Sentences with phrase «subjects studied by»

The essays in this volume address a range of subjects studied by the conservation division of the National Gallery of Art related to the Gallery's collection.

Commercial Law is an important subject studied by the Law students.

Not exact matches

This second part of the competition is the subject of a new set of studies recently completed by the Lawrence Centre at Western University's Ivey Business School.

One 2014 study by the University of Warwick in England asked subjects to perform skill - based math problems, which researchers used to mimic typical white - collar work.

In one study, subjects with speedy answers to general - knowledge questions were considered quick - witted, funny, and charismatic by others.

The German academic behind the research decided to investigate by searching through all available studies that measured subjects» programming ability, personality traits, and intelligence, gathering 19 such studies for his efforts.

An April study of more than 3,300 people by the National Research Center for the Working Environment discovered that people subjected to bullying in the workplace were more likely to report sleeping difficulties.

These findings might be comforting for teens (and their worried parents) currently suffering through the trial by fire that ninth grade can be, but it also has lessons to teach those of us who are decades beyond graduation, researchers studying the subject note.

The study, which wasn't named in Hollauf's column, found that subjects spent an average of only 31 seconds on their schoolwork before getting distracted by another task.

Today, Flocabulary has a library of more than 550 educational hip - hop videos that explore a wide range of subjects, including math, science, social studies, language arts, and current events, which are used by teachers in 20,000 schools across the country.

The series of studies led by New York University's Gabriele Oettingen tested the effects of positive thinking on subjects» moods, both in the moment and several months later.

The study was conducted by researchers at the University of Sydney and examined three groups of students, who were tasked with completing an «alternate uses» test — a common creativity drill wherein subjects are given an object and asked to come up with as many uses for it as they can.

When researchers out of Russia examined the sleep and wakefulness rhythms of 130 study subjects (by keeping the obliging participants up for a full 24 hours and quizzing them periodically about how they were feeling), the scientists found that some folks really didn't prefer early or late hours.

PsyBlog recently rounded up a long list of them culled from a journal article on the subject (though the post notes that some of these ideas are only supported by preliminary studies and require more research).

The series of studies tested the effects of power hierarchies on team productivity by creating teams with either a mixed propensity towards leadership — in one case some participants were primed to feel powerful by thinking of a time they wielded power over others while others subjects were asked to envision a time they were bossed around before joining the group — or teams made up entirely of hard charging leadership types or participants primed for a meeker, go along, get along approach.

To figure out what can relieve our sense of time pressure, Norton conducted a series of experiments that gave some study subjects an unexpected block of free time, by sending them home 15 minutes early from an experiment they were told would take an hour for example.

Take a much - trumpeted 2014 study out of MIT, in which research subjects underwent work trials with both human and robots in charge and found they preferred being managed by the machines.

By the end of the study, all subjects showed improvement in brain function.

A recent study on the subject by the World Bank details the path toward global financial inclusion with the broader goal to further reduce extreme poverty and balance economic prosperity.

The documentation is detailed throughout and is in effect a study guide for those who will be stimulated by the text to pursue further an immensely complex subject.

I am pretty sure that I could come up with lots, having studied both the so - called Dark Ages and the rise of Christianity and having been brutalized by being forced to attend a Baptist Church I could do a thesis on the subject.

These questions define the subject matter of the study of divinity, and Christians have believed through the ages that these questions can be adequately answered only as each generation appropriates the teaching passed on by the original witnesses of God's self - revelation in the life, death, and resurrection of Christ.

An early conclusion by researchers indicates that nuns subjected tot he study were indeed experiencing interaction with something outside of their own physiology.

I have been greatly influenced in recent years about the spiritual realm by the excellent study performed by Walter Wink on this subject.

This phenomenon has been the subject of endless studies and is termed «moral hazard» by economists.

