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Relevant bibliographies by topics / Readiness

Academic literature on the topic 'Readiness'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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Journal articles on the topic "Readiness"

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Seryapina, Y. S. "THE CONCEPT OF “READINESS FOR PEDAGOGICAL ACTIVITY”: MOTIVATIONAL READINESS, PSYCHOLOGICAL READINESS, READINESS TO INNOVATIVE ACTIVITY." Bulletin of the South Ural State University Series "Education. Educational Sciences" 10, no. 4 (2018): 77–86. http://dx.doi.org/10.14529/ped180410.

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Ritsos, Yannis, and Edmund Keeley. "Readiness." Grand Street 5, no. 1 (1985): 194. http://dx.doi.org/10.2307/25006821.

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Kristy, Rellanti Diana, Evi Dwi Wahyuni, and Nur Hayatin. "Analysis of The Readiness Level of Children Encyclopedia Using Technology Readiness Index (TRI)." Jurnal Repositor 2, no. 2 (February 1, 2020): 129. http://dx.doi.org/10.22219/repositor.v2i2.385.

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AbstrakAnapedia merupakan sebuah teknologi baru sehingga memerlukan pengukuran tingkat kesiapan penggunanya. Pengukuran tersebut bertujuan untuk mengetahui tingkat keberhasilan penerapaan anapedia. Metode yang digunakan untuk mengukur tingkat kesiapan pengguna adalah Technology Readinesss Index (TRI). TRI merupakan indeks yang digunakan untuk mengukur kesiapan pengguna dalam menerima dan menggunakan teknologi baru untuk mencapai tujuan dalam kehidupan sehari-hari dan pekerjaan. Variabel penelitian yang digunakan adalah optimism, innovativeness, discomfort, dan insecurity. Analisis data yang digunakan adalah statistik inferensial yaitu metode statistik untuk mengumpulkan, mengolah, menyajikan dan menganalisis data kuantitatif. Data penelitian didapatkan dari penyebaran kuesioner kepada 108 responden yang terdiri dari 97 siswa dan 11 guru di SDN 2 Bandungrejosari Malang. Berdasarkan hasil analisis yang dilakukan didapatkan nilai TRI sebesar 3,6 yang berarti pengguna berada didalam tingkat high technology readiness. Pengguna sudah siap dalam penerapan anapedia. Abstract Anapedia is a new technology so it requires measurement of the level of readiness of its users. The measurement aims to determine the success rate of anapedia application. The method used to measure the level of readiness of users is the Technology Readinesss Index (TRI). TRI is an index used to measure the readiness of users to accept and use new technology to achieve goals in their daily lives and work. The research variables used are optimism, innovativeness, discomfort, and insecurity. Data analysis used is inferential statistics namely statistical methods to collect, process, present and analyze quantitative data. The research data was obtained from the distribution of questionnaires to 108 respondents consisting of 97 students and 11 teachers at SDN 2 Bandungrejosari Malang. Based on the results of the analysis carried out, the TRI value is 3.6 which means that the user is in the level of high technology readiness. Users are ready to implement anapedia.

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Brockway, Pam, and Saroj Ghoting. "Libraries at the Table for Kindergarten Readiness: Experiences and Tools to Grow On." Children and Libraries 17, no. 4 (December 2, 2019): 14. http://dx.doi.org/10.5860/cal.17.4.14.

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“The training I received from PLYMC’s Kindergarten Readiness Workshop didn’t simply help me to understand the number of ways our libraries are striving to support school readiness, it enabled me to effectively communicate with and engage parents and caregivers as to how they can be active participants in this endeavor as well. The workshop group activities created a dialogue that allowed me to internalize what we learned from the assigned readings by coming up with and discussing the different ways learning domains can be implemented in practice.”—Marnie Alvarez, Readers’ Services Librarian, Main LibraryThe growth articulated here is the result of the Public Library of Youngstown and Mahoning County’s (PLYMC) Kindergarten Readiness Initiative. Mahoning County (OH) has a long history of supporting early literacy. After reviewing kindergarten readiness assessment results for our county, we realized we could strengthen our value in the community by articulating how we support all school readiness domains and look for ways to increase support to families who most need kindergarten readiness support.

