Academic literature on the topic 'Conceptual-theoretical framework'
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Journal articles on the topic "Conceptual-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 (November 12, 2019): 989–94. http://dx.doi.org/10.1097/acm.0000000000003075.
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Balabin, Viktor. "Theoretical and Conceptual Framework for Military Translation." Fìlologìčnì traktati 10, no. 1 (March 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 (August 7, 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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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 (January 1993): 75–78. http://dx.doi.org/10.1177/104345429301000237.
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Andreja, Sršen. "The Aspects of National Branding: Conceptual and Theoretical Framework." European Journal of Interdisciplinary Studies 4, no. 3 (November 29, 2018): 45. http://dx.doi.org/10.26417/ejis.v4i3.p45-53.
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The concept of countries as brands has been increasingly recognized in the post-modern global world. The terms "national brand" or "country brand" define a symbolic construct, which emphasizes the attractive, unique and sustainable qualities of a nation. This paper argues that the national brand and its competitiveness, based on the new approaches of nation branding using sociological and economic theories and concepts, can establish and communicate a specific image of national identity. This paper presents some empirical findings of a study that investigate Croatian national brand. Nation branding might be obtained by a sustained dialog between government, decision makers, business, cultural and civil community, leaders, and individuals in the society. A country brand, therefore, consists of an identity and image, as a system of signs and codes, where nation branding applies widely used marketing concepts for promoting the country's image and attractiveness. Finally, the paper argues that "national brand" or "country brand“is not just a function individually performed by governments or companies, but an integrated and concerted effort on behalf of all interested stakeholders.
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Naqvi, Iffat Batool, and Zahid Ali Memon. "Upgrading of developing countries industrial clusters' firms: conceptual-theoretical framework." International Journal of Knowledge-Based Development 9, no. 4 (2018): 420. http://dx.doi.org/10.1504/ijkbd.2018.096423.
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Naqvi, Iffat Batool, and Zahid Ali Memon. "Upgrading of Developing Countries Industrial Clusters Firms: Conceptual-Theoretical Framework." International Journal of Knowledge-Based Development 9, no. 4 (2018): 1. http://dx.doi.org/10.1504/ijkbd.2018.10012278.
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Delgado, Daniel J. "Middle-class Latin@ Identity: Building a Theoretical and Conceptual Framework." Sociology Compass 4, no. 11 (November 2010): 947–64. http://dx.doi.org/10.1111/j.1751-9020.2010.00327.x.
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Pavlikha, Natalia, and Maksym Voichuk. "CONCEPTUAL BASIS OF SUSTAINABLE SPATIAL DEVELOPMENT: THEORETICAL AND PRACTICAL FRAMEWORK." International Journal of New Economics and Social Sciences 8, no. 2 (December 30, 2018): 200–201. http://dx.doi.org/10.5604/01.3001.0012.9945.
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Strategic governance of sustainable spatial development is characterized by fragmentation and lack of coordina-tion. Therefore, issues of increasing the effectiveness of strategic governance of sustainable development of terri-tories are becoming of particular relevance, which testifies the necessity of theoretical and methodological sub-stantiation of the conceptual foundations for perfection of this process. Revealed that in the structure of available methodical approaches to assessing the level of sustainable city development and analyzing the efficiency of man-agement of this process there are some differences, which indicates the need for their improvement for application in the process of diagnostics. It is proposed to apply a synergistic approach to studying the problems of managing sustainable development of a city, which makes it possible to identify interethnic integration patterns of self-organization of a city as a complex socio-economic and ecological system.
Dissertations / Theses on the topic "Conceptual-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.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.Master of Science
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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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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
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
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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Ditibane, Lesego Tshegofatso. "The use of systems development methodologies in the development of e-government systems / Lesego Tshegofatso Ditibane." Thesis, 2014. http://hdl.handle.net/10394/15183.
