Theoretical Framework Clause Samples

Theoretical Framework. In this section, a number of key concepts important for this study will be elaborated. This will provide a frame of reference for all the chapters of this study. For that purpose, the Rechtsstaat concept is related to what the government does in terms of spatial management and protection of the public interest. Lastly, considering that this umbrella concept of Rechtsstaat also relates to the state and government reform initiated after 1999, I will also provide a brief elucidation on the concept of decentralization. (a) The Indonesian Rechtsstaat as ideal norm and empirical fact

Theoretical Framework. In analysing the Shi‘is in Indonesia as a minority Muslim group amidst the overwhelming Sunni majority, this study employs the theory of stigma64 proposed by sociologist ▇▇▇▇▇▇▇.65 I follow ▇▇▇▇▇▇▇’▇ steps in his study of the Twelver Shi‘i response to Sunni legal theory. ▇▇▇▇▇▇▇ maintains the applicability of this theory to Shi‘is, “who have lived as a stigmatised minority dominated by a potentially hostile majority in most areas of the Muslim world and during most periods of Muslim history.”66 According to ▇▇▇▇▇▇▇’▇ theory, stigmatised groups tend to adopt strategies that fit into a social system dominated by the majority. While Sunnism has become a norm in the Muslim world, Shi‘ism is considered ‘abnormal’ and Shi‘is have to implement strategies in order to gain recognition from the Sunni majority.

Theoretical Framework. This research is situated at the intersection of two paradigms: on the one hand the indigenous paradigm, and on the other hand, the feminist paradigm. The increased attention for indigenous peoples at an international level, and the adoption of the UN Declaration on the Rights of Indigenous Peoples have led to the first tentative explorations towards an indigenous paradigm in academia. However, a complete theoretical framework on how to include an indigenous point of view in research is only starting to be developed. ▇▇▇▇▇ Tuhiwai ▇▇▇▇▇’▇ Decolonizing Methodologies (1999) is one of the first reference works on this topic. Other scholars that have been working towards an indigenous paradigm are, for example, ▇▇▇▇▇▇ ▇▇▇▇▇▇▇, ▇▇▇▇▇▇▇ ▇. ▇▇▇▇, ▇▇▇▇▇▇▇▇ ▇. ▇▇▇▇▇▇, ▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇, and ▇▇▇▇▇ Wilson11. More theoretical research is necessary to have a more developed theoretical framework. Therefore, this study turns to a second paradigm which is feminism. Feminist theory has many parallels with the indigenous paradigm. Among others, it also questions the representation and participation of a subordinated group – in this case women – dominated by a group seen as the ‘norm’ within society – men. Feminist theory has been one of the first to criticize this societal ‘norm’. It has been ground breaking in this regard and has led the way for other critical approaches to academia. Feminist theory originated from the ideology of the feminist movement, which is based on the observation that in society women have been worldwide subordinated to men. Feminist theory transposed this reality to academia, stating that in research women have also been subordinated to men. Feminist theory wants to analyze gender inequalities in different fields, and therefore points to the need to include a gender perspective in all research areas. Although women have been the main focus group of feminism, it has to be noted that feminist theory is not about women alone. Feminist theory aims at studying gender relations, including both women and men, as they are both part of the social structure of society. It is believed that gender equality can only be reached if women and men are both involved as equal partners.

Theoretical Framework. When discussing agenda-setting and decision-making processes, the seminal work of ▇▇▇▇▇▇▇ (1984) regarding the Multiple-Streams Framework (MSF) is vital in understanding how policy changes can occur. ▇▇▇▇▇▇▇’▇ MSF analyses agenda-setting in the US political system, making it an adequate analytical tool for the subject of this paper. Whilst this framework was initially developed for the US health and transport sector, its application has been widened to other sectors in the US (Rawat & ▇▇▇▇▇▇, 2016). MSF is now considered to be an adequate analytical tool that explains agenda-setting, decision-making and policy changes in public policy (▇▇▇▇▇▇▇, ▇▇▇▇▇▇▇▇, ▇▇▇▇▇▇▇, 2015). It is not only applicable in the US but has crossed borders to other political systems (Cairney & ▇▇▇▇▇, 2016). 37 years after its development, the MSF has shown that it is still significant. This might be due to its universal adaptability to other policy areas or its general features. In this section, the theoretical backdrop of this study will be discussed in 2.1. In paragraph 2.2, it will discuss the MSF its utility and justify its use in this study. The subsections of paragraph 2.2 will specify the concepts of the MSF. The last paragraph will generate the theoretical expectations that stem from the theoretical framework.

Theoretical Framework. The socio-ecological model (SEM) is a framework that can help explain the interaction of people with their environments as compared among various multilevel factors (Figure 1).45 In the context of this study, there is evidence indicating that the SEM is appropriate for investigating eating behaviors and physical acitivity,17,45-47 as the framework has been used to explain how multilevel factors influence eating and physical activity behaviors and resulting health outcomes.5 Previous research has employed the SEM or similar ecological models to investigate related topics such as food environments and eating behaviors,45,47 nutrition education and social marketing in low-income populations,46 and promoting healthy eating in schools.17 Additionally, some studies have explored the connection between school food environments and policies and various geographical, socioeconomic, and cultural factors while not explicitly employing the SEM or similar model.12,48,49 However, current literature is lacking specifically in the area of examining food environments in general from an ecological perspective,45 and no studies to date have utilized the SEM to investigate school-level factors influencing school nutrition policies, practices, and environments with a specific emphasis on low-income Georgia elementary schools. The current study aims to fill in this gap by examining school nutrition policies, practices, and environments in this understudied population from a socio-ecological perspective. Of particular interest in this study are school-level factors, which include geography, FRL, race/ethnicity (measured by percent Caucasian), and cohort year. The study is based on the SEM while acknowledging that there are numerous other factors that may influence nutrition policies, practices, and environments that are not explicitly examined in this study.

