Academic literature on the topic 'Concerns based Adoption Model (CBAM)'
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Journal articles on the topic "Concerns based Adoption Model (CBAM)"
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Mize, Meghan, Cary Trexler, Amanda Crump, Glenn Young, Borarin Buntong, and Karen LeGrand. "Piloting of the Concerns-based Adoption Model: Farmer Concerns About the Participatory Guarantee System in Cambodia." Journal of International Agricultural and Extension Education 27, no. 3 (August 19, 2020): 75–87. http://dx.doi.org/10.5191/iaee.2020.27375.
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While there is a large body of adoption and agricultural extension literature on the process of introducing a new technology, agricultural development projects are often expected to produce immediate results that do not always allow for the integration of these theories into practice. The Concerns-based Adoption Model (CBAM) is a framework that places participants at the center of the change process to identify their concerns and challenges, providing a roadmap for projects to guide individuals with the correct support for their particular stage of adoption. CBAM has typically been used for the introduction of new curriculum in formal education. But this study assessed the potential for CBAM to be applied to agriculture innovations. In this study, we adapted and piloted the CBAM “Stages of Concern” model to assess adoption of an agriculture innovation. The innovation is the Participatory Guarantee System (PGS) for Cambodian vegetable farmers. We assessed the potential for CBAM as a tool for agricultural development project management. We found that the adapted survey consistently placed farmers in the anticipated Stage of Concern. Identifying users’ Stages of Concern can inform program designers and practitioners, assisting in tailoring support across the adoption process. CBAM has the potential to inform participatory project design and give project administrators an evidence-based, systematic protocol for assessing the adoption process, adding another tool to the development practitioners’ toolbox. Keywords: Diffusion of Innovations, adoption, project design
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Haines, Karen Joy. "Professional Development for New Classroom Spaces: Extending the Concerns-Based Adoption Model." Journal of Perspectives in Applied Academic Practice 6, no. 2 (October 3, 2018): 58–66. http://dx.doi.org/10.14297/jpaap.v6i2.297.
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This article outlines how a tertiary institution designed professional development, during the first year of a long-term building initiative, to support teachers moving into new collaborative learning spaces. The Concerns-Based Adoption Model (CBAM) is used to reflect on professional development strategies employed to support teachers into using new classroom spaces. The stages of the CBAM were useful in considering the value of resources created for teacher development. The paper concludes with a discussion as to how effective the model proved to be in relation to teachers’ expressed concerns, and suggests expanding the CBAM parameters to reflect the complexity of professional development design for next-generation learning spaces.
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Many, Joyce E., Ruchi Bhatnagar, Carla Tanguay, Shaneeka Favors-Welch, Clarice Thomas, Susan Ophelia Cannon, Tamra Ogletree, et al. "State-wide implementation of edTPA in preparation for high-stakes testing: A mixed-methods study of the concerns of edTPA coordinators." education policy analysis archives 27 (October 9, 2019): 121. http://dx.doi.org/10.14507/epaa.27.4460.
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This study examined the implementation of high-stakes adoption of edTPA® in one state in the year prior to consequential use of edTPA scores for teacher licensure. Using a mixed methods design, we investigated concerns of coordinators who were responsible for edTPA implementation in their institutions. We utilized the Concerns Based Adoption Model (CBAM) to understand edTPA coordinators’ Stages of Concern, the nature of the challenges they faced, and the professional development opportunities that alleviated their concerns. Based on the CBAM survey, the most common Stage of Concernfor edTPA coordinators was Management.Coordinators’ interviews revealed the nature of their concerns at different stages and how the size of their institution and supportive resources at particular times may have played a crucial role in shaping the edTPA roll-out in their institutions. The use of the CBAM framework enabled edTPA coordinators (a) to understand their own concerns about the high-stakes policy, (b) to articulate the complexities involved in implementing edTPA initiatives, and (c) to underscore the importance of relating concerns to appropriate professional development opportunities and support for themselves as well as their faculty.
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Asiri, Abdullah Ali. "Teachers’ Concern and Professional Development Needs in Adopting Inclusive Education in Saudi Arabia, Based on Their Gender for Vision 2030." Journal of Education and Learning 9, no. 6 (October 23, 2020): 9. http://dx.doi.org/10.5539/jel.v9n6p9.
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This study looks into the concerns and the required professional development for adopting an inclusive education system, as expressed by elementary school teachers, based on their gender in Saudi Arabia. Participants in this research were special and general education teachers randomly selected from elementary schools in Riyadh, Saudi Arabia, which have special education programs. The theoretical framework of the study was the Concern Based Adoption Model (CBAM). Non-experimental cross-sectional survey was used to collect data. Data were obtained from 332 teachers, i.e., the response rate was 83%. The Stages of Concerns Questionnaire (SoCQ) provided by CBAM indicated that respondent stages of concern 0–2 (Unconcerned, Informational, and Personal) ranked the highest, while stages 4–6 (Consequence, Collaboration, and Refocusing) ranked the lowest. This profile was identified as a “non-user profile”, meaning respondents wanted more information about inclusive education. Teachers, in general, showed interest for professional development on inclusive education, including immediate training and seminars/workshops. The only significant difference in interest for professional development was by gender. The t-test indicated that female teachers have more interest for professional development compared to male teachers.
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Kwak, E.-Rang, and Soo-Young Lee. "The Stages of Concerns about Maker Education of Elementary School Teacher According to the Concerns-Based Adoption Model." Journal of Elementary Education 32, no. 4 (November 30, 2019): 133–57. http://dx.doi.org/10.29096/jee.32.4.06.
