Sentence examples for conceptual orientation from inspiring English sources

Salle is also rooted in the radical questioning and conceptual orientation of the early 1970's.

Complicated pieces that include the silk-screen process have a marked conceptual orientation and use lettering and an ironic thrust to comment on news events and social issues.

In critiquing adult-centered explanations of childhood and developmentalist approaches to early art education that continue to prevail as dominant discourses, this dissertation concerns the aesthetics of politics and the politics of aesthetics in children's art a conceptual orientation grounded in the work of philosopher Jacques Rancière.

Weights depend on both the sampling plan and the conceptual orientation of the study, so using the teacher-level weights were deemed appropriate for the data analysis in this study, which focuses on teacher-level inferences.

"Systems thinking is a general conceptual orientation concerned with the interrelationships between parts and their relationships to a functioning whole, often understood within the context of an even greater whole.

A succinct definition of systems thinking has been provided by Trochim et al. (2006; p.593): "Systems thinking is a general conceptual orientation concerned with the interrelationships between parts and their relationships to a functioning whole, often understood within the context of an even greater whole.

The show organizes the work of students from all programs into a comprehensive image of the School's present research interests, conceptual orientations and design approaches.

A key outcome of Vinner's pseudo-conceptual orientations to mathematics is a heavy reliance on memorizing associations between perceptual features of situations and use of specific and localized procedural responses.

Ms. Bruguera makes the kind of work that art curators and critics like — it is conceptual in orientation, theatrical in presentation and has a smattering of sociopolitical relevance.

The second objective is conceptual in orientation and seeks to address how we understand transitions at the scale of the city, the role of 'the city' in undertaking transitions, and review both the strengths and shortcomings of the multi-level perspective (MLP) on socio-technical transitions in addressing this.

In addition to the gamification works with theoretical, conceptual or methodological orientation, five literature reviews (Borges, Durelli, Reis, & Isotani, 2014; Caponetto et al., 2014; Dicheva & Dichev, 2015; Faiella & Ricciardi, 2015; Gerber, 2014) have been published over the last two years.