Rozprawy doktorskie: „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 i 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
unrestricted

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Perkins, Pamela Iris. "Readiness in the basal reader". Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184532.

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This research is a content analysis of six recently published basal reader series, each of which begins with a readiness/priming sequence that starts with letters, words, connected strings of words, and a few pages of activities which might be considered general readiness. While this concept of readiness for reading reflects a word recognition view of reading, marketing promotions include eclectic statements regarding philosophy, materials, and methods which reflect an early childhood view of child development and meaning construction. Publishers imply that reading is a process of constructing meaning, but they supply materials for both students and teachers which neither encourage nor allow for meaningfulness. While descriptions of the series studied promise special and unique approaches to readiness, they are very similar to one another in every aspect of readiness. Each provides an overwhelming proportion of activities and workbook pages with the major instructional focus on letters and words. There are minor differences in connected text among the various series, but those differences are primarily in regard to the specific type of vowel control used. Considerations about the syntactic and semantic language systems follow the same formulae throughout the industry. Publishers of basal readers hire professional educators to quote research and lend credibility to their "scientifically" designed programs, but the published materials often contradict statements made by these professionals. While there is some indication in the manuals and promotional materials that suggest knowledge on the part of editors and authors concerning research in the areas of emergent literacy and psycholinguistic theory, there is little within the materials and methods that reflects this knowledge.

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Greener, Susan Linda. "Exploring readiness for online learning". Thesis, University of Brighton, 2008. https://research.brighton.ac.uk/en/studentTheses/4b53eb72-2f1e-4588-9d5e-86e570b3a74f.

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This research set out to discover why some Higher Education (HE) students adapted very quickly to online environments and showed excellent learning behaviours and outcomes, while others found many barriers to the same activity. Given the rapid spread of virtual learning environments (VLEs) in HE Institutions, HE teachers need clear ideas about how to prepare and support learners in these environments. If individual differences among students could be identified, which affected “readiness” for learning online, then this information could be used to develop appropriate support and prevent such differences working to disadvantage groups of students. The project explored the perspectives of a group of HE teachers who could speak from experience as 'early adopters' of VLEs for pedagogic purposes, in order to discuss the 'readiness' of students for learning in an online context. Research questions focussed on how teachers could manage transition and integration of online technologies within HE, and how they could identify variations in students' approaches to the technologies and mediate the less successful ones. A grounded analysis method was applied to transcripts of interviews with HE teachers with experience and enthusiasm for integrating online and face-to-face teaching and learning. The 'constant comparative' method was used to fragment the data and develop categories of ideas in relation to the research questions. The findings confirmed differences between traditional and online teaching and learning, affecting the approach of both teacher and student, but gave no support to the concept of 'readiness'. Conclusions focussed on the process of preparing students for learning with online technologies. Further outcomes related to the changing teacher's role and the impact of teachers' beliefs on the design and integration of online technologies. Detailed suggestions were produced for appropriate learner induction to enable a more positive engagement with online technologies. The potential plasticity of the online learning space is shown to offer opportunities for supporting diverse learning approaches.

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Ertan, Joakim. "Digital Readiness of Swedish Organizations". Thesis, KTH, Industriell ekonomi och organisation (Inst.), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-239930.

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This paper tries to measure the level of digital transformation among Swedish organizations. This is done through utilizing a maturity model and collecting data through an online questionnaire from 21 different organizations and measuring their digital readiness. The result seem to indicate that Swedish organizations have a been affected by digital transformation and have a slightly lower level of digitalization than foreign organizations.
I denna uppsats försöks den digitala transformationen mätas bland svenska organisationer. Detta gjordes genom att använda sig av en maturity/mongnadsmodell och samla data om 21 olika organisationer genom ett frågeformulär som publicerades online. Denna data användes sedan för att mäta organisationernas digitala mognad. Resultat indikerar att Svenska organisationer har blivit påverkade av den digitala transformerinen, dock är nivån av digital mognad något lägre än hos utländska organisationer.

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Mayer, Harry A. "First responder readiness : a systems approach to readiness assessment using model based vulnerability analysis techniques". Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2005. http://library.nps.navy.mil/uhtbin/hyperion/05Sep%5FMayer.pdf.

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Thesis (M.A. in Security Studies (Homeland Security and Defense) )--Naval Postgraduate School, September 2005.
Thesis Advisor(s): Ted Lewis. Includes bibliographical references (p.119-120). Also available online.

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Nilsson, Elin, Erica Palm i Liljenberg Sophia Fröberg. "Change Readiness : Exploring the Creation of Change Readiness Within Businesses for Change Towards Becoming More Sustainable". Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Företagsekonomi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44022.

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Background: There is a growing consensus that our world is facing substantial global challenges which can have devastating consequences for both planet and people. The call for change is clear and to shift the unsustainable trends, there must be an involvement by everyone, including business. However, there is a high risk of change initiative’s failure and one of the main reasons have considered to be employee resistance. One solution to change resistance is suggested to be change readiness, which has not received as much academic attention. The question that remains is how businesses, which account for major negative impacts on both planet and people, can create change readiness. Purpose: The purpose of this thesis is to explore how change readiness is created in the context of changes initiated to develop more sustainable businesses. Method: This thesis is a qualitative study with an exploratory nature where 21 interviews, representing 13 companies were conducted in order to collect the empirical data. Further, this thesis involves a comparative study of multiple case studies. Conclusion: The findings show that businesses are creating readiness for change towards becoming more sustainable by establishing various components including discrepancy, appropriateness, efficacy, principal support, personal valence and the affective component. These components are conveyed through the accompanying strategies, persuasive communication and active participation. Furthermore, education was found to be a strong influencer of change readiness for sustainable development. Nevertheless, change readiness as a concept is not consciously used by any of the companies represented in this thesis.

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Södergård, Björn. "Adherence and Readiness to Antiretroviral Treatment". Doctoral thesis, Uppsala University, Department of Pharmacy, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7282.

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Antiretroviral therapy places extraordinarily high demands on adherence, since non-adherence affects both individuals and society due to the spread of resistant viral strains. The aims of the thesis were to investigate the prevalence of adherence in Swedish HIV-infected patients, changes in adherence over time, and factors associated with adherence, including patients’ readiness to adhere. Further, to investigate the collaboration between nurses, doctors and pharmacists after the introduction of a HIV-clinic satellite pharmacy. Data were collected via two cross-sectional patient surveys in 1998 and 2002, qualitative interviews with health care personnel at a major HIV clinic, and a nation-wide, cross-sectional patient survey in 2003-2004.

The level of adherence improved from 28% in 1998 to 57% in 2002, possibly due to simplified treatment and a new multi-professional treatment model at the clinic. The proportion of adherent patients was 63% in the nationwide survey. Factors associated with adherence were high age, high quality patient-provider relationships, no drug or alcohol problems and shorter time on treatment.

A hypothesized structural equational model, using readiness and adherence as separate latent concepts, was tested and found to support readiness as a distinct factor influencing adherence.

