Sentences with phrase «objects of study in»

The glass that makes up a completed panel was used in the making of the film, though instead of servicing a tactile function such as covering an overhead projector, the sheets of glass become the objects of study in the work about Rules of Civility.

Further, «political remittances» could be said to offer a historically - neutral alternative to concepts such as «transnational political space», which impose ideas of state - ness and territoriality as objects of study in contexts where this may not be appropriate.

A variety of other matters have historically been made the direct objects of study in trust that studying them would lead indirectly to truer understanding of God.

God may have stood foremost in the minds of John Donne, John Milton, Jonathan Swift, Jonathan Edwards, Frederick Douglass, Flannery O'Connor, Gerard Manley Hopkins, T. S. Eliot, and other canonical objects of study in my field, but he doesn't in the minds of their critics.

These are the various subject matters that are the immediate or direct objects of study in theological schooling.

«[Norman] used the RNA not as an object of study in and of itself but as a way of reading out the microbial community.

Drug developers are most interested in targeting PGHS - 2, whose structure can now be inferred and will be the next object of study in Garavito's laboratory.

The object of study in this case is the museum itself with its unique origins and social functions.

On the Possibilities of a Queer Criminology: Homophobia as the Object of Study in the Criminal Sciences — A Perspective Based on the Brazilian Reality

Not exact matches

Facebook has improved the capabilities of its computers to better categorize objects in photos by studying 3.5 billion Instagram photos.

«Their study, published in 2010, posits that a person's preference for a given color can be determined by averaging out how much that person likes all of the objects they associate with that color.

And as a new study published in Health Physics recently explored, everyday foods and objects (yes, even the beloved avocado) emit a very small dose of radiation every hour.

«Everyone's still in the mode of copying what Apple did largely, and the 3 - D does have the effect of wiping out simple spoofs — you can't hold up a picture anymore and expect it to do anything,» says Kevin Bowyer, a University of Notre Dame professor who studies biometrics and object recognition.

For example, in a 2012 study conducted by two researchers at the University of California at Santa Barbara, 145 undergraduates were asked to come up with as many uses for daily objects (clothes hangers, bricks, toothbrushes, etc.) as they could in two minutes — a standard exercise to measure creativity.

Even though interest has increased, it has not been the object of an extensive study since Stauffer's Christ and the Caesars in 1955 and has only played a significant part in a handful of other published works.

The material object of (for instance) a science is the subject - matter, in general, with which it is concerned; its formal object is the specific aspect under which that subject - matter is studied.

Yet it also remained anchored within the raison d'être of Christian theology by not losing sight of its central topic of study and object of worship: Jesus Christ and his global mission in and through the Church.

If the basic purpose of the study of man is defined by the image of man as the creature who becomes what only he can become through confronting reality with his whole being, then the specific branches of that study must also include an understanding of man in this way, and this means not only as an object, but also, to begin with, as a Thou.

As being can never be studied as an independent object, the history of metaphysical thought can not be without implications for the history of being:» [E] very science goes through a process of historical development in which, although the fundamental or general problem remains unaltered, the particular form in which this problem presents itself changes from time to time; and the general problem never arises in its pure or abstract form, but always in the particular or concrete form, determined by the present state of knowledge or, in other words, by the development of thought hitherto.

Even though interest has increased, it has not been the object of an extensive study since Stauffer's Christ and the Caesars in 1955 and has only played a significant part in a handful of other...

This entire relationship is born and lives by means of the common interest in the object of study.

Scientific naturalists who take this line sometimes add that they do not necessarily object to the study of creationism in the public schools, provided it occurs in literature and social science classes rather than in science class.

Though the objects of study for each of the two disciplines are different, nonetheless both should be answerable to the same philosophical scheme, and appropriately enough we find in the very opening chapter to Process and Reality just such an assertion on Whitehead's part — note the justification which Whitehead offers for his cosmology.

For example, Harvard theologian Ronald Thiemann, who studied under Frei, objects that the cultural - linguistic model makes talk about the «text» stand in place of Christian talk about God; Yale biblical scholar Brevard Childs rejects Lindbeck's talk about the text creating its own world.

Morgan had earlier complained (EEV) about Whitehead's treatment of mind in CN as wholly distinct from nature, and objected to Whitehead's earlier claim that the study of their relations constitutes metaphysics rather than philosophy of science.

The fact that the Old Testament may be an object of investigation in 1) church seminaries and divinity schools; 2) undergraduate departments of religion; 3) Near Eastern language and civilization programs; 4) archaeological institutes; 5) comparative literature studies; 6) English classes; or 7) anthropology departments makes for a considerably diverse angle of vision on the subject.

Rollins argues that «while approaching things in the world as objects to study and understand is vital for the development of technology, our faith can not be treated as a detached object without fundamentally misunderstanding the nature of faith itself.

The objects of his study range from a class of molecules that have the basic self - duplicating property of living things, through cells which suggest purely physical systems, through animals which give increasing evidence of having minds, to human beings in whom streams of consciousness seem to involve continual choices of action, at the opposite pole from control by impersonal laws of nature.

But when he himself addresses the issue of unity in the course of his study, he seems to ground this unity, not in this emerging picture of ministry, but in a «conversation» among students, objects of study, and faculty across disciplines.