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Thuc, Dao Chanh. "The Functional Preparedness Of Football Players With Various Ability." Innovative Journal of Medical and Health Science 9, no. 4 (April 25, 2019): 380–83. http://dx.doi.org/10.15520/ijmhs.v9i4.2536.

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This study on the functional readiness of football players in the different game rolesof the teams of Vietnam’s first and second championships is revealed. The criteria forthe readiness of football players are indicators such as maximum oxygen consumptionand physical performance.Functional status of the players is determined in the research laboratory of HCM StatePhysical Culture Academy. The difference in the structure of the functional readinessof the players with different abilities of different playing roles (goalkeeper, center andwing, central midfield and wing and attack) is revealed.Key words: football players–playing role–functional readiness–VO2max–PWC170

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Scharf, Rebecca J. "School Readiness." Pediatrics in Review 37, no. 11 (November 2016): 501–3. http://dx.doi.org/10.1542/pir.2016-0107.

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Hurley, John S., H. Mark McGibbon, and Roxanne Everetts. "Cyber Readiness." International Journal of Cyber Warfare and Terrorism 4, no. 3 (July 2014): 11–26. http://dx.doi.org/10.4018/ijcwt.2014070102.

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Many of the systems that control the critical infrastructure were not originally designed with security in mind. This has left us vulnerable to unwanted attacks in many of the environments. It has become essential that the authors determine if their infrastructures are better prepared for existing and future threats. In this study, the authors will examine the impact of attacks, including terrorist attacks on critical infrastructures, in particular, the Energy sector. The results show that in spite of the warnings of the threats carried out in various sectors and organizations around the world, they have still remain extremely vulnerable because of a number of critical security issues that hamper their ability to better serve and protect our vital information assets. The authors examine some of the most prominent models being used today and how they may be modified to better serve the needs of their user communities and key stakeholders.

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Williams, P. Gail, and Marc Alan Lerner. "School Readiness." Pediatrics 144, no. 2 (July 22, 2019): e20191766. http://dx.doi.org/10.1542/peds.2019-1766.

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Lewit, Eugene M., and Linda Schuurmann Baker. "School Readiness." Future of Children 5, no. 2 (1995): 128. http://dx.doi.org/10.2307/1602361.

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Holtschneider, Mary Edel, and Chan W. Park. "Future Readiness." Journal for Nurses in Professional Development 38, no. 2 (March 2022): 101–3. http://dx.doi.org/10.1097/nnd.0000000000000862.

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Dissertations / Theses on the topic "Readiness"

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Evanshen, Pamela. "Kindergarten Readiness." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/4416.

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Fall, Jakob. "Servicification readiness : Determining the servicification readiness of product-centric companies." Thesis, KTH, Skolan för industriell teknik och management (ITM), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-280733.

