Conceptual Framework and Theoretical Framework.
In this slide, Conceptual and Theoretical Framework is discussed. How to create a Conceptual and Theoretical Framework, definition of Conceptual Framework and Theoretical Framework and its objectives
How to write the rationale for research – Pubrica.pptxPubrica
The word "research rationale" refers to the purpose of conducting the study in question. You should be able to communicate why your study was necessary when writing your justification.
Continue Reading: https://bit.ly/3dEKypI
For our services: https://pubrica.com/services/research-services/
Why Pubrica:
When you order our services, We promise you the following – Plagiarism free | always on Time | 24*7 customer support | Written to international Standard | Unlimited Revisions support | Medical writing Expert | Publication Support | Biostatistical experts | High-quality Subject Matter Experts.
Contact us:
Web: https://pubrica.com/
Blog: https://pubrica.com/academy/
Email: sales@pubrica.com
WhatsApp : +91 9884350006
Analysis of data is a process of inspecting, cleaning, transforming, and modeling data with the goal of discovering useful information, suggesting conclusions, and supporting decision-making.
How to write the rationale for research – Pubrica.pptxPubrica
The word "research rationale" refers to the purpose of conducting the study in question. You should be able to communicate why your study was necessary when writing your justification.
Continue Reading: https://bit.ly/3dEKypI
For our services: https://pubrica.com/services/research-services/
Why Pubrica:
When you order our services, We promise you the following – Plagiarism free | always on Time | 24*7 customer support | Written to international Standard | Unlimited Revisions support | Medical writing Expert | Publication Support | Biostatistical experts | High-quality Subject Matter Experts.
Contact us:
Web: https://pubrica.com/
Blog: https://pubrica.com/academy/
Email: sales@pubrica.com
WhatsApp : +91 9884350006
Analysis of data is a process of inspecting, cleaning, transforming, and modeling data with the goal of discovering useful information, suggesting conclusions, and supporting decision-making.
Criteria Ratings PointsThread 25 to 22.0 ptsAdvancedCruzIbarra161
Criteria Ratings Points
Thread 25 to >22.0 pts
Advanced
• All key
components of the
Discussion topic are
answered in the
thread. • The
thread has a clear,
logical flow. Major
points are stated
clearly. • Major
points are supported
by good examples or
thoughtful analysis.
22 to >20.0 pts
Proficient
• All Key
components of the
Discussion topic are
answered in the
thread. • The thread
has a logical flow.
Major points are
stated. • Major
points are supported
by examples or
analysis.
20 to >18.0 pts
Developing
• The Discussion
topic is addressed.
• The thread lacks
flow and content.
Major points are
unclear or
confusing. • Major
points include
minimal examples
or analysis.
18 to >0.0 pts
Below
Expectations
• The Discussion
topic is
addressed
minimally or not
at all. • The
thread lacks
content.
Discussion points
are unclear,
confusing or not
discussed at all.
• Points of
discussion are
not supported by
examples or
analysis.
0 pts
Not
Present
25 pts
Replies 10 to >9.0 pts
Advanced
• Two replies that
directly address
related threads;
• Each reply is a
unique contribution
that reflects
thoughtful analysis
of topic and thread.
9 to >8.0 pts
Proficient
• Two replies that
directly address
related threads;
• Each reply
contributes to the
discussion and
reflects an analysis
of topic and thread.
8 to >7.0 pts
Developing
• Two replies that
address related
threads; • Each
reply lacks flow and
content. Replies
are unclear or
confusing.
7 to >0.0 pts
Below
Expectations
• Two replies that
minimally
address related
threads; • Each
reply lacks
content.
Discussion points
are unclear,
confusing or not
discussed at all.
0 pts
Not
Present
10 pts
Discussion Grading Rubric | EDCO811_B01_202230
Criteria Ratings Points
Grammar,
spelling,
APA
citation (if
applicable),
word count
15 to >13.0 pts
Advanced
• Spelling and
grammar are
correct. Sentences
are complete, clear,
and concise.
• Paragraphs
contain appropriately
varied sentence
structures. Where
applicable,
references are cited
in current APA
format. • Minimum
word count of 500
(thread), and 350
(replies) words are
met or exceeded.