The health care personnel believed that conventional pharmacies had several disadvantages in serving the HIV infected population. They found the HIV-clinic satellite pharmacy valuable, since it contributed to increased communication and trust between the health care professions, and improved teamwork in medication management.

In conclusion, the level of adherence increased over time, and several factors associated with adherence were identified. Improved collaboration between health care professionals may enhance treatment support, and increased attention should be given to interventions that focus on the individual’s readiness for behavioural change in order to optimize treatment outcomes.

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Agherdien, Nuraan. "Investigating student readiness for tertiary education". Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020593.

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Many tertiary institutions are confronted with the challenge of unprepared students. This epidemic is largely due to factors in and out of individuals‟ control. These factors include academic proficiency, course-student match, support and integration, financial stability, preparation, personal circumstances and engagement. The main objective of this study is therefore threefold: Firstly, to describe what student readiness entails; secondly to understand why there is a lack of readiness among first-year Human Resource Management students, and thirdly, to identify and improve upon interventions that prepare students for tertiary education. For this study student readiness refers to the ability of students to meet the basic requirements to successfully enrol for a course without remedial assistance and to successfully complete their studies in the recommended timeframe. The target population of this study focussed on students who registered on a full-time basis for the National Diploma in Human Resource Management for the academic year 2014 (n=117). A self-administered questionnaire was distributed to the students and an open-ended questionnaire additionally to the lecturers who teach first-year Human Resource Management students. The study was subjected to various statistical techniques such as Cronbach‟s alpha, t-tests, Pearson moment product correlation and Cohen‟s d. In doing so an improved insight into student readiness and success was developed. The main findings of the study indicated that there is a relationship between the type of schooling and readiness factors as statistical significance was noted. In addition, students who scored high on readiness factors were more likely to succeed in tertiary education. Moreover the number of interventions students is exposed to positively influence student readiness and success. This study has contributed to the body of knowledge which relates to the broader educational environment in South Africa and provides recommendations to address student readiness and success.

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Ennis, Tricia M. "The oculomotor readiness hypothesis, revisited again!" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ34358.pdf.

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Majumdar, WindyJoy Springs. "System of systems technology readiness assessment". Thesis, Monterey, Calif. : Naval Postgraduate School, 2007. http://bosun.nps.edu/uhtbin/hyperion-image.exe/07Sep%5FMajumdar.pdf.

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Thesis (M.S. in System Engineering Management)--Naval Postgraduate School, September 2007.
Thesis Advisor(s): Osmundson, John ; Mandelbaum, Jay. "September 2007." Description based on title screen as viewed on October 23, 2007. Includes bibliographical references (p. 137-140). Also available in print.

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Södergård, Björn. "Adherence and readiness to antiretroviral treatment /". Uppsala : Acta Universitatis Upsaliensis, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7282.

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Khan, Siffat Ullah. "Software outsourcing vendors' readiness model (SOVRM)". Thesis, Keele University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602968.

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CONTEXT - Offshore software development outsourcing (OSDO) is a modern business strategy for developing high quality software in low-wage countries at low cost. OSDO is a contract-based relationship between client and vendor organisations in which a c1ient(s) contracts out all or part of its software development activities to a vendor(s), who provides agreed services in return for remuneration. Vendor's readiness plays an important role in the successful outcomes of OSDO projects. OBJECTIVE - The objective of this thesis is to develop a software outsourcing vendors' readiness model (SOVRM) to help vendors for assessing and improving their readiness for OSDO activities. The SOVRM is primarily developed to assist OSDO vendor organisations. However, it is also beneficial to client organisations as client organisations can take benefit from this research by getting to know about the areas in which vendors can be assessed based on their own priorities. Moreover, clients can make a better informcd decision of their choice of OSDO vendors. In developing the SOVRM model, we considered other similar efforts addressing similar areas, specifically CMMI and ISO 9001. SOVRM has its distinctive and unique features that differentiate it from other models. Specifically, SOVRM is a comprehensive model focussing on assisting outsourcing companies in assessing their readiness for software development outsourcing. It is not a software process improvement model or standard such as CMMI and ISO 9001. Vendor companies which are CMMI or ISO 900 I certified may not be ready for software development outsourcing as the characteristics of CMMI and ISO 9001 is to improve the software development capabilities of companies instead of improving their outsourcing readiness. However, we included CMMI or ISO 900 I certification as one of the success factors defined in SOVRM.

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Kay, Louise. "School readiness : a culture of compliance?" Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/20433/.

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'School readiness' is at the forefront of current Early Childhood Educational policy and is seen politically as a way of narrowing the attainment gap and breaking the cycle of poverty, and preparing children for the formal learning of Year One. However, there is no clear definition of what 'school readiness' means for teachers and children. Without this in place the phrase is left open to interpretation and contradictions, resulting in key divisions between policymakers and the Early Childhood community as to what being 'school ready' means. Furthermore, when 'school readiness' is positioned within policy as 'academic readiness', conflicts and tensions arise between traditional Early Childhood pedagogical practices and the realities of working within a framework where there is a clear emphasis on Mathematical and Literacy outcomes. Viewed through a socio-constructivist lens, 'readiness for school' is seen as a fluid construct, dependent on the beliefs of those working with children. The aim of this research was to explore the beliefs of two Reception teachers using Cultural-Historical Activity Theory (CHAT) that acknowledges teachers as being part of a collective activity system. Within this methodological framework, teachers are seen as thinkers and actors whose purposes, values and knowledge are displayed within the activity systems they inhabit. The ways in which 'school readiness' was constructed through pedagogical practices were identified, and the tensions and contradictions that emerged between these practices and the beliefs of the teachers were explored in depth. An Internet survey questionnaire was used as a way of providing a broader understanding of teacher perceptions around constructs of ‘school readiness’. Interviews with the two participants were carried out to illuminate specific beliefs about 'school readiness', and to identify how teachers conceptualised the construction of 'school readiness' in the classroom. The analysis of these interviews focused on 'manifestations of contradictions' (Engeström & Sannino, 2011) within the data that highlighted tensions between beliefs, pedagogical practices, and curricular and assessment policy frameworks. The findings from the research illustrate the complexities of 'school readiness' as a transitional concept, and the reductionist nature of using the Good Level of Development (GLD) as a measure of 'school readiness'. Using 'school readiness' as a performativity and accountability measure serves to subjugate both teachers and children, and further marginalises already marginalised groups of children if they fail to reach the GLD. This study reiterates the importance of providing a clear definition with regards to what 'school readiness' means, and whether it refers to the institutional transition into school, or the curricular transition from Reception into Year One. The research also furthers the debate around the outcomes children are expected to reach by the end of Reception as a measure of 'school readiness', particularly those focusing on more instrumental skills such as Mathematics and Literacy.

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Teso, Giulia. "Exploring servitization readiness in manufacturing firms". Thesis, Cardiff Metropolitan University, 2017. http://hdl.handle.net/10369/9671.

