Relevant bibliographies by topics / Conceptual and theoretical framework

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Conceptual and theoretical framework'

Author: Grafiati
Published: 11 December 2022
Last updated: 26 January 2023

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Journal articles on the topic "Conceptual and theoretical framework"

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Varpio, Lara, Elise Paradis, Sebastian Uijtdehaage, and Meredith Young. "The Distinctions Between Theory, Theoretical Framework, and Conceptual Framework." Academic Medicine 95, no. 7 (2019): 989–94. http://dx.doi.org/10.1097/acm.0000000000003075.

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De Angelis, Romina. "Entwining a Conceptual Framework." Journal of Transformative Education 16, no. 3 (2018): 176–96. http://dx.doi.org/10.1177/1541344617753071.

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This article proposes a theoretical framework for research and pedagogy development in the context of education for sustainable development (ESD). It combines transformative learning theory with elements drawn from Buddhist and other Eastern spiritual perspectives. Firstly, it outlines the ESD context and its current gaps. Secondly, it analyzes relevant aspects of transformative learning as an educational theory in relation to ESD. Thirdly, it explores how the notions of “inner experience,” “oneness of reality,” “moral sustainable values,” and “community curriculum” arise by interweaving Buddhist/Eastern spiritual approaches with transformative learning to devise a conceptual framework. Fourthly, it presents a brief section outlining a suitable methodology for bridging together differing paradigms including its challenges and potential benefits. Finally, it considers the possible impact of said theoretical framework for innovative research and pedagogies related to sustainable learning in the Global South and internationally.
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Balabin, Viktor. "Theoretical and Conceptual Framework for Military Translation." Fìlologìčnì traktati 10, no. 1 (2018): 7–18. http://dx.doi.org/10.21272/ftrk.2018.10(1)-01.

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Matsongoni, Herrison, and Emmanuel Mutambara. "An assessment of informal SMEs’ potential in an African economy – theoretical and conceptual framework." Public and Municipal Finance 7, no. 2 (2018): 1–13. http://dx.doi.org/10.21511/pmf.07(2).2018.01.

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Informal Small and Medium Enterprises (SMEs) play a key role in their respective economies over the world particularly in the African continent. This paper reviews various theories on SMEs towards understanding the potential of the informal sector in the context of African countries. The paper uses a theoretical approach for the purpose of assessing the challenges that have affected the development of the informal SMEs sector over the years in both the developing and developed world. Economically developing countries in Africa pose unique challenges to informal SMEs development compared to the developed countries. The paper reviews the theories that define the rise to informality in Africa by identifying the key determinants for the emergence of informal SMEs. A conceptual framework for assessing informal SME’s potential for Africa is developed. The conceptual framework is based on the Fishbone diagram developed by Kaoru Ishikawa (1986). This paper discusses the intricacies of the applicability of the proposed conceptual framework to assess the potential of the informal SMEs in Africa and the way forward for the formalization debate.
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Jurs, Pāvels. "Conceptual Framework of Civic Competence." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (July 24, 2015): 459. http://dx.doi.org/10.17770/sie2014vol1.754.

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There is a crucial importance for the country in the diverse participation of. Being aware of the potential of interaction of individual, community and the society, thus with a help of civic education facilitating the development of individual's civic competence. However, for basing the pedagogical activities of the formation of citizenship on the primary stage, it is necessary to develop a model of civic competence. Summarizing and analysing a number of theoretical approaches, using theoretical methods of research and being aware of the curriculum regulatory framework in the publication, developed model of civic competences is provided for the further discussion. Thus, through civic education and assuming the developed model of civic competences, young people's civic knowledge, responsibility, civic skills and capacity to participate in decision-making processes can be contributed.
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Stojilkovic-Gnjatovic, Jelena. "Theoretical and conceptual framework for population ageing research." Stanovnistvo 57, no. 2 (2019): 13–33. http://dx.doi.org/10.2298/stnv1902013s.

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The ageing of the population is a contemporary phenomenon, but its foundations were laid decades ago. Changing age structures and the consequent demographic ageing has only recently become the subject of theoretical (re)consideration, since the theory of demographic transition only values fertility and mortality trajectories. The emergence of ?new? demography takes into account the momentum created by the previous trends in population dynamics and explains the future rejuvenation or ageing of the population. The importance of inherited age structure can be illustrated using an approach that represents distorted cohort flows, showing that baby booms and baby busts can play a crucial role in the future ageing of the population. While in the past it was fertility that predominantly affected age structure, recent research has revealed that changes in life expectancy are becoming a more prominent factor in shaping expected population ageing trends. The general theory of population ageing would have to consider the possible compression of morbidity, dynamic equilibrium, or the expansion of morbidity, since the future course of (healthy) life expectancy is determining the scope of the old and fragile population. The status of theory in demography has long been problematic, since the ?grandiose? theory of demographic transition had to be reevaluated. Modern approaches apply more flexible theoretical frameworks to explain contemporary demographic changes and provide a conceptual background. As such, the important paradigm for the demography of ageing should be the prospective paradigm, which uses information about the longevity of the population and transposes it to population ageing research. The theory of population metabolism seems to adequately define why population ageing is important for cohorts and generation change, especially in cases where distorted cohort flows create prominent cohort oscillation. The need to create adequate policies for changing age composition morphology is highlighted in the domain of institutional adaptation, where the concept of population balance can provide the appropriate framework. Also, as life events tend to take place more often at certain points in the life cycle - for example during adulthood and entering old age - the idea of population densities should be further explored.
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Hymovich, Debra P. "Designing a Conceptual or Theoretical Framework for Research." Journal of Pediatric Oncology Nursing 10, no. 2 (1993): 75–78. http://dx.doi.org/10.1177/104345429301000237.

