Relevant bibliographies by topics / Problem framing

Contents

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

Academic literature on the topic 'Problem framing'

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

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Journal articles on the topic "Problem framing"

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Euchner, Jim. "Problem Framing." Research-Technology Management 62, no. 2 (March 4, 2019): 11–13. http://dx.doi.org/10.1080/08956308.2019.1563433.

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Sleet, David A., and Daphne B. Moffett. "Framing the Problem." Family & Community Health 32, no. 2 (April 2009): 88–97. http://dx.doi.org/10.1097/01.fch.0000347985.67681.9d.

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Park, Chan Hyung, and Markus Baer. "Problem Framing and Formulation." Academy of Management Proceedings 2020, no. 1 (August 2020): 14811. http://dx.doi.org/10.5465/ambpp.2020.14811abstract.

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Lormand, Eric. "Framing the frame problem." Synthese 82, no. 3 (March 1990): 353–74. http://dx.doi.org/10.1007/bf00413881.

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Kvan, Thomas, and Song Gao. "Problem Framing in Multiple Settings." International Journal of Architectural Computing 2, no. 4 (December 2004): 443–60. http://dx.doi.org/10.1260/1478077042906186.

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C. Payne, Troy, Kathleen Gallagher, John E. Eck, and James Frank. "Problem framing in problem solving: a case study." Policing: An International Journal of Police Strategies & Management 36, no. 4 (November 4, 2013): 670–82. http://dx.doi.org/10.1108/pijpsm-01-2012-0081.

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Bardwell, Lisa V. "Problem-Framing: A perspective on environmental problem-solving." Environmental Management 15, no. 5 (September 1991): 603–12. http://dx.doi.org/10.1007/bf02589620.

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Copland, Michael Aaron. "Developing Prospective Principals’ Problem-Framing Skills." Journal of School Leadership 13, no. 5 (September 2003): 529–48. http://dx.doi.org/10.1177/105268460301300502.

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This article reports on a study that inquired about the teaching and learning of administrative problem-framing skills in a problem-based learning (PBL) administrator preparation program. A literature-based definition of problem-framing ability is developed and a theoretical rationale for the study, based on elements of a social-psychological framework, is introduced. Employing a one-group pretest–posttest design, the problem-framing ability of students in one program cohort was measured prior to exposure to any PBL experiences and again at the end of their preparation program after repeated exposure to PBL. A statistical analysis reveals students’ problem-framing ability improves significantly over time, associated with their level of exposure to PBL. In postprogram qualitative data, graduates suggest PBL preparation develops their ability to frame problems encountered in practice. Finally, the implications of the findings for instructional practice and future research on administrator preparation are explored.
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Haase, Louise Møller, and Linda Nhu Laursen. "Meaning Frames: The Structure of Problem Frames and Solution Frames." Design Issues 35, no. 3 (July 2019): 20–34. http://dx.doi.org/10.1162/desi_a_00547.

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In recent years, focus on the designer's ability to frame wicked problems has underlined the important positioning of the designer as a key player in the early phases of innovation. However, further clarification and development of the theory and terminology of framing are needed in order to understand and support the rather complex framing process that the design team engages in during the early phases of innovation. There is a need to understand how design teams move from an overall framing of the wicked problem, in literature termed the “ problem frame,” to creating a meaningful solution. Through in-depth case studies of the framing processes at five design companies, we learn how designers use the overall problem frame as a stepping-stone to constructing a set of “ solution frames” in order to move toward a meaningful solution that integrates different perspectives. Together with the problem frame these sets of additional solution frames constitute an overall framing of the meaningful product—a “ meaning frame.” This overall meaning frame clarifies and sets the boundaries, the values and goals, and the criteria for evaluation of a proposed solution. As such, the study sheds light on the otherwise hidden reasoning process of framing toward a meaningful solution, rather than framing the problem, which a majority of current literature discusses.
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Moor, Timothy Nicholas, and Stuart Gerald English. "Reflections on Multiple Perspective Problem Framing." International Journal of Design Management and Professional Practice 6, no. 2 (2013): 29–50. http://dx.doi.org/10.18848/2325-162x/cgp/v06i02/38575.