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The development of e-government systems in South Africa has raised major concerns when coming to the systems development methodology used. Through the literature review conducted and the data collected, the study has indicated that there is lack of uniformity, isolated cost, models for choosing project teams and the overall control of the whole process of e-government systems development. As a result, this research investigates the use of systems development methodologies in the development of e-government systems. The study followed the qualitative research method; interviews were conducted in four case studies involved in the development of e-government systems. The collected data were then analysed using a software analytical tool called Atlas ti. 6.1. Subsequently a cross-case analysis was performed on the four case studies. The research findings of this study indicated that the appropriate use of systems development methodologies in the development of e-government systems helps improve the quality of e-government systems, reduces development costs, and also makes the development process effective and efficient. Based on the information gathered from the four case studies, developers in government find it difficult to select a suitable systems development methodology to use when developing e-government systems. Therefore the study proposes a conceptual framework that can be used to select the appropriate systems development methodology when developing e-government systems. This framework is made up of characteristics of e-government systems and different types of systems development methodologies.MSc (Computer Sciences), North-West University, Potchefstroom Campus, 2014
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Dogherty, Elizabeth J. "Theoretical and experiential perspectives on facilitating evidence-based practice in nursing: toward a conceptual framework." Thesis, 2009. http://hdl.handle.net/1974/7327.
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The Issue: The integration of evidence into practice is a complex process. Facilitation is a strategy that may assist practitioners with enhancing evidence uptake in nursing practice. However, the concept is not well understood from a front-line nursing perspective.
Thesis Objectives: To describe facilitation in moving evidence into nursing practice and determine the nature of the facilitator role and the process of facilitation in theory and from actual experience to develop a conceptual framework to guide practitioners.
Methods: A descriptive design utilizing mixed methods was employed: 1) Focused review of the literature that synthesized the current state of knowledge on facilitation as role and process in the implementation of evidence-based practice (EBP) in nursing. 2) Case audit and focus group interview with facilitators of cases involved in adapting guidelines and planning for implementation.
A provisional framework was developed based on the literature review which guided the case audit and focus group interview. The data from the literature was integrated with data from those actively involved in facilitation to refine the framework.
Results:
Focused literature review: A final set of 39 papers were identified. Facilitation is described as supporting and enabling practitioners to improve practice through evidence implementation. Certain aspects of the role and the strategies being employed to promote change are evident. Current literature reveals that facilitation is viewed as an individual role as well as a process involving individuals and groups.
Case audit and focus group interview: Forty-six discrete, practical facilitation activities discovered in the literature were in large part found as occurring within the cases. An additional 5 new, distinct activities related to facilitation were found in the case documentation. Findings suggest that facilitation is a multifaceted process and a team effort. Communication and relationship-building are key elements.
Conclusion: The transparency and detail displayed in the revised framework may contribute to systematically developing, implementing, and testing facilitation interventions in nursing contexts. Facilitation is clearly an important strategy to advance EBP and the improved understanding of facilitation offered in this thesis provides a guiding framework for future investigations of evidence implementation where facilitation is a key element.Thesis (Master, Nursing) -- Queen's University, 2009-07-30 15:13:59.116
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Smith, Shirley McCraw. "A cross-age study of students' conceptual understanding of interdependency in seed dispersal, pollination, and food chains using a constructivist theoretical framework." 2003. http://www.lib.ncsu.edu/theses/available/etd-07212003-213135/unrestricted/etd.pdf.
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Beukes, Christiaan. "Misconceptions regarding direct-current resistive theory in an engineering course for N2 students at a Northern Cape FET college / Christiaan Beukes." Thesis, 2014. http://hdl.handle.net/10394/10955.
