Academic literature on the topic 'Degree of readiness'
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Journal articles on the topic "Degree of readiness"
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Tsourela, Maria, and Manos Roumeliotis. "Exploring the Degree of Consumer Readiness for Self Service Technologies." International Journal of E-Services and Mobile Applications 7, no. 2 (April 2015): 25–42. http://dx.doi.org/10.4018/ijesma.2015040102.
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Constant developments of technology and increases in labor costs are the two major reasons for the creation and continuous evolvement of technology-based self services. Consumers' technology readiness should be taken into account in predicting the perception and behavior of potential consumers towards Self Service Technologies. An empirical study of consumers' readiness to use technology based self-services was undertaken in Greece. A survey instrument was developed to investigate the relationship between technology readiness, attitude, perceived ease of use, usefulness and consumers readiness towards adoption of Self Service Technologies. The results showed that population's technology readiness, the attitude of potential consumers towards and perceived usefulness of Self Service Technologies, are the factors that mostly affect their final success, since they define the level of readiness towards these services on behalf of potential consumers.
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Zhang, Gang, Hai Cheng Yang, Xiao Chuan Jing, and Xiao Yin Wang. "The Application of Visualization Technology in Advancement Degree of Difficulty Computing Process." Advanced Materials Research 457-458 (January 2012): 1441–46. http://dx.doi.org/10.4028/www.scientific.net/amr.457-458.1441.
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In order to avoid the subjectivity and limitation of advancement degree of difficulty evaluating method based on lists, a visualizing method which applies the visualization technology in advancement degree of difficulty computing process is proposed. This method takes the improved technology readiness level assessing result of the technology to be assessed as the input of the visualizing process, and visualizes the readiness status of the technology to a two-dimension coordinate graph. The area which denotes the advancement degree of difficulty of the technology developing from one readiness level to a higher readiness level is shown in the coordinate graph. A computing formula is established to get the advancement degree of difficulty of the technology. The experimental results show that the proposed visualizing method can get the difficulty degree of the technology developing from one readiness level to another readiness level objectively and accurately.
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Sebuliba, Faith Rosemary K. "Degree Completion Nursing Students Readiness to Learn in the Online Environment in Uganda." TEXILA INTERNATIONAL JOURNAL OF NURSING 7, no. 2 (November 30, 2021): 61–77. http://dx.doi.org/10.21522/tijnr.2015.07.02.art007.
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The global call to improve the quality of healthcare, and the restructuring of job descriptions require nurses to return to school to attain the necessary qualifications. Some nursing degree completing programs available in Uganda provide blended learning which combines the traditional classroom and online learning. However, learning online requires students to be equipped with readiness competences which include computer/internet and online communication self-efficacy, self-directed learning, time management, study habits, and institutional support from peers and instructors. This quantitative arm of the study explored the self-efficacy of the readiness competences of the 226 nursing students in the degree completion programs and the predictors of readiness to learn online. Descriptive and inferential statistics were used to analyze the data. Slightly over half of the students (58%) were ready to learn online. The finding indicates a moderate level of readiness where to attain readiness category required at least 76% of the students to be ready to learn online. The students reported a high level of readiness in self-directed learning, time management, study habits, and institutional support but lower readiness levels in online communication and computer/internet self-efficacy. All competences were significantly correlated and predicted readiness, suggesting their interdependence in contributing to readiness to learn online. Computer and online communication self-efficacy were the strongest predictors of readiness to learn online, whereas self-directed learning and institutional support were the weakest. The Readiness to Learn Online Model (RLOM) predicted 88% of the readiness and therefore presumed to be very good in assessing online learning readiness. The findings necessitate the institutions to assess students before they enter the online programs and to provide resources, training and continuously persuade them to improve their self-efficacy.
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Borg, Jessica, and Christina M. Scott-Young. "Priming the Project Talent Pipeline: Examining Work Readiness in Undergraduate Project Management Degree Programs." Project Management Journal 51, no. 2 (February 27, 2020): 165–80. http://dx.doi.org/10.1177/8756972820904220.
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Undergraduate education is emerging as a direct pathway into the previously deemed ‘accidental profession’ of project management. We introduce the concept of graduate work readiness and explore whether undergraduate project management degrees are imparting industry-required work-readiness attributes. Documentary analysis of 12 Australian bachelor’s degree programs identified that many (but not all) of the work-ready attributes taught are consistent with those sought by industry. The results revealed that graduates’ work-readiness profiles vary according to university employer reputation. The findings suggest the need for a more industry-consultative approach to the way universities prepare their graduates for the project-based workplace.
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Karunia, Nurlita Endah, Salsabilah Salsabilah, and Sri Wahyuningsih. "Kesiapan Menikah Perempuan Emerging Adulthood Etnis Arab." Jurnal Psikologi Islam dan Budaya 1, no. 2 (October 31, 2018): 75–84. http://dx.doi.org/10.15575/jpib.v1i2.3303.
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Emerging adult from Arabic-Muslim families, have fulfilled expectations of their families to married immediately. Marriage readiness are needed to evaluate the degree of readiness into marriage life The aim of this study is to explore marriages readiness of emerging adult in Arabic culture. Data were collected from 118 women between 18 – 25 years old. Most of participants have high degree of marriage readiness. In addition, most of participants have greater readiness based on several criteria: moral, contextual-social, and marital-life skilsl. The other hands, participants evaluated their readiness quite well on financial and emotional criteria. The results indicate that social-cultural, religion, and emotional maturity factors became basic evaluation of marriage readiness in emerging adult.
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Islam, T. M. Tonmoy, and Kathryn Rouse. "College Readiness, Early Post-secondary Academic Performance and the GED Degree: Evidence from Kentucky." B.E. Journal of Economic Analysis & Policy 22, no. 1 (November 15, 2021): 67–98. http://dx.doi.org/10.1515/bejeap-2021-0278.
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Abstract We use detailed administrative data from Kentucky to provide robust descriptive evidence on the relationship between the General Educational Development (GED) degree, college readiness, and early post-secondary (PSE) academic performance. Following previous work in this area, we address selection issues by focusing on a sample of students who are identified as at-risk prior to high school entry. Our results suggest the GED credential is not a credible signal of PSE readiness, particularly in mathematics. GED graduates attain a lower first semester GPA and are also less likely to re-enroll in second semester courses. We also find that changes made to the GED exam in 2014 to enhance student readiness in PSE institutions did not yield meaningful improvements. Finally, we investigate the extent to which differences in math coursework can explain estimated GED-related math readiness gaps, finding coursework to account for about for about 40 percent of the observed gap.
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Toca, Alexei, Vadim Iaţchevici, Tatiana Niţulenco, and Nicolae Rusu. "Some aspects of technology transfer." MATEC Web of Conferences 178 (2018): 08006. http://dx.doi.org/10.1051/matecconf/201817808006.