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Andok, Mónika. "A conceptual and theoretical framework for deep mediatisation." Institutiones Administrationis 2, no. 2 (2022): 99–111. http://dx.doi.org/10.54201/iajas.v2i2.55.

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Among the processes related to network communication, the study presents the concept of deep mediatisation resulting from digitisation. In the theories related to traditional mass communication (printed press, radio, television), the nature of the process of mediation has been problematic since the 1980s, and some researchers have focused on researching the process of mediatisation instead of the media phenomenon. In this study, I explore the research traditions of mediatisation in terms of both media sociology and cultural theories. While the concept of mediatisation is used to describe traditional mass communication technologies and processes that operate in a classical, analogue way, deep mediatisation is the key word for network communication on a digital infrastructure. After highlighting the differences between traditional mediatisation and deep mediatisation, I present the theory of Couldry and Hepp, which underpins a new kind of social construction theory based on deep mediatisation in the social world.
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SMUDA-KOCOŃ, Marlena. "Framework of contradictions shaping bank management: a conceptual paper." Scientific Papers of Silesian University of Technology. Organization and Management Series 2021, no. 150 (2021): 225–36. http://dx.doi.org/10.29119/1641-3466.2021.150.17.

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Purpose: The paper is an attempt to enter the discussion in the subject literature on elucidating problems in the non-systemic approach to managing the bank as an organization. The purpose of the paper is to identify the contradictions within which banks are managed, and which are aggravated in contingency situations. Due to the sensitive matter of the services they provide, banks are institutions that require special attention particularly now, when the COVID situation is radically testing management quality. Design/methodology/approach: The paper is the result of a literature review. Findings: The epistemological studies conducted have culminated in a framework of contradictory determinants shaping bank management during fast-paced changes in market conditions. The theoretical construct proposed may be a point of departure for empirical verification and further analytic work on the capacity of banks to reconcile the antinomies identified in the paper. Originality/value: The study makes it possible for managers to fill the knowledge gap with respect to areas and implications of the identified contradictions. Awareness of their existence and, as a result, management that supports processes for responding to a volatile environment is particularly useful in crisis situations. The proposed theoretical concept may be applied to identify antinomies or their lack in other areas of management research for various organization types.
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Guinot, Jacob, Zina Barghouti, and Ricardo Chiva. "Understanding Green Innovation: A Conceptual Framework." Sustainability 14, no. 10 (2022): 5787. http://dx.doi.org/10.3390/su14105787.

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In recent years, the growing emergence of environmental problems has meant that sustainability and related concepts such as green innovation have acquired special importance. This has resulted in a significant body of literature addressing these concepts. To help to integrate this extensive literature and establish a theoretical framework, this study summarizes the main principles and roots of green innovation. To this end, this study first makes a generic theoretical approach to the concept of innovation. Then, due to its direct link with green innovation, emphasis is placed on the importance of the value of sustainability in companies. After that, the meaning and current relevance of green innovation in today’s business environment is addressed. Finally, the main precepts and fundamentals of green innovation are established, and a series of academic proposals are made to further advance the study of this concept. This theoretical review may serve as encouragement to further research the concept of green innovation and contribute to providing a clarifying and comprehensive view of this topic.
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Dissertations / Theses on the topic "Conceptual and theoretical framework"

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Macdonald, John Russell. "Supply chain disruption management a conceptual framework and theoretical model /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8803.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.<br>Thesis research directed by: Robert H. Smith School of Business. Dept. of Logistics, Business, and Public Policy . Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Currim, Faiz A. "Spatio-temporal set-based constraints in conceptual modeling: A theoretical framework and evaluation." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280599.

