Relevant bibliographies by topics / Understanding of the change

Academic literature on the topic 'Understanding of the change'

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Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Understanding of the change"

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McHale, Magda Cordell. "Understanding change." Futures 25, no. 3 (April 1993): 355–56. http://dx.doi.org/10.1016/0016-3287(93)90147-l.

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Kazdin, Alan E. "Understanding Change." Journal of School Psychology 38, no. 4 (July 2000): 337–47. http://dx.doi.org/10.1016/s0022-4405(00)00040-6.

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Hull, James P., Chris De Bresson, and Jim Petersen. "Understanding Technological Change." Labour / Le Travail 22 (1988): 367. http://dx.doi.org/10.2307/25143099.

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Boyd, Robert L., and C. B. Nam. "Understanding Population Change." Teaching Sociology 23, no. 4 (October 1995): 427. http://dx.doi.org/10.2307/1319179.

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Francis, W. N., and April M. S. McMahon. "Understanding Language Change." Language 71, no. 3 (September 1995): 600. http://dx.doi.org/10.2307/416231.

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Grossback, Lawrence J., and David A. M. Peterson. "Understanding Institutional Change." American Politics Research 32, no. 1 (January 2004): 26–51. http://dx.doi.org/10.1177/1532673x03256782.

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McDeavitt, James T., Kristin E. Wade, Rachel E. Smith, and Gregory Worsowicz. "Understanding Change Management." PM&R 4, no. 2 (February 2012): 141–43. http://dx.doi.org/10.1016/j.pmrj.2011.12.001.

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Ellis, Steven, Pamela Simpson, and Lynne Stuart. "Understanding Technological Change." Technical Services Quarterly 16, no. 1 (August 27, 1998): 43–56. http://dx.doi.org/10.1300/j124v16n01_04.

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Murray, Christopher J. L., and Lincoln C. Chen. "Understanding Morbidity Change." Population and Development Review 18, no. 3 (September 1992): 481. http://dx.doi.org/10.2307/1973655.

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Kousta, Stavroula. "Understanding language change." Nature Human Behaviour 1, no. 11 (November 2017): 779. http://dx.doi.org/10.1038/s41562-017-0250-y.

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Dissertations / Theses on the topic "Understanding of the change"

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Taysom, Eloise. "Change or be changed : understanding resilience in socio-technical systems." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/268522.

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The world we live in is increasingly complex, interconnected and unpredictable. We face social and technological challenges, which must be overcome through the maintenance and redesign of existing systems, as well as the design and integration of new systems. Each of these systems has stakeholders at different levels and across domains, from those governing societies, to technical experts working on well-defined tasks. These stakeholders generally want their system to survive, or even thrive, in the face of uncertainty and unexpected influences. To describe this desire, people, from politicians to CEOs, use the word resilience. Resilience is a term that is referred to across domains in academic and public discourse. However, the exact definition of resilience is elusive, and it is not clear how to apply resilience in the context of socio-technical systems. To design resilient systems, we must first be able to answer questions including: Does a resilient system change to accommodate influences or stay the same? If the system changes, where should this change take place? How do we decide which system, or sub-system, to make resilient and at what level of abstraction? In this research I show how we can answer these questions by eliciting, combining and contrasting the perspectives of multiple stakeholders of socio-technical systems. In order to talk to these stakeholders, in interviews and workshops, I had to overcome communication barriers. Communicating about resilience is challenging because the term means different things to different people, both within and across domains. In this research I use diagrams to develop our understanding of resilience as a concept, prompt discussions with stakeholders, represent examples of resilience, and compare stakeholder perspectives across domains. Using these diagrams, I present three characteristics of resilience that have emerged from the literature and empirical studies: resisting, recovering and changing in response to influences. I also show how resilience is framed by stakeholders’ perspectives and depends on how a system’s boundary, purpose and timescale is defined. The characteristics of resilience are related to system dimensions, structure and function, with a focus on the similarities and differences between social and technical sub-systems. This research contributes a new understanding of resilience in the context of design practice, which moves us closer towards being able to design resilient socio-technical systems.
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Lloyd, Carolyn E. "Understanding change in the landmine regime." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24867.pdf.

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Osborne, Joe Michael. "Understanding Northern Hemisphere land precipitation change." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/18448.

