Gotowe bibliografie tematyczne / Goal attainment

Spis treści

  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji
  6. Raporty organizacyjne

Gotowa bibliografia na temat „Goal attainment”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 9 czerwca 2025

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Artykuły w czasopismach na temat "Goal attainment"

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Brown, Phil. "Goals and Goal Attainment:." Journal of Independent Social Work 4, no. 1 (December 5, 1989): 19–35. http://dx.doi.org/10.1300/j283v04n01_03.

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Stamatogiannakis, Antonios, Amitava Chattopadhyay, and Dipankar Chakravarti. "Attainment versus maintenance goals: Perceived difficulty and impact on goal choice." Organizational Behavior and Human Decision Processes 149 (September 19, 2018): 17–34. https://doi.org/10.5281/zenodo.2840086.

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We argue that individuals monitor and evaluate attainment and maintenance goals differently. Attainment goalsfeature a salient current-end state discrepancy that is processed more than the corresponding match for maintenancegoals. For maintenance goals, for which a salient discrepancy is absent, contextual influences on goalsuccess/failure receive more processing than for attainment goals. Thus, objectively more difficult attainmentgoals may be judged as easier than maintenance goals, when they feature sufficiently small discrepancies, orwhen context information is unfavorable. Study 1 establishes this core effect. Study 2 shows that thought listingscapturing the relative processing of the current-end state discrepancy (match) and context information mediateperceived goal difficulty. Study 3 shows that the favorability of context information moderates the effect. Study4 establishes joint difficulty evaluations as a boundary condition. Studies 5 and 6 (and Appendix B) show thatsuch goal difficulty judgments affect consequential goal choices in real-world financial, workplace, and shoppingsituations.
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King, Gillian A., Janette McDougall, Robert J. Palisano, Janet Gritzan, and Mary Ann Tucker. "Goal Attainment Scaling." Physical & Occupational Therapy In Pediatrics 19, no. 2 (January 2000): 31–52. http://dx.doi.org/10.1080/j006v19n02_03.

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King, Gillian, Janette McDougall, Robert Palisano, Janet Gritzan, and Mary Ann Tucker. "Goal Attainment Scaling." Physical & Occupational Therapy In Pediatrics 19, no. 2 (February 23, 2000): 31–52. http://dx.doi.org/10.1300/j006v19n02_03.

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Reid, Alison, and Rosemary Chesson. "Goal Attainment Scaling." Physiotherapy 84, no. 3 (March 1998): 136–44. http://dx.doi.org/10.1016/s0031-9406(05)66518-2.

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Maloney, F. Patrick. "Goal Attainment Scaling." Physical Therapy 73, no. 2 (February 1, 1993): 123. http://dx.doi.org/10.1093/ptj/73.2.123.

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Fegert, J. M., M. Kölch, R. Kleinrahm, N. Spröber, and L. Fischer. "Goal Attainment Scaling." Nervenheilkunde 31, no. 12 (2012): 939–43. http://dx.doi.org/10.1055/s-0038-1628255.

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ZusammenfassungIm stationären und ambulanten psychotherapeutischen Setting werden qualitätssichernde Maßnahmen zunehmend gefordert, um die erheblichen gesellschaftlichen Kosten rechtfertigen zu können; es ist ein Anliegen, Behandlungen zunehmend auf ihre Effektivität hin zu untersuchen. Dabei muss geklärt werden, welche Kriterien für die Wirksamkeit angelegt und mit welchen Methoden diese erfasst werden. Meist kommen standardisierte Selbst- und Fremdbeurteilungsinstrumente zum Einsatz, die ökonomisch angewendet werden können. Individuelle Ziele von Patienten, die während der Behandlung erreicht wurden, werden dadurch teilweise nur unzureichend erfasst. Das Goal Attainment Scaling (GAS) stellt eine Methode dar, mit deren Hilfe das Erreichen konkreter, individueller persönlicher Ziele im Verlauf einer Intervention gemessen werden können. Vorteil gegenüber der rein qualitativen Befragung ist, dass gleichzeitig mittels standardisierter Werte eine Vergleichbarkeit über verschiedene Personen und Treatments hinweg gemacht werden kann. In verschiedenen Therapiestudien konnte gezeigt werden, dass das GAS in Kombination mit standardisierten Fragebögen eine wertvolle, effektive und ökonomische Bereicherung der wissenschaftlichen Qualitätssicherung und Evaluationsforschung darstellt.
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LEWIS, ALFRED B., JAMES H. SPENCER, GRETCHEN L. HAAS, and ANTHONY DiVITTIS. "Goal Attainment Scaling." Journal of Nervous and Mental Disease 175, no. 7 (July 1987): 408–18. http://dx.doi.org/10.1097/00005053-198707000-00004.

