Relevant bibliographies by topics / Conceptual change model based instruction

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

Academic literature on the topic 'Conceptual change model based instruction'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Conceptual change model based instruction"

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Rezaei, Alireza, and Larry Katz. "A Cognitive Model for Conceptual Change in Science Instruction with a Focus on Educational Software Development." Journal of Educational Computing Research 19, no. 2 (September 1998): 155–74. http://dx.doi.org/10.2190/6yuf-wnyu-7gx0-02a7.

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In this article the authors introduce the Inventive Model as a theoretical base for science instruction and for software development in science education. The Inventive Model is a constructivistic approach to conceptual change. This model is presented as a response to the urgent need for a theoretical framework for software development in the area of conceptual understanding in science and mathematics. The model is based on the theoretical works of the pioneers in the field as well as the recent innovative/effective practices in science instruction. Some components of the model have been tested successfully in the past. However, the effectiveness of the whole model needs to be tested. Natural language understanding is a major limitation of computer-based instruction [1]. However, in this article it is shown how simple diagnostic tests, students' log files, and other advantages of computer assisted instruction (CAI) may compensate this limitation. In ongoing research the authors are developing an instructional multimedia program for conceptual change in physics based on the model. The multimedia program can be used individually, in small groups, or by the whole class under the teacher's guidance. Qualitative and quantitative comparisons between the individualized version of the multimedia program and the traditional physics instruction are the main goals of the ongoing research.
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Syuhendri, Syuhendri. "A LEARNING PROCESS BASED ON CONCEPTUAL CHANGE APPROACH TO FOSTER CONCEPTUAL CHANGE IN NEWTONIAN MECHANICS." Journal of Baltic Science Education 16, no. 2 (April 25, 2017): 228–40. http://dx.doi.org/10.33225/jbse/17.16.228.

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The purpose of this research was to investigate the effectiveness of conceptual change learning approach based on conceptual change model over traditional instruction on the improvement of physics education undergraduate students’ conceptual understanding in Newtonian mechanics. A quasi experimental research method with pre-test and post-test control group design was employed. The sample chosen based on purposive technique sampling comprising of 73 students was in two groups selected randomly each as experimental and control group. Predict-Observe-Explain-Apply (POEA) and using Conceptual Change Texts (CCT) strategies were implemented in the experimental group. The Force Concept Inventory (FCI) in Indonesian was used to collect data before and after treatments. The results show that the conceptual understandings of students who were taught using strategies under conceptual change approach was significantly better than those of the traditional approach. The research confirmed that only learning based on conceptual change model could improve learners’ Newtonian mechanics conceptual understanding. Key words: conceptual change approach, conceptual change texts, predict-observe-explain-apply, Newtonian mechanics.
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김미영 and KIM HEUI BAIK. "A Multidimensional Analysis of Conceptual Change for Blood Circulation in Model-based Instruction." BIOLOGY EDUCATION 35, no. 3 (September 2007): 407–24. http://dx.doi.org/10.15717/bioedu.2007.35.3.407.

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Mota, Ana Rita Lopes, and João Lopes dos Santos. "Investigating students' conceptual change about colour in an innovative research-based teaching sequence." Investigações em Ensino de Ciências 23, no. 1 (April 30, 2018): 95. http://dx.doi.org/10.22600/1518-8795.ienci2018v23n1p95.

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This paper is the second part of a multiphase study investigating the impact of a mathematical model, the Addition Table of Colours (ATC), in the learning of colour phenomena. The ATC instruction was undertaken in several 8th grade classes in three different Portuguese schools (250 students) and included collaborative activities through Lab stations model. In the control group (204 students), the colour phenomena were taught in the traditional way, with the goals set by the teachers, without any intervention of the project. The two groups of students were compared in terms of content knowledge acquired in the learning of this subject through comparison and analysis of their pre and post-tests. Quantitative analyses of the pre/post-tests revealed five variants of students’ representations about this phenomenon. We found that the ATC model, inserted in an interactive and carefully designed teaching environment, is more effective in promoting conceptual change and scientific understandings of colour phenomena.
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D’Avanzo, Charlene. "Post–Vision and Change: Do We Know How to Change?" CBE—Life Sciences Education 12, no. 3 (September 2013): 373–82. http://dx.doi.org/10.1187/cbe.13-01-0010.

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The scale and importance of Vision and Change in Undergraduate Biology Education: A Call to Action challenges us to ask fundamental questions about widespread transformation of college biology instruction. I propose that we have clarified the “vision” but lack research-based models and evidence needed to guide the “change.” To support this claim, I focus on several key topics, including evidence about effective use of active-teaching pedagogy by typical faculty and whether certain programs improve students’ understanding of the Vision and Change core concepts. Program evaluation is especially problematic. While current education research and theory should inform evaluation, several prominent biology faculty–development programs continue to rely on self-reporting by faculty and students. Science, technology, engineering, and mathematics (STEM) faculty-development overviews can guide program design. Such studies highlight viewing faculty members as collaborators, embedding rewards faculty value, and characteristics of effective faculty-development learning communities. A recent National Research Council report on discipline-based STEM education research emphasizes the need for long-term faculty development and deep conceptual change in teaching and learning as the basis for genuine transformation of college instruction. Despite the progress evident in Vision and Change, forward momentum will likely be limited, because we lack evidence-based, reliable models for actually realizing the desired “change.”
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Gang, Chai, and Xiao Yu Huang. "A Conceptual Framework for Animation Design Based on E-Learning System." Advanced Materials Research 267 (June 2011): 510–15. http://dx.doi.org/10.4028/www.scientific.net/amr.267.510.

