Relevant bibliographies by topics / Theory of conceptual frameworks

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

Academic literature on the topic 'Theory of conceptual frameworks'

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

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Journal articles on the topic "Theory of conceptual frameworks"

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Barbashin, Maksim, Y. "The Theory of Institutional Disintegration: Conceptual Potential and Methdological Frameworks." Journal of Institutional Studies 8, no. 1 (2016): 36–53. http://dx.doi.org/10.17835/2076-6297.2016.8.1.036-053.

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Herrera-Pastor, David, Nick Frost, and Carmel Devaney. "Understanding contemporary Family Support: Reflections on theoretical and conceptual frameworks." Social Work and Social Sciences Review 21, no. 2 (May 18, 2020): 27–45. http://dx.doi.org/10.1921/swssr.v21i2.1420.

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Family Support is a transdisciplinary field made up of practices and knowledge from different areas, theories and approaches. This article strives to contribute to the development of this complex epistemological foundation by undertaking a review of the main theoretical frameworks. The relationship between the practice and theory of Family Support is analysed in the paper. A review of the ‘state of the art’ is undertaken, exploring both the role of wide-ranging social theory, and more specific psycho-social theories. Practical examples are provided to ground the analysis. Finally, the article proposes an integrated model proposed providing a critical and versatile approach to understanding different realities. Cross-national joint construction is encouraged to advance Family Support as both a theory and to provide a framework which guides both practice and policy.
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Yaralova, Marta S. "CURATORIAL EDUCATION AS A SOCIOCULTURAL PRACTICE: TWO CONCEPTUAL FRAMEWORKS." RSUH/RGGU Bulletin. "Literary Theory. Linguistics. Cultural Studies" Series, no. 8 (2020): 23–34. http://dx.doi.org/10.28995/2686-7249-2020-8-24-34.

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The article raises the question of redefining curating in the field of artistic processes and defining it as a sociocultural practice. As a starting point for curatorial activity, we understand curatorial education, which currently exists in Russia in two forms: within the frameworks of schools of contemporary art and in the mode of academic programs. The focus of the research is the schools of contemporary art as new educational institutions that form both curators and artists capable of carrying out, in addition to artistic, curatorial activities. The article examines two conceptual frameworks that make it possible to problematize the basic points associated with the model of curatorial education in the form of schools of contemporary art. The first framework is associated with the theory of critical pedagogy and its development in the works of Henry Giroux, primarily in relation to the issue of the relationship between cultural and educational practices. The second framework is designated by Boris Groys’s concept of the new. It allows problematizing the position of schools of contemporary art in relation to previous educational strategies in the artistic space. In the context of two conceptual frameworks, curatorial education is seen as a form of cultural production.
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Green, Helen Elise. "Use of theoretical and conceptual frameworks in qualitative research." Nurse Researcher 21, no. 6 (July 25, 2014): 34–38. http://dx.doi.org/10.7748/nr.21.6.34.e1252.

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Jackson, Kelley, Deborah D'Avolio, and Sareen Gropper. "Choosing coaching frameworks for promoting diet modifications." British Journal of Nursing 28, no. 22 (December 12, 2019): 1456–60. http://dx.doi.org/10.12968/bjon.2019.28.22.1456.

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Theoretical frameworks have successfully guided researchers in implementing coaching interventions to effect dietary changes in adults for both prevention and management of chronic diseases. Three such frameworks include the Transtheoretical Model (TTM), Social Cognitive Theory (SCT), and the Theory of Integrative Nurse Coaching (TINC). This article introduces each theory, followed by an overview of the coaching interventions used to effect dietary behaviour changes within each theory. A condensed version of Turner's synthesis methodology is used to determine if a conceptual connection exists among the three models/theories. The condensed version includes synthesis preparation, synthesis (comparison of converging and diverging components), synthesis refinement (conceptual connection), and a concluding discussion of all three theories related to nursing practice. This synthesis will inform the focus of interventions that aim to promote dietary changes in adults at risk of developing sarcopenia.
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Macve, Richard. "Conceptual frameworks of accounting: Some brief reflections on theory and practice." Accounting and Business Research 40, no. 3 (January 2010): 303–8. http://dx.doi.org/10.1080/00014788.2010.9663405.

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King, Kelley M., and Noelle A. Paufler. "Excavating theory in teacher evaluation: Implementing evaluation frameworks as Wengerian boundary objects." education policy analysis archives 28 (April 13, 2020): 57. http://dx.doi.org/10.14507/epaa.28.5020.