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Gijón Puerta, José. "Innovation As school life: A Case Analysis of Andalusia Using a "Concerns-Based Adoption Model"." education policy analysis archives 14 (January 21, 2006): 3. http://dx.doi.org/10.14507/epaa.v14n3.2006.
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The development of an educational norm (Charter of Students’ Rights and Obligations) in secondary schools in Andalusia is analyzed from the point of view of teachers and educators. To complement the analysis of the documents that regulate secondary schools in the region, a questionnaire with 41 questions was administered to 184 teachers in 24 Andalusian schools. The results, calculated using the CBAM (Concerns-Based Adoption Model), LoU (Level of Use) scale, were then subjected to a descriptive statistical study using measures of central tendency and variability.
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Paramasveran, Rubananthan a/l, and Nurfaradilla Mohamad Nasri. "Teachers’ Concerns on the Implementation and Practices of i-THINK with Concern Based Adoption Model (CBAM)." Creative Education 09, no. 14 (2018): 2183–91. http://dx.doi.org/10.4236/ce.2018.914159.
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Murza, Kimberly A., and Barbara J. Ehren. "Data-Based Decision Making in Professional Learning for School Speech-Language Pathologists." Language, Speech, and Hearing Services in Schools 46, no. 3 (July 2015): 181–93. http://dx.doi.org/10.1044/2015_lshss-14-0101.
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Purpose School-based speech-language pathologists (SLPs) are often asked to adopt new policies or practices at the school, district, or state level. Professional learning (PL) opportunities usually accompany these changes but are often delivered in a one-size-fits-all workshop format. The authors challenge school-based SLPs and district leadership to consider PL in a new light, guided by data-based decision making to ultimately improve student outcomes. Method This article discusses the research supporting the assessment and delivery of high-quality PL for school professionals, including SLPs, and a specific model for measuring change: the concerns-based adoption model (CBAM; Hall & Hord, 2015). An example of how CBAM was used to examine the adoption process with school-based SLPs in a large school district is provided. Conclusion Based on the review of the literature, the current approach to PL experienced by most SLPs is problematic. High-quality PL should target improvement in student outcomes and should be focused, ongoing, supported, and evaluated.
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Gabby, Shwartz, Shirly Avargil, Orit Herscovitz, and Yehudit Judy Dori. "The case of middle and high school chemistry teachers implementing technology: using the concerns-based adoption model to assess change processes." Chemistry Education Research and Practice 18, no. 1 (2017): 214–32. http://dx.doi.org/10.1039/c6rp00193a.
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An ongoing process of reforming chemical education in middle and high schools in our country introduced the technology-enhanced learning environment (TELE) to chemistry classes. Teachers are encouraged to integrate technology into pedagogical practices in meaningful ways to promote 21st century skills; however, this effort is often hindered by teacher concerns and resistance to change. We applied the Concerns-Based Adoption Model (CBAM) to examine whether and how it could be used to identify chemistry teachers' concerns, and to characterize the process of change they experience when integrating TELE. An analysis of two kinds of participants, one of high school chemistry teachers and the other of middle school chemistry teachers, helped us to obtain an in-depth understanding of the way these teachers adopted the innovation. Results revealed that after ten years of implementation, the concerns of high school teachers remained multi-focal, and the impact and personal concerns increased and were predominant. Examining three case studies of middle school teachers showed that one teacher remained in the early stages of concerns during one year of implementation, while the other two exhibited a process of change, moving forward to advances stages of concerns. Our study can shed light on how CBAM might serve as a diagnostic tool for differentiating between teachers with different qualifications, experiences, and concerns in diverse teaching situations in middle school and high school. Such diagnosis can help stakeholders in the education system to develop specific interventions and activities for different groups of teachers based on specific concerns while implementing TELE.
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Lienert, Christoph, Claudine Sherrill, and Bettye Myers. "Physical Educators’ Concerns about Integrating Children with Disabilities: A Cross-Cultural Comparison." Adapted Physical Activity Quarterly 18, no. 1 (January 2001): 1–17. http://dx.doi.org/10.1123/apaq.18.1.1.
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The purpose was to conduct a qualitative cross-cultural comparison of the concerns of physical educators in two countries about integration of children with and without disabilities. In-depth interviews were held with 30 regular elementary physical education teachers in Berlin (7 males, 9 females) and in the Dallas-Ft. Worth (DFW) area (2 males, 12 females), and observations were made of school settings. The Concerns-Based Adoption Model (CBAM) of Hall, Wallace, and Dossett (1973) guided the study. Data were analyzed by grounded theory procedures. Many concerns about integration were generalizable across cultures. In both countries, teachers reported concerns at only four of the seven stages of CBAM: personal, management, consequence, and collaboration. Most concerns focused on management. The major cultural difference was that DFW teachers reported more personal concerns (uncertainty about everyday demands and competence to meet these demands) than Berlin teachers. A dynamic systems model was proposed to guide future research.
Dissertations / Theses on the topic "Concerns based Adoption Model (CBAM)"
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Isbell, Laura J. "Secondary Teachers’ Concerns about Response to Intervention: Using the Concerns-Based Adoption Model." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271832/.
