Relevant bibliographies by topics / Difficult Concepts

Academic literature on the topic 'Difficult Concepts'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Difficult Concepts.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Difficult Concepts"

1

de Bono, David. "Difficult concepts in cardiology." International Journal of Cardiology 45, no. 2 (June 1994): 154–55. http://dx.doi.org/10.1016/0167-5273(94)90278-x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Hosmer, David, and Dale E. Mattson. "Statistics: Difficult Concepts, Understandable Explanations." Journal of the American Statistical Association 81, no. 393 (March 1986): 259. http://dx.doi.org/10.2307/2288013.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Lewis, Ricki. "Using Technology to Teach Difficult Genetic Concepts." American Biology Teacher 58, no. 4 (April 1, 1996): 227–29. http://dx.doi.org/10.2307/4450130.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Maatman, Russell W. "Simplifying Difficult Mathematical Concepts in Chemistry Courses." Journal of Chemical Education 72, no. 12 (December 1995): 1089. http://dx.doi.org/10.1021/ed072p1089.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Chudinova, E. V., and V. Ye Zaitseva. "«Difficult Breathing»: to the Problem of Overcoming the Natural in the Cultural." Cultural-Historical Psychology 18, no. 1 (2022): 60–68. http://dx.doi.org/10.17759/chp.2022180106.

Full text
Abstract:
The problem of transforming everyday concepts of a child into scientific concepts and their interaction posed by L.S. Vygotskii is still relevant. This article analyzes the transformation of the everyday concept of breathing and respiration to the scientific concept, starting with the ideas of a preschooler and up to the end of school age. The material of the experimental teaching within the framework of a five-year biology course for middle school is presented in comparison with the traditional introduction of the scientific concept. Teaching-learning processes are investigated as a series of mediation acts. Analysis of the students learning activity and their learning difficulties demonstrates the dynamics of conceptual changes. It is possible to see the relationship between the initial (‘everyday’) and the emerging scientific concept. Observations are analyzed from the point of view of Lev Vygotskii and his scientific school and other investigators also. The conditions for overcoming the ‘encapsulation’ of scientific concepts in human consciousness are discussed. The way of development and final appropriation of a scientific concept is shown. The nature of the transformation of an everyday concept in interaction with the scientific concept are discussed.
APA, Harvard, Vancouver, ISO, and other styles
6

Yuen, Timothy T. "Novices' knowledge construction of difficult concepts in CS1." ACM SIGCSE Bulletin 39, no. 4 (December 2007): 49–53. http://dx.doi.org/10.1145/1345375.1345413.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Leeper, Marion. "Stories to make you think about difficult concepts." Early Years Educator 19, no. 3 (July 2, 2017): ii—iv. http://dx.doi.org/10.12968/eyed.2017.19.3.ii.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Tonković, Mirjana, Mario Brdar, and Kristina Š. Despot. "Is a difficult task literally heavy?" Metaphor and the Social World 10, no. 1 (May 1, 2020): 100–120. http://dx.doi.org/10.1075/msw.18032.ton.

Full text
Abstract:
Abstract The conceptualization of abstract concepts is very often metaphorical, meaning that we think and talk about abstract concepts in terms of other, usually more concrete experiences. Recent research suggests that many abstract concepts are linked to bodily sensations. In two experiments, we tested a hypothesis about weight as an embodiment of difficulty. We hypothesized that participants wearing a heavy backpack would judge a psychomotor task to be more difficult than participants wearing an empty backpack. We also hypothesized that manipulation of psychomotor task difficulty would affect judgement of backpack heaviness. In line with our hypothesis, the results demonstrated that participants wearing a heavy backpack judged the task to be more difficult. The results of Experiment 2 demonstrated that, regardless of task difficulty, there was no difference in weight judgement when backpack weight was estimated on a 7-point scale. However, we found a difference in the judgement of backpack weight when participants were asked to express it in kilograms, where weight was judged to be lower by participants doing the easy task than by those doing the difficult task.
APA, Harvard, Vancouver, ISO, and other styles
9

MacLaren, Robert. "Key Concepts in the Management of Difficult Hemorrhagic Cases." Pharmacotherapy 27, no. 9 Part 2 (September 2, 2007): 93S—102S. http://dx.doi.org/10.1592/phco.27.9part2.93s.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Diehl, Virginia, and Debbie Denise Reese. "Elaborated metaphors support viable inferences about difficult science concepts." Educational Psychology 30, no. 7 (September 6, 2010): 771–91. http://dx.doi.org/10.1080/01443410.2010.504996.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Difficult Concepts"

1

Hill, Sophie. "Troublesome or threshold? : the experience of difficult concepts in prosthetics." Thesis, Lancaster University, 2012. http://eprints.lancs.ac.uk/61627/.

Full text
Abstract:
This thesis explores what is experienced as difficult, and potentially threshold, concepts in prosthetics. Prosthetics and orthotics education is an under-researched area and this research assists in filling this gap. Consideration is given to the reasons why students have difficulties in learning certain concepts. Attention is also given to why every student does not experience the same concepts as difficult, another under-researched area. Using Interpretative Phenomenological Analysis as both methodology and data analyisis method, with interviews and questionnaires with staff and students for data collection, five difficult concepts were identified in prosthetics. Two concepts are suggested as troublesome but not threshold and three suggested as threshold concepts. Curriculum design is suggested as an additional form of troublesome knowledge affecting students’ engagement with, and their perception of the relevance of a concept to their discipline. Tacit troublesome knowledge is much broader than the episteme of a discipline including mental images, memories, and shortcuts taken by experts. The variation in what is found difficult and by whom is suggested as being due to differences in the prior experience of students. In order to differentiate threshold concepts from other concepts it is suggested that they require both integration and ontological transformation together with procedural concepts and associated contextualised memories, and disciplinary concepts. Several implications for practice are suggested. Curriculum design should be considered, especially for supporting concepts, with learning experiences contextually appropriate for the students’ discipline, an important consideration for multi-disciplinary modules. Due to differences in prior experience, learning activities should be created which both enable students to get to the starting point for the acquisition of, and then further develop their understanding of the threshold concept. Finally further research into threshold concepts should consider a whole programme approach including both staff and students.
APA, Harvard, Vancouver, ISO, and other styles
2

O'Neill, Michael John. "The use of a thinking skills approach to aid the learning of difficult concepts in physics education." Thesis, University of Newcastle Upon Tyne, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268459.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Breselius, Petra, and Kristin Jonsson. "Reasonable standard of living - A difficult concept." Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-25192.

