Conceptual Framework. The faculty of De Anza College Department of Nursing has chosen to base the curriculum on an eclectic model of nursing that embodies our philosophy and our values. This model is based on the premise that nurses must use clinical reasoning and the best evidence available in collaboration with patients and interdisciplinary teams to provide optimum safe and patient-centered care in multiple settings and environments. The nursing process will be used to assess patient problems, analyze data and data trends, identify issues and develop and evaluate individualized plans of care. It is a systematic method of problem-solving based on the scientific method employing nursing judgment and clinical reasoning skills. Safe decision-making and provision of care will also incorporate principles of evidence- based practice and nursing informatics/ technology. Students will function as members of the healthcare team, sharing in decision-making, communicating effectively and contributing to optimum patient outcomes and satisfaction. The conceptual framework does not exist in theory only, but functions within our unique environment that includes our college, the community we serve, and the unique characteristics of our student population. This framework provides a comprehensive, cogent guide for total program development, implementation, and evaluation. The faculty recognizes its responsibilities in the educational process as well as its responsibility to society. The faculty function as facilitators and provide experiences based upon the student learning objectives and the learning needs of students. A variety of teaching-learning techniques are employed by the faculty to enable a student to acquire the clinical reasoning necessary to become a Registered Nurse. The Registered Nurse program has been developed to: • Recognize commonalities and uniqueness in individual contribution to teaching- learning process. • Promote development of individual potential and individual contribution to society. • Use an eclectic model for nursing practice. • Provide the community with nurses capable of providing safe, high-quality effective nursing care. • Promote development of clinical reasoning and clinical judgment in the professional nurse. • Embrace technology, research, evidence-based practice and industry standards to promote the highest level of patient care. • Support a just culture and reflective practice while upholding high professional standards for ethical practice. • Effectiv...
Conceptual Framework. Independent Variables Dependent Variable Insurance Productiv ity Insurance Sector Insurance Total Assets Economic Growth (GDP) Insurance Total Claims Figure 1: Researchers’ Conceptual Framework depicting the relationship among the variables of interest
Conceptual Framework. The aim of this thesis is to develop a model relating to the relationship between franchisor and franchisee in order to ensure success of hotel franchising relationship. Such a relationship includes tangible and intangible issues which may positively or negatively affect both parties. A conceptual framework (Figure 2.5) has been created to illustrate factors influencing the success of hotel franchising relationship to achieve a constant level of satisfaction between franchise partners. This framework consists of two major parts; tangible and intangible relationship issues. This framework suggests that tangible and intangible relationship issues are considered as motivators for building success between franchise partners.
Conceptual Framework. Local authorities deliver services to all citizens regardless of their social-economic status. The citizens as customers pay for the services rendered by local authorities. The Government being the main stakeholder has expectations of high quality service for citizens by local authorities. The measurement of the service delivered or performance of local authorities is done using performance contract. It is a management tool for measuring performance against negotiated performance targets (GoK, 2007). The PCs are derived from vision, mission and strategic objectives of local authorities and measure performance at the end of the contract period. Local authorities are expected to set specific targets annually and monitor them through quarterly and annual reports submitted to the Government for evaluation and feedback on performance. The link between PC as independent variable and performance of local authorities as dependent variable is explained using goal-setting, expectancy, and cognitive theories. According to goal-setting theory specific and difficult goals with feedback, lead to higher performance (Xxxxxxx & Judge, 2007). Expectancy theory proposes that the strength of a tendency to act in a certain way depends on the strength of an expectation that the act will be followed by a given outcome to the individual (Xxxxxxx & Judge, 2007). Essentially expectancy theory further postulates that there must be an expectancy that a given level of effort will result in an acceptable level of performance agreed upon between the Government and local authorities at the beginning of the contract period. Local authorities’ employees applying cognitive theory ask themselves, can I achieve the set targets? The level of performance must have rewards/sanctions. Employees ask themselves, if I achieve the target will I be rewarded appropriately? According to Xxxxxxxx et al. (2005) expectancy implies that people consider using efforts on a task if they believe that the goal is achievable and worth the effort. Local authorities’ employees set goals and put efforts to achieve if they believe that the goals is achievable and worth the effort. Goal-setting theory emphasizes that goals tell an employee what needs to be done and how much effort is needed to achieve high performance. In conceptual framework shown in Figure 1, performance as a dependent variable is operationalized in the this study as customer satisfaction, revenue generation, employee satisfaction and work environme...
