Relevant bibliographies by topics / Conceptual strategies

Academic literature on the topic 'Conceptual strategies'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Conceptual strategies"

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Belay, Getinet. "Conceptual Strategies for Operationalizing Multicultural Curricula." Journal of Education for Library and Information Science 33, no. 4 (1992): 295. http://dx.doi.org/10.2307/40323193.

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Singer, Murray. "Question-answering strategies and conceptual knowledge." Bulletin of the Psychonomic Society 29, no. 2 (February 1991): 143–46. http://dx.doi.org/10.3758/bf03335218.

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Kotha, Suresh, and Daniel Orne. "Generic manufacturing strategies: A conceptual synthesis." Strategic Management Journal 10, no. 3 (May 1989): 211–31. http://dx.doi.org/10.1002/smj.4250100303.

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Neel, NL. "Strategies: a conceptual model for Virginia." Journal of Dental Education 55, no. 3 (March 1991): 217–20. http://dx.doi.org/10.1002/j.0022-0337.1991.55.3.tb02511.x.

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Kotov, Dmitriy Valeryevich, Dilyara Agelamovna Gamilova, Elza Rustemovna Alekseeva, and Adelya Radikovna Sharipova. "CONCEPTUAL PROVISIONS FOR IMPLEMENTING REGIONAL STRATEGIES." Современная экономика проблемы и решения, no. 2 (2017): 204–11. http://dx.doi.org/10.17308/meps.2017.02/1604.

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Wicker, Allan W. "Getting out of our conceptual ruts: Strategies for expanding conceptual frameworks." American Psychologist 40, no. 10 (1985): 1094–103. http://dx.doi.org/10.1037/0003-066x.40.10.1094.

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Coulson, Tony, Lorne Olfman, Terry Ryan, and Conrad Shayo. "Enterprise Systems Training Strategies." Journal of Organizational and End User Computing 22, no. 3 (July 2010): 22–39. http://dx.doi.org/10.4018/joeuc.2010070102.

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Enterprise systems (ESs) are customizable, integrated software applications designed to support core business processes. This paper reports research contrasting the relative effectiveness of two strategies for ES end-user training that differentially reflect the Sein, Bostrom, and Olfman (1999) hierarchical knowledge-level model. One strategy— procedural—involves training that targets the three lowest knowledge levels of the model (command-based, tool-procedural, and business-procedural); the other—tool-conceptual—involves training that also includes a higher knowledge level (tool-conceptual). A non-equivalent quasi-experimental design was used for groups of senior business students being trained to use an authentic ES. Performance measures were administered during training and ten days after training concluded. Both experiments demonstrated that training involving the tool-conceptual knowledge level leads to superior mental models, compared with training oriented toward lower knowledge levels, as expressed in the recollection and communication of ES concepts. Tool-conceptual knowledge-level training can be used to promote understanding and communication, and should be incorporated into training strategies for ES.
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Kloeppel, Tiffany, and Pamela Hodges Kulinna. "Strategies for Teaching Healthy Behavior Conceptual Knowledge." Strategies 25, no. 7 (September 2012): 26–30. http://dx.doi.org/10.1080/08924562.2012.10590980.

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Yang, Chen-Wei, Shih-Chieh Fang, and Julia L. Lin. "Organisational knowledge creation strategies: A conceptual framework." International Journal of Information Management 30, no. 3 (June 2010): 231–38. http://dx.doi.org/10.1016/j.ijinfomgt.2009.08.005.

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Tenbrink, Thora, and Inessa Seifert. "Conceptual layers and strategies in tour planning." Cognitive Processing 12, no. 1 (October 13, 2010): 109–25. http://dx.doi.org/10.1007/s10339-010-0373-9.

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Dissertations / Theses on the topic "Conceptual strategies"

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Saulawa, Danjuma Rabe. "Instructional strategies and conceptual changes." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185341.

