Relevant bibliographies by topics / Academic aptitude

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Academic aptitude'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Academic aptitude"

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Andrade, Maxie, Dr Shreemathi Mayya, and Dr Anice George. "Academic performance and nursing aptitude: A correlation." International Journal of Scientific Research 3, no. 5 (2012): 1–3. http://dx.doi.org/10.15373/22778179/may2014/197.

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Mahmud, Malissa Maria. "Communication Aptitude and Academic Success." Procedia - Social and Behavioral Sciences 134 (May 2014): 125–33. http://dx.doi.org/10.1016/j.sbspro.2014.04.230.

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Schult, Johannes, Franziska T. Fischer, and Benedikt Hell. "Tests of Scholastic Aptitude Cover Reasoning Facets Sufficiently." European Journal of Psychological Assessment 32, no. 3 (2016): 215–19. http://dx.doi.org/10.1027/1015-5759/a000247.

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Abstract. This study explores how reasoning facets relate to tests of scholastic aptitude and to academic performance. Intelligence test scores and academic aptitude test scores from freshman students in science (n = 284) and economics (n = 359) as well as subsequent grades from their first year in college were used to analyze structural equation models. The direct influence of reasoning facets on academic performance is fully mediated by academic aptitude test scores. Numeric abilities dominate the aptitude tests’ predictive power. Verbal reasoning explains a significant amount of aptitude te
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Grove, Wayne A., Tim Wasserman, and Andrew Grodner. "Choosing a Proxy for Academic Aptitude." Journal of Economic Education 37, no. 2 (2006): 131–47. http://dx.doi.org/10.3200/jece.37.2.131-147.

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Pijukkana, Pracha, and Yanin Rugwongwan. "A Comparative Study of Teaching Process of Presenting Product Sketch Design of Industrial Design Program." Asian Social Science 13, no. 12 (2017): 174. http://dx.doi.org/10.5539/ass.v13n12p174.

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This research studies the teaching process of idea communication for industrial product design sketching. The objective of this research is to make a comparative study on the efficiency of two teaching processes between teaching with detailed information and teaching with conceptual frameworks for groups of students who have different learning aptitudes; which are an aptitude in theoretical subjects or an aptitude in practical subjects. The study also included differences in learning styles of the industrial design program undergraduate students. The researchers came up with an experiment of c
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Aksak, Kubra, and Feryal Cubukcu. "A comparison between academic achievement and language aptitude among pre-service language teachers." Lenguaje 48, no. 1 (2020): 143–59. http://dx.doi.org/10.25100/lenguaje.v48i1.7395.

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The main purpose of this research is to investigate whether there is a correlation between university pre-service language teachers’ language aptitude and their English achievement levels. The sample of the study determined by the stratified sampling method consists of 72 pre-service language teachers who are selected from 1st, 2nd, 3rd and 4th year pre-service language teachers at Language Teaching Department. In this study, the data were collected through “Verbal Aptitude Test” modified from the psychometric success site. In this program, the Spearman Correlation Coefficient analysis was use
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Payne, David A., and K. Ann Evans. "The Relationship of Laterality to Academic Aptitude." Educational and Psychological Measurement 45, no. 4 (1985): 971–76. http://dx.doi.org/10.1177/0013164485454031.

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Lollis, Teresa J., Gilles O. Einstein, and Charles L. Brewer. "Using Undergraduate Factors to Predict Psychology Graduate Record Examination Scores." Teaching of Psychology 14, no. 4 (1987): 202–6. http://dx.doi.org/10.1207/s15328023top1404_2.

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Scholastic Aptitude Test (SAT) scores and undergraduate academic factors were examined for their prediction of performance on the Graduate Record Examination Subject Test in Psychology (GRE-P). Data from 216 psychology majors indicated that aptitude and academic factors influenced GRE performance. Further analyses revealed that SAT performance affects GRE-P performance directly and indirectly through academic factors. Specific academic factors, including psychology grade point average, number of psychology course hours, and certain psychology courses, also affected GRE-P scores directly.
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Krisna, Idwin Irma, Djemari Mardapi, and Saifuddin Azwar. "Determining standard of academic potential based on the Indonesian Scholastic Aptitude Test (TBS) benchmark." Research and Evaluation in Education 2, no. 2 (2016): 165. http://dx.doi.org/10.21831/reid.v2i2.8465.

