These conceptions determine the general structure of all particular thing-concepts that are such that any creature sharing the essential structures of intentional consciousness will be capable of forming and grasping them, respectively, under different lifeworldly conditions.
These conceptions would soon be replaced by darker images, of airplanes as tools of war.
These conceptions are linked closely to the art of divination for which the Etruscans were especially famous in the ancient world.
These conceptions could be characterized as local and global.
These conceptions have been adopted in different forms by feminist theorists.
These conceptions are not merely epistemological or ontological; they have normative dimensions as well.
These conceptions may "incorporate normative substance" in different ways and hence may be weakly substantive (Benson 2005, 133).
These conceptions act as cognitive filters that affect students' use of both instructional interventions and support in learning environments.
These conceptions are centered around the teachers' knowledge of inquiry and the ways to implement scientific inquiry (Lotter, Harwood, & Bonner, 2007; Windschitl, 2003).
These conceptions were transferred to points on a criteria-referenced grading scale which was used to develop course specific grading criteria.
These conceptions are not merely epistemological or ontological, but also have normative dimensions; they provide an ethos, a framework for moral orientation.