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The schema activating instructional strategy of Semantic Feature Analysis (SFA) has been demonstrated as an effective way of teaching vocabulary and comprehension. This study compared the SFA to three other strategies of Direct Instruction (DI), Vocabulary Look Up (VLU), and Read Only (RO) for their effectiveness to help students clarify prior misconceptions. Student responses on multiple choice pre and post tests and their written recalls were the dependent variables in this study. Subjects were four classes of 127 normal seventh and eighth grade students. The classes were randomly assigned intact to the four instructional strategies: SFA, DI, VLU, and RO. Students were pretested and then instructed using a passage on the Fourth Amendment of the U. S. Constitution according to their assigned strategies. They then took the posttest and wrote recalls. Students misconceptions in the pretest were tabulated and compared to those in the posttest to determine which of the four strategies was most effective in helping students clarify their prior misconceptions about the Fourth Amendment. Then students' written recalls were analyzed according to various conceptual categories to learn which strategy helped the students to recall the reading passage. The structure of the students' writing was also examined to find out which of the four strategies helped the students the most in integrating the new information and writing most coherently. The SFA group clarified and corrected significantly more items on the multiple choice test than any of the other groups. This finding suggests that an interactive strategy such as SFA facilitates student memory and learning of content area material. The results also demonstrated that students taught through the strategy of semantic feature analysis recalled more conceptual units than the other groups. They also wrote more cohesively with clearer structure than the others.
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Thiyagarajan, Kamesh. "Conceptual development of brake friction estimation strategies." Thesis, KTH, Fordonsdynamik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-285677.

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The thesis work investigates brake friction estimation strategies. The friction between the brake disc and brake pads is not constant during the braking application and contributes to the amount of brake torque achieved at the wheels. In this study, it is considered that any change in the brake torque between the requested and achieved values is only due to the varying brake friction coefficient. The work gives three different approaches to estimate the brake friction coefficient using two prominent state estimation strategies, Unscented Kalman Filter and Moving Horizon Estimation. The inputs to the estimators are obtained from a Vehicle model, which is built using the wheel balance equations. The estimators have been tuned to minimize the estimation error in nominal conditions and tested for their robustness through a wide analysis, where the sensitivity of the strategies is checked against a spectra of potential system parameters and boundary conditions. Throughout all the analysis, the developed models estimate the brake friction coefficient within an acceptable error range. This work opens up opportunities for further studies that can be performed using the built estimator models.
Detta examensarbete studerar strategier för skattning av bromsfriktion. Friktionen mellan bromsskivan och bromsbeläggen är inte konstant under bromsförloppet och det är denna som genererar bromsmomentet för varje hjul. I detta arbete så antas att förändringen i bromsmoment mellan begärd och uppnått endast är på grund av varierande bromsfriktion mellan bromsbelägg och bromsskiva. Arbetet presenterar tre olika sätt att skatta bromsfriktionen genom användning av två kända skattningsmetoder, Uncented Kalman Filter och Moving Horizon Estimation. Ingående värden till skattningsmetoderna fås från en fordonsmodell som är byggd med hjälp av hjulbalansekvationer. Skattningsmetoderna har justerats så att de minimerar skattningsfelet i nominella fall och de är testade för robusthet genom en bred analys där känsligheten hos metoderna testas genom en flora av potentiella systemparametrar och gränsvärden. Genom hela analysen så uppnår de utvecklade skattningsmetoderna bromsfriktionsvärden med acceptabla felnivåer. Detta arbete öppnar upp för möjligheter för vidare analyser där de utvecklade metoderna kan användas.
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Sauthoff, Marian Dene. "Conceptual frameworks and interpretive strategies in graphic design." Pretoria : [s.n.], 2006. http://upets.up.ac.za/thesis/available/etd-08022006-165847/.

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Ceylan, Eren. "Effect Of Instruction Using Conceptual Change Strategies On Students." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12605335/index.pdf.