13 to >12.0 pts
Proficient
• Spelling and
grammar has some
errors. Sentences
are presented as
well. • Paragraphs
contain some varied
sentence structures.
Where applicable,
references are cited
with some current
APA formatting.
• Minimum word
count of 500
(thread), and 350
(replies) words are
met or exceeded.
12 to >11.0 pts
Developing
• Spelling and
grammar errors
distract. Select
sentences are
incomplete or
unclear.
• Paragraphs
include varied
sentence
structures. Where
applicable,
references are
minimally cited in
current APA format.
• Minimum word
count of 500
(thread), and 350
(replies) words are
met.
11 to >0.0 pts
Below
Expectations
• ...
Frameworks in Legal Research: Theoretical and ConceptualPreeti Sikder
Lesson Objective: After this lesson students will be able to -
a) comprehend the necessity of using frameworks while conducting legal research;
b) distinguish between theoretical and conceptual framework, and
c) use theoretical and conceptual frameworks within their research
One of the most persistent factors limiting the impact of user research in business is that projects often stop with a catalog of findings and implications rather than generating opportunities that directly enable the findings. We’ve long heard the lament, “Well, we got this report, and it just sat there. We didn’t know what to do with it.”
Ongoing acceptance of (and demand for) user research has increased the ranks of practitioners of all stripes who feel comfortable conducting research. But analysis and synthesis is a more slippery skill set, and we see how easy it is for teams to ignore (more out of frustration than anything malicious) data that doesn’t immediately seem actionable. This session describes a process to take control over synthesis and ideation by breaking it down into a manageable framework.
In this session, you'll:
Learn how to move from data to insights to opportunities.
Get techniques for generating ideas and strategies across a broad scope of business and design concerns.
Explore how to prioritize findings and create new opportunities.
Championing Contextual Research in Your OrganizationSteve Portigal
More and more design organizations actively embrace a range of user-centered methods, including ways of getting input from users: surveys, A-B testing, focus groups, usability testing. But for many teams, when it comes to leaving the office environment and going out to meet and observe customers, there is significant resistance.
In this talk, Steve Portigal draws from his 17 years of selling contextual research into organizations, as well as primary research he's conducted with internal champions and change agents to break down the cultural, resource, and other factors that inform this resistance.
Steve will suggest ways to address these challenges and look at how you can maximize the result of every small victory, turning every fieldwork experience into an opportunity to do more!
W7 Assignment 2 "Reflection Journal"
· Reflection Journal
This week, through our readings and discussion, we discussed how we shouldn’t confine the value of our work to grades or other forms of recognition we may or may not receive from others. Additionally, we have begun to explore the following course outcomes:
· express a well-informed, personal viewpoint and show an understanding of his or her own biases; and
· articulate how learning extends beyond the classroom.
In your journal, in approximately 150 words, reflect back on what you have learned so far through the course readings, assignments, and discussions (you are encouraged to reflect back on previous weeks as well). Consider the following questions to guide your reflection:
· What, if anything, did you find surprising, particularly challenging, interesting, or just beautiful?
· From what you know about this course so far, what connections can you make to previous learning experiences, and how do you think this course will help you as you move forward in your college and professional life?
· How do the course outcomes for this week apply to your experience so far?
· What questions do you still need answered?
W7 Assignment 2
"Reflection Journal
"
·
Reflection
Journal
This week, through our readings and discussion, we discussed how we shouldn’t confine the value of our
work to grades or other forms of recognition we may or may not receive from others.
Additionall
y, we
have begun to explore the following course outcomes:
·
express a well
-
informed, personal viewpoint and show an understanding of his or her
own biases; and
·
articulate how learning extends beyond the classroom.
In your journal, in approximately 150 words
, reflect back on what you have learned so far through the
course readings, assignments, and discussions (you are encouraged to reflect back on previous weeks as
well). Consider the following questions to guide your reflection:
·
What, if anything, did you find surprising, particularly challenging, interesting, or just
beautiful?
·
From what you know about this course so far, what connections can you make to
previous learning experiences, and how do you think this course will help y
ou as you
move forward in your college and professional life?
