Relevant bibliographies by topics / Asset-based approach

Academic literature on the topic 'Asset-based approach'

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Published: 4 June 2021
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Journal articles on the topic "Asset-based approach"

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Benenson, Jodi, and Allison Stagg. "An Asset-Based Approach to Volunteering." Nonprofit and Voluntary Sector Quarterly 45, no. 1_suppl (September 17, 2015): 131S—149S. http://dx.doi.org/10.1177/0899764015604739.

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Research demonstrates that volunteering provides many benefits for individuals and communities. However, research has not adequately addressed the potential significance of volunteering as a mechanism for low-income individuals to improve their own lives and support their communities. To account for the benefits volunteering could generate, research must shift from an emphasis on what low-income volunteers lack to an approach that uncovers the strengths and wealth present among low-income volunteers and their communities. The purpose of this article is to present a theoretically informed asset-based framework for analyzing volunteerism research. Through an examination of four nonfinancial assets—social capital, human capital, cultural capital, and political capital—we illustrate how an asset-based approach offers an opportunity to explore the ways low-income individuals could build and leverage assets through volunteering. Implications for future research that frames volunteering as an asset-building strategy are considered.
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Cox, Stephanie. "Asset-Based Approach to Audiology in Kenya." Hearing Journal 71, no. 9 (September 2018): 8. http://dx.doi.org/10.1097/01.hj.0000546261.31445.57.

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Araujo, Eurilton. "Estimating and Testing Two Consumption-Based Asset Pricing Models for Brazil: An Information-Theoretic Approach." Brazilian Business Review 3, no. 1 (June 30, 2006): 1–14. http://dx.doi.org/10.15728/bbr.2006.3.1.1.

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Laurinavičius, Algimantas, and Birutė Galinienė. "ASSET-BASED APPROACH TO POVERTY REDUCTION IN LITHUANIA." Technological and Economic Development of Economy 19, no. 2 (June 17, 2013): 203–23. http://dx.doi.org/10.3846/20294913.2013.796609.

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This paper reviews the articles of Lithuanian authors on social policy topic and assesses if the asset-based policy topic was ever explored. It briefly analyses the efficiency of current social security policy in Lithuania and social-economical state of inhabitants. It states that in order to reduce poverty and inequality, current social policy should be reformed, and the current income support (or income security) policy should be replaced by the asset-based policy which stresses the development of skills, knowledge and capabilities, promotes savings, investments and building of assets and gives everyone a possibility to become a capital owner. The paper presents results of a representative survey which was aimed to explore Lithuanian inhabitants’ opinion towards the new form of social policy: asset-based policy. It uncovers that vast majority of Lithuania's inhabitants would agree to the implementation of the asset-based policy, based on children's savings accounts.
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Srinivasan, Rengarajan, and Ajith Kumar Parlikad. "An approach to value-based infrastructure asset management." Infrastructure Asset Management 4, no. 3 (September 2017): 87–95. http://dx.doi.org/10.1680/jinam.17.00003.

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Bharadwaj, Ujjwal R., Vadim V. Silberschmidt, and John B. Wintle. "A risk based approach to asset integrity management." Journal of Quality in Maintenance Engineering 18, no. 4 (October 19, 2012): 417–31. http://dx.doi.org/10.1108/13552511211281570.

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Koskosidis, Yiannis A., and Antonio M. Duarte. "A Scenario-Based Approach to Active Asset Allocation." Journal of Portfolio Management 23, no. 2 (January 31, 1997): 74–85. http://dx.doi.org/10.3905/jpm.23.2.74.

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Shank, David, Jeff Kent, and Tom McFadden. "IMPLEMENTING ASSET MANAGEMENT: A CAPITAL PLANNING BASED APPROACH." Proceedings of the Water Environment Federation 2006, no. 1 (January 1, 2006): 52–74. http://dx.doi.org/10.2175/193864706783789608.

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Gippel, Christopher J., Nick R. Bond, Cassandra James, and Xiqin Wang. "An Asset-based, Holistic, Environmental Flows Assessment Approach." International Journal of Water Resources Development 25, no. 2 (June 2009): 301–30. http://dx.doi.org/10.1080/07900620902868737.