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A conceptual framework for the design of PILE for animation design is sketched out. PILE for animation design takes the concept of project as principal axis and focuses on interaction, collaboration, communication and critical thinking. Three main modules (VLMS, PCLP and PFS) of PILE run synergistically under the cooperation of six types of instruction technologies. The application of these elements makes the important aspect of PILE for animation design. In order to center on improving learning, the model of learning is changed from unilateral and close model to multilateral and open model. Accordingly, the framework of PILE for animation design provides a implementation of learning theories, including interactions, Hill's learning theory and projected-based learning model.
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Kelkay, Asrat Dagnew, and Aminat Endris. "Model-based instruction to improve the concept of students on human anatomy: Primary School, Ethiopia." International Journal of Learning and Teaching 12, no. 2 (April 30, 2020): 72–85. http://dx.doi.org/10.18844/ijlt.v12i2.4618.

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The purpose of this study was to improve the conceptual understanding of students using model-based teaching about the human skeletal system in grade seven. Quasi-experimental research was employed pre- and post-test, control and experimental group design. Out of four sections, two sections (n = 132) were selected using simple random sampling techniques. The data were gathered by tests, observation and informal assessment. The data obtained from tests were analysed quantitatively through mean, standard deviation, independent t-test and the observation and informal assessment data were analysed qualitatively. The pre-test results indicated that there was no significant mean difference and p>0.05 between the two groups. Similarly, the result of pre-informal assessment showed that students in both groups had common misconceptions about the topic. The post-test results revealed that model-based teaching approach exhibited significant changes compared to the traditional groups of students. From the results of this study, it is possible to conclude that the model-based teaching approach improves students’ conceptual understanding, participations and clear misconceptions compared to the students taught by traditional teaching approach. Based on the finding it was recommended that the model-based teaching approach should be encouraged for teaching and learning biology. Keywords: Conceptual understanding, human anatomy, model-based instruction
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Schmidt, Diane, and Michael Savarese. "Confronting and Correcting Misconceptions in Paleontology Through Use of the Conceptual Change Model." Paleontological Society Special Publications 12 (2012): 155–68. http://dx.doi.org/10.1017/s2475262200009291.

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The Conceptual Change Model (CCM) is an instructional approach that helps students learn by deliberately targeting their misconceptions. The teaching of such paleontological topics as evolution, phylogenetics, and functional morphology—three concept-rich units that are components of any paleontology course—is confounded by ingrained misunderstandings. The inquiry-based CCM was developed to take into account current theories of brain function. It fully supports the National Research Council's standards for inquiry and follows their recommendations for teaching science. The CCM instructional process allows students to: identify their own preconceptions, recognize the wide variety of beliefs held by classmates, confront their misconceptions, revise and reconstruct their ideas, apply their knowledge, and, finally, ask new questions for further study and growth. Implementation of the model provides a socially safe and challenging environment that engages students in ways not possible in traditional lecture settings. The CCM is employed in the upper-division course in paleontology at Florida Gulf Coast University. The principles of the paleontology course supports our marine science, environmental studies, and biology undergraduate programs. At the introduction of each topical unit, a short inquiry-based exercise is implemented both to reveal preconceptions carried by the students and to demonstrate the inconsistencies and problems with those conceptions. This then provides an opportunity to cleanly present the correct rendition of the concept.
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Benjamin, LaToya, and Sunddip Panesar-Aguilar. "Implementation of Differentiated Instruction in Middle School Classrooms: A Qualitative Study." World Journal of Education 10, no. 1 (February 21, 2020): 81. http://dx.doi.org/10.5430/wje.v10n1p81.

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Despite research on the benefits of implementing Differentiated Instruction (DI) practices within an inclusive classroom, many teachers do not utilize the practice regularly. An instrumental case study that included teachers from 1 middle school in a rural school district in a southeastern state was used as the qualitative research design in this study. The purpose was to explore rural middle school teachers’ experiences and challenges with incorporating the components of DI to support special education students in inclusion classrooms. Tomlinson’s model of DI as it relates to teachers providing responsive instruction to meet the needs of each of their students regardless of their ability was used as the conceptual framework. A purposeful sample of 10 middle school teachers Grades 6–8 from various content areas in the school participated in interviews, observations, and submitted documents for review. Data were coded and thematic relationships and patterns related to the DI framework emerged. Themes included concerns regarding teachers’ lack of knowledge and professional development for fidelity of implementation of DI with special needs students, insufficient resources to support implementation of DI, and concerns with class size and accommodation of DI needs of all students within an inclusion-based classroom. Based on the results, the research may contribute to positive social change by helping middle school teachers use the components of DI in their inclusion-based classes and by providing instructional support to enhance learning and increase academic success for special education students.
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Hinton, Brian. "Constructivism Applied: An Example from the Teaching of Computing." Learning and Teaching in Higher Education: Gulf Perspectives 2, no. 2 (December 1, 2005): 21–26. http://dx.doi.org/10.18538/lthe.v2.n2.03.

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The state of science education is similar to that of other disciplines: research shows a clear need for new instructional strategies based on a constructivist model of learning emphasizing conceptual growth, conceptual change and the conditions that support conceptual change. Practice, however, remains anchored in behaviorist theory and rote methods of learning. “Serious constructivist approaches usually set out to reorganize traditional teaching by including changes of aims, setup of content structures, media, and teaching/learning strategies” (Treagust et al, 1996, p7). Maher and Alston (1990) discuss constructivist reform efforts and the implications for classroom teaching focusing on three issues that arise repeatedly: how to learn to listen to students’ thinking; how to organize classroom activities to support “listening and questioning”; and how to implement forms of assessment that document students’ questions. This paper describes some constructivist teaching methodology and practices, and highlights their effectiveness as an aid to teaching and understanding in the classroom.
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Dissertations / Theses on the topic "Conceptual change model based instruction"

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Tasdelen, Ugur. "The Effect Of Computer-based Interactive Conceptual Change Texts On 11th Grade Students." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613032/index.pdf.