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The purpose of this paper is to begin to excavate the unstated theoretical underpinnings of teacher evaluation systems as they exist in policy and practice and to explicitly consider how these evaluation systems might intersect theoretically with social learning theory. Research suggests that organizational leaders believe growth-based evaluation practices have yet-untapped potential to support teacher learning within teacher communities. However, models of teacher evaluation, as defined in federal and state policy and developed and implemented in practice, rarely make explicit the theoretical and conceptual frameworks upon which they are based. Further, evaluation models do not explicitly intersect with the conceptual frameworks for such learning, e.g., communities of practice (CoPs) and social learning theory. Rather, the role of teacher evaluation in social learning within and across educational organizations remains under-theorized. We argue for research examining potential connections in theory and practice between two existing conceptual frameworks: 1) social learning theory and 2) teacher evaluation systems (understood as policy, models, and practices).
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Elaine Botha, M. "Theory development in perspective: the role of conceptual frameworks and models in theory development." Journal of Advanced Nursing 14, no. 1 (January 1989): 49–55. http://dx.doi.org/10.1111/j.1365-2648.1989.tb03404.x.

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Ju, Boreum. "The roles of the psychology, systems and economic theories in human resource development." European Journal of Training and Development 43, no. 1/2 (February 18, 2019): 132–52. http://dx.doi.org/10.1108/ejtd-02-2018-0020.

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PurposeThe purpose of this study was to explore the foundational theories in human resource development (HRD) by reviewing the literature from an HRD perspective. The following research questions guide the study: What are the core theories related to adult and professional education, organizational development and strategic HRD? What are the conceptual frameworks associated with adult and professional education, organizational development and strategic HRD? How have these theories and conceptual frameworks applied the research and practice of HRD?Design/methodology/approachThis study reviewed the HRD definitions and core theories. The core theories and conceptual frameworks related to adult and professional education, organizational development and strategic human resource development were described. The application of these theories and conceptual frameworks to the research and practice of HRD was addressed.FindingsThe psychology theories that were explored were the adult learning theories, and that gestalt-psychology, behavioral psychology and cognitive psychology were illustrated. Systems theory was explored and explained in relation to organization development. Economic theory was explored and explained focusing on human capital theory; and it was demonstrated how economic theory is associated with strategic HRD.Originality/valueThe core-theory description and linking to adult and professional education, organizational development and strategic HRD may give understanding of the HRD foundations and ethical perspective that is essential for both scholars and professionals. The conceptual frameworks presented can be used to help facilitate discussions on developing or implementing HRD programs.
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Nowak, Wojciech A. "Financial reporting in the light of the systems approach and social sciences methodology: The conceptual frameworks perspective." Zeszyty Teoretyczne Rachunkowości 2018, no. 99 (155) (August 20, 2018): 41–64. http://dx.doi.org/10.5604/01.3001.0012.2932.

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The keynote topic of this paper encompasses the process of financial reporting seen as a research process in the sense of social sciences methodology, from the perspective of the systems approach. Attention is focused on the cognitive aspect of conceptual frameworks for financial reporting. The paper aims to exam- ine whether a conceptual framework can be a theory for financial reporting. The research method is based on a foundational approach under the qualitative research method, encompassing descriptive and analytic approaches. There are two basic hypotheses: (a) a conceptual framework for financial reporting represents the systemic aspect of an economic entity and its social component, and (b) the conceptaul framework for financial reporting defines an irreplaycable way of doing this, indicating that a unit of the medium of exchange (money) must be used for measurement purposes, as an adequate flow of the meduium of exchange is essential to maintain openess of the system, and the usefulness of the representation for shaping that openness depends on the use of that particular unit of measurement. The aim has been successfully performed, and both hypotheses have been positively verified. This gives a newperspective on financial report- ing and its conceptual framework, in scientific, social and economic terms.
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Dissertations / Theses on the topic "Theory of conceptual frameworks"

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Wegberg, Marcus Jacobus Allegonda Maria van. "Multi-market competition theory a conceptual framework /." Maastricht : Maastricht : Universitaire Pers Maastricht ; University Library, Maastricht University [Host], 1994. http://arno.unimaas.nl/show.cgi?fid=6586.

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Fulton, David. "Theory and practice of system development methodologies : a conceptual framework." Thesis, University College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.300023.

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De, Beer J. W. (Koos). "Analysing alternate reality games based on game design theory to propose a conceptual framework." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/57176.

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The aim of this research is to develop a conceptual framework for alternate reality games based on game design theory. Alternate reality games or ARGs are a unique form of game that enables people to collaboratively play a game that is not a game in the context of the real world. To understand ARGs one needs to understand what differentiates them from other types of games as well as what makes them games. The research investigates existing literature of alternate reality games as well literature in the field of game studies to develop a set of characteristics for alternate reality games based on game design theory. Case studies are done on three different ARGs and summaries for the games are created. The phenomena in the summaries are placed into categories and subcategories. The categories and subcategories are developed by analysing the game summaries using constant comparative analysis. Using the categories, subcategories and the relationship between them, diagrams are created for each of the studied ARGs. A detailed analysis of each game is done and a summary diagram is created for each game. The summary diagrams are then combined to create a generalizable diagram for ARGs. The combination of the theoretical framework developed during the literature study together with the generalizable diagram from the analysis of the three games are then combined to create a conceptual framework. The conceptual framework creates a deeper understanding of ARGs and the various phenomena found within them by building on game design theory found in the field of game studies. The conceptual framework can aid in the creation of ARGs as well as enable the further analysis of these games.
Dissertation (MIS)--University of Pretoria, 2015.
tm2016
Information Science
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Vicente, António Luís. "Lawyers, judges, and judicial reform: a conceptual framework and a quantitative exploration." Master's thesis, NSBE - UNL, 2010. http://hdl.handle.net/10362/10308.