Full text
Abstract:
Syftet med denna studie var Att undersöka Hur biståndsansökningar handläggs med utgångspunkt ur 4 kapitlet 1 § socialtjänstlagen. Vi ville undersöka om begreppet "skälig levnadsnivå" tolkades på likartat Sätt handläggare emellan och Hur bedömningen av vårt Aktuella ärende utfördes. Vår Avsikt Var Att ta reda på om de Beviljade hjälpinsatsernas omfattning skilde sig åt i bedömningarna Mellan Olika handläggare samt om Begreppet är Tillräckligt entydigt för Att tjäna för som Riktlinje en Rättvis bedömning av Människors rätt till bistånd enligt 4 kapitlet 1 § socialtjänstlagen. Studien byggde på Två Frågeställningar: 1) Hur tolkar Olika handläggare begreppet "skälig levnadsnivå" och 2) om begreppet "skälig levnadsnivå" är Tillräckligt entydigt för som Att tjäna Riktlinje för en Rättvis bedömning av Människors rätt till bistånd enligt 4 kapitlet 1 § socialtjänstlagen. Respondenterna i vår undersökning var Fjorton handläggare från Olika kommuner i Sverige som Arbetar med sociala biståndsbedömningar Enligt socialtjänstlagen. Studien genomfördes i form av en vinjettstudie. Resultatet av studien visade Att handläggare Int tolkar Begreppet på likartat Sätt Samt att Bedömningar Utfors på Olika Sätt. Omfattningen av hjälpinsatser varierar i bedömningen Mellan de Olika kommunerna travar Att de objektivt betygsatt Samma ärende, "Bertil 78 år". Dessa Skillnader Verkar Bero på de motsättningar som rader Mellan handläggarnas ambitioner och lagstiftningen samt på Att handläggarna Måste Rätta sig efter Vissa Ekonomiska ramar i Verksamheten.
Syftet med denna studie var Att undersöka Hur STÖDET tillämpningar hanteras baseras på 4 kap 1 § socialtjänstlagen. Vi ville undersöka om begreppet "skälig levnadsnivå" har tolkats på Liknande Sätt av Olika handläggare och Hur bedömningen av våra Specifika ärendet. Vårt Syfte Var Att ta reda på om storleken på det Beviljade hjälpinsatser skilde Mellan förvaltarna Bedömningar och om termen är otvetydig nog Att tjäna som en Riktlinje för en Rättvis bedömning av Människors rätt till bistånd enligt 4 kap 1 § socialtjänstlagen. Studien byggde på Två frågor: 1) Hur Olika handläggare tolkar begreppet "skälig levnadsnivå" och 2) om begreppet "skälig levnadsnivå" är Tydlig nog för som Att Fungera en Riktlinje för en Rättvis bedömning av Människors rätt till bistånd enligt 4 kap 1 § socialtjänstlagen . Respondenterna i vår forskning var Fjorton handläggare från Olika kommuner i Sverige som Arbetar med Socialt stöd Ansökningar Enligt socialtjänstlagen. Studien gjordes i form av en vinjett studie. Resultaten av studien visade Att administratörer Int tolkar Begreppet På ett Liknande Sätt och Att bedömningarna Gors på Olika Sätt. Storleken på hjälpinsatser varierade i de Olika kommunerna travar Att de betygsatt Samma mål "Bertil 78 år". Dessa Skillnader sommen Bero på motsättningar Mellan ambitioner administratörer och lagstiftningen och även på Grund av Att administratörer Måste Följa de Ekonomiska ramar I sitt arbete.
APA, Harvard, Vancouver, ISO, and other styles
4

Hickman, Richard D. "An investigation into levels of difficulty amongst art concepts." Thesis, University of Reading, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385178.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Schneeberger, Patricia. "Problèmes et difficultés de l'enseignement d'un concept tranversal : le concept de régulation." Paris 7, 1992. http://www.theses.fr/1992PA070033.

Full text
Abstract:
Le concept de régulation occupe une position priviligiee dans les programmes d' enseignement. L' histoire des sciences permet de repérer les obstacles a dépasser et les conditions a respecter pour que la construction de ce concept soit possible. Par ailleurs, l' analyse des manuels, centree sur le vocabulaire utilise et sur les schémas proposes, révèle d' autres sources possibles d' obstacles a l' appropriation du concept de régulation. L' étude des phénomènes de régularisation repose sur l' utilisation de modèles et sur la schématisation des mécanismes impliquées, ce qui nécessite des apprentissage spécifiques souvent négliges. Apres avoir envisage la logique des savoirs a enseigner et les problèmes que pose la transposition didactique, sont présentes quelques éléments permettant d' une part de déceler certains obstacles réellement rencontres par les élèves, d' autres part d' élaborer une démarche pédagogique susceptible d' aider les élèves dans la construction du concept de régularisation en prenant en compte leurs représentations
The concept of regulation is one of the most important in school syllabuses. The history of sciences enables us to locate the obstacles to be overcome as well as the conditions to be fulfilled so that this concept can be constructed. Moreover, an analysis of school schoolbooks - fooused both on * their diagrams - reveals more potential obstacles to the learning of the concept of regulation. The study of regulation phenomena is based on the use of models and on the schematization of their involved mechanisms, which require the often neglected training of specific skills. After considering the consistenoy of the knowledges to bre taught and the difficulties arrising from their didactic tranposition, a few elements are examined, meant to help on the one hand to detect some obstacles learners actually met with, on the other to elaborate a teaching process aimed at helping learners with the construction of the concept of regulation while taking their own representations into account. * on their vocabulary and
APA, Harvard, Vancouver, ISO, and other styles
6

N'goma, Thallian-Farrel. "L'augmentation de capital en situation difficile : le cas des entreprises françaises cotées." Thesis, Brest, 2016. http://www.theses.fr/2016BRES0046/document.