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The aim of this study is to ascertain what misconceptions N2 students have about DC resistive circuits
and how screencasts could effect on the rectification of these misconceptions. This study was
conducted at the Kathu Campus of the Northern Cape Rural Further Education and Training College
in the town Kathu in the arid Northern Cape. The empirical part of this study was conducted during
the first six months of 2013. A design-based research (DBR) method consisting of four phases was
used. DBR function is to design and develop interventions such as a procedure, new teachinglearning
strategies, and in the case of this study a technology-enhanced learning (TEL) tool (screencast)
with the purpose of solving a versatile didactic problem and to acquire information about the interventions
of the TEL tool (screencast) on the learning of a student. In the first and second phase of
DBR quantitative data for this research were gathered with the Determining and Interpreting Resistive
Electric circuits Concepts Test (DIRECT) in order to determine the four most common misconceptions.
The DIRECT test was conducted in the first trimester to find the misconceptions; the test was
conducted in the second trimester also to confirm the misconceptions. Further quantitative data were
collected from a demographic questionnaire. The qualitative data were collected by individual interviews
in the fourth phase of the research project. Phase three of this study was the development of
screencasts in the four most prominent misconceptions in DC resistive circuits of the students. The
respondents of this study were non-randomly chosen and comprised of two groups, one in the first
trimester of the year and one in the second trimester of the year, which enrolled for the N2 Electrical
or Millwright courses. The respondents were predominant male and representing the three main cultural
groups in the Northern Cape namely: Black, Coloured and White. The four misconceptions on
DC resistive circuits that were identified were: (i) understanding of concepts, (ii) understanding of
short circuit, (iii) battery as a constant current source, and (iv) rule application error. Screencasts clarifying
the four misconceptions were developed and distributed to the respondents. On the foundation
of the results of this research, it can be concluded that the students have several misconceptions
around direct current resistive direct current circuits and that the use of TEL like screencasts can be
used to solve some of these misconceptions. Screencasts could supplement education when they
were incorporated into the tutoring and learning for supporting student understanding. The results of
this research could lead to the further development and refinement of screencasts on DC resistive
circuits and also useable guidelines in creating innovative screencasts on DC resistive circuits.MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014
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Romp, Andreas Johannes. "A theoretical interdisciplinary analysis for a new cognitive and emotional neuroscience of appreciation and artistic creation." Thesis, 2019. http://uir.unisa.ac.za/handle/10500/25676.
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Text in EnglishThis work is organised around two main objectives: a) the formulation of a new conceptual framework as the basis for a new scientific aesthetic; and (b) an attempt to explain the possibilities and current limitations of neuroscience in aesthetics. The first part of the work is devoted to the conceptual foundations of aesthetics. In the first chapter, I analyse the philosophical assumptions reflected in neuroaesthetics. In particular, I would like to show that the concept of art on which neuroaesthetics is based is both conceptually and empirically untenable. In the second chapter, I propose a new conceptual framework for a theory of aesthetics; in particular, I present new definitions of key concepts in aesthetics, such as 'art', 'artistic system', 'artistic movement', 'artwork', and so forth. Furthermore, in the second chapter, I advance the view that—even though the neurosciences are an essential part of aesthetics—not every aesthetic problem requires a neuroscientific solution. In other words, there are aesthetic problems that cannot be answered satisfactorily by neuroscience using only its special concepts and terminology. Some questions may require additional sociological, physical and/or semiotic concepts, and explanatory devices. The second part of this thesis deals with the experimental aspects of the neuroscience of artistic appreciation. First, I argue that the conceptual foundations underlying much of the current approaches to neuroaesthetics are still problematic and that the experimental approach cannot be applied in any straightforward manner to conduct neuroaesthetic research. I then review some of the most important results of experimental aesthetics and cognitive neurosciences with regard to the mechanisms of aesthetic appreciation before proposing a new neurocognitive model of artistic appreciation based on the notion of an artistic 'task-set' Finally, I end the second part with a theoretical postulate and a neurocognitive framework pertaining to the interactions between mental images and emotions and their possible role in the process of appreciating literary artworks. In the third and final part of the work, I briefly discuss the central ontological preconditions of the neurocognitive studies of art, namely, the neural hypothesis of identity, ‘mind = brain’, and compare it to other approaches of the mind-brain relationship. I also offer a hierarchical model of mental functions based on both the anatomical and the functional aspects of the brain.