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A Work Project, presented as part of the requirements for the Award of a Masters Degree in Economics from the NOVA – School of Business and Economics
There is growing evidence on the importance of institutions for growth but limited understanding of the mechanisms of institutional divergence, persistence and change. Focusing on the judicial, starting from formalism indicators developed under the legal origin theory, but following different explanatory paths, we propose a thought experiment assessing reasonable preferences of judges and lawyers regarding formalism. We find a striking divergence, with lawyers showing preferences for high, and judges for low, formalism. This may generate institutional conflict, resistance to reforms and a dynamic equilibrium at an inefficient level. The analysis offers paths for reform, potentially addressing limitations of institutional approaches.
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Weibell, Christian J. "Principles of Learning: A Conceptual Framework for Domain-Specific Theories of Learning." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2759.

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This study is predicated on the belief that there does not now exist, nor will there ever exist, any single theory of learning that is broad enough to account for all types of learning yet specific enough to be maximally useful in practical application. Perhaps this dichotomy is the reason for the apparent gap between existing theories of learning and the practice of instructional design. As an alternative to any supposed grand theory of learning—and following the lead of prominent thinkers in the fields of clinical psychology and language teaching—this study proposes a shift toward principles. It presents a principle-based conceptual framework of learning, and recommends use of the framework as a guide for creating domain-specific theories of learning. The purpose of this study was to review theories of learning in the behavioral, cognitive, constructive, human, and social traditions to identify principles of learning local to those theories that might represent specific instances of more universal principles, fundamentally requisite to the facilitation of learning in general. Many of the ideas reviewed have resulted from, or been supported by, direct empirical evidence. Others have been suggested based on observational or practical experience of the theorist. The ideas come from different points in time, are described from a variety of perspectives, and emphasize different aspects and types of learning; yet there are a number of common themes shared among them regarding the means by which learning occurs. It is hypothesized that such themes represent universal and fundamental principles of learning. These principles were the objective of the present study. They have been sought through careful review and analysis of both theoretical and empirical literature by methods of textual research (Clingan, 2008) and constant comparative analysis (Glaser & Strauss, 1967). By way of textual research a methodological lens was defined to identify general themes, and by way of constant comparative analysis these themes were developed further through the analysis and classification of specific instances of those themes in the texts reviewed. Ten such principles were identified: repetition, time, step size, sequence, contrast, significance, feedback, context, engagement, and agency. These ten facilitative principles were then organized in the context of a comprehensive principles-of-learning framework, which includes the four additional principles of potential, target, change, and practice.
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Vanhanen, L. (Liisa). "Terveysalan opiskelijoiden suuntautuminen hoitamiseen." Doctoral thesis, University of Oulu, 2000. http://urn.fi/urn:isbn:9514255860.

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Abstract The purpose of this research was to develop and test a conceptual framework concerning health care students' views of nursing and factors associated with it. The research process was conducted during 1992-1998 as a practice-based process of theory development, and it included four phases: 1) developing a conceptual framework inductively, 2) developing a measurement tool for testing the conceptual framework, 3) empirical testing of the conceptual framework and 4) analysing the core concept of the conceptual framework. In the first phase of the research, a conceptual framework of health care students' orientation to nursing was developed inductively using the Grounded Theory method. A group of students (n = 35) wrote essays and were interviewed at the beginning of their nursing programme in a polytechnic. In the second phase of the research, an instrument development process was carried out in order to test the conceptual framework. The instrument was tested via a panel evaluation (n = 15) and by using data collected from 184 students of health care. Besides that, 25 students completed the questionnaire twice. The data were used to evaluate the stability of the instrument. In the third phase of the research the hypotheses derived from the conceptual framework and the previous research results were tested by using the data (n = 184) which had been collected with the tool developed earlier. Besides that, the students from the first phase of the research (n = 19) were interviewed. These qualitative data were analysed by deductive content analysis. In the fourth phase of the research, the concept "orientation to nursing" was analysed in order to further elaborate the conceptual framework. Three different types of students' orientations to nursing were found: a caring orientation, a nursing profession orientation and a life orientation. The orientations differed from each other with regard to the prerequisites of orientation, the core of orientation, the meaning of nursing and the goals applied to a nursing career.According to the results of testing the theoretical framework, a majority of the students were highly life-oriented, and two thirds had average nursing expertise and caring orientation scores. The special characteristics of the students' orientation were emphasised during the education: caring-oriented students emphasised their personal development, nursing profession-oriented students the integration of theory and practice and life-oriented students emphasised the integration of studies, work and personal life. The nursing expertise and life orientation scores increased during the education. Caring orientation did not change during the education. On the basis of the research results, a tentative theory of health care students' orientation to nursing is presented and methods for developing the teaching of nursing and learning to nurse are suggested.
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Kim, Sung S. "Toward a theory of user value of information systems : incorporating motivation and habit into a conceptual framework." Diss., Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/30067.