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This case study addressed the problem of implementing response to intervention (RTI) in general secondary education. To investigate this problem, one north Texas school's RTI implementation was examined using the theoretical framework of the concerns-based adoption model (CBAM) and defining RTI as the innovation. RTI-related practices were studied for 10 secondary teachers, two from each core subject (i.e., mathematics, English language arts, science, and social studies) and the fine arts who had been implementing RTI for several years. Data regarding participants' stages of concern about and levels of use of RTI were collected across three time intervals using the three diagnostic instruments of CBAM (i.e., Stages of Concern Questionnaire, Levels of Use interviews, and Innovation Configuration Checklist matrix), behavioral observations during instruction and RTI meetings, and structured exit interviews of participants. Overall, findings indicated that the secondary teachers were at similar stages of concern and levels of use of RTI. Teachers' RTI concerns scores remained highest in the Self phase and lowest in the Impact phase of concern at all three intervals of data collection. As levels of RTI use increased, observed RTI use increased; however, teachers' RTI levels of use scores remained in the early levels of RTI implementation at all three intervals of data collection. Patterns in teachers' responses during exit interviews suggested that contextual factors unique to this setting (e.g., unexpected changes in RTI protocol, priorities of administrative personnel, and demands placed on teachers) may have influenced teachers' concerns about the teacher's role in, the professional development in, and the sustainability of RTI as an innovation. The literature does not currently address secondary teachers' concerns about and levels of use of RTI in relation to CBAM. Therefore, this study not only fills a gap in literature but also has implications for how teachers are trained and supported in implementing and sustaining the practices of consultation and differentiated instruction associated with RTI. This case study provided insight about the importance and value of teachers' participation and knowledge of RTI to facilitate the change process successfully.
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Thankachan, Briju. "Concerns of Teachers: Information and Communication Technology (ICT)-Enabled Instruction in Kerala, India." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1385465581.
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Stewart, Gail. "Teachers’ Concerns and Uses of iPads in the Classroom with the Concerns-based Adoption Model." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804876/.
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The purpose of this study was to examine the role of high school teachers’ concerns, willingness, aptitude, and use of iPads in the classroom during the adoption of a new technology. The design of this case study included a sample of eight teachers from the English, math, science, and history departments who were surveyed, observed, and interviewed using the Concerns-Based Adoption Model (CBAM). This study is guided by three research questions: (1) What are teachers’ concerns about using iPads in the high school English, math, science, and history classrooms? (2) What are teachers’ levels of iPad use in the English, math, science, and history classrooms? (3) What are teachers’ pedagogical practices as they use iPads in the English, math, science, and history classrooms? To research these questions, the study measured teacher concerns with the triangulation of three diagnostic instruments from the Concerns-Based Adoption Model: the Stages of Concern Questionnaire (SoCQ), the Innovation Configurations Map (IC Map), and the Levels of Use (LoU) matrix. The CBAM model was used to address the scarcity of literature regarding iPad use in content-area classrooms. The findings from the research show that the impact of introducing a new technology is more multifaceted than previously assumed. A teacher’s inclination and skill to use a new technology with their students varies considerably within a school and different approaches are observed across subject areas such as English, math, science, and history. When the Concerns-Based Adoption Model is used in organizational change, teacher concerns are revealed, which leads to finding opportunities for intervention and support by change facilitators who help individuals progress in the adoption of an innovation.
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Roempler, Kimberly S. "Understanding science teacher leaders' concerns regarding the use of portfolio assessment : Facilitating the process using the Concerns-Based Adoption Model /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487864986608649.
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Henry, Amanda Mae. "Utilizing the Concerns Based Adoption Model to Support Teachers in Implementing the MTSS Behavior Pathway." Diss., North Dakota State University, 2020. https://hdl.handle.net/10365/31810.
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Schools and educators are faced with the tremendous task of preparing students to be successful in school and beyond in a fast-paced, ever changing world. Behavioral skills, just as academic skills are critical for student success. While the West Fargo secondary schools have established a systematic and effective structure of support for academic success, known as MTSS academics, no such structure exists to address the behavioral needs of students. Further, there is no system in place for the training of teachers to begin the implementation of the MTSS behavior supports. Without teacher training during the implementation of the program, teachers will not be able to properly implement the MTSS behavior pathway and students will not receive the kind of support needed for success.
The purpose of this study was to develop, implement, and evaluate a systematic process for the implementation of MTSS behavior pathway at Sheyenne High School utilizing the Concerns Based Adoption Model. This process included the development of the components of the MTSS behavior pathway. It also included the administration of the training model to the teachers to initiate the implementation through actively engaging them in the reflection on the development and implementation of the MTSS behavior pathway. The concerns-based adoption model was utilized to track and address teachers’ questions and concerns throughout the training.
In addition, an evaluation of the training process was conducted to determine the effectiveness of the training and to inform the structure and process of the implementation of the MTSS behavior pathway. The overall evaluation data collected indicated that participants had positive perceptions of the workshops, activities, and support provided through this model.
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Tobola, Miriam Beth. "Utilizing the Concerns-Based Adoption Model in a Professional Development Series for Teachers Implementing New Technologies." Diss., North Dakota State University, 2015. https://hdl.handle.net/10365/27625.
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A growing number of school districts are adopting mobile electronic devices as
replacements for textbooks and to improve test scores. Yet questions remain regarding staff
preparedness, instructional and pedagogical transformation, and impact on student achievement
with this increased use of mobile technologies in primary and secondary classrooms. This
evaluation was part of a professional development series that was implemented with K-6
teachers in the process of implementing new mobile technologies into classroom instruction.
This professional development series provided a number of formal, informal, and
impromptu opportunities for staff to learn new tools and practices for technology integration, as
well as provide occasions to share and reflect upon technology employment practices. A key
component to the series was the use of the concerns-based adoption model to track teachers?
questions and concerns and to adjust the training accordingly.
This evaluation report was prepared to provide an overview of the variety of training
sessions that were implemented, to document changes that were made based on feedback from
staff, and to recommend appropriate modifications and goals for continuation of the professional
development series. The overall evaluation data collected indicated evidence supporting the
success of this model. Furthermore, there was strong evidence that participants had positive
perceptions of the workshops, activities, and support provided through this model.
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Alfieri, Paul Allen III. "Stages of Concern of Defense Systems Management College Faculty about Technology-Based Education and Training." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30593.