Full text
Abstract:
L’objet de la présente recherche vise à donner un éclairage théorique, méthodologique et pratique de l’augmentation de capital étudiée dans un contexte de crise. En effet, le cadre conceptuel de cette recherche a porté sur les termes suivants : augmentation de capital, difficulté financière, signaux annonciateurs de la situation difficile, notion d’entreprise en situation difficile et plus particulièrement sur la théorie de signalisation et sur la théorie de la lecture optionnelle du bilan. Il convient d’affirmer que ce cadre théorique a eu pour intérêt de « contextualiser » et de délimiter le sujet de recherche. Pour affiner la délimitation du sujet, une étude exploratoire a été réalisée. Elle a permis d’identifier les indicateurs de la situation difficile et de tester la méthodologie d’étude d’événement sur un cas. Enfin, pour valider cette recherche et pour permettre la généralisation des résultats, la méthodologie d’étude d’événement a été appliquée à un échantillon de 30 cas d’entreprises en situation difficile. Le but de cette étude a été de mesurer la création ou la destruction de la valeur actionnariale observable lors du lancement de ce type d’opération qui permet de mesurer les réactions des actionnaires anciens. Par ailleurs, pour mieux appréhender la perception des investisseurs sur ce type d’opération, la recherche s’est orientée vers les analyses de sens et textuelles lexicales. Au final, le sujet étudié peut s’appréhender comme un financement de dernier recours pour les sociétés en situation difficile
The aim of the present research is to provide a theoretical lighting, methodology and practical of the capital increase studied in a context of crisis. Indeed, the conceptual framework of this research focused on the precision of terms such as capital increase, financial difficulty, covenant of difficulty, concept of enterprise in difficulty and in particular on the indication of theories namely signaling and the balance sheet optional reading. We wish to emphasize that this framework has had interest to « contextualize » and to delimit the research topic. And to improve the delimitation of the topic, an exploratory study was conducted and it has identified the indicators of difficulty and test the event study methodology on a case. Finally, to validate this research and to allow generalization of results, event study methodology was applied to a sample of 30 cases of companies in difficulty. The aim of study was to measure the creation or destruction of shareholder value observable at the launch of this type of operation to measure the reactions of former shareholders. Furthermore, to better understand the perception of investors in this type of operation, the research is oriented analyzes of lexical meaning and textual. In the end, the topic studied can be apprehended as a last resort financing for companies in difficulty
APA, Harvard, Vancouver, ISO, and other styles
7

Fortin, Corinne. "L'évolution : du mot aux concepts : étude épistémologique sur la construction des concepts évolutionnistes, et les difficultés d'une transposition didactique adéquate." Paris 7, 1993. http://www.theses.fr/1993PA070012.

Full text
Abstract:
L'enseignement de l'évolution en France, est marginalisé tout au long des programmes de biologie du secondaire. La mise à l'écart de la biologie de l'évolution apparaît comme la conséquence d'une conception positiviste de la pédagogie en sciences expérimentales. En effet, les instructions officielles donnent comme directives pédagogiques de présenter les faits d'évolution indépendamment des théories évolutionnistes. La progression pédagogique actuellement adoptée conduit inévitablement à abandonner toute problématique scientifique qui fonde les théories, et laisse supposer à l'élève que l'évolution n'a pas de réalité objective (savoir spéculatif). L'absence de relations conceptuelles entre problématique scientifique et faits a pour résultat que l'élève se construit sa propre vérité à l'histoire de la vie comme on se construit une croyance ; certains croient à l'évolution, d'autres pas
Evolution-tuition in France appears as being marginal throughout syllabuses of biology in the stage of secondary education. To set aside biologie of the evolution show the effect of a positivist conception concerning the pedagogy in natural science. Indeed, the official directions require as pedagogical rules, to bring forward evolutionary facts independently of the evolutionist theories. Pedagogical progression, in force at the present time, conveys unavoidably to give up scientific problematics based on the theories, and let the pupil supposing the evolution as having no objective reality (speculative knowledge). Because of the absence of conceptual links between facts and scientific problematics, the pupil comes to build up his own truth regarding the story of life, as one's can build a belief; some pupils believe in evolution;. . . Others don't
APA, Harvard, Vancouver, ISO, and other styles
8

Feydel, Romain. "Le refinancement d'entreprises en difficulté : contribution à l'optimisation juridique du concept de capital-retournement." Thesis, Limoges, 2019. http://www.theses.fr/2019LIMO0016.

Full text
Abstract:
Le refinancement d’entreprises en difficulté est entouré d’une grande part de mystification. Aux yeux du grand public, il s’agit avant tout d’un moyen efficace de faire fortune pour les investisseurs s’y aventurant. Cette activité, connue également sous le nom de capital-retournement, est pourtant le domaine d’exercice exclusif de hauts techniciens de la finance et du droit. Le vaste droit de l’ingénierie financière encadre le refinancement d’entreprises en difficulté. Plongeant son lecteur au coeur de la haute finance d’entreprise, cette thèse démystifie le capital-retournement tout en voulant améliorer sa pratique. Pour cela, l’aspect juridique de la levée des fonds et de leur investissement fait l’objet d’une profonde analyse. À partir de celle-ci et de l’inspiration du droit étranger, de nouveaux outils dédiés à l’optimisation du refinancement d’entreprises en difficulté sont proposés. Cette thèse démontre le rôle prépondérant du droit de l’ingénierie financière dans le sauvetage d’emplois en France
The refinancing of companies in difficulty is surrounded by a great deal of mystery. In the eyes of the general public, it is above all an effective way to make a fortune for investors venturing into it. This activity, also known as capital-turnaround, is the exclusive field of practice for senior finance and law technicians. The vast financial engineering law supervises the refinancing of companies in difficulty. Plunging its reader at the heart of high corporate finance, this thesis demystifies capital-turnaround while wanting to improve its practice. For that, the legal aspect of the raising of the funds and their investment is the subject of a deep analysis. From this and the inspiration of foreign law, new tools dedicated to the optimization of the refinancing of companies in difficulty are proposed. This thesis demonstrates the preponderant role of the financial engineering law in the rescue of French jobs
APA, Harvard, Vancouver, ISO, and other styles
9

Canter, Rachel. "Students' experience of challenge, difficulty and stuckness in higher education : a qualitative longitudinal study." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24781.