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Baybutt, Paul. "Cyber security vulnerability analysis: An asset-based approach." Process Safety Progress 22, no. 4 (December 2003): 220–28. http://dx.doi.org/10.1002/prs.680220408.

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Dissertations / Theses on the topic "Asset-based approach"

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Ferreira, Judite F. N. "Exploring facilitation skills in asset-based transdisciplinary teamwork." Diss., University of Pretoria, 2004. http://hdl.handle.net/2263/23278.

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Much has been researched on how to manage and participate in teams, as well as on teamwork in transdisciplinary and early intervention groups. However, no single source adequately details the skills needed to facilitate such a unique group as that of the asset-based transdisciplinary team. A limitation in the theoretical body of knowledge regarding this subject matter spurred the purpose of this study to explore the facilitation skills conducive to asset-based transdisciplinary teams. A conceptual framework was created from the researcher’s perspective of the theoretical knowledge researched and acquired. Applying an interpretative epistemology, the instrumental case study was chosen as research design to explore groups of transdisciplinary team members. Two focus group interviews were conducted, transcribed, qualitatively analysed with the supplements of field notes and coded with the help of two independent coders. Theoretical assumptions were tested, interrelations shown, categories and themes short-listed and criticisms from the participants considered. It was found that skills alone do not suffice to equip members in their facilitation of asset-based transdisciplinary teams. Attitudes of involvement, flexibility, support, transparency and trust; approaches that are asset-based, narrative, holistic and family-centred and possessing knowledge of diversity, ethics, teamwork and discipline expertise were considered paramount to the competence of a facilitator. It is recommended that in future research of facilitation, attention be given not only to the skills acquired, but also to the knowledge, attitudes and approaches needed. Combination of categories, integrating skills, attitudes, approaches and knowledge should also be investigated. It is recommended that the role of the caregiver be given greater status among health professions and that the findings of this study be applied in the pre- and in-service training of prospective health professionals and facilitators. Asset-based theory was informed by emphasising the importance of facilitation skills, and acquiring appropriate attitudes, approaches and knowledge in order to ensure successful implantation of those skills. The inclusion of role release underscored the need to facilitate networking and encourage shared leadership and the narrative approach also presented itself as a possible addition to asset-based theory. Finally, as a development of the collaborative project in Early Childhood Intervention, interpretations from focus group interviews as well as research in literature were used for the Masters degree in Early Childhood Intervention (MECI) in the Educational Psychology elective module.
Dissertation (MEd (Educational Psychology))--University of Pretoria, 2004.
Educational Psychology
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Ferreira, Ronel. "The Relationship between coping with HIV&AIDS and the asset-based approach." Thesis, Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-11092006-135304.

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Broadaway, Sally. "Bicycle tourism and rural community development: an asset based approach." Kansas State University, 2012. http://hdl.handle.net/2097/13651.

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Master of Science
Department of Landscape Architecture/Regional Community Planning
Stephanie A. Rolley
As bicycle tourists seek interesting experiences along low traffic roads, rural communities are poised to embrace bicycle tourism as a community development strategy. Asset based community development provides a methodology for communities to utilize assets that already exist within their communities to meet the needs of these tourists. The community capitals framework then provides a platform for analyzing and discussing the existing assets, as well as helping hone in on ways communities can develop further. The Sunken Lands region of Northeast Arkansas is one such rural region seeking to embrace bicycle tourism. Two case studies of communities that have capitalized on their existing assets to accommodate bicyclists were completed to explore potential for using the community capitals framework to guide pursuit of bicycle tourism. A snowball approach to interviewing community members in Collinwood, Tennessee and Farmington, Missouri was used to discover the details of bicycle accommodations, the processes of pursuing bicycle tourism, the people and groups involved, the types of assets used, and any challenges faced in implementation. Additionally, existing literature was used to substantiate each case and provide a more robust community picture. Emerging from the case studies were commonalities that aligned with the community capitals framework and Emery and Flora’s (2006) theory that community change is driven by social capital. The result is a tool that aligns community assets with the needs of bicycle tourists with the community capitals framework.
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Coetzee, Sonja. "Investigating the application of the asset-based approach in career facilitation." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-12202006-143552/.

