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Books on the topic 'Degree of readiness'

Author: Grafiati

Published: 30 May 2022

Last updated: 31 May 2022

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1

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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3

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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5

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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6

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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7

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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8

Pollack, Rachel. Seventy-Eight Degrees of Wisdom II: The Minor Arcana and Readings. Borgo Press, 1997.

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9

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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10

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.

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11

Bystydzieńska, Grażyna, and Emma Harris, eds. From Queen Anne to Queen Victoria. Readings in 18th and 19th century British literature and culture. Volume 7. University of Warsaw Press, 2021. http://dx.doi.org/10.31338/uw.9788323552840.

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The present, seventh, volume of the series "From Queen Anne to Queen Victoria" offers profitable re-visitations of old themes, as well as explorations of new themes and problems. The volume focuses on the literature, culture, and political and social history of Britain in a period when the structures of industrial modernity were being created, and examines Britain’s imprint on the global cultural heritage, including class, gender and race-based hierarchies that persist in varying degrees into the present.

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12

Russell, Meg, and Daniel Gover. Overview of the Legislative Process and Case Studies. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198753827.003.0002.

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This chapter summarizes the basics of the legislative process in the Westminster parliament, as well as introducing the 12 case study bills which form the focus of the book, using them to illustrate some key aspects of the process. It provides background on Westminster’s functions and composition during the period of study (2005–12), and explains the legislative process stage by stage: including the different ‘readings’ in the two chambers, the committee stage, and how differences between the two chambers are resolved. It introduces readers to the basics of legislative amendments, both in terms of procedural aspects and their great diversity. For each bill, it provides a paragraph explaining the political background, what the bill sought to do and the degree of controversy that it attracted, as well as summary statistics about the number of amendments proposed and agreed to the bill at each legislative stage.

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13

Radcliffe, Elizabeth S. Belief. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199573295.003.0004.

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Hume’s characterization of belief is crucial in the debate over whether beliefs could be motives. Hume seemed to doubt his account of belief in the Treatise, made corrections to it in the Appendix, and developed the corrected view in the first Enquiry. At least three readings of Hume’s portrayal of belief are viable contenders: (1) as a vivacious idea; (2) as a sentiment (which could motivate); and (3) as a disposition to behavioral manifestations. However, Hume did not intend to identify belief with a sentiment, but with an idea having a distinctive sentimental aspect. Hume’s notion of belief as a vivacious idea is not undermined by his hesitations, and ideas are not intrinsically motivating states. This discussion also considers to what degree the recent manner of distinguishing beliefs and desires in terms of “direction of fit” is rooted in Hume’s theory and replies to criticisms that imply Hume was confused about reason’s objects.

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14

Lewis, A. Perfect Ceremonies of the Masonic Knights Templar, Knight of Malta, Mediterranean Pass, and Rose Croix de Heredom Degrees: With the Scripture Readings in Full. HardPress, 2020.

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15

Williams, Matthew. How Language Works in Politics. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781529200201.001.0001.

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There were more colons used in legislation in 2015 than there were words enacted in 1900. Using analysis from machine readings of all legislation enacted between 1900 and 2015, this book discusses the social impact of increasingly elastic legislative language on the contemporary workings of the British constitution. The hot-button debates of our time — from immigration to European integration, to the creeping power of judges — have, at their core, battles over what policy instructions are authoritative. The book encourages readers to connect the dots of British statecraft, and to understand how, exactly, public demands are transferred into laws that are then implemented with greater and lesser degrees of success. Crucially, it shows that vague legislation has a tremendous impact on policy delivery, disproportionately affecting the weakest, in areas including immigration, homelessness and anti-discrimination.

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