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The purpose of the study was to investigate the effect of conceptual change oriented instruction accompanied by computer-based interactive conceptual change text (CBICCT) on 11th grade students understanding of electrochemistry and attitude toward chemistry. The study was conducted in an anatolian high school in Ankara with two science classes with 66 students in May 2009. A quasi experimental design was used. The classes was assigned to groups
one as control group and the other as experimental group. While control group was given traditional instruction, experimental group was given conceptual change oriented instruction accompanied by CBICCT. Electrochemistry Concept Test (ECT) was administered before and after treatment and Attitude Toward Chemistry Scale (ATCS) was administered after treatment to collect data about students&rsquo
concepts about electrochemistry and attitude toward chemistry, respectively. To investigate possible covariates, Science Process Skills Test (SPST) was administered after treatment. The collected data were analyzed with two way analysis of covariance (ANCOVA) and two way analysis of variance (ANOVA). Gain scores of ECT was analyzed with two way ANCOVA when SPST scores controlled as covariate and the results showed that the experimental group developed significantly better understanding of concepts than control group. The results also showed that no mean difference between males and females, and no interaction effect between instruction method and gender were found. The analysis of ATCS showed that experimental group developed significantly more positive attitude toward chemistry than control group. However, no significant difference between males and females, and no significant interaction between method and gender in terms of attitude toward chemistry were found.
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Cruz, Bohorquez Juan Manuel. "Instructional Change in Engineering Education: A Conceptual System Dynamics Model of Adoption of Research-Based Instructional Strategies in the Classroom." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/93511.

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The overall goal of this study was to better understand how the academic system affects change in instructional practices, referred to as instructional change, in engineering education. To accomplish this goal, and acknowledging the complex nature of academia, I used a technique designed to understand complex systems called System Dynamics Modeling. With such technique, I created a conceptual System Dynamics Model (SDM) that illustrates how the factors in the academic system interact dynamically to drive or hinder faculty motivation to adopt Research-based Instructional Strategies (RBIS) in their courses. The creation of this model followed a process that combined research literature with data gathered from 17 professors at an Engineering Department in another country. The model was constructed through an iterative process of systematically reviewing the literature, gather empirical data and creating Causal Loop Diagrams (CLD). The CLD are representations of the different causal relationships between elements in a system which ultimately create what we called virtuous or vicious (reinforcing) cycles and balancing cycles. The whole idea was not to find the causes for professors' motivation to change but how the factors in the academic system reinforce or limit such motivation. With this model I offered a different answer to the calls for change in engineering education toward increasing the pedagogical quality of our learning environments. My biggest argument is that previous instructional change initiatives have yielded low to moderate success, because effective instructional change would require a perspective that accounts for the complex nature of academia. With this study I am providing a different understanding of instructional change by using a system perspective that shows the interactions of elements within a complex system that ultimately influences faculty to adopt RBIS in their courses.
Doctor of Philosophy
The overall goal of this study was to better understand how the academic system affects change in instructional practices, referred to as instructional change, in engineering education. To accomplish this goal, and acknowledging the complex nature of academia, I used a technique designed to understand complex systems called System Dynamics Modeling. With such technique, I created a conceptual System Dynamics Model (SDM) that illustrates how the factors in the academic system interact dynamically to drive or hinder faculty motivation to adopt Research-based Instructional Strategies (RBIS) in their courses. The creation of this model followed a process that combined research literature with data gathered from 17 professors at an Engineering Department in another country. The model was constructed through an iterative process of systematically reviewing the literature, gather empirical data and creating Causal Loop Diagrams (CLD). The CLD are representations of the different causal relationships between elements in a system which ultimately create what we called virtuous or vicious (reinforcing) cycles and balancing cycles. The whole idea was not to find the causes for professors’ motivation to change but how the factors in the academic system reinforce or limit such motivation. With this model I offered a different answer to the calls for change in engineering education toward increasing the pedagogical quality of our learning environments. My biggest argument is that previous instructional change initiatives have yielded low to moderate success, because effective instructional change would require a perspective that accounts for the complex nature of academia. With this study I am providing a different understanding of instructional change by using a system perspective that shows the interactions of elements within a complex system that ultimately influences faculty to adopt RBIS in their courses.
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Koehler, Karen E. "Examining the Conceptual Understandings of Geoscience Concepts of Students with Visual Impairments: Implications of 3-D Printing." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1494273823844707.

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Kaya, Ebru. "The Effect Of Conceptual Change Based Instruction On Students." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613137/index.pdf.

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The purpose of this study was to investigate the effects of conceptual change based instruction accompanied by demonstrations (CCBIAD) and gender on 11th grade students&rsquo
understanding and achievement in rate of reaction concepts, and their attitudes toward chemistry as a school subject compared to traditionally designed chemistry instruction (TDCI). Sixty nine 11th grade students from two classes in a public high school in Ankara participated in this study in the Fall Semester of 2008-2009. These classes were randomly assigned as control and experimental groups. In the control group TDCI was used, while in the experimental group CCBIAD was used as instructional methods. Rate of Reaction Concept Test, Rate of Reaction Achievement Test, and Attitude Scale toward Chemistry were administered to both groups as pre-tests and post-tests to assess students&rsquo
understanding of rate of reaction concepts, achievement in these concepts, and attitudes toward chemistry, respectively. Science Process Skills Test was given at the beginning of the study to control students&rsquo
science process skills. After treatment six students from each group were interviewed to determine their misconceptions about rate of reaction. The hypotheses were tested by using Analysis of Covariance (ANCOVA) and Two-Way Analysis of Variance (ANOVA). The results show that CCBIAD used a significantly better acquisition of scientific conceptions related to rate of reaction than TDCI. In addition, there was a significant effect of CCBIAD on students&rsquo
attitudes toward chemistry. There was no significant effect of gender on both students&rsquo
understanding of rate of reaction concepts and their attitudes toward chemistry.
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Ucar, Sedat. "Using inquiry-based instruction with web-based data archives to facilitate conceptual change about tides among preservice teachers." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1173150137.