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Burgers, Hester Magrietha. "Implementing the asset-based approach in a resource-constrained special school resource centre." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65480.

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Full implementation of special schools converted into special school resource centres in South Africa need to be finalised by 2021, as specified in the Education White Paper 6. The purpose of special school resource centres is firstly to provide necessary resources for the education and training of learners experiencing serious barriers to learning, and secondly to provide, together with the district-based support teams, guidance and support to full-service schools and main stream schools. Despite these expectations and goals, many special schools are not fully strengthened and functional yet. Role-players involved at special school resource centres often feel unequipped to successfully manage their centres in the absence of human resources, knowledge and infrastructure. Against this background, the purpose of this study was to gain an in-depth understanding on how the asset-based approach could be utilised in supporting (or not) the more efficient functioning of a rural resource-constrained special school resource centre in the North West province, South Africa. The asset-based approach and bio-ecological model was used as conceptual framework for the study. Qualitative research was elected as methodological paradigm and an instrumental case study as research design. Interpretivism was selected as meta-theory. One rural resource-constrained special school resource centre was selected through convenience sampling, and eight participants were purposefully selected. Data was collected with individual semi-structured interviews, a focus group discussion, and observation; and documented in audio recorded verbatim transcripts, photographs, field notes and a research journal. Following thematic data analysis, three main themes emerged: identified assets and resources at the resource-constrained special school resource centre (natural assets and resources, human resources, physical resources, and resources for gardening); challenges at the resource-constrained special school resource centre (limited physical space, challenges related to the use of technology, additional responsibilities and related time constraints, and participants? location in relation to the special school resource centre); ways in which mobilised assets and resources supported the functioning of the resource-constrained special school resource centre (financial support for the special school resource centre, supporting the National School Nutrition Programme, strengthening partnerships that could support the functioning of the special school resource centre, skills development as outcome of the two asset-based projects, and intra and interpersonal qualities as a result of implementing the asset-based approach). It was therefore found that the implementation of the asset-based approach is one way to support the functioning of a resource-constrained special school resource centre.
Dissertation (MEd)--University of Pretoria, 2017.
Educational Psychology
MEd
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Venter, Marie. "A teacher’s experience of implementing the asset-based approach to teach Grade 7 learners." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40451.

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The purpose of this study was to gain insight into a teacher’s experience in implementing the asset-based approach to teach Life Orientation to a Grade 7 class. More specifically I explored expected and unexpected benefits as well as challenges in relation to the implementation of asset-based teaching. My working assumptions were that both teachers and learners possess assets that may support teaching and learning and that the process of asset-based teaching can support teachers to attend to a variety of needs in one classroom. Nested within the wider positive psychology paradigm I relied on the asset-based approach as theoretical framework. I conducted qualitative research following an instrumental case study research design, applying participatory action research principles. Meta-theoretically I framed the study within Interpretivism in order to obtain an in-depth understanding of the phenomenon under investigation. One Grade 7 teacher was selected as participant through purposeful sampling. A government primary school in Pretoria was selected conveniently. I used semi-structured interviews, analysis of existing documents and artefacts, and observation to collect data, that were documented in the form of verbatim transcripts, photographs, field notes and a research journal. Following thematic data analysis three main themes emerged related to the process of asset-based teaching, positive changes of assetbased teaching, and challenges associated with asset-based teaching. In identifying assets within the classroom (Theme 1), the teacher in this study became aware of both the learners’ and her own assets that could be mobilised to support teaching and learning. Assets identified within the different systems of the bio-ecological model and own action plan were used to support the mobilisation of assets. Ownership and commitment formed an essential part of the phase of managing assets. Positive changes that were identified subsequent to implementing asset-based teaching (Theme 2) relate to increased confidence and self-knowledge of learners and the teacher, identification of assets, enablement in the classroom, recognising the value of reflection in teaching, focusing away from learners’ needs towards their assets and strengths, increased motivation and trust amongst learners, a decrease in behaviour difficulties, and learners working more independently. Challenges that were identified in implementing asset-based teaching (Theme 3) include an increased workload and responsibility in teaching, difficulty to focus away from needs to strengths, lack of sustainability of positive changes, behaviour challenges, limited understanding of asset-based terminology, difficulty to integrate asset-based teaching into the curriculum of various learning areas, high teacher-learner ratios, socio-economic challenges, the needs-based orientation of society, and limited support to learners from home. Based on the findings of the study I conclude that asset-based teaching can be viewed as a suitable alternative way of teaching, following the dynamic process of identifying, mobilising and managing assets. In this manner, the diverse needs of learners may be addressed in one classroom. In addition the study indicates that asset-based teaching may support adolescents in dealing with developmental changes. # Additional information of the Appendices are kept on Level 3 Merensky Library.
Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Educational Psychology
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Magare, Ishmael. "Educators' experiences of inclusive learning contexts : an exploration of competencies / Ishmael Magare." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2869.

