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Relevant bibliographies by topics / Empirical and theoretical knowledge

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Academic literature on the topic 'Empirical and theoretical knowledge'

Author: Grafiati

Published: 6 June 2025

Last updated: 16 July 2025

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Journal articles on the topic "Empirical and theoretical knowledge"

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Shelov, Sergey D. "On Theoretical and Empirical Terms." Izvestiia Rossiiskoi akademii nauk. Seriia literatury i iazyka 82, no. 5 (2023): 37. http://dx.doi.org/10.31857/s160578800028325-3.

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The goal of this work is to look at the opposition of empirical terms – theoretical terms from a linguistic point of view, identifying attributes of the theoretical and empirical in terminology. It is proposed to be guided by the following principles. Theoricity is a graded (scaled) property. The term can be more or less theoretical, and even the minimum degree of its theoricity (provided, for example, by its definition, the understanding of which does not require special knowledge) means it is not entirely empirical. Empiricism of the term implies its perception and assimilation through any non-verbal (verbal) assimilation and explanation of it. These provisions cover terminology of various sciences and fields of knowledge, including humanities.

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Levin, Georgy. "The Problem of Transforming Empirical Knowledge into Theoretical." Вопросы философии, no. 8 (2018): 86–95. http://dx.doi.org/10.31857/s004287440000740-9.

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García Galvan, Rodolfo, and Ricardo Rodríguez Ledezma. "Theoretical-empirical foundations of university-government knowledge collaboration." Economía teoría y práctica, no. 60 (June 1, 2024): 95–123. http://dx.doi.org/10.24275/etypuam/ne/602024/garcia.

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Shustova, O. B., and G. N. Sidorov. "THE PROBLEM OF PROOF IN EMPIRICAL AND THEORETICAL KNOWLEDGE." Metaphysics, no. 3 (October 5, 2022): 46–53. http://dx.doi.org/10.22363/2224-7580-2022-3-46-53.

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The article presents arguments about the problem of proof in science. This problem was raised in antiquity at the time of Plato and Aristotle. At present, science uses a wide range of evidence, but not all of them meet the requirements of adequacy and consistency. Proof is often associated with belief and belief in the truth of a proposition. Therefore, the term “proof” is not defined unambiguously and a pluralistic approach is preferable to it, including not only scientific, but also metaphysical worldview. The article continues the author's analysis of the concept of information as the content of the laws of the external world, which is revealed to people after they adapt their bodily and “mental” sense organs to it. It is substantiated that not a single single worldview can become a rationale for explaining the whole picture of the material Universe and, moreover, the metaphysical being.

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Akishin, M. "Empirical and theoretical levels of historical and legal knowledge." Russian Juridical Journal, no. 2 (2021): 43–55. http://dx.doi.org/10.34076/20713797_2021_2_43.

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HUSTED, KENNETH, SNEJINA MICHAILOVA, and HEIDI OLANDER. "DUAL ALLEGIANCE, KNOWLEDGE SHARING, AND KNOWLEDGE PROTECTION: AN EMPIRICAL EXAMINATION." International Journal of Innovation Management 17, no. 06 (2013): 1340022. http://dx.doi.org/10.1142/s1363919613400227.

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Earlier research has put forward the theoretical proposition that R&D employees exhibit different patterns of allegiance — they tend to either develop a unilateral allegiance (to their own firm or to the inter-firm collaboration), a dual low allegiance or a dual high allegiance. It has also been proposed that each particular allegiance type influences these employees' knowledge sharing behaviour. The present paper empirically tests these claims. Analysing original data collected through 50 interviews that took place in 2011 and 2012 in the R&D units of two global firms in Finland, the United States, and China, we confirm that these allegiance patterns exist and there is a relationship between allegiance and knowledge sharing behaviour. We also extend the previous theoretical framework on which the study is based and analyse not only knowledge sharing, but also knowledge protection behaviour.

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Canales García, Rosa Azalea, and Noelly Karla Sarracino Jiménez. "Knowledge Networks, Solidarity, and Entrepreneurship: Towards a Theoretical-Empirical Framework." Telos: Revista de Estudios Interdisciplinarios en Ciencias Sociales 27, no. 1 (2025): 210–32. https://doi.org/10.36390/telos271.18.

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A knowledge network is defined as a form of social interaction designed to complement and enhance the benefits derived from the exchange of knowledge. In this regard, entrepreneurship can illustrate how these network structures influence the success or failure of a nascent business. The aim of this study is to analyze how knowledge networks, grounded in trust and solidarity, impact entrepreneurial activity by fostering synergies that promote innovation and employment. To this end, the theoretical-conceptual model called Knowledge Networks Based on Solidarity in Entrepreneurship is proposed. The research adopts a qualitative methodology based on the case study method, focusing on Company M, located in Toluca, State of Mexico, which specializes in the commercialization of construction tools and moldings. The selection of this profit-oriented company allows for the examination of whether entrepreneurial actions are solely motivated by profit maximization or, on the contrary, encompass the formation of knowledge networks characterized by trust and solidarity. A limitation lies in the very nature of the case study, which leads to context-specific findings that are not generalizable. However, the results validate the proposed theoretical-empirical framework, as the analysis reveals a positive correlation between solidarity and knowledge networks within the entrepreneurial domain.