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Water is key to life on Earth. The distribution and quantity of precipitation controls the availability of water, yet little is known about past changes in precipitation. This is especially true at regional scales. The land region of the Northern Hemisphere, especially the mid-latitude region, offers an ideal opportunity to compare and contrast output from climate models with our longest and most comprehensive precipitation observations. This thesis develops current understanding, with the aid of climate models, to attribute changes in global mean precipitation to known key forcings. Perhaps the most obvious feature of twentieth-century global mean precipitation change is a decrease in response to mid-twentieth-century aerosol forcing. Changes in historical precipitation for the land mean of two regions in the Northern Hemisphere are shown to strongly resemble changes in the global mean, due to a greater sensitivity to aerosol forcing than greenhouse gas forcing. This aerosol response is predictable across models, which offer an ideal resource to test this constraint due to their large range in aerosol forcing. However, this aerosol response is not evident in these key mid-latitude precipitation observations. Observed runoff changes, derived from river discharge measurements, also contrast with observed precipitation changes in this region. This contrast is a consequence of an obvious breakpoint in the runoff-precipitation relationship. An ensemble of land surface models that are driven with observed precipitation data fails to simulate this contrast and breakpoint. Combined, these two lines of evidence strongly suggest that Northern Hemisphere mid-latitude precipitation observations are unreliable, at least in the early twentieth century. It is expected that the true trend is disguised by inhomogeneities. This should be recognised in future research that is reliant on these data.
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Baxter, Sarah Louise. "Young children's understanding of weight change." Thesis, University of Leeds, 2013. http://etheses.whiterose.ac.uk/5254/.

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The prevalence rates of childhood obesity are at an all-time high. Alongside this worldwide problem is the important issue of weight-related stereotypes. As well as growing up with these, children are also experiencing societal pressure to be ‘thin’, which is influencing many children’s desire to change their body shape and size. At a time when children are measured and weighed in schools and healthy living initiatives are common, this study aimed to engage young children in conversations about weight change. Specifically, children’s understanding of how weight loss and weight gain are achieved, and the potential motivations for and consequences of weight change, were explored. In addition, the study examined whether understanding differed between boys and girls. One hundred, four to six year-old school children (62 boys, 38 girls, mean age five years and two months) were individually interviewed. Each child was read a story in which the main character was either overweight or of average weight. Subsequently, this character was shown as either having lost or gained weight. Children were then asked a series of semi-structured questions. The interviews were transcribed and analysed using thematic analysis. Frequency counts of the children’s responses which helped generate each theme, yielded quantitative data. The results revealed that young children have an understanding of how food intake and exercise can influence weight change. Reasons given for why the fictional character may want to change weight included positive and negative motivations, such as, to increase or decrease negative reactions from others, to improve or worsen appearance, and to increase or decrease physical activities. The children offered positive and negative consequences to gaining/losing weight. The themes generated included; severe consequences, appearance, physical activity, increase/decrease in negative reactions from others and increase in health. The responses commonly focused on the avoidance of becoming/being overweight. Overall, few differences in understanding were observed between boys and girls. The findings indicate that children as young as four years-old have a clear understanding of the pressures faced by individuals to have a certain body shape, and the negative consequences which occur if they don’t. Therefore, health education surrounding these topics needs to occur at a very young age.
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Squires, Graham. "Understanding the dynamics of neighbourhood change." Thesis, University of Manchester, 2009. https://www.research.manchester.ac.uk/portal/en/theses/understanding-the-dynamics-of-neighbourhood-change(682a6f75-22e4-4698-b8c3-fb0323e9d98b).html.

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Zou, Lijie. "Toward an improved understanding of software change." Thesis, Waterloo, Ont. : University of Waterloo, [School of Computer Science], 2003. http://etd.uwaterloo.ca/etd/lzou2003.pdf.

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Thesis (M.Math)--University of Waterloo, 2003.
"A thesis presented to the University of Waterloo in fulfillment of the thesis requirement for the degree of Master of Mathematics in Computer Science. Includes bibliographical references.
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Drummond, Geoffrey, and n/a. "Understanding organisation culture, leadership, conflict, and change." Swinburne University of Technology, 1996. http://adt.lib.swin.edu.au./public/adt-VSWT20060821.092317.