·
How do the course outcomes for this week apply to your experience so far?
·
What questions do you still need answered?
W7 Assignment 2 "Reflection Journal"
Reflection Journal
This week, through our readings and discussion, we discussed how we shouldn’t confine the value of our
work to grades or other forms of recognition we may or may not receive from others. Additionally, we
have begun to explore the following course outcomes:
express a well-informed, personal viewpoint and show an understanding of his or her
own biases; and
articulate how learning extends beyond the classroom.
In your journal, in approximately 150 words, reflect back on what you have learned so far through the.
One of the most persistent factors limiting the impact of user research in business is that projects often stop with a catalog of findings and implications rather than generating opportunities that directly enable the findings. We’ve long heard the lament, “Well, we got this report, and it just sat there. We didn’t know what to do with it.”
But design research (or ethnography, or user research, or whatever the term du jour may be) has also become standard practice, as opposed to something exceptional or innovative. That means that designers are increasingly involved in using contextual research to inform their design work.
Ongoing acceptance of user research has increased the ranks of designers and others who feel comfortable conducting research. But analysis and synthesis is a more slippery skill set, and we see how easy it is for teams to ignore (more out of frustration than anything malicious) data that doesn’t immediately seem actionable. This workshop gives people the tools to take control over synthesis and ideation themselves by breaking it down into a manageable framework and process.
In this session, you'll:
Collaborate in teams to experience an effective framework for synthesizing raw field data.
Gain perspective on the difference between surface observations and deeper, interpreted insights.
Learn how to move from data to insights to opportunities.
Get techniques for generating ideas and strategies across a broad scope of business and design concerns.
Focus on individual and group analysis to create a top-line report.
Brainstorm on patterns, cluster analysis, and diagrams to rethink problems.
Prioritize findings and create new opportunities.
Action research is a philosophy and methodology of research generally applied in the social sciences. It seeks trasformative change through the simultaneous process of taking action and doing research which are linked together by critical reflection
CHAPTER 18 MaNagiNg risk aND rEcOVEry 645 1 conduct.docxketurahhazelhurst
CHAPTER 18 MaNagiNg risk aND rEcOVEry 645
1 conduct a survey amongst colleagues, friends and acquaintances of how they cope with the
possibility that their computers might ‘fail’, either in terms of ceasing to operate effectively, or
in losing data. Discuss how the concept of redundancy applies in such failure.
2 ‘ We have a test bank where we test batches of 100 of our products continuously for 7 days and
nights. This week only 3 failed, the first after 10 hours, the second after 72 hours, and the third after
1,020 hours. ’ What is the failure rate in percentage terms and in time terms for this product?
3 an automatic testing process takes samples of ore from mining companies and subjects them
to four sequential tests. The reliability of the four different test machines that perform the
tasks is different. The first test machine has a reliability of 0.99, the second has a reliability
of 0.92, the third has a reliability of 0.98, and the fourth a reliability of 0.95. if one of the
machines stops working, the total process will stop. What is the reliability of the total process?
4 For the product-testing example in Problem 2, what is the mean time between failures (MTBF)
for the products?
5 in terms of its effectiveness at managing the learning process, how does a university detect
failures? What could it do to improve its failure detection processes?
6 review your own (and your friends’) approach to protecting against malicious data theft.
What is the biggest risk that you/they face?
SELECTED FURTHER READING
Breakwell, G.M. (2014) The psychology of risk , Cambridge University Press, Cambridge.
an interesting book focused on the broader psychological aspects of risk.
Melnyk, S., Closs, D., Griffis, S., Zobel, C. and Macdonald, J. (2014) Understanding supply chain
resilience, Supply Chain Management Review , January/February, 34–41.
a nice article outlining the key aspects of failure, prevention and resilience in operations and supply
networks.
Regester , M. and Larkin, J. (2008) Risk Issues and Crisis Management: A Casebook of Best Practice ,
Kogan Page, London .
aimed at practising managers with lots of advice. good for getting the flavour of how it is in practice.