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The objective of this research is to define and evaluate a framework and detailed specifications for capturing spatio-temporal set-based constraints during conceptual database design. The proposed framework aims to bridge the gap between rule discovery during requirements analysis and rule implementation during the logical design phase. It also aids conceptual design by providing the analyst with a structured way to determine rules from the client. Our research approach takes advantage of multiple research methods in: (i) defining a formal framework and using it to specify spatio-temporal constraints employing set theory and first order logic, (ii) evaluating expressiveness of the proposed framework using a case study, and (iii) evaluating user analyst performance and perceived ease of use via a laboratory experiment. A case study at the Internal Review Board of a major public university demonstrates that the framework is expressive enough to capture discovered rules in this application, and that the rules can be translated to schema constraints at the logical level. The experiment provides answers regarding analyst performance using the framework, perceived ease of use, and explores the utility of the framework as a structured approach to elicit rules from clients. Future work includes additional case studies to test the framework, experiments to establish perceived usefulness from the perspective of real-world analysts, and broadening the framework to incorporate additional types of rules.
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Dabu, Adina. "Theoretical Frameworks and Conceptual Approaches to Economic Development in East and Central Europe. Romania-Case Study." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/44619.

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The development literature considers Romania from both the sociological and economic standpoints as a developing country with a large agricultural sector. Due to the specific nature of the structure of its economy and society Romania encountered a series of specific problems in its process of social and economic development, a process that began in the mid 19th century. A constant problem for the Romanian policy makers over the last century has been how to shrink the country's agricultural sector and develop the industry and service sectors to reach a level comparable to that of more advanced economies. Romania tried to solve this problem with various policies based on and inspired by a set of sociological and economic views, theories and models. Those policies were only partially successful and today the problem of underdevelopment and unsatisfactory economic performance is still largely unsolved. In the hypothesis of a rational policy making process (defined as conscientious relationship with past experiences based on a rational learning process) the post 1989 agricultural reforms should have been informed by the lessons provided by both the pre-communist and communist periods. Taking as a starting point this premise my study is constructed around the following hypothesis: If the policy process was a rational decision-making process, we would expect that the ideas, concepts, and theories that led to policy failure and mixed results in the past be rejected or correspondingly adjusted to the new context. In order to test this hypothesis the study develops a twofold approach: First, it identifies the main sequences of ideas - policies - results - lessons that characterized each of the pre-communist, communist, and post-communist periods. Second, it compares the ideas, policies, and lessons that could have been drawn from past experiences in regard to agricultural development with the actual ideas and agricultural policies that have been implemented in the post-communist period. The comparison reveals the extent to which the rational decision making model was displayed. In order to make this comparison operational the research design proceeds along the following lines: The key post-communist legislation regarding agriculture that was passed after 1989 is identified. By the detailed analysis of this body of legislation and of one of the most comprehensive reports on agriculture issued by the Ministry of Agriculture and Food in Romania in 1999-2000, the dominant agricultural policy paradigm of the period, the key ideas that were behind it, and the main consequences that followed for agriculture are distinguished. The major agricultural reform policies in the pre-communist and communist periods (1864-1948 and 1948-1989) and the basic concepts and theories that informed each of them are documented. Thereafter, an overview of the economic, sociological and structural consequences of these ideas and policies is provided and pinpoints the main lessons that could be eventually derived by looking in retrospect to each of the periods. In accordance with these objectives the study is structured as follows: Chapter 1 outlines the Romanian reform legislation between 1989-2000 and, in line with point one above, uses this legislation as a vehicle to reveal the key ideas, policies and consequences for agricultural development in the last, post-communist decade. Chapter 2 and 3 fulfill the objectives stated in point two above. More precisely, chapter 2 starts by looking at the policy reforms in the pre-communist period, while in parallel outlining the main ideas, policies, consequences, and lessons of the period. Similarly, chapter 3 describes the main policy reforms of the communist period and pays special attention to the lessons that could have been drawn from this period's policies and their consequences. The conclusions wrap up the analysis and discuss the extent to which the study's main hypothesis has been supported or infirmed.<br>Master of Science
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Jayakumar, Emma Michelle. "Beyond the Wall An opera for children in 2 acts –and– Toward a more engaging operatic genre for children An exegesis." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2018. https://ro.ecu.edu.au/theses/2149.

