Sentence examples for conventional contexts from inspiring English sources

The salty-sweet concoction has also begun popping up in less conventional contexts.

But while the freedom to express multiple identities simultaneously in conventional contexts may be a recent phenomenon, the band is quick to point out that such complexities have existed for millenniums.

It may be difficult in many cases to decide just what conventions are appropriate and controlling in a situation, but it seems reasonable to suppose that something like Carr's analysis is helpful in understanding the relationship between threats and freedom in conventional contexts.

The film is about mindbending oddness invading a normal, mainstream family, and it would be arguably far more ambitious to deal with the subject matter within a roughly conventional context.

"His boy-next-door [image] – not very good looks but a perfectly nice guy – and the song Thinking Out Loud, with its reflections on getting older and fidelity and love in a fairly conventional context, is a slight counter-blast to fast-living celebrity culture".

The Lyon dancers aren't always consistently clear in the way they show Mr. Forsythe's use of épaulement (ballet's all-important shifting relationships between head, shoulders and hips), extended from a conventional context in ways that demand crystalline articulation and coordination.

The idea that the design process can be usefully applied outside its conventional context has triggered an explosion of activity that ranges from using design as a medium of intellectual inquiry to devising ingenious solutions to acute social problems like homelessness and unemployment.

The method is founded theoretically on conventional context-free grammars.

We employ a conventional context-dependent DNN hidden Markov model (CD-DNN-HMM -based aCD-DNN-HMM -based

It should be noted that a conventional context-aware ubiquitous learning system does not guide students to learn unless the real-world targets (e.g., the trees, convenience store, merchandise and worker) are related to the learning objectives defined by the teachers or the learning needs of the students.

The results enable us to compare the way the activity is carried out, both in its conventional context and with the Pogo instruments, mainly along three main lines of investigation: the collective dimension, the use of space and the structure of the narrative.