Sentences with phrase «get used out of context»

Not exact matches

It's tricky even for translators to get colloquialisms correct and when you consider the slang typically used in the context of various sporting events, phrases translated out of context will be nearly impossible to get right.

99.9 % of Religion in this day is like a very bad used car salesmen trying to sell you something to get your money and you drive off thinking you got something nice and you what you are getting is a clunker that will take you just far enough away that the saleman can steal your money because 99.9 % of what all religions claim about God is just a bunch of lies ON God taken out of context.

It's because it shines a light on the fact that a lot of christians use the bible out of context to support their positions or to degrade the positions of others, and rather than using that lesson to make themselves better people, they get defensive.

Spanish version: (3 files) Lesson includes step - by - step activities to get students accustomed and prepared for all parts of the exam, including understanding the instructions, looking for context, working out which tenses to use, learning formula to use in the exam.

Lesson includes step - by - step activities to get students accustomed and prepared for all parts of the exam, including understanding the instructions, looking for context, working out which tenses to use, learning formula to use in the exam.

French version (3 files) Lesson includes step - by - step activities to get students accustomed and prepared for all parts of the exam, including understanding the instructions, looking for context, working out which tenses to use, learning formula to use in the exam.

Accordingly, and also per the research, this is not getting much better in that, as per the authors of this article as well as many other scholars, (1) «the variance in value - added scores that can be attributed to teacher performance rarely exceeds 10 percent; (2) in many ways «gross» measurement errors that in many ways come, first, from the tests being used to calculate value - added; (3) the restricted ranges in teacher effectiveness scores also given these test scores and their limited stretch, and depth, and instructional insensitivity — this was also at the heart of a recent post whereas in what demonstrated that «the entire range from the 15th percentile of effectiveness to the 85th percentile of [teacher] effectiveness [using the EVAAS] cover [ed] approximately 3.5 raw score points [given the tests used to measure value - added];» (4) context or student, family, school, and community background effects that simply can not be controlled for, or factored out; (5) especially at the classroom / teacher level when students are not randomly assigned to classrooms (and teachers assigned to teach those classrooms)... although this will likely never happen for the sake of improving the sophistication and rigor of the value - added model over students» «best interests.»

My point is a simple one; in every case the media presents against gaming, there are valid and legitimate points of discussion, but they get taken out of context, warped and used in ways that they simply shouldn't be.

Oppenheim speaks of growing up in Washington and California, his father's Russian ancestry and education in China, his father's career in engineering, his mother's background and education in English, living in Richmond El Cerrito, his mother's love of the arts, his father's feelings toward Russia, standing out in the community, his relationship with his older sister, attending Richmond High School, demographics of El Cerrito, his interest in athletics during high school, fitting in with the minority class in Richmond, prejudice and cultural dynamics of the 1950s, a lack of art education and philosophy classes during high school, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of development.

I am trying to get out of the lecture business, shifting my presentations more into workshops where I have participants pitch their story ideas to me, using their work to cue what I have to say about the basics of storytelling — basically embedding the contents of my lecture into the context of their work and ideas.

Heck, Greenpeace used to peddle emails taken from my trash to the press, and got the Guardian and others to excerpt sections, out of context, with phony context padded around them and without calling me before running their «story».

It is a technique that I have seen contrarians use before on threads — barge in making ridiculous claims, then sane and rational people get frustrated and then you cut and paste their comments out of context and say — see how mean tow «extremists» are.

It's obvious to anyone giving it even a modicum of thought that this isn't true, but people say it because the laws AGW use are from a mishmash of out of context concepts such as ideal gases in a closed system, so what has Planck got to do with it?

Sam Glover: I suppose for a little bit more context, there's this 80 % that always gets thrown around when we talk about legal aid, and it often gets used in context where it doesn't belong, but when we're talking about legal aid, I think it's LSC that has done this study a few times now, and basically it keeps coming out around that 80 % number, which is 80 % of the people who qualify for legal aid and apply for it get turned away because of lack of resources to serve them.

Although research findings on prevalence are inconclusive, they generally find that women and men report similar levels of violence when the contexts, motives and consequences are not considered.6 When they are considered, studies assessing IPV perpetrated by men compared to women often report gender differences regarding the types of violence, reasons for the violence, context in which the violence occurs and consequences of the violence.6, 7 For example, studies assessing differences in IPV find men's violence against women to be more severe, threatening and controlling8 — 10 and involve longer - lasting victimisation, fear of bodily injury or death, more injuries and more adverse health effects.5, 11, 12 It has also been found that women tend to use physical violence out of anger, not being able to get the partner's attention or in self - defence and retaliation, 11 whereas men often use it as a means to exercise coercive control.13, 14