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Beckers, Debby GJ, Michiel AJ Kompier, Göran Kecklund, and Mikko Härmä. "Worktime control: theoretical conceptualization, current empirical knowledge, and research agenda." Scandinavian Journal of Work, Environment & Health 38, no. 4 (2012): 291–97. http://dx.doi.org/10.5271/sjweh.3308.

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Rayman, J. "Empirical and Theoretical Knowledge in Adorno's "Experimentation in Music Psychology"." Telos 2014, no. 169 (2014): 127–38. http://dx.doi.org/10.3817/1214169127.

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Kulkarni, Uday R., Sury Ravindran, and Ronald Freeze. "A Knowledge Management Success Model: Theoretical Development and Empirical Validation." Journal of Management Information Systems 23, no. 3 (2006): 309–47. http://dx.doi.org/10.2753/mis0742-1222230311.

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Dissertations / Theses on the topic "Empirical and theoretical knowledge"

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Ogborn, Jon Michael. "Theoretical and empirical investigations of the nature of scientific and commonsense knowledge." Thesis, King's College London (University of London), 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325509.

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Smolny, Werner. "Endogenous innovations and knowledge spillovers : a theoretical and empirical analysis; with 78 tables /." Heidelberg [u.a.] : Physica-Verl, 2000. http://swbplus.bsz-bw.de/bsz086287656cov.htm.

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Chorafakis, George. "The knowledge plexus and the systemic paradigm in economic geography : theoretical, empirical and policy perspectives." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648160.

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Pereyra-Rojas, Milagros. "A THEORETICAL, EMPIRICAL AND PRACTICAL APPROACH TO ACADEMIC KNOWLEDGE PRODUCTION AND JOB SATISFACTION:THE ROLE OF ACADEMIC ALIGNMENT." Case Western Reserve University School of Graduate Studies / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=case1394634774.

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Williams, Christopher. "Entrepreneurship and subsidiary management in multinational corporations : a new theoretical and empirical perspective on knowledge networks and heterarchical organisation." Thesis, Birkbeck (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417997.

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This thesis investigates how entrepreneurship is influenced by internal organisation in Multinational Corporations (MNCs). It provides fresh theoretical and empirical insights on MNC organisation and strategy, showing how intra-MNC knowledge networks and heterarchical communities enable corporate renewal. This thesis addresses the definition problem in the entrepreneurship field by conceptualising entrepreneurship as a perception-creation-change process. In the MNC context, this renewal process is intrinsically linked with subsidiary management aspects such as role, autonomy, relations and development. A new analytical framework for MNC entrepreneurship is then developed, consisting of two parts: (l) strategic investment and firm behavioural 'focussed entrepreneurship' and (2) emergent subsidiary level 'dispersed entrepreneurship' . Empirical investigation into the interface between subsidiary management and entrepreneurship follows with a mixed-method research strategy using focussed and dispersed operationalisations. For focussed entrepreneurship, cross-sectional resource allocations and longitudinal firm behaviour data show that MNC entrepreneurial stance is determined mainly by internal knowledge network characteristics, with more aggressive MNCs exploiting those networks with a higher risk orientation. Superior performance is shown as a contingency between stance and entrepreneurial obsolescence in the industry. For dispersed entrepreneurship, subsidiary manager perceptions elicited by survey and interview reveal how heterarchically oriented perception and creation variables, such as local initiative and political arena, affect MNC renewal. Entrepreneurial communities, distinct from those of practice and characterised by high boundary porosity and competitive purpose, are identified as critical reconciling mechanisms for mutual knowledge sharing during perception, creation and change. These new insights extend our understanding of MNC entrepreneurship whilst contributing to debates in international business research and theory development. Future research could investigate evolutionary paths of MNC entrepreneurial communities and emergent organisational forms with a multilevel research design. Future research could also analyse external network links and local embeddedness in order to understand how these communities develop and provide benefits and learning to external stakeholders as well as to the MNC. Normative implications of this study suggest MNC leaders should manage knowledge assets in terms of both firm-wide entrepreneurial orientation and boundary-spanning communities at the subsidiary-level to achieve an effective entrepreneurial organisation. Of particular concern to MNC managers is the adequacy of the internal knowledge network for the desired entrepreneurial orientation, requiring assessment and management in structural and relational terms.

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Riquelme, H. E. "A theoretical and empirical approach to the study of social representations and self-knowledge in new business venture investment decisions." Thesis, University of Manchester, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539324.

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Marengão, Luiz Angelo. "O ENSINO DE FÍSICA NO ENSINO MÉDIO: DESCREVENDO UM EXPERIMENTO DIDÁTICO NA PERSPECTIVA HISTÓRICOCULTURAL." Pontifícia Universidade Católica de Goiás, 2011. http://localhost:8080/tede/handle/tede/1043.