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The main purpose of the study was to compare the effectiveness of the conceptual change oriented instruction through demonstration and traditionally designed chemistry instruction on 10th grade students&rsquo
understanding of chemical reactions and energy concepts and attitudes towards chemistry as a school subject. In this study, 61 tenth grade students from two classes of chemistry course instructed by same teacher from Atatü
rk Anatolian High School took part. The study was conducted during 2003-2004 fall semester. This study included two groups which were selected randomly throughout 9 classes. One of the group was defined as control group in which students were taught by traditionally designed chemistry instruction, while the other group defined as experimental group in which students were instructed by conceptual change oriented instruction through demonstrations (CCID). Chemical Reactions and Energy Concepts Test and Attitude Scale toward Chemistry were administered to both groups as a pre-test and post-test to assess the students understanding of chemical reactions and energy concepts and students&rsquo
attitudes toward chemistry, respectively. Science Process Skills Test was given at the beginning of the study to determine students&rsquo
science process skills. The hypotheses were tested by using analysis of covariance (ANCOVA) and two-way analysis of variance (ANOVA). The results showed that CCID caused significantly better acquisition of the scientific conceptions related to chemical reactions and energy concepts than TDCI. The results showed that there was a significant difference between post-test mean scores of students taught with CCID and those taught with TDCI with respect to their attitude toward chemistry as a school subject. A Science process skill was determined as a strong predictor in understanding the concepts related chemical reactions and energy.
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Pendlebury, Martyn C. "Techniques and strategies to improve conceptual and schematic design." Thesis, Loughborough University, 2000. https://dspace.lboro.ac.uk/2134/13726.

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This research has investigated the management of the concept and schematic design stages with particular reference to brief development, the exchange of design and cost information between the client and designers, and the impact of early design decisions on construction. A critical review of current practice by both literature review and case study revealed that early stage design often failed to meet the expectation of clients leading to frequent redesign and inaccurate cost advice. Poor communication of information between all parties was primarily to blame. This led to the research combining the three elements, design, cost, and risk and developing a Scheme Design Process Model (SDPM) based on ADePT principles to provide designers for the first time the opportunity to: • Accurately and systematically, plan ahead for the work required during the scheme design stage. • Identify conflicts that lead to iterative problems. • Mitigate iterative problems by identifying and recording the design risks source. • Qualify the accuracy of the cost advice based on the progress of the design. • Ensure closer cross-disciplinary cooperation. • Reduce overall project timescale. The research identified that a generic programme of work can now be produced that includes all major elements for the multi-disciplinary design team. The research provides a contribution to the design-modelling database by introducing and demonstrating flexibility between design stages. In addition to the SDPM the research has also addressed accountability within the decision making process by demonstrating QFD techniques that can be applied at various stages of early design.
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Riordan, J. P. "Techniques, tactics and strategies for conceptual change in school science." Thesis, Canterbury Christ Church University, 2014. http://create.canterbury.ac.uk/13077/.