Theoretical Framework. This study utilized two theories that worked together to inform the purpose and specific aims. The Health Belief Model provides insight into why healthcare providers take action in preventing, screening, and controlling tobacco use (and potentially marijuana use) in their patients. The Clinician-Patient Communications Framework provides insight on how healthcare providers can disseminate their knowledge and beliefs to their patient to modify behavior. Since this study involves knowledge and attitudes primarily towards tobacco products and how healthcare providers translate this into their practice, both theories are needed.

Theoretical Framework. The ACE Model for Comprehensive Internationalization comprised the framework for this study. The ACE Model evaluates internationalization on campus. It also assists in identifying both internal obstacles and opportunities. The theory provided different perspectives on building and developing this research and targeting other study areas. One conceptual framework for this study is the American Council on Education (ACE) Model for Comprehensive Internationalization. This theory helps construct a landscape of internationalization. At 4-year universities, comprehensive internationalization target areas have been increasing, especially at research institutions. At community colleges, this internationalization is less prevalent. Due to the relatively small number of community colleges that have been actively involved in internationalization (Green, 2007), the researcher used this theory to establish the framework for this study. ACE defines a comprehensive internationalization process as an approach that enables colleges and universities to become more globally aware and globally connected. A growth mindset is essential to ensure sustainable and just international engagement. The internationalization process is more of a journey than a destination because it requires vision, planning, preparation, and action to accomplish the goal. As a result, everyone associated with a college or university, including students, faculty, and staff, can learn and contribute to an inclusive, equitable environment. The goal of comprehensive internationalization cannot merely be regarded as a sideline activity, but rather as a means of enabling an institution to fulfill its specific teaching, research, and service missions. An institution cannot rely on a few isolated offices, a narrow range of disciplines, or a limited number of students to achieve effective internationalization. Each institution must define internationalization in the context of its mission and culture (ACE, 2021). To internationalize community colleges, community colleges should envision their positive impact on global workforce education, develop a strategic plan, utilize their unique educational resources and platform, and market to those eager to learn these skills at community colleges. Additionally, internationalization must be a cross-campus initiative that promotes international scholarly cooperation and student-teacher exchanges and that builds bridges of international understanding to assist students in...

Theoretical Framework. This thesis is guided by the Health Stigma and Discrimination Framework (See Figure 1), developed by ▇▇▇▇▇▇ et al. (2019). According to the framework, stigma is better understood as a process that begins with drivers and facilitators, with drivers leading to stereotypes, judgment, and discriminatory attitudes, that result in negative health and social outcomes. For example, the drivers and facilitators of abortion stigma include cultural norms and beliefs about abortion, which then lead to the manifestation of social judgment and discrimination around abortion in the form of enacted stigma (▇▇▇▇▇▇▇▇, ▇▇▇▇▇▇, et al., 2013). Examples of enacted stigma are verbal threats from protestors outside an abortion clinic or judgment from healthcare providers due to an individual’s reproductive health decisions. On a social-structural level, such enacted stigma could support laws that criminalize or hinder access to obtaining an abortion. Consequently, this outcome can lead to inadequate access to reproductive health care and social isolation (Cockrill, ▇▇▇▇▇▇, et al., 2013). The framework champions interventions at the driver and facilitator level in order to interrupt the process prior to the point when stigma occurs. To do this, we must examine and shift social and cultural norms. The social and cultural norms explored in this thesis are religious and moral values; therefore, per the framework, this review will be examining one type of cultural norm—religious and moral values—and their role in reproductive health stigma.

Theoretical Framework. The current research is conceptualized by social constructivism and supplemented by the theory that describes how teachers’ self-efficacy affects their constructed perception. Social constructivism theory is defined by the assumption that individuals actively construct their knowledge within interpersonal as well as social interactions (▇▇▇▇▇▇▇▇, 1986). This theory was chosen because it focuses on the impact of individual, social, cultural and historical backgrounds on teaching and learning (▇▇▇▇▇▇▇, 1963; ▇▇▇▇▇▇, 1986; Driver et al., 1994; ▇▇▇▇▇, 1955; ▇▇▇▇▇▇▇, 1994 as cited in Appalsamy 2015). This means that individuals tend to learn when they have gained experience from what they learn. In other words, social constructivism posits that an individual constructs their knowledge or worldview by comparing what they experience in their society with their own existing knowledge, as well as the ways they perceive various phenomena. According to the Vygotsky (1986), social constructivism mostly emphasizes the social aspect of learning and the way in which people construct and accumulate knowledge. Also, he stresses the significance of language as the premise of cognitive construction. He confirmed that the intellect of individuals is influenced by social as well as cultural environments; thereby knowledge is socially constructed and mediated. The theory of social constructivism is applicable for the current research since it has investigated teachers' perceptions that are shaped by the conservative cultural aspects of teaching sex-related topics in the social settings in which they live. Besides, sexual health education has a social nature, and social constructivism underlines the different factors which influence the construction of knowledge. For instance, for some teachers, early sexual behavior outside of marriage is taboo in accordance with their cultural background. In this regard, scholars have claimed that individuals construct their knowledge through the social interaction which is shaped within different social contexts as well as those of time (Driver et. al (1994). In order to identify the norms and reasoning that have been formed by the social forces it is necessary to look at different cultures and beliefs. Various characteristics of different cultures help to identify what is problematic or positive for a particular society. This study provides an opportunity to investigate how teachers construct their knowledge about teaching sexual health educ...