The present volume is really a collection of studies, and it might easily have grown to twice its size if other topics had been included: for example the miracle stories — I should have liked to examine Alan Richardson's new book on The Miracle - Stories of the Gospels (1942)-- or a fuller study of the so - called messianic consciousness of Jesus, the theory of interim ethics, the relation of eschatology and ethics in Jesus» teachings — see Professor Amos N. Wilder's book on the subject, Eschatology and Ethics in the Teaching of Jesus (1939)-- the influence of the Old Testament upon the earliest interpretation of the life of Jesus — see Professor David E. Adams» new book, Man of God (1941), and Professor E. W. K. Mould's The World - View of Jesus (1941)-- or sonic of the topics treated in the new volume of essays presented to Professor William Jackson Lowstuter, New Testament Studies (1942), edited by Professor Edwin Princestudies, and it might easily have grown to twice its size if other topics had been included: for example the miracle stories — I should have liked to examine Alan Richardson's new book on The Miracle - Stories of the Gospels (1942)-- or a fuller study of the so - called messianic consciousness of Jesus, the theory of interim ethics, the relation of eschatology and ethics in Jesus» teachings — see Professor Amos N. Wilder's book on the subject, Eschatology and Ethics in the Teaching of Jesus (1939)-- the influence of the Old Testament upon the earliest interpretation of the life of Jesus — see Professor David E. Adams» new book, Man of God (1941), and Professor E. W. K. Mould's The World - View of Jesus (1941)-- or sonic of the topics treated in the new volume of essays presented to Professor William Jackson Lowstuter, New Testament Studies (1942), edited by Professor Edwin PrinceStudies (1942), edited by Professor Edwin Prince Booth.

However, if the subjects of study are concrete networks of human practices by which communities of faith attempt to respond to God faithfully, and if they are practices which mediate an understanding of God, then the movement of theological schooling is more like an engaged meditative gaze than it is like problem solving.

Every possible subject matter might fruitfully be studied by inquiry guided by each of the three questions.

The three questions can serve as horizons within which to conduct rigorous inquiry into any of the array of subject matters implied by the nature of congregations, disciplined by any relevant scholarly method, in such a way that attention is focused on the theological significance of what is studied:

By engaging people in the effort to understand God by focusing study of various subject matters within the horizon of questions about Christian congregations, a theological school may help them cultivate capacities both for what Charles Wood [2] calls «vision,» that is, formulating comprehensive, synoptic accounts of the Christian thing as a whole, and what he calls «discernment,» that is, insight into the meaning, faithfulness, and truth of particular acts in the practice of worship (in the broad sense of worship that we have adopted for this discussionBy engaging people in the effort to understand God by focusing study of various subject matters within the horizon of questions about Christian congregations, a theological school may help them cultivate capacities both for what Charles Wood [2] calls «vision,» that is, formulating comprehensive, synoptic accounts of the Christian thing as a whole, and what he calls «discernment,» that is, insight into the meaning, faithfulness, and truth of particular acts in the practice of worship (in the broad sense of worship that we have adopted for this discussionby focusing study of various subject matters within the horizon of questions about Christian congregations, a theological school may help them cultivate capacities both for what Charles Wood [2] calls «vision,» that is, formulating comprehensive, synoptic accounts of the Christian thing as a whole, and what he calls «discernment,» that is, insight into the meaning, faithfulness, and truth of particular acts in the practice of worship (in the broad sense of worship that we have adopted for this discussion).

Rather, the proposal is that study of every subject matter that is selected for study (using whatever academic disciplines are appropriate) be shaped and guided by an interest in the question: What is that subject matter's bearing on, or role in, the practices that constitute actual enactments, in specific concrete circumstances, of various construals of the Christian thing in and as Christian congregations?

By asking the subject that you are studying??

Lewis thought that, in Alfred North Whitehead's words, scientists who were «animated by the purpose of proving that they are purposeless constitute an interesting subject for study.»

«I became convinced after my study of the subject in Abolitionists Abroad,» says Sanneh, «that 18th - century evangelical Christianity represented a social revolution of enormous import for the New World and for Africa by offering outcasts, slaves and captives a moral perspective on their oppression and exclusion....