Psychology
Ph. D. (Psychology)
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Keet, Andre. "Human rights education or human rights in education : a conceptual analysis." Thesis, 2007. http://hdl.handle.net/2263/25653.
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The purpose of this research is to conduct a concept analysis and conceptual historical analysis as well as to develop a conceptual cartography of the concept of Human Rights Education (HRE) with reference to human rights in education. HRE has evolved into a burgeoning pedagogical formation that sources its currency from the perceived consensus on human rights universals. However, the proliferation of HRE is paradoxically not matched by a sustained and meaningful theoretical analysis of HRE though it has far-reaching implications for educational systems worldwide. This study provides a comprehensive theoretical analysis of HRE by examining the meanings that organise and construct the conceptual structure of HRE. The origins of the concept of HRE and its changing meanings are traced over time and paradigmatically analysed across a variety of theoretical orientations. This study also shows that HRE is a concept that is subjected to an unexplored and unexplained conceptual eclecticism that hampers its pedagogical potential as a counter-measure to human rights violations and human suffering. Amongst all the conceptual possibilities that could have been developed as an analytical interplay between the conceptual cartography, models, approaches and typologies of HRE, this study demonstrates that the dominant conceptual structure of HRE has grown into a declarationist, conservative, positivistic, uncritical, compliance-driven framework that is in the main informed by a political literacy approach. Consequently, this study develops alternative conceptual principles buttressed by a non-declarationist conception of HRE that stands in a critical and anti-deterministic relationship with human rights universals.Thesis (PhD (Education Management and Policy Studies))--University of Pretoria, 2007.
Education Management and Policy Studies
unrestricted
Books on the topic "Conceptual-theoretical framework"
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Nagapet'yanc, Rafael', Nina Kameneva, Vladimir Polyakov, Vasiliy Sinyaev, and Inna Ketner. Commercial logistics. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1064902.
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The textbook introduces future bachelors to the theoretical foundations and content of the discipline "Commercial logistics". The basics of organization and management of material flows in industrial enterprises and in the sphere of circulation are revealed. The theoretical foundations of commercial logistics are given, the conceptual framework and functional areas of commercial logistics application are considered.
Meets the requirements of Federal state educational standards of higher education of the latest generation.
For bachelors studying in the fields of "Economics" and "Management", as well as logistics specialists.
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Caruana, Sandro, Karl Chircop, Phyllisienne Gauci, and Mario Pace. Politiche e pratiche per l’educazione linguistica, il multilinguismo e la comunicazione interculturale. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-501-8.
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Valuing diversity is one of the main goals of language education. This is both related to the education of learners of different nationalities and to the reasons for which languages are learned today, often determined by the need for social integration and to find employment. Language competences gain value through multilingualism, together with opportunities for intercultural communication. At the same time, language policies should be evaluated and renewed constantly. These issues are discussed in this volume, through contributions which take different languages into consideration and which are based on varied theoretical and conceptual frameworks, while pertaining to the fields of Applied Linguistics and Language Education.
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Tkacheva, Viktoriya. Psycho-correction work with families of children with disabilities. ru: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/24759.
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In the educational-methodical manual deals with theoretical and conceptual frameworks, practical methods and techniques of psychological assistance to parents and other relatives of a child with disabilities.
The quality of teaching materials presented United by a common concept three technologies of psychocorrectional work with families of children with disabilities: methods of psychological assistance to families raising children with disabilities V. Tkachova; technology differentiated approach in the psychological work with parents of children with disabilities, developed by E. V. Ustinova; technology "Mozart" a systemic approach to family therapy N. P. Bolotova.