The wholly superficial displacements of masses and molecules studied in physics and chemistry would become, in relation to that inner vital movement (which is transformation and not translation) what the position of the moving object is to the movement of that object in space.

The objects of perception from which common sense «proceeds» and which conventional theories assume to be such that we come into contact with them in an utterly elementary way, are results of complicated operations or, in other words, the concretion of complicated constellations which are to be thoroughly studied and explained.

The general point that has been made is that in the new conditions of the modern world the comparative study of religion has moved into a new phase — first, in that the object of inquiry has on a quite new scale been seen to be communities of persons.

The bond is constituted through common interest in the object of study; the student respects the teacher as the possessor and mediator of certain crafts, a body of knowledge or an accomplished skill; he considers him worthy when this treasure is great and significant and when the teacher is willing to give of it freely.

It is a community of students in communication with one another, with the common subjects or objects studied, and with companions of the past and present in like communication with the objects.

Third, it takes place within a community which is empirically anchored in worship of God, who is the object of study.

Intellectual activity motivated by such interests may indeed make Ultimate Being and man its objects of study and so seem to share in the thought of the Church; but insofar as it is directed by a love that is not love of Being and of man it can not see or understand what love understands.

It is clear also that having such trust in the other means at some level that the learner is entrusting herself to the other by relinquishing the sort of control that subjects normally have over the objects they are studying.

Historical study in theology, when theology is directed toward its chief objects, is always more like a conversation with a large company of similarly concerned and experienced men than like the tracing of a life history, whatever values there are in the latter procedure.

But whatever convenience and expediency require about the way in which the unity of theological study be broken up into manageable parts, the first requirements laid on all the specialists in the community seem to be: that their intellectual participation in the life of the Biblical, the historic and the contemporary Church always have in view the common theological object — God and man in their interrelations; and that it always be carried on in acute awareness of the «world» in which the Church has been assigned its task.

When communication is a one - way process, proceeding from an authoritative person to an immature learner who is not in direct relation to the object of the study, intellectual activity is at a minimum in both parties; such a school is not a community of students but a propaganda or indoctrination institution.

The presence in the theological community of the ultimate objects or subjects of study, like its engagement in serving the ultimate purpose of the Church, means that theological students are personally involved in their work to an unusual degree.

A 2014 review in Nutrition Reviews analyzed data from 11 studies and showed that participants reported both the feeling of alertness and feeling of calmness after the intake of caffeine and theanine and performed more accurately in cognitive tasks of identifying or searching objects.

Moving in tightly, using natural light to achieve a kind of luminescent quality, he now works with what might be called commonplace objects of nature, creating abstract studies of the form and fabric of lichens, ice crystals, seeds, wind - blasted wood, insect - eaten leaves.

In a different study of children between three and five years old, researchers found «that solitary sleepers were far more likely to use a security object than co-sleepers.

In 2004, Marian Bakermans - Kranenburg, a professor of child and family studies at Leiden University, started carrying a video camera into homes of families whose 1 - to -3-year-olds indulged heavily in the oppositional, aggressive, uncooperative, and aggravating behavior that psychologists call «externalizing»: whining, screaming, whacking, throwing tantrums and objects, and willfully refusing reasonable requestIn 2004, Marian Bakermans - Kranenburg, a professor of child and family studies at Leiden University, started carrying a video camera into homes of families whose 1 - to -3-year-olds indulged heavily in the oppositional, aggressive, uncooperative, and aggravating behavior that psychologists call «externalizing»: whining, screaming, whacking, throwing tantrums and objects, and willfully refusing reasonable requestin the oppositional, aggressive, uncooperative, and aggravating behavior that psychologists call «externalizing»: whining, screaming, whacking, throwing tantrums and objects, and willfully refusing reasonable requests.

As shown in both quantitative and qualitative studies, the perception of breasts as sexual objects may lead women to feel uncomfortable about breastfeeding in public.

In addition, studies done in other cultures about the effects on children of nighttime child - rearing practices have shown that attachment object use was less common when children slept in the same bed or in the same room as their mothers and were breastfed longer (Gaddini & Gaddini, 1970; Hong & Townes, 1976; Litt, 1981In addition, studies done in other cultures about the effects on children of nighttime child - rearing practices have shown that attachment object use was less common when children slept in the same bed or in the same room as their mothers and were breastfed longer (Gaddini & Gaddini, 1970; Hong & Townes, 1976; Litt, 1981in other cultures about the effects on children of nighttime child - rearing practices have shown that attachment object use was less common when children slept in the same bed or in the same room as their mothers and were breastfed longer (Gaddini & Gaddini, 1970; Hong & Townes, 1976; Litt, 1981in the same bed or in the same room as their mothers and were breastfed longer (Gaddini & Gaddini, 1970; Hong & Townes, 1976; Litt, 1981in the same room as their mothers and were breastfed longer (Gaddini & Gaddini, 1970; Hong & Townes, 1976; Litt, 1981).

Winnicott's 1953 work, «Transitional objects and transitional phenomena; a study of the first not - me possession» speaks of comfort objects as a normal part of childhood development, which play a part in the child's growing independence from its mother.

A 2014 study published in the Canadian Medical Association Journal found that 32 % of Canadians had experienced physical abuse, sexual abuse, exposure to violence in the home, spanking with an object, or slapping.

This undoubtedly complicates the task in hand, but it is important to recognise the complexity of the object of study before embarking on the analysis.