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The successful implementation of an inclusive education system relies heavily on educators, since they engage daily in reciprocal interactions with learners. The implementation of an inclusive education system in South Africa was part of the educational reforms that occurred after 1994. Inclusive education promotes the full personal, academic and proficient development of all learners and is based on values such as human dignity, the achievement of equality and the advancement of human rights and freedom. Although most educators were only trained for either mainstream education or specialised education, they now had to cope not only with the diverse challenges posed by individual learner barriers, but also with broader systemic issues such as non-protective legislation and policy, cultural prejudice, inaccessible and unsafely built infrastructure, and lack of parental involvement. The complexity of the interactive relationships between different systems such as learners, educators, families, schools and the learning context were recognised and therefore the ecosystemic perspective was applied. The purpose of the research was to explore the experiences of educators in ordinary schools regarding the challenges involved in inclusive learning contexts, and to identify the competencies that they apply to deal with some of these challenges. A qualitative research design was chosen, using a case study to obtain an in-depth understanding of educators' experiences in a specific context. The study was conducted in the North-West province at Klerksdorp Secondary School. The school is characterised by its cultural diversity among educators and learners. Various contextual and micro systemic barriers that threatened an enabling learning environment were observed. Seven educators, one male and six female, participated in the research after ethical approval was obtained from the Ethics Committee of the University, the Department of Education, the Head of the school as well as the individual participants. Participants were involved in the research through purposive sampling. Three methods of gathering data were used in this research, namely written assignments that were completed by the participants; in-depth follow-up interviews and a focus group with all the participants. Thematic content analysis was used to identify themes and subthemes in the educators' descriptions of their experiences. The findings indicated that educators demonstrated competencies that enabled them to support learners and initiate and form collaborative relationships in an inclusive learning environment. The competencies associated with supporting learners included unconditional acceptance, focussed observations, adaptation and flexibility and motivating and encouraging learners to achieve. The competencies associated with the initiation and forming of collaborative relationships included involving parents in the learning process and forming collaborative relationships with colleagues. The findings clearly indicated that although educators had not received formal training in dealing with learners challenged with barriers to learning, they intuitively explored various ways of co-creating enabling learning contexts. Various implications for the Department of Education and school management teams are suggested. The Department of Education's training policy should acknowledge teachers' existing competencies. Educators should form part of advisory committees that could advise the Department of Education about the development of inclusive learning contexts. School management teams and institutional support teams could emphasise collective planning for inclusion so that educators' expertise is explored and further developed.
Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2009.
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Loots, Mathilda Christina. "Teachers’ implementation of an asset-based intervention for school-based psychosocial support." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/25196.