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Dissertations / Theses on the topic "Problem framing"

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Gallagher, Kathleen M. "Problem Framing in Problem-Oriented Policing:An Examination of Framing from Problem Definition to Problem Response." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406811215.

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Dzbor, Martin. "Design as interactions of problem framing and problem solving : a formal and empirical basis for problem framing in design." Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250506.

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In this thesis, I present, illustrate and empirically validate a novel approach to modelling and explaining design process. The main outcome of this work is the formal definition of the problem framing, and the formulation of a recursive model of framing in design. The model (code-named RFD), represents a formalisation of a grey area in the science of design, and sees the design process as a recursive interaction of problem framing and problem solving. The proposed approach is based upon a phenomenon introduced in cognitive science and known as (reflective) solution talkback. Previously, there were no formalisations of the knowledge interactions occurring within this complex reasoning operation. The recursive model is thus an attempt to express the existing knowledge in a formal and structured manner. In spite of rather abstract, knowledge level on which the model is defined, it is a firm step in the clarification of design process. The RFD model is applied to the knowledge-level description of the conducted experimental study that is annotated and analysed in the defined terminology. Eventually, several schemas implied by the model are identified, exemplified, and elaborated to reflect the empirical results. The model features the mutual interaction of predicates ‘specifies’ and ‘satisfies’. The first asserts that a certain set of explicit statements is sufficient for expressing relevant desired states the design is aiming to achieve. The validity of predicate ‘specifies’ might not be provable directly in any problem solving theory. A particular specification can be upheld or rejected only by drawing upon the validity of a complementary predicate ‘satisfies’ and the (un-)acceptability of the considered candidate solution (e.g. technological artefact, product). It is the role of the predicate ‘satisfies’ to find and derive such a candidate solution. The predicates ‘specifies’ and ‘satisfies’ are contextually bound and can be evaluated only within a particular conceptual frame. Thus, a solution to the design problem is sound and admissible with respect to an explicit commitment to a particular specification and design frame. The role of the predicate ‘acceptable’ is to compare the admissible solutions and frames against the ‘real’ design problem. As if it answered the question: “Is this solution really what I wanted/intended?” Furthermore, I propose a set of principled schemas on the conceptual (knowledge) level with an aim to make the interactive patterns of the design process explicit. These conceptual schemas are elicited from the rigorous experiments that utilised the structured and principled approach to recording the designer’s conceptual reasoning steps and decisions. They include • the refinement of an explicit problem specification within a conceptual frame; • the refinement of an explicit problem specification using a re-framed reference; and • the conceptual re-framing (i.e. the identification and articulation of new conceptual terms) Since the conceptual schemas reflect the sequence of the ‘typical’ decisions the designer may make during the design process, there is no single, symbol-level method for the implementation of these conceptual patterns. Thus, when one decides to follow the abstract patterns and schemas, this abstract model alone can foster a principled design on the knowledge level. It must be acknowledged that for the purpose of computer-based support, these abstract schemas need to be turned into operational models and consequently suitable methods. However, such operational perspective was beyond the time and resource constraints placed on this research.
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Hjorth, Marcus. "Framing och epidemier : En studie av framing i relation till fiktiva och reella epidemier." Thesis, Karlstads universitet, Institutionen för sociala och psykologiska studier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-27662.

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The present study aimed to replicate Tversky & Kahneman's' survey of 1981 The Asian Disease Problem. A survey was conducted on the Internet (N = 200). An identical problem was added, yet with The Swine Flu as the disease. This was done to be able to investigate if there are any order effects, and also if it matters whether the mentioned disease is fictional or real. The results show the same results as Tversky & Kahneman already noted; positively and negatively framed problems generate different responses from the participants. In addition, the results show a significant order effect: it does matter in which order the problems are presented with regard to positive and negative framing. The group of participants who were first introduced to a negatively framed problem showed a tendency to respond more evenly to the following problem. Lastly, no differences were found in responses depending on whether it was a fictional (The Asian Disease) or real (The Swine Flu) that was presented in the problem.
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Gao, Song. "A comparative study of problem framing in multiple settings." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36300470.

