Books: 'Subset Difference'

1

Cassinari, Flavio. Dalla differenza al soggetto: Note per un'antropologia metafisica della storia. Milano: Mimesis, 2000.

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2

Cassinari, Flavio. Dalla differenza al soggetto: Note per un'antropologia metafisica della storia. Milano: Mimesis, 2000.

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3

Belsey, Catherine. The subject of tragedy: Identity and difference in Renaissance drama. London: Routledge, 1993.

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4

The subject of tragedy: Identity and difference in Renaissance drama. London: Methuen, 1985.

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5

Weisenbacher, Uwe. Moderne Subjekte zwischen Mythos und Aufklärung: Differenz und offene Rekonstruktion. Pfaffenweiler: Centaurus, 1993.

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6

Changing the subject: Mary Wroth and figurations of gender in early modern England. Lexington, KY: University Press of Kentucky, 1996.

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7

Kehrerh, A. C. Meaningful outlier contingencies in self-organizing maps processing different subsets of input vector space. London: University of Surrey Roehampton, 2002.

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8

Ali, Wasek. 100 years subject wise up-to-date criminal rulings on different subjects. Dhaka: New Warsi Book Corp., 2002.

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9

Hans, Frost. An operational approach to assess management regulation, subject to different management objectives. Esbjerg: South Jutland University Press, 1996.

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10

Dörfler, Thomas. Das Subjekt zwischen Identität und Differenz: Zur Begründungslogik bei Habermas, Lacan, Foucault. Neuried: Ars Una, 2001.

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11

Wang, Peijie. A different approach to estimating betas of securities subject to thin trading. Manchester: Manchester School of Management, 1999.

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12

Elizabeth, Hanson. Discovering the subject in Renaissance England. Cambridge, U.K: Cambridge University Press, 1998.

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13

Chakhovich, Terhi. Essays on managerial myopia and subject positions in companies with different governance structures. [Helsinki]: Helsinki School of Economics, 2010.

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14

Vanhonacker, Wilfried R. "Estimating dynamic response models when the data are subject to different temporal aggregation". Fontainbleau: INSEAD, 1986.

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15

Rovio-Johansson, Airi. Being good at teaching: Exploring different ways of handling the same subject in higher education. [Sweden]: Acta Universitatis Gothoburgensis, 1999.

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16

Discovering the subject in Renaissance England. Cambridge: Cambridge University Press, 1998.

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17

Differentiated science teaching: Responding to individual differences and to special educational needs. Buckingham: Open University Press, 1993.

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18

A different kind of "subject": Colonial law in Aboriginal-European relations in nineteenth century Western Australia 1829-61. North Melbourne, Vic: Australian Scholarly Pub., 2012.

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19

Gillespie, Deirdre A. An investigation into gender differences in pupils attitudes to school subjects and science subject choice in a co-educational grammar school. [S.l: The author], 1999.

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20

Shima, Alan. Skirting the subject: Pursuing language in the works of Adrienne Rich, Susan Griffin, and Beverly Dahlen. Uppsala: [Uppsala University], 1993.

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21

Contextualizing family planning: truth, subject, and the other in the US government. New York, USA: Palgrave Macmillan, 2009.

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22

Bishaẏa, muktiyuddha: Bhinna āṅgike pān̐caṭi nāṭaka = Subject, liberation war : a compilation of five drama on different form and colour. Ḍhākā: Pārṭanārasa Pābalikeśana, 2010.

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23

Der Irrtum im Geschlecht: Eine Studie zu Subjektpositionen im westlichen und im muslimischen Diskurs. Bielefeld: Transcript, 2008.

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24

Lightman, Susan. Studies on T cell subsets and their role in influenza virus infection and differential expression of IA antigens in different tissues of the eye. Uxbridge: Brunel University, 1989.

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25

David, Reedy, ed. Developing writing for different purposes: Teaching about genre in the early years. London: P. Chapman Pub., 2000.

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26

Otoko wa kaseijin onna wa kinseijin: Subete no nayami o kaiketsusuru renai sōdan Q&A = Men are from Mars, wemen are from Venus. Tōkyō: Sōnī Magajinzu, 2003.

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27

Davies, Carole Boyce. Black women, writing, and identity: Migrations of the subject. London: Routledge, 1994.

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28

Wells, J. Headlam. Opting for different worlds: A comparison of the subject choices and examination performance of girls and boys in Humberside schools within the 16-19 age group. Hull: Humberside College of Higher Education Professional Centre Publications, 1986.

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29

Hagerman, Christopher Alexander. Speech of C.A. Hagerman, Esq. M.P.P. in the House of Assembly, April 18th, 1836, against the adoption of the report of the Select Committee on the subject of the difference between His Excellency and the Executive Council. [Toronto?: s.n.], 1993.