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Abel, Jerian. "Students' conceptual modeling of simple DC electric circuits during computer-based instruction." Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-06062008-170004/.

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Frantz, Shalagh A. "Mindfulness-Based Interventions and Processes of Change: A Conceptual Model for Clinicians." Wright State University Professional Psychology Program / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1370434321.

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(ozdemir), Erdemir Arzu. "Effect Of Cooperative Learning Based On Conceptual Change Conditions On Seventh Grade Students." Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/2/12607121/index.pdf.

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The main purpose of this study was to compare the effectiveness of the cooperative learning based on conceptual change conditions and traditionally designed science instruction on 7th grade students&rsquo
understanding of chemical and physical changes and classification of matter concepts and attitudes toward science as a school subject. In this study 102 seventh grade students from four classes of a Science Course instructed by the two teachers from ODTÜ
G.V. Ö
zel ilkö
gretim Okulu took part. One of the classes of each teacher was randomly assigned as experimental group, which were instructed with cooperative learning based on conceptual change conditions and the other classes were assigned as control group, which were instructed traditionally. This study was conducted during the 2004-2005 fall semester over a period of four weeks. In this study, to examine the effect of the treatment on dependent variables
science achievement related to chemical and physical changes and classification of matter concepts measured with Classification and Changes of Matter Concepts Test, and science attitude scores measured with Attitude Scale Toward Science as a school subject. Science Process Skills Test was used at the beginning of the study to determine students&rsquo
science process skills. ANCOVA and ANOVA were used testing the hypotheses of the study. The results showed that the cooperative learning based on conceptual change conditions group had a significantly higher scores with respect to achievement related to chemical and physical changes and classification of matter concepts than the traditionally designed science instruction group. However, there is no significant difference between the mean scores of cooperative learning based on conceptual change conditions group and traditionally designed science instruction group with respect to attitudes toward science as a school subject. Science process skills were a strong predictor for the achievement related to chemical and physical changes and classification of matter concepts. It may be useful to use the results of this study and instruments and strategies developed for this study for classroom teachers in order to help students to reduce or eliminate their misconceptions.
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Strasunskas, Darijus. "Domain Model-Centric Distributed Development : An approach to semantics-based change impact management." Doctoral thesis, Norwegian University of Science and Technology, Faculty of Information Technology, Mathematics and Electrical Engineering, 2006. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-683.

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Today’s information systems engineering involves large number of stakeholders, wide geographical distribution and wide range of tools. Success in system engi-neering depends on effective human communication. Early understanding and modelling of the problem domain is a key to manage large scale systems and pro-jects. This requires stakeholders to reach a certain level of shared interpretation of the domain referred throughout the development

We propose a method for semantics driven change impact assessment. In our method, first a collaborative problem analysis is conducted. The problem analysis results in an agreed and committed common understanding of the prob-lem domain, expressed in a conceptual domain model. The constructed concep-tual domain-specific model is then actively used as a communication medium, e.g., to abstract development objects from representation format in order to expli-cate their semantics. Stakeholders browse the domain model and interactively as-sociate to product fragments by selecting concept clusters that best describe the contents (intended meaning) of the product fragments.

Associations of the development objects with concepts from domain model, as well as the domain model itself constitute the basis for change impact assess-ment throughout the development. Every revision of a development object in-vokes change impact notifications that are either confirmed or rejected. Accumu-lated statistics are used to refine associations via the domain model to the direct dependency links among development objects.

The method has been implemented in a prototype system CO2SY and has been evaluated in an experiment, where a set of test users has been provided with a problem domain description including a domain model and a set of develop-ment objects. The experiment was based on two real world cases. Users were asked to perform tasks using the prototype and two comparative tools. The method and prototype have been evaluated with respect to actual performance and users perceptions. The result shows actual effectiveness, perceived ease of use and usefulness comparing to other tools used in the experiment, as well as intention of the subjects to use the method in future.

A discussion of future research directions and possible revisions of the method concludes the thesis.

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Bari, Mohammed A. "A distributed conceptual model for stream salinity generation processes : a systematic data-based approach." University of Western Australia. School of Earth and Geographical Sciences, 2006. http://theses.library.uwa.edu.au/adt-WU2006.0058.

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[Truncated abstract] During the last fifty years mathematical models of catchment hydrology have been widely developed and used for hydrologic forecasting, design and water resources management. Most of these models need large numbers of parameters to represent the flow generation process. The model parameters are estimated through calibration techniques and often lead to ‘unrealistic’ values due to structural error in the model formulations. This thesis presents a new strategy for developing catchment hydrology models for representing streamflow and salinity generation processes. The strategy seeks to ‘learn from data’ in order to specify a conceptual framework that is appropriate for the particular space and time scale under consideration. Initially, the conceptual framework is developed by considering large space and time scales. The space and time scales are then progressively reduced and conceptual model complexity systematically increased until ultimately, an adequate simulation of daily streamflow and salinity is achieved. This strategy leads to identification of a few key physically meaningful parameters, most of which can be estimated a priori and with minimal or no calibration. Initially, the annual streamflow data from ten experimental catchments (control and cleared for agriculture) were analysed. The streamflow increased in two phases: (i) immediately after clearing due to reduced evapotranspiration, and (ii) through an increase in stream zone saturated area. The annual evapotranspiration losses from native vegetation and pasture, the ‘excess’ water (resulting from reduced transpiration after land use change), runoff and deep storage were estimated by a simple water balance model. The model parameters are obtained a priori without calibration. The annual model was then elaborated by analysing the monthly rainfall-runoff, groundwater and soil moisture data from four experimental catchments. Ernies (control, fully forested) and Lemon (53% cleared) catchments are located in zone with a mean annual rainfall of 725 mm. Salmon (control, fully forested) and Wights (100% cleared) are located in zone with mean annual rainfall of 1125 mm. Groundwater levels rose and the stream zone saturated area increased significantly after clearing. From analysis of this data it was evident that at a monthly time step the conceptual model framework needed to include a systematic gain/loss to storage component in order to adequately describe the observed lags between peak monthly rainfall and runoff.
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Books on the topic "Conceptual change model based instruction"

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Sipple, Janet Elspeth Askew. A MODEL FOR CURRICULUM CHANGE BASED ON RETROSPECTIVE ANALYSIS. 1989.