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For commoditised and mature markets, where consumer expectations are rapidly changing, manufacturers have increasingly begun to consider services as an integrated part of their offering. The shift from goods production to service provision affects the way offerings are created, exchanged and promoted. Servitization is more than adding services to products; it is a cultural and organisational phenomenon. This thesis is an exploration of servitization readiness within manufacturing firms. It combines two broad concepts: design and readiness for service. Longitudinal design cases were developed with three manufacturing companies who had expressed an interest in growth through the development of services. The selected companies have traditionally been involved in goods production, and have recently started engaging with services in different ways. Barriers and drivers for the transition from product to service were identified within the literature review and used to inform in-depth interviews with the companies. The data was analysed and informed the development of a semi-structured questionnaire to be deployed with the firms for further information gathering. This research was used to develop a readiness framework. The readiness framework is an assessment tool that allows manufacturing companies to understand where they sit in the servitization journey. In doing so, it raises awareness of the nature of change needed for service implementation. The deployment of the readiness framework and companies’ feedback showed that the firms are at different stages in the servitization journey. In discussing the potential of service within the ii organisations, the main barriers in implementation stem from the lack of fully grasping the notion and the benefits of servitization. The readiness framework attempts to bridge previous studies and models offering companies a tool to understand the nature of change needed to undertake servitization. It raises awareness amongst firms that undertaking servitisation is not just about adding services to an existing product offer, but can significantly affect the internal culture, structure and practices.

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Evans, Katherine Louise. "Deconstructing 'readiness' in early childhood education". Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/27258.

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In the context of early childhood education, in England and internationally, ideas and practices of ‘readiness’ have been of interest within research, policy and practice for some time. Much critical research, scholarship and activism has focused on exploring developmental aspects of this phenomenon arguing for: more ‘appropriate’ standards of ‘readiness’ against which to judge children’s learning and development; closer relationships between schools, preschools and communities that produce culturally responsive concepts of ‘readiness’; and the critical examination of the relationship between early childhood and compulsory school education. Within this body of work there is significant emphasis on developing and articulating alternative ideas and approaches that can unsettle dominant, normalizing practices of teaching and learning. Within these critical explorations of ‘readiness’ however, there is an avenue of scholarship that, seemingly, is as yet unexplored – one that addresses the concept of ‘readiness’ itself and asks how it may be possible to conceptualize ‘readiness’ in a way that is consistent with, and responsive to, complex processes of teaching and learning. This is not just a shift in practice, or in policy narratives, but is an ontological and epistemological change – a reconceptualization of ‘readiness’ that takes as its starting point a fundamental assumption of the positive and productive force of difference, in learning and in life. This thesis explores the ontological and epistemological shifts required to move away from ideas of ‘readiness’ that attach progression to a mechanistically linear movement. It develops and articulates an approach that embraces the emergent and unpredictable nature of learning, from which a concept of ‘readiness’ emerges which works with open, non-linear and emergent dimensions of education as necessary aspects of the complex systems within which we work. The thesis works with the concept of a ‘diffractive methodology’, exploring the concept of ‘readiness’ through ideas and theories drawn from complexity theory, from the immanent philosophy of Deleuze, and Deleuze and Guattari, and through onto-epistemological ideas of materiality and the entanglement of matter and meaning explored in particular by Barad. Methodologically, this study works within the space opened up by recent developments within ‘post-qualitative’ approaches to research. Working with concepts of ‘sensation’ and ‘affect’ it engages critically with often taken for granted concepts and practices such as: assumptions concerning empirical/theoretical research; ideas of ‘data collection’ and ‘data analysis’; and the production of knowledge in and through experience. Deleuzian philosophy (among other influences) is approached in this methodological context as an open system, as opposed to a totalizing structure. Concepts including ‘sensation’ and ‘affect’ are approached as potentialities, the methodological value of which is affirmed through the ways in which they have been productively put to work in the context of this study in order to produce spaces in which it is possible to think and act in ways that challenge conventional structures. What is developed in this thesis is a concept of ‘readiness’ as an ‘active-affective-ethical-relation’, as opposed to a fixed and normalizing identity. It is argued that, through this reconceptualization of ‘readiness’ as a central concept within early childhood education, other taken for granted concepts are unsettled, in particular ideas and practices of assessment. In exploring these concepts, the original ideas produced within this thesis, in relation to both early childhood education and research methodology, aim to contribute to the creation of more ethical and inclusive spaces of early childhood education and educational research.

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Kruger, Jaco-Louis. "Digital forensic readiness for IOT devices". Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/73385.

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The Internet of Things (IoT) has evolved to be an important part of modern society. IoT devices can be found in several environments such as smart homes, transportation, the health sector, smart cities and even facilitates automation in organisations. The increasing dependence on IoT devices increases the possibility of security incidents in the physical or cyber environment. Traditional methods of digital forensic (DF) investigations are not always applicable to IoT devices due to their limited data processing resources. A possible solution for conducting forensic investigations on IoT devices is to utilise a proactive approach known as digital forensic readiness (DFR). This dissertation firstly aims to conduct a thorough review of the available literature in the current body of knowledge to identify a clear process that can be followed to implement DFR tailored for IoT devices. This dissertation then formulates requirements for DFR in IoT based on existing forensic techniques. The requirements for DFR in IoT give rise to the development of a model for DFR in IoT, which is then implemented in a prototype for IoT devices. The prototype is subsequently tested and evaluated on IoT devices that conduct proactive DFR in a simulation of a smart home system. Finally, the dissertation illustrates the feasibility of the DFR processes for IoT and serves as a basis for future research with regards to DFR in IoT. This dissertation will impact future research with regards to developing a standard for DFR in IoT.
Dissertation (MSc)--University of Pretoria, 2019.
Computer Science
MSc
Unrestricted

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Marks, Lori J. "Cause and Effect and Language Readiness". Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etsu-works/3701.

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Sien, Brian Patrick. "Bridging the Future to Postsecondary Readiness". PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1858.

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Continuing education advances society. For every student, our educational system should provide a seamless transition from one level to the next until a degree or certificate is earned that reflects a mastery of skills needed to secure employment. This helps prepare each individual for a successful life after exiting the educational system and greatly benefit our society. Today, however, many students graduating from high schools are not ready for a postsecondary education. Transitioning students from high school to college is a complex process that requires many different approaches. Students making this transition are finding it more difficult to enter and succeed at a higher level of education because of the complexity of this process. Preparing students for postsecondary options is critical for every student. Students from low-income families and some ethnic and racial minority groups are most dependent on the ability of their high school to prepare them properly for college success (Conley, 2010). In what ways can schools better prepare students for postsecondary success? This study focuses on the creation of a Postsecondary Readiness Guidebook (PRG) which provides a comprehensive approach to help educational leaders prepare students for postsecondary success. The guidebook uses a problem-based learning design and follows the research and development process. The guidebook was field tested by educational leaders in a K-12 public school though a workshop using a qualitative methodology. During the field-testing of the guidebook, data were collected through assessments, interviews with educators, and questionnaires completed by educational leaders at the school. Data were analyzed using inductive coding, facesheet coding, enumeration, and typology. The findings of the study reveal that using a guidebook with a comprehensive approach to postsecondary preparedness can help school leaders prepare students for postsecondary success. Educational leaders in the school collectively focused on best practices and programs aimed at preparing students for postsecondary options through the use and interaction of the PRG. The guidebook gave them a compass for which to navigate the complex process of preparing students for postsecondary success.