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While many studies have been carried out on organizational culture, leadership, conflict and change, mostly from an instrumentalist perspective, studies have left unanswered the question of how they are related. This thesis employs narrative theory and especially that of Ricoeur together with the social theory of Bourdieu. By considering organization culture (and its sub cultures) as being configured by multiple narratives; leaders as enacting or developing narratives; conflict as the attempt by one or more persons to impose their narratives on others as the correct interpretation of a given situation; and change as the adoption of new narratives it has been possible to impart new understandings to these concepts. Extensions are offered of the narrative theory of Ricoeur and the social theory of Bourdieu (which has strong implications for culture and the operation of power). They are then combined and applied to a narrative presentation of empirical data. This new or extended theory has powerful explanatory value with regard to the relationship between the chosen organisational aspects. Emphasis is given to the dynamic interplay which prevails between the individual (habitus) and the organisation (field).
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Crosswell, Leanne. "Understanding teacher commitment in times of change." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16238/.

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Teacher commitment is one of the key elements in education and is arguably becoming an increasingly important factor. The work teachers engage in on a daily basis is complex and demanding and requires a level of personal engagement and commitment. With the escalating demands and new challenges inherent in the current educational climate, what it means to be a committed teacher is also changing. It has become imperative to gain further insight into teacher commitment due to its close association with concepts such as quality of teaching, teacher adaptability, teacher attendance, teacher burnout, teacher retention, organisational "health" of the school, and student attitudes and learning outcomes. This multi-method study examined the phenomenon of teacher commitment as it is perceived by the teachers themselves. The research used a multi-method enquiry approach that employed two rarely connected qualitative methods of phenomenography and case study. It combined the two methods in an effort to extrapolate and enhance the results from one method (phenomenography) with the results from another method (case study). The combined methodology was considered to be appropriate to investigate the complex phenomenon of teacher commitment, specifically the multi-dimensional nature of teacher commitment, which is an area that had not previously been fully explored. In the phenomenographic investigation of this study, 30 experienced classroom teachers were interviewed. Participants worked in schools that represent the diverse education settings and contexts of Queensland. Geographically the range included teachers from suburban (Brisbane), regional (Rockhampton) and remote (Longreach) settings. Schools that participated in the research included special schools, primary schools, high schools and schools of distance education. This interview data were analysed to identify categories of description and develop a conceptual "map" of teacher commitment. The school site of Willowbark State School, a small inner city school was then investigated as a case study. The case study elaborated on the phenomenographic categories of teacher commitment identified by this study. Case study data were collected from a range of sources that included the school website, school documents, anecdotal evidence collected from observations and informal discussions and formal interviews with five educators with extended teaching experience. One of the significant outcomes of the study was an informed conceptualised Model of Contemporary Teacher Commitment that illustrates the relationship between the key categories of description and as such demonstrates the "collective mind" of the teachers in the study. The study identified six categories of description of teacher commitment. These categories included teacher commitment as a passion, investment of "extra" time, a focus on the students, maintaining professional knowledge, engagement with the school community and transmitting knowledge and values. These categories are integrated into the model by the use of two summarising dimensions, a "personal dimension" and a professional "enactment dimension." Another key finding that emerges from the study was the centrality of passion within teacher commitment. This finding challenges the position that teacher commitment can be discussed merely in terms of external factors such as students and subject areas. What the findings of this study do indicate is that a passionate connection to teaching is fundamental to any discussion about teacher commitment and this has implications for school and system leaders.
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Scott, Pamela H. "Understanding and Managing Change: A Leadership Perspective." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3046.

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Jones, Sarah A. "Understanding change within emotionally unstable personality disorder." Thesis, Canterbury Christ Church University, 2017. http://create.canterbury.ac.uk/16351/.