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Made available in DSpace on 2016-07-27T13:52:30Z (GMT). No. of bitstreams: 1 Luiz Angelo Marengao.pdf: 889178 bytes, checksum: 2da85daac847aef52935db63f69619a4 (MD5) Previous issue date: 2011-09-13<br>This study describes a methodological experience in Physics teaching with the objective of trying, through a didactical-formative experiment, a differentiated methodology focused on the formation of theoretical-scientific thought and that aims to evaluate the didactical actions of a teacher, derived from a teaching plan, in relation to the formation of mental actions of his/her students. The interest towards the research theme arose from the observation of an existing lack of motivation from students to study Physics and the challenges faced by the tutor while teaching that subject. The historical-cultural theory by Vygotsky was adopted as a theoretical-methodological reference and, within it, the developmental teaching theory by Davídov, due to its great potential to contribute to the improvement of Physics teaching. These theories aid the teacher in planning and developing his/her work as they propose the organization of teaching focused on the formation of concepts, the connection between content analysis and student's motives, and also the organization of interaction situations and mutual collaboration to nurture the development of mental actions. A qualitative research was made while applying the didactical-formative experiment, which is a procedure that allows monitoring the process of mental action formation throughout the execution of a teaching plan. The experiment consisted of planning, by researcher and teacher together, content and learning strategies for a teaching trimester to the sophomore year of the Mechanical Physics class. That class is part of the Integrated Construction course of the Instituto Federal de Educação Tecnológica do Estado de Goiás, former CEFET-GO. Data obtained from observations suggest an improvement on the interest and learning levels from students, showing the relevance of a differentiated Physics teaching methodology, which emphasizes the formation of and acting with concepts. They also point to the relevance of theoretical and methodological formation of the teacher, and the necessity that he/she considers, in teaching practice, the impact of his/her own epistemological conception towards the teaching and learning process.<br>Este estudo descreve uma experiência metodológica para o ensino de Física cujo objetivo foi o de por em prática, em um experimento didático-formativo, uma metodologia diferenciada voltada para a formação do pensamento teórico-científico, buscando avaliar as ações didáticas de uma professora, a partir de um plano de ensino, em relação à formação de ações mentais dos alunos. O interesse pelo tema surgiu a partir da constatação da falta de motivação dos alunos para o estudo da Física e das dificuldades encontradas pelo professor no ensino dessa disciplina. Como referência teórico-metodológica, foi adotada a teoria histórico-cultural de Vygotsky e, dentro dela, da teoria do ensino desenvolvimental de Davídov, em razão do seu grande potencial em contribuir para a melhoria do ensino de Física. Essas teorias auxiliam o professor no planejamento e desenvolvimento do seu trabalho na medida em que propõem a organização do ensino voltado para a formação de conceitos, a ligação entre a análise de conteúdo e os motivos dos alunos, assim como a organização de situações de interação e colaboração mútua em função do desenvolvimento de ações mentais. Foi realizada pesquisa qualitativa por meio do experimento didático-formativo, procedimento que permite o acompanhamento do processo de formação de ações mentais ao logo da execução de um plano de ensino. O experimento consistiu do planejamento conjunto entre o pesquisador e a professora da classe, de conteúdos e estratégias de aprendizagem, para um trimestre letivo, das aulas da disciplina Física−Mecânica do 1º ano do Curso Integrado de Edificações, do Instituto Federal de Educação Tecnológica do Estado de Goiás, antigo (CEFET-GO). Os dados obtidos das observações sugerem melhoria no interesse e na aprendizagem dos alunos, mostrando a relevância de uma metodologia de ensino de Física diferenciada, que valorize a formação de e a atuação com conceitos. Mas apontam, também, para a relevância da formação teórica e metodológica do professor e para a necessidade de ele considerar na sua prática de ensino o impacto de sua própria concepção epistemológica em relação ao processo de ensino e aprendizagem.

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Verneque, Felipe de Almeida. "Críticas da pesquisa educacional brasileira: presença constante do empirismo." Universidade do Estado do Rio de Janeiro, 2013. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=7655.

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Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro<br>O tema central desta investigação, desenvolvida através de pesquisa bibliográfica, é a prática da pesquisa em educação no Brasil. O objetivo principal foi apresentar as análises sobre os aspectos teóricos-metodológicos dessa prática. A pesquisa foi feita a partir de uma discussão conceitual sobre os fundamentos teórico-metodológicos da investigação científica em educação. As questões abordadas pela dissertação acerca dos pressupostos teórico-metodológicos indicam a presença da empiria como opção epistemológica na prática investigativa em educação. Com ênfase especial às críticas à presença da perspectiva empírica no trabalho de conhecimento da realidade educativa, a dissertação busca identificar as fragilidades teórico-metodológicas na pesquisa em educação. Por fim, em face destas questões, foi apresentada outra perspectiva epistemológica para se pensar a prática investigativa em educação, a partir das contribuições de Miriam Limoeiro Cardoso (1976, 1978, 1990). Em linhas gerais, ao longo da dissertação, foram levantadas questões, discussões que, de modo geral, são concernentes ao processo de produção de conhecimento, a partir da investigação na área da educação, no que tange aos aspectos teóricos, metodológicos, epistemológicos.<br>The central theme of this research, developed through bibliographic research, is the practice of educational research. The main objective was to present the analysis of the theoretical and methodological aspects of this practice. The research was done from a conceptual discussion on the theoretical and methodological foundations of scientific research in education. The questions presents by the dissertation about the theoretical and methodological assumptions indicate the presence of empiricism as an option in epistemological research practice in education. With special emphasis on the presence of critical empirical perspective on working knowledge of educational reality, the dissertation seeks to identify the theoretical and methodological weaknesses in educational research. Finally, in the face of these issues was presented another epistemological perspective to think the research practice in education, from the contributions of Miriam Limoeiro Cardoso (1976, 1978, 1990). In general, throughout the dissertation, questions were raised, discussions that, in general, are concerned with the process of knowledge production, from research in the area of education, in relation to the theoretical, methodological, epistemological.