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Adams, Tania Bernadette. "A conceptual framework for leadership development in the South African police service based on transformative learning theory." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6842.

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Thesis (MPhil)--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: Leadership development is an essential and valuable tool for capacitating police leaders in the South African Police Service to deal with the diverse challenges that they face in the policing environment. There seem to be a need for leadership development processes that can stimulate change, and for perspective transformation to enable police leaders to find alternative ways of dealing with the challenges experienced in their working environment. This thesis explored transformative learning as a tool to enhance the leadership development processes of police leaders. The essential elements of transformative learning are: centrality of experience; critical thinking; rational discourse; and policy praxis. Theory development were chosen as best to carefully construct the foundational argument through non-empirical literary-based sources, in which the literature itself became the database towards theoretical formulation in this non-empirical study. The alignment and integration of the elements of transformative learning were explored as a strategy to capacitate police leaders to: reflect on past experiences; think critically about ways of dealing with policing challenges based on experiences; discuss these challenges with other police leaders; and act on reflections made during leadership development processes. The study is limited to the analysis of the status of leadership development in the South African Police Service, which was the context of this study.
AFRIKAANSE OPSOMMING: Leierskapsontwikkeling is ‘n essensiële en waardevolle hulpmiddel om leiers in die Suid-Afrikaanse Polisiediens te bemagtig om die uiteenlopende uitdagings waarmee hulle te kampe het, beter te hanteer. Dit blyk egter dat daar ‘n behoefte is vir leierskapsontwikkelingprosesse wat intrinsieke verandering en ‘n paradigmaskuif vir polisieleiers te weeg kan bring en wat hulle in staat kan stel om die uitdagings binne hul beroepsveld meer doeltreffend te hanteer. Hierdie tesis ondersoek transformatiewe leerteorie as ‘n instrument om leierskapsontwikkeling van polisieleiers te bevorder. Die hoofelemente van transformatiewe leerteorie is: sentralisering van ondervinding; kritiese denke; rasionele diskoers en beleidsvorming. Teorie-ontwikkeling as navorsingsmetodologie was selekteer as die mees geskikste metodologie om die argument deur nie-empiriese literêre bronne te konstrueer, waarvolgens die gekose literatuur die databasis van die teoretiese formulasie rondom die argument gevorm het in hierdie nie-empiriese studie. Groepering en integrasie van bogenoemde elemente was ondersoek as ‘n strategie om polisieleiers te bemagtig om te reflekteer oor vorige ondervindinge; kritiese denkwyses oor hantering van uitdagings in beroepsveld met inagneming van vorige ondervindinge toe te pas; diskoers oor uitdagings met ander polisieleiers te hê en om aktief te reageer op refleksies tydens leierskapsontwikkelingsprosesse. Die studie is beperk tot die analise van die status van leierskap in die Suid-Afrikaanse Polisiediens as konteks waarbinne hierdie studie onderneem is.
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Torstensson, Philip, and Victor Goch. "Development of a conceptual sustainability assessment framework : A sustainability assessment of autonomous vehicles." Thesis, KTH, Skolan för industriell teknik och management (ITM), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-251733.