A teaching manual is addressed to psychologists, speech pathologists and other professionals working in the system, both General and special education, in social assistance centres for families and children, rehabilitation centres, health institutions which support the families raising children with disabilities. The book can be useful for teachers of preschool and school educational institutions, use of inclusive forms of education, and representatives of parent and of public associations.
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Byamugisha, Frank F. K. The Effects of Land Registration on Financial Development and Economic Growth: A Theoretical and Conceptual Framework. The World Bank, 1999. http://dx.doi.org/10.1596/1813-9450-2240.
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Afable-Munsuz, Aimee, and Eliseo Perez-Stable. Developing a Theoretical Framework for Studies on Acculturation and Chronic Disease. Edited by Seth J. Schwartz and Jennifer Unger. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190215217.013.26.
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It is well documented that immigrants who arrive in the United States have superior health compared with native-born individuals. However, US evidence suggests that this initial health advantage erodes over time, a process referred to as “unhealthy assimilation,” the “acculturation paradox,” or the “immigrant paradox.” Variation in terminology reflects divergence in the conceptual frameworks researchers have used to approach the study of immigrant health, and in particular, how adaptation to US culture and environment influences health. The goal of this chapter is to summarize the evidence on studies that examine these questions in US immigrants with regard to chronic disease risk, in particular obesity, diabetes, and physical activity. A theoretical framework is proposed that can guide interpretation of findings on studies of chronic disease risk in US immigrants and inform future studies that aim to examine the influence of migration on health from a global perspective.
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Lacey, Joseph. A Conceptual Map of the EU. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198796886.003.0005.
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This chapter provides a conceptual map of the European Union. Using the ideas of political system and Sartori’s ladder of abstraction and rules of concept formation as a scaffold, the point of constructing a conceptual map of the EU is to identify the salient features of an unusually complex and idiosyncratic political entity with a view to conceptually packaging these features in a way that can be useful for theoretical and empirical work. The emerging concept of demoi-cracy is at the heart of the account in this chapter, an intermediate category whose conceptual power consists in its ability to provide a sound framework for understanding the EU’s political community and regime.
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Yerkes, Mara, Jana Javornik, and Anna Kurowska, eds. Social Policy and the Capability Approach. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447341789.001.0001.
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The capability approach, an increasingly popular conceptual and theoretical framework focused on what individuals are able to do and be, offers a unique evaluative perspective to social policy analysis. This book explores the advantages of this approach and offers a way forward in addressing conceptual and empirical issues as they apply specifically to social policy research and practice. Short conceptual and empirical chapters provide clear examples of how policies shape the capabilities of different groups and individuals, critically assessing the efficacy of different social policies across multiple social policy fields, providing both academic and practitioner viewpoints.
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Bardall, Gabrielle S. Violence, Politics, and Gender. Oxford University Press, 2018. http://dx.doi.org/10.1093/acrefore/9780190228637.013.208.
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This article presents a conceptual orientation to the intersection of gender, politics, and violence. The first part of the article will introduce the subject by reviewing the primary conceptual framework and empirical knowledge on the topic to date and discussing the theoretical heritage of the concept. Establishing a key distinction between gender-motivated and gender differentiated violence, this article will discuss the gender dimensions of political violence and the political dimensions of gender-based violence. The latter half of the article reviews a number of the key questions driving research and dialogue in the field in the 21st century.
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Hu, Xuhui. Encoding Events. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198808466.001.0001.
