Дисертації з теми "Maturity and Readiness"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-36 дисертацій для дослідження на тему "Maturity and Readiness".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте дисертації для різних дисциплін та оформлюйте правильно вашу бібліографію.
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.
Повний текст джерелаI 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.
Eadie, Robert W. J. "E-Procurement capability maturity model for analysing the E-readiness of UK construction organisations." Thesis, University of Ulster, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515887.
Повний текст джерелаMoolman, Hermanus Barend. "e-Readiness of warehouse workers : an exploratory study." Thesis, University of Pretoria, 2007. http://hdl.handle.net/2263/24723.
Повний текст джерелаThesis (PhD (Curriculum Studies))--University of Pretoria, 2007.
Curriculum Studies
unrestricted
Hassan, Asma Abdullah. "Framework to assess the level of readiness for TQM implementation in girls' secondary schools in Saudi Arabia." Thesis, Cranfield University, 2016. http://dspace.lib.cranfield.ac.uk/handle/1826/12416.
Повний текст джерелаDatsenka, Rastsislau Verfasser], and Karl [Akademischer Betreuer] [Kurbel. "Client's Readiness for IT Offshoring in Germany: A Model of Maturity, Capability and Business-IT Alignment / Rastsislau Datsenka. Betreuer: Karl Kurbel." Frankfurt (Oder) : Universitätsbibliothek der Europa-Universität Viadrina Frankfurt, 2014. http://d-nb.info/1054294976/34.
Повний текст джерелаLärkfors, Selinn, and Carolina Svedlund. "Vätgasdrivna arbetsmaskiners tekniska mognad : Dagens etableringsmöjligheter och potentiella tillämpningar i Gävleborgs framtida vätgassamhälle." Thesis, Högskolan i Gävle, Miljövetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-36557.
Повний текст джерелаBurning of fossil fuels is the biggest cause of increased greenhouse gas (GHG) emissions into the atmosphere, which in turn leads to climate change. The European Union expresses climate change as an existential threat and aims to make Europe a climate-neutral continent by 2050. Non-road machinery vehicles (NMV), which are usually powered by diesel, are an energy-intensive type of vehicle during usage that in 2016 accounted for 6% of Sweden's total GHG emissions. Hydrogen can be an alternative fuel to diesel or other fossil fuels in order to reduce the emissions that originate from NMVs. The aim of this study is to draw attention to the role of NMVs in a conversion to hydrogen operation and to spread knowledge about what a conversion would mean for today's users of work machines. This is done by highlighting possible establishment in the present of five selected hydrogen powered NMVs and illustrate them in a future hydrogen society. The NMVs included in the study are wheel loaders, snow groomers, street sweepers, tractors and counterbalanced forklifts. The method consists of a simplified literature review in combination with personal communication and an adaptation of the tool Technology Readiness Level (TRL) in order to assess technical maturity. The results show that there are establishment opportunities in the present in various forms for all NMVs in Gävleborg based on TRL. Hydrogen powered counterbalanced forklifts and street sweepers are both sufficiently mature technologies to be established directly in the market through purchasing. Hydrogen powered wheel loaders, tractors and snow groomers are still under development and can therefore be established in the region through research and further development or after product launch. The selected hydrogen powered NMVs can operate in a future hydrogen society similarly to fossil-fueled NMVs but with benefits such as less environmental impact, vibrations and noise which in turn entails less maintenance needs with associated costs. There are opportunities already today to accelerate a change, not only in Gävleborg but throughout Sweden. The selected NMVs are active in industries that correspond to large parts of the Swedish business community, a transition to hydrogen operation can therefore be of great importance for a national reduction of GHG emissions. There is great potential, especially for players in the industry, to establish their own hydrogen production and thereby become self-sufficient in hydrogen intended for NMVs. This could be one of the radical changes that, according to the EU, are needed to achieve the goal of accomplishing climate-neutrality by 2050.
Erasmus, Myrtle. "Riglyne vir 'n perseptueel-motoriese intervensieprogram om die leergereedheid van Graad-R-leerders te verhoog / Myrtle Erasmus." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8458.