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Gao, Song, and 高崧. "A comparative study of problem framing in multiple settings." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36300470.

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Koy, Andrew Bruen. "Framing the force protection problem an application of knowledge management." Thesis, Monterey, California. Naval Postgraduate School, 2002. http://hdl.handle.net/10945/5894.

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Approved for public release; distribution is unlimited.
Using knowledge management and knowledge flow theories, personnel involved in force protection can better construct a trustworthy threat assessment of a port region. By ensuring that intelligence agents, regional experts, and force protection officers are linked in a knowledge flow system, our fleet's decision makers will be equipped with the proper tools to better prepare for port visits. A new organization, the Multi-Threat Alert Center, will be a vital organization that is charged with doing most of the knowledge construction in this system. Therefore its construction and implementation into the AT/FP organization is paramount to maintaining a successful system. Its ultimate knowledge product will be used by commands conducting port visits as the main assessment of the current threat conditions. A key component to ensuring that due diligence is maintained while using pre-fixed force protection plans is to ensure that knowledge is treated as a dynamic system instead of a static object. By analyzing the MTAC knowledge flow systems with current theories, the planners and organizers of force protection can ensure that a functioning and efficient system is in place.
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Koy, Andrew B. "Framing the force protection problem : an application of knowledge management /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2002. http://library.nps.navy.mil/uhtbin/hyperion-image/02Jun%5FKoy.pdf.

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Modir, Bahar. "Problem solving in physics: undergraduates' framing, procedures, and decision making." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/36258.

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Doctor of Philosophy
Department of Physics
Eleanor C. Sayre
In this dissertation I will start with the broad research question of what does problem solving in upper division physics look like? My focus in this study is on students' problem solving in physics theory courses. Some mathematical formalisms are common across all physics core courses such as using the process of separation of variables, doing Taylor series, or using the orthogonality properties of mathematical functions to set terms equal to zero. However, there are slight differences in their use of these mathematical formalisms across different courses, possibly because of how students map different physical systems to these processes. Thus, my first main research question aims to answer how students perform these recurring processes across upper division physics courses. I break this broad question into three particular research questions: What knowledge pieces do students use to make connections between physics and procedural math? How do students use their knowledge pieces coherently to provide reasoning strategies in estimation problems? How do students look ahead into the problem to read the information out of the physical scenario to align their use of math in physics? Building on the previous body of the literature, I will use the theory family of Knowledge in Pieces and provide evidence to expand this theoretical foundation. I will compare my study with previous studies and provide suggestions on how to generalize these theory expansions for future use. My experimental data mostly come from video-based classroom data. Students in groups of 2-4 students solve in-class problems in quantum mechanics and electromagnetic fields 1 courses collaboratively. In addition, I will analyze clinical interviews to demonstrate how a single case study student plays an epistemic game to estimate the total energy in a hurricane. My second research question is more focused on a particular instructional context. How do students frame problem solving in quantum mechanics? I will lay out a new theoretical framework based in epistemic framing that separates the problem solving space into four frames divided along two axes. The first axis models students' framing in math and physics, expanded through the second axis of conceptual problem solving and algorithmic problem solving. I use this framework to show how students navigate problem solving. Lastly, I will use this developed framework to interpret existing difficulties in quantum mechanics.
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Burch, Michael Eddie. "Climate Change, Situational Theory of Problem Solving, and Issue Framing Effects." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5449.

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This is an exploratory study of the Situational Theory of Problem Solving applied to the context of climate change communication. Selective exposure to politically slanted media is explored as a referent criterion and framing effects are also tested. Relationships between consumption of media characterized as conservative or liberal with referent criterion, Situational Motivation in Problem Solving, problem recognition, involvement recognition, and constraint recognition are tested.
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Gray, A., Karin Keith, and Huili Hong. "Framing Problem-based Learning Cases in Literacy within Eastern Tennessee Regional Contexts." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1011.