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Borgen, Ida M. H., Solveig L. Hauger, Marit V. Forslund, Ingerid Kleffelgård, Cathrine Brunborg, Nada Andelic, Unni Sveen, et al. "Goal Attainment in an Individually Tailored and Home-Based Intervention in the Chronic Phase after Traumatic Brain Injury." Journal of Clinical Medicine 11, no. 4 (February 12, 2022): 958. http://dx.doi.org/10.3390/jcm11040958.

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Traumatic brain injury (TBI) is a heterogeneous condition with long-term consequences for individuals and families. Goal-oriented rehabilitation is often applied, but there is scarce knowledge regarding types of goals and goal attainment. This study describes goal attainment in persons in the chronic phase of TBI who have received an individualized, SMART goal-oriented and home-based intervention, compares goal attainment in different functional domains, and examines indicators of goal attainment. Goal attainment scaling (GAS) was recorded in the intervention group (n = 59) at the final session. The goal attainment was high, with 93.3% increased goal attainment across all goals at the final session. The level of goal attainment was comparable across domains (cognitive, physical/somatic, emotional, social). Gender, anxiety symptoms, self-reported executive dysfunction, and therapy expectations were indicators of goal attainment. These results indicate a potential for the high level of goal attainment in the chronic phase of TBI. Tailoring of rehabilitation to address individual needs for home-dwelling persons with TBI in the chronic phase represents an important area of future research.
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Lamberechts, Luc. "Cycle and Goal-Attainment." Cultural Dynamics 8, no. 3 (November 1996): 251–61. http://dx.doi.org/10.1177/092137409600800302.

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Rozprawy doktorskie na temat "Goal attainment"

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Prestwich, Andrew John. "The use of implementation intentions in promoting goal attainment." Thesis, University of Leeds, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396925.

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Lindh, Ida. "An Entrepreneurial Mindset: Self-Regulating Mechanisms for Goal Attainment." Doctoral thesis, Luleå tekniska universitet, Innovation och Design, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-63105.

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Comprised of a cover story and five separate but interrelated articles, this dissertation explores entrepreneurial learning. By connecting multiple theoretical perspectives, reviewing extant literature, using four qualitative datasets, and building theory inductively, the articles explain components to and mechanisms of entrepreneurial learning. This dissertation is one of the first to explore the essence of entrepreneurial learning by incorporating non-entrepreneurs and entrepreneurs simultaneously, cognitive processes, and contextual variables.  Learning lies at the core of entrepreneurship, and scholars have even argued that a theory of entrepreneurship requires a theory of learning. The literature suggests that experiences in the context of entrepreneurship triggers entrepreneurial learning, and that such learning relates to achieving ambitious goals, the discovery of new opportunities and better overall performance. Entrepreneurial learning has also been highlighted in contexts outside entrepreneurship and as a mean to fostering future entrepreneurs and developing people’s entrepreneurial attributes and characteristics. The idea is that entrepreneurship is a way of thinking and acting and that entrepreneurial learning can be of use to anyone, even to those lacking entrepreneurial experience. Entrepreneurial learning literature, both inside and outside the context of entrepreneurship, emphasizes triggers of entrepreneurial learning, but does not recognize components that enable those triggers to be recognized and acted on and the underlying mechanisms that distinguish entrepreneurial learning from other types of learning. This gap makes it difficult to assess what entrepreneurial learning is and how it can be enhanced for both entrepreneurs and people preparing for entrepreneurship. This dissertation explains how and why entrepreneurial learning can be understood as a simultaneous and active regulation of cognition, motivation, and emotions to achieve goals. This elaboration captures core components and the mechanism of entrepreneurial learning, and illustrates how it can be understood and enhanced in various contexts.
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Stimson, Tierra Starr. "The precursors and outcomes of goal choice and attainment." Diss., [Riverside, Calif.] : University of California, Riverside, 2009. http://proquest.umi.com/pqdweb?index=0&did=1957340971&SrchMode=2&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1269886969&clientId=48051.