Повний текст джерелаThesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2012
Costa, Hugo Câmara. "Cognitive, behavioral and familial associations of reading acquisition and academic achievement : a population-based longitudinal study from kindergarten to middle school." Thesis, Paris 5, 2014. http://www.theses.fr/2014PA05H115.
Повний текст джерелаLongitudinal studies starting during kindergarten provide an appropriate method to investigate the child- and environmental-level factors that account for children's reading and academic achievement later in their educational trajectories. In France, studies designed to follow-up children longitudinally from kindergarten onwards remain scarce. An epidemiological study started in 2001 in the Urban Community of Creusot Montceau (Saône-et-Loire, France) sought initially to identify the factors associated with children's reading acquisition and academic achievement from preschool (3-6 years) to the middle of elementary school (Grade 3, 8-9 years). The PhD project reported here aimed to extend the original design of data collection to the end of middle school (Grade 9, 14-15 years) spanning a 10-year follow-up period in the general population. This work aimed to investigate the specific contributions of child-level factors (cognitive-academic skills, behavior problems) and environment-level factors (sociodemographic and family characteristics) for children's subsequent reading acquisition at the end of elementary school (Grade 5), as well as academic achievement at the end of middle school (Grade 9). The samples of analysis comprised 829 kindergarteners in the 2001-2002 school year (Cohort 1, 90% of the initial sample) followed through the end of middle school (Cohort 1, 2010-2011 school year) and 812 kindergarteners in the 2003-2004 school year (Cohort 3), from which a sub-sample of 154 participants was followed through the end of elementary school (2008-2009 school year). At kindergarten, assessment included measures of children's cognitive-academic and behavioral skills, as well as family background characteristics. Outcome measures were composed of children's results in the national evaluations performed at the end of middle school for Cohort 1 ("Diplôme National du Brevet") and of children's scores in standardized measures of word reading achievement at the end of elementary school for Cohort 3 (ODEDYS, Jacquier-Roux, Valdois & Zorman, 2002). The results indicated that children's phonological processing skills, letter knowledge and attentive behavior were the most robust predictors of word reading achievement at Grade 5. In addition, parental reports of familial antecedents of reading difficulties also contributed to predict word reading at Grade 5 and were specifically associated with both reading difficulties and inattention behavior at this grade level. At Grade 9, children's oral language skills, letter knowledge, short-term verbal memory, perceptual reasoning (non-verbal cognitive ability) and attentive behavior at kindergarten predicted significantly the outcome measure of general academic achievement at Grade 9, together with parental educational level and family structure. Moreover, results indicated the influence of several family characteristics referring to father's nationality, type of early childcare, language-based bedtime routines and familial antecedents of reading difficulties as risk factors for children's subsequent academic underachievement. The present work contributes to the extant literature regarding the child- and family-level factors associated with subsequent reading acquisition and academic achievement from kindergarten to elementary and middle school. Importantly, these results allowed the identification of novel familial risk factors that influence negatively children's subsequent academic trajectories. These findings have important implications regarding the child and family factors that should be targeted during kindergarten in order to prevent children's subsequent reading and academic difficulties and to promote adequate intervention strategies early in children's educational trajectories
Hajoary, Pinosh Kumar. "Industry 4.0 Maturity and Readiness Assessment: A case of a Manufacturing Organization." Thesis, 2021. https://etd.iisc.ac.in/handle/2005/5198.
Повний текст джерелаClaims, Ivan Prins. "Proposing a maturity assessment model based on the digital forensic readiness commonalities framework." 2013. http://hdl.handle.net/11394/3235.