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Today’s sustainability assessment frameworks are no longer applicable when evaluating the newautomotive vehicles. Therefore, the need for suitable automotive evaluation frameworks increasesas companies and scientists are trying to predict the important sustainability characteristics oftomorrows car and how it will affect our societies. The goal is to create a conceptual sustainabilityassessment framework to solve the very complex question of what the most important criteria areand how this new transportation type might affect our society. This is done using a systemapproach, a method that is suitable for studying interrelations between the influencing factors incomplex problems like the one between the sustainability dimensions. Scenario analysis has beenused in order to create the future environment and do a segmentation of the plausible concepts offuturistic transportation options. The evaluation criteria have been developed by gatheringinformation through a literature study and from primary sources via interviews.The resulting framework is composed of 19 evaluation criteria from the different dimensions ofsustainability. The framework allows the user to insert a futuristic concept and evaluate it tocompare a numeric score to other concepts to get indicators of how sustainable the concept is. Thesegmentation of futuristic vehicles shows that the most plausible types of automated vehicles areshared taxis, non-shared taxis and privately owned vehicles, all affecting society differently.The thematic analysis of the criteria has shown that there some relationships and types of criteriathat are more important than others. The most essential discovered correlations between criteriaare: Production and affordability and also maintenance & operation and affordability, affordabilitywith accessibility, affordability & accessibility and traffic volumes and further traffic Volumesand pollution. The developed framework is believed to have the desired function of creating a trustworthyassessment of autonomous vehicles based on the literature study and previous discoveries withinthe field. The evaluation of the different segments is left for future work.
Dagens ramverk för hållbarhetsbedömningar är inte längre användbara vid utvärdering av nyasjälvkörande fordon. Därför har behovet ökat av lämpliga ramverk som fokuserar påhållbarhetsutvärderingar när företag och forskare försöker förutse de viktigahållbarhetsegenskaperna av morgondagens fordon och hur de kommer att påverka vårt samhälleutifrån ett hållbarhetsperspektiv. Målet med studien är att skapa ett konceptuellt ramverk förhållbarhetsbedömning som kan hjälpa till att lösa den mycket komplexa frågan om vilka viktigakriterier bör inkluderas vid en evaluering av denna nya typ av transport. Studien har följt ettsystematiskt tillvägagångssätt kallat ”System approach”, en metod som är lämplig för studier därrelationer mellan olika påverkande faktorer är väldigt komplexa, som den mellanhållbarhetsdimensionerna. Scenarioanalys har används för att skapa en framtida miljö och ensegmentering av de mest trovärdiga koncepten av framtida transportalternativ. Utvärderingskriterierna har utvecklats genom att samla in information från en litteraturstudie ochfrån primära källor genom intervjuer. Det resulterande ramverket är sammansatt av 19 utvärderingskriterier inom de olikadimensionerna för hållbarhet. Med det resulterade ramverket kan användaren införa ett futuristisktfordonskoncept och bedöma detta för att få ett numeriskt resultat och jämföra dessa med andrautvärderingar för att få en indikation om hur hållbara koncepten är gentemot varandra. Segmenteringen av de futuristiska fordonstyperna visar att de mest trovärdiga typerna avautomatiserade färdmedel är delade taxitjänster, privata taxitjänster och privatägda fordon, allamed olika påverkan på samhället. Den tema-baserade analys av kriterierna har visat att det finns vissa relationer och typer av kriteriersom är viktigare än andra. De viktigaste upptäckta relationerna mellan kriterier är: Produktion ochekonomisk tillgänglighet, underhåll och ekonomisk tillgänglighet, ekonomisk tillgänglighet medtillgänglighet till transport, tillgänglighet till transport och trafikvolymer, ekonomisk tillgänglighetoch trafikvolymer och slutligen så påverkar trafikvolymerna utsläppet. Det utvecklade konceptuella ramverket antas ha den önskade funktionen att skapa en pålitligbedömning av autonoma fordon baserat på litteraturstudien och tidigare upptäckter inom fältet. Utvärderingen av de olika segmenten lämnas till framtida studier.
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Starck, Jenna R., K. Andrew R. Richards, and Kason M. O’Neil. "A Conceptual Framework for Assessment Literacy: Opportunities for Physical Education Teacher Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4045.

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Although more nuanced understandings of assessment have been proposed in the physical education literature, assessment practices remain relatively underdeveloped, and when used, tend to focus on traditional, summative evaluations of learning. However, physical education teacher education programs can be used as an intervention to help pre-service teachers develop assessment knowledge and skill. Toward this end, the purpose of this article is to propose an evidence-based framework for helping pre-service teachers develop assessment literacy that is rooted in occupational socialization theory. The framework provides a four-phase approach to integrating assessment into teacher education, and includes suggestions for how physical education teacher educators can progressively help build pre-service teachers’ assessment knowledge in line with the focus given to instruction and planning. These suggestions acknowledge the technical and sociocultural aspects of learning to use assessment. Implications are discussed along with the need to help graduating pre-service teachers transfer lessons learned into the workplace.
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Books on the topic "Theory of conceptual frameworks"

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W, Astin Alexander, Ewell Peter T, Moran Thomas, Cross, K. Patricia (Kathryn Patricia), 1926-, American Association for Higher Education. AAHE Assessment Forum., and Kutztown University of Pennsylvania. Center for Enhancement of Teaching,, eds. Catching theory up with practice: Conceptual frameworks for assessment. Washington, D.C: AAHE Assessment Forum, American Association for Higher Education, 1991.

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Kapoor, Kapil. Literary theory: Indian conceptual framework. New Delhi: Affiliated East-West Press, 1998.

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Honoré Fabri and the concept of impetus: A bridge between conceptual frameworks. Dordrecht: Springer, 2011.

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Towards a theory of thinking: Building blocks for a conceptual framework. Heidelberg: Springer, 2010.

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Newcombe, Russell. The reduction of drug-related harm: A conceptual framework for theory, practice and research. Liverpool: Drugs & HIV Monitoring Unit, Mersey Regional Health Authority, 1990.

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Hauenstein, A. Dean. A conceptual framework for educational objectives: A holistic approach to traditional taxonomies. Lanham, Md: University Press of America, 1998.