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The Defense Systems Management College (DSMC) is beginning a major transition from its traditional classroom training methods to technology-based education and training. Conventional classroom courses will be rewritten and restructured to a computer-based format and be delivered on-line. According to the Concerns-Based Adoption Model, the faculty will experience concerns during the process of adopting this innovation. Identification of these concerns can assist in selecting appropriate interventions to minimize problems and to ease the adoption process.
This study had two purposes. The first was to identify the Stages of Concern of the DSMC faculty toward the use of technology-based education and training by measuring faculty responses to the Stages of Concern (SoC) Questionnaire. The second was to determine appropriate interventions to assist the faculty through the change process.
The study accomplished both purposes. All teaching faculty (N=135) received the questionnaire about their concerns and issues with this innovation, and 126 responses were returned (93% response rate). A total of eighty-one respondents (64%) reported no experience with technology-based courses, and the composite faculty SoC profile correspondingly reflected the "nonuser" category. No significant differences in Stages of Concern were found between groups of faculty when divided by common demographic criteria such as years of teaching experience, civilian or military status, and experience with educational technology.
Quantitative methods of analysis included SoC profile comparison, High Stage Score and Second High Stage Score analysis, analysis-of variance (ANOVA), and multivariate analysis of variance (MANOVA). Qualitative methods were also used to analyze responses to an open-ended question on the survey instrument. Results reflected a general lack of knowledge and awareness about the innovation from the faculty and strong personal concerns about what impact it will have on them. The faculty clearly displayed a negative attitude toward this innovation and seemed unconvinced that it was the optimal solution. Written responses to the open-ended question provided key insight into faculty attitudes. The majority of concerns identified were educational issues, particularly dealing with the effectiveness of a computer-based format when teaching highly-interactive management courses.
Based on these results, recommended intervention strategies for DSMC were generated. These strategies focus on the need for better information dissemination about educational technology and for a realistic implementation plan. More importantly, interventions were recommended to provide incentives for faculty to increase proficiency with educational technology and the use of technology in their courses.Ed. D.
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Yung, Wing-yee Angela, and 翁詠儀. "Thoughts and practice of a Hong Kong teacher in mathematics alternative assessment via concerns-based adoption model." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45884067.
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Kaya, Jean. "TEACHERS’ NAVIGATION OF THE COMMON CORE STATE STANDARDS: AFFECTIVE DIMENSIONS THAT INFLUENCE IMPLEMENTATION." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1699.
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Implementation of previous U.S. standards-based education initiatives has been challenging due to, among other issues, the lack of common and consistent meaning of ‘proficiency’ among states. Implementing new education standards for educators means undertaking actions to understand the skills to be taught, develop curriculum, make curriculum more accessible to students, and effectively assess the skills being taught. This single-site qualitative collective case study investigated how three secondary in-service teachers and one secondary student teacher navigated implementation of the Common Core State Standards in a Midwestern rural secondary school.
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Reed, Brian, and n/a. "A survey of regular teachers' concerns towards the integration of disabled children in state primary schools, Bendigo region, Victoria." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061107.100059.
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The integration of disabled children into regular schools is
a current educational and social issue causing widespread
interest, concern and debate throughout Australia. The most
controversial and innovative adoption of integration policy
has occurred in Victoria since the release of the Collins
Report in 1984.
The present study was conducted in 26 State primary schools
in the Bendigo area of the Loddon Campaspe Mallee region of
Victoria where disabled children had been integrated in
regular classrooms with the assistance of a paid teacher
aide during 1988.
The purpose of the study was to survey the concerns of those
teachers into whose classes children with disabilities had
been integrated.
The Stages of Concern (SoC) dimension of the Concerns-Based Adoption Model (C-BAM) was chosen as the research
methodology. C-BAM was developed at the Research and
Development Center for Teacher Education, University of
Texas at Austin, and for the purpose of this study, the
methodology consisted of a questionnaire of 35 standardized
items (the Stages of Concern Questionnaire), and a School
Survey.
The study set out to identify the concerns of teachers
(ii)
toward integration, and to establish reasons why teachers
are at particular stages of concern. Factors included
teachers' age, gender, number of years of teaching
experience, qualifications and in-service training. Other
issues related to the disabled children themselves, the
school, and factors such as availability of resources,
funding levels, and access to support systems.
This study developed from the policy document Integration in
Victorian Education (the Collins Report, 1984). Since then,
the Ministry of Education has published two additional
booklets (in January and February, 1987), which partly
address some of the issues included in this thesis. These
include resourcing, in-servicing and the legal implications
of the innovation.
The analysis of the data points to major shortcomings which
will jeopardize the implementation process and the likely
success of the innovation. A number of recommendations have
been suggested, with particular reference to the pre-service
and in-service training of teachers, and issues relating to
funding and resources.
The findings have implications for all classroom teachers,
as potentially all are required to accept disabled children
into their classes. The results and recommendations also
have relevance for the Ministry of Education, whose
responsibility it is to ensure that the integration of
disabled children into regular classes is fully supported at
a government level, and for training institutions, whose
task it is to provide appropriate pre-service and in-service
programs for present and future classroom teachers.
Books on the topic "Concerns based Adoption Model (CBAM)"
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Microcomputer training guidelines for the College of Education of King Saud University: A pilot study based on the concerns-based adoption model. Ann Arbor, Mich: University Microfilms International, 1990.
Find full textBook chapters on the topic "Concerns based Adoption Model (CBAM)"
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Golden, Julie Ellen, and Victoria Brown. "A Holistic Professional Development Model." In Handbook of Research on Teacher Education and Professional Development, 259–84. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1067-3.ch014.