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Hobbs, Georgina. "Wellbeing : a theoretical and empirical study." Thesis, Manchester Metropolitan University, 2016. http://e-space.mmu.ac.uk/617318/.

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There is mounting theoretical evidence that wellbeing has been mobilised within a personal responsibility agenda (PRA). However, there is little empirical evidence to support this. Additionally, little is understood about the role of historical/linguistic factors in this mobilisation and their influence on mainstream representations of wellbeing. Research indicates current representations of wellbeing assign primacy to academic/professional conceptualisations neglecting lay conceptualisations. This thesis examines wellbeing through complementary theoretical and empirical investigations. This responds to a need to explore: the mobilisation of wellbeing through empirical investigation; how and why historical and linguistic factors contribute to this mobilisation; whether this mobilisation is assimilated into lay conceptualisations. This is important given wellbeing is a central focus of international and national healthcare policy, an influential concept in health discourse and widely utilised to underpin health and social care services. Three research strategies were utilised: a synthesis of theoretical evidence; a historical/linguistic contextualisation of wellbeing and qualitative analysis of participant data. Data were collected from existing literature, historical/linguistic sources and semi-structured interviews. Findings illustrated that historical/linguistic associations between wellbeing and personal responsibility have facilitated its mobilisation within a PRA. Findings also identified that participants rarely associated wellbeing with personal responsibility, which was primarily perceived as the responsibility of the state, despite widespread dissemination of agentic representations of wellbeing. Findings suggest that wellbeing has been mobilised within a PRA for governance purposes. This has been achieved primarily through the promulgation of agentic representations of wellbeing. However, findings indicated a disjunction between participant and academic/professional conceptualisations of responsibility for wellbeing. This contributes to the revitalised debate about representations of wellbeing and the division of responsibility for wellbeing between the individual and the state.

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Löfgren, Åsa. "Environmental taxation : empirical and theoretical applications /." Göteborg : Dept. of Economics, School of Economics and Commercial Law [Nationalekonomiska institutionen, Handelshögsk.], 2003. http://www.handels.gu.se/epc/archive/00002522/01/Lofgren_thesis.pdf.

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Books on the topic "Empirical and theoretical knowledge"

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El-Sayed, Abou-Zeid, ed. Knowledge management and business strategies: Theoretical frameworks and empirical research. Information Science Reference, 2008.

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Riquelme, Hernan Eduardo. A theoretical and empirical approach to the study of social representations and self-knowledge in new business venture investment decisions. University of Manchester, 1993.

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Zuev, Vasiliy. Organization of scientific knowledge: classification and theory. INFRA-M Academic Publishing LLC., 2024. http://dx.doi.org/10.12737/1819218.

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The textbook discusses the features of classification and theory as a means of organizing scientific knowledge. Empirical and theoretical approaches to classification, features of empirical and mature theory, principles and methods of theoretical modeling of scientific knowledge are analyzed. The history of the classification of sciences from Antiquity to the present is considered. Meets the requirements of the federal state educational standards of higher education of the latest generation. For university students and postgraduates, specialists in natural sciences and humanities.

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Gostenina, Valentina. Sociology of Management in a Transitive Society: Theory and Empirical Research Experience. INFRA-M Academic Publishing LLC., 2024. https://doi.org/10.12737/2086345.

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The textbook examines the theoretical aspects and empirical patterns of management in a transitive society. The tasks of studying the course, a workshop for self-checking knowledge, skills and abilities, topics and content of the lecture material are presented. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students in the fields of "Sociology of Management", "Sociological diagnostics of human potential in a digital society", "Psychology of management", "Digital Economy and regional management", "Management of technosphere security of territories and economic facilities", as well as for teachers, employees of management services, civil servants and graduate students.

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Goldman, Alan H. Empirical knowledge. University of California Press, 1988.

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Stepin, Vyacheslav. Theoretical Knowledge. Springer Netherlands, 2005. http://dx.doi.org/10.1007/1-4020-3046-0.

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Irina, Nikolaeva, ed. Finiteness: Theoretical and empirical foundations. Oxford University Press, 2007.

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Seoane, Elena, and María José López-Couso, eds. Theoretical and Empirical Issues in Grammaticalization. John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/tsl.77.

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Okem, Andrew Emmanuel, ed. Theoretical and Empirical Studies on Cooperatives. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-34216-0.

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Löfgren, Åsa. Environmental taxation: Empirical and theoretical applications. [s.n.], 2003.

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Book chapters on the topic "Empirical and theoretical knowledge"

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Halatchliyski, Iassen. "Theoretical and Empirical Analysis of Networked Knowledge." In Mass Collaboration and Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-13536-6_16.

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Davidson, Ian, and S. S. Ravi. "Agglomerative Hierarchical Clustering with Constraints: Theoretical and Empirical Results." In Knowledge Discovery in Databases: PKDD 2005. Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11564126_11.

