Organizational intervention. First conceptual approaches.
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This work's main objective is to present some thoughts around the conceptualization of the organizational intervention process (or of the intervention in organizations ), differentiating it from the uni-disciplinary intervention process- foe example, the sociological intervention, the psychological intervention, the political intervention-, as well as from what is commonly known as Business Consulting. The text starts with a demarcation of what is understood as the discipline of the intervention in organizations. Later, each of the components of the organizational intervention process is characterized: the object of the intervention (the organizations); the intervening subject; the actions composing the organizational intervention process; and the purposes of the intervention. Finally, the closing thoughts are presented, which seek to pose some clues to continue이 연구는 한 이론에서 개념이 구성되는 두 가지 방식인 내재적 개념화와 외재적 개념화를 창안하고, 그것의 유용성을 루소의 이론을 토대로 입증하려는 목적을 가지고 있다. 먼저 지식기반견해, 개념모델, 개념혼성, 인식론의 내재주의 등의 논의를 토대로 내재적 개념화 방식과 외재적 개념화 방식을 구성하였다. 개념의 두 가지 구성방식을 제안한 후에 루소의 이론 내에서 핵심적인 위치를 차지하는 자연, 사회, 교육의 개념이 어떻게 구성되고 있는지를 분석하였다. 교육개념을 중심으로 볼 때, 루소의 취지에 따라 교육은 한 맥락에서는 자연, 사회의 개념에 근거해 외재적으로 개념화되기도 하고, 또 다른 맥락에서는 자연, 사회의 개념과 별개로 내재적으로 개념화되기도 한다. 이렇게 교육이 루소의 이론적 맥락에 따라 서로 다르게 개념화되고 있다는 점이 루소의 연구에서 지적되는 모순, 혼란, 역설의 원인이 될 수 있다. 마지막으로 이론의 구성에서 내재적 개념화와 외재적 개념화의 아이디어가 갖는 의미를 제시하고, 이런 맥락에서 루소의 교육론에 대한 새로운 연구관점을 제안하였다.This study analyzes concepts of nature, society, and education that emerged in Rousseau’s theory regarding two conceptualization methods. The intrinsic conceptualization is a researcher’s subjective conceptualization based on his research objectives. The extrinsic conceptualization constructed based on the other concepts within the theory. In Rousseau’s theory, education is extrinsically conceptualized based on the concepts of nature and society, which conflict in his theory. It is also intrinsically conceptualized as a means for individuals to maintain the nature of humans, to live with others, and to not be negatively influenced by a corrupted society. A major portion of many contradictions and confusions in his theory of education derive from the different conceptualizations of education. This study proposes directions of future studies to develop Rousseau’s conceptualization of education from the perspective of the intrinsic conceptualization.
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The purpose of this study is to comprehensively review the domestic research of caseconceptualization elements and suggest how consented case conceptualization can bedeveloped. To this end, 7 studies of case conceptualization elements were reviewed. Bycomparing collected case conceptualization elements in general counseling, common areas ofelements were founded. It might be agreed to develop integrative case conceptualization infuture. Considering reviewed case conceptualization elements in specific counseling, it couldprovide a possibility to develop a case conceptualization elements for children and adolescents. Also, counseling area with distinct characteristic about clients or situations might be need todevelop a case conceptualization element list of their own.
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This chapter defines Integrative Disordered Gambling Case Conceptualization (IDGCC) particularly as applied to working with clients presenting with disordered gambling and discusses the rationale and utility of engaging in case conceptualization. The contributions of various clinical theoretical perspectives and evidence-based practices to disordered gambling case conceptualization will be considered with the ultimate aim of developing a multidimensional, integrated conceptualization in collaboration with the client. The chapter considers the utilization of theoretical and empirical perspectives to inform the data gathering and descriptive process of case conceptualization. This begins with the description of the gambling problem and then considers how to integrate relevant biopsychosocial and spiritual factors. A discussion of some examples of relevant research in each area is included to illustrate how familiarity with empirical findings can help guide the case conceptualization.