Conceptual Framework. The concept of “funds of knowledge” as described by Xxxx, Amanti, Neff, & Xxxxxxxx (1992) stresses that students possess rich, extended knowledge rooted in their home life. In their work, Xxxx and colleagues collaborated with classroom teachers to research these funds by visiting students’ homes and talking to parents. By actively investigating funds of knowledge, the teachers and researchers were able to develop classroom curriculum that built on the prior knowledge students already possessed. In an international review of funds of knowledge research, Xxxx (2011) found that the concept is being expanded from the original meaning of knowledge from the home, specifically knowledge “within and between households” (p. 671), to include peer knowledge, popular culture, student and family interests, community knowledge, cultural knowledge, and even the broader category of life experience. It is this broadened definition of funds of knowledge that I am utilizing in my work. Scholarship that comes closest to how I use this concept is Moje, Ciechanowski, Kramer, Ellis, Carrillo, and Xxxxxxx’x (2004) work considering multiple funds of knowledge including school experience as a fund. In a more recent iteration of the definition of funds of knowledge, Xxxxxxxx and Xxxx (2002) stated, “funds of knowledge is based on a simple premise . . . that people are competent and have knowledge, and their life experiences have given them that knowledge” (cited in Xxxx, 2011, p. 670). This elegant premise is the foundation for this investigation into student perceptions of authentic writing. By including school experience as a fund of knowledge for students, I want to be careful to avoid what Xxxx (2011) describes as losing “the inherent power-balancing capacity and intent” (p.672) of this concept. In fact, one of the key reasons I chose funds of knowledge as a conceptual framework is because of the high value I place on students’ prior knowledge. This project design allowed for students to bring funds of knowledge from their homes and communities to the conversation, as well as to draw on their eight years of classroom experience and their evaluation of those experiences. I believe that this investigation adhered to the core idea of the original funds of knowledge research that stressed the importance of teachers investigating what their students bring to the classroom. Part of the knowledge students bring to classrooms are their experiences in past classrooms, positive and negati...
Conceptual Framework. 2.3.1. Structures of the booklet of technical vocabulary It is indispensable to elaborate a Booklet of Technical Vocabulary according to the specialty of the students that allows them to understand and to interpret the technical manuals in English that proposes the following structure: • Informative data • Index • Introduction 17Ecuador Constitution, Montecristi 2008 • General objectives • Contents • General and specific orientations • Unit / number and title • Specific objectives • Brief introduction • Activities with technical vocabulary • Glossary • Annexes In this proposal of a Booklet of Technical Vocabulary all the elements exposed before are important and necessary; but it should get in the game creativity and the educational ability to conduct and to generate learning.
Conceptual Framework. A CONTEXTUALIZED MODEL FOR FAITH DEVELOPMENT Xxxxxx’x Conception of Faith: A Universal Dynamic Process of Meaning-Making Returning to the definition of faith offered by theologically trained developmental psychologist Xxxxx Xxxxxx, I will argue for its power for illuminating the subjective impact of participation in the cumulative tradition of religious studies. Xxxxxx defines faith as: “People’s evolved and evolving ways of experiencing self, others and world (2) as related to and affected by the ultimate conditions of existence (as they construct them) (3) and of shaping their lives’ purposes and meanings, trusts and loyalties, in light of the character of being, value and power determining the ultimate conditions of existence (as grasped in their operative images--conscious and unconscious of them).”85 This definition has a precision that Chesnek’s “religiosity” lacks,86 yet is also broad enough to illuminate “religious” and “secular” forms of conceiving the “ultimate conditions of existence,” as well as the vast diversity of subjective conceptions within any particular religious tradition. Xxxxxx argues that this search for meaning and coherence is an anthropological fact: “faith [is] a human phenomenon, an apparently generic consequence of the universal human burden of finding or making meaning.”87 Thus, Fowlerian faith is infinitely inclusive; free of the problematic normative judgment of participation in transcendence we see in Xxxxx’x concept. It is the backdrop of conceived meaning and power, both conscious and unconscious, that our minds 84 Ibid., 61. 85 Xxxxxx. Stages of Faith. 92-93. 86 Additionally, using the term faith allows to preserve the utility of the conventional usage of religiosity to refer to the form, degree and frequency of an individual’s engagement with the diverse array of phenomena we call “religious.” 87 Ibid., 31. require to navigate the world effectively. Like the developmental model of his theoretical mentors Xxxxxxxx Xxxxxxxx, Xxxx Xxxxxxx and Xxxx Xxxxxx, Xxxxxx seeks to comprehend and describe universal, linear structural stages of faith development rather than apprehend or assess the particular content of one’s faith. This approach enables us to account for significant changes in the (re)construction of self, world and meaning among our subjects even when there are no observable changes in terms of religious affiliation, communicable doctrines or practice. Furthermore, neither external influences nor internal agency are...