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Books on the topic "Problem framing"

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Clark, Roger N. Integrated research in natural resources: The key role of problem framing. Portland, OR: U. S. Dept. of Agriculture, Forest Service, Pacific Northwest Research Station, 2006.

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Kessell, Terri. Framing the frontier: Life in 19th-century Aotearoa. North Shore, N.Z: Pearson, 2010.

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Males, Mike A. Framing youth: Ten myths about the next generation. Monroe, Me: Common Courage Press, 1998.

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Framing the margins: The social logic of postmodern culture. New York: Oxford University Press, 1994.

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Pink, Daniel H. A whole new mind: Moving from the information age to the conceptual age. New York: Riverhead Books, 2005.

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Pink, Daniel H. A Whole New Mind. New York: Penguin Group USA, Inc., 2008.

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Framing the Force Protection Problem: An Application of Knowledge Management. Storming Media, 2002.

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Babor, Thomas F., Jonathan Caulkins, Benedikt Fischer, David Foxcroft, Keith Humphreys, María Elena Medina-Mora, Isidore Obot, et al. Framing the issues. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198818014.003.0001.

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The use of psychoactive substances is commonplace in many parts of the world, despite the efforts of policymakers, government officials, public health advocates, and concerned citizens to prevent, eliminate, or control it. If previous experience can serve as a guide, in the future many countries will face periodic drug-use epidemics, followed by aggressive policy responses to suppress them. Continued endemic drug use generates a patchwork of policy responses that never quite keep up with the problem. The scientific evidence on the impact of policy constitutes the core interest of this book and consists of three broad approaches: programmes to prevent drug use, treatment and harm-minimization services that help heavy drug users change their behaviour, and supply control programmes to restrict access to illicit substances. This book suggests that public health concepts provide an important vehicle to coordinate supply control and demand reduction.
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J, Brooks Jeffrey, and Rocky Mountain Research Station (Fort Collins, Colo.), eds. Collaborative capacity, problem framing, and mutual trust in addressing the wildland fire social problem: An annotated reading list. Fort Collins, CO: United States Dept. of Agriculture, Forest Service, Rocky Mountain Research Station, 2006.

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J, Brooks Jeffrey, and Rocky Mountain Research Station (Fort Collins, Colo.), eds. Collaborative capacity, problem framing, and mutual trust in addressing the wildland fire social problem: An annotated reading list. Fort Collins, CO: U.S. Dept. of Agriculture, Forest Service, Rocky Mountain Research Station, 2006.

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Book chapters on the topic "Problem framing"

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Pontius, Jennifer, and Alan McIntosh. "Problem Framing." In Critical Skills for Environmental Professionals, 13–21. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28542-5_2.

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Ippolito, Linda M. "Framing the Problem." In Music, Leadership and Conflict, 1–15. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13628-4_1.

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Searing, Elizabeth A. M., and Donald R. Searing. "Framing the Problem." In Practicing Professional Ethics in Economics and Public Policy, 55–69. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-7306-5_3.

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Vickerman, Milton. "Framing Post-Racialism." In The Problem of Post-Racialism, 11–35. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137322685_2.

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Borky, John M., and Thomas H. Bradley. "Introduction: Framing the Problem." In Effective Model-Based Systems Engineering, 1–22. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95669-5_1.

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Lormand, Eric. "Framing the Frame Problem." In Epistemology and Cognition, 267–88. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-3716-4_12.

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Burke, John. "Framing the ‘Cyprus Problem’." In Britain and the Cyprus Crisis of 1974, 150–84. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2018. | Series: Routledge studies in modern European history; 50: Routledge, 2017. http://dx.doi.org/10.4324/9781315276120-6.

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Qualls, Sara Honn, and Ashley A. Williams. "Naming and framing the caregiving problem." In Caregiver family therapy: Empowering families to meet the challenges of aging., 45–70. Washington: American Psychological Association, 2013. http://dx.doi.org/10.1037/13943-002.