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Institutions struggle to develop online curriculum that meets increasing student demands for online education. The explosive growth of online learning necessitates that many higher education faculty transition from a traditional classroom to a web-based format, sometimes with little or no training. This chapter describes a holistic online faculty professional development (PD) model developed through use of a concerns-based adoption model (CBAM). The CBAM model provides an affective and behavioral lens for managing change. Through two of CBAM's components called stages of concern and levels of use, a PD plan was constructed that approaches the transition to distance learning as an ongoing process rather than simply as technology training. The holistic PD model considers each faculty member as an individual with unique needs. Components of the PD model and new Center for E-Learning (CeL) development and program building are explained. Impact on faculty and students and recommendations for program planning and future research are included.
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Nwulu, Equi Emmanuel. "Barriers to Adopting Technology for Teaching and Learning." In The Roles of Technology and Globalization in Educational Transformation, 66–79. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9746-9.ch006.
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The purpose of this chapter is to use a cross-cultural research-based evidence to discuss the root causes of barriers to effective technology adoption by evaluating the effect the teaching environment and the ranges of teacher behaviors have on technology adoption. The author described and explained the change processes that teachers go through as they implement new technologies or instructional practices with a view to connecting the change process, the innovation, and the individuals involved in the process. Two overarching frameworks that guided the author's discussion of this chapter and the behavior engineering model (BEM) and the concerns-based model (CBAM) frameworks.
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Srivastava, Shirish C., and Thompson S. H. Teo. "TRAKS Model." In Advances in Information and Communication Technology Education, 59–72. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-922-9.ch005.
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Introduction of new information technology (IT) in organizations is a necessary but not a sufficient condition for organizational success. The effective adoption and use of IT by organizations is dependent to a large measure on the strategic planning for using the technology, including long-term planning for training the organizational members. Despite the strategic nature of technology training in organizations, most existing studies on technology training address only the operational issues e.g. training needs assessment, learning, delivery methods, etc. The strategic concerns of IT training for enhancing business productivity are largely not addressed by the current literature. To address this gap, we explore the strategic role of IT training in hierarchical organizations. We synthesize various ideas in the literature on change management, training needs analysis and IT adoption to evolve a ‘strategic IT training framework’ for hierarchical organizations, namely the TRAKS model. The proposed framework recognizes the differences in IT training requirements for different levels of employees. Further, the model suggests tracking training requirements based on attitudes, knowledge, and skills for different segments of employees and planning training accordingly. The study provides an actionable and comprehensive tool, which can be used for systematically planning IT training for enhancing productivity of organizations.
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Yusoff, Yusmani Mohd, and Mehran Nejati. "A Conceptual Model of Green HRM Adoption Towards Sustainability in Hospitality Industry." In Practice, Progress, and Proficiency in Sustainability, 229–50. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2912-5.ch013.
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This chapter seeks to provide a better understanding on the predictors of green human resource management which can result in improved environmental and financial performance across hospitality industry. The proposed model has been constructed from the perspective of external pressure (i.e., normative) and internal pressure (manager's environmental concerns) by using the Institutional Theory and Resource Based View Theory. The chapter examines the antecedents of sustainability in hospitality industry in terms of improved financial and environmental performance. It therefore expands the level of understanding on mechanisms which leads to corporation sustainability. While the chapter is written with a focus on hospitality industry, the proposed model is applicable to corporations across other sectors.
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Yusoff, Yusmani Mohd, and Mehran Nejati. "A Conceptual Model of Green HRM Adoption Towards Sustainability in Hospitality Industry." In Corporate Social Responsibility, 400–421. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6192-7.ch022.
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This chapter seeks to provide a better understanding on the predictors of green human resource management which can result in improved environmental and financial performance across hospitality industry. The proposed model has been constructed from the perspective of external pressure (i.e., normative) and internal pressure (manager's environmental concerns) by using the Institutional Theory and Resource Based View Theory. The chapter examines the antecedents of sustainability in hospitality industry in terms of improved financial and environmental performance. It therefore expands the level of understanding on mechanisms which leads to corporation sustainability. While the chapter is written with a focus on hospitality industry, the proposed model is applicable to corporations across other sectors.
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Zachariah, Finly, and William Dale. "Value-Based Care." In Oxford Textbook of Palliative Nursing, edited by Betty Rolling Ferrell and Judith A. Paice, 690–96. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190862374.003.0057.
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The unsustainable growth of healthcare costs has precipitated the need for significant reforms in healthcare with a focus on shifting from volume to value. Value-based care is evidence-based care that helps patients improve their health, reduce the effects from chronic diseases, and live healthier lives. The Institute of Medicine (IOM) report, Dying in America: Improving Quality and Honoring Individual Preferences Near the End of Life, detailed several recommendations to improve care through the provision of palliative care. Palliative care is conducted by an interdisciplinary team and, in addition to addressing bio-psycho-socio-spiritual concerns, facilitates the alignment of patient preferences with healthcare delivery and minimizes under- and overtreatment. This chapter explores key opportunities aligned with the IOM’s report that recommend nurses and the healthcare team facilitate the incorporation of palliative care and execution and the adoption of a value-based care delivery model.
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London, Kerry, Vishal Singh, Ning Gu, Claudelle Taylor, and Ljiljana Brankovic. "Towards the Development of a Project Decision Support Framework for Adoption of an Integrated Building Information Model using a Model Server." In Handbook of Research on Building Information Modeling and Construction Informatics, 270–301. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-928-1.ch013.