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Technological transfer is a complex and varied process, being realized out at different stages of technology readiness level. Being essentially a trading, technology transfer is fully subject to market laws. The technology transfer strategy and tactics are strongly influenced by the degree of technology's readiness level, systemic character, functional orientation and universality, technical and economic determination degrees that can be specified and determined in accordance with the stages of technology life cycle.
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Pacchini, Athos Paulo Tadeu, Wagner Cezar Lucato, Francesco Facchini, and Giovanni Mummolo. "The degree of readiness for the implementation of Industry 4.0." Computers in Industry 113 (December 2019): 103125. http://dx.doi.org/10.1016/j.compind.2019.103125.
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Walters, Marta Sherman. "Meiosis readiness in Lilium." Canadian Journal of Genetics and Cytology 27, no. 1 (February 1, 1985): 33–38. http://dx.doi.org/10.1139/g85-007.
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It was observed in five cultivars and two hybrids of Lilium that premeiotic prophase is retarded in anthers approaching meiosis. The occurrence of premeiotic despiralization was related to the degree of retardation of premeiotic prophase. It is proposed that meiosis is initiated by stimuli arising outside the premeiotic cells. It is suggested that an accumulation of meiosis-inducing substances in the cytoplasm of the premeiotic cells causes prophase to slow down; when a critical level ("meiosis readiness") is reached, mitotic division is no longer possible and cells in premeiotic prophase despiralize to interphase.Key words: meiotic prophase, Lilium, meiotic readiness, premeiotic despiralization.
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Jwaifell, Mustafa. "In-service Science Teachers' Readiness of Integrating Augmented Reality." Journal of Curriculum and Teaching 8, no. 2 (May 28, 2019): 43. http://dx.doi.org/10.5430/jct.v8n2p43.
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This paper investigates the readiness degree among in-service science teachers in Ma'an Governorate for integratingaugmented reality in teaching according to Technological, Pedagogical and Content Knowledge TPACK frameworkand its domains. The study sample consisted of (60) in-service science teachers enrolled voluntary in the study. Theresearcher used descriptive statistics, ANCOVA and T-test. The data analyses revealed significant differences amongteachers' readiness in a high degree. Paired sample t-test showed female teachers' readiness higher than male teachersat all of the TPACK the domains. Results of ANCOVA revealed that experience of teachers' readiness do not differsignificantly. The study recommended the focus on integrating augmented reality within learning environments.
Dissertations / Theses on the topic "Degree of readiness"
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Stephenson, Sandra Lisa. "Master's Degree studies at Rhodes University : access and postgraduate readiness." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011783.
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This mixed method, grounded theory study aimed to explore access to Master's level study at Rhodes University, a small, traditional South African university established in 1904, over the ten year period 1999-2008. It also sought to capture the essence of 'postgraduate readiness': the generic (non-certificated) attributes which academics expect graduates to possess in order to undertake Master's degree study. While the majority of students enter Master's level via the formal route (which at Rhodes is an Honours or 4-year bachelor's degree), a significant number are admitted based on the recognition of prior learning (RPL), a practice which is encouraged in South African higher education national policy as a means of widening access and also of acknowledging that learning can take place in ways other than 'formally'. The findings show that while RPL is well defined nationally at the undergraduate level, the concept of RPL at the postgraduate level is vague and largely left to institutional discretion. No national, and few institutional, guidelines are available on which to base the assessment of potential Master's degree students who do not have Honours degrees. Interviews with Deans, supervisors and policy makers at Rhodes indicated that while there is institutional support for admitting alternative access candidates, there is a general perception of deficit compared to those entering the Master's with formal qualifications. However, the statistical findings showed no significant difference in success rates or time taken to completion between students with and without Honours degrees. In addition, comments from supervisors with extensive experience of alternative access students praised the diversity and rich life experience which such students brought to their studies and their peers. The study concludes that an institutional culture characterized by resistance to change, risk and externally imposed regulations at Rhodes has resulted in weak implementation of the University's RPL policy, little marketing or publicizing of alternative access routes to postgraduate study, and low numbers of RPL enrolments at the Master's level. A framework for the assessment of potential Master's candidates - both RPL and formal admissions - for use at Rhodes University and potentially also at other higher education institutions, is proposed in conclusion.
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George, Rajamma Varghese. "Readiness for continued learning and empowered nursing practice among graduating nursing students of associate and baccalaureate degree programs." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/40158.
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The critical shortage of competent nurses, disillusionment, and high attrition rate among graduates entering the workforce provided the impetus for this investigation. The purpose of this study was to determine the perceived level of empowerment among graduating nursing students of two basic nursing educational programs and the relationship of empowerment to selected variables. The selected variables were self-directed learning readiness, self-esteem, level in the program, and demographics. In addition, predictors of empowerment were investigated.
A sample of 294 nursing students of associate and baccalaureate degree programs from five schools of nursing in the Mid-Atlantic region participated in the study. Instruments used were the Vincenz Empowerment Scale, Self- Directed Learning Readiness Scale, and Self-Esteem Inventory and a data sheet for demographics. The survey was completed from June to September 1994.
Nursing students in general perceived themselves to have fairly high levels of empowerment, self-directed learning readiness, and self-esteem which was significantly higher for graduating students as compared to freshman students. There were no significant differences among the variables under study between baccalaureate and associate degree students or the type of institution they represented as private or public. Similarly, there were no differences in their perceived levels of empowerment, self-directed learning readiness, or self-esteem based on gender, racial/ethnic background, or affiliation with Student Nurses' Association. The wide variation in age and educational background ranging from high school to graduate degrees were associated with the participants' levels of self-directed learning readiness and self-esteem. In addition, participants who were involved in community organizations reported higher levels of empowerment. Regression analysis indicated self-directed learning readiness and self-esteem contributed significantly to the variance in empowerment.
The findings add to the empowerment literature. Implications for nursing education include: (a) enhancing students' level of self-directed learning readiness and self-esteem may assist in empowering them, and (b) the basic educational process plays a significant role in nursing students' perceived levels of empowerment.Ed. D.
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Day, Ariane. "ACT Scores and High School Cumulative Grade Point Average as Indicators of College Graduation at one High School in East Tennessee." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3791.
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The purpose of this quantitative study was to see if there was a significant difference in the mean American College Test (ACT) scores and high school grade point average (HSGPA) between students who attained a bachelor’s degree within 6 years of starting college and those who did not attain a bachelor’s degree within 6 years of starting college. Data from 2005-2013 high school graduates from one high school with only academic course choices were used. A series of independent t-tests were used to compare the mean ACT scores and HSGPA of students from both groups.