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The aim of this article was to classify The Indonesian Scholastic Aptitude Test or Tes Bakat Skolastik (TBS) results for each subtest and describe scholastic aptitudes in each subtest. The subject of this study was 36,125 prospective students who took the selection test in some universities. Data analysis began by estimating testees’ ability using the Item Response Theory, and benchmarking process using the scale anchoring method applying ASP.net web server technology. The results of this research are four benchmarks (based on cutoff scores) on each subtest, characters which differentiate pote
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Lohman, David F. "An Aptitude Perspective on Talent: Implications for Identification of Academically Gifted Minority Students." Journal for the Education of the Gifted 28, no. 3-4 (2005): 333–60. http://dx.doi.org/10.4219/jeg-2005-341.

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The identification of academically gifted children from the perspective of aptitude theory is discussed. Aptitude refers to the degree of readiness to learn and to perform well in a particular situation or domain. The primary aptitudes for academic success are (a) prior achievement in a domain, (b) the ability to reason in the symbol systems used to communicate new knowledge in that domain, (c) interest in the domain, and (d) persistence in the type of learning environments offered for the attainment of expertise in the domain. Careful attention to the demands and affordances of different inst
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Dissertations / Theses on the topic "Academic aptitude"

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Wickwire, Ann Jenkins. "The relationship between teacher verbal feedback, aptitude, and academic intrinsic motivation." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618837.

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The purpose of the study was to investigate the relationship between academic intrinsic motivation and positive teacher verbal feedback, negative teacher verbal feedback, and student aptitude for academic work. The research questions evolved from the Cognitive Evaluation Theory of Edward Deci (Deci & Ryan, 1985) in which intrinsic motivation develops out of a sense of competence and self-determination. In that teacher verbal feedback to students provide messages about academic competence, it was hypothesized that positive verbal feedback would enhance intrinsic motivation and negative verbal f
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althoff, john e. "An Investigation of the Link Between Nonverbal Aptitude and Academic Achievement." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/3054.

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When a private school works to serve a diverse student population and provide excellence in education, academic aptitude is important to evaluate to better predict whether a student will be provided an education that is appropriately leveled. Comparing the previous grades of a diverse applicant pool may prove problematic because of the differing scaling and grading methods utilized in differing educational systems. A nonverbal aptitude test may be utilized to fill this purpose by not only gauging a student’s aptitude, but also by minimizing bias associated with cultural or linguistic differenc
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Myer, Bettye J. "Relationships among selected measures of auditory foreign language aptitude and achievement, musical aptitude and experience, prior academic achievement, sex, and handedness factors at the secondary school level." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1273002085.

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Brown, Georgia M. "An investigation of the general aptitude test battery as a predictor of academic success for college students." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999browng.pdf.

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Cotton, Marsha Nader. "Comparisons of aptitude and achievement patterns of Asian-American and Caucasian-American students." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185500.

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A dearth of research exists to explain the disproportionately high level of academic achievement by Asian-Americans. Little attempt has been made to investigate indepth the relationship of several proposed factors to Asian achievement. The purpose of this study was to explore differences between Asian-Americans and Caucasian-Americans in cognitive ability, language proficiency, and achievement in reading, mathematics, and general knowledge. Forty-six Asian-Americans and forty-six Caucasian-Americans from the norming sample for the Woodcock-Johnson Psychoeducational Battery-Revised (WJ-R) (1989
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Ahmed, Sameer. "A QUANTITATIVE INQUIRY INTO THE RELATIONSHIP BETWEEN LEARNING STYLES, PSYCHOLOGICAL TYPES AND STANDARDIZED ACHIEVEMENT EXAMINATION PERFORMANCE OF NURSE AIDE STUDENTS." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1559.