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Against the background of various socio-economic barriers in many South African school-community contexts, I compared how teachers in four schools implemented an asset-based intervention aimed at school-based psychosocial support. The working assumption was that teachers could act as protective resources in implementing the asset-based approach (following their participation in STAR1) to promote psychosocial support in their school-community contexts. The four schools were conveniently selected as information-rich cases to participate in the research study. The four cases comprised one informal settlement primary school in the Eastern Cape, two urban primary schools in Gauteng and one rural secondary school in Mpumalanga. Purposeful sampling was used to select ten participating teachers (n=40) in each school. Methodologically, the study followed a qualitative paradigm and a comparative case study design, implementing participatory rural appraisal (PRA) principles. The asset-based approach was used as theoretical framework. Multiple data gathering (focus groups, observation and intervention artefacts) and documentation procedures (verbatim transcripts, field notes, research journal and visual data) were implemented over a period of three years. Following constructivist grounded theory analysis, three main themes emerged: teachers using an asset-based approach for psychosocial support; teachers addressing barriers resourcefully; and teachers’ demonstrated asset-based competencies. The findings of the current study confirm that schools as part of unique systems are interrelated in terms of networks that mobilise assets, irrespective of the context. Teachers experience and prioritise a) socio-economic barriers (HIV/AIDS, financial constraints due to poverty and unemployment, and child abuse) and b) stressors of teaching (workload and related time constraints, attrition of group members, low levels of parent involvement, as well as context-specific factors). Teachers’ identification of barriers is determined by school contexts. Across school contexts teachers identified a) internal assets in their classrooms, the school context and in their communities together with b) community resources (physical resources, natural and environmental resources, community organisations and institutions). In psychosocial support, teachers mobilised identified assets and resources to ameliorate the impact of barriers. Teachers therefore promoted resilience by means of psychosocial support. The characteristics of school-based psychosocial support include identifying assets, prioritising barriers, mobilising assets to ameliorate the presence of barriers and establishing systemic networks and partnerships. When providing psychosocial support, teachers demonstrated asset-based competencies (positive identity formation, group effectiveness skills and management skills) signified as internal protective resources. By dynamically engaging in the challenges of their school-community contexts, teachers demonstrated self-determination (Deci&Ryan, 1985, 2002; Ryan&Deci, 2000, 2002) In the process, teachers displayed and actualised asset-based competencies, which in turn fulfilled the underlying psychological needs of competence, relatedness and autonomy. When they implemented the asset-based approach, it seemed to enhance teachers’ sense of coherence (Antonovsky, 1987) as they viewed the existence of barriers as being comprehensible, manageable and meaningful. Teachers were able to address barriers at an intrapersonal and interpersonal level as well as by deploying management skills. The three levels on which teachers addressed barriers correlate with their asset-based competencies. Their asset-based competency of positive identity formation was utilised to address barriers on an intrapersonal level; their group effectiveness skills addressed barriers on an interpersonal level and their management skills were deployed to address barriers on a level of administrating barriers efficiently. The study provides empirical evidence to broaden the current knowledge bases of the asset-based approach, resilience and school-based psychosocial support. The study contributes to the existing knowledge base of the asset-based approach by firstly highlighting social capital in school-community contexts as potential outcome of the implementation of the asset-based approach. Secondly, the study introduces asset-based competencies, as well as the dynamic relationship between these competencies and fundamental psychological needs (competence, relatedness and autonomy) as signified in self-determination theory (Deci&Ryan, 1985, 2002; Ryan&Deci, 2000, 2002). Lastly, the study conjectures the interconnectedness between the asset-based approach and a sense of coherence, in the sense that implementation of the asset-based approach could result in enhanced eustress (Simmons&Nelson, 2005) and sense of coherence (Antonovsky, 1987, 1993) when faced with and addressing barriers. Within the context of the existing knowledge base of resilience in schools and school-based psychosocial support, the findings suggest that resilience in schools could be promoted by teacher-driven psychosocial support initiatives. Firstly, the study signifies greater insight in teachers’ perspective on the potential assets and resources available in school-community contexts that could be mobilised for psychosocial support and the promotion of resilience. Secondly, the findings suggest empirical evidence that teachers (in a school context) can mobilise resources so that schools may serve as protective resources to promote resilience through school-based psychosocial support. Thirdly, the study contributes to new insight in possible barriers that teachers could encounter on a daily basis as well as the sort of psychosocial support that could be expected from similar school-based interventions. Lastly, the study provides insight into potential ways in which teachers can address barriers on an intrapersonal and interpersonal level and by deploying management skills.
Thesis (PhD)--University of Pretoria, 2011.
Educational Psychology
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Hopkins, Grant Camden. "Would an asset-based community development approach counteract a community deficit mindset in Leliefontein?" Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1009316.