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Thesis (Ph. D.)--University of California, Riverside, 2009.<br>Includes abstract. Available via ProQuest Digital Dissertations. Title from first page of PDF file (viewed March 23, 2010). Includes bibliographical references. Also issued in print.
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Solley, Elizabeth Anne. "Improving Consistency of Goal Attainment to Increase Physical Activity." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5314.

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Researchers have successfully increased physical activity with self-monitoring, goal setting, and feedback. Goal attainment is a crucial part of what makes goal setting successful; however, it is often unreported in the literature or implied that goals were not reached consistently. A potential way to achieve this consistency is to create an action plan, or a detailed account of exactly how and when the individual will engage in the desired physical activity to reach his or her goal. This study evaluated whether making a detailed action plan would allow individuals to reach their physical activity goals more consistently than when using goal setting and self-monitoring alone. Action planning increased goal attainment for all participants but only resulted in increased physical activity for 2 of 3 participants. Future research should replicate this study to validate these findings and further explore methods for improving the success of goal setting as an intervention.
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Russ, Sam. "Trainee therapist goal conflict and its relationship to perceptions of goal attainment and occupational stress." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10043319/.

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Aims: Therapist goals likely emerge from competency frameworks and also personal values and interests, which might not be consistent with each other. Research provides substantial evidence of associations between goal conflicts, reduced psychological well-being, and goal success. If goal conflict is a factor negatively influencing therapist well-being, it could also impede their delivery of high quality care. This study aims to explore these possibilities. Method: The study recruited 52 trainee Clinical Psychologists. A semi-structured interview was employed to identify therapists’ goals followed by a goal conflict matrix. The Maslach Burnout Inventory was used to measure occupational stress. Therapist goals were also coded as ‘lower-order’ (more concrete ‘doing’ goals), or ‘higher-order’ (more abstract ‘being’ goals), based on a commonly used goal characteristic framework. Results: Significant associations were found between higher-order goal facilitation and increased Professional Accomplishment, and, between increased goal ambivalence and perceived difficulty attaining goals. Consistent with the literature, findings were understood within a hierarchical model of goal conflict, whereby conflicts at higher levels are most detrimental to well-being. Conclusion: The findings suggest that when psychologists experience conflict between their more abstract motives, values and needs, they are likely to experience burnout. And when experiencing mixed motivations about goals, are more likely to experience difficulty attaining them. The implications that targeting goal conflicts may be conducive to the professional well-being and potential effectiveness of clinicians are discussed. However, the study was underpowered, and some findings were only found significant at p < .05, requiring caution when interpreting.
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Salm, Ruthann J. "Designing a goal attainment scale for students with emotional disabilities." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998salmr.pdf.

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Coetsee, Gert Christiaan. "Doelwitbereiking deur prestasiebestuur / Chris Coetsee." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1681.

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Mccart, James A. "Goal Attainment On Long Tail Web Sites: An Information Foraging Approach." Scholar Commons, 2009. http://scholarcommons.usf.edu/etd/3686.