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Klimczyk, Joanna. "Normativity and Rationality: Framing the Problem." In Problems of Normativity, Rules and Rule-Following, 95–112. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-09375-8_8.

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Fiorenzani, Stefano. "Framing and Solving the Optimization Problem." In Quantitative Methods for Electricity Trading and Risk Management, 127–41. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230598348_11.

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Conference papers on the topic "Problem framing"

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Wieringa, R. "Value framing: a prelude to software problem framing." In "1st International Workshop on Advances and Applications of Problem Frames (IWAAPF 2004)" W4S Workshop - 26th International Software Engineering. IEE, 2004. http://dx.doi.org/10.1049/ic:20040228.

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Dzbor, Martin, and Zdenek Zdrahal. "Modelling Design Interpretation as Interaction of Problem Framing and Problem Solving." In ASME 2002 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2002. http://dx.doi.org/10.1115/detc2002/dtm-34009.

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Design is usually considered a reflective and ill-structured process. This paper presents a new, sequential model of such a process. Design is modelled as an interplay of two conceptually distinct activities — an explicit specification of a problem and a solution to it. The approach is novel in defining an operation of framing, i.e. interpretation of a given problem using certain conceptual commitments. So far, the interpretation of design problems enjoyed less rigorous investigation as the aspect of problem solving in both design theory and methodology. In this paper we model three reasoning patterns for (re-)interpreting design problems. These patterns are complemented by an operational framework based on abstracted similarity, and illustrated by extracts from experimental studies.
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Fukuda, Shuichi. "Framing Engineering Problems: Basic Concept." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-37954.

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There are two kinds of knowledge in engineering. One is rational knowledge. We understand the phenomena and we can apply rational approaches. The other is knowledge about phenomena which we do not understand well, but which we can control and utilize for engineering. For example, we do not understand arc phenomena well, although there are tremendous amount of work about arc. If we do, we could prevent thunder and lightning. However, we utilize arc for welding. Without arc, most of our bridges, buildings, etc would not have been built. As Engineering is a DO activity and we do not have to UNDERSTAND the phenomena as scientists do. What is very important in engineering is how we can utilize such knowledge about these phenomena, which we do not understand well, but which we can control. And to develop a safe and secure system, we have to let them work in good harmony. This is the problem of frames as AI researchers call it. Although this is still an open question in AI, engineers have to go beyond the bounded rationality. This paper describes the basic concept of how we engineers could possibly tackle this problem.
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Skovira, Robert. "Framing the Corporate Security Problem: The Ecology of Security." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3056.

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Security and information systems are intertwined. The costs of secure systems are in the billions of dollars. In the digital world, security vulnerabilities and threats work contrary to the security goals of confidentiality, integrity, and availability of information systems. The essay describes a view of organizations and their policies, network systems, operating systems, software applications, information, and people joined interactively and dependently in an environment. The paper presents an ecological conception of security.
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Fordham, Clifton. "Optimizing Early Design Process Decision Making Through Effective Problem Framing." In AIA/ACSA Intersections Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.aia.inter.16.4.

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Building design and delivery activities, from programming to commissioning, draw on different strengths of architects including a unique form of problem solving that appears mysterious and personal. More common early in the design process, an intuitive approach, and a paucity of arguments connected to the financial interests of owners, masks the capacity of architects to provide valued adding integral sustainable design solutions which others can effectively provide. An inclination toward intuition, and simulating early phase design problem solving, is consistent with how architecture schools teach, supplementing core studio curriculum with course work structured to introduce detailed knowledge. Within schools, this division is supported by the perception that numerical, and technical considerations, inhibit creativity and fluid output.
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Laursen, Linda Nhu, and Louise Møller Haase. "PROBLEM FRAMING IN UNIVERSITY-INDUSTRY COLLABORATIONS: THE CASE OF KNORR." In 21st International Conference on Engineering and Product Design Education. The Design Society, 2019. http://dx.doi.org/10.35199/epde2019.75.