Повний текст джерелаThe purpose of the study described in this thesis was to investigate the structure required to implement and manage digital forensic readiness within an enterprise. A comparative analysis of different digital forensic readiness frameworks was performed and, based on the findings of the analysis, the digital forensic readiness commonalities framework (DFRCF) was extended. The resultant structure was used to design a digital forensic readiness maturity assessment model (DFRMAM) that will enable organisations to assess their forensic readiness. In conclusion, both the extended DFRCF and the DFRMAM are shown to be validated by forensic practitioners, using semi-structured interviews. A qualitative research design and methodology was used to perform a comparative analysis of the various digital forensic readiness frameworks, to comprehend the underlying structures. All the participant responses were recorded and transcribed. Analysis of the findings resulting from the study showed that participants mostly agreed with the structure of the extended DFRCF; however, key changes were introduced to the extended DFRCF. The participants also validated the DFRMAM, and the majority of respondents opted for a checklist-type MAM. Digital forensic readiness is a very sensitive topic since organisations fear that their information might be made public and, as a result, increase their exposure to forensic incidents and reputational risk. Because of this, it was difficult to find participants who have a forensic footprint and are willing, able, and knowledgeable about digital forensic readiness. This study will contribute to the body of knowledge by presenting an original, validated DFRCF and DFRMAM. Practitioners and organisations now have access to non-proprietary DFRMAM.
Porogo, Keneilwe Margret. "A strategic framework for digital preservation capability maturity readiness in the context of e-government in the public service in Botswana." Thesis, 2020. http://hdl.handle.net/10500/27542.
Повний текст джерелаInformation Science
D. Litt. et Phil. (Information Science)
Naidoo, Balendran. "An evaluation of school readiness in an informal settlement." Diss., 2000. http://hdl.handle.net/10500/17556.
Повний текст джерелаEducational Studies
M. Ed. (with specialisation in Guidance and Counselling)
Krejčová, Kristýna. "Dynamický přístup k pedagogicko-psychologické diagnostice a intervenci v mateřské škole." Doctoral thesis, 2013. http://www.nusl.cz/ntk/nusl-328689.
Повний текст джерелаSuravarapu, Venkata Satyanarayana Reddy, and Nithin Santhosh Kanthaswamy. "Benefits and Challenges of implementing the Manufacturing Readiness Level (MRL) matrix in the automotive manufacturing industry : A Case Study with Volvo Group Trucks Operations." Thesis, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-445566.
Повний текст джерелаMartins, Maria Manuela Lopes Rente Pina. "Maturidade e prontidão para a leitura:estudos de validade com o teste ABC de Lourenço Filho = Maturity and readiness for reading : validation studies with the ABC Lourenço Filho test." Master's thesis, 2010. http://hdl.handle.net/10316/15614.
Повний текст джерелаAnalisou-se a maturidade e prontidão para a leitura numa amostra de crianças que iniciavam a sua escolarização numa escola da periferia de Lisboa. Em simultâneo, foi nossa intenção estudar alguns dos principais precursores da aprendizagem da leitura e a validade preditiva de um teste de maturidade para a leitura. Na prossecução desses objectivos, adoptou-se uma metodologia de cariz longitudinal. Num primeiro tempo aplicámos o Teste ABC de Lourenço Filho, as Matrizes Progressivas Coloridas de Raven e um questionário aos professores. Num segundo tempo, após oito meses de ensino da leitura, aplicámos o Teste de Avaliação da Precisão e Fluência de Leitura: O REI (Carvalho, 2007) e um segundo questionário preenchido pelos professores. Os resultados revelam que existe uma relação positiva e estatisticamente significativa tanto entre os resultados do teste ABC alcançados no início do ano lectivo e os resultados do teste O REI no final do ano escolar, como entre os Testes ABC e O REI e as MPCR; existe uma baixa percentagem de alunos (4%) que obteve bons resultados no teste ABC e baixos desempenhos no teste O REI (falsos positivos) e 0,7% dos alunos obtiveram bons resultados no teste O REI, apesar de terem obtido baixos resultados no teste ABC (falsos negativos).