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This dissertation sought to explain goal achievement at limited traffic “long tail” Web sites using Information Foraging Theory (IFT). The central thesis of IFT is that individuals are driven by a metaphorical sense of smell that guides them through patches of information in their environment. An information patch is an area of the search environment with similar information. Information scent is the driving force behind why a person makes a navigational selection amongst a group of competing options. As foragers are assumed to be rational, scent is a mechanism by which to reduce search costs by increasing the accuracy on which option leads to the information of value. IFT was originally developed to be used in a “production rule” environment, where a user would perform an action when the conditions of a rule were met. However, the use of IFT in clickstream research required conceptualizing the ideas of information scent and patches in a non-production rule environment. To meet such an end this dissertation asked three research questions regarding (1) how to learn information patches, (2) how to learn trails of scent, and finally (3) how to combine both concepts to create a Clickstream Model of Information Foraging (CMIF). The learning of patches and trails were accomplished by using contrast sets, which distinguished between individuals who achieved a goal or not. A user- and site-centric version of the CMIF, which extended and operationalized IFT, presented and evaluated hypotheses. The user-centric version had four hypotheses and examined product purchasing behavior from panel data, whereas the site-centric version had nine hypotheses and predicted contact form submission using data from a Web hosting company. In general, the results show that patches and trails exist on several Web sites, and the majority of hypotheses were supported in each version of the CMIF. This dissertation contributed to the literature by providing a theoretically-grounded model which tested and extended IFT; introducing a methodology for learning patches and trails; detailing a methodology for preprocessing clickstream data for long tail Web sites; and focusing on traditionally under-studied long tail Web sites.
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Frace, Kristen Jessica. "Goal attainment scaling to determine effectiveness of school psychology practicum students." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=1002.

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Lanza, Elizabeth M. "Establishing faculty expectations regarding an alumni survey : an application of goal attainment scaling /." Click for abstract, 1998. http://library.ctstateu.edu/ccsu%5Ftheses/1495.html.

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Thesis (M.A.) -- Central Connecticut State University, 1998.<br>Thesis advisor: Dr. Marc Goldstein. "...in partial fulfillment of the requirements for the degree of Master of Arts in Psychology." Includes bibliographical references (leaves 28-31).
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Książki na temat "Goal attainment"

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J, Kiresuk Thomas, Smith Aaron 1930-, and Cardillo Joseph E, eds. Goal Attainment Scaling: Applications, theory, and measurement. Hillsdale, N.J: L. Erlbaum Associates, 1994.

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Sillince, J. A. A. There is more to emotion than goal attainment. Sheffield: Sheffield University, School of Management, 1992.

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Tobbell, Jane. Goal Attainment Scaling for people with learning disabilities. Bicester: Winslow, 1997.

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Tandon, Ajay. Measuring efficiency of macro systems: An application to millennium development goal attainment. Manila: Asian Development Bank, 2005.

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Okeke, B. S. Quality management and national goal attainment in education: The case of Nigeria : an inaugural lecture. Port Harcourt: University of Port Harcourt Press, 2001.

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Okeke, B. S. Quality management and national goal attainment in education: The case of Nigeria : an inaugural lecture. Port Harcourt: University of Port Harcourt Press, 2001.

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Bulgaria), Meditsinska akademiia (Sofia, ed. Bulgaria's road to health for all: An outline of the strategy of the People's Republic of Bulgaria for the attainment of the goal of health for all by the year 2000. Sofia: Medicina i Fizkultura, 1987.

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Bhattacharya, Sonali, V. G. Venkatesh, and Samir Ranjan Chatterjee, eds. Responsible Corporate Leadership Towards Attainment of Sustainable Development Goals. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-1386-8.

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Kogi, State College of Education School of Vocational and Technical Education National Conference Ankpa Nigeria). Vocational and technical eduction and the attainment of national educational goals. Kaduna: Euneekes and Associates, 2009.

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Torimiro, Dixon O. Contribution of African universities to the attainment of the MDGs: A synthesis of mobilizing regional capacity initiative project reports. Accra-North, Ghana: Association of African Universities, 2015.

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Części książek na temat "Goal attainment"

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Chapleau, Ann. "Goal Attainment Scaling." In Assessments in Occupational Therapy Mental Health, 527–36. 4th ed. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003522645-38.

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Maher, Charles A. "Evaluating Goal Attainment." In Developing and Sustaining Sport Psychology Programs, 128–43. New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429326523-20.

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Sirgy, M. Joseph. "Goal Implementation and Attainment." In Social Indicators Research Series, 177–85. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-015-9904-7_12.