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This study explores how experienced science teachers promote conceptual change. It examines how instructional strategies, learning methods (Darden, 1991) and conceptual change interrelate. Three research methods (expert micro-teaching, verbal protocols and retrospective debriefing) were used. Data were video-recorded and managed using NVivo. Six groups of 11 year-old pupils took part (three girls and three boys) in each expert micro-teaching interview, led by a science specialist (Advanced Skills Teacher). A ‘Concurrent Verbal Protocol and Retrospective Debriefing’ interview (Taylor and Dionne, 2000) happened with the teacher approximately one month later. Six teachers participated altogether. About fifteen hours of interview data were analysed using grounded theory methods. The interpretivist theoretical perspective (symbolic interactionism) was underpinned by a social constructionist epistemology. What can be considered evidence is inevitably affected by the researcher’s methodological position. So what constitutes reliable evidence can be contentious. Appropriate criteria for evaluating the grounded theory emerging from this study were used. Interpretivist approaches for investigating conceptual change in school science are necessary to avoid dominance by positivist literature. This approach, proved successful in other fields (Pressley, 2000), is new to this context. The assumption that instructional strategy is a plan does not adequately explain the data collected here. However, abandoning attempts to unpick complicated interactions between pupils and teacher whilst learning takes place, leaves practitioners without guidance. Consensus exists among most conceptual change researchers that instructional strategies, learning methods and conceptual change must be considered together where possible. This present study proposes a grounded theory for how experienced science teachers promote conceptual change and questions how instructional strategy is understood in the literature. Findings show that during and between sporadic periods of ‘conceptual conflict’ participants used eleven ‘teaching and learning techniques’. The relative weight given to each technique was termed the ‘strategic profile’ of the teacher. ‘Tactics’ is the theory of the use of teaching and learning techniques in conceptual combat. ‘Strategy’ is the theory of the use of such conceptual combats to try to achieve an aim (here to promote conceptual change). Teachers (and pupils) demonstrated and described tactical and strategic behaviour. Techniques, tactics and strategies frequently failed. How participants managed such ‘friction’ was described. Teachers and researchers view classroom dynamics from different perspectives. This study argues that an interpretivist approach, which moves back and forth between the particular and the general, can help bridge the “gap” between practice and theory in this field (Duit et al., 2008, p.629).
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Stöhr, Walter. "Industrial Structural Change and Regional Development Strategies Towards a Conceptual Framework." WU Vienna University of Economics and Business, 1985. http://epub.wu.ac.at/6221/1/IIR_Disc_21.PDF.

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Oliver, Emma. "Effective teaching strategies for promoting conceptual understanding in secondary science education." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Oliver_Emma%20MITthesis%202007.pdf.

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Champion, Karina E. "Considerations and strategies to promote conceptual change in science and math." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Champion_KMITthesis2009.pdf.

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Matthaei, Nerida K. "Recontextualising my choreographic self: Conceptual and processual strategies for rerouting practice." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/116353/1/Nerida_Matthaei_Thesis.pdf.

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This practice-led research project defines a methodological basis for the recontextualisation and rerouting of this artist-researcher's choreographic praxis. This was achieved via experimenting and testing new contemporary strategies underpinned by embodied reflexive practices and creative case studies, which resulted in the creation of new performance works. The study provided the researcher with mechanisms to articulate, recontextualise and interrogate processual choreographic complexities. Situated in the shifting landscape of the independent choreographer-dancer-producer, it identifies that investigating processual choreographic innovation has been vital to the researchers ongoing artistic development and acknowledges this necessity for the broader field of contemporary choreographic practice.
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Books on the topic "Conceptual strategies"

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1954-, Holcomb Harmon R., ed. Conceptual challenges in evolutionary psychology: Innovative research strategies. Dordrecht: Kluwer Academic Publishers, 2001.

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Kendzulak, Susan. Borrowing the enemy's arrows: Strategies of contemporary Chinese conceptual artists. Ann Arbor, MI: Bell & Howell Information and Learning Company, 2000.

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Bramwell, Owen Thomas Joseph. An investigation into effective calibration strategies for conceptual hydrological models. Birmingham: University of Birmingham, 2003.

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Muzej suvremene umjetnosti (Zagreb, Croatia). The misfits: Conceptualist strategies in Croatian contemporary art = Neprilagodeni : konceptualističke strategije u hrvatskoj suvremonoj umjetnosti. Zagreb, Hrvatska: Muzej suvremene umjetnosti, 2002.

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Coelho, Filipe J. F. Single versus multiple channel strategies in financial services: A conceptual model and empirical investigation. Manchester: Manchester Business School Phd, 2000.

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Station, Pacific Southwest Research, ed. An integrated science plan for the Lake Tahoe basin: Conceptual framework and research strategies. Albany, CA]: U.S. Dept. of Agriculture, Forest Service, Pacific Southwest Research Station, 2010.