Abstract The reading and maturity readiness were analysed trough the application of the Teste ABC de Lourenço Filho in a sample of children who were starting their first grade in the suburbs of Lisbon. The predictive validity of the mentioned test was also assessed. In the pursuit of these objectives, a longitudinal methodology was adopted. In a first phase, the Teste de ABC de Lourenço Filho and Raven’s Coloured Progressive Matrices were applied. In a second phase, after eight months of reading teaching, the Teste de Avaliação da Precisão e Fluência de Leitura: O REI (Carvalho, 2008) was applied, as well as a questionnaire was filled by children's teachers. Results revealed that a positive and statistically significant relationship exists between as the ABC test's results applied in the beginning of the school year and the results of the test O REI, applied in the end of the same school year as between the Teste ABC and O REI, and the MPCR. 4% of the students obtained good results in the ABC test and low results in the test O REI (false positives) and 0.7% obtained good results in the O REI test, despite their low results in the ABC test (false negatives).
On analyse la maturité et promptitude pour la lecture un échantillon d’enfants qui sont en train de commencer leur scolarisation dans une école aux environs de Lisbonne. En simultanéité, on a étudié quelques-uns des principaux précurseurs de l´apprentissage de la lecture et la validité preditive d´un test de maturité de la lecture. Dans la reprise de ces objectifs, on a adopté une méthodologie longitudinale. Dans un premier temps on a appliqué le Test ABC de Lourenço Filho et les Matrices Progressive Colorés de Raven et un questionnaire aux professeurs. Dans un deuxième temps, après huit mois de enseignement de la lecture, on a appliqué le Teste de Avaliação da Precisão e Fluência de Leitura: O REI (Carvalho, 2008) et un deuxième questionnaire remplit par les professeurs. Les résultats démontrent qu’il existe une relation statistiquement significative nom seulement entre les résultats du teste ABC atteints au début de l’année scolaire et les résultats du test O REI à la fin de la même année, aussi entre les Testes ABC et O REI e les MPCR. Il existe une baisse pourcentage d´ élèves (4%) qui on obtenu des bons résultats au test ABC e faibles résultas dans le test O REI (de faux positives) et 0.7% des élèves a obtenu de bons résultats dans Test O REI, malgré l’obtention de faibles résultats dans le Test ABC (de faux négatives).
Petržilková, Ivana. "Diagnostika školní zralosti." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-356205.
Повний текст джерелаВласенко, Валентина Вікторівна. "Формування готовності дітей старшого дошкільного віку до навчання у школі". Магістерська робота, 2020. https://dspace.znu.edu.ua/jspui/handle/12345/1706.
Повний текст джерелаUA : Кваліфікаційна робота: 72 с., 3 таблиці, 4 рисунка, 60 джерел, 3 додатки. Мета дослідження – теоретично обґрунтувати і експериментально перевірити соціально-педагогічні умови забезпечення підготовки дітей старшого дошкільного віку до навчання у школі. Об’єктом дослідження є процес підготовки дітей старшого дошкільного віку. Предмет дослідження – соціально-педагогічні умови процесу підготовки дітей старшого дошкільного віку до навчання у школі. Наукове значення роботи: визначити можливості використання вітчизняного і закордонного досвіду, вирішення ряду наукових питань соціалізації дітей дошкільного віку з вадами зору. Практична значущість дослідження полягає у розкритті системи роботи вчителя щодо реалізації підготовки дітей старшого дошкільного віку до навчання у школі.
EN : The qualifying work consists of introduction, 2 parts, findings, list of literature (60 items), 3 addendums on 4 pages. The qualifying work volume is 81 pages long, 72 of them – body text. There are 3 tables and 4 illustrations. The qualifying work gives disclosure of the teacher's work system to implement the training of older preschool children to school. The research object: The process of preparing children. The research subject: Socio-pedagogical conditions of the process of preparation of preschool children to study at school. The research purpose: Theoretically justify and experimentally check the socio-pedagogical conditions for the preparation of preschool age children to study at school. The research tasks are: 1) uncover the essence and structure of the readiness of older preschool children to school learning; 2) unleash the psychological features of older preschool children; 3) to highlight and justify the socio-pedagogical conditions for the preparation of preschool children prior to studying at school.
Rejmanová, Adéla. "Školní zralost a připravenost u žáků v přípravné třídě." Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-412199.