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Mahayni, D. "Currency Derivatives in German Non-financials: Empirical Evidence on Theoretical Approaches." In Studies in Classification, Data Analysis, and Knowledge Organization. Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/978-3-642-55991-4_35.

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Glückler, Johannes, Gary Herrigel, and Michael Handke. "On the Reflexive Relations Between Knowledge, Governance, and Space." In Knowledge for Governance. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47150-7_1.

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AbstractGovernance is both a contested concept and an increasingly empirical concern. On the one hand, it has become an almost universal and all-encompassing concept, which has attracted scholarly interest from many disciplines and over many decades to tackle the dilemmas of collective action and to facilitate effective coordination of interests and resources toward commonly accepted goals. On the other hand, conceptions of governance vary considerably, and their meanings depend on disciplinary perspectives, theoretical traditions, and empirical focus. Although it is easy to agree what governance is not, it is more challenging to create broad consensus on what it is and how it works effectively. Most capaciously, governance denotes the coordination of collective action. These actions take place in institutionally or physically organized spaces of interaction, where knowledge is needed to shape governance appropriately. Organized spaces and knowledge are both conditions as well as consequences of the governance process.

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Holsapple, Clyde W., Victor Raj, and William Wagner. "Knowledge Acquisition: Recent Theoretic and Empirical Developments." In Recent Developments in Decision Support Systems. Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-662-02952-7_12.

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Fleer, Marilyn. "Knowledge Construction Is Culturally Situated: The Human Invention of Empirical, Narrative and Theoretical Knowledges." In A Cultural-Historical Study of Children Learning Science. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9370-4_6.

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Martin, Roman, Heidi Wiig Aslesen, Markus Grillitsch, and Sverre J. Herstad. "Regional Innovation Systems and Global Flows of Knowledge." In New Avenues for Regional Innovation Systems - Theoretical Advances, Empirical Cases and Policy Lessons. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71661-9_7.

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Dameri, R. P., C. R. Sabroux, and Ines Saad. "Driving IS Value Creation by Knowledge Capturing: Theoretical Aspects and Empirical Evidences." In Information Technology and Innovation Trends in Organizations. Physica-Verlag HD, 2011. http://dx.doi.org/10.1007/978-3-7908-2632-6_9.

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Belussi, Fiorenza, Ivan De Noni, and Luigi Orsi. "Mapping Inventors’ Networks to Trace Knowledge Flows Among EU Regions." In New Avenues for Regional Innovation Systems - Theoretical Advances, Empirical Cases and Policy Lessons. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71661-9_9.

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Dabbour, Ghassan. "The Knowledge-Evolving Project: Fundamentals to a Complete Project Knowledge Management Discipline." In Lecture Notes in Civil Engineering. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-27462-6_1.

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AbstractThis paper establishes a knowledge management doctrine unique to the field of project management. The paper investigates and expands on the theoretical frameworks and practices of organisational knowledge management – which is the dominate doctrine in the discipline of knowledge management – to deduce a theory and a practice of project knowledge management that is distinctive from other knowledge management fields. It is discovered that the knowledge dynamics at the foundational level of project knowledge management is a symmetrical transposition of that of organisational knowledge management. Thus, the Knowledge-Evolving Project doctrine is established as the inverse of the Knowledge-Creating Company. Exploring a knowledge management discipline distinctive to project management inevitably leads to new insights that are potentially significant to managing knowledge in projects in particular and to knowledge management discipline in general. Most of the current literature on project knowledge management is almost indistinguishable from organisational knowledge management. The very same theoretical and empirical concepts and ideas are applied interchangeably in both management fields. This paper takes the rare step of creating a new theory and practice of project knowledge management such that it is distinctive from other knowledge management fields.

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Conference papers on the topic "Empirical and theoretical knowledge"

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Shaw, Arijit, and Kuldeep S. Meel. "Model Counting in the Wild." In 21st International Conference on Principles of Knowledge Representation and Reasoning {KR-2023}. International Joint Conferences on Artificial Intelligence Organization, 2024. http://dx.doi.org/10.24963/kr.2024/71.

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Model counting is a fundamental problem in automated reasoning with applications in probabilistic inference, network reliability, neural network verification, and more. Although model counting is computationally intractable from a theoretical perspective due to its #P-completeness, the past decade has seen significant progress in developing state-of-the-art model counters to address scalability challenges. In this work, we conduct a rigorous assessment of the scalability of model counters in the wild. To this end, we surveyed 11 application domains and collected an aggregate of 2262 benchmarks from these domains. We then evaluated six state-of-the-art model counters on these instances to assess scalability and runtime performance. Our empirical evaluation demonstrates that the performance of model counters varies significantly across different application domains, underscoring the need for careful selection by the end user. Additionally, we investigated the behavior of different counters with respect to two parameters suggested by the model counting community, finding only a weak correlation. Our analysis highlights the challenges and opportunities for portfolio-based approaches in model counting.

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Line, Antra, Anita Lasmane, and Liga Jankova. "PERCEPTIONS OF LATVIAN UNIVERSITIES MANAGEMENT STUDENTS ON CORPORATE SOCIAL RESPONSIBILITY AND ITS IMPLEMENTATION IN LATVIAN ENTERPRISES." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s08/31.

