Conceptual Framework
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Conceptual Framework Spring, 2014
Conceptual Framework Spring, 2014 Conceptual Framework University of Arkansas at Monticello School of Education 1 Conceptual Framework Spring, 2014 UNIVERSITY OF ARKANSAS AT MONTICELLO (UAM) SCHOOL OF EDUCATION THE CONCEPTUAL FRAMEWORK Introduction The University of Arkansas at Monticello (UAM) has a rich educational heritage of teaching and learning that has provided a “Century of Opportunity” for the residents of southeast Arkansas and the state since its humble beginnings as The Fourth District Agricultural School in 1909. To understand the history of teacher education at UAM, the beginnings of the university itself must be explored. Classes began in 1911 with students in the sixth through twelfth grades attending. Freshman and sophomore college courses were added in 1923 and the institution was accredited as a junior college in 1928. Senior college courses were added in 1933 and, the following year, the first degrees were granted by Arkansas A&M College. The campus was established on what was once part of a 6,000 acre cotton plantation owned by Judge and Mrs. William Turner Wells. “Judge Billy” and “Miss Pattie” were prominent figures in southeast Arkansas and the name of Wells is imbedded in the social and political history of the state. Judge and Mrs. Wells lived the idyllic life of Southern planters and entertained frequently in their plantation home that was located on what is now the site of the Fred J. Taylor Library. In April of 1909, the Arkansas General Assembly passed Act 100 which created four district agricultural schools. For the southeast district, descendants of Judge and Mrs. Wells offered the Wells Plantation home site with 200 acres of contiguous land for the new school/experiment farm. -
What Is Good Governance?
United Nations Economic and Social Commission for Asia and the Pacific What is Good Governance? Introduction institutes, religious leaders, finance institutions political parties, the military etc. The situation in urban areas is much more Recently the terms "governance" and "good complex. Figure 1 provides the governance" are being increasingly used in interconnections between actors involved in development literature. Bad governance is urban governance. At the national level, in being increasingly regarded as one of the addition to the above actors, media, root causes of all evil within our societies. lobbyists, international donors, multi-national Major donors and international financial corporations, etc. may play a role in decision- institutions are increasingly basing their aid making or in influencing the decision-making and loans on the condition that reforms that process. ensure "good governance" are undertaken. All actors other than government and the This article tries to explain, as simply as military are grouped together as part of the possible, what "governance" and "good "civil society." In some countries in addition to governance" means. the civil society, organized crime syndicates also influence decision-making, particularly in Governance urban areas and at the national level. Similarly formal government structures are The concept of "governance" is not new. It is one means by which decisions are arrived at as old as human civilization. Simply put and implemented. At the national level, "governance" means: the process of informal decision-making structures, such as decision-making and the process by "kitchen cabinets" or informal advisors may which decisions are implemented (or not exist. In urban areas, organized crime implemented). -
CONCEPTUAL FRAMEWORK Christian Brothers University
CONCEPTUAL FRAMEWORK Christian Brothers University Christian Brothers University Education Unit Conceptual Framework The conceptual framework of the education unit has been influenced by the mission and core values of the university and the mission statement of the School of Arts. The university’s mission statement is: Educating minds. Touching hearts. Remembering the presence of God. We believe that this mission statement is best represented by the core values of the university. The core values are: Faith: Our belief in God permeates every facet of the University's life. Service: We reach out to serve one another and those beyond our campus. Community: We work to build better communities and a better society. The mission statement for the School of Arts was rewritten in 2013 and states: To advance the Lasallian synthesis of knowledge and service by teaching students to think, to communicate, to evaluate, and to appreciate. Building on the core values and the mission statement are the Department of Education’s candidate proficiencies as identified in the conceptual framework. This conceptual framework includes four themes – Servant- Leader, Effective and Reflective Practitioner, Champion of Individual Learner Potential, and Builder of Vibrant Learning Communities. These themes are outlined below: Theme/Core Concept: Servant-Leader 1. Candidates exhibit moral and ethical responsibility, skills of leadership, service and professionalism that represent concern for the welfare of others above self-concern and self- interest. 2. Candidates express commitment to the human mission of education and to the goals of access, equity, and opportunity. 3. Candidates show respect for others by honoring the worth and dignity of children, families, community, and colleagues. -