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This chapter discusses an action research study towards the development of a decision framework to support a fully integrated multi disciplinary Building Information Model (BIM) using a Model Server. The framework was proposed to facilitate multi disciplinary collaborative BIM adoption through, informed selection of a project specific BIM approach and tools contingent upon project collaborators’ readiness, tool capabilities and workflow dependencies. The aim of the research was to explore the technical concerns in relation to Model Servers to support multi disciplinary model integration and collaboration; however it became clear that there were both technical and non technical issues that needed consideration. The evidence also suggests that there are varying levels of adoption which impacts upon further diffusion of the technologies. Therefore the need for a decision framework was identified based on the findings from an exploratory study conducted to investigate industry expectations. The study revealed that even the market leaders who are early technology adopters in the Australian industry in many cases have varying degrees of practical experiential knowledge of BIM and hence at times low levels of confidence of the future diffusion of BIM technology throughout the industry. The study did not focus on the benefits of BIM implementation as this was not the intention, as the industry partners involved are market leaders and early adopters of the technology and did not need convincing of the benefits. Coupled with this there are various other past studies that have contributed to the ‘benefits’ debate. There were numerous factors affecting BIM adoption which were grouped in to two main areas; technical tool functional requirements and needs, and non technical strategic issues. The need for guidance on where to start, what tools were available and how to work through the legal, procurement and cultural challenges was evidenced in the exploratory study. Therefore a BIM decision framework was initiated, based upon these industry concerns. Eight case studies informed the development of the framework and a summary of the key findings is presented. Primary and secondary case studies from firms that have adopted a structured approach to technology adoption are presented. The Framework consists of four interrelated key elements including a strategic purpose and scoping matrix, work process mapping, technical requirements for BIM tools and Model Servers, and framework implementation guide. The BIM framework was presented in draft format again to key industry stakeholders and considered in comparison with current best practice BIM adoption to further validate the framework. There was no request to change any part of the Framework. However, it is an ongoing process and it will be presented again to industry through the various project partners. The Framework may be refined within the boundaries of the action research process as an ongoing activity as more experiential knowledge can be incorporated.
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Ratten, Vanessa. "Mobile Banking Innovations and Entrepreneurial Adoption Decisions." In Modern Entrepreneurship and E-Business Innovations, 74–86. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2946-2.ch006.
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This paper examines an individual’s entrepreneurial adoption decisions to use mobile banking for both business and social reasons. A conceptual model based on social cognitive theory is developed to explain an individual’s propensity to adopt mobile banking. The theoretical framework examines how advertising, experience, perceived risk, learning inclination, and entrepreneurial proclivity influence a person’s intention to use mobile banking. This paper stresses the role of financial risk in determining a person’s intention to use mobile banking and whether their entrepreneurial nature is influenced by their experience and advertising they are subjected to about the advantages or disadvantages of mobile banking. This paper ties together research on technological innovation with entrepreneurship and learning studies. The author stresses the importance for financial institutions to market the innovativeness of mobile banking whilst addressing security concerns. The impact of a person’s social environment through personal contacts and acquaintances underpins social cognitive theory and helps to understand the motives for a person adopting mobile banking. The paper integrates mobile banking literature with current thinking on the importance of entrepreneurship and learning influences to how a person adopts a technological innovation.
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Kayaduman, Halil. "The Adaptation Process of a First-Time Distance Education Instructor." In Curriculum Development and Online Instruction for the 21st Century, 301–22. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7653-3.ch016.
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This study explores the adaptation process of an instructor lecturing for the first time via distance education by using the concerns-based adoption model components. This single-subject research study included an instructor who requested to lecture via distance education. The findings revealed that the instructor's informational and personal stages were higher than the other stages at the beginning, and these stages remained higher throughout the semester. The instructor was also at the preparation level before progressing to, and remaining at, the mechanical use level. Although the consequence stage was not one of the most intense concerns, the instructor became concerned with student engagement and learning outcomes throughout the semester. In addition to supporting instructors from technological and pedagogical aspects, this study recommends supporting students in adopting distance education and adjusting regulations to facilitate the instructors' self-concerns resolution and distance education adaptation accordingly.
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Mukherjee, Subhodeep, Venkataiah Chittipaka, and Manish Mohan Baral. "Developing a Model to Highlight the Relation of Digital Trust With Privacy and Security for the Blockchain Technology." In Advances in Marketing, Customer Relationship Management, and E-Services, 110–25. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8081-3.ch007.
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Digitalization uses digital technology to change a business model and provide new revenue models and value-producing opportunities. Blockchain is a type of database that stores various kinds of information in blocks that form a chain of information. It is one of the secured ways of transferring and storage of data. Blockchain is helping in creating trust for digitalization among its users. This research aims to study the impact of trust in blockchain by analyzing the privacy and security concerns that can impact the user attitude and its intention to the adoption process. For this structure, literature review is performed. Five variables are used, and they are attitude, privacy, trust, security, and intention. A questionnaire is developed for survey-based research in the software firms, banking sector, and digital marketing companies. For analysis, exploratory factor analysis and structural equation modeling are used. A model is developed that shows a good fit, and the parameters are satisfied.
Conference papers on the topic "Concerns based Adoption Model (CBAM)"
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"Influence Factors on the Adoption of a Financial Application [Abstract]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4273.