Conceptual Framework. As Xxxxxx and Xxx’s approach of emotional intelligence assessment is the framework of the current study, it is rational to discuss the appearance of this approach and to examine its four main competencies. Apart from Xxxxxxx’x competency model, Xxxxxx and Xxx’s approach was also based on Xxxxxxx’x theory of constructive theory. To consider the significance of the emotional intelligence skills and its relation to one’s academic abilities, and his or her academic achievement, such theory as “Constructive thinking” should be noted. Xxxxxxx (1998) in his book “Constructive thinking: The key to Emotional Intelligence” presented the notion constructive thinking as the ability of an individual to control his or her pessimistic thoughts, what purported to think constructively. As a consequence, he maintained the concept that every person possesses two minds: a rational conscious mind and automatic “experiential” mind. An individual’s conscious rational mind is considered to be relatively unemotional as he or she can easily control it. On the other hand, the automatic “experiential” mind is related to the preconscious level; therefore, people cannot control it, mainly because they are not aware of its functioning. This experiential mind is connected with past experiences as well as with emotions. As the solution to this issue, Xxxxxxx has proposed that a person can increase control over the experiential mind if he or she understands how it operates (Xxxxxxx, 1998). So, the abovementioned theory indicates the significance of preconscious sphere, which leads to the emotional intelligence concept. Emotional skills assessment process. For EI evaluation, Xxxxxx and Low developed measurement test, called Emotional Skills Assessment Process. The measurement inventory outlined the following scale items: 1) assertion; 2) empathy; 3) social awareness; 4) positive influence (leadership) 5) decision-making;; 6) drive strength (achieving goals); 7) time management; 8) commitment ethic (personal responsibility); 9) self-esteem; and 10) stress management (emotional intelligence measures). This assessment instrument enables to identify the connection between students’ emotional skills and their impact on academic capacity. Thus, have considered the main models of emotional intelligence, for the current research study, I have selected Xxxxxx and Xxx’s education-based approach to emotional intelligence. Main emotional intelligence competencies. The abovementioned theories proposed b...
Conceptual Framework. Audiovisual: Term that relates to the hearing and vision that is used separately or both at the same time. Audiovisual education: Method of teaching that use support related with the image and the sound like movies, videos, audios, CDs, among others. Computer: electronic machine that it receives and processes data to transform them into useful information. Critical capacity: it is an educational process that teaches to think and reasoning, to motivate the creativity, necessarily teach how to judge, that is to say, to give an approach, criteria or see the reality in a different way, to contribute with their own points of view and to contribute to the improvement and transformation of the social life. Digital age: new time of the information that takes us to the world of the internet by means of the use of computers and nets of information to carry out different activities that are part of our daily life. Modernity: it is the reflexive political possibility to change the rules of the game of the social life. Multimedia saloon: it is a room that has a wide range of means and materials that are good to enrich the process of our students' learning. Multipurpose saloon: they are those rooms where offer cultural activities as storytellers, exhibitions, chats, conferences, theater, shops, presentations and launchings of books, among others. Projector: device that can be connected to a television, video, computer to visualize the image in a bigger size to be seen by numerous groups of people. Radio: device of communication that is based on sending signs of audio through waves. Resources: Methods or materials that are good to get what is sought, are available elements to solve a necessity. Self-learning: It is the way of learning by himself. It is a process of acquisition of knowledge, abilities, values and attitudes that the person either carries out by its own means on the study or the experience. Significant learning: it is the process for which an individual elaborates and detain knowledge (making reference not just to knowledge, but also to abilities, skills, etc.) based on previous experiences. Slides: graphic resource that can serve to present original pictures or copies of taken materials of any printed document.
Conceptual Framework. Begin to consider main alternatives (forms a basis for Phase 1 in Step 4) and produce a conceptual framework to clarify the main direct and indirect drivers of change that could have implications for waterbird populations.