Full text
Abstract:
It is widely accepted that Higher Education should provide students with a challenging experience. Research on threshold concepts provides a framework for exploring challenging content within a discipline and has contributed to understanding how to support students with conceptual difficulties. However, less is known about how individual students experience challenge and difficulty in their academic studies, in particular how they respond and feel when they become stuck. This study explores students’ experience of challenge, difficulty and stuckness, how they responded and managed challenges and any associated feelings. The study, carried out in a university in the Southwest of England, used a Qualitative Longitudinal Research design to follow 16 students through the second year of a degree for Allied Health Professionals. Data were collected using the semi-structured and email interview methods. Data were analysed longitudinally and cross-sectionally using a constant comparison process. The findings and discussion are presented using a ‘natural’ style which aims to capture the student journey over the academic year. The study found that some form of challenge, difficulty or stuckness was commonplace in the students’ educational experience. The value of challenges which create uncertainty in education is recognised, particularly where students are grappling with boundaries around knowledge. Variation in students’ experiences was partly explained by their ‘spiky profiles’ (influencing factors such as prior education and work experience) and partly by differences in factors relating to strategy use. The students were creative and resourceful in developing a range of specific and generic strategies in several areas: the use of time and space; the management of expectations and acceptance of feelings; and monitoring and reflection. The study adds to current understanding of stuckness through an examination of the liminal spaces students encountered. The discussion argues for a more nuanced and holistic approach to understanding students’ engagement with a complex cycle of challenges and strategy use, which creates a range of expectations, tensions, feelings and opportunities. It identifies implications for Higher Education practice and calls for an understanding of the impact and interconnectedness of factors influencing students. It stresses the importance of providing structures for students to explore how they learn and develop their academic practice, in addition to discipline specific knowledge and skills.
APA, Harvard, Vancouver, ISO, and other styles
10

Bensahel, Liliane. "Du concept de productivité à celui d'efficacité : les difficultés d'évaluation du service universitaire." Université Pierre Mendès France (Grenoble ; 1990-2015), 1994. http://www.theses.fr/1994GRE21027.

Full text
Abstract:
La these est basee sur trois idees : a- la premiere idee est celle de l'entree multiplie qui s'est traduite par une reflexion sur la mesure de la performance, une reflexion sur l'economie des services et enfin une reflexion sur l'efficacite de l'universite. Cette recherche est faite dans un champ nouveau qui ouvre la voir a des reflexions plus theoriques sur la valeur des services et leur role dans la production des richesses. B- la deuxieme idee-cle est de substituer a l'approche de l'universite francaise en termes de service public celle, plus pertinente, de relation de service, afin de mieux resoudre les defis auxquels l'universite d'aujourd'hui est confrontee. Ceci ne signifie pas l'abandon du service public au profit du prive. Cette approche methodologique doit permettre au contraire de poser a nouveau la question de la richesse du secteur public. C- la troisieme idee forte est l'approche de l'efficacite de l'universite a partir de la specificite des services et de la part preponderante qu'ils donnent aux individus dans leur travail pour leur production. La relation de service est fondee sur la qualite professionnelle du producteut et les engagements de l'utilisateur ; cette exigence impose une nouvelle organisation du travail et donc de nouvelles definitions et de nouveaux outils de mesure des performances realisees. Compte tenu de l'ampleur du sujet, la recherche est volontairement limitee au travail pedagogique et administratif de l'universite
This thesis has 3 main ideas. -first, it works with analysis on the measure of performance in economics, on the concept of services in economics and on the university efficacity. It presents the new field of the theorical approach the service value and its role in the wealth production. -second, it substitutes the study in term of public service of french university by economy of service analysis in order to discover new evaluation of efficacity for the university. -third, it studies the university efficacity with the main caracteristics of the service and its human considerations. The service relation are defined simultaneously by the quotities of the professionnal production and the consumer on the users. This required new social organisation and new definitions and tools for measuring the university performance
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Difficult Concepts"

1

Graham, Jackson, ed. Difficult concepts in cardiology. London: Martin Dunitz, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Jones, Stewart. Decoding difficult concepts in business studies. Milton Keynes: The Chalkface Project, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

M, Boyd Sandra, ed. Student nurse handbook: Difficult concepts made easy. Stamford, Conn: Appleton & Lange, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Voskresenskiĭ, A. D. The difficult border: Current Russian and Chinese concepts of Sino-Russian relations and frontier problems. Commack, N.Y: Nova Science Publishers, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Voskresenskiĭ, A. D. The difficult border: Current Russian and Chinese concepts of Sino-Russian relations and frontier problems. Commack, N.Y: Nova Science, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

1948-, Lloyd Mark, and Norton-Taylor Richard, eds. Truth is a difficult concept: Inside the Scott inquiry. London: Fourth Estate, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Gerald, Wallace. Learning disabilities: Concepts and characteristics. 3rd ed. Columbus, Ohio: Merrill Pub. Co., 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Brigden, P., and M. Todd, eds. Concepts in community care for people with a learning difficulty. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-12863-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Luc, Brisson, and Pradeau Jean-François, eds. Traités 27-29: Sur les difficultés relatives à l'âme, trois livres. Paris: Flammarion, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Miṅ-pa, Blo. Dpal Gsaṅ ba ʼdus paʼi bskyed rdzogs kyi bśad pa ʼgaʼ źig la dogs sloṅ cuṅ zad bkod pa: Explanations on difficult points and concepts in the interpretation of the utpattikrama and sampannakrama of the Guhyasamāja practice, according to the system of Nāgārjuna. New Delhi: Tibet House, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Difficult Concepts"

1

Reid, Norman, and Asma Amanat Ali. "Why Are Concepts Difficult?" In Springer Texts in Education, 63–87. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53677-0_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Seligman, Ross A., and Lindsay A. Mitchell. "Difficult Concepts Made Easier." In The Student Survival Guide for Research Methods in Psychology, 23–37. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003099369-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Kneale, Pauline E. "Threshold concepts – difficult stuff." In Study Skills for Geography, Earth and Environmental Science Students, 91–98. Fourth Edition. | New York : Routledge, 2019. | “[Third edition published by Hodder Education 2011]”—T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9781351026451-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Seligman, Ross, and Lindsay Mitchell. "Difficult Concepts Made Easier." In A Student Guide to Writing an Undergraduate Psychology Honors Thesis, 10–20. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003099406-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Baiocco, Erika, Laura Cipolletta, and Daniele Contadini. "The Difficult Extra Beats Cases." In New Concepts in ECG Interpretation, 27–36. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91677-4_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Fioranelli, Agnese, Enrico Paolini, and Alessia Quaranta. "QRS Morphologies of Difficult Interpretation." In New Concepts in ECG Interpretation, 59–73. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91677-4_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Gupta, Nikhil, Priya Hazrah, and Gautam Anand. "Prediction and Grading Methods of a Difficult Laparoscopic Cholecystectomy." In Recent Concepts in Minimal Access Surgery, 83–110. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-5473-2_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Tsaparlis, Georgios, and Hannah Sevian. "Introduction: Concepts of Matter – Complex to Teach and Difficult to Learn." In Concepts of Matter in Science Education, 1–8. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-5914-5_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Webb, Mary, Megan Tracey, William Harwin, Ozan Tokatli, Faustina Hwang, Natasha Barrett, Chris Jones, and Ros Johnson. "An Investigation of the Impact of Haptics for Promoting Understanding of Difficult Concepts in Cell Biology." In IFIP Advances in Information and Communication Technology, 197–206. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23513-0_20.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Reed, Pamela G., and Gørill Haugan. "Self-Transcendence: A Salutogenic Process for Well-Being." In Health Promotion in Health Care – Vital Theories and Research, 103–15. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63135-2_9.