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Aim/Purpose: Today more and more transactions and acquisitions are controlled directly from mobile devices, especially smartphones applications. Previous studies have examined the adoption of financial applications based on a single theory as a theoretical basis. In order to examine the phenomenon in a wider way, we used in this study two theories as a theoretical basis. Background: It is important to define the main technological and psychological factors that affect the choice of potential customers to adopt or prefer financial applications. By combining two theories in the study, we expanded the examination of the phenomenon of adopting financial technology. Methodology: The study questionnaire was based on two questionnaires from previous studies. The questionnaire was tested on a focus group and certain adjustments were made based on the feedback. Thereupon, the questionnaire was sent online via social media. A total of 497 questionnaires were received, 402 were filled correctly and found suitable for statistical analysis. The statistical analysis included Alpha Cronbach Test, Pearson correlation test, and linear regression. Contribution: By combining DIT theory (Diffusion of Innovative Technology) suggested by Rogers, and TAM model (Technology Acceptance Model) presented by Davis, we expanding our understanding of the technological and psychological factors affecting financial application validation. Finding the influencing factors can help develop and implement future financial applications. Banks will be able to develop applications that truly meet the needs, desires and concerns of their target customers, thus able to save costs and improve their services to their customers. Findings: Six factors were tested in this study: relative advantage, complexity, compatibility, observability, experiencing, and perceived risk. The main findings showed significant negative correlation between age and relative advantage, so that as the age of the user increased the relative advantage decreased. In addition, a significant positive correlation was found between age and observability, so that as the age of the user increased the observability decreased. Also was found a significant negative correlation between age and the variable adoption of a financial application, so that as the age of the subject increases the financial application adoption decreases. No significant correlation was found between age and compatibility, complexity, relative risk. In addition, a significant positive correlation was found between the numbers of months of experience that the bank offers to the customers to the positive decision to adopt a financial application. No significant correlation was found between the demographic variables, education and wages, and financial application adoption. The regression analysis led to a significant result, so that the variables together explain 69.3% adoption of financial application. According to the research hypothesis, the relative advantage, compatibility, experiencing, and observability have the most significant positive effect on financial application adoption. Recommendations for Practitioners: We recommend programmers to focus on meeting the customers’ needs that best match the criteria delineated above. In addition, by understanding the influencing factors, marketers should use these criteria to reduce the psychological concerns of customers that delay the adoption of a financial application. Recommendations for Researchers: Since financial applications are becoming more useful as financial transfers, other behavioral aspects that influence the adoption of technology should be examined. We recommend conducting further research based on behavioral, economic, and technological theories. Impact on Society: A better understanding of the influencing factors will derive a better planning and development of financial applications, regarding the three most significant factors: relative advantage, compatibility, and observability. This process will result better and wider adoption of financial applications by customers, and will bring more customers to use financial transfers by smartphones. Future Research: Other studies can be used other theoretical basis for research; to examine specific populations, for example, in terms of older populations; to examine cultural and social influences factors on the adoption of financial applications.
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Ojukwu, Kelechi, Omowumi Iledare, Joseph Ajienka, Adewale Dosunmu, and Chidi Ibe. "Estimating Fair Market Value of Petroleum Assets in Nigeria: A Risk-Based Approach." In SPE Nigeria Annual International Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/207078-ms.
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Abstract Many independent Nigerian oil & gas companies have emerged over the last decade out ofthe divestments of ageing petroleum assets by multinational oil companies. Thesetransactions are marked by pervasive cases of overvaluation and huge gap in offers that leadto unnecessarily high acquisition costs. Petroleum analysts around the world adopt the Discounted Cashflow Analysis method forestimating present value of future oil production revenues. Unfortunately, project economicsusing conventional analysis does not de-risk the reserves components appropriately oraccount for the excess and political risk premiums. Even when analysts derive the NetPresent Value from conventional evaluation, say at discount rates of say 10% or 15%, theyface the dilemma of extracting offer price from that figure. Some post a conservative offerbased on 50% NPV, while others throw in all the NPV in a scheme to win the bid at all cost. Some also start by guesstimating value by rule of thumb and then offer the NPV that is leftbehind. The decision to offer a given percentage of the NPV is entirely subjective and variesamongst investors and as such does not depict a logical perception of market value, or therisks thereof. Furthermore, by omitting political risk, buyers are invariably ignoring the mostcrucial risk of all. The adoption of different bases of reserves tend to compound the problemby yielding NPVs that are few and far between each other. They are usually based on un-risked ‘proved plus probable’ (2P) reserves, which is highly speculative and unrealistic forvaluation. For the first time, the concerns of high purchase price and offer gaps were debuggedleveraging the new Risk-Based Valuation approach which is based on a modified Discounted Cashflow model. A research deeply investigates the problems first by reconstructing originaltransaction to identify the root causes. Furthermore, the study concludes that buyers arepaying on average 4 times the value and that regulating reserves base is fundamental inorder to minimize offer gaps that sometimes tend to a billion dollars for large deals. Thus, the Risk-Based Discounted Cashflow Analysis technique can help prevent overpricing orunderpricing of Nigerian assets, minimize offer gaps in the market as well as account for theimpact of political risks (or its mitigation) in valuation.
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Cerri, Giovanni, Carmine Basilicata, and Ambra Giovannelli. "Compressor Modifications for 300 MW IGCC Gas Turbine Stable Behaviour." In ASME Turbo Expo 2013: Turbine Technical Conference and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/gt2013-94056.
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Economic reasons, leading to the use of coal and the environmental concerns, call for clean technologies for the electric power production. Accordingly the adoption of Integrated Gasification Combined Cycle (IGCC) plants with Carbon Capture and Storage (CCS) has been pushed. Such a technology is promising but it still shows some critical aspects. Some of them are related to stable and controllable operations of commercially available Gas Turbines (GTs) designed to be fed with Natural Gas (NG) once the original fuel is replaced by the hydrogen-rich syngas produced in an IGCC-CCS plant. The thermo-physical properties of the H2-rich syngas require investigations and modifications of the combustor and of the turbomachines to meet stable and safe GT behaviour. Such properties strongly affect the matching between GT compressor and expander. To run the GT with the syngas, various options can be taken into account. Some of them do not require GT flow function modifications, while other options involve compressor and expander structural changes. In the present paper some compressor modifications that can be adopted to maintain an F Class GT performance and stability are explored. Such modifications have been analysed by means of a high fidelity quasi-one-dimensional model based on an Elemental Component Finite Volume approach for the GT sizing and analysis. Results have been compared and deeply discussed.