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This book presents theoretical and empirical research on the syntax of events within the broader framework of generative grammar. A central theoretical concern is how conceptual meaning interacts with narrow syntactic computation in the derivation of the information of an event. A set of Integration Conditions are proposed. Building on the Conceptual-Intentional Interface Conditions proposed in Chomsky’s (1995, 2000, 2001) Minimalist Programme, the Integration Conditions require that the content of the predicate be licensed by theta-role information generated by narrow syntax. Another theoretical component concerns the functional structure of events, which is related to such issues as the parallel between the event and nominal domains, the mapping of a predicate onto an entity, as well as the grammatical foundation of verb classification. The theoretical framework is applied in three areas: (1) the syntax of resultatives in English and Chinese, which exhibits how a theory of the syntax of events can address the thematic relationship between core arguments and predicates; (2) variation of resultatives at cross-linguistic and diachronic levels, which shows how the universal functional structure of events can be compatible with, and even contribute to, the theory of parametric variation in the generative tradition; and (3) applicative constructions, which extend the analysis of core arguments to non-core arguments, and shed light on the typology of verb/satellite-framed languages (Talmy 1991, 2000) and the analyticity parameter proposed in Huang (2015).
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McDougal, Topher L. Production and Predation. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198792598.003.0002.
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This chapter will outline some conceptual frameworks for understanding why and under what circumstances rural dwellers might take up their pitchforks against urban centers. Section 2.1 establishes common definitions of the terms and concepts employed. Section 2.2 explains the advantages of using a production network lens to examine the economy. Section 2.3 places the following chapters in a unifying theoretical framework, introduce the role of the state and mechanisms and processes of economic governance more generally. It describes the twin processes of production and predation as aspects of a broader dialectic between intensification and extensification. Section 2.4 constructs a simple model of the rural-urban relationship in conflict to theorize when predators will attempt to prey on the cities, versus when they remain in hinterlands.
Book chapters on the topic "Conceptual-theoretical framework"
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Schwörer, Jakob. "Theoretical-Conceptual Framework." In Springer Series in Electoral Politics, 11–41. Cham: 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, 144–72. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003084259-6.
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Adediji, Ademola. "Conceptual Framework: Theoretical Perspectives." In The Politicization of Ethnicity as Source of Conflict, 119–82. Wiesbaden: 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, 33–67. Wiesbaden: 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, 6–24. Wiesbaden: Deutscher Universitätsverlag, 2003. http://dx.doi.org/10.1007/978-3-322-81560-6_3.
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Leitner, Stephan. "Conceptual and Theoretical Framework." In Lecture Notes in Economics and Mathematical Systems, 29–55. Berlin, Heidelberg: 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, 101–17. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-014-8_5.
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Peh, Lu Chang, and Sui Pheng Low. "Theoretical and Conceptual Framework." In Organization Design for International Construction Business, 111–31. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-35164-8_6.
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Schröder, Christoph. "Theoretical foundation and conceptual framework." In The Replication of Retail Fashion Formats into Foreign Countries, 95–165. Wiesbaden: Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-658-07541-5_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, 84–91. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137326973_3.
Full textConference papers on the topic "Conceptual-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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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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Corral, Roque, and Almudena Vega. "Conceptual Flutter Analysis of Labyrinth Seals Using Analytical Models: Part I — Theoretical Support." In ASME Turbo Expo 2018: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/gt2018-75958.
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A simple non-dimensional model to describe the flutter onset of labyrinth seals is presented. The linearized equations for a control volume which represents the inter-fin seal cavity, retaining the circumferential unsteady flow perturbations created by the seal vibration, are used. Firstly, the downstream fin is assumed to be choked, whereas in a second step the model is generalized for unchocked exit conditions. An analytical expression for the non-dimensional work-per-cycle is derived. It is concluded that the stability of a two-fin seal, depends on three non-dimensional parameters, which allow explaining seal flutter behaviour in a comprehensive fashion. These parameters account for the effect of the pressure ratio, the cavity geometry, the fin clearance, the nodal diameter, the fluid swirl velocity, the vibration frequency and the torsion center location in a compact and interrelated form. A number of conclusions have been drawn by means of a thorough examination of the work-per-cycle expression, also known as the stability parameter by other authors. It was found that the physics of the problem strongly depends on the non-dimensional acoustic frequency. When the discharge time of the seal cavity is much greater than the acoustic propagation time, the damping of the system is very small and the amplitude of the response at the resonance conditions is very high. The model not only provides a unified framework for the stability criteria derived by Ehrich [1] and Abbot [2], but delivers an explicit expression for the work-per-cycle of a two-fin rotating seal. All the existing and well established engineering trends are contained in the model, despite its simplicity. Finally, the effect of swirl in the fluid is included. It is found that the swirl of the fluid in the inter-fin cavity gives rise to a correction of the resonance frequency and shifts the stability region. The non-dimensionalization of the governing equations is an essential part of the method and it groups physical effects in a very compact form. Part I of the paper details the derivation of the theoretical model and draws some preliminary conclusions. Part II of the corresponding paper analyzes in depth the implications of the model and outlines the extension to multiple cavity seals.