Full text
Abstract:
AbstractSelf-transcendence is a concept relevant to understanding how human beings attain or maintain well-being. Not surprisingly, it is similar to other concepts that are in some way linked to human well-being. The purpose of this chapter is to discuss self-transcendence particularly for its empirical support and practical relevance in promoting well-being across the health continuum. Increasing understanding and generating new ideas about self-transcendence may also facilitate continued research into self-transcendence and identification of health-promoting interventions and practices that foster well-being, particularly in difficult life situations.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Difficult Concepts"

1

Goldman, Ken, Paul Gross, Cinda Heeren, Geoffrey Herman, Lisa Kaczmarczyk, Michael C. Loui, and Craig Zilles. "Identifying important and difficult concepts in introductory computing courses using a delphi process." In the 39th SIGCSE technical symposium. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1352135.1352226.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Dartnall, W. John, and John A. Reizes. "A New Way to Present the Important but Difficult Topic of Statistical Mechanics to Engineers." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-66363.

Full text
Abstract:
As a subject in an engineering course, Engineering Thermodynamics has earned a reputation for being difficult to understand. Quite often students practice many problems until they can do the assigned tasks, but they still feel mystified by concepts such as entropy. Even though we may use them competently, energy, enthalpy and temperature are not necessarily well understood at a concept level. Statistical Mechanics provides an excellent way of understanding the concepts more fundamentally but the traditional mathematical derivations in Statistical Mechanics require considerable time and effort before a learner gains the comfort of familiarity. Various approaches using spread-sheets to construct combinatorial illustrative examples have been published. An approach based on molecular dynamic simulation is presented in this paper, in which comparisons between actual outcomes of simulations based solely on Newtonian mechanics are compared with the probability based models. Accordingly, this approach allows explanations which meet the objective of demystifying some of the concepts that have hitherto been the bane of undergraduate thermodynamics.
APA, Harvard, Vancouver, ISO, and other styles
3

Onyewuchi, Francis A., Michael A. Adewusi, Peter Okebukola, Tokunbo Odekeye, Olasunkanmi Gbeleyi, and Fred Awaah. "Breaking the Backbone of Difficult Concepts in the New Secondary School Physics Curriculum in Africa." In 28th iSTEAMS Multidisciplinary Research Conference AIUWA The Gambia. Society for Multidisciplinary and Advanced Research Techniques - Creative Research Publishers, 2021. http://dx.doi.org/10.22624/aims/isteams-2021/v28n3p7.

Full text
Abstract:
The new senior secondary school physics curriculum for Anglophone West African countries came into use in 2015. Since the beginning of its implementation, even though, the performance of the candidates has not been high, yet reported empirical studies on the difficulty level of the content, and specifically the topics or concepts have been scant. Moreover, there have never been any published studies which conducted an in-depth probe into the aspects of the topics students find difficult in physics and science in general, beyond mere cataloguing of such topics, nor have there been any, in which students were qualitatively engaged in making inputs towards the amelioration of the topic difficulty. This is a huge gap in literature which this study determined to fill. The effort is significant to the extent that understanding the areas of difficulties of the topics as perceived by the students is good pointer towards remedy by teachers and stakeholders. The study therefore undertook five missions: (a) to find out the topics in the new physics curriculum that secondary school students find difficult (b) undertake in-depth probe of the specific aspects of the topics for which students have learning difficulty. (c) probe the possible causes of or factors responsible for these difficulties (d) determine if school location, school ownership and students’ gender have impacts on students’ perception of physics topics difficulty; and (e) deriving from students’ views, suggest how physics can be made easy to learn. A sample of 1,105 students was drawn from 21 secondary schools in Nigeria and Ghana. These schools comprised 12 private and nine public schools randomly selected from rural and urban areas. 75% of the schools were urban while about 25% were rural. Randomly selected 10 students and five teachers were interviewed for qualitative data, while all the participants were involved in responding to the questionnaire. From data gathered, five top most difficult topics were refractive index, electromagnetism, radioactivity, curved lenses and sound: production, propagation and modulation. Rich qualitative data unique for this study, was reported. There was marked difference between urban and rural, private and public, but not in gender. Recommendations were made for better teaching and meaningful learning. Keywords: Backbone of difficult topics; meaningful learning of physics
APA, Harvard, Vancouver, ISO, and other styles
4

Gupta, Gopal, Pawan Saxena, and Sanjay K. Singh. "Analogy-based Instruction for Effective Teaching of Abstract Concepts in Computer Science." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13115.

Full text
Abstract:
In the analogy-based learning method we map a concept that is being learned to a well-understood concept. An analogy is mainly useful when learners lack prior knowledge of the topic being learned. Computer Science (CS) is a subject whose concepts tend to be highly abstract and therefore difficult for undergraduate students to understand. Analogy-based instruction can greatly reduce a student’s burden of learning these abstract CS concepts. Role of analogy in teaching CS topics has not been adequately explored. In this paper we discuss analogy-based instruction in computer science and its advantages. Over the last decade we have developed analogies for a large number of difficult CS concepts and extensively used them in the classroom at our institution. We list these analogies and as an illustration discuss one of them (from the subfield of operating systems) in detail. We also present the evaluation of our analogy-based instruction method. Our results indicate that our techniques are quite effective in improving student learning outcomes.
APA, Harvard, Vancouver, ISO, and other styles
5

Billiar, Kristen L., Robin Belisle, Tanea Cezar, Mary Fusco, Cecelia Gray, Thomas Oliva, Veronica L. Tate, Jeanne Hubelbank, and Terri A. Camesano. "K12 Outreach: Using Biomechanical Engineering Design Projects to Teach Difficult STEM Concepts to Middle School Students." In ASME 2009 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2009. http://dx.doi.org/10.1115/sbc2009-206374.