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Laughland-Booÿ, Jacqueline, Zlatko Skrbiš, and Zareh Ghazarian. Developing a Conceptual Model Using Inductive Analysis: The Voting Strategies of First-Time Voters. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications, Ltd., 2021. http://dx.doi.org/10.4135/9781529763690.

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Haider, Mahe Nau. The Pakistan thematic group's position paper on human trafficking: Development of a conceptual framework and strategies to combat trafficking. Islamabad: Canadian International Development Agency, 2005.

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Barrios, Enrique Alvarado. Control estratégico: Un marco conceptual para empresarios y administradores. San José, Costa Rica: Libro Libre, 1990.

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Setear, John K. Protracted conflict in Central Europe: A conceptual analysis. Santa Monica, CA: Rand Corp., 1989.

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Book chapters on the topic "Conceptual strategies"

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López, Lidia, Dolors Costal, Claudia P. Ayala, Xavier Franch, Ruediger Glott, and Kirsten Haaland. "Modelling and Applying OSS Adoption Strategies." In Conceptual Modeling, 349–62. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-12206-9_29.

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Hewasinghage, Moditha, Nacéra Bennacer Seghouani, and Francesca Bugiotti. "Modeling Strategies for Storing Data in Distributed Heterogeneous NoSQL Databases." In Conceptual Modeling, 488–96. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-00847-5_35.

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Rydning, Antin Fougner, and Christian Lachaud. "Are primary conceptual metaphors easier to understand than complex conceptual metaphors?" In Methods and Strategies of Process Research, 169–86. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/btl.94.13ryd.

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Mueller, Florian. "Terminological, Conceptual, and Theoretical Basics." In Sales Management Control Strategies in Banking, 39–119. Wiesbaden: Gabler, 2011. http://dx.doi.org/10.1007/978-3-8349-6209-6_3.

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Wicker, Allan W. "Getting out of our conceptual ruts: Strategies for expanding conceptual frameworks." In Methodological issues & strategies in clinical research., 41–61. Washington: American Psychological Association, 1992. http://dx.doi.org/10.1037/10109-016.

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Pask, Gordon. "Learning Strategies, Teaching Strategies, and Conceptual or Learning Style." In Learning Strategies and Learning Styles, 83–100. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4899-2118-5_4.

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Bloch, Olga. "The Notion of Crisis: Conceptual Framework." In Corporate Identity and Crisis Response Strategies, 21–69. Wiesbaden: Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-658-06222-4_1.

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Bellatreche, Ladjel, Kamalakar Karlapalem, and Qing Li. "Derived Horizontal Class Partitioning in OODBs: Design Strategies, Analytical Model, and Evaluation." In Conceptual Modeling – ER ’98, 465–79. Berlin, Heidelberg: Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/978-3-540-49524-6_36.

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Omeni, Edward. "Theoretical and conceptual framework." In Violence Exposure and Transitional Coping Strategies Among International Students in Poland, 33–67. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-27452-8_3.

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Rabinowitz, Mitchell, and Robert McAuley. "Conceptual Knowledge Processing: An Oxymoron?" In Interactions Among Aptitudes, Strategies, and Knowledge in Cognitive Performance, 117–33. New York, NY: Springer New York, 1990. http://dx.doi.org/10.1007/978-1-4612-3268-1_10.

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Conference papers on the topic "Conceptual strategies"

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Liu Gequn and Liu Weiguo. "Conceptual design of control strategies." In 2006 American Control Conference. IEEE, 2006. http://dx.doi.org/10.1109/acc.2006.1657448.

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Xing Fang and Yaxi Wang. "Comparison and implication: Patent strategies of China, Japan and U.S.A." In Conceptual Design (CAID/CD). IEEE, 2008. http://dx.doi.org/10.1109/caidcd.2008.4730679.