The goal was to find out whether high school educators can use existing high school data to know whether students who intend to continue their postsecondary studies at degree granting postsecondary institutions have the necessary preparation not just to be admitted to a postsecondary institution, but to attain a bachelor’s degree. The results showed that for this group of participants, the mean ACT scores and HSGPA were significantly different between students who attained a bachelor’s degree within 6 years and those who did not. Using Cohen’s d to calculate the effect size for the results, ACT Composite, ACT English, ACT Science, and HSGPA were found to have a large effect size, and ACT Math and ACT Reading were found to have a medium effect size. HSGPA had the largest effect size.
The implications from the results are that high school personnel at all high schools should examine available data to see if it can be used as indicators of bachelor’s degree attainment with the purpose of providing additional support to students who intend to pursue a bachelor’s degree, but whose data indicate that they may not have the necessary preparation to successfully complete a degree.
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Мирошниченко, І. В., Денис Вікторович Мірошниченко, І. В. Шульга, and Я. С. Балаєва. "Теплота згоряння коксу." Thesis, ТОВ "Планета-Принт", 2020. http://repository.kpi.kharkov.ua/handle/KhPI-Press/46498.
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Значення вищої теплоти згорання доменного коксу мокрого гасіння зазнають суттєвих змін залежно від його крупності. Класи крупності менше 25 мм, характеризуються максимальними значеннями вищої теплоти згорання, що досягає 33,0 МДж/кг і більше. Рівень "готовності" коксу, виражений величиною виходу летючих речовин і дійсної щільністю коксу, значно впливає на величину вищої теплоти згорання. Менш "готовий" доменний кокс, отриманий на коксової батареї № 1 КХП ПрАТ "МК"Азовсталь", характеризується більш високими значеннями вищої теплоти згорання його класів крупності. Значення вищої теплоти згорання доменного коксу може служити критерієм (на додаток до вже наявних) оцінки ступеня "готовність" доменного коксу.The values of the higher calorific value of blast furnace coke vary significantly depending on its size. Coarseness classes of less than 25 mm are characterized by maximum values of higher heat of combustion, reaching 33.0 MJ/kg or more. The level of “readiness” of coke, expressed in terms of the volatile matter and the actual density of coke, has a significant effect on the value of the higher calorific value. Less “ready” blast furnace coke obtained on coke battery No. 1 is characterized by higher values of the higher calorific value of its fineness classes. The value of the higher calorific value of blast furnace coke can serve as a criterion (in addition to the existing ones) for assessing the degree of “readiness” of blast furnace coke.
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Andre, Enedine B. "Perceptions and Experiences of Students Who Withdrew from College Prior to Degree Attainment." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4903.
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Nationally an estimated 41% of traditional students who begin seeking an undergraduate degree do not persist through degree attainment. Guided by Tinto's theory of student departure and the theory of social integration, the purpose of this study was to identify the reasons students withdrew from college prior to degree completion. A qualitative case-study design was implemented, and 13 former college enrollees were purposefully selected for individual semistructured interviews. The students graduated from one high school in the Southeastern United States. Data analysis was conducted using open coding procedures with iterative recategorization to identify key themes. Findings indicated that inadequate preparation, lack of guidance, and ineffectual support structure as high school students contributed to subsequent early withdrawal from college. As former college enrollees, participants identified mandatory enrollment in remedial courses, lack of maturity, and a lack of nonacademic support services as causes that led to early withdrawal. Based on these findings, leading recommendations for high schools include providing more rigorous coursework and higher academic expectations. Recommendations for colleges and universities include strengthening academic and social support systems for first-year students. These results may encourage high school leaders and educators to design and implement strategies to improve college readiness initiatives, retention programs, and support services in institutions of higher education.
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Proctor, Avis R. "The Relationship between the Secondary Mathematics Curriculum, College Persistence, and Success at an Urban Community College." FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/531.
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According to Venezia, Kirst, and Antonio (2003) and Barth’s 2002 Thinking K16 Ticket to Nowhere report, the disconnect between K-12 and postsecondary education was a contributing factor to high attrition rates. Since mathematics emerged as a primary concern for college readiness, Barth (2002) called for improving student transitions from K-12 to postsecondary institutions through the use of state or local data. The purpose of the present study was to analyze mathematics course-taking patterns of secondary students in a local context and to evaluate high school characteristics in order to explore their relationships with Associate degree attainment or continuous enrollment at an urban community college. Also, this study extended a national study conducted by Clifford Adelman (The Toolbox Revisited, 2006) as it specifically focused on community college students that were not included his study. Furthermore, this study used the theoretical framework that human capital, social capital, and cultural capital influence habitus - an individual’s or a group’s learned inclination to behave within the parameters of the imposed prevailing culture and norms. Specifically, the school embedded culture as it relates to tracking worked as a reproduction tool of ultimate benefit for the privileged group (Oakes, 1994).
Using multilevel analysis, this ex post facto study examined non-causal relationships between math course-taking patterns and college persistence of public high school graduates who enrolled at the local community college for up to 6 years. One school-level variable (percent of racial/ethnic minorities) and 7 student-level variables (community college math proportion, remedial math attempts, race, gender, first-year credits earned, socioeconomic status, and summer credits earned) emerged as predictors for college persistence. Study results indicated that students who enter higher education at the community college may have had lower opportunities to learn and therefore needed higher levels of remediation, which was shown to detract students from degree completion. Community college leaders are called to partner with local high schools with high percentages of racial/ethnic minorities to design academic programs aimed at improving the academic preparation of high school students in mathematics and promote student engagement during the first year and summers of college.
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Smith, Paul. "The Impact of Virginia Statewide Community College Transfer Policy on Student Academic Success." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3439.
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Community colleges are an increasingly important component of the higher education systems in the United States. Community college as a pathway toward a better educated workforce has been emphasized at a national and state level. Virginia’s policy makers set a goal of producing 100,000 new baccalaureate degrees in the Commonwealth by 2025. Critical to meeting this goal is Virginia’s Community College System. In 2005, Virginia passed the Higher Education Restructuring Act which granted students graduating from Virginia’s community colleges with an associate’s guaranteed admission into any state-funded, four-year institution. Building on this earlier policy, Virginia passed The Higher Education Opportunity Act of 2011. This act expanded the role of the community college and placed a greater emphasis on articulation policies and baccalaureate attainment. The effectiveness of articulation policies on community college transfer and baccalaureate attainment has been debated in the academic literature. Some have suggested to measure policy effectiveness, academic outcomes and not transfer rates, must be compared before and after policy implementation. To gauge the effectiveness of Virginia’s guaranteed admission policy, this study examined archival student data for native and transfer students who achieved a junior standing at a single four-year state-funded institution. Furthermore, transfer student baccalaureate attainment rates and time to degree baccalaureate completion were compared before and after policy implementation. The study results showed native students graduated in greater percentages and have lower mean time to baccalaureate completion than transfer students; high school and college GPA are predictors of baccalaureate attainment for transfer and native students; transfer student baccalaureate attainment rates and mean time to baccalaureate completions were lower following policy implementation, or simply, fewer bachelor’s degrees were awarded but those completing a baccalaureate did so in less time after policy implementation. The findings of this study suggest transfer students with baccalaureate aspiration are negatively impacted for attending community college prior to transfer and Virginia’s articulation policy at the study institution had little impact on academic outcomes for transfer students following policy implementation. These single institutional results may suggest modification to Virginia’s articulation policy is necessary to improve academic outcomes for community college transfer students.