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The purpose of the study is to determine what levels of servicification readiness that technology- and product-centric companies can expect if they decide to servitize. Servicification readiness is defined as how ready the organization is to manage and go thru the organizational transformation that follows from a decision to servitize. Low servicification readiness implies a significant discrepancy between the current organization and that required by servicification. High servicification readiness implies that the organization of the company is ready to accept the transformation to a servicification strategy without little or no change. A literature study was conducted to construct a framework which described along which dimensions and how the organization changes as it servitize. A single-case study was performed at a technology- and product-centric company. Interviews, observations and surveys were methods use for data collection. The purpose of the case study was determining the current state of the organization within the dimensions identified from the literature study. This data was then analyzed and contrasted using the theoretical findings to understanding how much the organization must change. The differences identified were also analyzed to understand why readiness is high or low. The results of the literature study indicated that organizations change along 6 dimensions as a companie servitize. The value proposition and how value is delivered change, the organizational structure is changed to accommodate new types of offerings, the organizations relationships to customers, partners and suppliers will also change as an organization servitize. Process and capabilities within especially knowledge management and information technology will change along with the characteristics of employees and the metrics and incentives used by the company. The culture will also change. The case study revealed that the servicification readiness of technology- and product-centric companies is generally low. A number of factors were also found to influence the level of servicification readiness including information biases, a tendency to coordinate rather than cooperate, that the product centric focus will result in service being undervalued and that the organization must develop the necessary capabilities and change to develop competitive services.
Syftet med denna studie är att fastställa vilken nivå av organisatorisk beredskap som teknik- och produktfokuserade bolag kan förvänta sig när de tjänstefierar. Tjänstefieringsberedskap definieras som hur redo organisationen är att klara av och gå igenom de organisatoriska förändringarna som krävs när företaget tjänstefierar. Låg tjänstefieringsberedskap innebär att organisationen har lite gemensamt med den organisation som krävs för att tjänstefieringstransformationen ska vara framgångsrik. Hög tjänstefieringberedskap innebär att organisationens beredskap i att hantera och anpassa sig till en tjänstefieringsstrategi är hög. Låg tjänstefieringsberedskap innebär istället att organisationen måste göra omfattande förändringar av sin organisation för att anpassa den till en tjänstefieringsstrategi. En litteraturstudie genomfördes för att konstruera ett ramverk som beskriver både längs vilka dimensioner som förändring kommer ske men även hur denna förändring ser ut när ett företag tjänstefierar. En fall-studie genomfördes också hos ett teknik- och produkt fokuserat bolag. Intervjuer, observationer och enkäter användes för att samla data. Resultaten från fallstudien användes för att göra en nulägesanalys av företaget som studerades för att konstratera den mot den organisationen som krävs i en tjänstefierad organisation. Resultaten användes för att kartlägga och förstå vad organisationens nuvarande tjänstefieringsberedskap är inom de dimensioner som identifierades i litteraturstudien. Litteraturstudie indikerade att organisatoriska förändringar främst sker längs 6 dimensioner när ett företag tjänstefierar. Värdeerbjudandet och hur detta värde leverars förändras, organisationens struktur förändras också för att tillåta leverans av nya typer av erbjudanden, företagets relationer till kunder, partners och leverantörer kommer också att förändras när företaget tjänstefieras. Företagets processer och kapacitet kommer också förändras, särskilt inom knowledge-management och IT. Vilka färdigheter anställda har måste också förändras tillsammans med de mätetal och incitament som används för att styra personalens dagliga arbete. Företagskulturen måste också förändras när företaget tjänstefieras. Fallstudien uppdagade att tjänstefieringsberedskapen i teknik- och produktfokuserade bolag generellt är låg. Ett antal faktorer som påverkar organisationens tjänstefieringberedskap identifierades också. Detta inkluderar bland annat informationsbias, en tendens att koordinera istället för att sammarbeta, att produktfokus resulterar i att organisationen undervärderar tjänsters värde och att organisationen måste förändras enligt ovan för att kunna utveckla konkurrenskraftiga tjänster.

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Stevenson, Whitney A. "EXAMINING SCHOOL READINESS." UKnowledge, 2019. https://uknowledge.uky.edu/edsrc_etds/74.