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Leonesio, Marco, Giacomo Bianchi, and Stefano Borgia. "A Virtual Components Approach for Energy Consumption Modeling in the Machinery Sector." In ASME 2012 11th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/esda2012-82414.
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In recent years, energy consumption issues, boosted by environmental concerns, are becoming of paramount importance in the manufacturing field. In particular, machinery sector has been the theatre of several initiatives and projects aimed at an eco-efficient design and use of the machines. In this context, energy consumption modeling is considered a powerfull tool to foresee and optimize energy efficiency by design. On the other side, while each company has to develop numerical models of the internally designed machine elements, it has to be taken into account that machine productivity, eco-performance and cost are all strongly influenced by the employed commercial components (e.g. motors, sensors, controllers, transmissions, guide ways), that must be also be modeled but it is unrealistic to expect that the machinery builder develops by himself all required models. In this paper, the industrial adoption of simulation tools and methodologies for energy consumption modeling is regarded as an application of the more general “Model Based Product Development” methodology. In particular, the development of “functional component models”, seen as Virtual Components (“VC”) to be assembled in the Virtual Machine, is suggested as the key to foster co-modeling activity involving suppliers. A proper business model is then proposed to guarantee the sustainability of the co-operation scenario. Finally, the strategy concept is illustrated by some examples concerned with machine tool accessories and components.
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Ando, Masanori, Hideki Takasho, Nobuchika Kawasaki, and Naoto Kasahara. "Stress Mitigation Design of Tubesheets With Consideration of Thermal Stress Inducement Mechanism." In ASME 2008 Pressure Vessels and Piping Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/pvp2008-61320.
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Adoption of double-wall-straight tube steam generators made of Mod.9Cr-1Mo steel is planned for next generation fast breeder reactors in Japan. One of the major concerns relevant to the SG is structural integrity of tubesheets. In the reactor transient operation, thermal stress is induced by the temperature distribution in tubesheet and the magnitude of it depends on configurations of tubesheet. Stress generation mechanism of tubesheets was revealed through Finite Element analysis. Semi-spherical tubesheet models were investigated for the first survey of the thermal stress mechanism. As calculated results, semi-spherical tubesheet model gave the extensive peak stress around the outermost hole. Recognized thermal stress mechanism of semi-spherical tubesheet is as follows. (1) Dominant thermal stress is hoop stress caused by temperature difference between the perforated region and surrounding region. (2) Thermal stress is insensitive to size of specific portion, although is dominated by interaction mechanism between perforated and surrounded regions. (3) Stress concentration around hole’s edge generates peak stress. (4) Amplitude of peak stress depends on the tubesheet penetration angle and stress concentration becomes high near the outermost hole. Based on the above stress generation mechanism, authors proposed a stress mitigated tubesheet. It is center flatted spherical tubesheet (FST) as improved configuration. Calculated peak stress of FST was smaller than that of semi-spherical tubesheet. Further investigation revealed the detailed stress generation mechanism of FST during thermal transient. There were two different comparable thermal peak stress mechanisms in FST. Both location and magnitude of maximum peak stress depend on sodium temperature histories at thermal transient. One depends on the range (ΔT) of sodium temperature change. This type of peak stress was radial stress caused by the structural discontinuity, and it was located at the outermost hole. The other depends on the rate (dT/dt) of sodium temperature change. This type of peak stress was hoop stress caused by interaction between perforated region and surrounding region, and it was located at the one inner layer hole from outermost layer holes.
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Wang, Pengfei, Huawei Fang, Zhao Wang, Shoujun Yan, Jiashuang Wan, and Fuyu Zhao. "Development of a Fast Simulation Program for AP1000 Reactor With Application of Mechanical Shim (MSHIM) Control Strategy and Nodal Method." In 2014 22nd International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/icone22-30373.
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The Mechanical Shim (MSHIM) core control strategy makes use of two independently controlled rod groups to provide fine control of both core reactivity and axial power distribution. This paper presents a reactor core fast simulation program (RCFSP) for AP1000 using MATLAB/SIMULINK. A nodal core model including xenon iodine dynamics is used to describe the core thermal power transient with the two group neutron diffusion equation for neutron kinetics modeling and an integral method for thermal-hydraulic calculation. Two closed loop rod controllers with implementation of the MSHIM core control strategy are developed to modulate the insertion of control rods. Based on the developed RCFSP, the MSHIM load follow operations with the original and revised MSHIM control strategies and two typical MSHIM load regulation operations with ten-percent step load change and five-percent per minute ramp load change are simulated. Results of these MSHIM operations demonstrate that the core reactivity and axial power distribution can be well-controlled via automatic rod control only. It has also been demonstrated that the MSHIM capabilities provided by the original MSHIM strategy are not diminished by the revised one. Moreover, the M-bank insertion for the original strategy is much deeper than that for the revised one. Thus, the power distribution perturbations associate with the M-bank movement for the revised strategy are not as pronounced as those for the original one during load change transients, which helps to alleviated peaking factor concerns associated with the control rod insertion. In view of its accuracy, simplicity and fast computation speed, the developed RCFSP can be used for dynamic simulations and control studies of the AP1000 reactor with application of MSHIM control strategy. With the adoption of modular programming techniques, the RCFSP code can be easily modified and applied to other pressurized water nuclear reactors that employs separate, independent control rod banks for respectively controlling core reactivity and axial offset within corresponding deadbands.