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The purpose of this research study was to explore the relationship between learning styles, psychological types and multiple-choice standardized achievement examination performance of nurse aide students with typology being the gross indicator using a non-experimental, comparative and descriptive approach. The study sample included nurse aide students (N = 326) seeking nurse aide certification selected through a stratified random sampling technique. The participation rate for completed MBTI® inventory was 58.42% (N = 326). The learning styles and psychological types were measured against the M
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Kendrick, Emma L. "An investigation of master's level counselor education admissions criteria: The predictive validity of undergraduate achievement and aptitude on the attainment of counseling competence." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5376.

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The goal of this research was to examine the relationship between the Graduate Record Examination (GRE) and undergraduate grade point average (UGPA) admissions criteria and the prediction of future counseling competencies in four domain areas; knowledge, counseling skills, professional dispositions, and professional behaviors. The Counselor Preparation Comprehensive Examination (CPCE) provided the measure for knowledge, paired with the Counseling Competencies Scale (CCS), measuring counseling skills, professional dispositions, and professional behaviors. Three types of correlational analyses
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Bolinger, Rex W. "The effect of socioeconomic levels and similar instruction on scholastic aptitude test scores of Asian, Black, Hispanic, and White students." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845922.

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Laycock, Randolph Philip. "The relationship of musical experience, musical aptitude, self-concept, age, and academic achievement to the musical problem-solving abilities of high school students." Case Western Reserve University School of Graduate Studies / OhioLINK, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=case1056485666.

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Vineyard, Tracy Elizabeth. "Use of an Online Readiness Assessment to Determine Necessary Skills, Aptitude, and Propensities for Successful Completion in a Secondary Online Credit Course." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc1157556/.

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A gap exists in education research in the area of online readiness for secondary courses. In the current study, I examined the use of an online readiness assessment to inform students and educators of the necessary skills, aptitudes, and propensities needed for secondary course completion. In this research study, the perceptions of 17 secondary students in a North Texas public school were examined. Using a three-phase design, qualitative demographic surveys, focus groups, and open-ended end-of-course success questionnaires were collected and analyzed. The findings revealed the Revised McVay On
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Books on the topic "Academic aptitude"

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Lyke, Bob. Scholastic Aptitude Test national mean scores: Academic years 1952 through 1987. Congressional Research Service, Library of Congress, 1987.

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Organisation for economic co-operation and development. The ABC of gender equality in education: Aptitude, behaviour, confidence. OECD, 2015.

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Hartke, Darrell D. Validity of the academic aptitude composite of the Air Force Officer Qualifying Test (AFOQT). Air Force Human Resources Laboratory, Air Force Systems Command, 1988.

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Elkin, Lorne. Class of '79 project longitudinal implications of school entry variability in readiness. Applied Research Branch, Human Resources Development Canada, 2002.

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Fuller, Cheri. Homelife: Preparing your child for success at school. Honor Books, 1988.

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Early childhood at risk: Actions and advocacy for young children. NEA Professional Library, National Education Association, 1989.

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Tamara, Knighton, Pennock Dianne, Council of Ministers of Education (Canada), Statistics Canada, and Canada. Human Resources and Social Development Canada., eds. Measuring up: Canadian results of the OECD PISA study : the performance of Canada's youth in science, reading and mathematics : 2006 first results for Canadians aged 15. Statistics Canada, 2007.

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Tamara, Knighton, Cartwright Fernando, Council of Ministers of Education (Canada), Statistics Canada, and Canada. Human Resources and Skills Development Canada., eds. Measuring up: Canadian results of the OECD PISA study : the performance of Canada's youth in mathematics, reading, science and problem solving : 2003 first findings for Canadians aged 15. Statistics Canada, 2004.

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L, Willson Victor, ed. Academic achievement and aptitude testing: Practical applications and test reviews. Pro-Ed, 1989.

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Chyczij, Marta Anna. The relationship of practical attributes to academic aptitude and employment related experience. 1995.

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Book chapters on the topic "Academic aptitude"

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Browne-Miller, Angela. "Academic Aptitude versus Achievement." In Intelligence Policy. Springer US, 1995. http://dx.doi.org/10.1007/978-1-4615-1865-5_8.

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Akman, Yener, and Gülşah İmamoğlu Akman. "Analyzing the Academic, Social, and Cultural Aptitudes of Syrian Students in a Chaotic Context." In Economic Growth and Demographic Transition in Third World Nations. Apple Academic Press, 2019. http://dx.doi.org/10.1201/9780429433894-10.