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Qualitative research has begun focussing on the experience of change within psychological therapy for individuals with a diagnosis of Emotionally Unstable Personality Disorder (EUPD). However, many individuals do not access therapy but instead utilise other forms of support. This study aimed to develop a holistic theory of change, applicable to but extendable beyond the remit of psychological therapy. Twelve individuals were interviewed using semi-structured format about their experience of change. Five individuals with a diagnosis of EUPD were interviewed alongside seven staff members. A Grounded Theory methodology was used. The key change experience was defined as one of ‘shifting positions’ where the individual began evolving their relationship to themselves, to others and to help. This process was often facilitated by development of safe and trusting relationships and a personal readiness to change. The change process could simultaneously be enhanced and set back by staff and Mental Health Services. This change process mirrors and expands the findings of previous research and offers a change model applicable across settings. Future research should include the perspective of carers and clinical settings should explore how best to support staff to attune to individuals’ needs in order to facilitate change.
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Books on the topic "Understanding of the change"

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Wimmer, Andreas, and Reinhart Kössler, eds. Understanding Change. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230524644.

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Rudduck, Jean. Understanding curriculum change. Sheffield: University of Sheffield, Division of Education, 1987.

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World Book, Inc. Understanding climate change. Chicago: World Book, a Scott Fetzer company, 2015.

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Nam, Charles B. Understanding population change. Itasca, Ill: F.E. Peacock, 1994.

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DeBresson, Chris. Understanding technological change. Montréal: Black Rose Books, 1987.

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O, Petersen James, ed. Understanding technological change. Montréal: Black Rose Books, 1987.

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Understanding language change. Cambridge: Cambridge University Press, 1994.

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Burridge, Kate. Understanding Language Change. Milton Park, Abingdon, Oxon; New York, NY: Routledge, [2017] | Series:: Routledge, 2016. http://dx.doi.org/10.4324/9781315463018.

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Kelly, Dye, and Mills Albert J. 1945-, eds. Understanding organizational change. Abingdon, Oxon: Routledge, 2008.

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Berger, A., R. E. Dickinson, and John W. Kidson, eds. Understanding Climate Change. Washington, D. C.: American Geophysical Union, 1989. http://dx.doi.org/10.1029/gm052.

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Book chapters on the topic "Understanding of the change"

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de Biasi, Katharina. "Understanding Change." In Solving the Change Paradox by Means of Trust, 9–43. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-23912-1_2.

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Harriss, John. "Institutions, Politics and Culture: A Case for ‘Old’ Institutionalism in the Study of Historical Change." In Understanding Change, 177–86. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230524644_12.

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Wimmer, Andreas. "Models, Methodologies, and Metaphors on the Move." In Understanding Change, 1–33. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230524644_1.

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Szathmáry, Eörs. "Path Dependence and Historical Contingency in Biology." In Understanding Change, 140–57. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230524644_10.

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Nugent, Jeffrey B. "The New Institutional Economics: Can It Deliver for Change and Development?" In Understanding Change, 161–76. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230524644_11.

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Gadagkar, Raghavendra. "Exporting Metaphors, Concepts and Methods from the Natural Sciences to the Social Sciences and vice versa." In Understanding Change, 187–95. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230524644_13.

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Eisenstadt, Samuel N. "Multiple Modernities in the Framework of a Comparative Evolutionary Perspective." In Understanding Change, 199–218. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230524644_14.

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Stark, Oded. "On Modernity and Wellbeing." In Understanding Change, 219–21. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230524644_15.

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Sinha, Somdatta. "Multiplicity in Non-Linear Systems." In Understanding Change, 222–34. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230524644_16.

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Immergut, Ellen M. "Historical-Institutionalism in Political Science and the Problem of Change." In Understanding Change, 237–59. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230524644_17.

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Conference papers on the topic "Understanding of the change"

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Yang, Chunhua, and Jim WhiteHead. "Identifying the Within-Statement Changes to Facilitate Change Understanding." In 2019 IEEE International Conference on Software Maintenance and Evolution (ICSME). IEEE, 2019. http://dx.doi.org/10.1109/icsme.2019.00030.

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Hanam, Quinn, Ali Mesbah, and Reid Holmes. "Aiding Code Change Understanding with Semantic Change Impact Analysis." In 2019 IEEE International Conference on Software Maintenance and Evolution (ICSME). IEEE, 2019. http://dx.doi.org/10.1109/icsme.2019.00031.

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Cavalcanti, Yguaratã Cerqueira, Paulo Anselmo da Mota Silveira Neto, Ivan do Carmo Machado, Eduardo Santana de Almeida, and Silvio Romero de Lemos Meira. "Towards understanding software change request assignment." In the 17th International Conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2460999.2461028.