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Toward a more engaging operatic genre for children is a practice-led PhD research project which aimed to create a more engaging opera for children aged 4-13 (Australian Kindergarten to year 7) than current Australian company approaches to young audience repertoire. The culmination of this research was the children’s chamber opera Beyond the Wall, presented in workshop form at the Western Australian Academy of Performing Arts (WAAPA), Edith Cowan University in December 2017. Current house repertoire offered for a young Australian audience overwhelmingly involves the adaptation of an existing adult opera, generally presented in school touring incursion programs; an approach lacking effectiveness on many levels. The paucity of work performed in quality in-house theatrical venues determines that children are rarely exposed to opera at its most impressive musically or theatrically, whilst additionally relinquishing the positive artsgoing habitus influence many children experience when attending works with their family members, particularly their parents. Practice-led research (PLR) methodology was identified as the most appropriate to the varied and interdisciplinary features characteristic to opera as an artform. As such, several writing and compositional methods were identified from various sources, and adapted to meet the requirements of an operatic libretto and score. These methods included those adapted from screenwriting, theatre for young audience literature, the development of many process cycles facilitating effective praxis, and the extensive use of reflective journaling in written and voice memo forms. These methods were supported by a robust conceptual and theoretical framework, prioritising the development of a child-centric perspective for adult writers creating work for children. This child-centric mandate or child’s gaze focused on three key areas of literature, theory and practice surrounding the broader dramatic and musical concepts of relevance, appeal and comprehension for children. Some of the key components to the success of this child-centred approach was the understanding of emotive psychological undercurrents of effective stories for child audiences, as well as the ability to develop and maintain children’s identification with the main character. Necessitating an insightful construction of the protagonist’s universe within the libretto, it also required thoughtful reflection on how the musical score reinvented and heightened the dramatic impact of the text and story themes. Additionally, an understanding of movement between realistic speech styles and heightened operatic styles of singing was essential to the development of effective musico-dramatic devices, such as spoken word/recitative/Sprechstimme vocalisation sections. Presenting greater variation in vocalisation styles than more traditional forms of opera, these devices aided in the more effective engagement of the workshop audience with both the sound-world of the opera and audience identification with the main child protagonist. The successful workshop reception of Beyond the Wall within a culture that has very few operatic works specially devised for young audiences, challenges the prevailing view that children are incapable of engagement with the heightened emotional world of opera. The many innovative methodological tools developed to aid in the research and development additionally present valuable additions to practice-led research composition literature, whilst presenting broader solutions to composers and writers within this fledgling genre.
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Alencar, Edvonete Souza de. "Formação de professores sobre o campo conceitual multiplicativo: referenciais teóricos em pesquisas." Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/19667.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-01-16T13:11:25Z No. of bitstreams: 1 Edvonete Souza de Alencar.pdf: 1644964 bytes, checksum: a34f0a8fd40fe1cdbff542f352d371c7 (MD5)<br>Made available in DSpace on 2017-01-16T13:11:25Z (GMT). No. of bitstreams: 1 Edvonete Souza de Alencar.pdf: 1644964 bytes, checksum: a34f0a8fd40fe1cdbff542f352d371c7 (MD5) Previous issue date: 2016-11-29<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>This research aims to investigate the theoretical frameworks that support Brazilian research published between 1997-2015, regarding the training of teachers in the early elementary years on the Multiplicative Conceptual Field. In order to achieve it, research review procedures called qualitative metasynthesis was used. The search of the investigation was carried out on the website of Capes Bank of Theses using the expressions "Teacher Training" and "Multiplicative Conceptual Field" in addition to the use of a filter for investigations that would discourse on "Continuing Education" and "Early ElementaryYears". A group of research in which we seek the most used theoretical frameworks was selected; Shulman and Vergnaud were found. A new selection was carried out, focusing on the research which had presented both authors as references. With this smaller group of research, a qualitative metasynthesis was held regarding the use of these theoretical references for the investigations. The qualitative metasynthesis was performed presenting categories which were taken from these reports, in which similarities were observed as well as differences and complementarities of the most discussed theoretical frameworks. In general, the use of the qualitative metasynthesis of the studies concerning Shulman through the investigations made it possible to identify that these investigations used the three categories of knowledge as those presented by Shulman (specific, pedagogical and curricular). It is worth mentioning that there were not any differences observed in relation to what is mentioned by the author. However, it was pointed out some aspects which were addressed by some research that complement Shulman studies regarding the specific and pedagogical knowledge used to encourage reflection on teacher training. The qualitative metasynthesis of the use of Vergnaud's theory by research has shown similarities in terms of approaches on the explanation of the Theory of Conceptual Fields. It was observed that most of the investigations focus on explaining what characterizes the Theory of Vergnaud. It was found that three of the selected research deepen their explanations of the Multiplicative Conceptual Field and that such investigations do not show different aspects of what is proposed by Vergnaud. In addition to that, it was stated that one of the research complements Vergnaud studies when explaining relational and numerical calculations in the Multiplicative Conceptual Field. This thesis led us to infer the need to conduct more studies on this topic and to reflect on the use of theoretical frameworks applied by the investigations<br>Esta pesquisa teve como objetivo investigar os referenciais teóricos que sustentam pesquisas brasileiras, publicadas entre 1997 e 2015, a respeito da formação contínua de professores dos anos iniciais do Ensino Fundamental sobre o Campo Conceitual Multiplicativo. Para a sua realização, utilizamos uma das modalidades de revisão de pesquisas denominada metassíntese qualitativa. A busca das investigações foi realizada no site do Banco de Teses da Capes por meio das expressões “Formação de Professores” e “Campo Conceitual Multiplicativo” e com a aplicação do filtro para investigações que discorressem sobre a “Formação Contínua” e “Anos Iniciais”. Selecionamos assim um grupo de pesquisas no qual buscamos os referenciais teóricos mais utilizados: Shulman e Vergnaud. Fizemos novamente uma seleção, centrando a investigação nas pesquisas que tiveram os estudos desenvolvidos pelos dois autores. Com esse grupo menor de pesquisas, realizamos a metassíntese qualitativa do uso desses referencias teóricos pelas investigações. A metassíntese qualitativa foi realizada apresentando categorias retiradas dos fichamentos dessas pesquisas, nos quais foram observadas semelhanças, diferenças e complementariedades dos referenciais teóricos mais abordados. De modo geral, a metassíntese qualitativa do uso dos estudos de Shulman pelas investigações permitiu identificar que estas utilizaram as três categorias do conhecimento de modo semelhante ao que é apresentado por Shulman (específico, pedagógico e curricular). Cabe ressaltar que não percebemos diferenças em relação ao que é mencionado pelo autor. No entanto, notamos aspectos abordados por algumas pesquisas que complementam os estudos de Shulman quanto ao conhecimento específico e pedagógico utilizado para incentivar a reflexão nas formações de professores. A metassíntese qualitativa do uso da teoria de Vergnaud pelas pesquisas nos mostrou semelhança quanto às abordagens sobre a explicação da Teoria dos Campos Conceituais. Pudemos perceber que a maioria das investigações se preocuparam em explicar o que caracteriza a Teoria de Vergnaud. Verificamos que três das pesquisas selecionadas aprofundam suas explanações sobre o Campo Conceitual Multiplicativo ainda que essas investigações não apresentam aspectos diferentes do que é proposto por Vergnaud. Constatamos também que uma das pesquisas complementa os estudos de Vergnaud ao explicar os cálculos relacional e numérico no Campo Conceitual Multiplicativo. Esta Tese nos levou a inferir a necessidade de se realizar mais estudos sobre essa temática e a refletir sobre o uso dos referenciais teóricos utilizados pelas investigações
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Thoukis, Georgio. "A conceptual framework towards succession effectiveness in family wineries : the 'WineSuccess' conceptual framework." Thesis, University of Gloucestershire, 2018. http://eprints.glos.ac.uk/5595/.