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30

Educational Diversity: The Subject of Difference and Different Subjects. Brand: Palgrave Macmillan, 2012.

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31

Taylor, Y. Educational Diversity: The Subject of Difference and Different Subjects. Palgrave Macmillan, 2012.

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32

Kittredge, Richard I. Sublanguages and Controlled Languages. Edited by Ruslan Mitkov. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199276349.013.0023.

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This article deals with the topic of sublanguage, the original language grammar subset, which informs various text outputs. Despite routine deviance from standard languages, quite often sublanguage grammatical patterns draw heavily from standard languages. Machine translation, database extraction from texts, and natural language generation are some ways of sublanguage processing. The definition of controlled language projects the difference between itself and sublangauge. The former is described as a restricted set of natural language, engineered to facilitate communication between expert native speakers and either non-expert natives or expert non-natives. However, the difference lies in the fact that controlled language is not a natural subset, unlike sublangauge. Unlike sublanguage that works like a general language in not restricting its sentences, controlled language sets an upper limit, typically around twenty-five. Contrast between controlled language and sublanguage assumes theoretical importance.

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33

Lubrano, Ennio. Axial disease. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198737582.003.0013.

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This chapter summarizes the state of the art for axial involvement in psoriatic arthritis (axial PsA). The definition and measurement of axial PsA still remain problematic and this, in turn, could affect the best approach of recognition and treatment of this intriguing subset of the psoriatic disease. Axial PsA has been studied over the last few years looking at the difference in function and radiological findings compared mainly to Ankylosing Spondylitis (AS), trying to differentiate it from a coincidental AS with psoriasis. Moreover, an assessment on a possible Diffuse Idiopathic Skeletal Hyperostosis (DISH) in PsA patients and clinical-radiological differences to axial PsA has been evaluated. The role of potential new imaging techniques, such as MRI, in the assessment of axial PsA has been considered in this chapter. The diagnosis and treatment of axial PsA has been reported by using the data obtained from the literature.

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34

Stone, Alison. Sexual Difference. Edited by Lisa Disch and Mary Hawkesworth. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199328581.013.43.

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This chapter explains the main conceptions of sexual difference that have influenced feminist theory, tracing their roots in the psychoanalysis of Freud and Lacan, and then introducing the radical rethinking of sexual difference put forward by Luce Irigaray. For Irigaray, in the Western symbolic order there has only ever been sexual hierarchy, not genuine sexual difference. Her political program for changing the symbolic order to create a positive feminine subject-position—one that is not merely the underside or negative opposite of the masculine position—has been developed practically by some Italian feminists. Conceptions of sexual difference have also helped feminist theorists to rethink embodiment beyond the sex/gender distinction. The chapter concludes by considering how conceptions of sexual difference have made various current directions in feminist theory possible, including the new “material feminisms.”

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35

Kropf, Nancy P., and Sherry M. Cummings. Reminiscence and Life Review. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190214623.003.0012.

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Chapter 12, “Reminiscence and Life Review: Evidence-Based Practice,” examines meta-analyses, systematic reviews, and RCTs of these two related therapeutic approaches, which are commonly used to enhance well-being, promote cognitive functioning, and mitigate emotional difficulties of later life. All studies reported some positive outcome of reminiscence and life review interventions. The greatest evidence exists for reduction in geriatric depression, as this outcome was evaluated in the largest number of reviews. Stronger support was found for the use of life review with older adults who have higher levels of cognitive functioning. Although a subset of reviews favored life review over reminiscence, this difference was not reported across the board. Study results suggest that both approaches are useful and that group and individual interventions are effective. Variations in administration of these interventions, however, were extensive and make interpretation of the efficacy of a particular approach or style of reminiscence and life review difficult.

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36

Subject of Tragedy: Identity and Difference in Renaissance Drama. Taylor & Francis Group, 2015.

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37

Subject of Tragedy: Identity and Difference in Renaissance Drama. Taylor & Francis Group, 2013.

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38

Kabir, Abulfazal M. Fazle, 1934-, ed. Acquisition in different and special subject areas. Binghamton, NY: Haworth Information Press, 2003.

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39

Katz, Linda S. Acquisition in Different and Special Subject Areas. Routledge, 2013. http://dx.doi.org/10.4324/9781315863436.

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40

Takeuchi, Kumiko. Otoko to onna no shinkaron: Subete wa kanchigai kara hajimatta. Shinchosha, 1990.

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41

Skow, Bradford. Causation, Explanation, and the Metaphysics of Aspect. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198826965.001.0001.