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Intentional systems theory as a conceptual framework for religious studies: A scientific method for studying beliefs. Lewiston, N.Y: Edwin Mellen Press, 2010.

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Finster, Felix. Quantum Field Theory and Gravity: Conceptual and Mathematical Advances in the Search for a Unified Framework. Basel: Springer Basel, 2012.

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Pisano, Raffaele, ed. A Bridge between Conceptual Frameworks. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9645-3.

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Edwards, Steven D. Relativism, conceptual schemes, and categorical frameworks. Aldershot, England: Avebury, 1990.

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Book chapters on the topic "Theory of conceptual frameworks"

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Pichler, Franz, Heinz Schwärtzel, and Roberto Moreno-Diaz. "Systems Science and systems technology: From conceptual frameworks to applicable solutions." In Computer Aided Systems Theory — CAST '94, 2–12. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/3-540-61478-8_63.

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Vasardani, Maria, Sabine Timpf, Stephan Winter, and Martin Tomko. "From Descriptions to Depictions: A Conceptual Framework." In Spatial Information Theory, 299–319. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-01790-7_17.

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Ballatore, Andrea, and Alexander Zipf. "A Conceptual Quality Framework for Volunteered Geographic Information." In Spatial Information Theory, 89–107. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-23374-1_5.

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Rosser, Vicki J., and Lynn N. Tabata. "An Examination of Faculty Work: Conceptual and Theoretical Frameworks in the Literature." In Higher Education: Handbook of Theory and Research, 449–75. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8598-6_12.

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Fetherston, A. B. "Developing a Conceptual Framework for Peacekeeping." In Towards a Theory of United Nations Peacekeeping, 141–61. London: Palgrave Macmillan UK, 1994. http://dx.doi.org/10.1007/978-1-349-23642-8_6.

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Sokolowski, Andrzej. "Formulating Conceptual Framework for Multidisciplinary STEM Modeling." In Scientific Inquiry in Mathematics - Theory and Practice, 53–62. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89524-6_6.

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Chen, Huey T. "Theory-driven evaluation: Conceptual framework, application and advancement." In Evaluation von Programmen und Projekten für eine demokratische Kultur, 17–40. Wiesbaden: Springer Fachmedien Wiesbaden, 2012. http://dx.doi.org/10.1007/978-3-531-19009-9_2.

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Yeoh, Guan Heng, and Jiyuan Tu. "Basic Theory and Conceptual Framework of Multiphase Flows." In Handbook of Multiphase Flow Science and Technology, 1–47. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-4585-86-6_1-1.

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Moulin, Bernard. "A logical framework for modeling a discourse from the point of view of the agents involved in It." In Conceptual Structures: Theory, Tools and Applications, 359–66. Berlin, Heidelberg: Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/bfb0054927.

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Nickpour, Farnaz. "Information Behaviour in Design; A Conceptual Framework." In Design, User Experience, and Usability: Theory, Methodology, and Management, 152–62. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58634-2_12.

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Conference papers on the topic "Theory of conceptual frameworks"

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Check, Njei, Mokube Peter Teke, and Ebot Ebot Enaw. "e-government project management conceptual framework." In ICEGOV '13: 7th International Conference on Theory and Practice of Electronic Governance. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2591888.2591954.

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Nunu, Khayalethu, Irja Shaanika, Maria Mutudi, and Tiko Iyamu. "Structuration Theory-Based Conceptual Framework for Improving Healthcare Services." In 2019 Open Innovations (OI). IEEE, 2019. http://dx.doi.org/10.1109/oi.2019.8908166.

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Alaboodi, Naama. "Standards of Living Study in Sharjah Emirate: a Conceptual Framework." In International Conference on Statistics: Theory and Applications (ICSTA'19). Avestia Publishing, 2019. http://dx.doi.org/10.11159/icsta19.22.

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Rui Cao, Cungen Cao, Qi Xie, and Ziru Jia. "Practical research of conceptual system framework based on TCM basic theory." In 2012 IEEE 14th International Conference on e-Health Networking, Applications and Services (Healthcom 2012). IEEE, 2012. http://dx.doi.org/10.1109/healthcom.2012.6379436.

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Hu, Wenfa. "Conceptual Framework of Information Retrieve and Reuse in Construction Projects." In 2008 International Conference on Advanced Computer Theory and Engineering (ICACTE). IEEE, 2008. http://dx.doi.org/10.1109/icacte.2008.98.

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Fedorenko, R. V. "Customs And Logistics Framework Of Foreign Economic Activity: Conceptual Basis." In 18th International Scientific Conference “Problems of Enterprise Development: Theory and Practice”. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.04.29.

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"An Outline of Conceptual Framework for Certification of MDA Tools." In International Workshop on Model-Driven Architecture and Modeling Theory-Driven Development. SciTePress - Science and and Technology Publications, 2010. http://dx.doi.org/10.5220/0003044400600069.