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Packard, Thomas. Organizational Change for the Human Services. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197549995.001.0001.

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This book presents an evidence-based conceptual framework for planning and implementing organizational change processes specifically focused on human service organizations (HSOs). After a brief discussion of relevant theory and a review of key challenges facing HSOs that create opportunities for organizational change, a detailed conceptual framework outlines an organizational change process. Two chapters are devoted to the essential role of an organization’s executive or other manager as a change leader. Five chapters cover the steps of the change process, beginning with identifying a problem or change opportunity; then defining a change goal; assessing the present state of the organization (the change problem and organizational readiness and capacity to engage in change); and determining an overall change strategy. Twenty-one evidence-based organizational change tactics are presented to guide implementation of the process. Tactics include communicating the urgency for change and the change vision; developing an action system that includes a change sponsor, a change champion, a change leadership team and action teams; providing support to staff; facilitating the development and approval of ideas to achieve the change goal; institutionalizing the changes within organizational systems; and evaluating the change process and outcomes. Four case examples from public and nonprofit HSOs are used to illustrate change tactics. Individual chapters cover change technologies and methods, including action research; team building; conflict management; quality improvement methods; organization redesign; organizational culture change; using consultants; advancing diversity, equity, inclusion, and social justice; capacity building; implementation science methods; specific models, including the ARC model; and staff-initiated organizational change.
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Chan, Emily Ying Yang. Health promotion planning approaches, human behavioural change models, and health promotion theories. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198807179.003.0003.

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Based on the conceptual building blocks introduced in the previous chapter, this chapter further sketches theoretical approaches and models that can be employed to guide rural health and disaster preparedness education programmes, namely the MAP-IT approach, precede–proceed model, P-Process, Health Belief Model, Transtheoretical (Stages of Change) Model, Theory of Planned Behaviour, Social Cognitive Theory, and complex interventions. These theories and models are intended to conceptualize human thought and behaviour and systematically explain the reasons behind actions such that they can be utilized to set the objectives and content of health intervention projects. Health literacy will also be discussed, with relevant examples for illustrative purposes.
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Fjermestad, Krister, Bryce D. McLeod, Carrie B. Tully, and Juliette M. Liber. Therapist Characteristics and Interventions. Edited by Sara Maltzman. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199739134.013.11.

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This chapter reviews the empirical literature on factors that might influence the development and maintenance of the alliance and client involvement in youth therapy. Thus, our review of the literature is conducted through the lens of the evidence-based practice movement, which emphasizes the importance of tailoring the delivery of evidence-based treatments to individual clients. We present a conceptual model designed to explain how therapy produces change in youth, focusing on process and outcome through therapeutic interventions hypothesized to strengthen the alliance and maximize client involvement Then we use the model as a framework for reviewing the empirical evidence demonstrating that therapist characteristics, therapeutic interventions, and therapist competence influence the therapist–client alliance and client involvement. The chapter concludes with clinical implications and suggested future research directions.
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Ricci, Edmund M., Ernesto A. Pretto, Jr., and Knut Ole Sundnes. Disaster Evaluation Research. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198796862.001.0001.

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The ultimate hope and great challenge undertaken by the authors of this volume is to improve disaster preparedness and response efforts globally by providing a standardized way to conduct rigorous and comprehensive scientific evaluative studies of the medical and public health response to these horrific events. It is our strongly held belief that the framework for the conduct of evaluative studies, as developed by specialists in scientific evaluation, offers the most appropriate and comprehensive structure for such studies. Our ‘eight-step approach’ is based upon a conceptual framework that is now widely used by health organizations globally as a basis for the evaluation of community-based medical and public health programs. We contend that many more disaster-related injuries and deaths can be prevented if the concepts and methods of evaluation science are applied to disaster events. In Part 1 of this book we describe the basic concepts and scientific methods used by program evaluation scientists to assess the structure, process, and outcomes of medical and public health interventions. In addition, a detailed description of a comprehensive medical and public health response system is described. In Part 2 we present an eight-step model for conducting an evaluative study of the response, again with a focus on the medical and public health components. Ethical issues that come into play in the conduct of disaster evaluative disaster research, and how these should be addressed, are the focus of Chapter 13. The final chapter offers a look to the future as new technology for data collection becomes available. We are not so naïve as to believe that disaster preparedness and response will change as a direct result of the availability of scientifically conducted assessments. Change requires a double pronged commitment—leaders from both the ranks of government and of the health professions must carefully consider, fund, and adopt policy positions and programs that are based upon the findings and recommendations that emerge from scientific evaluation studies. That is the most certain pathway to a better future.
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Book chapters on the topic "Conceptual change model based instruction"

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Nersessian, Nancy J. "Model-Based Reasoning in Conceptual Change." In Model-Based Reasoning in Scientific Discovery, 5–22. Boston, MA: Springer US, 1999. http://dx.doi.org/10.1007/978-1-4615-4813-3_1.

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Park, Woosuk. "Belief Revision vs. Conceptual Change in Mathematics." In Model-Based Reasoning in Science and Technology, 121–34. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15223-8_6.

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Nedelcu, Alexandra Cătălina, and Cristian Buşu. "Managing Employee’s Resistance to Change: A Conceptual Model Based on Human Capital Perspective." In Eurasian Studies in Business and Economics, 153–64. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27570-3_14.

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Doan, Petra L., and Ozlem Atalay. "After the Life of LGBTQ Spaces: Learning from Atlanta and Istanbul." In The Life and Afterlife of Gay Neighborhoods, 261–85. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66073-4_12.