The project has two subjects, Koko and Michael, who have learned to use American Sign Language (Ameslan), to understand spoken English, and to read printed words.10 Koko's instruction, begun in 1973, is the longest ongoing language study of an ape, and the only one with continuous instruction by the same teacher.

What the proposal does argue is this: Study of various subject matters in a theological school will be the indirect way to truer understanding of God only insofar as the subject matters are taken precisely as interconnected elements of the Christian thing, and that can be done concretely by studying them in light of questions about their place and role in the actual communal life of actual and deeply diverse Christian congregations.

In this way religious studies can more closely approximate the university norm, where academic disciplines are distinguished by particular subject matters, not by perspectives, and the subject matters are not themselves defined as perspectives.

If the latest study on the subject by UNESCO (in 1953) is still valid, less than 10 percent of the world's population lives in countries the press of which has available to it both the western wire services and that of TASS.

The teacher's approach to such problems might start from three assumptions: (a) the teacher should be concerned with how science fits into the larger framework of life, and the student should raise questions about the meaning of what he studies and its relation to other fields; (b) controversial questions can be treated, not in a spirit of indoctrination, but with an emphasis on asking questions and helping students think through assumptions and implications; an effort should be made to present viewpoints other than one's own as fairly as possible, respecting the integrity of the student by avoiding undue imposition of the lecturer's beliefs; (c) presuppositions inevitably enter the classroom presentation of many subjects, so that a viewpoint frankly and explicitly recognized may be less dangerous than one which is hidden and assumed not to exist.

Their bodies were subjected to physical discipline, and their souls were in - formed by ancient Greece's traditions and customs, chiefly by studying Homer, so that the young would emerge deeply shaped by the dispositions that make for good citizens.

To answer that question, the results of historical study of Christianity can be subjected to philosophical analysis to determine the essence of Christianity, that which defines it and yields criteria by which to assess any particular teaching, institution, or practice that claims to be «Christian.»

The great interest of the study arises from the fact that, as the years went by, the researchers noticed that many of the children they had identified as «at high risk» (i.e., children subject to four or more serious disadvantages) were able to lead satisfying and socially productive lives as adults.

Buoyed by a self - confidence that, paradoxically, can only be justified by the theistic premise of man's capacity to transcend nature, these scientists began subjecting man himself to an increasing amount of scientific study.

In fact, all students and especially young people deeply appreciate and value academic discipline if by discipline we mean both the subject - matter to be studied and some set requirements in the mastering of it.

The study's subjects were selected entirely by the Mattachine Society, a group that H00ker herself admitted in the report had «as its stated purpose the development of a h0m0 ethic.

This claim is frequently presented, whether implicitly or explicitly, as a correlative to the idea that Christianity often as personified by Jesus or less frequently by Paul - was «goad» for women, paid them particular attention, or at least offered them opportunities not otherwise available, to caricature, the ideal of «the Feminist Jesus».60 In an admirable and scholarly article Leonard Swidler has marshaled historical evidences to show convincingly that Jesus was a Feminist.61 The politics of such a view is self - evident, for much study of the subject has developed within a context where women were struggling to establish a proper role for themselves within the contemporary church; to this end they have sought an egalitarian past to act as model for present polity.62

Further study of similar subjects in the psychiatric services of the Clark Institute in Toronto identified these men by the auto - arousal they experienced in imitating sexually seductive females.

Whatever may be the case with the new theologians who are influenced by «secularization», by «the death of God», or the existentialist conceptuality provided by Heidegger — and here John Macquarrie is an exception, since his Principles of Christian Theology does include a consideration of the subject — not many theologians who prefer to approach the re-conception of Christian theology with the use of «process thought» have published extended studies of «the last things»; or, if they have, I have not come across them.

The proposal that has been partially elaborated in this chapter is that a theological school is a community of persons trying to understand God more truly by focusing its study of various subject matters within the horizon of questions about Christian congregations.

The first was written by William Whewell, a professor with whom Darwin had conversed on «grave subjects» while studying at Cambridge.