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Kim, Jeong-Sig, Eung-Sung Kim, and Jin-Hong Kim. "Conceptual Predictive Modeling in a Competitive Framework Using Big Data Technology." In 2015 8th International Conference on Database Theory and Application (DTA). IEEE, 2015. http://dx.doi.org/10.1109/dta.2015.15.

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Keskin, Halit. "Firm Innovativeness From The Complex Adaptive Systems Theory Perspective: A Conceptual Framework." In ICLTIBM 2017 - 7th International Conference on Leadership, Technology, Innovation And Business Management. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.03.18.

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Nagel, Robert L., Robert B. Stone, and Daniel A. McAdams. "A Theory for the Development of Conceptual Functional Models for Automation of Manual Processes." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-35620.

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Conceptual design is a vital stage in the development of any product, and its importance only increases with the complexity of a design. Functional modeling with the Functional Basis provides a framework for the conceptual design of electromechanical products. This framework is just as applicable to the conceptual design of automated solutions where an engineered product with components spanning multiple engineering domains is designed to replace or aid a human and his or her tools in a human-centric process. This paper presents research toward the simplification of the generation of conceptual functional models for automation solutions. The presented methodology involves the creation of functional and process models to fully explore existing human operated tasks for potential automation. Generated functional and process models are strategically combined to create a new conceptual functional model for an automation solution to potentially automate the human-centric task. The presented methodology is applied to the generation of a functional model for a conceptual automation solution. Then conceptual automation solutions generated through the presented methodology are compared to existing automation solutions to demonstrate the effectiveness of the presented methodology.
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Reports on the topic "Theory of conceptual frameworks"

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Manchiraju, Srikant, Amrut Sadachar, and Jessica Ridgway. Passion for Online Social Networking and Internet Addiction: Testing a Dual Theory Conceptual Framework. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1460.

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Diaz-Bonilla, Eugenio, Flor Paz, and Patricia Biermayr-Jenzano. Nutrition policies and interventions for overweight and obesity: A review of conceptual frameworks and classifications. Washington, DC: International Food Policy Research Institute, 2020. http://dx.doi.org/10.2499/p15738coll2.133584.

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Grunwaldt, Alfred, Marie-Lena Glass, and Nancy McCarthy. Identification of Climate Resilience Opportunities and Metrics in Financing Operations: A Technical Reference Document for IDB Project Teams. Inter-American Development Bank, July 2021. http://dx.doi.org/10.18235/0003432.

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As development financiers strive to implement climate adaptation measures that are effective and consistent with countries climate-resilient development pathways in line with the Paris Agreement, there is an urgent and increasing need to reduce vulnerability to climate variability and climate change, ensure that development operations are climate-resilient, particularly promote development operations that build climate resilience, and to monitor and evaluate the success of these measures. Given this need, the objective of this document is to provide a general conceptual framework to guide IDB project teams from different sectors in how to identify climate resilience opportunities and define indicators at the project level that will facilitate the monitoring and assessment of climate resilience results. With the conceptual framework presented in this document, the IDB aims to (1) lay the conceptual foundations to seize climate resilience opportunities in development projects by presenting definitions and examples for climate resilience elements and capacities as a basis for a conceptual climate resilience metrics framework and (2) guide sectorial specialists in identifying output and outcome indicators to monitor climate resilience results at the project level and to later evaluate the effectiveness of implemented adaptation and climate resilience activities.
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Roberts, Tony, and Kevin Hernandez. Open Data for Agriculture and Nutrition: A Literature Review and Proposed Conceptual Framework. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/ids.2021.018.

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This paper begins by locating the Global Open Data for Agriculture and Nutrition project (GODAN) in the context of wider debates in the open data movement by first reviewing the literature on open data and open data for agriculture and nutrition (ODAN). The review identifies a number of important gaps and limitations in the existing literature. There has been no independent evaluation of who most benefits or who is being left behind regarding ODAN. There has been no independent evaluation of gender or diversity in ODAN or of the development outcomes or impacts of ODAN. The existing research on ODAN is over-reliant on key open data organisations and open data insiders who produce most of the research. This creates bias in the data and analysis. The authors recommend that these gaps are addressed in future research. The paper contributes a novel conceptual ‘SCOTA’ framework for analysing the barriers to and drivers of open data adoption, which could be readily applied in other domains. Using this framework to review the existing literature highlights the fact that ODAN research and practice has been predominantly supply-side focused on the production of open data. The authors argue that if open data is to ‘leave no one behind’, greater attention now needs to be paid to understanding the demand-side of the equation and the role of intermediaries. The paper argues that there is a compelling need to improve the participation of women, people living with disabilities, and other marginalised groups in all aspects of open data for agriculture and nutrition. The authors see a need for further research and action to enhance the capabilities of marginalised people to make effective use of open data. The paper concludes with the recommendation that an independent strategic review of open data in agriculture and nutrition is overdue. Such a review should encompass the structural factors shaping the process of ODAN; include a focus on the intermediary and demand-side processes; and identify who benefits and who is being left behind.
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Kosulin, G. S., and I. P. Saltyk. Justification of the conceptual provisions of the theory of long-term storage of sugar beets. Ljournal, 2019. http://dx.doi.org/10.18411/issn1997-0749.2019-05-02.