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Segre, Claudia, Serena Spagnolo, Valentina Gabella, and Valentina Langella. "The Financial Wellbeing Index: “Donne al quadrato” and the relevant impact measurement." In Proceedings e report. Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-304-8.16.

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How can we reduce economic violence? Can financial literacy and education enhance economic wellbeing? The present paper reports the results of a research conducted by ALTIS – Università Cattolica and Global Thinking Foundation for the evaluation of changes, improvements and consequences produced by the educational course in financial literacy ‘Donne al quadrato’, provided by the Foundation among the policies against economic violence implementation. In this study, impacts’ measurement refers to conceptual framework of financial wellbeing, a composite notion constructed of objective and subjective dimensions related to people’s financial behaviour. The expression ‘Financial Wellbeing’ highlights how economic issues are inextricably bound to individual and social wellness. Helping people enhancing their own financial wellbeing – in a broad sense – should then be the very first purpose of economic education activity. In the present research, financial wellbeing has been measured by the implementation of a synthetic index, based on studies of World Bank and University of Bristol. The index is intended to measure people’s self-sufficiency and independence about their financial situation, resources and capabilities. The indicator takes into account both micro and macro features, being the first ones specific of the sample analysed and latter territorial context variables employed for the removal of the macroeconomic changes affecting the entire population from the specific changes proceeding from the training. The trial, involving different Italian regions, has been fulfilled by the administration of a tailoredmade survey pre and post the “Donne al Quadrato” course, during academic year 2019/2020, in order to register the change occurred in the respondents’ perception of their knowledge, behaviour, personality and aptitudes. The results of the experimentation demonstrated that financial education could engender the modification not only of knowledge but also of awareness and proficiency in financial behaviours, as well as the increase of course participants’ financial wellbeing.
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Nichols, Paul D., and David J. Mittelholtz. "Constructing the Concept of Aptitude." In Handbook of Academic Learning. Elsevier, 1997. http://dx.doi.org/10.1016/b978-012554255-5/50006-5.

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Sankaran, Siva, and Kris Sankaran. "Improving Online Course Performance Through Customization." In Student Engagement and Participation. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2584-4.ch035.

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The number of educational courses offered online is growing, with students often having no choice for alternative formats. However, personal characteristics may affect online academic performance. In this study, the authors apply two business analytics methods - multiple linear/polynomial regression and generalized additive modeling (GAM) - to predict online student performance based on six personal characteristics. These characteristics are: communication aptitude, desire to learn, escapism, hours studied, gender, and English as a Second Language. Survey data from 168 students were partitioned into training/validation sets and the best fit models from the training data were tested on the validation data. While the regression method outdid the GAM at predicting student performance overall, the GAM explained the performance behavior better over various predictor intervals using natural splines. The study confirms the usefulness of business analytics methods and presents implications for college administrators and faculty to optimize individual student online learning.
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Willetts, David. "Getting in to University." In A University Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198767268.003.0013.

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Our system of university admissions is medieval—and was created in 1961 when UCAS, originally called UCCA (the Universities Central Council on Admissions, now the Universities and Colleges Admissions Services), was set up. We have a single national system of competitive application to university, based on the assumption that most students will move away from home. It is very different from the classic Continental and American model in which you go to your local college or university for a tertiary education, which is neither highly selective nor highly specialized. Nearly half of American undergraduates study at a two-year college and then obtain what we would have called an ordinary degree. If they have higher ACT or SAT scores they are more likely to start at a university providing a full four-year course from the beginning but this is still likely to be in their home state and open to students who can arrive after two years at a college. Then if they really have an aptitude for academic study and wish to specialize or need to get a professional qualification they do a postgraduate Masters course: perhaps at this point they may move out of the state. Ask an American professional where they went to university and you will be told which business or law or medical school they went to as a postgraduate. But they may well have started their undergraduate studies somewhere very different and much closer to home. And their whole time in higher education is likely to have been longer than in England. The English system by contrast is the medieval model of a young gentleman leaving home (or boarding school—meaning it would be very peculiar to return home for university) to go to Oxford or Cambridge. It has been shaped by a long history as a unitary state with very few universities and nationwide migration of students to get to them. It is so deeply embedded that the decision to set up the nationwide admissions system provoked very little discussion or challenge. So that medieval model now applies to a million English undergraduates and over a hundred universities.
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Cumberland, Denise M. "Military Veterans “Sign Up” for Franchising." In Advances in Business Strategy and Competitive Advantage. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6655-8.ch009.