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Xu, Zhi-gang, Li-yan Shen, and Wen-guang Chen. "Conceptual Green design, challenge and strategies." In 2006 IEEE International Symposium on Industrial Electronics. IEEE, 2006. http://dx.doi.org/10.1109/isie.2006.296081.

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Al-Qirim, N. "Student Learning Strategies: A Conceptual Framework." In Education 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.47.62.

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Li, Yuanyuan, Andrii Biloshchytskyi, Sergiy Bronin, and Tamara Liashchenko. "A Conceptual Model for Diversification Strategies Choice." In 2021 IEEE International Conference on Smart Information Systems and Technologies (SIST). IEEE, 2021. http://dx.doi.org/10.1109/sist50301.2021.9465934.

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Samanta, Sujan. "Business-IT Alignment Strategies: A Conceptual Modeling." In PICMET '07 - 2007 Portland International Conference on Management of Engineering & Technology. IEEE, 2007. http://dx.doi.org/10.1109/picmet.2007.4349312.

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Kristalny, Maxim, and Jang Ho Cho. "Circumventing Conceptual Flaws in Classical Interaction Control Strategies." In 2021 IEEE/RSJ International Conference on Intelligent Robots and Systems (IROS). IEEE, 2021. http://dx.doi.org/10.1109/iros51168.2021.9636476.

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Schmidt, Luke M., Jennifer L. Marshall, Darren L. DePoy, and Samuel C. Barden. "The conceptual design of SCal: A facility calibration system for the Maunakea Spectroscopic Explorer." In Observatory Operations: Strategies, Processes, and Systems IX, edited by Chris R. Benn, Robert L. Seaman, and David S. Adler. SPIE, 2022. http://dx.doi.org/10.1117/12.2630252.

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Sardone, Laura, Alessandra Fiore, Rita Greco, Carlo Moccia, Nikos D. Lagaros, and Domenico De Tommasi. "Algorithm-aided structural-optimization strategies for the design of variable cross-section beams." In International fib Symposium - Conceptual Design of Structures 2021. fib. The International Federation for Structural Concrete, 2021. http://dx.doi.org/10.35789/fib.proc.0055.2021.cdsymp.p059.

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Antoni, Darius, and Ferry Jie. "The Relationship betweek IT capability and organisational environment performance: A conceptual framework." In 3rd Annual International Conference on Infocomm Technologies in Competitive Strategies. Global Science Technology Forum, 2012. http://dx.doi.org/10.5176/2251-2136_ict12.20.

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Reports on the topic "Conceptual strategies"

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Hymanson, Zachary P., and Michael W. Collopy. An integrated science plan for the Lake Tahoe basin: conceptual framework and research strategies. Albany, CA: U.S. Department of Agriculture, Forest Service, Pacific Southwest Research Station, 2010. http://dx.doi.org/10.2737/psw-gtr-226.

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Mulet, Elena, Marta Royo, Vicente Chulvi, and Laura Ruiz-Pastor. Analysis of attachment strategies in methods and tools to assess environmental aspects in conceptual designs. University of Limerick, 2021. http://dx.doi.org/10.31880/10344/10254.

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Osadchyi, Viacheslav V., Hanna Y. Chemerys, Kateryna P. Osadcha, Vladyslav S. Kruhlyk, Serhii L. Koniukhov, and Arnold E. Kiv. Conceptual model of learning based on the combined capabilities of augmented and virtual reality technologies with adaptive learning systems. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4417.