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AbstractMany gay villages (or “gayborhoods”) arose in the wake of the gay liberation movement attracted a good deal of academic research within the last 40 years. Unfortunately, this hyper focus on certain spaces often populated by white gay men has frequently eclipsed research on other types of LGBTQ areas as well as other geographies beyond the global north. This chapter aims to address this gap, taking an ordinary cities perspective (Robinson, 2006) and asking how we can develop models that are conceptually useful for understanding the life of a more diverse array of LGBTQ spaces across the globe. To answer this question we avoid linear models of change by developing a new model based on a conceptual framework derived from physics: centripetal and centrifugal forces. The advantage of this model is its explicit recognition of the ways that social, economic, and political forces and their manifestations influence queer spaces. We use two cases from relatively under-studied regions; Atlanta and Istanbul to illustrate the utility of this framework. The “in-betweenness” of these cities, linking south and north as well as west and east, makes them a haven for queers and others fleeing the conservative surroundings in the search for more attractive and welcoming places for marginalized LGBTQ individuals. This chapter draws on the authors’ lived experiences, prior research, and additional interviews to conduct a relational reading of queer spaces with emphasis on the ways that LGBTQ people circulate and congregate in a wider range of urban areas. This comparative strategy and relational reading of queer spaces expands the narrow focus from normalized narratives of gayborhoods to a broader “analysis of the heterogeneity and multiplicity of metropolitan modernities” (Roy 2009, p. 821) of queer spaces.
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Khan, Ruhi, Alejandra Enriquez Gates, Rebecca Grijalva, and Ann Nielsen. "Teaching Action Research to International Educators." In Handbook of Research on the Global Empowerment of Educators and Student Learning Through Action Research, 289–314. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6922-1.ch013.

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This chapter examines how a team of university experts within the field of education adjusted the focus of a professional development (PD) model to teach action research to 60 international educators. Three key educational elements were used to create the PD model: 1) transformational learning theory, 2) language acquisition and learning methodologies, and 3) a personalized system of instruction (PSI). When the unexpected worldwide pandemic caused a shift to remote learning, the team was tasked with adjusting the original face-to-face model. Evidence from meeting agendas, action plan tracking spreadsheets, and personal communication were analyzed as the program moved to an online learning environment. Based on this data, the team recognized that the theoretical principles and conceptual framework did not change but were refocused and emphasized a more human-centered approach. Future research should explore continued long-term professional development after action research has been implemented to support reflective practice and inquiry.
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Lin, Cheng-Yao, Fenqjen Luo, and Jane-Jane Lo. "Web-Based Instruction." In Cases on Educational Technology Integration in Urban Schools, 195–203. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-492-5.ch029.

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This case study explored the efficacy of web-based instruction on preservice elementary teachers’ mathematics learning. Web-based instruction is appealing to many schools in urban settings because it helps them to face the two big challenges most akin to their schools: to motivate students’ interests and to meet the diverse students needs with its interactive feature and adaptive capability. Ten preservice elementary teachers were interviewed regarding their ability to model and reason with fractions after receiving web-based instruction on these topics in their regular mathematics method course. The interview transcripts were used to provide information about the strength and weakness of participants’ conceptual and procedural understanding of fractions. The findings of this case study identify promises and challenges in supporting the recommendations of many national reports, such as the NCTM Professional Standards for School Mathematics (2000) and the National Mathematics Advisory Panel (2008), in incorporating technology into the compulsory mathematics classrooms.
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"Individual Acceptance of SMS-Based E-Government Services: A Conceptual Model." In Information Technology, Development, and Social Change, 94–113. Routledge, 2012. http://dx.doi.org/10.4324/9780203121207-16.

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Dimitrova, Maya. "Towards Design of High-Level Synthetic Sensors for Socially-Competent Computing Systems." In Revolutionizing Education through Web-Based Instruction, 20–34. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9932-8.ch002.

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The chapter presents a conceptual model for high-level synthetic sensor design in present-day Web x.0 mediated socially-competent computing systems. The aim is design of computing systems that are able to operate on the social level of description of a situation in a way similar to people reading social cues. The overall perceptive ability of human vision relies on high level, integrative sensors for detecting complex diffuse influences. It is proposed by the current approach that the recognition of the agent's attitude by the synthetic sensor can help identify correctly the intention for the action by considering the attitude being the more general context of the emerging situation-dependent intention. Possibilities for application of the proposed theoretical approach to education of people with special learning needs or style are discussed.
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"The Instruction Theory of van Merriënboer." In 4C-ID Model and Cognitive Approaches to Instructional Design and Technology, 112–26. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4096-1.ch006.

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The purpose of this chapter is to frame the instruction theory of van Merriënboer, that is, the four components instructional design model (4C/ID-model). Thus, firstly the chapter compares the conceptual definitions of the two instructional approaches, part-task and whole-task, and then, the authors introduce the 4C/ID-model upon which the whole-task approach is mainly based. The next section contains a detailed description of the 4C/ID-model, including strategies for managing cognitive load that are incorporated into the model.
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Lee, Hyunok, and Hyunju Lee. "Enhancing Socioscientific Reasoning Through Nature of Technology." In Socioscientific Issues-Based Instruction for Scientific Literacy Development, 162–90. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4558-4.ch006.

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Fostering informed Socioscientific Reasoning (SSR) is an essential component of developing scientific literacy. In this chapter, the authors suggest that enhancing Nature of Technology (NOT) understanding can be one way to leverage students' informed socioscientific reasoning. The authors describe a proposed NOT conceptual framework with four dimensions and detailed components, and present an analysis of students' reasoning of various socioscientific issues using this framework. Finally, the authors present the finding that NOT components were present in student discussions with varying levels of understanding. The SSR analysis reveals that students with NOT informed understanding can appreciate the integrated characteristics of technology, so as to make sophisticated decisions about science and technology that will change society in fundamental ways, for both better and worse.
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Conference papers on the topic "Conceptual change model based instruction"

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Munawaroh, Aminatul, Insih Wilujeng, and Zul Hidayatullah. "Physics Learning Instruction Based on the Conceptual Change Model for Senior High Schools." In 6th International Seminar on Science Education (ISSE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210326.063.