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Lee, Cheng Yi, and 李政憶. "A Survey on the Readiness of 360 Degree Feedback Implementation within the Organizational Context- The Case of Chunghwa Telecom." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/39905733410803192144.
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碩士國立交通大學
管理學院碩士在職專班經營管理組
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How ready the organization is to implement a 360 Degree Feedback System is the focus of this case study. Chunghwa Telecom （CHT）completed its privatization in the year of 2005 with an inception of a fully new human resource decision making, connecting its performance appraisal with pay, bonus and promotion. The idea is to differentiate performance untied with years of service and position; however, certain bias and errors existed when “human beings and subjectivity” are involved. In addition, current feedback mechanism given in CHT’s appraisal process went into a formality without any effect in essence. Therefore, labor unions and employees in the organization proposed that the Company to adopt a 360 degree feedback though the performance can be evaluated well-rounded and constructive feedback can be provided for personal and career development. The issue of readiness arises prior to implementation and concerns how prepared the organization is to change from a single-source feedback system to 360 degree feedback. After a thorough review of literatures, we found that certain contexts must be examined from members’ perception prior to the introduction of this system, that is, organizational culture, communication, feedback culture, trust and learning organization of this given organization. With 228 valid samples we collected and analyzed, evidences showed that the overall organizational contexts within the Company should be better improved so that 360 degree feedback system can be introduced and implemented successfully. In the meantime, certain recommendations were made for the Company to take into consideration.
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Sherburne, Barbara Holmes. "Discharge readiness and post-discharge problems among elderly and non-elderly medical clients a report submitted ... for the degree of Master of Science ... /." 1991. http://catalog.hathitrust.org/api/volumes/oclc/68795348.html.
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Su, Hsiu-Chao, and 蘇秀招. "A study on the relationship of the Self-directed learning readiness and the degree of learning satisfaction for the full-time administrative staffs in junior high schools at Kaohsiung City and County." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/69239595503479025594.
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碩士國立高雄師範大學
成人教育研究所在職專班
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A study on the relationship of the Self-directed learning readiness and the degree of learning satisfaction for the full-time administrative staffs in junior high schools at Kaohsiung City and County. Abstract The purpose of the research is to understand and analyze the relationship of the current situations on the readiness of self-directed learning and the degree of learning satisfaction for the full-time administrative staffs in junior high schools. Based on the results of the research I would like to bring up the conclusion and proposal which I hope can be used as references to raise up the readiness of the self-directed learning and fully extend the degree of learning satisfaction. This research was carried out through studying and examining various literatures, collecting and analyzing the data from survey questionnaires. The literatures studied including domestic and foreign research related to self-directed learning readiness and the degree of learning satisfaction.The method of questionnaires survey mainly focus on the full-time administrative staffs from fifty-five junior high schools in Kaohsiung City and County as targets of investigation.The survey instrument consisted of questionnaire for the full-time administrative staffs from junior high schools in Kaohsiung City and County on the readiness of self-directed learning and degree of learning satisfaction. Out of 567 questionnaires distributed 502 of them were returned. The effective rate of return is about 88.54%.The data set from the questionnaire survey were analyzed by running t-test using the Chinese version of SPSS10.0 (Statistics Package for the Social Sciences). Descriptive statistics, ANOVA one-way, Pearson product-moment correlation and stepwise multiple regressions were utilized to examine the relation among variables. Based on the results of the statistic analysis, this research finds the following conclusions: 1. The readiness of self-directed learning for the full-time administrative staffs are very high as a whole. 2. The degree of learning satisfaction for the full-time administrative staffs are very good as a whole. 3. The readiness of self-directed learning for people aged between 41 to 50 and with graduated school education and above is relatively higher. 4. The degree of learning satisfaction for people aged between 41 to 50 and served at junior high school of Kaohsiung City is higher. 5. The higher the readiness of self-directed learning the higher the degree of learning satisfaction. 6. The readiness of self-directed learning has predictive strength over the degree learning satisfaction. According to the above conclusions this research will propose: 1. Suggestions for the full-time administrative staffs： ( 1)Cultivate and develop the ability for self-directed learning. ( 2)The full-time administrative staffs should have correct acknowledgement about the meaning of studying and learning. ( 3)Establish partnership between the full-time administrative staffs and teachers. ( 4)Fully utilize “http：//lifelonglearn.cpa.gov.tw” to obtain resources for learning. 2. Suggestions for Human Resources Development Organization that conducts seminar for studying. ( 1)Draw up a teaching plan for happy learning. ( 2)Arrange excellent and suitable learning situation for the full-time administrative staffs to study. ( 3)Pay much attention to the differences of age and education background of the full-time administrative staffs and plan the curriculum appropriately. ( 4)Strengthens the administrative service and establishes the tutoring and consultation center for study. ( 5)Realization of the proxy system for duty and promote the effectiveness of study. ( 6)Pay much attention to the situation of the readiness of self-directed learning for the full-time administrative staffs. Key words: self-directed learning , self-directed learning readiness, learning satisfaction
Books on the topic "Degree of readiness"
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Klein, Kathleen E. Career readiness and preparation criteria in undergraduate dance degree programs. [Philadelphia]: Xlibris, 2009.
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Klein, Kathleen E. Career readiness and preparation criteria in undergraduate dance degree programs. [Philadelphia]: Xlibris, 2009.
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Supriyono, F. X. Identifying the degree of readiness of SME in Bandung for AFTA 2003. Bandung: Lembaga Penelitian, Universitas Katolik Parahyangan, 2002.
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Career Readiness and Preparation Criteria in Undergraduate Dance Degree Programs. Hamilton Books, 2009.
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George, Rajamma Varghese. READINESS FOR CONTINUED LEARNING AND EMPOWERED NURSING PRACTICE AMONG GRADUATING NURSING STUDENTS OF ASSOCIATE AND BACCALAUREATE DEGREE PROGRAMS. 1995.