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This research study was conducted to provide information on school readiness. While there is no national definition for school readiness, states and organizations have developed various definitions to highlight readiness skills that have been deemed important for kindergarteners. The early childhood developmental domains that are often cited in these individual definitions are physical (fine/gross motor), social-emotional, cognition (academics), and communication skills. By considering a holistic approach of school readiness, a child’s development is not isolated to mastering one domain to be “ready” for school. While most states do not have a statutory school readiness definition, many have been measuring school readiness skills for several years. In the 1980’s, a number of states screened or tested children’s readiness skills using standardized assessments before kindergarten entry. In the 1990’s, the attention moved from using a child’s score to determine their placement to assessing a child’s strengths and weaknesses in various skill areas that were associated with identified school readiness criteria. Over the last few years, the focus has continued to shift to include monitoring state-wide school readiness levels and guiding planning and instruction. With no universal definition of school readiness, no universal school readiness measurement instrument exists. However, there are school readiness instruments currently being developed to address the needs of states and school districts. The need for reliable and valid instruments to focus on the various developmental skill levels of young children across domains is apparent. The school readiness instrument, the AEPS (Assessment Evaluation Programming System)-3 Ready, Set 4.0, is being developed to do just that, providing a holistic approach to measuring school readiness. Skills in the following areas are to be assessed on the AEPS-3 Ready, Set 4.0: gross motor, fine motor, adaptive, cognitive, social-communication, social-emotional, literacy, and math. The instrument is to be used by kindergarten teachers to access students in the categories listed above once the school year starts. The information gathered from the AEPS-3 Ready, Set 4.0 would provide teachers with authentic, holistic data on the school readiness skills of children in their class. Through teacher surveys, this school readiness study aimed to answer if field users agreed on the content of the AEPS Ready, Set 4.0 in terms of sequence, breadth, clarity, relevance, and functionality and if field users agreed on the scoring, item and criteria, and usefulness of the AEPS Ready, Set 4.0 for its intended purposes.

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Wilson, III James K. "Predictors of College Readiness: an Analysis of the Student Readiness Inventory." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115181/.

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The purpose of this study was to better predict how a first semester college freshman becomes prepared for college. the theoretical framework guiding this study is Vrooms’ expectancy theory, motivation plays a key role in success. This study used a hierarchical multiple regression model. the independent variables of interest included high school percentile class rank, composite ACT scores, composite SAT scores, and the 10 themes as measured by the Student Readiness Inventory (SRI) to address two research questions: What are the psychosocial factors identified by the SRI are most relevant in predicting college success? What conventional academic indicators are most relevant in predicting college success? the sample size for this study was 5279 (n), including a stratified random sample of first semester college freshman enrolled in credit bearing courses; these participants were deemed college ready by the university. Academic Discipline accounted for 4.2% of the variance in first semester college GPA, General Determination accounted for 1.7% of the variance, and the remaining psychosocial factors of the SRI accounted for less than 1% of the variance. High school percentile class rank accounted for 10.7% of the variance, composite ACT accounted for 5.9% of the variance, and composite SAT accounted for 5.6% of the variance. Future analysis could be completed within demographic groups to include a stratified random sample of participants by ethnicity, gender, or economic status. Such analysis would build on this body of research providing additional guidance admission officers and K-12 educators.

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Tennyson, Ruby M. "A study of Fleet Surgical Teams readiness posture in Amphibious Readiness Groups." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2000. http://handle.dtic.mil/100.2/ADA378754.

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Thesis (M.S. in Management) Naval Postgraduate School, March 2000.
Thesis advisor(s): Gates,William R. ; Hatch, William D. "March 2000." Includes bibliographical references (p. 47-48). Also available in print.

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Shin, Andrew G. "Lifecycle readiness and ship deployment." Monterey California. Naval Postgraduate School, 2013. http://hdl.handle.net/10945/34744.

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Approved for public release; distribution is unlimited
Historical perspective and previous studies have shown motion sickness has a significant effect on some percentage of ship crews, especially during the early phase of the deployment. This research examined the primary watchstander assignments onboard the Littoral Combat Ship (LCS) platform to ascertain the effects of motion sickness on crew manning, proficiency of work, and indicators of reduced effectiveness in carrying out operations. Potential degradations in performance or in quality of performance due to symptoms of motion sickness were correlated with thirty-six primary watchstander assignments typical of the tasks necessary to carry out the various operational aspects of the LCS. The results were tabulated and formed into a Figure of Merit (FoM). The performance and performance quality were divided into five categories: making decisions, analytical tasks, reading, fine motor, and gross motion, each contributing equally to the FoM considered for manning and operations. By correlating the FoM with the watchstander assignments, the degree of impairment for each watchstander was assessed. Six out of thirty-six watchstations had four different performance or performance qualities affected by motion sickness. The results illustrated the expected and reduced operational effectiveness of watchstander performance qualities based on various sea conditions (calm, moderate, and heavy).