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Hwang, Bao-tyan, and Shang-feng Chiu. "The Effect of a Computer Instructional Model in Bringing about a Conceptual Change in Students’ Understanding of Particulate Concepts of Gas." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2816.

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This study explores students’ misconceptions with the particulate concept of matter in gaseous state. Then, based on promoting students’ learning and understanding from a constructivist perspective, the effectiveness of instructional activities by presenting a demonstration with computer simulation was investigated. Students were expected to benefit from computer monitored instruction in a number of ways: by becoming more interested in physical phenomena and therefore more motivated; by acquiring a concrete example of a abstract concept that will aid them in reasoning; and by being able to evaluate their predictions of a future physical event using their current conceptual framework and the new concept being presented in the teaching activity. A systematic study of students’ ideas on particulate concepts was carried out first with the participation of 296 subjects in Grade 5-8 (age 11-12 through 14-15) in Taiwan. An open-ended questionnaire and picture drawing question was administered to the subjects. The responses were categorized according to the level of sophistication of the answer and the drawing of the picture. The instruments used both in the pretest and posttest were designed in a format of a two-tier test. Teaching is conducted by a computer demonstration that was specifically designed from implications regarding students’ cognitive conflict. The research findings indicated that students had some misconceptions about the gaseous particles concerning the size, weight, motion and kinetic distribution in space. After teaching, there was a comparison of students’ learning outcomes between the pretest and posttest. A significant difference statistically revealed that teaching activity in this research by the computer-simulated demonstration could obviously benefit students’ conceptual change in learning of particulate theory.
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Harron, Lorna, and Doug McCutcheon. "Cumulative Risk Assessment Conceptual Model." In 2010 8th International Pipeline Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/ipc2010-31331.

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The energy transportation network of the United States consists of over 2.5 million miles of pipelines operated by approximately 3,000 companies. Based on data generated from annual reports to PHMSA from pipeline operators, the network includes approximately: • 173,000 miles of hazardous liquid pipeline; • 324,000 miles of gas transmission and gathering pipelines; • 2,037,000 miles of natural gas distribution mains and service pipelines; • 113 LNG plants connected to natural gas systems. There are 580,000 kilometers of pipeline in Canada, transferring oil and natural gas to various locations within the country, North America, and to ports, where products can then be shipped globally. As organizations change and grow, there is a need to determine not only the risk of a specific project or new asset, but the effect of that project or new asset on the risk profile of the facility or pipeline. Different types of risk evaluations may be performed at a location, so obtaining a risk score that can integrate various risk assessment techniques can be a challenge. This paper proposes a new technique developed to meet this need, called the cumulative risk assessment process. The cumulative risk assessment provides a quantified value for the operating risk at a facility based on the following formulae: BaselineRiskValue=L×C(1)OperatingRiskValue=BaselineRiskValue×(1×10−MitCredits)(2)CumulativeRiskValue=Σ(OperatingRiskValue)scen(3) Baseline risk is defined as the risk value in the absence of mitigation or risk control. Operating risk is the current risk level with existing mitigation and risk controls in place, evaluated in the calculation as mitigation credits. For the baseline risk calculation (L) refers to Likelihood and (C) refers to Consequence. Both baseline and operating risk are evaluated per scenario, with all scenarios summed to obtain the cumulative risk value for a location, pipeline or pipeline segment. This paper describes the cumulative risk assessment process and provides examples of how this risk assessment technique can be applied to an existing facility with new assets constructed and to a segment of operating mainline pipe.
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Hidayati, Auliya. "Practicality of Basic Electronic 1 Module Integrated Character Value Based on Conceptual Change Teaching Model to Increase Physics Students' Competency." In Proceedings of the 6th International Conference on Educational Research and Innovation (ICERI 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iceri-18.2019.71.

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Rotjanakunnatam, Boonthida, and Kanokporn Chayaburakul. "Developing the conceptual instructional design with inquiry-based instruction model of secondary students at the 10th grade level on digestion system and cellular degradation issue." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2017: Proceedings of the 5th International Conference for Science Educators and Teachers (ISET) 2017. Author(s), 2018. http://dx.doi.org/10.1063/1.5019532.

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Knoppová, Kateřina, Daniel Marton, and Petr Štěpánek. "APPLICATION OF RAINFALL-RUNOFF MODEL: CLIMATE CHANGE IMPACTS ON RESERVOIR INFLOW." In XXVII Conference of the Danubian Countries on Hydrological Forecasting and Hydrological Bases of Water Management. Nika-Tsentr, 2020. http://dx.doi.org/10.15407/uhmi.conference.01.11.

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The impacts of climate change are beginning to be felt in the Czech Republic. In recent years, we were challenging a dry period, which threatens to continue affecting Czech economy, agriculture and personal comfort of local people. The need to adapt to climate change is obvious. The groundwater resources are in continuous decline, consequently, the surface water supplies are increasing in importance. How would the quantity of available water change in the future? How much water would we be able to store within the year to manage it during the dry seasons? Rainfall-runoff models enable us to simulate future changes in hydrological conditions based on climate projections. One of such tools is Runoff Prophet, the conceptual lumped model being developed at the Institute of Landscape Water Management at Brno University of Technology. It is used to simulate time series of monthly river flow in a catchment outlet without the need to describe the morphological characteristics of the catchment. Runoff Prophet produced good results of calibration and proved its suitability for conceptual hydrological modelling in variable hydrological conditions of the Czech Republic. The aim of the paper was to assess the possible impact of climate change on future inflow into Vír I. Reservoir, one of the drinking water resources for Brno, a city of 380 000 inhabitants. The recently developed software Runoff Prophet was used to simulate future river flow time series. The model was calibrated on the catchment of gauging station Dalečín on Svratka River as the reservoir inflow. Prognoses of future river flow were performed using climate scenarios prepared by Global Change Research Institute of Czech Academy of Sciences. These scenarios (RCP types) are based on the outcomes from different regional climate models of Euro-CORDEX initiative. Characteristics of possible future air temperature and precipitation in the basin were evaluated in terms of its impact on reservoir management. The results of hydrological modelling gave the perspective of expected changes in Vír I. inflow yield. The options of using Vír I. Reservoir as a drinking water supply for Brno in coming decades were assessed.
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George Saadé, Raafat, and James Wan. "Proposing an Integrated Change Management Model for the United Nations." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3776.