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Harb, Ihab. An approach to pattern recognition of multifont printed alphabet using conceptual graph theory and neural networks. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5807.

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Kennedy, Alan, Jonathon Brame, Taylor Rycroft, Matthew Wood, Valerie Zemba, Charles Weiss, Matthew Hull, Cary Hill, Charles Geraci, and Igor Linkov. A definition and categorization system for advanced materials : the foundation for risk-informed environmental health and safety testing. Engineer Research and Development Center (U.S.), September 2021. http://dx.doi.org/10.21079/11681/41803.

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Novel materials with unique or enhanced properties relative to conventional materials are being developed at an increasing rate. These materials are often referred to as advanced materials (AdMs) and they enable technological innovations that can benefit society. Despite their benefits, however, the unique characteristics of many AdMs, including many nanomaterials, are poorly understood and may pose environmental safety and occupational health (ESOH) risks that are not readily determined by traditional risk assessment methods. To assess these risks while keeping up with the pace of development, technology developers and risk assessors frequently employ risk-screening methods that depend on a clear definition for the materials that are to be assessed (e.g., engineered nanomaterial) as well as a method for binning materials into categories for ESOH risk prioritization. In this study, we aim to establish a practitioner-driven definition for AdMs and a practitioner-validated framework for categorizing AdMs into conceptual groupings based on material characteristics. The definition and categorization framework established here serve as a first step in determining if and when there is a need for specific ESOH and regulatory screening for an AdM as well as the type and extent of risk-related information that should be collected or generated for AdMs and AdM-enabled technologies.
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Demaestri, Edgardo C., Cynthia Moskovits, and Jimena Chiara. Management of Fiscal and Financial Risks Generated by PPPs: Conceptual Issues and Country Experiences. Inter-American Development Bank, December 2018. http://dx.doi.org/10.18235/0001470.

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This paper discusses the main issues concerning sovereign fiscal and financial risks from public–private partnerships (PPPs) with a focus on contingent liabilities (CLs). It is based on the presentations and discussions that took place during the XI Annual Meeting of the Group of Latin American and the Caribbean Debt Management Specialists (LAC Debt Group), held in Barbados in August 2015. The main issues discussed include PPP risks assessment, institutional framework for PPP risk management, and accounting and reporting of CLs generated by PPPs. Six country cases (Chile, Colombia, Costa Rica, Honduras, Suriname, and Turkey) are presented to illustrate experiences with different degrees of development regarding the management of risks and CLs related to PPPs. The document concludes that PPP risk management should encompass the whole lifecycle of a PPP project, risks need to be identified and CLs must be estimated and monitored, and the institutional capacity of governments to evaluate and manage PPP risks plays a central role in the successful development of PPP contracts. Although institutional capacities in this regard have improved in recent years, estimations of CLs involved in PPPs are not regularly performed, and there is still room for improvement on the assessment, measurement, registration, budgeting, and reporting of risks and CLs related to PPPs.
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Kasper, Eric. Urban Neighbourhood Dynamics and the Worst Forms of Child Labour. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/clarissa.2021.007.

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While the worst forms of child labour (WFCL) is not only an urban phenomenon, evidence suggests that WFCL emerges in cities in unique ways due to the complex structures and dynamics of urban systems. This report, therefore, develops a conceptual framework for WFCL in cities that integrates key understandings of urban systems and evidence about urban WFCL. This report reviews current literature on the complex systemic nature of cities – drawing on literature on the urban land nexus, urban complexity, informality, and inclusive urbanisation. It also reviews studies of child labour (focusing on the worst forms, where possible) in urban contexts. In this way, the report offers an innovative way of understanding the challenge of WFCL, and outlines the premises of a research agenda for responding to WFCL in cities. These contributions are made with the specific cities and neighbourhoods in mind where the CLARISSA programme is being implemented; however, they should be useful more generally.
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Alviarez, Vanessa, Michele Fioretti, Ken Kikkawa, and Monica Morlacco. Two-Sided Market Power in Firm-to-Firm Trade. Inter-American Development Bank, August 2021. http://dx.doi.org/10.18235/0003493.

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Firms in global value chains (GVCs) are granular and exert bargaining power over the terms of trade. We show that these features are crucial to understanding the well-established variation in prices and pass-through across importers and exporters. We develop a novel theory of prices in GVCs, which tractably nests a wide range of bilateral concentration and bargaining power configurations. We test and evaluate the models predictions using a novel dataset merging transaction-level U.S. import data with balance sheet data for both U.S. importers and foreign exporters. Our pricing framework enhances traditional frameworks in the literature in accurately predicting price changes following a tariff shock. The results shed light on the role of firms in determining the tariff pass-through onto import prices.
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