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Гайдабрус, Богдан Володимирович, Богдан Владимирович Гайдабрус, and Bohdan Volodymyrovych Haidabrus. "Programs for increase it-readiness." Thesis, Сумський державний університет, 2013. http://essuir.sumdu.edu.ua/handle/123456789/31675.

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On the basis of analysis of necessary types of ensuring the information transformation process at data interchange between participants, the hierarchical structure of works that allows to increase validity of the multiprojects contents within the program is formed. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/31675

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Hein, Douglas. "Technology Readiness and Job Satisfaction." Xavier University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1576620948807811.

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Liu, Shin-Ping. "An E-government Readiness Model." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3042/.

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The purpose of this study is to develop an e-government readiness model and to test this model. Consistent with this model several instruments, IS assessment (ISA), IT governance (ITG), and Organization-IS alignment (IS-ALIGN) are examined for their ability to measure the readiness of one organization for e-government and to test the instruments fit in the proposed e-government model. The ISA instrument used is the result of adapting and combining the IS-SERVQUAL instrument proposed by Van Dyke, Kappelman, and Pybutok (1997), and the IS-SUCCESS instrument developed by Kappelman and Chong (2001) for the City of Denton (COD) project at UNT. The IS Success Model was first proposed by DeLone and McLean (1992), but they did not validate this model. The ITG instrument was based on the goals of the COD project for IT governance and was developed by Sanchez and Kappelman (2001) from UNT. The ISALIGN instrument was also developed by Sanchez and Kappelman (2001) for the COD project. It is an instrument based on the Malcolm Baldrige National Quality Award (MBNQA) that measures how effectively a government organization utilizes IT to support its various objectives. The EGOV instrument was adapted from the study of the Action-Audience Model developed by Koh and Balthazrd (1997) to measure how well a government organization is prepared to usher in e-government in terms of various success factors at planning, system and data levels. An on-line survey was conducted with employees of the City of Denton, Texas. An invitation letter to participate in the survey was sent to the 1100 employees of the City of Denton via email, 339 responses were received, yielding a response rate of 31%. About 168 responses were discarded because they were incomplete and had the missing values, leaving 171 usable surveys, for a usable set of responses that had a response rate of 16%. Although the proposed and some alternate models were partially consistent with the hypothesized theory, the confirmation of the relationships among the constructs warrants further research via either by replication of this research or by development a new theoretical model. However, the significant validity and reliability measures obtained in this study indicate that the e-government readiness model has the potential for use in future studies.

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Lemmens, Juan-Claude. "Students’ readiness for university education." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/26675.

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The aim of the thesis is to investigate the readiness characteristics that determine risk for either failure or withdrawal before students enter university. These relationships are investigated and explained with a literature discussion that includes readiness for university education, student transition, retention and withdrawal theory. The motivation for this research emanates against the challenges that the South African Higher Education in general faces as well as the demands placed on the Faculty of Economic and Management Sciences to supply for the high demand for well equipped financial service professionals. The research project was completed in three phases. In the first phase a structured questionnaire was developed to measure the non-cognitive factors relating to readiness for university education. The purpose of the ‘Academic Readiness Questionnaire’ is to function as a screening test for first-year students that enter university. The Academic Readiness Questionnaire went through a scientific process of test development and standardisation. The overall Cronbach’s alpha for the questionnaire is 0.87, which indicates good internal consistency reliability for the scale with this sample. In the second phase the Academic Readiness Questionnaire was administered to the 2008 cohort of first-time entering students from the faculty of Economic and Management Sciences during the first-year orientation week. The total number of students in the sample is 829 students. In the third phase the students who withdrew from their studies were interviewed telephonically. A total of 42 students were interviewed to determine the salient reasons for withdrawal. Quantitative data were analysed using various descriptive and inferential statistical methods. These include factor analysis, regression analysis and multiway frequency analysis. The telephonic interviews were analysed with content analysis. The main findings reveal that the readiness characteristics show a direct relationship with academic success and intention to withdraw. The number of variables able to predict risk for either failure or withdrawal differ. More variables show a significant relationship with risk for failure than for withdrawal. Furthermore, the research results show that African students have higher academic achievement and are less likely to withdraw, when compared to white students. African students also tend to have higher academic success, compared to white students. The differences in academic success and withdrawal rates among African and white students are due to high school achievement and the number of credits the students register for. White students are also more likely to withdraw voluntarily, mostly within the first couple of weeks or months mainly due to choosing an incorrect study choice.
Thesis (PhD)--University of Pretoria, 2011.
Psychology
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Books on the topic "Readiness"

