Sentences with phrase «other contexts e.g.»

Not exact matches

Outside the Noah - Ham episode (which likely has to do with Ham emasculating his drunken father), the contexts for these other occurrences suggest no ambiguity of gender (e.g., of Abraham pitching his tent in Gen 12:8 and 13:3; and Jacob doing the same in Gen 35:21).

Of course, the phrase is taken out of context, and others could be found (e.g., Exod.

In a social context where the default position of most people is a crude mixture of utilitarianism and relativism, we need to reiterate the intrinsic wrongfulness of certain actions (e.g. killing the innocent), and the intrinsic goodness of other actions (consensual sexual intimacy in marriage).

Although I did not follow the same approach and did not touch on the word studies, there are important similarities described in other words, e.g.:» The Bible also carries different nuances and it is important to study the context of the specific Scripture.

As is evident, these questions raise all sorts of fundamental issues for Christian theology: about God, about «revelation,» about the decisiveness of the event of Christ — and corresponding questions for members of each of the other faiths (e.g., how veridical or «absolute» in this context is the «higher level of consciousness» of the Buddhists?).

Check out the other discussion I'm having on moral freedom for some context, but what I see as the concern with morality, at least the outward signs of a person's morality (e.g. are they having se.x with someone other than their spouse?)

No other comparison in the context of creativity (e.g., the one with Aristotle's matter) is repeated so often and developed so much.

(v) you do not have the right to transmit under any contractual or other relationship (e.g., inside information, proprietary or confidential information received in the context of an employment or a non-disclosure agreement);

In this context, a traditional psychometric concern with predictive validity, e.g., whether answers to assessment items predict other behaviors in other situations, is not primary — having friends is the end goal assessed by the report card, not having friends as a predictor of something else.

Teams can be comprised of classroom teachers, instructional leaders, school leaders, administrators, and other educators in a variety of settings (e.g. museums, after - school programs, and other informal learning contexts, etc.).

Students can investigate possible internships in diverse educational contexts (e.g., in schools and alternative educational settings, higher education, NGOs, research organizations and labs, public agencies and non-profits, museums, private corporations, technology, as well as other professional settings related to their academic studies.

The process involved document reviews, artifact reviews, multi-day on - site visits, interviews with authorizing institution members, and interviews with other key stakeholders in the authorizer's context (e.g., charter associations, school leaders).

This is a short - sighted response because it fails to give appropriate weight to the teacher, along with many other elements of the schooling context (e.g., high - quality instruction tailored to meet individual needs, strong home - school relationships, systematic evaluation of pupil progress) in explaining the growth of poor children's reading ability (Taylor & Pearson, 1999).

In this context dogs showed responses to e-collar stimuli which were clearly discernible to a «blinded» observer, and showed changes in behaviour and physiology that other studies have interpreted as indications of aversive arousal or anxiety (e.g. Beerda et al 1998; Schilder and van der Borg 2004).

The description goes on to say that gaming disorders can include the following: «1) impaired control over gaming (e.g., onset, frequency, intensity, duration, termination, context); 2) increasing priority given to gaming to the extent that gaming takes precedence over other life interests and daily activities; and 3) continuation or escalation of gaming despite the occurrence of negative consequences.»

But for journalists and others who are not climate scientists, some narrative would help, as inline text and more clarification as footnotes if needed including, cover for example: — being very clear for a graph what was being forecast (people play silly games with Hansen, confusing which was BAU)-- Perhaps showing original graph first «This is what was predicted...» in [clearly a] sidebar THEN annotated / overlayed graph with «And this is how they did...» sidebar — placing the prediction in context of the evolving data and science (e.g. we'd reached 3xx ppm and trajectory was; or «used improved ocean model»; or whatever)-- perhaps a nod to the successive IPCC reports and links to their narrative, so the historical evolution is clear, and also perhaps, how the confidence level has evolved.

Others tried before me (see above) but much much more could be added to show how badly founded your theories and claims are, what cheap tricks you use (e.g. presentation of out of context and incompletely cited literature or manipulated datasets and graphs).

In most cases, these range from about 2 to 4.5 C per doubled CO2 within the context of our current climate — with a most likely value between 2 and 3 C. On the other hand, chapter 9 describes attempts ranging far back into paleoclimatology to relate forcings to temperature change, sometimes directly (with all the attendant uncertainties), and more often by adjusting model parameters to determine the climate sensitivity ranges that allow the models to best simulate data from the past — e.g., the Last Glacial Maximum (LGM).

Early work at GFDL relating to carbon focused on CO2 as a greenhouse gas and it's potential for doubling in response to human activities, through water vapor and other atmospheric feedbacks in the context of latitudinal, land - sea and other inhomogeneities influencing climate (e.g. Manabe 1968, 1986, 1987).

In the case of GGR, we have started to see a shift, e.g., with a major programme funded by the UK National Environment Research Council (NERC) that «will undertake research to improve our knowledge of the options for removing carbon dioxide (CO2) and other greenhouse gases from the atmosphere at a climatically - relevant scale, giving interdisciplinary attention to the environmental, technical, economic, governance and wider societal aspects of such approaches on a national level and in an international context» (http://www.nerc.ac.uk/research/funded/programmes/ggr/).

A Flex Time cohort may involve the greatest costs, given the administrative complexity of managing admissions and course requirements within a Flex Time cohort context, and the additional student services, library services, clinical education offerings, and other customization of the Law School experience to a Flex Time model (e.g. moots, pro bono or public interest placements, exchanges, student clubs and associations, etc).