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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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Mazo, Lucille. "University Educators' Instructional Choices and Their Learning Styles within a Lesson Framework." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5610.
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Research on learning styles often focuses on the learning style of the student; however, the learning style of the educator may affect instructional choices and hinder learning. Few studies have addressed the lack of knowledge that exists in universities with respect to educators’ learning styles and a lesson framework (development, delivery, and debriefing). This sequential mixed methods study explored university educators’ conscious, reflective instructional choices as they related to learning styles application within a lesson. Two theoretical and one conceptual frameworks drew on Kolb’s experiential learning theory, Bloom’s, Reigeluth’s, and Gagné’s instructional design theories and models, and Fiddler’s and Marienau’s events model of learning from experience. Research questions addressed learning styles, usage patterns, instructional choices, and reflections of university educators within a lesson framework. An online inventory recorded 38 university educators’ instructional choices, learning styles, and learning styles patterns within the framework of a lesson. Interviews were conducted with 7 of the university educators to document their conscious reflections regarding their instructional choices. Results from the inventory identified that more than 56% of university educators applied the accommodation learning style during the stages of development and delivery of a lesson, and 34% applied the assimilation learning style during the debriefing stage, which were supported by detailed reflections about their instructional choices in relation to their learning styles. The knowledge acquired about learning styles applications during a lesson framework may benefit university educators’ teaching, which are foundational to affecting positive social change within academic and social communities.
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Mokhtarian, Hossein, Eric Coatanéa, Henri Paris, Tuomas Ritola, Asko Ellman, Jorma Vihinen, Kari Koskinen, and Kimmo Ikkala. "A Network Based Modelling Approach Using the Dimensional Analysis Conceptual Modeling (DACM) Framework for Additive Manufacturing Technologies." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-60473.
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The application of additive manufacturing technologies in the industry is growing fast. This leads to an increasing need for reliable modeling techniques in the field of additive manufacturing. A methodology is proposed to systematically assess the influence of process parameters on the final characteristics of additively manufactured parts. The current study aims at presenting a theoretical framework dedicated to the modeling of the additive manufacturing technology. More specifically, the framework is used in the context of the study to plan and optimize the experimental process to minimize the amount of experiments required to populate the model. The framework presented is based on the Dimensional Analysis Conceptual Modelling framework (DACM). DACM is an approach supporting the production of models. This approach is designing networks representing a system architecture and behavior using an approach sharing similarities with neural networks. Based on the proposed approach, it is possible to detect where supplementary experimental data have to be collected to complete the model generated by the DACM approach. The modeling of the Direct Material Deposition process is conducted as an illustrative case study. The scope of the approach is vast and supported by validated scientific methods combined to form the core of the DACM method. The DACM framework is step by step extracting information from a description of the system architecture to create semi-automatically a model that can be simulated and used for multiple types of analyses associated for example with innovation and design improvement. The current paper will focus on the usage of the DACM framework, recently developed in a project, in the field of additive manufacturing.
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Horváth, Imre, and Shahab Pourtalebi. "Fundamentals of a Mereo-Operandi Theory to Support Transdisciplinary Modeling and Co-Design of Cyber-Physical Systems." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-46702.