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Rosén, Josefin. "Evaluating Innovation Readiness - A Case Study". Thesis, KTH, Integrerad produktutveckling, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-245199.

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To remain competitive and create a sustainable business, Original Equipment Manufacturers (OEMs) need to develop both incremental and radical innovation. What many companies struggle with is to evaluate the potential of innovation initiatives. The development of products and innovations has over the years changed from a traditional technocentric view into a more human-centered view with the user’s desirability in focus. Also, the increased global competition and interest in business model innovation are forcing companies to verify the viability of the offering to their customers. While Technology Readiness Level (TRL) is an established tool for evaluating the technology, there are no holistic methods which also evaluates the readiness of the users and business. The purpose of this thesis was to review available theory and methods used for evaluating the potential and readiness of innovation initiatives and to develop a holistic methodology to link the business, user, and technology related innovation activities. The innovation readiness is a combination of business, user, and technology readiness. The study started with a literature study where existing methods were presented from the three aspects; business, user, and technology. Since many critical decisions are made in the front-end of the innovation, the focus in the study has been to identify methods in the early stages of the process. This thesis was performed in collaboration with Company X, a global equipment manufacturer which also was the main object in this study. The findings from a case study performed at Company X were verified by comparing the identified methods and processes used at five external companies. Data was gathered by conducting semi-structured interviews both at Company X and the external companies and finding were compared in a cross-case analysis. In general, the methods used at the OEMs are quite similar, and all manage to balance the three aspects; business, user, and technology. Based on the findings from the study of the companies and the literature review, a methodology framework is suggested which presents existing evaluating methods from the three aspects business, user, and technology.
För att förbli konkurrenskraftiga och för att skapa en hållbar affärsmodell behöver OEM:s utveckla både inkrementell och radikal innovation. Vad många företag arbetar hårt med är att utvärdera potentialen i innovationsinitiativ. Utvecklingen av produkter och innovationer har genom åren förändrats från en traditionell utveckling med tekniken i centrum till en mer användare-centrerad vy med fokus på användarens intresse av produkten. Dessutom har den ökade globala konkurrensen och intresset för affärsmodellinnovation har ökat intresset hos företagen att verifiera lönsamheten i deras erbjudanden till sina kunder. Medan TRL är ett etablerat verktyg för utvärdering av teknik finns det inga holistiska metoder som även utvärderar användarnas och företagets mognadsgrad och beredskapsnivå. Syftet med detta var att se över tillgänglig teori och metoder för att utvärdera potentialen och mognadsgraden av innovationsinitiativ och att utveckla en holistisk metod för att länka innovations aktiviteter relaterade till affär, användare och teknik. Mognadsgraden av innovation består av en kombination av affärens, användarens och teknikens mognadsgrad. Studien inleddes med en litteraturstudie där befintliga metoder presenterades från de tre aspekterna affär, användare och teknik. Fokus i studien har varit att identifiera metoder i de tidiga stadierna av processen då många kritiska beslut tas i början av innovationsprocessen. Detta examensarbete utfördes i samarbete med Företag X som är en global utrustningstillverkare och som även var huvudobjektet i denna studie. En fallstudie utfördes på Företag X och resultaten från studien verifierades genom att jämföra det med de identifierade metoder och processer som används på fem externa företag. Data samlades in genom att genomföra halvstrukturerade intervjuer både hos Företag X och de externa företagen och resultatet jämfördes i en tvärgående analys. Generellt sätt är metoderna som används hos OEM-tillverkarna ganska lika och alla lyckas balansera de tre aspekterna affär, användare och teknik. Baserat på resultaten från studien av företagen och litteraturundersökningen föreslås en metod som presenterar befintliga utvärderingsmetoder från de tre aspekterna affärer, användare och teknik.

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Lambert, Ellen L. "Building Social Self-Efficacy: Investigating How Refugee Adolescents Cultivate School Readiness Through a Summer Youth Readiness Program". Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363190015.

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Smith, Michael A. "The relationship between student-teacher ratio and academic readiness in West Virginia preschool programs". Huntington, WV : [Marshall University Libraries], 2001. http://www.marshall.edu/etd/descript.asp?ref=40.

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Pope, Janet M. "How do GEAR UP Program Experiences Support College Readiness| A Qualitative Narrative Multiple-case Study Exploring College Readiness". Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10002425.

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While the American dream could have different meanings for Americans today, one dream for many middle and high school students is to have the opportunity to attend college; however, a challenge facing students across the United States is that they are graduating from middle and high school unprepared to enter the postsecondary institution of their choice. Despite over thirty years of educational reform attempts since “A Nation at Risk” (1983) was published, there continues to be a growing concern that middle and high school graduates are not college and career ready (Choy, Horn, Nunez, & Chen, 2000; Conley, 2010; Jackson, 2009). Consequently, middle and high school students deemed college-eligible are often not college-ready. Students who are not in the top academic quartile in middle and high school may have aspirations of attending college, but often fail college entrance exams (Leonard, 2013). They contend that middle and high school graduation course requirements are often less than rigorous, or misaligned with courses necessary for college admission. Due to the lack of early academic preparation, students may need to take remedial courses once in college (Adelman, 1999). Public universities across the United States invest billions of dollars remediating about one-third of their incoming freshman, which in turn costs students more time and money (Bettinger & Long, 2009; Wimberly & Noeth, 2005). This study explores the fundamental distinctions of college readiness through the examination of a grant project received under the federal college-ready program, Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP). The study could reveal important information, which may bring about necessary changes in middle and high schools. By investigating how GEAR UP students describe their experiences with the project, as well as how these experiences contribute to college readiness, student voices and stories may benefit policymakers and administrators as they plan for academic and social supports for future middle and high school students.

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White, Scott A. "Constructive simulations - readiness enhancers or training distractors?" Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1998. http://handle.dtic.mil/100.2/ADA359505.

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Thesis (M.A. in international Security and Civil-Military Relations)--Naval Postgraduate School, December 1998.
"December 1998." Thesis advisor(s) Eyre, Dana P. ; Czranecki, Jonathan E. Includes bibliographical references (p. 81-82). Also available online.

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Li, Junhua Information Systems Technology &amp Management Australian School of Business UNSW. "E-health readiness assessment from EHR perspective". Publisher:University of New South Wales. Information Systems, Technology & Management, 2008. http://handle.unsw.edu.au/1959.4/42930.