Повний текст джерелаStrnadová, Lucie. "Romské dítě na počátku školní docházky." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-379287.
Повний текст джерелаMikulová, Michaela. "Využití edukačních stimulačních skupin v mateřské škole." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-325189.
Повний текст джерелаMiladinovićová, Martina. "Možnosti rozvoje dětí předškolního věku v prostředí azylových domů." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-404061.
Повний текст джерелаAganjová, Lejla. "Rozvoj sociálně emocionálních dovedností předškolních dětí." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-408499.
Повний текст джерелаSvobodová, Zuzana. "Rozhodovací proces rodičů o odkladu povinné školní docházky." Doctoral thesis, 2016. http://www.nusl.cz/ntk/nusl-341972.
Повний текст джерелаVondráčková, Jana. "Diagnostika školní zralosti." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-349467.
Повний текст джерелаVojtušová, Radmila. "Analýza příčin odkladů školní docházky v rámci regionálního šetření." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-305563.
Повний текст джерелаSEMMELBAUEROVÁ, Michaela. "Školní zralost a vstup dítěte do školy." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-395025.
Повний текст джерелаBarešová, Eva. "Diagnostika školní zralosti v oblasti zrakového a sluchového vnímání." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-372563.
Повний текст джерелаHájková, Lucie. "Využití genetické metody čtení v 1. ročníku ZŠ." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-372703.
Повний текст джерелаSvobodová, Petra. "Příprava předškolního dítěte na vstup do základní školy." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-308242.
Повний текст джерелаSoučková, Jaroslava. "Žák 1. třídy a jeho adaptace v sociální oblasti z pohledu rodičů a učitelů 1. tříd ZŠ." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-354570.
Повний текст джерелаHolá, Michaela. "Názory rodičovské a pedagogické veřejnosti na odklad školní docházky." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-356157.
Повний текст джерелаPetrů, Jana. "Přístup pedagogů mateřských škol k dětem s odkladem školní docházky." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-389014.
Повний текст джерелаSrbová, Věra. "Rozdíly homogenně a heterogenně uspořádaných tříd v MŠ a jejich vliv na připravenost dítěte pro vstup do 1. třídy základní školy." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-379544.
Повний текст джерелаStejskalová, Tereza. "Připravenost dětí na vstup do školy v regionu Český Brod." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-271680.
Повний текст джерелаPichette, Marie-Pascale. "Développement langagier des tout-petits : étude de cas de l'articulation problème – solution chez les acteurs de la petite-enfance d’un territoire pluriethnique de Montréal." Thèse, 2013. http://hdl.handle.net/1866/11364.
Повний текст джерелаThis thesis examines perceptions of intersectoral stakeholders in early childhood regarding language development in young children, and the initiatives they suggest to support such development. The question originates from a survey on the school readiness of Montréal children, Enquête sur la maturité scolaire des enfants montréalais. En route pour l'école! (DSP, 2008a), which revealed that, with regard to language development and communication skills, young Montréal children were more vulnerable than the Canadian normative sample. It also stems from stakeholders’ concerns regarding this issue. The goals are to describe the representation of language development held by these stakeholders and to analyse their conceptualisation of the problem and the solution to language development. An ecological conceptual framework was developed, comprising four levels of influence (child, family, neighbourhood, overall environment) and five areas of intervention. The methodology was a qualitative case study based on a literature synthesis and interviews (n=10) carried out in six sectors involved in early childhood intersectoral initiatives in a Montréal Health and Social Services Centre (CSSS). Results show that stakeholders are aware of the factors influencing language development in young children. Current or desired initiatives correspond with the literature and are mostly strategic with respect to identified risk factors. However, actions must be taken to provide more support to young families, including actions designed to improve neighbourhoods and enhance access to quality public services.
Rached-d'Astous, Malaka. "L'influence du parcours migratoire et des réseaux de solidarité sur le développement des enfants : une étude de cas à la Maison de l'enfance de Saint-Laurent." Thèse, 2018. http://hdl.handle.net/1866/20371.
Повний текст джерела