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Lokshyna, Olena, Oksana Glushko, Alina Dzhurylo, Svitlana Kravchenko, Nina Nikolska, Marija Tymenko, and Oksana Shparyk. The state and trends in the development of school education in the EU, USA and China: a textbook. Institute of Pedagogy of NAES of Ukraine, 2021. http://dx.doi.org/10.32405/978-617-8124-19-9-2021-143.
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The publication contains materials of the training course “and trends in the development of school education in the EU, USA and China” for educational use in the process of training of applicants for the degree of “Doctor of Philosophy” in the specialties 011 “Educational, Pedagogical Sciences”, 013 “Primary Education”, 014 “Secondary education” (by subject specializations). The mastering of the course involves the formation of holistic comparative and pedagogical competence of a researcher - a qualified specialist who has a high level of readiness for professional activity in the field of comparative education studies. In the manual the purpose and objectives of the course are defined, a description of the study discipline done (Appendix A), thematic information, dictionary of foreign terms and concepts are provided (Appendix B).
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Su, Rong, and Christopher D. Nye. Interests and Person–Environment Fit. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199373222.003.0008.
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The search for “noncognitive” skills essential for workforce readiness has largely overlooked one important individual difference domain: interests. This chapter reviews evidence for the relationship between interests and job performance, career success, and academic achievement. It also discusses two mechanisms through which interests can predict a range of educational and work outcomes. First, interests serve as a source of intrinsic motivation that drives the direction, effort, and persistence of human behaviors. Specifically, interests contribute to learning and the acquisition of job knowledge, which are direct determinants of academic and job performance. Second, interests capture the relationship, or the fit, between a person and an environment. The degree of person–environment fit in terms of interests, or interest congruence, predicts academic and work outcomes above and beyond individual interest scores alone. In closing, the chapter discusses the implications of using interest assessments for educational and career guidance and for personnel selection.
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Pollack, Rachel. Seventy-Eight Degrees of Wisdom II: The Minor Arcana and Readings. Borgo Press, 1997.
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Fagan, Abigail A., J. David Hawkins, David P. Farrington, and Richard F. Catalano. Communities that Care. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190299217.001.0001.
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Evidence-based, prevention-oriented, and community-driven approaches are advocated to improve public health and reduce youth behavior problems, but there are few effective models for doing so. This book advances knowledge about this topic by describing the conditions and actions necessary for effective community-based prevention. The chapters review the ways in which communities can promote readiness to engage in prevention among local stakeholders; build and maintain diverse, well-functioning prevention coalitions; conduct local needs and resource assessments; collectively decide on prevention priorities; select evidence-based interventions that are a good fit with prioritized community needs, resources, and context; and implement evidence-based interventions (EBIs) with fidelity and sustain them over time. The Communities That Care (CTC) prevention system is described in detail to illustrate effective community-based prevention. CTC is a coalition-based prevention system shown to promote healthy youth development and reduce youth behavior problems community wide. It does so by assisting communities to: (1) increase awareness of and support for EBIs; (2) encourage positive interactions between community residents and youth; (3) conduct local needs assessments and collectively decide on priorities to target with EBIs; (4) implement EBIs that are matched to prioritized needs; and (5) ensure that EBIs are coordinated across community organizations, implemented with fidelity, widely disseminated, and evaluated. The book describes the development and evaluation of the CTC system, including how its developers used community-based participatory research to ensure that CTC could be feasibly implemented and employed rigorous research methods to assess the degree to which use of the system reduced adolescent behavior problems.
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Williams, Craig. Friends, Romans, Errors. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198803034.003.0004.
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From Montaigne’s essay “On Friendship” to popular philosophy of the mid twentieth and early twenty-first centuries (C.S. Lewis’ The Four Loves and Joseph Epstein’s Friendship: An Exposé) to scholarship of the past few decades, this chapter shows how such texts rely to varying degrees upon the binarisms true/false, correct/incorrect, right/wrong in their descriptions and evaluations of Roman friendship. This chapter asks not whether this or that modern text gets ancient Rome wrong, but rather how Rome, evaluated as right or wrong, functions as a vehicle for these texts’ meanings, and also what might be some of the implications for a topic so freighted with larger social, cultural, and political significance over the course of its centuries-long reception. Finally, although its readings of amicitia avoid applying evaluative labels, this chapter asks to what extent its readings of later readings of Roman friendship do (must?) nonetheless appeal to some concept of error.
Book chapters on the topic "Degree of readiness"
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Gross, Jacob P., and Ellen Bara Stolzenberg. "College Readiness and Enrollment Among Baccalaureate Degree Seekers." In Former Foster Youth in Postsecondary Education, 89–105. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-99459-8_5.
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Low, Jan, Anna-Marie Ball, Paul Ilona, Beatrice Ekesa, Simon Heck, and Wolfgang Pfeiffer. "Scaling Readiness of Biofortified Root, Tuber, and Banana Crops for Africa." In Root, Tuber and Banana Food System Innovations, 513–54. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-92022-7_17.
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AbstractThis chapter describes the degree of readiness and use of biofortified root, tuber, and banana (RT&B) crops: sweetpotato, cassava, banana (cooking and dessert types), and potato. Efforts to develop and utilize orange-fleshed sweetpotato (OFSP), yellow cassava (VAC), and vitamin A banana/plantain (VAB) have been focused heavily in sub-Saharan Africa (SSA), where 48% of the children under 5 years of age are vitamin A-deficient. Iron-biofortified potato is still under development, and a recent study found high levels of bioavailability (28.4%) in a yellow-fleshed cultivar (Fig. 17.1). To date, adapted VAB varieties have been piloted in East Africa, and OFSP and VAC have scaled to 8.5 million households. The scaling readiness framework is applied to innovation packages underlying those scaling efforts to shed light on how scaling is progressing and identify remaining bottlenecks. Women dominate RT&B production in SSA, and women and young children are most at risk of micronutrient deficiencies; hence women’s access to technologies was prioritized. Lessons learned from these scaling efforts are discussed, with the goal of accelerating the scaling readiness process for other biofortified RTB crops. Implementing gender-responsive innovation packages has been critical for reaching key nutrition and income goals. Diverse partnerships with public and private sector players and investing in advocacy for an adequate enabling environment were critical for achieving use at scale. Future scaling will depend on more nutritious sustainable food systems being at the forefront, supported by continued improvement in breeding methodologies to adapt to climate change and enhance multiple nutrient targets more quickly and to increase investment in the input and marketing infrastructure that vegetatively propagated crops require.
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Kesavan, S. "The Brouwer Degree." In Texts and Readings in Mathematics, 36–68. Gurgaon: Hindustan Book Agency, 2004. http://dx.doi.org/10.1007/978-93-86279-21-7_2.