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This research report aims to explore the potential of an Asset-Based Community Development (ABCD) approach in Leliefontein. Through the ABCD process, an inventory of the individual capacities of a sample group will be undertaken, as well as an inventory of the significant local associations, organisations and institutions, as well as their capacities. The objective will be to use the asset-mapping process to challenge negative community self-perceptions, enabling them to build new, positive images that empower and release latent potential. The information gathered will also be made available to the individuals, organisations, associations and institutions within the community, along with some ideas on how mutually beneficial partnerships can be developed. The key objective will be to assist the community of Leliefontein, to no longer regard themselves from a deficit mindset, but positively, as a community with tremendous resources, assets and relationships that can be harnessed for 4 community economic development. Asset-mapping can then be used by local organisations to build new relationships within the community, as well as relationships that harness resources outside of the immediate community.
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Ananthamoorthy, Nilani. "Perceptions of Capability Among Female Stroke Survivors in the Context of Disaster Risk Reduction." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38013.

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Women and persons with disabilities are at increased risks of experiencing negative health outcomes during and after disasters. The Sendai Framework (2015), published by the United Nations Office for Disaster Risk Reduction, highlights the need to strengthen disaster risk reduction (DRR) among populations at disproportionate risk, using an all-of-society approach that is inclusive and engaging. This research investigated the perceptions of capability among female stroke survivors, in the context of DRR. The purpose of this study was to 1) examine the role of asset literacy in the social construction of capability and lived experiences of female stroke survivors and 2) create an opportunity for female stroke survivors to share their lived experiences among themselves, and members of the stroke and DRR communities. Four women were recruited through snowball sampling. Study participants were invited to join a PhotoVoice project – a participatory method in which survivors were asked to respond to prompts using photography. Data was analyzed using qualitative, thematic analysis. Study results revealed that perceptions of capability in DRR for stroke survivors was rooted in the context of their recovery. Participants discussed 4 sets of recovery and DRR assets: 1) physical, 2) social, 3) energy and 4) personal characteristics. Autonomy was identified as a valued recovery outcome, and as needed to establish self-efficacy and adaptive capacity to cope with disasters. Social participation and asset literacy can support one another, and may enhance disaster resilience. An important aspect of Photovoice initiatives is sharing the messages with important stakeholders, as identified by the participants. This research has been shared at the annual international EnRiCH meeting (2018). We are currently planning a photo exhibit to be held in the fall of 2018. Overall, this research shows how creative tools (i.e. Photovoice, asset-mapping) can be used to foster social participation, and include populations at disproportionate risk in the DRR discussion.
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Books on the topic "Asset-based approach"

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Siegel, Paul B. An asset-based approach to social risk management: A conceptual framework. Washington: Human Development Network, Social Protection Unit, World Bank, 1999.

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Siegel, Paul. Using an asset-based approach to identify drivers of sustainable rural growth and poverty reduction in Central America: A conceptual framework. [Washington, D.C: World Bank, 2005.

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Arefi, Mahyar. Asset-based approaches to community development. Nairobi: UN-Habitat, 2008.

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Arefi, Mahyar. Asset-based approaches to community development. Nairobi: UN-Habitat, 2008.

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Arefi, Mahyar. Asset-based approaches to community development. Nairobi: UN-Habitat, 2008.

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Braga, Maria Debora. Risk-Based Approaches to Asset Allocation. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-24382-5.

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Management, United States Federal Highway Administration Office of Asset. Risk-based asset management: Examining risk-based approaches to transportation asset management : Report 2. Managing asset risks at multiple levels in a transportation agency. Washington, DC: Office of Asset Management, Federal Highway Administration, 2012.