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Succession effectiveness in family wineries is considered critical for the incumbents and the owning families looking forward to assure winery success and trans-generational continuity, as this endeavour requires substantial commitment, social skills, financial health, and idiosyncratic considerations that are more often than not unstable. Therefore, this thesis provides a platform of critical reflection and theoretical development upon the findings of a doctoral research on the topic of effective succession in family wineries for bringing further and closer theory and professional practice. Systematic literature review of the best available sources of knowledge served as a starting point. It was shown that there is a plethora of academic research on effective family business succession that makes available useful insights into this important process. The review has identified the major theories, models, and frameworks, and provided information on different factors and variables that are believed appropriate to foster succession process further. However, the review findings are often fragmented and subjective which makes it difficult to draw valid conclusions that can be representative for family wineries. Moreover, the review revealed certain gaps and uncertainties in the research that this thesis has aimed to bridge, and allowed the development of a preliminary conceptual framework (version one) with the testable research hypotheses. A primary research that followed in the organizational context of Cypriot family wineries made use of both quantitative and qualitative approaches, at a greater and lesser extent, respectively. These approaches were put forward based on the researcher’s ontological, epistemological and axiological assumptions. The numeric data were largely generated from a self-completed questionnaire survey that was comprehensive with an open aspect. The questionnaire was mailed to the entire population of fifty-four family wineries inclusive with hundred participants. The statistical analysis was undertaken using SPSS software. Pearson correlation analysis was the foremost statistical device used in the direction of establishment significant relationships among different succession factors. In order to enrich the meaning of statistical analysis with wine-specific insights, the researcher made further use of illustrative evidence collected from the survey open aspect.
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Maier, Christoph. "Leading diversity -- a conceptual framework /." Bamberg : Difo-Druck, 2002. http://www.gbv.de/dms/zbw/356748251.pdf.

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Chahine, Joumane. "Public diplomacy: a conceptual framework." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103489.