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Jin, Hai, and Diansheng Guo. "Understanding Climate Change Patterns with Multivariate Geovisualization." In 2009 IEEE International Conference on Data Mining Workshops (ICDMW). IEEE, 2009. http://dx.doi.org/10.1109/icdmw.2009.91.

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Lu, Jie, Liu Chen, Lian Li, and Xiaobing Feng. "Understanding Node Change Bugs for Distributed Systems." In 2019 IEEE 26th International Conference on Software Analysis, Evolution and Reengineering (SANER). IEEE, 2019. http://dx.doi.org/10.1109/saner.2019.8668027.

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Wijaya, Derry Tanti, and Reyyan Yeniterzi. "Understanding semantic change of words over centuries." In the 2011 international workshop. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2064448.2064475.

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Ackermann, Christopher, and Mikael Lindvall. "Understanding Change Requests to Predict Software Impact." In 2006 30th Annual IEEE/NASA Software Engineering Workshop. IEEE, 2006. http://dx.doi.org/10.1109/sew.2006.36.

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Fennell, Jon. "Water in a Changing Climate: Understanding&Adapting at the Basin Scale." In 2006 IEEE EIC Climate Change Conference. IEEE, 2006. http://dx.doi.org/10.1109/eicccc.2006.277250.

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Masys, A. J. "Understanding Climate Change through Modelling and Simulation: A Case for Verification, Validation and Accreditation." In 2006 IEEE EIC Climate Change Conference. IEEE, 2006. http://dx.doi.org/10.1109/eicccc.2006.277225.

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Haugan, Peter M., Hanne Sagen, and Stein Sandven. "Ocean observatories for understanding and monitoring Arctic change." In OCEANS 2012 - YEOSU. IEEE, 2012. http://dx.doi.org/10.1109/oceans-yeosu.2012.6263520.

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Reports on the topic "Understanding of the change"

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Giuliano, Paola, and Nathan Nunn. Understanding Cultural Persistence and Change. Cambridge, MA: National Bureau of Economic Research, July 2017. http://dx.doi.org/10.3386/w23617.

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Bush, E., N. Gillett, E. Watson, J. Fyfe, F. Vogel, and N. Swart. Understanding observed global climate change. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2019. http://dx.doi.org/10.4095/327803.

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Waylen, Georgina. Understanding Institutional Change from a Gender Perspective. University of Manchester, December 2014. http://dx.doi.org/10.3927/242857.

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Brenkert-Smith, Hannah, Patricia A. Champ, and Amy L. Telligman. Understanding change: Wildfire in Boulder County, Colorado. Ft. Collins, CO: U.S. Department of Agriculture, Forest Service, Rocky Mountain Research Station, 2013. http://dx.doi.org/10.2737/rmrs-rn-57.

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Brenkert-Smith, Hannah, and Patricia A. Champ. Understanding change: Wildfire in Larimer County, Colorado. Ft. Collins, CO: U.S. Department of Agriculture, Forest Service, Rocky Mountain Research Station, 2013. http://dx.doi.org/10.2737/rmrs-rn-58.

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Fitzpatrick, Patrick J., and William M. Gray. Understanding and Forecasting Tropical Cyclone Intensity Change. Fort Belvoir, VA: Defense Technical Information Center, March 1996. http://dx.doi.org/10.21236/ada316812.

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Hamilton, Lawrence. Climate change: partisanship, understanding, and public opinion. University of New Hampshire Libraries, 2011. http://dx.doi.org/10.34051/p/2020.134.

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Terzyan, Aram. Overcoming the Authoritarian Legacy? Understanding Regime Change in Ukraine. Eurasia Institutes, August 2020. http://dx.doi.org/10.47669/psprp-1-2020.

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Gobster, Paul H., and Robert G. Haight. From landscapes to lots: understanding and managing Midwestern landscape change. St. Paul, MN: U.S. Department of Agriculture, Forest Service, North Central Research Station, 2004. http://dx.doi.org/10.2737/nc-gtr-245.

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Schenecker, Parker B. The Current" Commander: Understanding and Effecting Change in Civilian Organizations". Fort Belvoir, VA: Defense Technical Information Center, March 2007. http://dx.doi.org/10.21236/ada468838.

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