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Discovering the other: Asset-based approaches to building community together. Herndon, VA: Alban Institute, 2012.

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Schoenebeck, Karen P. Interpreting and analyzing financial statements: A project-based approach. 5th ed. Upper Saddle River, N.J: Prentice Hall, 2010.

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P, Holtzman Mark, ed. Interpreting and analyzing financial statements: A project-based approach. 5th ed. Upper Saddle River, N.J: Prentice Hall, 2010.

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Book chapters on the topic "Asset-based approach"

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Braga, Maria Debora. "The Traditional Approach to Asset Allocation." In Risk-Based Approaches to Asset Allocation, 3–15. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24382-5_2.

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Srinivasan, Rengarajan, and Ajith Kumar Parlikad. "An Approach to Value-Based Infrastructure Asset Management." In Value Based and Intelligent Asset Management, 123–38. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20704-5_6.

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Roda, Irene, Ajith Kumar Parlikad, Marco Macchi, and Marco Garetti. "A Framework for Implementing Value-Based Approach in Asset Management." In Proceedings of the 10th World Congress on Engineering Asset Management (WCEAM 2015), 487–95. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27064-7_47.

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Preece, Julia. "A Capabilities and Asset-Based Development Approach to Community Engagement." In University Community Engagement and Lifelong Learning, 25–47. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56163-9_2.

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Gonzalez, Elsa M., and Miranda Wilson. "Introduction." In An Asset-Based Approach to Advancing Latina Students in STEM, 1–8. New York, NY : Routledge, 2021. | Series: Routledge research in STEM education: Routledge, 2020. http://dx.doi.org/10.4324/9781003002758-1.

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Coronella, Tamara T. "First-Generation Latina Engineering Students’ Aspirational Counterstories." In An Asset-Based Approach to Advancing Latina Students in STEM, 115–30. New York, NY : Routledge, 2021. | Series: Routledge research in STEM education: Routledge, 2020. http://dx.doi.org/10.4324/9781003002758-10.

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Mein, Erika, Helena Muciño Guerra, and Lidia Herrera-Rocha. "Latina Undergraduates in Engineering/Computer Science on the US–Mexico Border." In An Asset-Based Approach to Advancing Latina Students in STEM, 131–46. New York, NY : Routledge, 2021. | Series: Routledge research in STEM education: Routledge, 2020. http://dx.doi.org/10.4324/9781003002758-11.

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Verdín, Dina. "“I Learned How to Divide at 25”." In An Asset-Based Approach to Advancing Latina Students in STEM, 147–64. New York, NY : Routledge, 2021. | Series: Routledge research in STEM education: Routledge, 2020. http://dx.doi.org/10.4324/9781003002758-12.

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Aguirre, Hilda Cecilia Contreras, Rosa Banda, and Elsa M. Gonzalez. "Leadership Through the Lenses of Latinas." In An Asset-Based Approach to Advancing Latina Students in STEM, 165–80. New York, NY : Routledge, 2021. | Series: Routledge research in STEM education: Routledge, 2020. http://dx.doi.org/10.4324/9781003002758-13.

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Garcia, Ariana L., Blanca Rincón, and Juanita K. Hinojosa. "“There Was Something Missing”." In An Asset-Based Approach to Advancing Latina Students in STEM, 181–92. New York, NY : Routledge, 2021. | Series: Routledge research in STEM education: Routledge, 2020. http://dx.doi.org/10.4324/9781003002758-14.

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Conference papers on the topic "Asset-based approach"

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Azzedin, Farag, Husam Suwad, and Zaid Alyafeai. "Countermeasureing Zero Day Attacks: Asset-Based Approach." In 2017 International Conference on High Performance Computing & Simulation (HPCS). IEEE, 2017. http://dx.doi.org/10.1109/hpcs.2017.129.

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Krishnanand, R. "Practical Approach for Development of Risk Based Asset Management Program." In Asset Management Conference 2014. Institution of Engineering and Technology, 2014. http://dx.doi.org/10.1049/cp.2014.1032.