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The main statement of this paper is that synergetic modeling and co-design of the hardware, software and cyberware parts of complex cyber-physical systems (CPSs) are yet not solved, even from the perspective of an underpinning transdisciplinary theory. CPSs contain functionally tightly connected analog and digital hardware, control, and application software, and knowledge, data, and media contents as cyberware. The lack of a unified theoretical framework and an all-inclusive system conceptualization methodology can be traced back to professional, methodological and cultural differences between the abovementioned domains of development. The objective of our research is to make a step towards a theoretical framework that can support transdisciplinary modeling of CPSs. Architectural and operational modeling have been identified as two principal and interrelated dimensions of system modeling, and a mereo-operandi theory (MOT) has been identified as target. Mereotopology has been considered as the basis of architectural modeling. Operational modeling has been based on parameterized representation of the underlying physical principles, the morphological characteristics, the operation elements, and the overall operation flows. A demonstrative case study is presented to evidence the practical feasibility and utility of the proposed MOT. Our follow up research will focus on using this as a conceptual framework and computational basis for specification of system manifestation features and on a computational implementation to support embedded customization.
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Seloma, Portia, and Sam Ramaila. "PEDAGOGICAL PRACTICES ADOPTED BY TEACHERS WHEN TEACHING LEARNERS TAKING ENGLISH AS FIRST ADDITIONAL LANGUAGE IN LIFE SCIENCES CLASSROOMS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end020.
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This study examined pedagogical practices adopted by teachers when teaching learners taking English as First Additional Language in Life Sciences classrooms. The inquiry adopted a generic qualitative design located within the interpretivist paradigm and involved purposively selected Life Sciences teachers and grade 10 learners from South African township schools as participants. Qualitative data was collected through semi-structured interviews and classroom observations. The empirical investigation is underpinned by the Cognitive Academic Language Proficiency (CALP) as the underlying theoretical framework. The study uncovered a myriad of instructional challenges facing Life Sciences teachers and learners associated with the use of English as a medium of instruction while it is taken as a First Additional Language by the learners. In particular, the terminology used in Life Sciences as a key knowledge domain posed fundamental instructional challenges in relation to meaningful development of enhanced learners’ conceptual understanding of scientific phenomena. Theoretical implications for meaningful science teaching and learning are discussed.
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Huang, Kezheng. "Product Reverse Engineering Based on Growth Design Process." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-35827.
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Current reverse engineering approach is an effective way for technology progress of developing countries. Based on analysis of existing reverse engineering technology, a new concept of Product Reverse Engineering (PRE) is proposed and its theoretical framework is discussed first in this paper in order to extend its application from components to the overall product structure and design process. Then a brief introduction is made to the technical system architecture and key techniques for PRE, which include the rapid solid modeling, integrating with existing CAD systems through STEP file, assembly modeling for conceptual structure, and reverse design process reconstruction. Finally, a prototype system PRE-DARFAD is developed with initial verification by a fixture design example.
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Galabova, Lidia, and Mina Daskalova. "Intellectual capital management control systems." In 11th International Scientific Conference „Business and Management 2020“. VGTU Technika, 2020. http://dx.doi.org/10.3846/bm.2020.599.
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Management control systems (MCS) are formal, information-based routines and procedures (Simon,1995) applied in strategic management practice. They are developed to help management balance thetension between organisational strategy and human behaviour. However, recent studies (Galabova, 2011;2014) have shown that along with tangible, intangible assets impact on organisational performance. Theaim of the paper is to propose a theoretical framework on how intangibles, and more specifically intellectualcapital elements: human, structural and relational capital can be embedded as a part of a contemporary managementcontrol system. To examine these, we present a literature review together with data from formerempirical studies. The paper will present a conceptual model on how human, structural and organisationalcapital could be monitored and controlled as an important part of MCSs.