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Shogren, Karrie A., and Michael L. Wehmeyer. "Goal Setting and Attainment." In Development of Self-Determination Through the Life-Course, 237–50. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-024-1042-6_18.

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Shelby, Roger. "Model Speech 090: Goal Attainment." In Executives Lifetime Library of Model Speeches for Every Situation, 315–16. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003572947-111.

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Wahl, Sonja. "Einführung in das Goal Attainment Scaling." In Psychotherapie: Fort- & Weiterbildung, 47–63. Berlin, Heidelberg: Springer Berlin Heidelberg, 2025. https://doi.org/10.1007/978-3-662-70256-7_7.

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Tucker, Peter. "Goal Setting and Goal Attainment Scaling in Child Neuropsychological Rehabilitation." In Neuropsychological Rehabilitation of Childhood Brain Injury, 151–70. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137388223_8.

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Wehmeyer, Michael L., and Karrie A. Shogren. "Goal Setting and Attainment and Self-regulation." In Handbook of Positive Psychology in Intellectual and Developmental Disabilities, 231–45. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59066-0_16.

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Heinz, Manfred, Hildegard Schuth, and Wolf-Rüdiger Minsel. "Goal-Attainment-Scaling Erfahrungen Im Kontext Einer Familienpsychotherapie." In Familienforschung in Psychiatrie und Psychotherapie, 121–41. Berlin, Heidelberg: Springer Berlin Heidelberg, 1986. http://dx.doi.org/10.1007/978-3-642-71433-7_6.

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Ruble, Lisa, and John McGrew. "Goal Attainment of Students with ASD Using COMPASS." In Encyclopedia of Autism Spectrum Disorders, 1–7. New York, NY: Springer New York, 2020. http://dx.doi.org/10.1007/978-1-4614-6435-8_102447-1.

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Streszczenia konferencji na temat "Goal attainment"

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Oguntona, Olusegun A., Keamogetswe Maluleke, Clinton O. Aigbavboa, and Opeoluwa Akinradewo. "Benefits of Green Building Collaborative Networks Towards the Attainment of Sustainable Development Goals in South Africa." In 2024 International Conference on Science, Engineering and Business for Driving Sustainable Development Goals (SEB4SDG), 1–7. IEEE, 2024. http://dx.doi.org/10.1109/seb4sdg60871.2024.10630153.

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Videla, Hector A. "Contribution of the Cyted Network XVc. to the Development of Biocorrosion Knowledge in Ibero-America." In CORROSION 1998, 1–5. NACE International, 1998. https://doi.org/10.5006/c1998-98291.

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Abstract The Ibero-American Program for Scientific and Technological Development (CYTED) is an international multilateral program created in 1984 within a framework agreement ratified by the 21 Ibero-American countries. The program contains 16 different international subprograms covering a broad spectrum of scientific and technological fields. As a part of the CYTED Subprogram XV (Corrosion and environmental impact on materials) the Ibero-American Research Network XV.c (BIOCORR) on Biocorrosion and Biofouling in Industrial Systems, has been contributing since 1993 to the dissemination of knowledge in the field, with the participation of 10 different countries. To illustrate its attainments, the network contents, background, main goals and transference actions are successively described in this article. The recent English edition of the Practical Manual of Biocorrosion for the Industry, is also presented.
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"DECISION-MAKING AND PROBLEMATIC GOAL ATTAINMENT." In International Psychological Applications Conference and Trends. inScience Press, 2023. http://dx.doi.org/10.36315/2023inpact096.

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Forghani, M. A., M. Seyed-Esfahani, M. Rashidinejad, and H. Farahmand. "Transmission Expansion Planning using Goal Attainment & GA." In 2007 Large Engineering Systems Conference on Power Engineering. IEEE, 2007. http://dx.doi.org/10.1109/lescpe.2007.4437358.

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Dhakar, Bharti, and Laxmi Srivastava. "Goal Attainment method for solving reactive power dispatch." In 2016 IEEE 6th International Conference on Power Systems (ICPS). IEEE, 2016. http://dx.doi.org/10.1109/icpes.2016.7584178.