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Kesavan, S. "The Leray - Schauder Degree." In Texts and Readings in Mathematics, 69–91. Gurgaon: Hindustan Book Agency, 2004. http://dx.doi.org/10.1007/978-93-86279-21-7_3.
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Basile, Carole G. "Arizona State University: A Learning Enterprise Supporting P-12 Education in the COVID-19 Pandemic." In Knowledge Studies in Higher Education, 287–97. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_19.
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AbstractAlthough no one was fully prepared for a pandemic in 2020, Arizona State University was ready and able to respond. As the COVID-19 virus began to spread across the world, ASU began moving university students to remote learning environments. As K-12 schools began to close across the nation, ASU disseminated elementary- and secondary-level educational resources and created hybrid learning opportunities for students of all ages.Three distinct categories of action defined the university’s response to COVID-19: Direct provision of education to P-12 learners Provision of human and intellectual capital (people and ideas) to P-12 schools Curation and provision of free educational resources to learners, families, and schools Many of the existing long-term commitments being pursued by various ASU units had helped the university develop capabilities that could immediately be applied to help elementary and secondary learners and the education professionals serving them during the pandemic. Some of the immediate responses accelerated the university’s efforts to pursue long-term actions that could help both schools and P-12 students and families integrate remote learning and instruction into effective education models.ASU responded rapidly to the educational challenges COVID-19 presented because the university had a high degree of institutional readiness in at least three key areas of operational excellence and organizational culture: A core set of preexisting commitments and functional capabilities in the area of technology-enhanced instruction Strong existing partnerships with P-12 schools An institutional vision to universal learning that demands a university be ready and able to deliver instruction to all learners across many modalities This chapter only represents a moment in time, the beginning of the pandemic, and the actions taken to support and ameliorate consequences. Since this time, much has happened.
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Basile, Carole G. "Arizona State University: A Learning Enterprise Supporting P-12 Education in the COVID-19 Pandemic." In Knowledge Studies in Higher Education, 287–97. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_19.
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AbstractAlthough no one was fully prepared for a pandemic in 2020, Arizona State University was ready and able to respond. As the COVID-19 virus began to spread across the world, ASU began moving university students to remote learning environments. As K-12 schools began to close across the nation, ASU disseminated elementary- and secondary-level educational resources and created hybrid learning opportunities for students of all ages.Three distinct categories of action defined the university’s response to COVID-19: Direct provision of education to P-12 learners Provision of human and intellectual capital (people and ideas) to P-12 schools Curation and provision of free educational resources to learners, families, and schools Many of the existing long-term commitments being pursued by various ASU units had helped the university develop capabilities that could immediately be applied to help elementary and secondary learners and the education professionals serving them during the pandemic. Some of the immediate responses accelerated the university’s efforts to pursue long-term actions that could help both schools and P-12 students and families integrate remote learning and instruction into effective education models.ASU responded rapidly to the educational challenges COVID-19 presented because the university had a high degree of institutional readiness in at least three key areas of operational excellence and organizational culture: A core set of preexisting commitments and functional capabilities in the area of technology-enhanced instruction Strong existing partnerships with P-12 schools An institutional vision to universal learning that demands a university be ready and able to deliver instruction to all learners across many modalities This chapter only represents a moment in time, the beginning of the pandemic, and the actions taken to support and ameliorate consequences. Since this time, much has happened.
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Rudmann, Jerry, Kari Tucker, Michael Cassens, Benjamin Mis, and Yemmy Taylor. "Teaching introductory psychology to students with varying degrees of readiness: Irvine Valley College." In Transforming introductory psychology: Expert advice on teacher training, course design, and student success., 223–28. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000260-012.
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Pashchenko, Vasiliy, Artem Artemyev, Anton Antonov, Gagik Rashoyan, Robert Chernetsov, and Evgeniy Ulyanov. "Inverse Dynamics Problem Solution for the Combined Relative Manipulation Mechanism with Five Degrees of Freedom." In Proceedings of 14th International Conference on Electromechanics and Robotics “Zavalishin's Readings”, 253–63. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9267-2_21.
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Tulunay, Leyla, Semra Güney, and M. Kemal Öktem. "Entrepreneurship Readiness in Turkey." In Advances in Human Resources Management and Organizational Development, 415–26. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4731-2.ch020.
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The target group of the study is composed of the entrepreneurs having business in manufacturing and services in Istanbul (Marmara Region), Kayseri (Central Anatolia Region), and Van (Eastern Anatolia Region), Turkey. Istanbul is a first degree developed city, Kayseri is a second degree developed city, and Van is a fifth degree developed city. A questionnaire having three parts was developed to collect data for the study. The first part of the questionnaire was about the factors influencing the decisions of establishment of a new business, the second part was about the personality characteristics, and the third part was about the demographic features of the entrepreneurs. One-hundred-seventy-eight questionnaires were collected from the companies in the targeted regions, and their results are analyzed statistically.
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Alsultanny, Yas A., and Fatma M. Alnassar. "Evaluating Factors Affect Green IT Readiness (Part 1)." In Green Business, 1091–104. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7915-1.ch054.
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The IT departments must have green IT readiness to control emissions from data centres and selecting equipments of low power consumption. The purpose of this study is to evaluate the factors affecting green IT readiness. A questionnaire of developed to evaluate green IT readiness from the perspective of the IT staff. The questionnaire divided into two parts. The first part is for demographic information and general questions. The second part for green IT dimensions; technology, practice, policy, governance, and attitude. The data collected from 401 respondents. The results showed that the factors; technology, practice, attitude, and maintenance have an agree degree of agreement, while the factors; policy, governance, and green IT readiness have neutral degree of agreement. The governance has the highest correlation and influence on green IT readiness. The study recommends organizations, to setup strategies for implementing green IT as short-term solutions, and the government needs new laws and policies to implement green IT as a long-term solution.
Conference papers on the topic "Degree of readiness"
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Chen, Weigang, Woye Liu, Weimin Ye, Jing Wang, and Fei Han. "Technology readiness assessment approach based on close degree." In 2013 International Conference on Quality, Reliability, Risk, Maintenance, and Safety Engineering (QR2MSE). IEEE, 2013. http://dx.doi.org/10.1109/qr2mse.2013.6626003.
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Khairutdinov, R., F. Mukhametzyanova, A. Fakhrutdinova, O. Panchenko, and V. Bogovarova. "Forming Readiness of Master’s Degree Students for Scientific and Research Activity." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0326.
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Dos reis, Karen Marion. "The intricacies of developing a work readiness programme for South African Business degree students." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9464.