Simchi-Levi, D., Schmidt, W. and Wei, Y. (2014) From superstorms to factory fires: managing
unpredictable supply-chain disruptions, Harvard Business Review , vol. 92, no. 1–2, 97–101.
another practitioner-focused article looking at the low-probability, high-impact end of the failure
continuum.
PROBLEMS AND APPLICATIONS
M18_SLAC8678_08_SE_C18.indd 645 6/2/16 1:50 PM
Sociology 517 Graduate Seminar: Professor Matsueda
Deviance and Social Control: Criminological Theory Spring 2015
WRITING A USEFUL PRÉCIS FOR A RESEARCH ARTICLE
An important skill that academic researchers inevitably acquire is a way of writing a brief synopsis, or
préci ...
Values Education - Lesson 2 : Self- Control and Patience
What is Self Control?
What is Patience?
Words of wisdom about Self-control.
Words of wisdom about Patience.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
1. Click to edit Master title style
1
By: Justine Therese A. Zamora
MAED- MAPEH
2. Click to edit Master title style
2
Objectives
• Define Conceptual Framework and
Theoretical Framework
• Differentiate Conceptual framework
to Theoretical Framework
• Know the purpose of Conceptual
Framework and Theoretical
Framework
2
3. Click to edit Master title style
3
•The terms ‘conceptual framework’ and ‘theoretical
framework’ are commonly used in referring to the
overall structure that shapes a research project.
4. Click to edit Master title style
4 4
•However, there are subtle differences between the two.
This report sets out to clarify these differences along with
providing pointers on how to go about constructing each
framework.
5. Click to edit Master title style
5 5
•Let’s begin by seeing the difference between a concept
and a theory.
6. Click to edit Master title style
6 6
Concepts vs. Theory
7. Click to edit Master title style
7 7
Concepts vs. Theory
8. Click to edit Master title style
8 8
Purpose of Conceptual Framework
9. Click to edit Master title style
9 9
Purpose of Conceptual Framework
10. Click to edit Master title style
10
10
Purpose of Conceptual Framework
11. Click to edit Master title style
11
11
Purpose of Conceptual Framework
12. Click to edit Master title style
12
12
Purpose of Theoretical Framework
13. Click to edit Master title style
13
13
Purpose of Theoretical Framework
14. Click to edit Master title style
14
14
Conceptual VS. Theoretical
Conceptual Framework Theoretical Framework
It is more about the approach
that a researcher takes in
answering a research
question.
It is developed from existing
theory/theories.
It is derived from concepts. It is derived from theory.
15. Click to edit Master title style
15
15
Conceptual VS. Theoretical
Conceptual Framework Theoretical Framework
A conceptual framework is
composed of several
concepts. Further, a
conceptual framework may
include a theoretical
framework.
By itself, one theory alone
can serve as a theoretical
framework.
16. Click to edit Master title style
16
16
Conceptual VS. Theoretical
Conceptual Framework Theoretical Framework
Conceptual frameworks
identify factors influencing a
particular field, e.g.,
exploration of ‘masquerade’
mimicry in animals based
on phenomena such as
protective mimicry, crypsis
and aposematism.
A theoretical framework
arises from outcomes
beyond a single study,
based on one or more
theories, e.g. Darwin’s
theory of evolution by
natural selection.
17. Click to edit Master title style
17
Conceptual Framework
17
18. Click to edit Master title style
18
18
How to Make a Conceptual Framework?
19. Click to edit Master title style
19
• 1. Choose your topic
19
How to Make a Conceptual Framework?
20. Click to edit Master title style
20
• 2. Make your research question
20
How to Make a Conceptual Framework?
21. Click to edit Master title style
21
• 3. Conduct a review of the literature
21
How to Make a Conceptual Framework?
22. Click to edit Master title style
22
• 4. Choose your variables
22
How to Make a Conceptual Framework?
23. Click to edit Master title style
23
• 4. Choose your relationship
23
How to Make a Conceptual Framework?
24. Click to edit Master title style
24
• 6. Create the Conceptual Framework
24
How to Make a Conceptual Framework?
25. Click to edit Master title style
25
Thank You
Justine Therese A. Zamora
MAED- MAPEH
26. Click to edit Master title style
26
Customize this Template
26
Template Editing
Instructions and Feedback