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Segletes, David, Christopher Tipple, and Daniel Peters. "Fracture Mechanics Based Asset Management Approach in SCC Environments." In ASME 2019 Pressure Vessels & Piping Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/pvp2019-94030.

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Abstract The operation of autoclave vessels at elevated temperature and pressure is common across a variety of industries. Many of the older operating vessels were fabricated from multiple forgings by welding. Austenitic stainless steels are the material of choice for many of these vessels, and precautions to prevent sensitization in the weld heat affected zone may not have been implemented during construction, which can increase susceptibility to environmental cracking conditions. Recently a vessel developed a through wall leak during the operating cycle. Three complimentary vessels at the same facility were inspected resulting in one additional vessel not returning to service and two with similar flaws. A multi-disciplinary approach was used to evaluate the failure, perform a fitness for service determination, and nondestructive examinations to monitor the flaw growth and validate the fitness for service inputs. The overall approach is discussed.
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Ju, Yuan, Ning Duan, Ke Hu, Li Li, Xin Zhang, and Wei Sun. "A New Condition Based Linear Asset Dynamic Segmentation Approach." In 2012 IEEE International Conference on Service Operations and Logistics and Informatics (SOLI). IEEE, 2012. http://dx.doi.org/10.1109/soli.2012.6273549.

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Liu, S. "Asset Digitalization and Integrity Monitoring - A UAS based approach." In 80th EAGE Conference & Exhibition 2018 Workshop Programme. Netherlands: EAGE Publications BV, 2018. http://dx.doi.org/10.3997/2214-4609.201801897.

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Chignell, S., and S. Gebski. "Developing & deploying an integrated, risk-based approach to asset management." In IET & IAM Asset Management Conference 2013. Institution of Engineering and Technology, 2013. http://dx.doi.org/10.1049/cp.2013.1933.

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Padin, E. "Improving Field Development Efficiency Based on Integrated Asset Modelling Approach." In EAGE 2020 Annual Conference & Exhibition Online. European Association of Geoscientists & Engineers, 2020. http://dx.doi.org/10.3997/2214-4609.202010494.

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Wheeldon, M. J., and J. Hayes. "Developing a whole company culture of asset management through organisational structure, an asset management framework and a risk based approach for asset intervention." In IET & IAM Asset Management Conference 2012. Institution of Engineering and Technology, 2012. http://dx.doi.org/10.1049/cp.2012.1915.

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Nazemi, Seyyed Danial, and Mohsen A. Jafari. "An Automated Cluster-Based Approach for Asset Rescheduling in Building Communities." In 2020 IEEE Texas Power and Energy Conference (TPEC). IEEE, 2020. http://dx.doi.org/10.1109/tpec48276.2020.9042580.

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Duarte, E., D. Falla, J. Gavin, M. Lawrence, T. McGrail, D. Miller, P. Prout, and B. Rogan. "A practical approach to condition and risk based power transformer asset replacement." In 2010 IEEE International Symposium on Electrical Insulation (ISEI). IEEE, 2010. http://dx.doi.org/10.1109/elinsl.2010.5549580.

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Reports on the topic "Asset-based approach"

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Gutierrez, Rachael A., Anthony Martino, and Sandra K. Begay. An Asset-Based Approach to Tribal Community Energy Planning. Office of Scientific and Technical Information (OSTI), August 2016. http://dx.doi.org/10.2172/1431475.

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Murillo, Marco. Examining English Learners’ College Readiness and Postsecondary Enrollment in California. Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.policy.8.

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Given a growing asset-based approach to equipping English Learners (ELs) with the knowledge and skills to enter and succeed in postsecondary education, this brief examines ELs’ college readiness and postsecondary education outcomes in California. It includes a brief summary of relevant literature on college readiness among EL students. Researchers then present data retrieved from the California Department of Education on college readiness and postsecondary education. The results show that EL students lack access to college preparatory courses, have a low rate of meeting the state’s College/Career Indicator, and enroll in postsecondary education at lower rates than other groups. This policy brief concludes with recommendations for state-, district-, and school-level improvements for ELs’ college readiness and postsecondary enrollment.
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