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Global research studies have shown that student perceive their academic qualifications as having a declining role in shaping their employment outcomes. While academic credentials are still seen as a significant dimension of their employability, students increasingly see the need to add value to them in order to gain an advantage in the labour market. To mitigate these concerns, a work readiness programme was developed to educate students about professional behaviour, dress etiquete and ethics necessary for the work place. It is against this backdrop that undergraduate in the Economics and Management Sciences were invited to participate in a pilot study to develop a work readiness programme. About eighty six business degree students participated voluntarily and attended several workshop by human resources industry experts such as HR talent managers, consultants and directors. Students who successfully completed the programme by doing an online assessment were automatically registered on a database to find short term employment in a business where they practice the graduate attributes for the world of work. The major challenges encountered while developing this programme were as follows: convincing employers to provide short term work placements and modify the programme several times for both students and employers.
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VOROSHILIN, Roman A., Marina G. KURBANOVA, and Anastasia Y. KOLBINA. "Technology Development of Rabbit Meat Semi-Finished Product of a High Degree of Readiness." In IV International Scientific and Practical Conference "Modern S&T Equipments and Problems in Agriculture". Sibac, 2020. http://dx.doi.org/10.32743/kuz.mepa.2020.279-287.
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Rismansyah, Rismansyah, Mohamad Adam, and Agustina Hanafi. "THE EFFECT OF WORK ENVIRONMENT AND EMPOWERMENT OF HUMAN RESOURCES ON READINESS FOR CHANGE." In Global Conference on Business and Management Proceedings. Goodwood Conferences, 2022. http://dx.doi.org/10.35912/gcbm.v1i1.11.
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The issue in this study is the impact of the work environment and human resource empowerment on readiness for change. The goal of this study was to assess the impact of work environment and human resource empowerment on transition preparedness. This study employs a quantitative methodology. Questionnaires were used as data collecting methods. The classical assumption test, multiple linear regression, and statistical hypothesis testing were employed to analyze the data. Based on the study's findings, it is clear that Based on the results of the research and discussion that have been described in the previous chapter, it can be concluded; The work environment has a considerable impact on readiness for change. This suggests that the better the working environment, the more open to change employees are. Empowerment human resources have a huge impact on readiness for change. Empowerment human resources have a huge impact on readiness for change. This can be interpreted as the greater the empowerment of human resources, the greater the readiness for change the greater the empowerment of human resources, the greater the readiness for change. The work environment and the empowerment of human resources have an impact on readiness for change This indicates that the more favorable the working environment, the greater the empowerment of human resources, the greater the readiness for change. The degree of the influence of work environment characteristics and human resource empowerment on readiness for change is 89 percent, with the remaining 11 percent influenced by other variables not investigated.
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Bowsher, Aaron, Peter Crudgington, Clayton M. Grondahl, James C. Dudley, Tracey Kirk, and Andrew Pawlak. "Pressure Activated Leaf Seal Technology Readiness Testing." In ASME Turbo Expo 2014: Turbine Technical Conference and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/gt2014-27046.
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This paper continues the evaluation of Pressure Actuated Leaf Seals (PALS) technology readiness for shaft and shroud sealing in power generation and aerospace applications. Seal designs tested are prototypical and constructed using processes appropriate for volume production. Results include both static and dynamic seal leakage measurements running against a 5.1 in (129.54mm) diameter smooth surface test rotor and another that simulates sealing against turbine blade shrouds. A further test was undertaken using a 2D static rig that determined acoustic noise experienced during testing was attributed to leaves vibrating at their natural frequency as a result of inter-leaf gaps. The dynamic simulated shroud test includes steps, duplicating small discontinuities of adjacent shroud sealing surfaces and slots to inject air radially under the seal leaves as may occur between shrouds on blades with a high degree of reaction. Consistent seal performance over 15 hours confirms suitability for turbine blade tip applications. Controlled deflection of PALS leaves with operating differential pressure is effective for startup rub avoidance in service as well as conformal wear-in sizing of leaf tips with the rotor. Tested leaf tip wear-in of approximately 0.010in (0.25mm) against rotor discs without hard-face coating, shows potential to eliminate seal misalignment and run-out contributions to operating seal clearance. PALS design features prevent further rubbing contact with the operating rotor after initial wear-in sizing thereby sustaining a small effective seal clearance and prospects for long seal life. Measurements of rotor surface wear tracks from the wear-in process and endurance runs are included as well as rotor and leaf tip photos. Test results support the technology readiness of the PALS concept as a viable, robust, low leakage dynamic seal for select commercial application.
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McKay, Marianne, Antoinette Smith-Tolken, and Anne Alessandri. "Layering Learning for Work-Readiness in a Science Programme." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7942.
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In order to prepare our students for a challenging workplace, the Department of Viticulture and Oenology at Stellenbosch University in South Africa have ‘layered’ Engaged Learning strategies throughout the four-year undergraduate degree in an approach that is innovative in a science-based programme. In this research project, we assessed the effects of service-learning (SL) and a six-month internship on student employability by analysing reflections that were collected over a number of years. We also asked industry members whether they felt students had improved in key areas after the final year internship. The student submissions for SL showed evidence of personal growth and transformation, and those for the internship reflected industry requirements for professional skills in a complex and technically demanding milieu. It was found that these engaged experiences provided sound preparation for working life, as well as giving students opportunities for self-questioning and personal growth, which is unusual in the natural sciences learning environment.
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Niemeyer, Jonathan K., and Daniel E. Whitney. "Risk Reduction of Jet Engine Product Development Using Technology Readiness Metrics." In ASME 2002 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2002. http://dx.doi.org/10.1115/detc2002/dtm-34000.
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This paper looks at the product development process as an exercise in risk reduction and performs a critical analysis of how gas turbine engine manufacturers weigh the competing risks associated with on-time delivery, product quality, and development costs. Three frameworks are used to focus the analysis: • Iteration by using multiple attempts to converge to an acceptable solution. • Maintaining options in development, and delaying convergence to a single design. • Improving the organization’s predictive capability prior to committing to a particular set of performance goals, designs, or technologies for a product. This is explored from the perspective of “technology readiness”. For six gas turbine engine development programs, case studies were performed to assess the effectiveness of the product development process by measuring how well the engine met its guaranteed level of fuel consumption. For each development program, performance against guarantees was compared against technology readiness levels (TRL) at program launch when performance was guaranteed by contract to customers, and against the degree of flexibility provided to designers to react once performance shortfalls were known. Decomposition of the engine system into sub-systems was necessary to specifically define TRL, parallel efforts, and iteration. Risk strategies were compared in light of the time sensitivity of the quality of information, the cost of engineering changes, contractual penalties, and lead times associated with implementing improvements.