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Meisels, Samuel J. Assessing readiness. Ann Arbor, Mich: Center for the Improvement of Early Reading Achievement, University of Michigan, 1998.

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Cappelloni, Nancy. Kindergarten readiness. Thousand Oaks, Calif: Corwin Press, 2013.

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Brinkmann, Ursula, and Oscar van Weerdenburg. Intercultural Readiness. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137346988.

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Kindergarten readiness. Thousand Oaks, Calif: Corwin Press, 2013.

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Rajagopalan, Hari, and Barbara Ritter. Career Readiness. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2021. http://dx.doi.org/10.4135/9781071859568.

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Hollander, Pamela W. Readiness Realities. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-938-6.

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Mabelo, Pascal Bohulu. Operational Readiness. 1 Edition.|New York: Routledge, 2020.|Includes bibliographical references and index.: Routledge, 2020. http://dx.doi.org/10.4324/9781003023821.

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Dawn Readiness. London: Hale, 1985.

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Society, British Psychological, ed. Readiness for treatment. London: British Psychological Society, 2007.

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MCSE readiness review. Redmond, WA: Microsoft Press, 1999.

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Book chapters on the topic "Readiness"

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Gass, Saul I., and Carl M. Harris. "Readiness." In Encyclopedia of Operations Research and Management Science, 702. New York, NY: Springer US, 2001. http://dx.doi.org/10.1007/1-4020-0611-x_861.

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Shoff, William H., Catherine T. Shoff, Suzanne M. Shepherd, Jonathan L. Burstein, Calvin A. Brown, Ashita J. Tolwani, Bala Venkatesh, et al. "Readiness Testing." In Encyclopedia of Intensive Care Medicine, 1955. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-00418-6_3281.

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Janus, Magdalena, and Ashley Gaskin. "School Readiness." In Encyclopedia of Quality of Life and Well-Being Research, 5703–6. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2600.

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Finch, Edward. "Change Readiness." In Facilities Change Management, 17–25. Oxford, UK: Wiley-Blackwell, 2012. http://dx.doi.org/10.1002/9781119967316.ch2.

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Horii, Steven C. "PACS Readiness." In Practical Imaging Informatics, 331–48. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-1-4419-0485-0_21.

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Millians, Molly. "Learning Readiness." In Encyclopedia of Child Behavior and Development, 877–79. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_1631.

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Luther, Jordan. "Academic Readiness." In Encyclopedia of Child Behavior and Development, 10–13. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_22.

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Bender, Stacy L., Andy V. Pham, and John S. Carlson. "School Readiness." In Encyclopedia of Child Behavior and Development, 1297–98. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2506.

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Freeman, Nancy K., and Beth Powers-Costello. "Reconsidering Readiness." In Transitions to Early Care and Education, 137–48. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0573-9_12.

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Kagitcibasi, Cigdem. "School readiness." In Encyclopedia of psychology, Vol. 7., 180–82. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10522-072.

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Conference papers on the topic "Readiness"

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Scales, Christine, Stephen Okazawa, and Michael Ormrod. "The Managed Readiness Simulator: A force readiness model." In 2011 Winter Simulation Conference - (WSC 2011). IEEE, 2011. http://dx.doi.org/10.1109/wsc.2011.6147960.

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Long, Jennifer M. "Integration readiness levels." In 2011 IEEE Aerospace Conference. IEEE, 2011. http://dx.doi.org/10.1109/aero.2011.5747629.