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In the European Union, corporate social responsibility is no longer a novel concept in contemporary enterprises. In various enterprises, corporate social responsibility has reached different levels, and Latvia is also pursuing its development path in this area. Within this framework, enterprises are encouraged to pay greater attention to responsibility not only towards employees but also towards the environment and society, thus implementing a sustainable approach to corporate management. Several researchers have emphasised that the interest and understanding of managers play a crucial role in ensuring corporate social responsibility within enterprises. Their values, and their desire to implement sustainable corporate policies, thereby also caring for future generations. Therefore, the question of the understanding, knowledge, and motivation of future leaders in addressing corporate social responsibility issues becomes relevant already now. Hence, the issue of understanding, knowledge, and motivation of future managers in addressing corporate social responsibility matters becomes pertinent already. The aim of the study is to elucidate the perception and attitudes of management students on corporate social responsibility and its implementation in Latvian enterprises. The objectives of the study are to develop the theoretical framework of the research by evaluating the situation in Latvia regarding the implementation of corporate social responsibility, as well as the experience of other countries concerning management students� attitudes towards corporate social responsibility and opportunities for improving the study process; and to empirically obtain results for the development of guidelines to enhance the content and methods of study courses. The research methods applied in this research include theoretical research methods, such as content analysis of management science literature, as well as empirical research method: a questionnaire survey of management students from several Latvian universities. Within the scope of the study, a questionnaire survey was conducted among management students from several Latvian universities. The survey aimed to ascertain students� awareness of corporate social responsibility, its significance, and implementation in Latvian enterprises. Additionally, it examined the role of study courses in enhancing understanding and readiness to promote social corporate responsibility. The study also explored the statistical significance of students� socio-demographic characteristics with perception and attitudes towards corporate social responsibility. The research results will be used to enhance the content and methods of study courses in terms of promoting corporate social responsibility.

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Chung, Tingting (Rachel), and Dennis Galletta. "Conceptualizing Knowledge Use: A Theoretical Framework and Empirical Study." In 2012 45th Hawaii International Conference on System Sciences (HICSS). IEEE, 2012. http://dx.doi.org/10.1109/hicss.2012.174.

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Honcharenko, Svitlana, and Illia Krasnyuk. "KNOWLEDGE MINING FOR MODELLING IN INNOVATIVE CRISIS MANAGEMENT OF EDUCATION." In THEORETICAL AND EMPIRICAL SCIENTIFIC RESEARCH: CONCEPT AND TRENDS. European Scientific Platform, 2025. https://doi.org/10.36074/logos-07.03.2025.055.

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Torosyan, Vera, Elena Torosyan, and S. O. Kryuchkova. "MODELING AS EMPIRICAL AND THEORETICAL METHOD OF OBTAINING KNOWLEDGE IN CHEMISTRY." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0178.

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Zhang, XiangQian, and Liu Xuan. "Notice of Retraction: Theoretical and empirical research on knowledge talents transaction HeXie management." In Business Management and Electronic Information. 2011 International Conference on Business Management and Electronic Information (BMEI 2011). IEEE, 2011. http://dx.doi.org/10.1109/icbmei.2011.5921011.

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Yang, Dan. "The theoretical analysis and empirical study on the structure modeling of knowledge work." In 2014 International Conference on Management Science and Engineering (ICMSE). IEEE, 2014. http://dx.doi.org/10.1109/icmse.2014.6930347.

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He, Li. "The Theoretical and Empirical Research on Organization Innovation from the Knowledge Management Perspective." In First International Workshop on Knowledge Discovery and Data Mining (WKDD 2008). IEEE, 2008. http://dx.doi.org/10.1109/wkdd.2008.106.

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Карпин, Владимир Александрович, and Ольга Ивановна Шувалова. "ON THE QUESTION OF BUILDING A SCIENTIFIC THEORY: DIALECTICS OF EMPIRICAL AND THEORETICAL KNOWLEDGE." In Проблемы научно-практической деятельности. Поиск и выбор перспективных решений: сборник статей международной научной конференции (Вологда, Февраль 2025). Crossref, 2025. https://doi.org/10.58351/250225.2025.23.51.002.

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Научная теория преследует своей целью экономию мышления ученого, объединяя научные законы в небольшое число принципов. Важнейшей проблемой является взаимоотношение науки и философии. Мы отстаиваем позицию, при которой научная теория имеет дело только с явлениями окружающего мира, подчиняясь только экспериментальному методу. Изучению сущности материальных объектов должны заниматься различные философские системы. Научная теория обязательно должна использовать как эмпирические, так и различные необходимые теоретические элементы научного познания. Scientific theory aims to save the scientist's thinking by combining scientific laws into a small number of principles. The most important problem is the relationship between science and philosophy. We defend the position that scientific theory deals only with the phenomena of the surrounding world, obeying only the experimental method. Various philosophical systems should study the essence of material objects. Scientific theory must necessarily use both empirical and various necessary theoretical elements of scientific knowledge.

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Chen, Lu-Jui. "KNOWLEDGE IS POWER: HOW SUBSIDIARY CREATE KNOWLEDGE BY RELATIONAL EMBEDDEDNESS AND KNOWLEDGE SPILLOVERS." In MBP 2024 Tokyo International Conference on Management & Business Practices, 18-19 January. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/icssh.2024.8081.

