Korsunsky, Boris. "A Touchy Subject." Physics Teacher 46, no. 2 (2008): 119. http://dx.doi.org/10.1119/1.2834537.

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42

Bishop, Elaine, and Cal Cogburn. "A Touchy Subject." American Journal of Nursing 99, no. 8 (1999): 14. http://dx.doi.org/10.2307/3472164.

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43

Svec, Julia. "A sensitive subject." Dental Nursing 19, no. 8 (2023): 400–401. http://dx.doi.org/10.12968/denn.2023.19.8.400.

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44

Alcraft, Tom. "A sensitive subject." Dental Nursing 20, no. 2 (2024): 92–93. http://dx.doi.org/10.12968/denn.2024.20.2.92.

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45

Merino, Mauricio. "From a discipline without a subject to a subject without a discipline." International Journal of Public Administration 19, no. 9 (1996): 1465–80. http://dx.doi.org/10.1080/01900699608525154.

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46

Kottow, Andrea R., and Michael H. Kottow. "The disease-subject as a subject of literature." Philosophy, Ethics, and Humanities in Medicine 2, no. 1 (2007): 10. http://dx.doi.org/10.1186/1747-5341-2-10.

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47

Ternovyk, Nataliia, and Alla Simko. "Psychological Ways of Forming a Teenager as a Subject of Cognitive Activity." Collection of Research Papers "Problems of Modern Psychology" 63 (April 25, 2024): 308–29. http://dx.doi.org/10.32626/2227-6246.2024-63.308-329.

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The aim of our research is to show psychological ways of forming a teenager as a subject of cognitive activity by providing a confirmatory experiment at secondary schools. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. The experimental method was the method of organizing empirical research. The results of the research. It was shown, that we connect the effective solution of the problem of Subject activity with the solution of the question of what it is the source of this activity. We’d like to note that the external Cognitive Activity of the person depends on the internal Cognitive Activity not only in the sense that any external influences are realized only through the internal characteristics, but the internal ones also have its own direct source of the activity and development. Analyzing Pre-Subjective Cognitive Activity, including genotypic influences, in which the biological and social prerequisites of the development are suppressed. We believe that it is necessary to take into account spontaneity in the development of the Subject of Cognitive Activity. We introduce the concept of a center of Subject’s Activity, the formation of which is manifested in a gradual change in the relationships between External and Internal types of Cognitive Activity: from the prevailing orientation of External through Internal Content to the increasing dominance of the tendency Internal through External Senses. Conclusions. Taking into account the opportunities given by the nature and acquired them into the process of education and upbringing, as well as the demands of the Ukrainian society, we single out the following structure of the Subject of Cognitive Activity. The content of the Subject of Cognitive Activity is a hierarchy of goals, one way or another presented in the mind of a person and the formed subjective experience of a person. A form of Subjectivity is conscious self-regulation of human activity and behavior. The implementation of the Subject of Cognitive Activity is determined by the interaction of formed self-regulation skills and components of subjective experience. We single out the following components of Subject’s experience: 1) valuable experience (related to the formation of interests, ethical norms, ideals, beliefs); 2) the experience of reflection; 3) the experience of habitual activation; 4) operational experience; 5) the experience of cooperation.
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48

AL-Khafaj, Inas Hasan. "SUBJECT: REVIEW METHODS OF DETECTING SUGAR IN A SAMPLE." American Journal of Interdisciplinary Innovations and Research 6, no. 1 (2024): 50–59. http://dx.doi.org/10.37547/tajiir/volume06issue01-08.

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The sugar is a simple type of carbohydrate and represents the main source of energy to power the biological and physical activities in the body. However, it has been reported that over weight gain, imperfect metabolic processes and heart diseases are mainly related to excess sugar intake, which causes diabetic complains. This has raised the demand of having reliable test methods for quantifying sugar amount in different samples to both monitor sugar levels and to study the biological effects of carbohydrates. This provides valuable information in various fields, including food science, biochemistry, and medicine. Several test methods have been applied to detect the presence of sugar in a biological sample. Conventional tests imply using special chemical reagents. Two well known tests are discussed briefly in this report, namely Molich’s and Fehling's tests. The chemical reagents, test procedures, precaution as well as advantages and limitations were comprehensively discussed. A comparison between the two tests has been thoroughly addressed.
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49

Jurayeva, Muslima. "LEGAL ENTITIES AS A SUBJECT OF PRIVATE INTERNATIONAL LAW." Tsul legal report 2, no. 1 (2021): 87–93. http://dx.doi.org/10.51788/tsul.lr.2.1./qmgp1092.

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This article analyzes, firstly, the definition of the meaning of the concept of “legal entity” in a general sense, and secondly, the determination of the concept, types and features as a subject of private international law. The article studied this topic using the example of an arbitration case that arose between banks of the Russian Federation and foreign banks. The article also shows the difference between such concepts as “the criterion of incorporation,” “the criterion of legal entities location,” “the criterion of legal entity’s principal place of business.” In conclusion, the author will provide proposals for the future development of this branch of law.
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50

Tempelaar, Dirk T., Sybrand Schim van der Loeff, Wim H. Gijselaers, and Jan F. H. Nijhuis. "On Subject Variations in Achievement Motivations: A Study in Business Subjects." Research in Higher Education 52, no. 4 (2010): 395–419. http://dx.doi.org/10.1007/s11162-010-9199-7.

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