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Al Alam, S. M. Didar, Dietmar Pfahl, and Guenther Ruhe. "Release Readiness Classification." In ESEM '16: ACM/IEEE 9th International Symposium on Empirical Software Engineering and Measurement. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2961111.2962629.

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4

Arisman, Teguh Wendy, and Eka Prihatin. "Situational Leadership Readiness." In 4th International Conference on Research of Educational Administration and Management (ICREAM 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210212.038.

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5

Akama, Yoko, and Ann Light. "Practices of readiness." In PDC '18: Participatory Design Conference 2018. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3210586.3210594.

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6

Bruno, Ilenia, Georges Lobo, Beatrice Valente Covino, Alessandro Donarelli, Valeria Marchetti, Anna Schiavone Panni, and Francesco Molinari. "Technology readiness revisited." In ICEGOV 2020: 13th International Conference on Theory and Practice of Electronic Governance. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3428502.3428552.

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Rahman, Hakikur. "E-government readiness." In the 1st international conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1328057.1328104.

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Nzaramba, Samuel, Rene Kabagamba, Aminata Garba, and Kate Chandler. "Drone readiness index." In 2017 ITU Kaleidoscope: Challenges for a Data-Driven Society (ITU K). IEEE, 2017. http://dx.doi.org/10.23919/itu-wt.2017.8246995.

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Afzal, Shazia, C. Rajmohan, Manish Kesarwani, Sameep Mehta, and Hima Patel. "Data Readiness Report." In 2021 IEEE International Conference on Smart Data Services (SMDS). IEEE, 2021. http://dx.doi.org/10.1109/smds53860.2021.00016.

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Yu, Jeanne C., Richard A. Wahls, Barbara M. Esker, Laurette T. Lahey, David G. Akiyama, Michael L. Drake, and Doug P. Christensen. "Total Technology Readiness Level: Accelerating Technology Readiness for Aircraft Design." In AIAA AVIATION 2021 FORUM. Reston, Virginia: American Institute of Aeronautics and Astronautics, 2021. http://dx.doi.org/10.2514/6.2021-2454.

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Reports on the topic "Readiness"

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Depew, E. G. Operational readiness and operational readiness review program plan. Office of Scientific and Technical Information (OSTI), October 1992. http://dx.doi.org/10.2172/262984.

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Nertney, R. Process operational readiness and operational readiness follow-on. Office of Scientific and Technical Information (OSTI), February 1987. http://dx.doi.org/10.2172/6698227.

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Rice, P. D. K-Reactor readiness. Office of Scientific and Technical Information (OSTI), December 1991. http://dx.doi.org/10.2172/10134593.

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Fittinghoff, D., M. May, and R. Shepherd. Test Readiness Diagnostics. Office of Scientific and Technical Information (OSTI), April 2004. http://dx.doi.org/10.2172/15014221.

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Rice, P. D. K-Reactor readiness. Office of Scientific and Technical Information (OSTI), December 1991. http://dx.doi.org/10.2172/5710917.

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Rash, Charles R. Joint Readiness Evaluated. Fort Belvoir, VA: Defense Technical Information Center, April 1995. http://dx.doi.org/10.21236/ada295155.

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Dewey, John T. Defense Readiness Reporting System: A Better Way to Measure Readiness? Fort Belvoir, VA: Defense Technical Information Center, March 2007. http://dx.doi.org/10.21236/ada469396.

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Bartlett, Terry. Information Assurance Readiness Assessment. Fort Belvoir, VA: Defense Technical Information Center, June 2000. http://dx.doi.org/10.21236/ada398815.

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Andreozzi, Greg. Army Readiness Issues Workshop. Fort Belvoir, VA: Defense Technical Information Center, June 2001. http://dx.doi.org/10.21236/ada399164.

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Feil, Michael W. Readiness System in Transformation. Fort Belvoir, VA: Defense Technical Information Center, April 2002. http://dx.doi.org/10.21236/ada401688.

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