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In this study, the relationship between environmental competitiveness and knowledge creation in subsidiaries is examined, suggesting that external relational embeddedness serves as a mediator and knowledge spillover acts as a moderator of this relationship. We analyzed a sample of 189 subsidiaries in Shanghai, Mainland China. The findings indicate that environmental competitiveness has a positive effect on the external embeddedness of subsidiaries. Specifically, subsidiary external relational embeddedness not only directly affects subsidiary absorptive capacity and knowledge creation but also has a fully mediating effect on this relationship. Regarding the effect of knowledge spillovers, only unconscious knowledge spillovers allow subsidiaries to expand their relational networks, increase their sources of knowledge, and notably increase their opportunities for knowledge creation. Both the theoretical and empirical implications are further discussed.

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Reports on the topic "Empirical and theoretical knowledge"

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Lindell, Lisbeth. Nursing Group Supervision: Reflected Experience-based Knowledge. Malmö University, 2024. http://dx.doi.org/10.24834/isbn.9789178775590.

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This report describes a systematic pedagogical process model for clinical supervision. The model is group-based and applicable both in theoretical and clinical training. This model is based on the group participants' experiences in care work aimed at integrating practical and theoretical knowledge. The emotional part of the nursing process refers to nurturing caregivers and supporting the development of personal and empirical professional knowledge. The model is based on group participants' self-perceived experiences in care work.The method of instruction is equally applicable to professionals in the same or different professions within healthcare. The model can further be used at moments of crisis or restructuring work at care facilities. The model can also be used in group supervision of patient/client groups based on different themes.The conversation method involves systematically accounting for a self-perceived situation or problem through questions, and it can also be used as a communication technique in dealing with individual patients and families.

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Azar, Pablo, Sergio Olivas, and Nish D. Sinha. The Price of Processing: Information Frictions and Market Efficiency in DeFi. Federal Reserve Bank of New York, 2025. https://doi.org/10.59576/sr.1153.

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This paper investigates the speed of price discovery when information becomes publicly available but requires costly processing to become common knowledge. We exploit the unique institutional setting of hacks on decentralized finance (DeFi) protocols. Public blockchain data provides the precise time a hack’s transactions are recorded—becoming public information—while subsequent social media disclosures mark the transition to common knowledge. This empirical design allows us to isolate the price impact occurring during the interval characterized by information asymmetry driven purely by differential processing capabilities. Our central empirical finding is that substantial price discovery precedes common knowledge: approximately 36 percent of the total 24-hour price decline (∼27 percent) materializes before the public announcement. This evidence suggests sophisticated traders rapidly exploit their ability to process complex, publicly available on-chain data, capturing informational rents. We develop a theoretical model of informed trading under processing costs which predicts strategic, slow information revelation, consistent with our empirical findings. Our results quantify the limits imposed by information processing costs on market efficiency, demonstrating that transparency alone does not guarantee immediate information incorporation into prices.

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Morville, Anne-Le, Janice Jones, Michal Avrech-Bar, et al. A scoping review protocol on Occupational Science Research in European Contexts. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.7.0056.

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Review question / Objective: Researchers may conduct scoping reviews instead of systematic reviews where the purpose of thereview is to identify knowledge gaps, scope a body of literature, clarify concepts or to investigate research conduct. While useful in their own right, scoping reviews may also be helpful precursors to systematic reviews and can be used to confirm the relevance of inclusion criteria and potential questions. (Munn et al. BMC Medical Research Methodology (2018) 18:143) The aim of this review is to scope the empirical-based and peer-reviewed European OS research literature and map identified research methods, theories or theoretical concepts, and target groups to obtain a status quo overview of OS research undertaken in Europe between 2015 and 2020. Research questions: • What recent development is seen when mapping the empirical-based and peer-reviewed European OS research literature in accordance with publication volume, publication date and geographical context? • What characterizes the identified research methods, theories or theoretical concepts, and target groups applied in the peer-reviewed OS research literature?

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Castro, Carolina Robledo, Tullio Vardanega, Gabriele Pozzan, Chiara Montuori, and Barbara Arfè. Characteristics and psychometric properties of computational thinking assessments in children and adolescents: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2023. http://dx.doi.org/10.37766/inplasy2023.4.0069.

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Review question / Objective: This systematic review had the objectives of: 1) collecting the measurement instruments that evaluate computational thinking in children and adolescents; 2) examining the psychometric properties and characteristics of these instruments. Eligibility criteria: Inclusion criteria: Articles discussing results of empirical studies in which CT was evaluated; articles with results of validation studies presenting and testing new TC assessment tolos; K-12 Education Student Sample.Exclusion criterio: Abstracts or proceedings are excluded, review articles or theoretical articles are excluded; articles reporting research in which CT assessment is performed by instruments that measure self-efficacy, attitudes or other constructs; articles reporting research in which CT assessment is performed by instruments that assess teachers’ rather than children’s knowledge or skills.

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Hruntova, Tetiana V., Yuliia V. Yechkalo, Andrii M. Striuk, and Andrey V. Pikilnyak. Augmented Reality Tools in Physics Training at Higher Technical Educational Institutions. [б. в.], 2018. http://dx.doi.org/10.31812/123456789/2660.