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Ravikumar, N., Chandra ShekarBesta, and M. Chidambaram. "Multivariable control of unstable systems by goal attainment method." In 2017 Trends in Industrial Measurement and Automation (TIMA). IEEE, 2017. http://dx.doi.org/10.1109/tima.2017.8064806.

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Paape, Björn, Iwona Kiereta, Christoph Maus, Johanna Ruppert, Daniel Meyer, Andreas Kemper, Philipp Stopka, and Timo Beste. "Different Methods of Lesson Closure: Their Impacts on Learning Goal Attainment." In 38. mednarodna konferenca o razvoju organizacijskih znanosti. Unviersity of Maribor Press, 2019. http://dx.doi.org/10.18690/978-961-286-250-3.58.

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Aznaoui, Hanane, Arif Ullah, Said Raghay, and Layla Aziz. "Advanced GAF routing protocol using the goal attainment method in WSN." In NISS2021: The 4th International Conference on Networking, Information Systems & Security. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3454127.3456581.

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Hoffman, Alexander, Ulf Schlichtmann, and Daniel Mueller-Gritschneder. "MuNAS: TinyML Network Architecture Search Using Goal Attainment and Reinforcement Learning." In 2024 13th Mediterranean Conference on Embedded Computing (MECO). IEEE, 2024. http://dx.doi.org/10.1109/meco62516.2024.10577909.

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Li, Yafang, Michelle Carter, and Robert Crossler. "Fitness Technology and Exercise Engagement: How Technology Affordances Facilitate Fitness Goal Attainment." In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2023. http://dx.doi.org/10.24251/hicss.2023.367.

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Raporty organizacyjne na temat "Goal attainment"

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Perzanowski, Dennis, Alan C. Schultz, Elaine Marsh, and William Adams. Goal Tracking and Goal Attainment: A Natural Language Means of Achieving Adjustable Autonomy. Fort Belvoir, VA: Defense Technical Information Center, January 1999. http://dx.doi.org/10.21236/ada434931.

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Little, Bonnie. Outcome evaluation of medical care utilizing Goal attainment scaling. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2801.

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Kilber, Steven. The application and evaluation of goal attainment scaling to the Janis drug treatment program. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1816.

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David, Uttal, Katherine James, Steven McGee, and Phillip Boda. Laying the Foundation for a Spatial Reasoning Researcher-Practitioner Partnership with CPS, SILC, and The Learning Partnership. Northwestern University, September 2021. http://dx.doi.org/10.51420/report.2020.1.

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The goal of this project was to explore how explicit instruction in spatial reasoning in primary grades can contribute to reductions in variation in STEM outcomes for low-income, minority students in the Chicago Public Schools (CPS). Our project focused on the persistent gender, racial and ethnic, and socioeconomic inequalities in STEM educational and career achievement and attainment. Our approach to addressing this problem was guided by research evidence that much of the variation in STEM outcomes for these groups can be explained by spatial reasoning abilities. Importantly, spatial reasoning skills can be improved through practice, but are rarely explicitly taught in the classroom. The spatial reasoning needs and opportunities identified by this work are relevant to CPS in that they focus on the prevalent science, math, and computer science curricula currently used in CPS K-2 instruction. As such, our findings provide specific, actionable guidance for the development of curricular supports that infuse explicit spatial reasoning instruction.
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Dudenbostel, Tobias. Supporting researchers under threat in today’s Academia. Lessons learnt from the evaluation of the Philipp Schwartz Initiative. Fteval - Austrian Platform for Research and Technology Policy Evaluation, April 2022. http://dx.doi.org/10.22163/fteval.2022.552.

