Sentence examples for conceptual underpinning from inspiring English sources

'conceptual underpinning' is a correct and usable phrase in written English
It can be used to refer to the underlying assumptions or principles that provide a basis for an idea, theory, or system. For example, "This study provides a strong conceptual underpinning for further exploration into the impact of technology on traditional education methods."

Exact(31)

That's true, part of the conceptual underpinning of the experience.

For these she used the architecture of stadiums throughout history as the conceptual underpinning.

"Each floor takes on a different character of the various people that have lived there or that I met there," said Gamper, describing a running narrative, the conceptual underpinning for the show.

New lives for old: biographers who shun the 'womb-to-tomb' story Quality: that's what matters – imagination, wit, style, narrative pace, conceptual underpinning and feeling drawn to the authorial voice as well as the subject matter.

Always a multifaceted artist, one who approached film as a latecomer from the visual arts, he has continued to make art installations and photos and films, all with an ingenious, witty, often moving conceptual underpinning, and to play and record music -- and to see his work shown and heard in museums, film festivals and jazz and new-music clubs all over the world.

The conceptual underpinning to the era's alchemical fixation was the idea of matter as hierarchical and particulate — that tiny, indivisible and semipermanent particles come together to form ever more complex and increasingly porous substances, a notion not so different from the reality revealed by 20th-century molecular biology and quantum physics.

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Similar(28)

Figure 1 Conceptual framework underpinning the Passports intervention.

The conceptual framework underpinning the Passports intervention is presented in Figure 1.

First, the conceptual framework underpinning theories of adult education and training has become deeply contested.

Thus, the need for an ecological conceptual framework underpinning research in teachers' personal styles based on the mentioned ecological factors is felt.

Our empirical evaluation of the conceptual model underpinning the long-term monitoring program provided an opportunity for learning and, consequently, we discuss survey design elements that require modification to achieve question driven monitoring, a necessary step in the practice of adaptive monitoring.

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