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The article is devoted to actual problem of using modern ICT tools to increase the level of efficiency of the educational process. The current state and relevance of the use of augmented reality (AR) and virtual reality (VR) technologies as an appropriate means of improving the educational process are considered. In particular, attention is paid to the potential of the combined capabilities of AR and VR technologies with adaptive learning systems. Insufficient elaboration of cross-use opportunities for achieving of efficiency of the educational process in state-of-the-art research has been identified. Based on analysis of latest publications and experience of using of augmented and virtual reality technologies, as well as the concept of adaptive learning, conceptual model of learning based on the combined capabilities of AR and VR technologies with adaptive learning systems has been designed. The use of VR and AR technologies as a special information environment is justified, which is applied in accordance with the identified dominant type of students' thinking. The prospects of using the proposed model in training process at educational institutions for the implementation and support of new teaching and learning strategies, as well as improving learning outcomes are determined by the example of such courses as “Algorithms and data structures”, “Computer graphics and three-dimensional modeling”, “Circuit Engineering”, “Computer Architecture”.
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Nosenko, Yuliya H., Maiia V. Popel, and Mariya P. Shyshkina. The state of the art and perspectives of using adaptive cloud-based learning systems in higher education pedagogical institutions (the scope of Ukraine). [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3246.

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The article deals with the problems of using adaptive cloud-based learning systems (ACLS) in the modern high-tech educational environment and expanding access to them as tools of educational and research activity at higher education pedagogical institutions in Ukraine. The conceptual apparatus of cloud-based adaptive learning systems application and design is considered; their main characteristics are revealed; the ways of their pedagogical application are described. The experience of Institute of Information Technologies and Learning Tools of NAES of Ukraine on designing and applying of the cloud-based learning and research environment is outlined. The results of the survey of 31 higher education pedagogical institutions on using ACLS are presented. It is established that in the near future ACLS will become the driving force behind the development of new pedagogy, new strategies for personalizing education, and expanding opportunities for active learning.
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Candrilli, Sean D., and Samantha Kurosky. The Response to and Cost of Meningococcal Disease Outbreaks in University Campus Settings: A Case Study in Oregon, United States. RTI Press, October 2019. http://dx.doi.org/10.3768/rtipress.2019.rr.0034.1910.

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Invasive meningococcal disease (IMD) is a contagious bacterial infection that can occur sporadically in healthy individuals. Symptoms are typically similar to other common diseases, which can result in delayed diagnosis and treatment until patients are critically ill. In the United States, IMD outbreaks are rare and unpredictable. During an outbreak, rapidly marshalling the personnel and monetary resources to respond is paramount to controlling disease spread. If a community lacks necessary resources for a quick and efficient outbreak response, the resulting economic cost can be overwhelming. We developed a conceptual framework of activities implemented by universities, health departments, and community partners when responding to university-based IMD outbreaks. Next, cost data collected from public sources and interviews were applied to the conceptual framework to estimate the economic cost, both direct and indirect, of a university-based IMD outbreak. We used data from two recent university outbreaks in Oregon as case studies. Findings indicate a university-based IMD outbreak response relies on coordination between health care providers/insurers, university staff, media, government, and volunteers, along with many other community members. The estimated economic cost was $12.3 million, inclusive of the cost of vaccines ($7.35 million). Much of the total cost was attributable to wrongful death and indirect costs (e.g., productivity loss resulting from death). Understanding the breadth of activities and the economic cost of such a response may inform budgeting for future outbreak preparedness and development of alternative strategies to prevent and/or control IMD.
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Buitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, September 2022. http://dx.doi.org/10.16925/gcnc.23.

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This module, aimed at helping both English as a Foreign Language (EFL) teachers and their students, is the result of a qualitative, applied, transversal and constructivist research conducted with Open Lingua teachers. One of the objectives of said research was to establish the factors that favored and hindered the curriculum integration of open access bilingual dictionaries in that specific EFL context in order to design and implement some pedagogical and didactic initiatives that would foster the effective use of those lexical tools. The present module was a fundamental element within the series of proposals that arose along the research. Its main objective was to provide the teachers with the necessary conceptual knowledge and didactic strategies and resources to teach their students how to use that kind of online dictionary with higher degrees of ease, enjoyment, and efficiency, and, thus, to reduce the frequency of look up errors. This module offers a variety of digital resources, handouts, and hands-on and assessment activities that can greatly facilitate their job when teaching dictionary skills to their students.
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Groom, Simon, and Edna Armendáriz. Managing megaprojects: conceptual framework and international experience. Inter-American Development Bank, December 2021. http://dx.doi.org/10.18235/0003887.