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Since its much publicized deployment in the wake of the September 11th attacks and during the subsequent so-called "War on Terror," public diplomacy has generated a substantial body of critical discourse emanating from both the professional and academic spheres. These analyses, however, have been for the most part empirical studies, aimed at strengthening the efficiency of the practice by identifying potential flaws or weaknesses in its current conception or application and offering possible correctives. Significant enquiries into the conceptual origins and evolution of the practice, on the other hand, have generally been rare and limited. This thesis proposes to remedy, in part, this lack by situating public diplomacy within a broader and deeper conceptual context. The term "public diplomacy" only entered the lexicon of political and international affairs in the Cold War environment of the mid-1960s. It could however be argued that the essence of the practice –government communication with foreign publics— is as old as history itself. The primary purpose of this dissertation is to argue that public diplomacy, as the specific form taken by the practice of government communication with a foreign audience in the latter half of the twentieth century, is a distinctive product of the development and ultimate intersection of several discrete though somehow connected concepts in social and political thought. We shall seek to substantiate this claim by identifying three fundamental concepts that lie at the heart of the idea of public diplomacy –public opinion, civil society and the information age-- and charting their historical trajectory and various points of interaction. The main body of the dissertation will therefore be divided into three genealogical chapters, one for each of the elected concepts cited above. Throughout, and increasingly as the thesis progresses, these various evolutional paths will be correlated, their points of convergence highlighted, so as to gradually situate the birth of public diplomacy at the intersection of their trajectories. The conclusion will offer further reflections on the continued influence of this collection of notions on the more recent development of public diplomacy, and the implications these might entail for its future.<br>La notion de "diplomatie publique" a inspiré un nombre considérable d'études critiques, aussi bien professionnelles qu'académiques, suite à sa mise en pratique particulièrement publicisée durant la "guerre contre le terrorisme" déclarée par l'administration Bush. Ces analyses, cependant, semblent s'être principalement cantonnées à des considérations empiriques et prescriptives, cherchant surtout à identifier les faiblesses et mésinterprétations qui marqueraient l'application actuelle de la "diplomatie publique", et à proposer certaines mesures correctives. Les recherches substantielles quant aux origines conceptuelles de la pratique, en revanche, ont été, d'une manière générale, rares ou du moins limitées. Cette thèse tente de remédier à cette lacune en cherchant à placer l'idée de "diplomatie publique" dans un contexte conceptuel plus étendu et approfondi. Si la diplomatie traditionnelle exprime l'effort d'un état pour rallier à sa cause un ou plusieurs autres états, la "diplomatie publique", elle, consiste pour un état à faire passer son point de vue, non parmi ses homologues sur la scène internationale, mais au sein de la population de ces derniers. Bien que l'essence de la pratique ne soit pas nécessairement récente, l'appellation "diplomatie publique" (qui manque à ce jour d'équivalent exact en français) est relativement jeune, ayant fait son entrée dans le lexique de la politique internationale aux Etats-Unis dans les années soixante, en pleine Guerre Froide. L'objectif principal de cette thèse est de démontrer que la "diplomatie publique," comme forme singulièrement contemporaine de communication entre un gouvernement et un public étranger, est le produit distinct du développement et des entrecroisements de plusieurs concepts fondamentaux de la pensée politique et sociale. Afin de justifier cette proposition, nous identifierons trois concepts essentiels à l'idée de "diplomatie publique" –l'opinion publique, la société civile, et "l'âge de l'information"-- et soumettrons chacune de ses notions à une étude généalogique détaillée. Au fur et à mesure que la thèse avancera, ces différents cheminements conceptuels seront corrélés, leurs points de convergence mis en évidence, de manière à progressivement situer la genèse de la "diplomatie publique" à l'intersection de leurs trajectoires. S'appuyant sur ces observations, la conclusion ouvrira un nouveau champ de réflexion en examinant leurs retombées possibles sur le futur de la pratique.
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Lloyd, John Arthur Michael. "Headteacher leadership : a conceptual framework." Thesis, University of Newcastle Upon Tyne, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270804.

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Arroe, Beatrice. "CONCEPTUAL FRAMEWORK OF ALTERNATIVE PROGRAMS." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/187993.

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There is an absence of literature outlining the concepts which apply to alternative education. This study attempted to present a conceptual framework that is appropriate in developing alternative programs. It emphasized the process of personal relationships among the participants. A specific theory of personal processes was used to develop the conceptual framework. This study was descriptive in nature and limited to literature spanning the past twenty-five years. The contention of this study was that America needs to perpetuate the ideal of democracy through the educational system. Schools must create a democratic setting where people have choices and responsibility for all important aspects of their lives. Warm, productive, and personal relationships within the learning atmosphere were also considered crucial in this effort. It was suggested that a "Theory of Personal Processes" devised by Barnes could be used as a referent in attempting to behave democratically. This theory was used to develop a conceptual framework for alternative programming. The process of developing the democratic relationships which could form the behavioral framework for alternative schools consists of five categories: (1) Contact, (2) Consult, (3) Find, (4) Share, and (5) Accompany. Each category is broken into separate and distinct subcategories. For Contact they are Observe, Inform, Accept, and Choice. Consult includes Question, Listen, Concern, and Choice. Find incorporates Discover and Identify Interest. Share uses Clarify Desired Outcome, Consider Choices, Plan of Action, Ownership, Accept, and Observe. Accompany utilizes Doing It, Question, Observe, Reflect, and Accept. Initially, a separate chapter on the review of the literature is presented. This is followed by an exploration of each category and its subcategories in separate chapters. The philosophy and literature supporting each category and its subcategories are discussed extensively within each chapter. A final chapter summarizes the information presented. It was suggested that democratic processes can be productive if incorporated into the behavioral framework of alternative education. Such processes tend to produce warm and accepting relationships which foster productive learning.
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Books on the topic "Conceptual and theoretical framework"

1

Heine, Bernd. Grammaticalization: A conceptual framework. University of Chicago Press, 1991.