The Politics of Poverty: Elites, Citizens and States
The Politics of Poverty: Elites, Citizens and States Findings from ten years of DFID-funded research on Governance and Fragile States 2001–2010 A Synthesis Paper Acknowledgements This paper was written by DFID Research and Evidence Division Staff, with help and advice from Graeme Ramshaw of IDS and from the directors and staff of the four Re search centres. Disclaimer: This synthesis presents some key findings of DFID-funded research and the resulting policy recommendations of the researchers: it does not necessarily reflect DFID policy. Cover Photo: Justice and Peace Commissioners, Masisi, DR Congo. © Sarah MacGregor / DFID The Politics of Poverty: Elites, Citizens, and States EXECUTIVE SUMMARY Executive Summary Evidence shows that in order to deliver sustainable international development we must be able to understand and work with its politics. Governance describes the way countries and societies manage their affairs politically and the way power and authority are exercised. For the poorest and most vulnerable, the difference that good, or particularly bad, governance, makes to their lives is profound: the inability of government institutions to prevent conflict, provide basic security, or basic services can have life-or-death consequences; lack of opportunity can prevent generations of poor families from lifting themselves out of poverty; and the inability to grow economically and collect taxes can keep countries trapped in a cycle of aid-dependency. Understanding governance, therefore, is central to achieving development and ending conflict. During the 1990s donors came to realise that development required better ‘governance’, and DFID recognised early on the need to work with the research community to identify ways of improving governance for better development outcomes. -
PDF Good Governance, Bad Governance
RESEARCH ASSOCIATION for INTERDISCIPLINARY RMARA CH I 2021S STUDIES DOI: 10.5281/zenodo.4640767 Good Governance, Bad Governance: The Politics of Coronavirus Pandemic in Nigeria Muyiwa Samuel Adedayo The Polytechnic, Ibadan, Oyo State, Nigeria [email protected] ABSTRACT: This paper examines the influence of good governance on coronavirus pandemic in Nigeria. The kernel of this article is the intrinsic nexus between good governance, bad governance and coronavirus pandemic in a democratic state. It reviews articles on how democracy has influenced good governance and/or promotes bad governance. It examines the individual perspective and understanding of the virus, state of lockdown and the welfare of the populace by the political leaders; to what extent is the palliative being distributed among other welfare packages useful to the populace. The paper clearly explained the notion of good governance in the context of the Nigerian milieu and links it with how welfare of the citizens could assist in building their confidence. The paper provided evidence from around the world of the nexus between the three variables under examination and it shows that there is a yawning gap in trust and accountability between citizens and the government because the need of the populace has overtime been ignored and neglected by government. This is evident in that Nigeria is yet to comply with the inextricable indices of good governance due to lack of trust and committed leadership. The paper recommended amongst others that government and political leaders, as well as the institutions in the country, must strive to promote participatory, consensus-oriented, accountability, transparency, responsiveness, effectiveness and efficiency; equitable, inclusive and follows the rule of law to deliver good governance in Nigeria, and Africa in general. -
A Draft of Proposed Conceptual Framework Beliefs
Professional Education Unit Conceptual Framework (Full Version) CF Committee Developed and Approved – 2/28/05 (Updated 3/03/08) Guide for the Reader WKU’s Conceptual Framework represents beliefs and values that are shared by all programs that prepare university students to enter education professional fields. These fields include: . Teachers in elementary, middle, and high schools . Library media specialists . Principals and superintendents . School counselors . School nurses . School psychologists . Speech pathologists All these education professional preparation programs are considered by the National Council for Accreditation of Teacher Education (NCATE) and Kentucky’s Education Professional Standards Board (EPSB) to represent WKU’s Professional Education Unit. Faculty representatives from each of the education fields in the Unit were involved in various aspects related to the development and approval of the Conceptual Framework. The document after this opening Guide is the full version of the WKU Conceptual Framework. An abridged student version is also available on the CEBS Professional Education Unit webpage (http://edtech.wku.edu/peu/index.htm). It is important to note that during the development of the Conceptual Framework, committee members thought it important to delineate all essential beliefs, ideas, and implications even if they were difficult to measure or live out. Thus, many beliefs, ideas, or implications reflect what the unit aspires to accomplish over time. The careful reader who is also a student completing one of -