Full text
Abstract:
Science, technology, engineering and math (STEM) concepts become more difficult and less interesting for many students in middle school, thus discouraging many from pursuing science and engineering. To aid in student learning and motivation, we collaborated with middle school teachers to develop engineering design projects to teach difficult STEM concepts. Biomechanics projects appear to motivate student learning and reinvigorate the teaching of engineering topics.
APA, Harvard, Vancouver, ISO, and other styles
6

Skiba, Ivan Raufovich. "Difficult concern of consciousness and artificial intelligence: The problem of unconscious." In 4th International Conference “Futurity designing. Digital reality problems”. Keldysh Institute of Applied Mathematics, 2021. http://dx.doi.org/10.20948/future-2021-10.

Full text
Abstract:
The purpose of this article is to study the difficult problem of consciousness in the context of its relevance and practical significance for the development of artificial intelligence systems; theoretical and bibliographic analysis of various concepts and approaches to solving this problem; as well as the development of an alternative approach to explaining the phenomenon of consciousness and the philosophical and methodological justification for using this approach in the development of systems of strong artificial intelligence.
APA, Harvard, Vancouver, ISO, and other styles
7

Buckley, Ingrid A. "A Technique for Teaching Difficult Concepts in an Undergraduate Business Database Management Systems Course at a HBCU." In The Fourteen LACCEI International Multi-Conference for Engineering, Education, and Technology: “Engineering Innovations for Global Sustainability”. Latin American and Caribbean Consortium of Engineering Institutions, 2016. http://dx.doi.org/10.18687/laccei2016.1.1.036.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Whittington, Keith. "Progressive Programminq Assignments." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2887.

Full text
Abstract:
Progressive programming assignments were used in an introductory Java programming course where every assignment built on the previous one. The major goal was to help students learn difficult, abstract concepts. This technique allows students to concentrate on the current topic while building on their previous work. This also provides an incentive for students to keep up with their work. Students often feel that they can skip the current topic and pick up after it is over, but it is difficult to do this in a programming course because every new concept builds on the previous ones. This approach also has built-in scalability, which is difficult to achieve in introductory programming courses due to time constraints and the students limited knowledge. These assignments were given in a CS2-type course where the topics predominantly deal with abstract concepts. This paper discusses the assignments, goals, faculty observations, student comments, and results.
APA, Harvard, Vancouver, ISO, and other styles
9

Wang, Chu-Yi, and Stephen C. Y. Lu. "Modeling Known Design Concepts and Managing Their Functional Coupling Modules to Balance Upstream Objectives and Downstream Constraints for New Product Development." In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-97573.

Full text
Abstract:
Abstract Product development involves many trade-offs between upstream objectives (e.g., customer needs) and downstream constraints (e.g., modularity, manufacturability, etc.) Conceptual design, when design concepts are generated and improved, is the most important product development stage when these tradeoffs are made. However, when designers try to improve a known design concept of a current product during product development, it is often difficult for them to be both creative (i.e., meeting new objectives) and practical (i.e., incorporating existing constraints) at the same time. This paper presents a method that models known design concepts and manages their functional couplings for designers to achieve these difficult balances systematically during concept improvement. The modeling involves three steps. The first is to represent the known design concept as a dual-hierarchy by decomposing it into sub-concepts and identifying their functional requirements. The second is to find “functional schematics,” defined as a design matrix with minimal complexity, to manage functional couplings of the sub-concepts. The third is to build the executable modules based on the functional schematics. The model help designers achieve the most desirable level of upstream-downstream balance. A coffeemaker example is included to show how such a model of design concept is created and its design coupling modules are managed. The result also suggests that this approach can be used to create a “product family” from the base (or an existing) product to meet continually changing market demands.
APA, Harvard, Vancouver, ISO, and other styles
10

McCombie, Charles, and Neil Chapman. "Progress With Multinational Storage and Disposal Concepts." In ASME 2003 9th International Conference on Radioactive Waste Management and Environmental Remediation. ASMEDC, 2003. http://dx.doi.org/10.1115/icem2003-4681.

Full text
Abstract:
The growing importance of finding shared solutions for countries with small arisings of long-lived wastes from nuclear power generation has been increasingly recognised over the last few years. In this paper, we take a systematic look at recent developments focusing in turn on: • international initiatives (IAEA); • regional initiatives the European Union (EU); • national positions for in 3 categories of countries: • those participating in the Arius association that was founded explicitly to promote the multinational concept; • those with specific interests in shared solutions; • those that might consider hosting a repository; • those with laws or policies requiring national disposal. Multinational concepts continue to face challenges that are more difficult than for national programmes. Nevertheless, progress to date indicates that the nuclear communities of the world may well be on the way to optimising radioactive waste management on a global scale.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Difficult Concepts"

1

Naves, Claudia, David Amorim, David Geisler-Moroder, Thorbjörn Laike, Justyna Martyniuk-Peczek, Barbara Szybinska Matusiak, Wilfried Pohl, and Natalia Sokol. Literature review of user needs, toward user requirements. Edited by Barbara Szybinska Matusiak. IEA SHC Task 61, September 2020. http://dx.doi.org/10.18777/ieashc-task61-2020-0001.

Full text
Abstract:
This report has been developed in the frame of the IEA SHC Task 61 Subtask A “User requirements”. The main objective was to rethink and reformulate user requirements to lighting (daylighting and electric lighting) in public buildings on the basis of a thorough literature study. The work is a joint effort of a number of scientists and represents collective knowledge in this topic. The concept of Lighting quality is the one, among many lighting concepts, which expresses the user perspective best. Lighting quality is the important goal of lighting designers and planners; however, it is difficult to define and to measure.
APA, Harvard, Vancouver, ISO, and other styles
2

Daudelin, Francois, Lina Taing, Lucy Chen, Claudia Abreu Lopes, Adeniyi Francis Fagbamigbe, and Hamid Mehmood. Mapping WASH-related disease risk: A review of risk concepts and methods. United Nations University Institute for Water, Environment and Health, December 2021. http://dx.doi.org/10.53328/uxuo4751.

