scholarly journals MAKING SENSE OF SUPPLY DISRUPTION RISK RESEARCH: A CONCEPTUAL FRAMEWORK GROUNDED IN ENACTMENT THEORY

2011 ◽  
Vol 47 (2) ◽  
pp. 65-96 ◽  
Author(s):  
SCOTT C. ELLIS ◽  
JEFF SHOCKLEY ◽  
RAYMOND M. HENRY
Keyword(s):  
Conceptual Framework ◽  
Supply Disruption ◽  
Making Sense ◽  
Risk Research ◽  
Disruption Risk

scholarly journals Making sense of international variations in lesson study and lesson study-like practices

2018 ◽  
Vol 7 (3) ◽  
pp. 201-216 ◽  
Author(s):  
Brahm Norwich
Keyword(s):  
Conceptual Framework ◽  
Professional Learning ◽  
Lesson Study ◽  
Learning Approaches ◽  
Content Type ◽  
Group Problem Solving ◽  
Making Sense ◽  
Learning Practices ◽  
Learning Development ◽  
Definition Of

Purpose The purpose of this paper is to examine variations within lesson study (LS) practices and their connections with related traditions: teacher research/enquiry approaches, professional development models, professional learning communities and group problem-solving approaches. Questions are addressed about the relationships between different professional learning approaches in terms of definitions and frameworks. Design/methodology/approach Academic databases and website sources were searched in a purposive way to identify 20 practices associated with these traditions for comparative analysis. Findings A conceptual framework consisting of eight dimensions was constructed to account for the variations within and between these professional learning traditions: for instance, about the settings in which the practices take place, the purposes of the practices and the specific procedures involved. By illustrating how specific practices fitted within this framework it is concluded that the variations within the LS tradition are wide enough to make it difficult to identify a set of necessary and sufficient features of LS to distinguish LS practices from the other non-LS professional learning practices. Reasons are also given for considering whether a polythetic type of definition of professional learning/development practices might be constructed. Research limitations/implications The possibility for a more systematic review of professional learning approaches for the construction of a conceptual framework is discussed. Practical implications Ways in which this kind of conceptualisation can be useful in promoting clarity about professional learning practices and in developing these practices are discussed. Originality/value The originality of this paper lies in the construction of a conceptual framework to analyse similarities and differences within and between various professional learning traditions.

scholarly journals Managing Procurement for a Firm with Two Ordering Opportunities under Supply Disruption Risk

2018 ◽  
Vol 10 (9) ◽  
pp. 3293 ◽  
Author(s):  
Kelei Xue ◽  
Ya Xu ◽  
Lipan Feng
Keyword(s):  
Stackelberg Game ◽  
Option Price ◽  
Mean Value ◽  
Market Demand ◽  
Supply Disruption ◽  
Exercise Price ◽  
Procurement Price ◽  
Disruption Risk ◽  
Demand Variability ◽  
Procurement Strategies

Supply disruption is a common phenomenon in industry, which brings destructive effects to downstream firms and damages the sustainability of the supply chain. To mitigate the supply disruption risk, the authors investigate two types of procurement strategies for a firm with two ordering opportunities. Through establishing Stackelberg game models, the authors drive the supplier’s optimal production, and the firm’s optimal procurement and replenishment strategies under the option purchase (OP) strategy and the procurement commitment (PC) strategy, respectively. The findings show that, under both types of strategies, the firm’s procurement follows a “threshold” principle. Moreover, the firm’s procurement quantity can be represented by two newsvendor solutions. A lower option price or option exercise price benefits the firm, while it damages the supplier. The supplier benefits from a higher mean value (MV) of emergency procurement price and the firm benefits from a lower market demand variability. Counter-intuitively, a lower MV of the emergency procurement price is not always beneficial to the firm. A higher market demand variability could be beneficial to the supplier under the PC strategy. The firm should first choose the PC strategy and then change to the OP strategy as the disruption risk increases.

scholarly journals Playful Constructivism: Making Sense of Digital Games for Learning and Creativity Through Play, Design, and Participation

2016 ◽  
Vol 9 (3) ◽  
Author(s):  
Vittorio Marone
Keyword(s):  
Conceptual Framework ◽  
Virtual Worlds ◽  
Social Constructivism ◽  
Digital Games ◽  
Game Studies ◽  
Learning Theories ◽  
Game Based Learning ◽  
Visual Model ◽  
Making Sense ◽  
Challenges And Opportunities

The goal of this article is to provide a conceptual framework to better understand digital games in learning and creative contexts through the dimensions of play, design, and participation. This framework can be used as a guiding tool for the selection, implementation, and evaluation of game-based approaches in formal and informal educational settings, as well as a blueprint for making sense of playful learning and creativity in virtual worlds and technology-mediated environments. In essence, this article seeks to answer the question “What are digital games and how can we make sense of them for learning and creativity?” The proposed visual model and conceptual framework, here defined as Playful Constructivism, is grounded on the learning theories of Situated Cognition, Social Constructivism, and Constructionism, and draws from play and game studies, design-based learning, and affinity spaces research. This framework is not intended as the “ultimate” conceptualization of game-based learning, but rather as an agile tool that can guide scholars, practitioners, and students through the affordances, challenges, and opportunities of implementing and using digital games in learning and creative contexts.