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Many countries (especially developing countries) are plagued with critical healthcare issues such as chronic, infectious and pandemic diseases, a lack of basic healthcare programmes and facilities and a shortage of skilled healthcare workers. E-Health (healthcare based on the Internet technologies) promises to overcome some problems related to the reach of healthcare in remote communities. Electronic Health Record (EHR) (consisting of all diagnostic information related to a patient) forms the core of any E-Health system. Hence the success of an E-Health system is very much dependent on the success of the EHR systems. Although interest in automating the health record is generally high, the literature informs us that they do not always succeed in terms of adoption rate and/or acceptance, even in developed countries. The success of the adoption tends to be low for resource constrained (e.g. insufficient E-Health infrastructure) developing countries. As part of the effort to enhance EHR acceptance, readiness assessment for the innovation becomes an essential requirement for the successful implementation and use of EHR (and hence E-Health). Based on a thorough literature review, several research gaps have been identified. In order to address these gaps, this thesis (based on design science research methodology) presents E-Health Readiness Assessment Methodology (EHRAM). It involves a new E-Health Readiness Assessment Framework (EHRAF), an assessment process and several techniques for analysing the assessment data to arrive at a readiness score. The EHRAF (Model) integrates the components from healthcare providers?? and organisational perspectives of existing E-Health readiness evaluation frameworks. The process of EHRAM (Method) starts with the development of a set of hierarchical evaluation criteria based on EHRAF. This leads to the questionnaire development for data collection. The data is analysed in EHRAM using a number of statistical and data mining techniques. The instantiation part of the design science research involves an automated tool for the implementation of EHRAM and its application through a case study in a developing country.

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Barry, Irene Doyle. "Student and faculty readiness for distance education". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0031/MQ47435.pdf.

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Soltero-Ruiz, Erlinda E. "Kindergarten teachers' perceptions of students' readiness skills". Thesis, California State University, Fullerton, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3574081.

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Children need to be ready to enter kindergarten, or they may begin to fall further and further behind. The achievement gap may start prior to children entering kindergarten due to their lack of early learning opportunities. The purpose of this study was to examine the perceptions of kindergarten teachers regarding which readiness skills preschool children should master prior to entering kindergarten in order to be successful.

A literature review supports the variance in perceptions kindergarten teachers have in relation to readiness skills. The conceptual framework starts with a brief history of preschool programs. Following is a discussion regarding the benefits of preschool programs. Next is an overview of the rigor of kindergarten and the transition between preschool and kindergarten. Finally, what readiness skills children need in order to be successful in kindergarten will be reviewed.

This quantitative study surveyed 30 kindergarten teachers in a suburban school district with nine elementary schools. From these surveys, data were collected on kindergarten teachers' perceptions of the readiness skills needed. The results indicated that kindergarten teachers endorsed social-emotional skills as very important skills that should be taught prior to entering kindergarten. Directions for future research or implications for practice are discussed.

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Irannejad, Shahrzad. "Adolescent readiness for change and working alliance". Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79778.

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The present study examined the predictive ability of the stage model in the establishment of an alliance in adolescent counselling. The relationship between readiness for change and the three dimensions of the working alliance was also further explored. Fifty-one students between the ages of 14 and 18, who were seeking counselling in their schools, were recruited through two school boards in a large eastern Canadian city. The results provided empirical support for a relationship between adolescents' readiness for change and the quality of their working alliance. In comparison to students who were resistant to change, those who were ready to actively change were more likely to develop positive alliances with their counsellors, and were in more agreement with their counsellors on the goals and tasks of counselling. The theoretical and practical implications of these findings for counsellors and other researchers, limitations of this study, and future research directions are discussed.

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Shah, Naimatullah. "Determinants of employee readiness for organisational change". Thesis, Brunel University, 2009. http://bura.brunel.ac.uk/handle/2438/4460.

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Organisations are continually confronting challenges to remain competitive and successful, which compels organisations to regularly re-evaluate their strategies, structures, policies, operations, processes and culture. Managing change effectively is however a main challenge in the change management domain because of massive human involvement. Thus, managers and change agents are eager to know how to encourage and effectively prepare employees for change situation. The aim of this doctoral study was to examine the determinant of employee readiness for organisational change. The objectives were to investigate employee commitment to the organisation and career and social relationships factors in public sector higher educational institutions of Pakistan where various change reforms has been introduced recently. This empirical study proceeded by a systematic review of literature that led to development of a conceptual model. The data was collected from a sample of teaching employees by using a survey questionnaire. Data was analysed using descriptive statistics and exploratory factor analysis run on statistical package for social sciences and confirmatory factor analysis on the structural equation modelling as well as on applied analysis of moment structure to assess the model fit of the study and hypotheses testing. Results showed that independent variables (emotional attachment, feeling of pride, pay/wages/rewards, promotion, job satisfaction, job involvement and social relationships in the workplace) were positively and significantly correlated to the dependent variable (readiness for organisational change). However, two variables i.e. supervisor and peer relations, and training and skills development were not found positive and significant to the readiness for organisational change. This study has methodological limitations, as it is a cross sectional study that used a survey questionnaire only in public sector higher education sector. This study provides empirical evidence for employee readiness predictor variables for organisational change. This study may contribute to the literature on change management, particularly for Pakistan, and may assist the management, change agents and practitioners of human resources management and development, and organisational behaviour in assessing, designing and evaluating new or existing programmes for organisational change.

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Wolflin, Rosemary. "Understanding overloaded adults' readiness level for learning". Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1142403.

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The purpose of the study was to investigate adults who have excessive load or demands ("Overloaded Adults") and their readiness level for learning ("Readiness"). The study was intended to discover the relationship, if any, between Overloaded Adults' load and their Readiness, the reasons Overloaded Adults do not participate in particular educational activities, the percentages of Overloaded Adults in a range from "able and willing" to "neither able nor willing" to participate in various educational activities, the power sources Overloaded Adults identify as present or not present, and how Overloaded Adults' demographic characteristics relate to their load and Readiness.The sample in the study consisted of 60 Overloaded Adults. The researcher used a convenience sampling of available passersby walking on downtown sidewalks in four Indiana cities who were willing to stop and complete the written survey, which consisted of two parts: the Type E Stress Inventory developed by Harriet B. Braiker and a questionnaire developed by the researcher. The researcher also conducted 21 tape-recorded telephone interviews. The researcher analyzed the data using the Pearson correlation coefficient statistic and a scatter plot, tallies and percentages, observations, and interview responses incorporated into a profile and description of general themes.The researcher discovered that the majority of adults (77%) walking on downtown sidewalks on Saturdays were Overloaded Adults. Further, the researcher found, unlike McClusky's theory of margin, that there was likely no relationship between Overloaded Adults' load and Readiness and that Overloaded Adults with a surplus of power over load were not necessarily more likely to learn than Overloaded Adults with a surplus of load over power. The researcher also found 1) at least 30 inhibiting conditions or situations that shaped Overloaded Adults' perceptions of their readiness to learn, 2) Overloaded Adults were very willing and somewhat able to participate in various educational activities, 3) Overloaded Adults had numerous available sources of power, and 4) Overloaded Adults with particular demographic characteristics were at high risk for not being ready to learn. Based on these and other findings in the study, the researcher developed a Model for Understanding Overloaded Adults' Readiness Level for Learning.
Department of Educational Leadership

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Hatch, William Decker, i Lori Danette Swinney. "Physical readiness testing of surface warfare officers". Thesis, Monterey, California. Naval Postgraduate School, 1991. http://hdl.handle.net/10945/26692.