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Research goal: the research is aimed at theoretical substantiation of applying the augmented reality technology and its peculiarities at higher technical educational institutions. Research objectives: the research is to solve the problems of determining the role and place of the technology in the educational process and its possible application to physics training. Object of research: teaching physics to students of higher technical educational institutions. Subject of research: the augmented reality technology as a component of the training process at higher educational institutions. Research methods used: theoretical methods include analysis of scientific and methodological literature; empirical methods include studying and observation of the training process. Research results: analysis of scientific publications allows defining the notion of augmented reality; application of augmented reality objects during laboratory practical works on physics is suggested. Main conclusions. introduction of the augmented reality technology in the training process at higher technical educational institutions increases learning efficiency, facilitates students’ training and cognitive activities, improves the quality of knowledge acquisition, provokes interest in a subject, promotes development of research skills and a future specialist’s competent personality.

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Alexander and Kiefner. L51554 Field Observations on the Two-Phase Hovenweep CO2 Gathering System During Summer Operation. Pipeline Research Council International, Inc. (PRCI), 1988. http://dx.doi.org/10.55274/r0010290.

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While laboratory-scale studies of single-phase flow have resulted in good correlations for the design of large-diameter pipeline systems, similar approaches for two-phase flow have not been as useful. Although theoretical modeling and simulation of single-phase turbulent flow has not yet been accomplished, empirical observation of many small-scale examples has lead to effective correlations through dimensional analysis. These correlations for a single-phase often do scale-up adequately for design of pipelines. However, when an additional phase is present, this approach has not worked well. It is likely that a better understanding of the fundamental interaction of two-turbulent phases will be necessary if small-scale studies are to be used for the design of large, high-pressure pipeline systems. A more immediate way of gaining some knowledge of two-phase flow in large diameter pipes of the complexity present in the field is to over-design a pipeline system and construct it, field tune it to specifications, then observe its behavior. This is obviously a risky and expensive approach. However, many such systems have been constructed. It is on these successful two-phase pipeline systems that our attention should be focused in the immediate future if we are to improve two-phase pipeline design now of new but similar systems. Such is the focus of this study of the Hovenweep CO2 Gathering System. The Hovenweep CO2 Gathering System was selected for study as a pipeline system that could add to the knowledge of the nature of steady-state two-phase flow in large diameter high pressure pipeline systems with hilly terrain. Characterization includes measurement of the following variables: 1. gas and liquid flow rates; 2. typical gas and liquid compositions; 3. liquid volume fractions; 4. pressure drop across each test segment; 5. temperature.

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Manai, Jojo, and Jeremy Roschelle. Connecting SEERNet and Improvement Science to Pursue Better Outcomes in Schools. SEERNet, Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/234.

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In every school, dedicated teachers strive to support their students' unique learning journeys. Imagine a classroom where potential challenges are quickly identified and met with precise interventions. Imagine a school or school district where the many potential ways to solve problems can be quickly tested, and the best solutions rapidly scaled up across the district. We explore how this vision can become a reality through the integration of Improvement Science with SEERNet's data and research capabilities. Improvement Science offers a structured approach to identifying and solving problems. SEERNet—a network of digital learning platforms, researchers, and educators—provides a method to use evidence to compare alternative approaches to supporting students on the basis of detailed data from students’ experiences in digital learning platforms. However, this vision cannot be realized in isolation. Collaboration between researchers and practitioners is vital for improving student outcomes. Researchers contribute theoretical knowledge and empirical skills, while practitioners bring on-the-ground professional experience and knowledge about what works for their students. Working together, they can advance how educational technologies are used for student learning in ways that are research based, practical and relevant. This white paper explores how and why SEERNet could be combined with Improvement Science methodologies. We delve into the collaborative power of Networked Improvement Communities (NICs), a core method in Improvement Science. We then examine the dynamic interplay between SEERNet's approach and Improvement Science. A scenario illustrates how a school district could use Terracotta, a platform that enables research within a popular LMS, to address reading comprehension barriers in STEM subjects for English learners and students with disabilities. Researchers and teachers collaborate to test assignment modifications, such as adding text-to-speech tools and steps to clarify questions. Using iterative Plan-Do-Study-Act (PDSA) cycles, they refine these strategies based on data, resulting in improved outcomes. The paper concludes with five recommendations: fostering collaboration, enhancing data sharing, leveraging root cause analysis, implementing iterative improvements, and scaling successful interventions.

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Luce, R. D., and Ragnar Steingrimsson. Empirical and Theoretical Studies of Psychophysical Phenomena. Defense Technical Information Center, 2013. http://dx.doi.org/10.21236/ada582513.

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Dalal, Reeshad S., Rustin D. Meyer, Irwin J. Jose, et al. Dissecting Situational Strength: Theoretical Analysis and Empirical Tests. Defense Technical Information Center, 2012. http://dx.doi.org/10.21236/ada564311.

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Weiss, Sholom M., and Casimir A. Kulikowski. Empirical Analysis and Refinement of Expert System Knowledge Bases. Defense Technical Information Center, 1988. http://dx.doi.org/10.21236/ada200146.

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