Property and Ideology

1995 ◽  
Vol 8 (2) ◽  
pp. 275-296 ◽  
Author(s):  
Michael Robertson
Keyword(s):  
Conceptual Framework ◽  
Wealth Status ◽  
Unequal Distribution ◽  
Distribution Of Wealth ◽  
Making Sense ◽  
Self Development ◽  
Unequal Distribution Of Wealth ◽  
Simple Surface

My contention in this paper is that many of our commonly accepted ideas about property are defective. But these deficiencies are not just simple, surface mistakes that could be cleared up easily. They stem from a flawed conceptual framework used in making sense of and justifying property relationships. I also contend that this flawed conceptual framework maintains property relationships that are unjust. These property relationships produce an unequal distribution of wealth, status, and power, as well as reduced opportunities for autonomy and self-development. This is unjust because, I believe, no satisfactory justification has been given for this inequality. Exposing some weaknesses of this conceptual framework is thus a step in promoting more egalitarian property relationships.

scholarly journals SUPPLY DISRUPTION RISK MITIGATION: A CASE STUDY OF AUTOMOTIVE COMPANY

2020 ◽  
Vol 22 (1) ◽  
pp. 247-262
Author(s):  
Eley Suzana Kasim ◽  
Dalila Daud ◽  
Jamaliah Said ◽  
Norlaila Md Zin ◽  
Elisa Kusrini
Keyword(s):  
Risk Mitigation ◽  
Supply Disruption ◽  
Automotive Company ◽  
Disruption Risk

scholarly journals Validating The Core Concept Of “Mass Balance”

2021 ◽  
Vol 45 (2) ◽  
pp. 276-280
Author(s):  
Joel Michael ◽  
Harold Modell
Keyword(s):  
Conceptual Framework ◽  
Mass Balance ◽  
Balance Equation ◽  
Teaching And Learning ◽  
Mass Balance Equation ◽  
Core Concept ◽  
Conceptual Frameworks ◽  
The Core ◽  
Making Sense ◽  
Fundamental Mass

We have created a conceptual framework for the core concept of “mass balance.” Unlike the previous conceptual frameworks that we have created and validated, the framework for “mass balance” is simply a description in words of the fundamental mass balance equation and the implications of the equation. We surveyed physiology faculty and asked them to rate the importance of “mass balance” as defined by the conceptual framework and also to rate the importance for their students of being able to apply the core concept to liquids, gases, solutes, and solids. Respondents indicated that “mass balance” is important and that our conceptual framework provides a useful tool for teaching and learning. We discuss several examples of how “mass balance” can be used in making sense about a variety of physiological phenomena.

scholarly journals Making sense together: The role of scientists in the coproduction of knowledge for policy making

2019 ◽  
Vol 47 (1) ◽  
pp. 56-66 ◽  
Author(s):  
Camilla Adelle ◽  
Laura Pereira ◽  
Tristan Görgens ◽  
Bruno Losch
Keyword(s):  
Conceptual Framework ◽  
Knowledge Production ◽  
Security Policy ◽  
Apparent Paradox ◽  
Production Of Knowledge ◽  
Policy Problem ◽  
Making Sense ◽  
Documentary Analysis ◽  
The Right

Abstract New forms of knowledge production that actively engage in different types of knowledge in participatory settings have emerged in the last two decades as ‘the right thing to do’. However, the role scientists play in facilitating these processes remains unclear. This article contributes to calls for more deliberate and critical engagement between scholarship and practice of the co-production of knowledge by constructing and testing a conceptual framework based on the literature outlining specific task for scientists in co-production processes. This framework is used to analyze the co-production of knowledge for local food security policy in South Africa, based on documentary analysis and in-depth interviews with scientists, policy makers and stakeholders. It shows that the tasks set out in the conceptual framework provide a useful lens for unpacking, and so better understanding, the role played by scientists in knowledge co-production. Applying the framework also helps to uncover insights into proximate outcomes of co-production, such as increased capacity and power redistribution, as well as critical contextual factors, such as the type of policy problem and the prevailing governance framing. The article concludes that more nuanced and critical understanding of the role of scientists in the co-production process will help over-come the apparent paradox that, although co-production is a ‘buzz word’, researchers often they still adhere to objective and linear knowledge production.

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