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This study focused on the appropriateness of the Navy's physical readiness test (PRT), particularly as it applies to surface warfare officers (SWOs). Physical requirements of fleet SWOs were addressed through two separate surveys and an extensive literature review. Differences in fleet PRT requirements and physical requirements set fourth by SWO accessions sources were also examined. Further review of literature allowed for evaluation of the individual components that currently comprise the PRT, in addition to possible alternatives. Methods of body fat measurement were also presented. Finally, situations which lead to difficulties in the administration of the PRT were assessed, including deployments, scoring of the PRT, medical waivers, and attitudes and perceptions of Navy members concerning the PRT. Based on information obtained in these areas, recommendations were made for changes in accession requirements, PRT component, and PRT administration

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Alatorre, Briza, Jason Bickford, Richard Cruise, Stacie Jue, Masato Taniguchi, Felipe Tolentino, Hai Tonthat i Jack White. "Increasing Fleet Readiness through Improved Distance Support". Monterey, California. Naval Postgraduate School, 2013. http://hdl.handle.net/10945/32892.

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The Navy has developed Distance Support tools to support specific naval systems. These tools often do not facilitate knowledge retention and reutilization; to resolve this problem, a Data Aggregation System (DAS) was recommended to aggregate and integrate data to improve fleet readiness. A systems engineering (SE) process, derived from the 2009 Department of Defense (DoD) SE Model, was used to develop the DAS. Based on past Navy lead Distance Support studies and completed surveys, the team determined the stakeholders needed a data aggregation system that provides 1) easily accessible data, 2) high quality information, 3) current data, 4) well organized information, and 5) information reported on demand. The team conducted requirements analysis to trace and prioritize the system requirements to stakeholders needs. The requirements were then mapped to functions. The high level system functions identified were 1) obtain data, 2) process data, 3) analyze data, 4) report data, and 5) display data. An analysis of Alternatives (AoA) using gap analysis yielded two feasible solutions, 1) modify the Engineering and Supportability Decision System (ESDS) and 2) develop a new system. The results of cost and risk recommended the modified ESDS solution. The solution architecture was documented using Vitechs CORE software suite.

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CALDEIRA, THARCISIO ALEXANDRINO. "READINESS AND ACCEPTANCE IN SERVICES: MOBILE PAYMENTS". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27412@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
Esta pesquisa teve como objetivo investigar os principais fatores que influenciam a adoção e uso de tecnologias no setor de serviços, mais especificadamente no setor de serviços financeiros. O arcabouço teórico permitiu a definição de construtos cognitivos e afetivos para a elaboração do modelo conceitual. Além disso, este modelo incluiu construtos de elevada importância para o consumo de serviços financeiros, como Confiança e Risco Percebido. Por fim, o construto de Prontidão para a Tecnologia, desenvolvido por Parasuraman e Colby (2014) foi adicionado ao modelo, a fim de analisar a influência da predisposição individual em relação às tecnologias em geral, enquanto antecedente dos demais construtos. Os dados da pesquisa foram obtidos por meio de uma survey online, que foi respondida por 402 estudantes ou recém-formados de cursos de graduação e pós-graduação. O modelo final da pesquisa, denominado Modelo de Prontidão e Aceitação de Mobile Payments, indicou que a Prontidão para a Tecnologia exerce maior influência sobre os aspectos cognitivos do que sobre os afetivos, indicando que a prontidão auxilia significativamente o processo racional de avaliação da tecnologia. Além disso, os resultados indicaram que o construto de Utilidades e Vantagens Percebidas exerceu a maior influência sobre a Atitude, seguido pela Confiança e pela Apreciação da Qualidade Percebida, confirmando que os aspectos cognitivos são predominantes no processo de decisão quanto ao uso de serviços financeiros. Por fim, o Risco Percebido apresentou uma influência negativa, mas de pequena magnitude, sobre a Intenção de Uso. O Modelo de Prontidão e Aceitação de Mobile Payments foi capaz de explicar cerca de 76 porcento da Atitude e 68 porcento da Intenção em relação ao uso de tecnologias, mostrando-se um modelo com boa capacidade preditiva e de contribuição relevante para a literatura de aceitação de tecnologias.
This research aimed to investigate what factors influence the adoption and use of technologies in services, more specifically in the financial services sector. The theoretical framework allowed the definition of cognitive and affective constructs for the preparation of the conceptual model. Furthermore, this model also includes constructs with high relevance for consumption of financial services, like Trust and Perceived Risk. Finally, the Technology Readiness construct, developed by Parasuraman and Colby (2014), was added to the model in order to analyze the influence of individual predisposition in relation to technology in general, as an antecedent of the other constructs. Data was collected via an online survey, which was answered by 402 students or recent graduated of graduate and post-graduate courses. The final model, named Model of Readiness and Acceptance of Mobile Payments, indicated that the Readiness Technology has stronger effects on cognitive aspects than on the affective aspects, indicating that readiness significantly assists the rational evaluation process about the use of technologies. Furthermore, the results indicated that the Perceived Usefulness and Advantage construct has the strongest effect over Attitude, followed by Trust and by Enjoyment of Perceived Quality, confirming that the cognitive aspects are predominant in decision-making regarding the use of financial services. Finally, Perceived Risk had a negative but very little effect over Intention. The Model of Readiness and Acceptance of Mobile Payments was able to explain about 76 percent of Attitude and 68 percent of Intention, showing itself a model with good predictive capability and presenting significant contribution to the literature of acceptance of technologies.

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Backe, Sarah. "School Readiness in an Early Childhood Population". Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104149.

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Thesis advisor: Mary E. Walsh
School readiness at kindergarten is an important predictor of children's future academic success (Duncan et al., 2007). While early pre-academic and behavioral skills are important for all students, there is considerable inequality in students' levels of readiness at the start of school (Coley, 2002; Lee & Burkam, 2002; Razza, Martin & Brooks-Gunn, 2010; Ryan, Fauth, & Brooks-Gunn, 2006; Welsh, Nix, Blair, Bierman & Nelson, 2010), and research has pointed to a range of out-of-school and poverty-related factors that contribute to these inequalities (Coley, 2002; Dearing, 2008; Foster, 2002; Hill, 2001; Razza et al., 2010; Ryan et al., 2006). This study utilizes relational developmental systems theory (Lerner, 2006; 2011) to examine the individual and contextual factors that co-act dynamically to shape and predict student outcomes. Specifically, this study extends the body of research on early child development by examining the factors that predict school readiness skills within a sample of 521 young children preparing to enter the first grade from urban early education programs. Multilevel regression models indicate that student characteristics, classroom characteristics, and peer contexts each predict students' school readiness scores, and that the interactions among these variables make unique contributions to the prediction of school readiness scores as well. Implications for theory, policy, and practice are discussed along with recommendations for future research
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology

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Rosas, João Almeida das. "Assessing organizations collaboration readiness: a behavioral approach". Doctoral thesis, Faculdade de Ciências e Tecnologia, 2008. http://hdl.handle.net/10362/3983.