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Costello, F. Conceptual combination: A theoretical review. Trinity College, Dublin, 1992.

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Manley, Patricia N., Sherry Hazelhurst, Frank Magary, and Kelly S. Hawk. Sustaining ecosystems: A conceptual framework. U.S. Dept. of Agriculture, Forest Service, Pacific Southwest Region and Station, 1995.

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Kaplow, Louis. Transition policy: A conceptual framework. National Bureau of Economic Research, 2003.

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Roy, Sanchari. Chronic poverty: A conceptual framework. Independent Commission on Development and Health in India, 2005.

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Gahan, Peter. Union strategy: A conceptual framework. University of New South Wales, School of Industrial Relations and Organisational Behaviour, 1998.

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Kapoor, Kapil. Literary theory: Indian conceptual framework. Affiliated East-West Press, 1998.

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Scott, Sue. Water pricing: Conceptual and theoretical issues. Economic and Social Research Institute, 1999.

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Düsterhöft, Antje, Meike Klettke, and Klaus-Dieter Schewe, eds. Conceptual Modelling and Its Theoretical Foundations. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-28279-9.

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Blanchard, Philippe, Erich Joos, Domenico Giulini, Clau Kiefer, and Ion-Olimpiu Stamatescu, eds. Decoherence: Theoretical, Experimental, and Conceptual Problems. Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/3-540-46657-6.

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Book chapters on the topic "Conceptual and theoretical framework"

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Schwörer, Jakob. "Theoretical-Conceptual Framework." In Springer Series in Electoral Politics. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72449-8_2.

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Larsen, Henrik Gert, and Philip Adu. "Developing Theoretical/Conceptual Framework." In The Theoretical Framework in Phenomenological Research. Routledge, 2021. http://dx.doi.org/10.4324/9781003084259-6.

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Ruiz, Marcela. "Theoretical Framework." In TraceME: A Traceability-Based Method for Conceptual Model Evolution. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89716-5_3.

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Peh, Lu Chang, and Sui Pheng Low. "Theoretical and Conceptual Framework." In Organization Design for International Construction Business. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-35164-8_6.

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Leitner, Stephan. "Conceptual and Theoretical Framework." In Lecture Notes in Economics and Mathematical Systems. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33209-8_3.

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Gao, Shang, and Sui Pheng Low. "Theoretical and Conceptual Framework." In Lean Construction Management. Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-014-8_5.

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Adediji, Ademola. "Conceptual Framework: Theoretical Perspectives." In The Politicization of Ethnicity as Source of Conflict. Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-13483-9_3.

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Omeni, Edward. "Theoretical and conceptual framework." In Violence Exposure and Transitional Coping Strategies Among International Students in Poland. Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-27452-8_3.

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Schillhofer, Andreas. "Theoretical and Conceptual Framework." In Corporate Governance and Expected Stock Returns. Deutscher Universitätsverlag, 2003. http://dx.doi.org/10.1007/978-3-322-81560-6_3.

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Portaleoni, Claudio Gomez, Svetla Marinova, Rehan ul-Haq, and Marin Marinov. "Conceptual Framework and Theoretical Considerations." In Corporate Foresight and Strategic Decisions. Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137326973_3.

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Conference papers on the topic "Conceptual and theoretical framework"

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Ma, Te, DaHai Dong, and YanHong Guo. "Conceptual framework and theoretical development on CLV research." In 2011 International Conference on E-Business and E-Government (ICEE). IEEE, 2011. http://dx.doi.org/10.1109/icebeg.2011.5881756.

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Kolev, Konstantin, Nikolay Stoenchev, Nasko Iliev, Galin Milchev, and Elena Stefanova. "THEORETICAL AND CONCEPTUAL FRAMEWORK FOR RESEARCH ON COMPETITIVENESS OF FORESTRY COMPANY." In 21st SGEM International Multidisciplinary Scientific GeoConference Proceedings 2021. STEF92 Technology, 2021. http://dx.doi.org/10.5593/sgem2021/3.1/s14.82.

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Wang, Yi-Sheng, Yongfu Chang, and Cheng-Yueh Tsai. "Third-generation mobile services in Taiwan: A conceptual framework and theoretical propositions." In 2010 International Symposium on Computer, Communication, Control and Automation (3CA). IEEE, 2010. http://dx.doi.org/10.1109/3ca.2010.5533649.

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Simchenko, Nataliia A. "A Conceptual Framework For Researching Functions Of Institutions In The Sharing Economy." In 11th International Scientific and Theoretical Conference - Communicative Strategies of Information Society. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.03.02.8.

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Busciantella-Ricci, Daniele, Carlos Aceves-Gonzalez, and Alessandra Rinaldi. "Design for Inclusive Attitude: towards a theoretical framework." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001863.