Full text
Abstract:
The report provides a review of how risk is conceived of, modelled, and mapped in studies of infectious water, sanitation, and hygiene (WASH) related diseases. It focuses on spatial epidemiology of cholera, malaria and dengue to offer recommendations for the field of WASH-related disease risk mapping. The report notes a lack of consensus on the definition of disease risk in the literature, which limits the interpretability of the resulting analyses and could affect the quality of the design and direction of public health interventions. In addition, existing risk frameworks that consider disease incidence separately from community vulnerability have conceptual overlap in their components and conflate the probability and severity of disease risk into a single component. The report identifies four methods used to develop risk maps, i) observational, ii) index-based, iii) associative modelling and iv) mechanistic modelling. Observational methods are limited by a lack of historical data sets and their assumption that historical outcomes are representative of current and future risks. The more general index-based methods offer a highly flexible approach based on observed and modelled risks and can be used for partially qualitative or difficult-to-measure indicators, such as socioeconomic vulnerability. For multidimensional risk measures, indices representing different dimensions can be aggregated to form a composite index or be considered jointly without aggregation. The latter approach can distinguish between different types of disease risk such as outbreaks of high frequency/low intensity and low frequency/high intensity. Associative models, including machine learning and artificial intelligence (AI), are commonly used to measure current risk, future risk (short-term for early warning systems) or risk in areas with low data availability, but concerns about bias, privacy, trust, and accountability in algorithms can limit their application. In addition, they typically do not account for gender and demographic variables that allow risk analyses for different vulnerable groups. As an alternative, mechanistic models can be used for similar purposes as well as to create spatial measures of disease transmission efficiency or to model risk outcomes from hypothetical scenarios. Mechanistic models, however, are limited by their inability to capture locally specific transmission dynamics. The report recommends that future WASH-related disease risk mapping research: - Conceptualise risk as a function of the probability and severity of a disease risk event. Probability and severity can be disaggregated into sub-components. For outbreak-prone diseases, probability can be represented by a likelihood component while severity can be disaggregated into transmission and sensitivity sub-components, where sensitivity represents factors affecting health and socioeconomic outcomes of infection. -Employ jointly considered unaggregated indices to map multidimensional risk. Individual indices representing multiple dimensions of risk should be developed using a range of methods to take advantage of their relative strengths. -Develop and apply collaborative approaches with public health officials, development organizations and relevant stakeholders to identify appropriate interventions and priority levels for different types of risk, while ensuring the needs and values of users are met in an ethical and socially responsible manner. -Enhance identification of vulnerable populations by further disaggregating risk estimates and accounting for demographic and behavioural variables and using novel data sources such as big data and citizen science. This review is the first to focus solely on WASH-related disease risk mapping and modelling. The recommendations can be used as a guide for developing spatial epidemiology models in tandem with public health officials and to help detect and develop tailored responses to WASH-related disease outbreaks that meet the needs of vulnerable populations. The report’s main target audience is modellers, public health authorities and partners responsible for co-designing and implementing multi-sectoral health interventions, with a particular emphasis on facilitating the integration of health and WASH services delivery contributing to Sustainable Development Goals (SDG) 3 (good health and well-being) and 6 (clean water and sanitation).
APA, Harvard, Vancouver, ISO, and other styles
3

Borchmann, Daniel, Felix Distel, and Francesco Kriegel. Axiomatization of General Concept Inclusions from Finite Interpretations. Technische Universität Dresden, 2015. http://dx.doi.org/10.25368/2022.219.

Full text
Abstract:
Description logic knowledge bases can be used to represent knowledge about a particular domain in a formal and unambiguous manner. Their practical relevance has been shown in many research areas, especially in biology and the semantic web. However, the tasks of constructing knowledge bases itself, often performed by human experts, is difficult, time-consuming and expensive. In particular the synthesis of terminological knowledge is a challenge every expert has to face. Because human experts cannot be omitted completely from the construction of knowledge bases, it would therefore be desirable to at least get some support from machines during this process. To this end, we shall investigate in this work an approach which shall allow us to extract terminological knowledge in the form of general concept inclusions from factual data, where the data is given in the form of vertex and edge labeled graphs. As such graphs appear naturally within the scope of the Semantic Web in the form of sets of RDF triples, the presented approach opens up the possibility to extract terminological knowledge from the Linked Open Data Cloud. We shall also present first experimental results showing that our approach has the potential to be useful for practical applications.
APA, Harvard, Vancouver, ISO, and other styles
4

Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

Full text
Abstract:
The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
APA, Harvard, Vancouver, ISO, and other styles
5

Collyer, Michael, Diana Mitlin, Robert Wilson, and Zaman Shahaduz. Covid-19: Community Resilience in Urban Informal Settlements. Institute of Development Studies, April 2021. http://dx.doi.org/10.19088/cc.2021.001.

Full text
Abstract:
Around the world, the Covid-19 pandemic has exacerbated differences that already existed. Health outcomes and the economic impacts of resulting lockdowns have not been evenly distributed and inequalities have deepened. As the pandemic began, there were widespread concerns for the urban poor. Population density and limited service provision in informal neighbourhoods meant that standard measures to reduce transmission were difficult or impossible. Livelihoods based on day labour and the unskilled service economy were also most seriously affected by the resulting lockdowns.
APA, Harvard, Vancouver, ISO, and other styles
6

Martínez-Ventura, Constanza, Jorge Ricardo Mariño-Martínez, and Javier Iván Miguélez-Márquez. Redundancy of Centrality Measures in Financial Market Infrastructures. Banco de la República de Colombia, August 2022. http://dx.doi.org/10.32468/be.1206.

Full text
Abstract:
The concept of centrality has been widely used to monitor systems with a network structure because it allows identifying their most influential participants. But this monitoring task can be difficult if the number of system participants is considerably large or if the wide variety of centrality measures currently available produce non-coincident (or mixed) signals. This document uses principal component analysis to evaluate a set of centrality measures calculated for the financial institutions that participate in four financial market infrastructures of Colombia. The results obtained are used to construct general indices of centrality, using the strongest measures of centrality as inputs, and leaving aside those considered redundant.
APA, Harvard, Vancouver, ISO, and other styles
7

Andersen, Gisle, Christine Merk, Marie L. Ljones, and Mikael P. Johannessen. Interim report on public perceptions of marine CDR. OceanNets, 2022. http://dx.doi.org/10.3289/oceannets_d3.4.