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Dissertation presented at the Faculty of Sciences and Technology of the New University of Lisbon to obtain the degree of Doctor in Electrical Engineering, specialty of Robotics and Integrated Manufacturing
This thesis presents an approach for assessing organizations‘ readiness to collaborate. This assessment is based in three fundamental aspects, namely (1) on collaboration preparedness, which aims at assessing whether a partner has adequate collaboration-related character traits; (2) on competencies fitness which is predominantly aimed at assessing how well an organization is able to use its competencies in a collaboration context; and (3) on willingness to collaborate, which is a concept applied to assess whether an organization is, or is not, really interested to engage in concrete collaboration opportunities. The proposed approach contributes to the formation of improved collaborative networks, increasing their likelihood of success. The principal characteristic of the model lies in the fact that it follows a behavioral perspective. As such, collaboration preparedness is based on the idea of the organizations‘ character, traits and behavioral patterns. Competencies fitness is in turn based on the so-called soft competencies, exploring the performance influences/effects of the soft competencies on the hard ones in a collaboration context. Finally, willingness to collaborate is based on the organization‘s planned behavior, attitudes and intentions that are perceived in/from a partner. The work involved in the conceptualization of readiness to collaborate includes the utilization of text data mining to discover the behavioral aspects, namely the collaboration-related organization‘s traits which are relevant for assessing collaboration readiness. Bayesian belief networks are proposed as a way to deal with the underlying uncertainty in assessing collaboration readiness. A soft versus hard competencies dichotomy is used to develop the concept of competencies fitness, proposing the adjusted competencies profile and the fitness level, as the way to assess whether a partner‘s competencies fit in a collaboration opportunity. The Theory of the Planned Behavior is adapted from social sciences and used in organizations in collaboration contexts. Various modeling experiments were performed to assist in the development of this readiness concept. The validation through some cases of partnerships is proposed to evaluate the underlying collaboration readiness assessment model.

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Wharton, Leigh. "Investment readiness in the North of England". Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/investment-readiness-in-the-north-of-england(d218d6eb-a9c2-496e-8196-6b72e9934593).html.

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Investment readiness (IR) is a process to prepare the management teams and investment propositions of early stage, high growth businesses to access and receive equity funding from investors, both Venture Capital Funds and high net worth individuals, termed business angels. Formal policy to introduce IR was formed in the UK in the late 1990s by the incumbent Labour government. The academic literature suggesting a delivery model was put forward in 2001, acting as the basis for the regional venture capital fund regimes which started investing soon afterwards. Since 2001, there has been an evolution in the structure and delivery of these investment readiness programmes. In more recent times, the nature of business support is being affected by the change in the regional government structures, the move from Regional Development Agencies to Local Enterprise Partnerships and in the transformation driven by the UK exiting the European Union. This thesis researches the changes and drivers of change, since that start period, identifying and evaluating the historical and current practices of investment readiness across the North of England. The research methods access agents throughout the process through case studies and elite interviews. The identification and quantification of the selection funnel model, an accepted concept for investment practitioners but overlooked in the academic literature, allows for a new template for IR programme structures by designing the content of the IR programme to assist in overcoming the stage gate decision points in the process. The research identifies that current IR programmes have a success rate of 3% through the funnel and this measure is a valid and relevant way of monitoring improvements in IR, a target of 10% would be a practical benchmark based on the research in this project. IR programmes need to be designed and delivered with a specific investor type in mind. Those programmes targeted at a specific end user are more successful in progressing through the investorsâ selection funnel than outputs from a more general programme. The role of an intermediary not only brings trusted deal flow into investors but also provides some balance to the knowledge asymmetry between the management team and the investor whilst providing technical knowledge where this is lacking from the team; typically finance, governance and aspects of negotiating the investment deal. The main drivers for change are the cost of delivery of intensive IR activity from a public sector perspective which removes funding from more main stream business support. At the same time, the evidence is that the private sector models of investment readiness do not work as a sustainable, profitable business therefore limiting the number of investment propositions that pass through private initiatives. It is concluded that IR policy should be to provide localised support by ring-fencing monies within funds to deliver IR that targets specific investment needs, engages with practitioners in delivery and is customised to meet the needs of the investment process of the target investor. The academic and policy guidance in structuring the delivery of IR programmes has provided sound direction over the years but has had limited impact on the practitioners in the field. The research in this project has demonstrated only limited alignment of investment readiness activity in the North of England with the range of proposals over the last decade and more.

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Kebande, Victor Rigworo. "A Novel Cloud Forensic Readiness Service Model". Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/66140.

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The ubiquity of the cloud has accelerated an abundance of modern Information and Communication Technology (ICT)-based technologies to be built based on the cloud infrastructures. This has increased the number of internet users, and has led to a substantial increase in the number of incidents related to information security in the recent past, in both the private and public sectors. This is mainly because criminals have increasingly used the cloud as an attack vector due to its prevalence, scalability and open nature. Such attacks have made it necessary to perform regular digital forensics analysis in cloud computing environments. Digital Forensics (DF) plays a significant role in information security by providing a scientific way of uncovering and interpreting evidence from digital sources that can be used in criminal, civil or corporate cases. It is mainly concerned with the investigation of crimes that are supported by digital evidence. Furthermore, DF is conducted for purposes of uncovering a potential security incident through Digital Forensic Investigations (DFIs). There is always some degree of uncertainty when cyber-security incidents occur in an organisation. This is because the investigation of cyber-security incidents, as compared to the investigation of physical crimes, is generally still in its infancy. Unless there are proper post-incident response and investigating strategies in place, there will always be questions about the level of trust and the integrity of digital forensic evidence in the cloud environment. The impact of cyber-security incidents can be enormous. Much damage has already been experienced in many organisations and a disparity between cyber-security incidents and digital investigations lies at the origin of where an incident is detected. Organisations need to reach a state of Digital Forensic Readiness (DFR), which implies that digital forensic planning, preparation must be in place, and that organisations can implement proper post-incident response mechanisms. However, research study on science and theories focused on the legal analysis of cloud computing has come under scrutiny because there are several constitutional and statutory provisions with regard to how digital forensic evidence can be acquired from Cloud Service Providers (CSPs). Nevertheless, for Digital Forensic Evidence (DFE) to satisfy admissibility conditions during legal proceedings in a court of law, acceptable DF processes should be systematically followed. Similarly, to enable digital forensic examination in cloud computing environments, it is paramount to understand the technology that is involved and the issues that relate to electronic discovery. At the time when this research thesis was being written, no forensic readiness model existed yet that focused on the cloud environment and that could help cloud-computing environments to plan and prepare to deal with cyber-security-related incidents. The aim of this research study is therefore to determine whether it is possible to achieve DFR in the cloud environment without necessarily having to modify the functionality and/or infrastructure of existing cloud architecture and without having to impose far-reaching architectural changes and incur high implementation costs. Considering the distributed and elastic nature of the cloud, there is a need for an easy way of conducting DFR by employing a novel software application as a prototype. In this research thesis, therefore, the researcher proposes a Cloud Forensic Readiness as a Service (CFRaaS) model and develops a CFRaaS software application prototype. The CFRaaS model employs the functionality of a malicious botnet, but its functionalities are modified to harvest digital information in the form of potential evidence from the cloud. The model digitally preserves such information and stores it in a digital forensic database for DFR purposes. The experiments conducted in this research thesis showed promising results because both the integrity of collected digital information and the constitutional and statutory conditions for digital forensic evidence acquisition have been maintained. Nevertheless, the CFRaaS software application prototype is important because it maximises the use of digital evidence while reducing the time and the cost needed to perform a DFI. The guidelines that have been used while conducting this process comply with ISO/IEC 27043:2015, namely Information Technology - Security techniques - Incident investigation principles and processes. The ISO/IEC 27043 international standard was used in this context to set the guidelines for common incident investigation processes. Based on this premise, the researcher was able to prove that DFR can be achieved in the cloud environment using this novel model. Nevertheless, the proposed CFRaaS concept prepares the cloud to be forensically ready for digital forensic investigations, without having to change the functionality and/or infrastructure of the existing cloud architecture. Several CFRaaS prototype implementation challenges have been discussed in this research thesis from a general, technical and operational point of view. Additionally, the researcher could relate the challenges to existing literature and eventually contributed by proposing possible high-level solutions for each associated challenge.
Thesis (PhD)--University of Pretoria, 2017.
University of Pretoria-UP Postgraduate Doctoral Research Award
UP Research Support
Special International Research Award
Computer Science
PhD
Unrestricted