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Aim/Purpose: Using United Nations as the backdrop, this article present a theory-based conceptual model. The results of this empirical study also identify the most influence factors to the success of change management to the United Nations. Background: In 2000, the issue of management reform started taking center stage in the United Nations, and change efforts were presented to various governing bodies regularly as an indicator of organizational performance. However, existing change theories put many efforts on addressing the institutional management and behavior problems. Only a few answered the phenomenon existing in the U.N. context. Methodology: Using the data collected from seven United Nations organizations, we assess the psychometric properties of validated survey items, followed by EFA and then CFA. Contribution: Change management in the United Nations context is rarely being studied. Fifteen items in five constructs describing impact factors for current change process in the United Nations are derived. Findings This article identified five factors, including Communication, Transparency, Culture, Participation, and Resistance, that are the most influence factors with implication to change and change management in the United Nations. Recommendations for Practitioners: To United Nations management professionals, they should not only emphasize on the implementations of the change process, but also, as our findings clearly show, on institutional pressures such as culture. However, the results of this study also show that putting efforts on clear organization’s objectives and procedure, smooth improvement process in place, transparency with the encouragement of staff participation, will significantly reduce such impact from the resistance of staff. Recommendation for Researchers: The U.N. context is changing today at a faster rate. The U.N. is rarely being studied. Organizational theories applied to management frameworks provide great opportunity for research. These studies can also investigate management theories as they apply to the various types of U.N. organizations such specialized ones and other NGOs. Impact on Society: As one of the biggest players in the international political and economic stage with a significant influence on the stability of global society, this study introduces an understanding of this political nature body that does not only benefit the knowledge of the organization but also indirectly impacts on the sustainability of the global community in the long run. Future Research: This research makes significant implications for future studies in the change management theory from an integrated view in the context of the United Nations. That could attract more attention further on an integration of strategic management, the cohesive methodology of project management practices as well as assimilated performance management research from within the U.N. system.
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Ma, Guohua, and Richard H. Crawford. "Identifying the Critical Points of Skeleton-Based Convolution Surfaces for Conceptual Design." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-35635.

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Skeletal modeling is an approach to creating solid models in which the engineer designs with lower dimensional primitives such as points, lines, and triangles. The skeleton is then “skinned over” to create the surfaces of the three dimensional object. Convolution surfaces are generated by convolving a kernel function with a geometric field function to create an implicit surface. Certain properties of convolution surfaces make them attractive for skeletal modeling, including: (1) providing analytic solutions for various geometry primitives (including points, line segments, and triangles); (2) generating smooth surfaces (3) and providing well-behaved blending. We assume that engineering designers expect the topology of a skeletal model to be identical to that of the underlying skeleton. However the topology of convolution surfaces can change arbitrarily, making it difficult to predict the topology of the generated surface from knowledge of the topology of the skeleton. To address this issue, we apply Morse theory to analyze the topology of convolution surfaces by detecting the critical points of the surface. We describe an efficient algorithm that we have developed to find the critical points by analyzing the skeleton. The intent is to couple this algorithm with appropriate heuristics for determining parameter values of the convolution surface that will force its topology to match that of the skeleton.
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Gomes, Joice Cazanoski, and Patricia A. Jaques. "A data-driven approach for the identification of misconceptions in step-based tutoring systems." In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/cbie.sbie.2020.1122.

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Math errors are an important part of the learning process. For this reason, diagnosing them can help teachers and intelligent learning environments to choose the most appropriate type of assistance for the learner. In particular, the identification of learner misconceptions can be of special importance because they represent a misunderstanding of math concepts. In this context, this paper proposes the use of clustering algorithms to automatically identify algebra misconceptions from learners' algebra problem-solving steps in an intelligent learning environment. The computing platform is an intelligent tutoring system that assists students when solving linear equations step by step, by giving minimal and error feedback. The results showed that the model was able to identify some misconceptions already known in the literature, which illustrates the appropriateness of our approach. The automatic identification of misconceptions can help in the identification of new conceptual misunderstanding from large datasets of math problem solving, besides give valuable information for teachers and intelligent learning environments to adapt their instruction and assistance.
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Zheng, J. M., K. W. Chan, and I. Gibson. "Multiple-Points Constraints Based Deformation for Free-Form Surfaces." In ASME 1999 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/detc99/dac-8628.

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Abstract There is an increasing demand in the conceptual design for more intuitive methods for creating and modifying free-form curves and surfaces in CAD modeling systems. The methods should be based not only on the change of the mathematical parameters but also on the user’s specified constraints and shapes. This paper presents a new surface representation model for free-form surface deformation representation. The model is a combination of two functions: a displacement function and a function for representing an existing NURBS surface called parent surface. Based on the surface model, the authors develop two deformation methods which are named SingleDef (Single-point constraint based deformation method), and MultiDef (Multiple-points constraints based deformation method). The techniques for free-form surface deformation allow conceptual designer to modify a parent surface by directly applying point constraints to the parent surface. The deformation methods are implemented and taken in an experimental CAD system. The results show that the designer can easily and intuitively control the surface shape.
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