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Journal articles on the topic 'Content'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Singleton, Alan. "Content, context? No contest . . . probably." Learned Publishing 25, no. 3 (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-

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3

Li, Mingyan, Tracy Seneca, and Megan Keller Young. "Content and Context." International Journal of Librarianship 7, no. 1 (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

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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 (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 (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 (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 (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 (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

Khatra, Amina. "Content Based Image Retrieval Using Texture Contents." International Journal of Scientific Engineering and Research 1, no. 4 (2013): 39–41. https://doi.org/10.70729/j201372.

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12

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

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13

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

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14

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

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15

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

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16

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

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17

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

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18

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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19

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 (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 develop

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20

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

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21

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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22

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

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23

Evans, William, and Susanna Hornig Priest. "Science content and social context." Public Understanding of Science 4, no. 4 (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

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24

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

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25

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

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26

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

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27

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

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28

Russell, Felice Atesoglu. "Context for Content Teachers' Learning." Journal of School Leadership 28, no. 2 (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 revea

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29

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

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30

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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31

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

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32

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

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33

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

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34

Pisotskyi, Marian, and Alexey Botchkaryov. "Online Video Platform with Context-aware Content-based Recommender System." Advances in Cyber-Physical Systems 6, no. 1 (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 depen

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35

Zagata, L. "Bio cash-cow? Context and content of Czech organic farming." Agricultural Economics (Zemědělská ekonomika) 53, No. 1 (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 far

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36

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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37

Sørensen, Christian Grund. "Content, Context & Connectivity Persuasive Interplay." International Journal of Conceptual Structures and Smart Applications 1, no. 2 (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 tool

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38

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

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39

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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40

Wagner, Roy, та Arun Ashokan. "Content and Context of Kaṇakkatikāram Manuscripts". History of Science in South Asia 12 (3 липня 2024): 1–31. http://dx.doi.org/10.18732/hssa103.

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Kaṇakkatikāram is the title of elementary mathematical treatises that focus on measurements, calculation techniques and practical-recreational word problems. These treatises enjoyed substantial distribution in medieval and colonial Tamil Nadu and Kerala (Parameswara Iyer 1990, Vol. 2, 524-527). In this paper we will describe these treatises based on Malayalam manuscripts. We will discuss their content, linguistic and stylistic form, context of use, relation to actual professional practices, the cultural values that they express, and the political-economic reality that they reflect. Since the T

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41

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

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42

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

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43

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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44

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 (2005): 247–58. http://dx.doi.org/10.1016/j.pscychresns.2004.10.004.

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45

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

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46

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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47

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

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48

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 (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-sens

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49

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

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50

Gradmann, Stefan. "From containers to content to context." Journal of Documentation 70, no. 2 (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 his

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