Political Corruption and Governance
Political Corruption and Governance Series Editors Dan Hough University of Sussex Brighton, UK Paul M. Heywood University of Nottingham Nottingham, UK This series aims to analyse the nature and scope of, as well as possible remedies for, political corruption. The rise to prominence over the last 20 years of corruption-related problems and of the ‘good governance’ agenda as the principal means to tackle them has led to the develop- ment of a plethora of (national and international) policy proposals, inter- national agreements and anti-corruption programmes and initiatives. National governments, international organisations and NGOs all now claim to take very seriously the need to tackle issues of corruption. It is thus unsurprising that over couple of decades, a signifcant body of work with a wide and varied focus has been published in academic journals and in international discussion papers. This series seeks to provide a forum through which to address this growing body of literature. It invites not just in-depth single country analyses of corruption and attempts to com- bat it, but also comparative studies that explore the experiences of dif- ferent states (or regions) in dealing with different types of corruption. We also invite monographs that take an overtly thematic focus, analysing trends and developments in one type of corruption across either time or space, as well as theoretically informed analysis of discrete events. More information about this series at http://www.palgrave.com/gp/series/14545 Richard Rose · Caryn Peiffer Bad -
A Conceptual Framework for Designing Mobile Augmented Reality in Learning Basic Numbers
World Applied Sciences Journal 35 (7): 1048-1053, 2017 ISSN 1818-4952 © IDOSI Publications, 2017 DOI: 10.5829/idosi.wasj.2017.1048.1053 A Conceptual Framework for Designing Mobile Augmented Reality in Learning Basic Numbers Kamariah Awang, Syadiah Nor Wan Shamsuddin, Ismahafezi Ismail, Norkhairani Abdul Rawi and Maizan Mat Amin Faculty of Informatics and Computing, Universiti Sultan Zainal Abidin, Malaysia Abstract: Teaching and learning sessions for LINUS students need improvement while conducting the session which requires more teaching aids using new technology. However, LINUS modules still utilize traditional methods to teach students. Students cannot focus and do not enjoy the learning session. Mobile devices are becoming ubiquitous in the world today and have become a learning tool in both inside and outside the classroom. Mobile learning can be an alternative learning tool for special needs students. Therefore, this paper aims to propose a framework for designing mobile augmented reality (AR) in learning basic numbers especially for LINUS students. This framework consists of cognitive load theory, intrinsic motivation approach, compensatory approach and multimedia elements as an interactive learning method to learn basic numbers for LINUS students. Key words: Teaching and Learning Mobile Application Technology Augmented Reality LINUS INTRODUCTION and interactive. ICT will be an ubiquitous part of schooling life, with no urban-rural divide and with all LINUS stands for Literacy and Numeracy Screening. teachers and students equipped with the skills necessary The program has been implemented by the Ministry of to use this technology meaningfully and effectively [1]. Education (MOE) under the National Key Result Area Therefore, teachers should have the latest teaching aids (NKRA) mandate since 2010 to ensure students master to attract their students in teaching and learning the 21st literacy and numeracy. -
Good Governance: the Inflation of an Idea Faculty Research Working Paper Series
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Research Papers in Economics Good Governance: The Inflation of an Idea Faculty Research Working Paper Series Merilee Grindle Harvard Kennedy School June 2010 RWP10-023 The views expressed in the HKS Faculty Research Working Paper Series are those of the author(s) and do not necessarily reflect those of the John F. Kennedy School of Government or of Harvard University. Faculty Research Working Papers have not undergone formal review and approval. Such papers are included in this series to elicit feedback and to encourage debate on important public policy challenges. Copyright belongs to the author(s). Papers may be downloaded for personal use only. www.hks.harvard.edu Good Governance: The Inflation of an Idea Merilee Grindle Harvard University May 2008 Good governance is a good idea. We would all be better off, and citizens of many developing countries would be much better off, if public life were conducted within institutions that were fair, judicious, transparent, accountable, participatory, responsive, well-managed, and efficient. For the millions of people throughout the world who live in conditions of public insecurity and instability, corruption, abuse of law, public service failure, poverty, and inequality, good governance is a mighty beacon of what ought to be. Due to this intuitive appeal, good governance has grown rapidly to become a major ingredient in analyses of what’s missing in countries struggling for economic and political development. Researchers have adopted the concept as a way of exploring institutional failure and constraints on growth. -
The Conceptual Framework for General Purpose Financial Reporting by Public Sector Entities