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Seventy one percent of the world’s population live in countries where inequality has grown and the pandemic increased socioeconomic disparities and discriminations. As emphasised in education, healthcare, and migration, fostering an Inclusive Attitude is needed. The Inclusive Attitude is a concept mainly debated in psychology, sociology, anthropology and it has received less attention from a design research perspective. This paper proposes a theoretical framework for using Design for Inclusion to support Inclusive Attitude among the society. Starting from literature review, the paper compares the Inclusive Attitude concept with orders of design, design contents, design domains, continuum of design approaches, and domains of disciplines of Human Factors and Ergonomics (HFE). As a result, a conceptual framework is identified for studying the Design for Inclusive Attitude. Discussions and conclusions underline the essence of this new design approach.
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Ogunbiyi, James. "Influence of Client Sophistication in Asset Valuation Practice - a Theoretical and Conceptual Framework." In 28th Annual European Real Estate Society Conference. European Real Estate Society, 2022. http://dx.doi.org/10.15396/eres2022_242.

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Catal, Cagatay, and Banu Diri. "A Conceptual Framework to Integrate Fault Prediction Sub-Process for Software Product Lines." In 2008 2nd IEEE/IFIP International Symposium on Theoretical Aspects of Software Engineering (TASE). IEEE, 2008. http://dx.doi.org/10.1109/tase.2008.15.

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"THEORETICAL FRAMEWORK LEADING TO DESIGN PROCESS OF CONCEPTUAL BIOMIMETIC ADAPTIVE SHADING SYSTEM IN HUMID CONTINENTAL CLIMATE." In International Conferences on: Internet Technologies & Society (ITS 2021), Applied Management Advances in the 21st Century (AMA21 2021) and Sustainability, Technology and Education (STE 2021). IADIS Press, 2021. http://dx.doi.org/10.33965/itsamaste2021_202111l017.

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Ngulube, Patrick, and Matshidiso Taole. "THE APPLICATION AND UNDERSTANDING OF CONCEPTUAL AND THEORETICAL FRAMEWORKS IN EDUCATIONAL RESEARCH." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0466.

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Hadjerrouit, Said. "Didactics of ICT in Secondary Education: Conceptual Issues and Practical Perspectives." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3307.

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While there is a huge research literature on the field of ICT (Information and Communication Technology) as a tool in teaching and learning, there is much less research on the area of ICT as a subject or similar designations such as school informatics. As a result, there is a lack of theoretical grounding of the didactics of ICT and associated teaching and learning processes. One of the main reasons for the lack of theoretical underpinnings of the didactics of ICT is that there have been in the past and there persist even now strong disagreements and confusion about the nature of ICT as a school subject. While the content of the subject has been clearly defined in the school curriculum, the didactics of ICT is still unclear. This paper suggests ways forward in formulating a framework for conceptualizing the didactics of ICT. The framework draws on research in learning paradigms, epistemology, general didactics, conceptual, and curricular issues of ICT. The article also reports on implementations and evaluations of the framework that were carried out by trainee teachers in secondary schools.
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Reports on the topic "Conceptual and theoretical framework"

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van Blerk, Lorraine, Wayne Shand, and Patrick Shanahan. Research Principles and Conceptual Framework. University of Dundee, 2014. http://dx.doi.org/10.20933/100001136.

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Kaplow, Louis. Transition Policy: A Conceptual Framework. National Bureau of Economic Research, 2003. http://dx.doi.org/10.3386/w9596.

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Marshall, Helen, Kim Wilkins, Lisa Bennett, and Joanne Anderton. The Ursula Project: Conceptual Framework. The What If Lab, The University of Queensland, 2023. http://dx.doi.org/10.14264/9a5e903.

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Heimerl, Joseph M. Driver Performance Model: 1. Conceptual Framework. Defense Technical Information Center, 2001. http://dx.doi.org/10.21236/ada397331.

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Battistella, Graziano. Return Migration: A Conceptual and Policy Framework. Center for Migration Studies, 2018. http://dx.doi.org/10.14240/cmsesy030818.

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Alston, Lee, Marcus André Melo, Bernardo Mueller, and Carlos Pereira. A Conceptual Framework for Understanding Critical Transitions. National Bureau of Economic Research, 2016. http://dx.doi.org/10.3386/w22144.

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Kidder, Thalia, Sophie Romana, Claudia Canepa, John Chettleborough, and Celeste Molina. Oxfam’s Conceptual Framework on Women’s Economic Empowerment. Oxfam, 2017. http://dx.doi.org/10.21201/2017.9682.

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Garstka, John. Network Centric Operations Conceptual Framework Version 1.0. Defense Technical Information Center, 2003. http://dx.doi.org/10.21236/ada457620.

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Su, Jin, Nancy J. Hodges, and Sukyung Seo. Conceptual Framework of Impulse Self-Gifting Behavior. Iowa State University. Library, 2019. http://dx.doi.org/10.31274/itaa.8429.

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Heimerdinger, Walter L., and Charles B. Weinstock. A Conceptual Framework for System Fault Tolerance. Defense Technical Information Center, 1992. http://dx.doi.org/10.21236/ada258467.

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