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Kaplan, V. I., and L. G. Pashchenko. "THE EFFECTIVENESS OF IMPLEMENTATION OF STANDARDS I–II LEVELS OF VFSK GTO BOYS INVOLVED IN THE FIGHT." In Х Всероссийская научно-практическая конференция. Nizhnevartovsk State University, 2021. http://dx.doi.org/10.36906/fks-2020/18.
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The article presents the results of a study of the degree of compliance with physical readiness of children of 6–10 years involved in sport Wellness groups, sports schools, age-gender norms, stipulated in the I and II stages of ASC RLD. The study showed that the involvement of children in systematic physical education and sports is a factor in improving the level of health, improving physical development, and physical fitness.
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Tubaishat, Abdallah. "Can E-Portfolio Improve Students’ Readiness to Find an IT Career?" In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2136.
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[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] An E-Portfolio Assessment Management System (EAMS) can be an innovative tool that provides students with flexible opportunities to demonstrate the acquisition of skills and abilities in an outcome-based institution. The system has been developed and used for the past ten years to create, reflect, revise, and structure students’ work. It is a repository management system that facilitates collecting, sharing, and presenting artifacts of student learning outcomes via a digital medium. Therefore, it provides students with flexible opportunities to demonstrate the acquisition of skills and abilities to demonstrate growth of achieving learning outcomes. The rationale of the EAMS is to allow students to demonstrate competences and reflect upon experiences to improve their learning and career readiness; hence, they are accountable for their learning. The system was built around two defined set of learning outcomes: institutionally agreed upon set of learning outcomes, and learning objectives that are related to major requirements. The purpose of this study is to analyze students’ perceptions and attitudes when using an e-portfolio to support their employment opportunities. The participants were 217 students in the College of Technological Innovation. The students reported that the developing of e-portfolios was extremely helpful. The results showed that students have positive opinions about using e-portfolios as a beneficial tool to support their readiness for employment; they believe an e-portfolio increases their confidence to find a job in the IT field because it can allow them to showcase artifacts that demonstrate competencies and reflect upon experiences, and they can provide their supervisors during their industrial training with an e-resume that includes views of their actual work of what they have learned and are able to do when they complete their degree. Employers then can review e-portfolios to select prospective employees work readiness skills; hence, graduates are more likely to obtain a job in their workplaces. In conclusion, students do like the idea of e-portfolios when it is presented to them as a career showcase rather than a process for documenting learning. A career center can use e-portfolios as a tool to help students find a job. Furthermore, our analysis and evaluation uncovered learning issues involved in moving from the traditional approach of learning toward an integrated learning system that can be used after graduation.
Reports on the topic "Degree of readiness"
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VanGuilder, Jonathan. Does MOOTW Degrade Combat Readiness. Fort Belvoir, VA: Defense Technical Information Center, May 2000. http://dx.doi.org/10.21236/ada381727.
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Marsden, Nick, and Niranjan Singh. Preparing Vocational Students for Future Workplaces: Towards a course evaluation of the Unitec Bachelor of Applied Engineering. Unitec ePress, September 2017. http://dx.doi.org/10.34074/ocds.42017.
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This exploratory study set out to evaluate how well a particular course in automotive engineering is set up to enable students to develop skills necessary to enter the workplace. The research set out to identify trends in student expectations and in the needs of employers at a time when this field of work is characterised by disruptive technological developments such as computerisation and automation. The intended outcome of the research is that the findings will assist the critical thinking of course designers as they reflect on modifications that might be necessary for Unitec Bachelor of Applied Technology (BAT) graduate attributes to fully meet future workplace demands. It is also an aim that this exploratory evaluation of a small cohort of students can, despite its limitations, identify trends for future pedagogical research in the ITP (Institutes of Technology and Polytechnics) sector. Although not a full course evaluation, this study invited feedback from students and recent graduates in relevant employment regarding the alignment of the Unitec Bachelor of Applied Technology (BAT) course design with their perceptions of skills necessary in the workplace. Another intention was to highlight any misalignments between the realities of the automotive engineering sector and student expectations of the course: To what degree are work capability expectations in agreement between the student stakeholders and the institution? Are the course goals realistic and in line with actual industry needs? How is the definition of work readiness changing? The paper also samples current speculative thinking about skills that are becoming progressively more important in the workplace, namely the so-called ‘soft skills’ in communication, problem solving, management and collaboration, and in dialogic and creative attributes relevant to increasingly automated and globalised workplaces.
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Some complex approaches to training micro-cycles formation among cadetsweightlifters taking into account biotypes. Ilyas N. Ibragimov, Zinaida M. Kuznetsova, Ilsiyar Sh. Mutaeva, March 2021. http://dx.doi.org/10.14526/2070-4798-2021-16-1-39-46.
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Training cadets-weightlifters at all stages has a multipurpose orientation, that is why it is important to define and plan a rational combination of the training means use. Distribution of such micro structures in the cycle of training, as the days, months of training, provides effective volume, intensity and other values of physical load distribution. The structure of training cadets-weightlifters is based on taking into account the regularities and principles of sports training as the condition for physical readiness and working capacity increase. Any power oriented sports demands components characteristics in the structure of micro cycles. We consider the methodology of the training lessons organization by the example of the micro cycle of training taking into account bioenergetic profile of cadets-weightlifters. We revealed the necessity to distribute the macro cycle to structural components as the condition for the effectiveness of different variants of the training effects distribution. Materials and methods. We analyzed the range of training lessons among cadets-weightlifters in order to create the variants of gradual training problems solution according to the kinds of training. We analyzed training programs of cadets taking into consideration the level of readiness and their bioenergetic profiles. We created the content of the training work in the micro cycle of the preparatory period for cadets-weightlifters with different bioenergetic profiles. The main material of the research includes the ratio of the training effects volume in one micro cycle taking into account cadets’ bioenergetic profile. Cadets-weightlifters from Tyumen Higher Military-Engineering Command College (military Institute) took part in the research (Tyumen, Russia). Results. We created the content of the training work by the example of one micro cycle for cadets-weightlifters taking into account bioenergetic profile. The created variant of the training loads structure includes the main means of training taking into account the kind of training. Realization orientation in five regimens of work fulfillment with the effectiveness estimation of a total load within one lesson and a week in general is estimated according to a point system. Conclusion. The created variant of a micro cycle considers kinds of training realization taking into account the percentage of the ratio. Taking into account bioenergetic profiles helps to discuss strong and weak sides of muscle activity energy supply mechanisms. We consider the ability to fulfill a long-term aerobic load among the representatives of the 1st and the 2nd bioenergetic profiles. The representatives of the 3rd and the 4th biotype are inclined to fulfill the mixed load. The representatives of the 5th biotype are characterized by higher degree of anaerobic abilities demonstration. The technology of planning the means taking into account the regimens of work realization with point system helps to increase physical working capacity and rehabilitation processes in cadets’ organisms.