IFAC Board Final Pronouncement Exposure Draft January 2013 October 2011 Comments due: February 29, 2012 The Conceptual Framework for General Purpose Financial Reporting by Public Sector Entities This document was developed and approved by the International Public Sector Accounting Standards Board (IPSASB). The IPSASB sets International Public Sector Accounting Standards (IPSASs) and Recommended Practice Guidelines for use by public sector entities, including national, regional, and local governments, and related governmental agencies. The objective of the IPSASB is to serve the public interest by setting high-quality public sector accounting standards and by facilitating the adoption and implementation of these, thereby enhancing the quality and consistency of practice throughout the world and strengthening transparency and accountability of public sector finances. The structures and processes that support the operations of the IPSASB are facilitated by the International Federation of Accountants (IFAC). Copyright © January 2013 by the International Federation of Accountants (IFAC). For copyright, trademark, and permissions information, please see page 47. THE CONCEPTUAL FRAMEWORK FOR GENERAL PURPOSE FINANCIAL REPORTING BY PUBLIC SECTOR ENTITIES CONTENTS Page Introduction................................................................................................................................... 4–5 Chapter 1: Role and Authority of the Conceptual Framework ................................................. 6–9 Chapter 2: Objectives -
20 LANGUAGE IDEOLOGY AS a CONCEPTUAL FRAMEWORK to ANALYZE ISSUES RELATED to LANGUAGE POLICY and LANGUAGE EDUCATION Valentina
Revista Científica de la Facultad de Filosofía – UNA (ISSN: 2414-8717) Vol. 6, enero-julio 2018 (1), pp. 20-42. LANGUAGE IDEOLOGY AS A CONCEPTUAL FRAMEWORK TO ANALYZE ISSUES RELATED TO LANGUAGE POLICY AND LANGUAGE EDUCATION Valentina Canese1 Abstract This article discusses how the notions of language ideology and language ideologies may be used as analytical tools to examine issues related to language policy and language education. First of all, it provides an overview of language ideology as a field of study. Following, it presents a discussion of language ideology in language policy and planning as well as language teaching. Subsequently, the article presents an overview of how language ideology may be used in research methodology as a conceptual framework to analyze issues related to language in education providing examples of how these concepts have been applied by different authors including this article‘s author. The article concludes that the notions presented may be powerful tools to be applied with caution as biases derived from our own positioning of members of a nation or a linguistic group may affect how we approach phenomena related to language and ideology. Key Words: language policy, language education language teaching, language ideology Key Words: language policy, language education language teaching, language ideology LA IDEOLOGÍA LINGÜÍSTICA COMO MARCO CONCEPTUAL PARA ANALIZAR TEMAS RELACIONADOS A LA EDUCACIÓN Y LAS POLÍTICAS LINGÜÍSTICAS Resumen Este artículo aborda la manera en que las nociones de ideología o ideologías lingüísticas pueden ser usadas como herramientas analíticas para examinar temas relacionados a la educación y a las políticas lingüísticas. Primeramente, presenta una visión general de la ideología lingüística como campo de estudio. -
Conceptual Framework for Therapeutic Training with Biofeedback in Virtual Reality: First Evaluation of a Relaxation Simulator
This is a preprint of the article to be published in the AACE Journal of Interactive Learning Research. The final version is available in the Learning and Technology Library: http://www.editlib.org/j/JILR. The paper was originally presented at the 29th EdMedia World Conference on Educational Media and Technology, held in Washington D.C. USA, on 20–23 June 2017. Conceptual Framework for Therapeutic Training with Biofeedback in Virtual Reality: First Evaluation of a Relaxation Simulator Mikhail Fominykh Molde University College, Norway; Volga State University of Technology, Russia [email protected]; [email protected] Ekaterina Prasolova-Førland Department of Education and Lifelong Learning, Norwegian University of Science and Technology, Norway [email protected] Tore C. Stiles Department of Psychology, Norwegian University of Science and Technology, Norway [email protected] Anne Berit Krogh Department of Public Health and Nursing, Norwegian University of Science and Technology, Norway [email protected] Mattias Linde Department of Neuromedicine and Movement Science, Norwegian University of Science and Technology, Norway [email protected] Abstract. This paper presents a concept for designing low-cost therapeutic training with biofeedback and virtual reality. We completed the first evaluation of a prototype - a mobile learning application for relaxation training, primarily for adolescents suffering from tension-type headaches. The system delivers visual experience on a head-mounted display. A wirelessly connected wristband is used to measure user’s pulse and adjust the training scenario based on the heart rate data. Repeating the exercise can make the user able to go through the scenario without using the app, learn how to relax, and ultimately combat tension-type headache.