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The Philipp Schwartz Initiative (PSI) is a relatively new program of the Alexander von Humboldt Foundation (AvH) that was launched in 2016 in close cooperation with the Federal Foreign Office. PSI enables universities and other research institutions in Germany to host foreign scientists who are exiled, displaced, and threatened by war and persecution in their own countries. As Philipp Schwartz fellows they are entitled to continue their research for a period of two years. Technopolis Austria was tasked with an evaluation of the first four selection rounds of PSI. The evaluation aimed at taking stock of program implementation, collecting interim results, assessing goal attainment and to provide recommendations to further improve the program. The program aimed at developing structures within organisations hosting threatened researchers, at integrating fellows into research to increase career perspectives, as well as at raising awareness and at sharing information and facilitate networking within German Academia. To our knowledge, this was the first evaluation of a comparable initiative.
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Le, Cindy, Elizabeth Davidson Pisacreta, and James Ward. Setting a North Star: Motivations, Implications, and Approaches to State Postsecondary Attainment Goals. Ithaka S+R, June 2019. http://dx.doi.org/10.18665/sr.311539.

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Ward, James Dean, Jesse Margolis, Benjamin Weintraut, and Elizabeth Davidson Pisacreta. Raising the Bar: What States Need to Do to Hit Their Ambitious Higher Education Attainment Goals. Ithaka S+R, February 2020. http://dx.doi.org/10.18665/sr.312647.

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Canto, Patricia, ed. Benchmarking foundations and their role in advancing sustainable development goals. Universidad de Deusto, 2022. http://dx.doi.org/10.18543/tcwm8040.

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Constellations of organisations are important partners in the implementation of the 2030 Agenda and the achievement of all SDGs (EU, 2021; UNGC, 2021). The EU and the UN consider that private foundations have a role to play in fulfilling these goals. They are organisations that can make a contribution through funding and by using their potential to mobilise actors involved. Although they are recognised as having a role in reaching the SDGs, there is little work on how these foundations can be stronger players in the attainment of these goals. This benchmarking report extends existing knowledge of the practices that foundations engaged in connection with the 2030 Agenda and the SDGs, so that these practices can inspire and/or stimulate the reflection of third-party foundations that are seeking to improve their performance in relation to the SDGs.
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Espinoza, Daniel, Michael Griffith, Dion Burns, and Patrick M. Shields. Federal and State Resources for Students Experiencing Homelessness. Learning Policy Institute, February 2023. http://dx.doi.org/10.54300/546.264.

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Approximately 1.3 million public school students in the United States were identified by their schools or districts as experiencing some form of homelessness in 2019–20. The housing instability faced by these students is associated with a range of acute needs, including transportation, food insecurity, health care, and emotional and mental health. These challenges have negative impacts for student learning and are associated with lower academic achievement and attainment. This report reviews major federal and state sources of funding for students experiencing homelessness. It finds that federal funding is insufficient to achieve the goals of federal law and is unevenly distributed. Further, only four states provide dedicated funding to support students experiencing homelessness. It also examines federal and state funding for supporting students experiencing homelessness and offers recommendations to increase investments for and support students experiencing homelessness.
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Withers, Clare, Diana Dill, Jeanann Haas, Kathy Haines, and Berenika Webster. Library Impact Research Report: A Toolkit for Demonstrating and Measuring Impact of Primary Sources in Teaching and Learning. Association of Research Libraries, December 2022. http://dx.doi.org/10.29242/report.pitt2022b.

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As part of ARL’s Research Library Impact Framework initiative, a team from the University of Pittsburgh Library System addressed how special collections support teaching, learning, and research. This project developed a toolkit that allows measurement of impact of engagement with primary sources. The University of Pittsburgh (Pitt) initially worked with University of California, Irvine (UCI) to develop student learning outcomes based on the ACRL/RBMS–SAA Guidelines for Primary Source Literacy and used a logic model framework to identify three types of outcomes: initial (attainment of new skills and knowledge), intermediate (behavioral change), and long-term (change in status). Pitt studied two successive cohorts of their Archival Scholars Research Awards (ASRA), a semester-long undergraduate scholarship program that matches each student with a University of Pittsburgh Library System (ULS) librarian/archivist and a Pitt faculty mentor to engage in an in-depth research project. Next, Pitt refined, expanded, and tested the toolkit for use in class visits to assess student learning and archivist/librarian performance in supporting instructor learning goals. The mapping and assessment toolkit Pitt developed may be applied to teaching with primary sources across different disciplines and institutional settings.
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