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The central importance of conceptualization has been widely recognized. Existing practices of conceptualization in the information systems discipline are yet in their genesis. This paper first discusses confusion around the notion of “conceptualization”; by drawing from the philosophy of science literature, we examine the scientific basis of conceptualization and advocate for the importance of construct clarity in conceptualization practice. Previous methodological literature paid scant attention to the conduct of conceptualization. Hence, in order to counsel researchers on how to conduct conceptualization, this paper develops a set of actionable guidelines for researchers to engage more deeply with conceptualization.
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Developing accurate case conceptualizations is increasingly expected of counselors today, particularly when working with couples and families dealing with a medical condition. Described here are the reasons for the increasing role of case conceptualization in counseling practice, the components of a case conceptualization, and an introduction to family case conceptualization. A case example illustrates this kind of case conceptualization with a family dealing with a serious medical condition.
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The article analyzes the cognitive process of conceptualization, which is the process and the result of the mental construction of objects and phenomena. Conceptualization consists of the structuring of knowledge the awareness of specific information. Concepts, which are the result of conceptualization, form a separate system of interrelationships and subordination and thus compose the conceptosphere of national culture. A single concept can be expressed in several ways and at the same time a single word can express different concepts. The article emphasizes that the study of conceptualization strengthens the understanding of the role of concepts in forming a picture of the world. The result of conceptualization is not just a list of formed concepts, but also a conceptosphere as a system which includes both concepts and the connections between them.
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This study was a laboratory experiment designed to explore some of the individual determinants of the problem conceptualization process. Problem conceptualization is defined as the process which begins after recognition that a problem exists and culminates in a conceptual model of the problem. Subjects were presented with a case situation and asked to define the problem. The initial problem definitions were content analyzed and categorized as technical, behavioral, or integrative. Subjects were also categorized based upon whether desired additional information sources were congruent or incongruent with their initial conceptualizations. Finally, subjects were categorized based upon whether their conceptualizations had changed or stayed the same following the presentation of information which was inconsistent with their initial conceptualization. The data indicated that individuals with very similar backgrounds arrived at drastically different initial conceptualizations of the problem. Individuals who formulated narrow initial conceptualizations tended to seek out additional information sources which were consistent with their conceptualization and were less responsive to contradictory information. The subject's Jungian personality types and attitudes toward problem solving provide some insight into the causes of such behaviors.
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The nationally-recognized Susquehanna
Chorale will delight audiences of all
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performances have been described
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to be moved, to be part of the
performance - and all this while
working at an extremely high
musical level.AÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂA¢AÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂA Experience choral
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The American Voter published 1956 data showing males to be more likely than females to conceptualize politics in abstract terms. This article extends that analysis through 1980, using data from the CPS National Election Studies. The aggregate gender differences in conceptualization persist throughout the entire period. Controls for education and political involvement fail to diminish the gender gap in conceptualization. However, for the 1972 to 1980 period, controlling for women's sex-role orientations substantially reduces male-female differences in conceptualization.
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Teaching about nature of science (NOS) is considered as an important goal of science education in various countries. Extensive empirical research about how some aspects of NOS can be effectively taught is also available. The most widely adopted conceptualization of NOS is based on a small number of general aspects of NOS, which fall into two groups: aspects of the nature of scientific knowledge (NOSK) and aspects of scientific inquiry (SI). This conceptualization of NOS will be described in this article as the "general aspects" conceptualization of NOS. Proponents of this conceptualization have concluded from empirical research that particular general aspects of NOS can be effectively taught at various K-12, undergraduate, and teacher preparation courses. Yet, this conceptualization has been criticized as being insufficient and even as misrepresenting science. Critics suggest that a more complete picture of science should be communicated to teachers and students, rather than a list of general aspects of NOS. In this article, I suggest that the "general aspects" conceptualization of NOS provides an effective starting point for teaching about NOS and for addressing students' preconceptions about science. Once this is done, teaching could include more complex aspects and attend simultaneously to multiple contexts, as the critics suggest. This might be achieved along a learning pathway, in which the "general aspects" conceptualization of NOS might nicely pave the way for the "family resemblance" conceptualization of NOS, espoused by several of the critics because of explicit continuities between them. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 53: 667–682, 2016
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