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The discussion paper analyzes international experience in megaproject management, identifying problems and delivery performance. The most important distortions are optimism bias and strategic misrepresentation. it explores the approaches of Norway and the United Kingdom. Both countries have strengthened the robustness of planning and appraisal for megaprojects and have established specific methods and institutional arrangements for these projects to strengthen governance and transparency. Finally, some lessons are put forward that could help other countries, especially in Latin America, when embarking on megaprojects.
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Navas-Alemán, Lizbeth. Innovation and Competitiveness in Mining Value Chains: The Case of Brazil. Inter-American Development Bank, December 2021. http://dx.doi.org/10.18235/0003813.

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Mining companies have mirrored other large multinational companies in setting up global value chains (GVCs), sourcing their inputs and services from an ever-larger number of highly capable suppliers in developing countries, such as those in resource-rich Latin America. However, recent empirical studies on the mining GVC in that region suggest that even innovative local suppliers find it difficult to exploit their innovations in local and foreign markets. Using a conceptual framework that combines literature on innovation and GVCs, this study analyzed how global/regional- and firm-level factors interact to explain the acquisition of local suppliers capabilities within Brazils mining industry. The study explored these issues using original data gathered in 2019 and secondary sources from Brazil. The main findings are related to (i) strategies used by domestic suppliers to develop innovative solutions for leading mining companies, (ii) how health and safety concerns spurred innovation after the disasters in Mariana and Brumadinho, (iii) new-to-the-world innovation capabilities among Brazilian suppliers to the mining industry, and (iv) the main barriers to developing innovative practices among domestic suppliers. The authors propose public policies to support major mining companies in acquiring innovations from domestic suppliers to the mining industry. Opportunities such as a Copper Rush in Brazil that could foster further innovations in mining are discussed.
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Redden, Mark E., and Michael P. Hughes. Global Commons and Domain Interrelationships: Time for a New Conceptual Framework? (Strategic Forum, October 2010). Fort Belvoir, VA: Defense Technical Information Center, October 2010. http://dx.doi.org/10.21236/ada530438.

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Quak, Evert-jan. Lessons Learned from Market Shaping Interventions to Stimulate Vaccine Production in LMIC. Institute of Development Studies (IDS), December 2021. http://dx.doi.org/10.19088/k4d.2022.009.

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This rapid review synthesises the literature from academic, policy, and knowledge institution sources on the lessons learned on how market shaping tools can be used to stimulate vaccine production in low- and middle-income countries (LMICs) with a focus on Africa. The purpose is to learn from these interventions in the context of shaping the vaccine markets in Africa to become less dependent on imports and to stimulate local production of vaccines. The rapid review concludes that it is the combination of market shaping tools (supply and demand sides) with efforts to mobilise resources and a clear industrial policy and strategy with long-term political commitment that is needed to develop fully integrated vaccine facilities in LMICs at the national and regional levels. These facilities or “vaccine manufacturing networks” in LMICs, particularly in Africa, need to sell below their production cost for many years after entering the market. This is because they compete within well-established global vaccine markets to which the low-income countries have access through pooled procurement mechanisms. This means that governments in low-income countries have arguably good access to affordable but imported vaccines while needing heavy investment and subsidies to develop competitive vaccine manufacturers. The literature on market-shaping is mainly conceptual without mentioning much empirical evidence. It has a bias on firms and presumes firm strategies to shape markets for their own benefit. The literature often underestimates the role that governments play in shaping markets. As such, this rapid review relies on other sources to investigate the interventions by governments to shape markets and how donors could support these governments in their efforts.
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