Some Considerations on Methodological Problems and Basic Concepts of Planning Science

1971 ◽  
Vol 6 (0) ◽  
pp. 85-90
Author(s):  
Akio Yamada
Keyword(s):  
Methodological Problems ◽  
Basic Concepts

scholarly journals Dominant theoretical approaches to the study of intergenerational family relations

Sociologija ◽  
2021 ◽  
Vol 63 (4) ◽  
pp. 708-727
Author(s):  
Milica Vlajic
Keyword(s):  
Critical Review ◽  
Family Relations ◽  
Intergenerational Relations ◽  
Intergenerational Solidarity ◽  
Theoretical Approaches ◽  
Theoretical Perspectives ◽  
Intergenerational Ambivalence ◽  
Methodological Problems ◽  
Basic Concepts

The paper discusses the dominant theoretical perspectives and concepts which aim to explain various aspects of intergenerational family relations. The intention of this paper is to point out the epistemic potentials and some theoretical and methodological problems of these theories. The first part of this paper includes an overview of the basic concepts necessary for the study of intergenerational relations and transfers, as well as the socio-demographic circumstances responsible for the relevance of this topic during the last few decades. Following this, the dominant theoretical approaches and their contributions to this subject will be introduced: namely, the theory of intergenerational solidarity and the theory of intergenerational ambivalence. In the last section of the paper we will present a critical review of these theoretical perspectives.

Methodological Problems of the Conceptual Framework Development for Innovation Studies in Forensic Science

2020 ◽  
Vol 27 (2) ◽  
pp. 170-183
Author(s):  
Viktor Shevchuk
Keyword(s):  
Law Enforcement ◽  
Conceptual Framework ◽  
Forensic Science ◽  
Innovation Process ◽  
Research Area ◽  
Innovation Studies ◽  
Methodological Foundation ◽  
Methodological Problems ◽  
Basic Concepts ◽  
New Research

The paper investigates the development issues associated with the conceptual framework of the innovation studies in forensic science as a new research area in forensic science. The author studies the methodological problems of developing and grouping categories and concepts of the subject matter. It is substantiated that the level of development and validity of any scientific theory, including the innovation studies in forensic science, is determined according to the degree and level of development of its theoretical and methodological principles and the framework of categories and concepts of this theory. In particular, this refers to such concepts as forensic innovation, innovative forensic product, their functions, classifications, stages of the innovation process, etc. The study analyses the scientific approaches to understanding the basic categories of the matter under consideration, which are innovative forensic product and forensic innovation. The author offers their definitions, describes essential features and properties, and analyses the correlation of these concepts. Furthermore, the author analyses the general and universal dialectical method of rising from the abstract to the concrete and from the concrete to the abstract, including their role in the development of the conceptual framework of innovation studies in forensic science. The study notes that the methodological framework for the development and implementation of innovative forensic products and the application of forensic innovations in law enforcement also includes activity-based, system-structural, and technological approaches, the use of which is promising both in the study of basic concepts of innovation studies in forensic science and in the development of this forensic theory. The author articulates proposals and individual insights in the solution of particular debating points associated with innovations in forensic science and law enforcement practice. The study substantiates that a comprehensive approach to the development of basic concepts and categories of innovation studies in forensic science constitutes a methodological foundation for further research on this subject, which determines the promising areas for the development of forensic scienc

A Cognitive-Linguistic Intervention Program: Basic Concept Formation Level

1977 ◽  
Vol 8 (1) ◽  
pp. 23-32
Author(s):  
Gerald E. Chappell
Keyword(s):  
Basic Concept ◽  
Concept Formation ◽  
Intervention Program ◽  
Cognitive Linguistic ◽  
Basic Concepts ◽  
Linguistic Skills ◽  
Linguistic Intervention

Test-teach questioning is a strategy that can be used to help children develop basic concepts. It fosters the use of multisensory exploration and discovery in learning which leads to the development of cognitive-linguistic skills. This article outlines some of the theoretical bases for this approach and indicates possibilities for their applications in child-clinician transactions.

Prekindergarteners' Performance on The Boehm Test of Basic Concepts

1988 ◽  
Vol 16 ◽  
pp. 137-141 ◽  
Author(s):  
Amelia Ouellette ◽  
Robert Casteel
Keyword(s):  
Basic Concepts

The Developing Relationship Among Cognition, Amplification, and Aural Rehabilitation

2016 ◽  
Vol 1 (6) ◽  
pp. 47-54 ◽  
Author(s):  
Jeffrey J. DiGiovanni ◽  
Travis L. Riffle
Keyword(s):  
Working Memory ◽  
Best Practices ◽  
Cognitive Abilities ◽  
Hearing Aid ◽  
Hearing Aid Fitting ◽  
Aural Rehabilitation ◽  
Basic Concepts ◽  
And Function

The search for best practices in hearing aid fittings and aural rehabilitation has generally used the audiogram and function stemming from peripheral sensitivity. In recent years, however, we have learned that individuals respond differently to various hearing aid and aural rehabilitation techniques based on cognitive abilities. In this paper, we review basic concepts of working memory and the literature driving our knowledge in newer concepts of hearing aid fitting and aural rehabilitation.

The Boehm Test of Basic Concepts

1973 ◽  
Vol 6 (1) ◽  
pp. 63-65 ◽  
Author(s):  
Theodore A. Dahl
Keyword(s):  
Basic Concepts

Theoretical and Methodological Problems of a 10-Year Follow-Up Program Evaluation Study

2002 ◽  
Vol 18 (3) ◽  
pp. 229-241 ◽  
Author(s):  
Kurt A. Heller ◽  
Ralph Reimann
Keyword(s):  
Program Evaluation ◽  
Evaluation Studies ◽  
Evaluation Study ◽  
Control Groups ◽  
Cross Sectional ◽  
Long Term Study ◽  
Partial Inclusion ◽  
Methodological Problems

Summary In this paper, conceptual and methodological problems of school program evaluation are discussed. The data were collected in conjunction with a 10 year cross-sectional/longitudinal investigation with partial inclusion of control groups. The experiences and conclusions resulting from this long-term study are revealing not only from the vantage point of the scientific evaluation of new scholastic models, but are also valuable for program evaluation studies in general, particularly in the field of gifted education.

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