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46

Heath, Hayden Lee. "Assessing Program-Readiness for Dental/Medical Tolerance". Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505149/.

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Many clients with developmental and/or intellectual disabilities (ID/DD) do not tolerate routine medical or dental procedures and may require intrusive interventions, including restraint of various types (i.e. chemical, mechanical, physical, etc.) during appointments. Graduated exposure, or stimulus fading, along with reinforcement for compliance, have been shown to increase cooperation and tolerance in some clients; however, many do not respond to these types of interventions. Nine participants diagnosed with ID/DD recieved compliance/tolerance training for routine medical or dental procedures. Results of these interventions were evaluated in the context of several potential indices of readiness, such as medical diagnoses, level of disability, and presence of challenging behavior, among others. Several of the variables appeared to be correlated with program responsiveness; however, a larger sample will be necessary to draw definitive conclusions. Client characteristics and past assessments (anecdotals, preference assessments, terminal probes, and survey data) were evaluated. The analytical framework developed for this analysis may be useful to future researchers and clinicians as a model for assessing readiness for tolerance training programs.

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Baker, Derek Allen. "School Psychologists' Suicide Prevention and Intervention Readiness". Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1592305345170071.

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Göransson, Johanna, i Sofi Glas. "AI-READINESS : En kvalitativ fallstudie i skogsindustrin". Thesis, Umeå universitet, Institutionen för informatik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-183674.

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Organizations in all industries have reached a transition point because of the rapid development of digital technology. Digitalization and AI has therefore become the driving force for transformation within today's organizations to remain competitive in the digital era. The forest industry is no exception. However, digital transformation through AI within organizations is synonymous with high complexity and the forestry industry faces unique challenges to overcome because of the industry's traditional approach and the corporate culture that comes with it. This approach creates challenges for technology to be able to take an active and leading role. Problems that can emerge with digital transformation are one of the most important topics that have been researched for a long time. But few studies have examined digital transformation through AI in the forestry industry. Against this background, the purpose of this study is to analyze the barriers that can inhibit AI-Readiness in the forest industry. To answer our research question, we have used a qualitative case study with semi-structured interviews. The semi-structured interviews are based on the framework Technological Frames which intends to examine interpretation about information technologies. The results shows that barriers that can inhibit AI-Readiness exist which can be linked to organizational culture, user experiences and IT-strategies.

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Ponce-Lugo, Elizabeth. "Obstacles to college readiness| A case study". Thesis, University of Phoenix, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10259510.

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The specific problem was that 32.7 percent of graduates from a large Texas high school did not receive sufficient non-curricular support and failed to be ready for college (Moore et al., 2010; Texas Education Agency, 2012c). The purpose of this exploratory single case study was to examine teachers’ perceptions of non-curricular aspects influencing college readiness for first generation college-bound students at a large Texas high school, and to explore how teachers might help increase college readiness and overcome the barriers towards college readiness. The central research question was: How do teachers in a Texas high school perceive the non-curricular aspects influencing college readiness? The participants were 14 teachers with five to thirty-five years of experience. Data were collected by face-to-face interviews and NVivo 11 was used for data analysis. The major themes were (a) the lack of support and encouragement from parents, (b) parents’ lack of education, (c) sibling’s and relative’s lack of education, (d) parents’ poor financial status and (e) students’ English language problems. Educational leaders should understand that the cost of a lack of college readiness would not only affect students and parents, but also impact American society and taxpayers. Creating programs and interventions that would minimize or eliminate the non-academic obstacles to college readiness is an essential task that must be undertaken. Leaders might consider the creation of these programs and interventions as a priority. Future research was recommended.

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Evans, Sonya G. Davis John Wheeler Matthew. "An Analysis of School-to-Work Readiness". Thesis, Saint Louis University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10280663.

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In an age of accountability, schools worked harder than ever to standardize and measure their curriculum, instruction, and assessment to improve student learning. Yet, despite all the efforts made to increase the rigor and the learning of students to compete in the workplaces of the twenty-first century; the gap of career readiness seems to have gotten wider (DeYoung, 1989). The problem is students graduating from high school today in America are not adequately prepared to enter the work force without additional training. This is a serious problem for employers, as well as, a challenge to hire competent employees to compete in a global economy.

The researchers read books, articles, and journals to identify what skills employers considered employability skills and deemed essential and critical for workplace success. The literature provided foundational knowledge of the types of skills educators deemed essential and important for work readiness. The researchers analyzed which skills employers needed graduates to possess and what was being done in Kansas City area high schools to ensure students graduate ready for employment; in particular, the acquisition of applied skills and academic skills. This was accomplished by surveying high school principals and conducting interviews with district leaders in the Kansas City area. Graduates need more skills, in particular, applied skills to be successful in the workplace and employers need more skilled employees to compete in a domestic and global economy; both entities look to the American high school for the pre-employment training needed to be successful in the 21st century. The research literature was clear: graduates need more applied skills: critical thinking, the ability to collaborate, and communication skills emerged as the most important. To this end it is recommended that: Schools should provide more the rigor and the relevance in the instructional opportunities students experience in school; establish a credible work readiness credential for high school graduates; provide more access to pre-career opportunities for more students to differentiate and customize an educational experience to meet their individual needs; increase career awareness and an individualized plan of study for each student; and adjust diploma requirements for high school graduation to require credits in applied skills.

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