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This book aims to answer the following questions: what is the difference between a cause and a background condition? What is it to manifest a disposition? Can dispositions be extrinsic? What is the most basic kind of causation? And, what might a structural explanation be? Each chapter takes up a subset of these questions; the chapters are written to be readable independently. The answers defended rely on three ideas. Two of those ideas use a distinction from the study of lexical aspect, namely the distinction between stative verbs and non-stative verbs. The first idea is that events go with non-stative verbs, in the sense that “If S, then an event occurred in virtue of the fact that S” is true when the main verb in the clause going in for “S” is non-stative. The second is that acting, doing something, goes with non-stative verbs, in the sense that “In Ving X did something” is true iff V is a non-stative verb. The third idea is about levels of explanation: “(A because B) because C” does not entail “A because C.”

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42

Uerlings, Herbert, Viktoria Schmidt-Linsenhoff, and Karl Hölz. Das Subjekt und die Anderen. Schmidt, Berlin, 2001.

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43

Marandiuc, Natalia. Human Difference and Particular Subjectivity. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190674502.003.0004.

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As a receiver and giver of love, the self is both subject to transformation and open to exogenous creative powers. In dialogue with Søren Kierkegaard, the chapter constructs subjectivity as continuous becoming rather than given facticity; while gifted from God in inchoate form, the self is constructed in time, history, and relationships of love and belonging. The chapter conceptualizes the self as containing a double layer of universality and particularity and discusses the interrelation of these layers. Regarding particularity, it explores the medieval notion of haecceity as developed by John Duns Scotus and explicates its contribution to contemporary understandings of human difference and singularity. Using universality as a baseline, it examines how the particular self is bilocated in time and eternity—or history and a transhistorical reality extending from God’s life—and characterized by necessity and freedom, concluding that it is this kind of subjectivity that grows through love attachments.

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44

Foxman, D. D., and Lynn Joffe. Attitudes and Gender Differences (Assessment of Performance Unit). Routledge, 1988.

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45

Children's naming of subject categories: Developmental differences in the invariant properties of category labelling. Ann Arbor, Mich: University Microfilms International, 1994.

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46

Sarit, Kattan Gribetz. Time and Difference in Rabbinic Judaism. Princeton University Press, 2020. http://dx.doi.org/10.23943/princeton/9780691192857.001.0001.

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The rabbinic corpus begins with a question — “when?” — and is brimming with discussions about time and the relationship between people, God, and the hour. This book explores the rhythms of time that animated the rabbinic world of late antiquity, revealing how rabbis conceptualized time as a way of constructing difference between themselves and imperial Rome, Jews and Christians, men and women, and human and divine. Each chapter explores a unique aspect of rabbinic discourse on time. The book shows how the ancient rabbinic texts artfully subvert Roman imperialism by offering “rabbinic time” as an alternative to “Roman time.” It examines rabbinic discourse about the Sabbath, demonstrating how the weekly day of rest marked “Jewish time” from “Christian time.” The book looks at gendered daily rituals, showing how rabbis created “men's time” and “women's time” by mandating certain rituals for men and others for women. The book delves into rabbinic writings that reflect on how God spends time and how God's use of time relates to human beings, merging “divine time” with “human time.” Finally, it traces the legacies of rabbinic constructions of time in the medieval and modern periods. In doing so, the book sheds new light on the central role that time played in the construction of Jewish identity, subjectivity, and theology during this transformative period in the history of Judaism.

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47

Joffe, Lynn. Attitudes and gender differences: Mathematics at age 11 and 15. Assessment of Performance Unit, Department of Education and Science, 1988.

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48

Kyle, Geoffrey A. A study of differences between the sexes in pupil attitudes toward their subject teachers. 1986.

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49

1955-, Uerlings Herbert, Hölz Karl, and Schmidt-Linsenhoff Viktoria, eds. Das Subjekt und die Anderen: Interkulturalität und Geschlechterdifferenz vom 18. Jahrhundert bis zur Gegenwart. Berlin: E. Schmidt, 2001.

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50

Lippiatt, G. E. M. Subject and Vassal. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198805137.003.0002.

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Rather than spend his life in the train of one particular king, Simon’s career saw him in the lordship of three different Crowns: France, England, and Aragon. Though his relations with the first of these were almost entirely amicable—if not always harmonious—he was more often in open conflict with the latter two. As a crusader, Simon was also subject to a fourth lord, the pope, for the major events of his career. But even while executing papal mandates, Simon at times came into conflict with the distant will of Rome. However, none of these lords successfully prevented Simon’s ascendancy. By exploiting the margins of monarchical authority, retreating from his obligations of fidelity to one lord in favour of another, he presented himself as a legitimate actor while interfering with the designs of a nominal superior.

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Books on the topic 'Subset Difference'

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