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The franchise business model has proven particularly attractive to veterans. When former soldiers become franchisees, they sign up to follow the game plan of the franchisor, but they must apply their own personal aptitudes, skills, and training to ensure their entrepreneurial venture succeeds. This chapter explores the practitioner and academic literature to identify why franchising is attractive to veterans as well as how the franchise sector encourages those with prior military experience to enlist. The chapter also examines whether veterans are satisfied with their decision to become franchisees and identifies which franchise systems are rated “best” for veterans. Finally, the chapter offers thoughts about global research that is needed to help franchise systems be a gateway for veterans to pursue their dream of business ownership.
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Dunn, John, and Tony Wrigley. "Thomas Peter Ruffell Laslett 1915–2001." In Proceedings of the British Academy Volume 130, Biographical Memoirs of Fellows, IV. British Academy, 2005. http://dx.doi.org/10.5871/bacad/9780197263501.003.0005.

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Thomas Peter Ruffell Laslett (1915–2001), a Fellow of the British Academy, spent much of his childhood in Oxford but his secondary education took place in the Grammar School at Watford, where his father had become minister. In 1935, Laslett went up to St John’s College at the University of Cambridge to read history, graduating with a double first in 1938. In 1947, he married Janet Crockett Clark, who provided the secure and happy foundation for all his other activities over the next half century. From his childhood, well before showing any special aptitude for formal historical study, Laslett was intensely fascinated by the past inhabitants of England. His work on John Locke produced two enduring achievements: an edition of the Two Treatises of Government and a catalogue of Locke’s library. He also exerted a wider influence upon political theory by his editorship of a series of collections of essays devoted to the changing status and vitality of political thinking.
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Tamte, Roger R. "Given a New Era." In Walter Camp and the Creation of American Football. University of Illinois Press, 2018. http://dx.doi.org/10.5622/illinois/9780252041617.003.0002.

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Walter Camp is born into an era of dramatic technological advance and social change, which bring him game and competition opportunities. The game of rugby had developed at Rugby School in England, with the first known written rules for football being prepared by Rugby students in 1845, just fourteen years before Camp is born. Camp is a New Englander with seven generations of Connecticut ancestors, beginning with Plymouth Rock–era English immigrants. His immediate family mixes both academic and business aptitudes and interests. From boyhood on, Camp is physically active, spending time on the water every summer (he grew up three blocks from the New Haven harbor), exercising to build up his body, wrestling, practicing, and competing in athletic games. He attends Hopkins Grammar School, a New Haven college-preparatory school, and helps establish athletic teams representing the school in competition.
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Colmenares, Leopoldo. "Assessing Critical Success Factors of ERP Implementation." In Business Information Systems. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-969-9.ch085.