There have been other cases where lower courts have found that bodily harm in the sexual assault context vitiates consent (see e.g. R v Welch, 1995 CanLII 282 (ONCA)-RRB-, and the Supreme Court itself has held that consent to sexual activity may be vitiated in cases involving significant risk of serious bodily harm (R v Cuerrier, [1998] 2 SCR 371, 1998 CanLII 796; R v Mabior, [2012] 2 SCR 584, 2012 SCC 47, both dealing with non-disclosure of HIV).

To fix this glitch in 2011 legislative and rule changes were adopted eliminating Rule 1.525 ′ s 30 - day deadline in the adversary probate and guardianship context, and limiting Rule 1.525 ′ s 30 - day deadline to fee petitions filed in trust proceedings by anyone other than the trustee (e.g., a beneficiary suing the trustee for malfeasance).

(f) You do not have the right to transmit under any contractual or other relationship (e.g., inside information, proprietary or confidential information received in the context of an employment or a non-disclosure agreement);

Avoidant individuals are more likely to seek superficial physical / sexual encounters with others (e.g., one - night stands) outside the context of a committed relationship.

In other words, relationships unfold in broader contexts, and many of the stressors in these contexts (e.g., problems at work, juggling kids, transportation issues) make it more difficult for partners to maintain happy and healthy relationships, regardless of the generally deep desire or motivation to do so.

The intent of such use is often to correlate TA with other motivation and self - regulated learning variables (e.g., Bembenutty, 2008) or examine TA in the context of course performance (e.g., Kitsantas, Winsler, & Huie, 2008), which serves important purposes.

Like conventional personality traits, Trait EI represents a qualitative style of behavior and experience that is adaptive in some contexts but not in others; or in other words qualities or traits that relate directly to emotional functioning (e.g. assertiveness, empathy).

In recognition of the social context of learning, and consistent with Cassady and Johnson (2002) and other recent research that focuses on the roles of the perceptions of teachers, parents, and peers on the motivational processes (e.g., Raufelder, Drury, Jagenow, Hoferichter, & Bukowski, 2013) our intent was to design an instrument from which data could inform learning strategies directly targeted to aspects of experienced anxiety.

The cultural contexts at play here are personal for both Mr. Lorenzo and Ms. Flores; professional child care provider for Mrs. Flores; and possible community context for Mr. Lorenzo (e.g. acceptable activities for boys and how others view him), as well as the child care setting and expectations of parent / teacher interaction for both.

Emphasis on skills training for emotional intelligence (e.g., improved self regulation of emotions, thinking, sensori - motor experience, behavior, reflective process, view of self in context) and social intelligence (view of self and other, secure attachment, leadership, collaborative problem solving).

The Health Psychology Section of APA Division 17 is dedicated to the science and practice of counseling psychology in health related contexts either through research with medical, rehabilitation, or related populations, direct service to individuals across their lifespan (e.g., prevention, adjustment to and recuperation from illness, healthy lifestyle changes, psychological concomitants of medical illnesses), teaching and training of graduate students or the education of other health care professionals, or involvement with health policy.

The disturbance in behavior is associated with distress in the individual or others in his or her immediate social context (e.g., family, peer group, work colleagues), or it impacts negatively on social, educational, occupational, or other important areas of functioning.

It has been applied successfully in a variety of contexts, and with many children for whom numerous other interventions have failed (e.g., medications, cognitive - behavioral therapies.)

Only a handful of studies examine other aspects of the family system context (e.g., the couple relationship) that may affect how children fare.

As such, we might expect such affiliative attachment behaviors (e.g., crying) to be especially salient in the context of relationships with family members and other significant others.

Unlike other forms of intimate partner violence (e.g., situational couple violence), which often arise in the context of interpersonal conflict and tend to involve minor forms of physical aggression, CCV involves physical violence that is associated with a chronic pattern of emotionally abusive intimidation, coercion, and control directed by one partner (the perpetrator) against the other (the victim)(e.g., Johnson, 1999, 2008; Kelly & Johnson, 2008).

The primary constructs within the hypothesized framework are: (1) social position variables — characteristics that are used within societies to hierarchically stratify groups (race, gender, socioeconomic status); (2) parenting variables — familial mechanisms that may influence African American adolescents well - being, perceptions of competence, and attitudes towards others in various contexts (e.g., parenting practices and racial socialization messages); (3) racial discrimination — negative racially driven experiences that may influence feelings of competence, belongingness, and self - worth; (4) environmental / contextual factors — settings and surroundings that may impede or promote healthy identity development (e.g., academic settings); and (5) learner characteristics — individual characteristics that may promote or hinder positive psychological adjustment outcomes (e.g., racial identity, coping styles).

In either case, however, regulation and self - control are not fully developed until adulthood, and adolescence — as compared to childhood — is a period of heightened risk due to increased opportunities and exposure to contexts of drug use and other risky behaviors (e.g., deviant peer networks [58]-RRB-.

Social support is known to confer many psychological and physical benefits in a wide range of other contexts, e.g. inhibition of cardiovascular disease progression (Årestedt et al., 2012) adjustment to having cancer (Trevino et al., 2013) and reduced risk of depression (Khatib et al., 2013).

Second, in line with the results of other studies that unexpectedly found a negative association between triadic coordination and marital satisfaction in parents (Favez et al., 2011), it is likely that parents in a more positive family context — e.g., with a lower level of coparenting conflict — might be more able to develop reflexive thinking and thus be more critical in their assessment of child symptoms, whereas parents facing difficulties within the family might trigger defense mechanisms, such as denial, leading to a bias in the assessment of their child in a falsely positive way.

For example, information gathering may be active (e.g., information is solicited from a neighbor) or passive (information is received from a neighbor), can be gathered from the youth or from others and can also occur through simple presence in the same context as the youth (e.g., information comes from attending sporting activities with the youth and observing his / her friendships).