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Gasson, Susan. "Managing Boundary-Spanning Cognition Through Emergent Problem-Framing in Enterprise Systems Design." In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2021. http://dx.doi.org/10.24251/hicss.2021.659.

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Lauría, Eitel. "Framing Early Alert of Struggling Students as an Anomaly Detection Problem: An Exploration." In 13th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010471900260035.

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Paniccia, Christian, and L. H. Shu. "Message Framing to Reduce Automobile Idling." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-85679.

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This work aims to develop interventions to reduce automobile idling, where a driver runs the engine unnecessarily while not moving. Idling is a serious problem that wastes fuel, pollutes the air, and releases greenhouse gas emissions. Drivers idle for different reasons, including misconceptions about the time needed to warm up their engines and how much additional fuel is expended by turning the engine off and back on. Information-based interventions, i.e., messages to address idling, may therefore work more effectively to change behavior by correcting such misconceptions than for other types of pro-environmental behaviors where corresponding misconceptions may not exist. This work incorporates Regulatory Focus Theory, a social-psychological framework which differentiates between promotion- and prevention-focused individuals. Furthermore, messages are framed with respect to idling-relevant concerns that participants identify — finance, health, or the environment. Participants were asked to express behavioral intention and engagement in response to messages tailored for their regulatory focus and domain of concern. Results revealed that 1) participants prioritized finance and health much more often than the environment; 2) most participant categories responded well to their targeted messages; 3) Promotion/Finance participants seemed especially challenging to motivate, but modifications to their targeted messages led to improved results.
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Henderson, Daniel, Kathryn Jablokow, Shanna Daly, Seda McKilligan, and Eli Silk. "Comparing the Effects of Design Interventions on the Quality of Design Concepts As a Reflection of Ideation Flexibility." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-85606.

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Various interventions (i.e., methods and tools that guide design work) have been developed to support successful idea generation in a design process. Our previous research explored the impacts of three such design interventions: cognitive-style based teaming, problem framing, and design heuristics. In this work, we looked across these interventions to compare their effects on students’ design ideas. In particular, 966 design ideas collected from 152 undergraduate students in engineering and industrial design from two Midwestern universities were analyzed to investigate their quality with and without each design intervention. Statistically significant differences were observed for the teaming and problem framing interventions. This study has implications for design educators in how design interventions might be used to affect students’ design solutions.
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Reports on the topic "Problem framing"

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Cabrera-Palmer, Belkis. Field Response Prediction: Framing the problem. Office of Scientific and Technical Information (OSTI), June 2017. http://dx.doi.org/10.2172/1367617.

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Amin, Sajeda. Programs to address child marriage: Framing the problem. Population Council, 2011. http://dx.doi.org/10.31899/pgy12.1025.

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Clark, Roger N., and George H. Stankey. Integrated research in natural resources: the key role of problem framing. Portland, OR: U.S. Department of Agriculture, Forest Service, Pacific Northwest Research Station, 2006. http://dx.doi.org/10.2737/pnw-gtr-678.

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Brooks, Jeffrey J., Alexander N. Bujak, Joseph G. Champ, and Daniel R. Williams. Collaborative capacity, problem framing, and mutual trust in addressing the wildland fire social problem: An annotated reading list. Ft. Collins, CO: U.S. Department of Agriculture, Forest Service, Rocky Mountain Research Station, 2006. http://dx.doi.org/10.2737/rmrs-gtr-182.

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Chamberlin, Jordan, and James Sumberg. Youth, Land and Rural Livelihoods in Africa. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/ids.2021.040.

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Abstract:
Rural economic transformations in Africa are generating new opportunities to engage with agricultural value chains. However, many young people are said to be locked out of such opportunities because of limited access to farmland, which pushes them out of agriculture and rural areas, and/or hinders their autonomy. This framing of the ‘land problem’ imperfectly reflects rural young people’s livelihoods in much of sub-Saharan Africa, and therefore does not provide a solid basis for policy. Policy-relevant discussions must consider the diversity of rural contexts, broader land dynamics and more nuanced depictions of youth engagement with the rural economy.
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