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An enterprise resource planning (ERP) system is an integrated set of programs that provides support for core organizational activities. ERP is a software infrastructure embedded with “best practices,” or best ways to do business based on common business practices or academic theory. The aim is to improve the cooperation and interaction between all the organizations’ departments, such as the products planning, manufacturing, purchasing, marketing and customer service department. ERP systems is a fine expression of the inseparability of IT and business. As an enabling key technology as well as an effective managerial tool, ERP systems allow companies to integrate at all levels and utilize important ERP systems applications, such as supply-chain management, financials and accounting applications, human resource management and customer relationship management (Boubekri, 2001). ERP systems hold the promise of improving processes and decreasing costs. Furthermore, two important new frontiers for ERP systems are electronic business (e-business) and supply-chain management (Wang and Nah, 2001). The systems can connect with suppliers, distributors, and customers, facilitating the flow, the product and information. ERP systems implementation is costly and complex. In many cases, an ERP system is the largest single investment in any corporate-wide project. The software is expensive, and the consulting costs even more. Meta Group found that the average ERP systems implementation takes 23 months with total owners’ cost of $12 million (Stewart, 2000). The ERP systems implementation is the process where business process and ERP system match each other. Usually the firm has to change the business process per ERP systems. Sometimes most positions have to be redesigned according to the ERP systems. Thus the difficulties and high failure rate in implementing ERP systems have been widely cited in the literature (Davenport, 1998; Kim, Lee, & Gosain, 2005)). The failure percentage of ERP systems was determined by one study as ranging from 40 to 60% and from another study as between 60 and 90% (Langernwalter, 2000; Ptak and Schragenheim, 2000; Yingjie, 2005). Although the failure rates of these ERP implementations have been highly publicized, this has not distracted companies from investing large sums of money on ERP systems (Somers & Nelson, 2004). ERP systems provide companies with the means of integrating their business functions into a unified and integrated business process. As companies implement more enterprise based systems throughout their organizations, the need for integration of these systems becomes even more paramount. Expanding from the functional areas of accounting, human resources, and shop floor control to an enterprise-wide system has become a format for producing full organization integration. Over the past few years, limited research has been conducted about ERP implementation issues: mainly case studies in individual organizations have been reported. That is a motivation toward conducting empirical studies to explore critical factors that affect ERP systems implementation. This study presents the results of an empirical study that surveyed managers from seven corporations, who were identified as having a key role in ERP systems implementation, in order to assess empirically which CSFs are critical in leading a successful implementation of ERP systems. A factor analysis solution was used to derive factors affecting successful ERP implementation. These factors are: ERP implementation management, users aptitudes and communication and technical knowledge. The study reveals that about 81.5 % of the variances in ERP systems implementation were explained by the critical factors identified in the study. The remainder of this article is organized in four sections. First ERP-related literature is reviewed. The next section introduces the research methodology, followed by the presentation of the results. The paper ends with the conclusions and implications for future research and practice.
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Conference papers on the topic "Academic aptitude"

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Sunatov, D. H. "Commenting the concept of aptitude in the academic literature." In IX International symposium «Humanities and Social Sciences in Europe: Achievements and Perspectives». East West Association GmbH, 2016. http://dx.doi.org/10.20534/ix-symposium-9-31-35.

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Tan, Grace, and Anne Venables. "Survival Mode: The Stresses and Strains of Computing Curricula Review." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3195.

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In an ideal world, review and changes to computing curricula should be driven solely by academic concerns for the needs of students. The process should be informed by industry accreditation processes and international best practice (Hurst et al., 2001). However, Australian computing curricular review is often driven by the need for financial viability of programs with declining student numbers as much as concerns for academic merit. Worldwide there remains a strong job market and high demand for computing professionals (Liu, 2007; Melymuka, 2006), which predicates an impending IT workforce sho
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Bersamin, Rachelle A. "EXPLORING ACADEMIC AND OCCUPATIONAL INTEREST APTITUDES AS PREDICTORS OF ACADEMIC PERSISTENCE: BASIS FOR ATTRITION INTERVENTION PROGRAM." In ADVED 2020- 6th International Conference on Advances in Education. International Organization Center of Academic Research, 2020. http://dx.doi.org/10.47696/adved.2020110.

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Kirrane, Maria, John O'Halloran, Mark Poland, Sandra Irwin, and Pat Mehigan. "Innovative approaches for research led education: UCC’s Green Campus Living Laboratory Programme." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.33.

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Ireland’s National Strategy on Education for Sustainable Development (2014-2020), highlights the need to equip students with “the relevant knowledge (the ‘what’), the key dispositions and skills (the ‘how’) and the values (the ‘why’)” to contribute to a more sustainable future (Department of Education and Skills, 2014). Delivering on this challenge requires embedding sustainability within both the formal and informal learning that occurs on campus (Hopkinson et al. 2008), while also integrating sustainability both within and across disciplines (Byrne et al., 2018). UCC is a global leader in su
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Reports on the topic "Academic aptitude"

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Hartke, Darrell D., and Lawrence O. Short. Validity of the Academic Aptitude Composite of the Air Force Officer Qualifying Test (AFOQT). Defense Technical Information Center, 1988. http://dx.doi.org/10.21236/ada194753.

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