Full text
Abstract:
This deliverable synthesizes the results on public perceptions of marine CDR methods from the first two years of OceanNETs. The purpose is to inform the other work packages in OceanNETs and stakeholders about our results in a timely and brief manner about the ways members of the public view marine CDR specifically but also in the broader context of net-zero targets and climate policy. The deliverable summarises results of two studies: (1) focus groups held in Germany and Norway that covered ocean fertilization, ocean alkalinity enhancement, artificial upwelling and blue carbon management and (2) a deliberative survey in Norway that covered ocean alkalinity enhancement, macroalgae farming with BECCS or biomass sinking and land-based BECCS and enhanced weathering as terrestrial approaches for comparison. Participants in both studies emphasise the importance of reducing emissions and changing consumptions patterns. They hardly discuss the need to remove CO2 from the atmosphere to reach the Paris climate goal and the concept of negative emissions seems difficult for them to engage with. Among the methods, participants prefer ecosystem-based approaches like mangrove or seagrass restoration over other methods like alkalinity enhancement or ocean fertilization. Participants are concerned about the actual feasibility of deployment at a relevant removal scale and for a longer period. Connected to this are concerns about the controllability of the deployment and the methods’ impact, like difficulties to control negative environmental effects from biomass sinking at the seafloor. They also question the buildup of additional infrastructure or additional interventions into nature on top of already existing human interference. The opportunity to deliberate the methods increases participants’ certainty about their assessment but only slightly changes the direction of the assessment.
APA, Harvard, Vancouver, ISO, and other styles
8

Scobie, Linda, Liam O'Connor, Martin D’Agostino, Nigel Cook, Jonathan Wells, Sarah Berry, Louise Kelly, Anne Wood, and Sue Keenan. Thermal Inactivation Model for Hepatitis E Virus (HEV). Food Standards Agency, February 2022. http://dx.doi.org/10.46756/sci.fsa.sdt366.

Full text
Abstract:
Hepatitis E is an emerging issue, with the number of confirmed cases in the UK increasing in 2009-2015, and decreasing slightly in 2016 and 2017. There is some epidemiological evidence of an association of this virus with undercooked pork and pork products. Currently, there is no standardized method for evaluating thermal stability of HEV and also a lack of a suitable assay that can distinguish between intact HEV that can cause an infection and damaged virus which is not capable of causing an infection. This has raised concerns as it is extremely difficult to extrapolate the risk from pork products in relation to cooking practices. We are seeking to address this knowledge gap, which will not only inform our risk assessment, but will also provide an indication if cooking is sufficient to inactivate the virus in foods
APA, Harvard, Vancouver, ISO, and other styles
9

Seale, Maria, R. Salter, Natàlia Garcia-Reyero,, and Alicia Ruvinsky. A fuzzy epigenetic model for representing degradation in engineered systems. Engineer Research and Development Center (U.S.), September 2022. http://dx.doi.org/10.21079/11681/45582.

Full text
Abstract:
Degradation processes are implicated in a large number of system failures, and are crucial to understanding issues related to reliability and safety. Systems typically degrade in response to stressors, such as physical or chemical environmental conditions, which can vary widely for identical units that are deployed in different places or for different uses. This situational variance makes it difficult to develop accurate physics-based or data-driven models to assess and predict the system health status of individual components. To address this issue, we propose a fuzzy set model for representing degradation in engineered systems that is based on a bioinspired concept from the field of epigenetics. Epigenetics is concerned with the regulation of gene expression resulting from environmental or other factors, such as toxicants or diet. One of the most studied epigenetic processes is methylation, which involves the attachment of methyl groups to genomic regulatory regions. Methylation of specific genes has been implicated in numerous chronic diseases, so provides an excellent analog to system degradation. We present a fuzzy set model for characterizing system degradation as a methylation process based on a set-theoretic representation for epigenetic modeling of engineered systems. This model allows us to capture the individual dynamic relationships among a system, environmental factors, and state of health.
APA, Harvard, Vancouver, ISO, and other styles
10

Kelly, Luke. Humanitarian Considerations in Disarmament, Demobilisation and Reintegration (DDR). Institute of Development Studies, July 2022. http://dx.doi.org/10.19088/k4d.2022.106.

Full text
Abstract:
This rapid literature review finds that disarmament, demobilisation and reintegration (DDR) raises a number of humanitarian considerations, centred on the treatment of participants and the unintended consequences of the programmes. In particular, DDR undertaken during conflicts is linked to several protection risks and is difficult to implement in a neutral, equitable and humanitarian manner. By humanitarian concerns, this report means: • Some of the functions undertaken in DDR, • Humanitarian risks to individuals in DDR programmes, • Indirect risks of conflict arising from DDR programmes; DDR is a broad and multi-faceted process involving security, humanitarian and development aspects and actors, with wide-ranging impacts. Humanitarian actors do not undertake DDR, but they may support some DDR processes, and maybe affected by DDR or its effects. According to UN guidance and the academic literature, successful DDR will consider socio-economic conditions in the community, as well as for the ex-combatants. It should be attuned to the range of needs of participants and should abide by relevant international law. The political dynamics of a conflict or post-conflict situation shape the success of DDR. It was first used in post-conflict situations, but the increasing use of DDR in ongoing conflicts creates new difficulties. The failure or partial implementation creates many humanitarian problems. This may arise from a lack of resources; competing authorities (and particularly the co-option of DDR for war aims); ongoing conflict and instability; mistakes in implementation; and socio-economic conditions unconducive to successful reintegration. Unsuccessful DDR may see partially demobilised actors remain dangerous, or may fuel new grievances around the perceived unfairness of granting support to former combatants. There is a large body of evidence on the successes and failures of DDR programmes, how they vary over time and across contexts, and guidance on how to implement DDR. Relatively little refers explicitly to humanitarian concerns, but many of the issues covered can be characterised as humanitarian. DDR has been employed in many situations since the 1980s, meaning that it is not possible to comprehensively survey the guidance or case study evidence. Instead, this review focuses on the main areas where DDR can be said to raise humanitarian concerns, with a particular focus on the problems raised by DDR in ongoing conflicts.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Difficult Concepts' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography