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Littérature scientifique sur le sujet « Readiness programs »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 1 février 2022

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Articles de revues sur le sujet "Readiness programs"

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Donnermeyer, Joseph F., Barbara A. Plested, Ruth W. Edwards, Gene Oetting et Lawrence Littlethunder. « COMMUNITY READINESS AND PREVENTION PROGRAMS ». Community Development Society. Journal 28, n^o 1 (mars 1997) : 65–83. http://dx.doi.org/10.1080/15575339709489795.

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Carver, Nancy K. « Reading Readiness : Aspects Overlooked in Structured Readiness Programs and Workbooks ». Childhood Education 62, n^o 4 (mars 1986) : 256–59. http://dx.doi.org/10.1080/00094056.1986.10520247.

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Buckley, Pamela R., Abigail A. Fagan, Fred C. Pampel et Karl G. Hill. « Making Evidence-Based Interventions Relevant for Users : A Comparison of Requirements for Dissemination Readiness Across Program Registries ». Evaluation Review 44, n^o 1 (février 2020) : 51–83. http://dx.doi.org/10.1177/0193841x20933776.

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This study compares prevention program registries in current use on their level of support for users seeking to implement evidence-based programs. Despite the importance of registries as intermediaries between researchers and the public, and although previous studies have examined how registries define their standards for methodological soundness and evidence of efficacy, little research has focused on the degree to which registries consider programs’ dissemination readiness. The result is that registry users are uncertain whether listed programs and their necessary support materials are even available for implementation. This study evaluates 11 publicly and privately funded prevention registries that review the evidence base of programs seeking to improve child health and prosocial outcomes on the degree to which they use dissemination readiness as an evidentiary criterion for rating programs, and the extent and type of information they provide about dissemination readiness to support real-world implementation. The results show wide variability, with few having standards about dissemination readiness or making evidence-based information about interventions easily accessible to users. Findings indicate the need for registries to (1) do more to assess dissemination readiness before including programs on their website and (2) offer more complete information on dissemination readiness and implementation support to users.

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Snyder-Halpern, Rita. « Measuring Organizational Readiness for Nursing Research Programs ». Western Journal of Nursing Research 20, n^o 2 (avril 1998) : 223–37. http://dx.doi.org/10.1177/019394599802000207.

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Gee, Kevin A., Carolynne Beno, Lauren Lindstrom, John Lind, Cindy Post et Kara Hirano. « Enhancing College and Career Readiness Programs for Underserved Adolescents ». Journal of Youth Development 15, n^o 6 (15 décembre 2020) : 222–51. http://dx.doi.org/10.5195/jyd.2020.832.

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Supporting college and career readiness among youth who encounter significant academic and life challenges requires innovative strategies to help them envision their futures, leverage their strengths and develop dispositions that promote positive trajectories. For youth development professionals who develop and implement novel programmatic approaches to support the college and career readiness of underserved youth, it is critical to acquire a deeper evidence-based understanding of factors shaping positive career and college pathways as well as to incorporate stakeholder viewpoints in their program design and delivery. In this article, we share key insights from our program development process that can inform the work of program developers, educators and youth services providers who seek to build and enhance career and college readiness programs aimed at underserved youth. We summarize 4 key insights from a narrative review of literature on college and career readiness as well as findings from a set of stakeholders (student, parent and educator) focus groups. We offer our ideas for incorporating these insights alongside stakeholder input into the development and design of college and career readiness activities and programming.

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Hannon, Peggy A., Christian D. Helfrich, K. Gary Chan, Claire L. Allen, Kristen Hammerback, Marlana J. Kohn, Amanda T. Parrish, Bryan J. Weiner et Jeffrey R. Harris. « Development and Pilot Test of the Workplace Readiness Questionnaire, a Theory-Based Instrument to Measure Small Workplaces’ Readiness to Implement Wellness Programs ». American Journal of Health Promotion 31, n^o 1 (17 novembre 2016) : 67–75. http://dx.doi.org/10.4278/ajhp.141204-quan-604.

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Purpose. To develop a theory-based questionnaire to assess readiness for change in small workplaces adopting wellness programs. Design. In developing our scale, we first tested items via “think-aloud” interviews. We tested the revised items in a cross-sectional quantitative telephone survey. Setting. The study setting comprised small workplaces (20–250 employees) in low-wage industries. Subjects. Decision-makers representing small workplaces in King County, Washington (think-aloud interviews, n = 9), and the United States (telephone survey, n = 201) served as study subjects. Measures. We generated items for each construct in Weiner’s theory of organizational readiness for change. We also measured workplace characteristics and current implementation of workplace wellness programs. Analysis. We assessed reliability by coefficient alpha for each of the readiness questionnaire subscales. We tested the association of all subscales with employers’ current implementation of wellness policies, programs, and communications, and conducted a path analysis to test the associations in the theory of organizational readiness to change. Results. Each of the readiness subscales exhibited acceptable internal reliability (coefficient alpha range, .75–.88) and was positively associated with wellness program implementation ( p < .05). The path analysis was consistent with the theory of organizational readiness to change, except change efficacy did not predict change-related effort. Conclusion. We developed a new questionnaire to assess small workplaces’ readiness to adopt and implement evidence-based wellness programs. Our findings also provide empirical validation of Weiner’s theory of readiness for change.

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Liu, Minhui, Xi Zhang, Jinnan Xiao, Feng Ge, Siyuan Tang et Basia Belza. « Community readiness assessment for disseminating evidence-based physical activity programs to older adults in Changsha, China : a case for Enhance®Fitness ». Global Health Promotion 27, n^o 1 (15 octobre 2018) : 59–67. http://dx.doi.org/10.1177/1757975918785144.

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Physical activity (PA) has declined in China due to urbanization in the past two decades. Evidence-based programs are good approaches to promote PA, but are limited in China. Adopting existing programs can be a viable option. Prior to that, readiness assessment is needed. This study aimed to assess community readiness levels for disseminating evidence-based PA programs to older adults in Changsha, China. In-person interviews were conducted with 33 participants of five districts in Changsha to assess the community readiness level in five dimensions: community knowledge of efforts, community climate, community knowledge about the issue, leadership and resources. Data was transcribed, reviewed and compared with an anchored rating scale to provide a stage of readiness score ranging from 1 (no awareness) to 9 (high level of community ownership). Participants included 14 community staff, 13 older adults, four community leaders and three health professionals. The top three barriers to disseminating PA programs were lack of appropriate locations, funding and instructors. The top three resources were availability of indoor space, chairs and loudspeakers. Community leadership was the highest-rated readiness dimension (3.3 out of 9) followed by community climate (3.2), community knowledge of efforts (3.1) and resources (2.8); knowledge about the issue scored the lowest (2.7). The overall community stage readiness score of Changsha was 3.0 out of 9. The stage of readiness for communities in Changsha, China is ‘vague awareness’. Developing strategies to improve community readiness levels may increase evidence-based PA program dissemination in Changsha, China.

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Juhdi, Nurita, Farah Yazit, Wan Jamaliah Wan Jusoh et Norizah Supar. « MANAGEMENT DEVELOPMENT PROGRAMS AND THE READINESS FOR CHANGES : ». International Journal of Accounting and Business Management 4, n^o 2 (30 avril 2015) : 376–84. http://dx.doi.org/10.24924/ijabm/2015.04/v3.iss1/376.384.

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McEntire, Nancy, et Bernard Cesarone. « ECAP Report : School Readiness and Pre-Kindergarten Programs ». Childhood Education 84, n^o 5 (août 2008) : 333–34. http://dx.doi.org/10.1080/00094056.2008.10523038.

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Kakefuda, Itsumi, Lorann Stallones et Julie Gibbs. « Readiness for Community-based Bicycle Helmet Use Programs ». Journal of Health Psychology 13, n^o 5 (juillet 2008) : 639–43. http://dx.doi.org/10.1177/1359105308090935.

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Thèses sur le sujet "Readiness programs"

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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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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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Ledgerwood, Angela D. « SUPPORTING SUCCESSFUL IMPLEMENTATION OF EVIDENCE-BASED PROGRAMS : ASSESSING READINESS AND COLLECTIVE EFFICACY ». Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1188345941.

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Griffin, Donitha Jones. « Influence of Talent Search Program on College Readiness and Success ». ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3162.

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Precollege programs, such as Talent Search (TS), are widely used to increase college readiness skills, particularly among underrepresented students in higher education. The college examined in this study had implemented the TS program, but little empirical evidence existed about the efficacy of the program. The purpose of this ex-post facto quantitative study was to evaluate the effect that the local TS program has had on college readiness and success as measured by incoming freshmen placement exam scores and students' first-year grade point average (FYGPA). The theoretical framework for the study was Conley's 4 dimensions of college readiness designed to help students succeed beyond high school. The research questions explored the differences in the 2010, 2011, and 2012 Computer Adaptive Placement Assessment and Support System (COMPASS) reading and writing placement scores and FYGPA for TS program participants and non-TS participants. The balanced sample included all 120 local college students who had finished their freshman year. Independent sample t tests were conducted and no significant differences were found in FYGPA or COMPASS reading and writing scores based on program participation. To provide guidance to the local site administrators, the extant literature on precollege interventions and holistic approaches provided best practice recommendations for a white paper that included additional services not currently offered by the local TS program. Positive social change is supported through assuring appropriate precollege support that may lead to increased academic success for students, hence increasing the number of college graduates among this group.

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Cyr, Phillip G. « Cost analysis of maintenance programs for pre-positioned war reserve material stock (PWRMS) ». Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2002. http://library.nps.navy.mil/uhtbin/hyperion-image/02Jun%5FCyr.pdf.

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Bowe, Wendy. « Comparison of early literacy attitudes of Head Start teachers and the frequency of literacy activities in Wisconsin Head Start classrooms ». Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002bowew.pdf.

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Tatsui, Timothy Takashi. « Transforming aspirations to actions in early readiness programs action research in early college outreach / ». Diss., Restricted to subscribing institutions, 2006. http://proquest.umi.com/pqdweb?did=1264617891&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Blair, Cody. « The Effect of Instructional Expenditures on College Readiness ». Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011794/.

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With limited state and local funds as well as a growing student population, how elected decision makers allocate money to impact college readiness needs to be explored. The purpose of this research study was to explore the impact of instructional expenditures on educational outcomes. This multivariate multiple regression study specifically explored the impact of instructional expenditure ratios and per pupil instructional expenditures of every public school district in Texas on student performance college readiness indicators measured by state assessments (State of Texas Assessment of Academic Readiness [STAAR] Mathematics and English Language Arts [ELA] test scores) and national assessments (American College Test [ACT] and Scholastic Assessment Test [SAT] scores) over a 5-year period. Fifteen different regression models were established with various significant predictors of expenditures and revenue funds. These models explained up to 46% of the variance for college readiness scores over the 5-year period.

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Cho, Youngmin. « THE EFFECT OF EARLY CHILDHOOD RESIDENTIAL MOBILITY ON KINDERGARTEN READINESS : THE ROLE OF PREKINDERGARTEN PROGRAMS ». Case Western Reserve University School of Graduate Studies / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=case1491483214205903.

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Miller, Mark Alan. « Exploring rural community readiness for participation in community and natural resource development extension education programs ». Connect to resource, 1990. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261410028.

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Livres sur le sujet "Readiness programs"

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Tierney, William G., et Julia C. Duncheon. The problem of college readiness. Albany : State University of New York Press, 2015.

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R, Orvis Bruce, et United States Army, dir. Design of field-based crosstraining programs and implications for readiness. Santa Monica, CA : Rand, 1993.

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Klein, Kathleen E. Career readiness and preparation criteria in undergraduate dance degree programs. [Philadelphia] : Xlibris, 2009.

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Klein, Kathleen E. Career readiness and preparation criteria in undergraduate dance degree programs. [Philadelphia] : Xlibris, 2009.

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Aziz, Sherif M. Citizen e-readiness for digital society. New Delhi : Corniche Books, 2006.

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Duran, Gerri A. Multi-play : Sensory activities for school readiness. Tucson, Ariz : Therapy Skill Builders, 1994.

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United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. Head Start Improvements for School Readiness Act : Report (to accompany S. 1107). [Washington, D.C : U.S. G.P.O., 2005.

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United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. Head Start Improvements for School Readiness Act : Report (to accompany S. 1107). [Washington, D.C : U.S. G.P.O., 2005.

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Head Start Improvements for School Readiness Act : Report (to accompany S. 1107). [Washington, D.C : U.S. G.P.O., 2005.

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R, Hochberg Mona, et Harvard Family Research Project, dir. Paths to school readiness : An in-depth look at three early childhood programs. Cambridge, MA : Harvard Family Research Project, 1993.

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Chapitres de livres sur le sujet "Readiness programs"

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Haidabrus, Bohdan, Serhiy Protsenko, Philipp Rosenberger et Janis Grabis. « Data Analysis of Readiness Programs of Machine-Building Enterprises ». Dans Advances in Design, Simulation and Manufacturing III, 128–36. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50794-7_13.

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Collins, Charlotte A., Meghan L. Butryn et Ernestine G. Jennings. « Use of Readiness for Change in Cardiac Rehabilitation Programs ». Dans Cardiac Rehabilitation, 67–76. Totowa, NJ : Humana Press, 2007. http://dx.doi.org/10.1007/978-1-59745-452-0_7.

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Haidabrus, Bohdan, Eugen Druzhinin, Mattias Elg, Martin Jason et Janis Grabis. « Programs to Boost IT-Readiness of the Machine Building Enterprises ». Dans Lecture Notes in Mechanical Engineering, 75–84. Cham : Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22365-6_8.

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Alcott, Benjamin, Suman Bhattacharjea, Purnima Ramanujan et Mansi Nanda. « Participation Trends in ECE Programs : Who Goes Where and Why ? » Dans Early Childhood Education and School Readiness in India, 217–33. Singapore : Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7006-9_11.

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Atkins, Patrick. « Bauxite Mine Rehabilitation Programs : A Progress Report ». Dans Essential Readings in Light Metals, 66–69. Hoboken, NJ, USA : John Wiley & Sons, Inc., 2013. http://dx.doi.org/10.1002/9781118647868.ch9.

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Marsh, Anne S., Deborah C. Hayes, Patrice N. Klein, Nicole Zimmerman, Alison Dalsimer, Douglas A. Burkett, Cynthia D. Huebner et al. « Sectoral Impacts of Invasive Species in the United States and Approaches to Management ». Dans Invasive Species in Forests and Rangelands of the United States, 203–29. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-45367-1_9.

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AbstractInvasive species have a major effect on many sectors of the U.S. economy and on the well-being of its citizens. Their presence impacts animal and human health, military readiness, urban vegetation and infrastructure, water, energy and transportations systems, and indigenous peoples in the United States (Table 9.1). They alter bio-physical systems and cultural practices and require significant public and private expenditure for control. This chapter provides examples of the impacts to human systems and explains mechanisms of invasive species’ establishment and spread within sectors of the U.S. economy. The chapter is not intended to be comprehensive but rather to provide insight into the range and severity of impacts. Examples provide context for ongoing Federal programs and initiatives and support State and private efforts to prevent the introduction and spread of invasive species and eradicate and control established invasive species.

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Donaldson, Don, et Benny E. Raahauge. « Bauxite Mine Rehabilitation Programs — A Progress Report Patrick Atkins, Alcoa Inc. » Dans Essential Readings in Light Metals, 66–69. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-48176-0_9.

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Kornhuber, Hans H. « Voluntary Activity, Readiness Potential, and Motor Program ». Dans States of Brain and Mind, 128. Boston, MA : Birkhäuser Boston, 1988. http://dx.doi.org/10.1007/978-1-4899-6771-8_51.

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Pears, Katherine C., Livia Carpenter, Hyoun K. Kim, Emily Peterson et Philip A. Fisher. « The Kids in Transition to School Program ». Dans Kindergarten Transition and Readiness, 283–302. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90200-5_13.

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Nghipandulwa, Lovisa, Elina Amadhila et Ezekeil Kwembeya. « Marketing higher education through work-readiness programmes ». Dans Understanding the Higher Education Market in Africa, 124–42. New York : Routledge, 2020. | : Routledge, 2020. http://dx.doi.org/10.4324/9780429325816-11.

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Actes de conférences sur le sujet "Readiness programs"

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Hu, Yanhua, Xianyang Bai et Shuyang Sun. « Readiness Assessment of Open Government Data Programs ». Dans dg.o '16 : 17th International Digital Government Research Conference. New York, NY, USA : ACM, 2016. http://dx.doi.org/10.1145/2912160.2912179.

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Marotta, S., et T. Erickson. « Remote Readiness Asset Prognostics/Diagnostics System (RRAPDS) ». Dans AIAA Defense and Civil Space Programs Conference and Exhibit. Reston, Virigina : American Institute of Aeronautics and Astronautics, 1998. http://dx.doi.org/10.2514/6.1998-5102.

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Thacker, Bob H., Jerry V. Mills et Neal E. Estep. « TVA OM Code Mandatory Appendix III Readiness Assessment ». Dans ASME/NRC 2017 13th Pump and Valve Symposium. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/pvs2017-3526.

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To prepare for implementation of ASME OM Code [1] Mandatory Appendix III (Appendix III) for inservice testing of motor-operated valves (MOVs), Tennessee Valley Authority (TVA) performed a comprehensive assessment at all three of their nuclear sites to identify gaps between their legacy IST and MOV programs and an IST program that meets the requirements of Appendix III. This assessment reviewed each paragraph of Appendix III and T VA governing documents to determine how the requirements are already being met or are missing in the legacy MOV program(s). Secondly, the assessment performed a high level overview of TVA’s MOV programs in response to NRC Generic Letters 89-10 [6] and 96-05 [7] and identifies areas for improvement for TVA consideration. This paper presents the assessment purpose and objectives, scope, approach and methods, references, summary of significant gaps, and proposed actions to resolve these gaps prior to Appendix III implementation. Paper published with permission.

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Rozas, Indri, Khalid, Dwi Rolliawati, Noor Wahyudi et Muhamad Ratodi. « Readiness of Indonesian Higher Education Programs in the Big Data Era ». Dans Proceedings of the International Conference on Social Science 2019 (ICSS 2019). Paris, France : Atlantis Press, 2019. http://dx.doi.org/10.2991/icss-19.2019.1.

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Samosenkova, Tatiana V. « Ensuring Adaptational Readiness of Foreigners to Study Educational Programs at Russian Universities ». Dans II International Scientific and Practical Conference "Individual and Society in the Modern Geopolitical Environment" Conference. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.04.92.

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Keane, R., H. Fireman, J. Hough, D. Helgerson et C. Whitcomb. « Ready to Design a Naval Ship ? – Prove It ! » Dans SNAME Maritime Convention. SNAME, 2008. http://dx.doi.org/10.5957/smc-2008-p19.

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Last year, the Naval Sea Systems Command (NAVSEA) sponsored the Navy’s Center for Innovation in Ship Design (CISD) to establish a framework for developing ship design capability readiness levels as part of a business case to provide incentives for the naval ship enterprise to invest in developing, sustaining and improving mature naval ship design capabilities. The authors describe the accomplishments thus far and note that there is now enough documentation that new ship acquisition programs can specify design readiness requirements and have valid criteria for evaluating the design capabilities of contractors proposing to perform early stage naval ship design. They actually apply the framework to NAVSEA and assess NAVSEA’s readiness to design a naval ship. Although significant progress is being made on developing Ship Design Capability Readiness Models (SDCRM), much work remains to be done!

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Layne, Abbie W., et Patricia A. Hoffman. « The U.S. Department of Energy’s Advanced Turbine Systems Program ». Dans ASME 1998 International Gas Turbine and Aeroengine Congress and Exhibition. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/98-gt-141.

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Advanced Turbine Systems (ATS) technology can capture the majority of the new electric power generation market well into the next century. U.S. Department of Energy (DOE) programs supporting the development of ATS technology will enable gas turbine manufacturers to provide ATS systems to the commercial marketplace by the year 2000. We present a progress report on the DOE ATS Program. We discuss the technical challenges facing and the advanced critical technology requirements and system configurations needed to meet the goals of the Program. Progress has been made in the areas of materials, heat transfer, aerodynamics, and combustion. Applied research conducted by university, industry, and Government organizations has resulted in advanced designs and power cycle configurations for ATS that operate on natural gas, coal, and biomass fuels. We present details on ATS Program research, development, and technology validation and readiness activities. We conclude by discussing the future direction of the Program and its relationship to other Government programs.

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Niemeyer, Jonathan K., et Daniel E. Whitney. « Risk Reduction of Jet Engine Product Development Using Technology Readiness Metrics ». Dans ASME 2002 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2002. http://dx.doi.org/10.1115/detc2002/dtm-34000.

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This paper looks at the product development process as an exercise in risk reduction and performs a critical analysis of how gas turbine engine manufacturers weigh the competing risks associated with on-time delivery, product quality, and development costs. Three frameworks are used to focus the analysis: • Iteration by using multiple attempts to converge to an acceptable solution. • Maintaining options in development, and delaying convergence to a single design. • Improving the organization’s predictive capability prior to committing to a particular set of performance goals, designs, or technologies for a product. This is explored from the perspective of “technology readiness”. For six gas turbine engine development programs, case studies were performed to assess the effectiveness of the product development process by measuring how well the engine met its guaranteed level of fuel consumption. For each development program, performance against guarantees was compared against technology readiness levels (TRL) at program launch when performance was guaranteed by contract to customers, and against the degree of flexibility provided to designers to react once performance shortfalls were known. Decomposition of the engine system into sub-systems was necessary to specifically define TRL, parallel efforts, and iteration. Risk strategies were compared in light of the time sensitivity of the quality of information, the cost of engineering changes, contractual penalties, and lead times associated with implementing improvements.

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Dinda, Shantanab, Timothy W. Simpson et Leanne Gluck. « Education Readiness Levels (ERLs) : A Scale for Assessing Educational Coursework and Training Modules ». Dans ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-68086.

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There is renewed interest in workforce development and manufacturing education/training thanks to the establishment of the Manufacturing USA Institutes, originally called the National Network for Manufacturing Innovation (NNMIs). As part of their efforts to bridge the gap between basic research and technology commercialization, these institutes are nurturing curriculum development and outreach activities related to their technological foci. As community colleges and universities scramble to respond to the increased demand for a highly-educated workforce with specific advanced manufacturing skills, the institutes are struggling to assess the educational artefacts that are being developed as part of their research funding to educate and (re)train the workforce. In this paper, we introduce Education Readiness Levels (ERLs) to evaluate the “readiness” of educational artefacts — courses, programs, modules, lesson plans, and hands-on activities — based on seven critical elements: class size, cost, instructors, depth of content, facilities, target audience and course material. We define 10 readiness levels for each element (0–9), and codify each level by extending the corresponding scale on the Technology Readiness Level (TRL) or Manufacturing Readiness Level (MRL). Using our ERLs, courses can be evaluated based on the scores for each element, identifying areas performing well and those that need improvement. The ERLs are represented graphically, allowing for easy comparison between courses and established targets. One can also measure progress using the ERLs, especially for courses and training modules of upcoming areas of manufacturing. To demonstrate the scale, we apply the ERLs to several funded projects from America Makes, the first Manufacturing USA Institute, whose focus is on 3D printing and additive manufacturing.

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Zhou, Yong, Cheng-Chang (Sam) Pan et Nazmul Islam. « Evaluation of Engineering Readiness and Active Rate Enhanced by Intensive Summer Bridge Program ». Dans ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-53262.

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An engineering Summer Bridge (Engineering Summer Readiness Workshop after 2015) program has been implemented at the University of Texas at Brownsville (UTB) since summer 2012. After three years of program data accumulation, we can now track those participants from their freshman up to junior year (for those still active in UTB engineering) and further extend our study on the effect of the designed engineering summer program on a) the semester the participants take Calculus I; b) the semester the participants pass Calculus I; c) the first- and second-year engineering active rate; and d) the success rate in the selected engineering major courses of all the participants. We compared all the above mentioned data to the average data of the engineering majors at the same academic stage/level. The engineering summer bridge program was originally designed to prepare the fresh high school graduates intellectually on their math and for an early readiness for their coming engineering study. More than 90% of the targeted students are Hispanic in south Texas, and English is the second language for 86% of them. As one of the components of the University of Texas System, UTB is a minority-serving institution catering mostly to the underrepresented Hispanic population of the Lower Rio Grande Valley region. It has one of the highest concentrations of Hispanic students (both in number and percentage) compared to other universities in the nation [Table 1]. Among the overall student enrollment at the university in fall 2013, 91% are Hispanic. Most of the targeted students are academically below the top 10% in their high school graduating classes due to the pre-selection of the top 10% students by the Texas flagship universities. First-generation college-goers experience a variety of challenges as they enter and move through higher education. The Engineering Summer Bridge provides students with specific types of resources and support to ensure that they move into and through engineering study smoothly and to shorten the time for their engineering study. The 4–5 week summer bridge program at UTB intensively enhances math preparation in pre-calculus and college algebra, and also actively engages the students with the modern engineering design concepts and tools. Specific goals of the bridge programs include introducing math expectations of engineering program in the areas of College Algebra, Pre-calculus, and help students eliminate the math gap by passing the COMPASS Test as well as the Pre-calculus Test in the summer to get ready for Calculus I in the coming fall semester. The long-term goals of the ESB program aim to improve the first- and second-year retention rate and four-year graduation rate of UTB engineering majors. Study on the previous three year’s data suggests that, compared to the overall average of the students enrolling into the UTB engineering program at the same period, summer bridge program participants have statistically started and finished their Calculus I (thus becoming engineering math ready) earlier. Participants also demonstrated higher engineering interesting which was proved by the participation rate in introductory engineering projects in the first two years of their engineering study. Besides, 88% of surveyed students reported that the program was helpful and convenient, and 100% of surveyed students reported that they would recommend the summer bridge program to a friend or a fellow student. Comparison of the first- to second-year active engineering student rate also suggests the validness of the summer bridge program.

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Rapports d'organisations sur le sujet "Readiness programs"

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Frazer, Sarah, Anna Wetterberg et Eric Johnson. The Value of Integrating Governance and Sector Programs : Evidence from Senegal. RTI Press, septembre 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0028.2109.

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As the global community works toward the Sustainable Development Goals, closer integration between governance and sectoral interventions offers a promising, yet unproven avenue for improving health service delivery. We interrogate what value an integrated governance approach, intentionally combining governance and sectoral investments in strategic collaboration, adds to health service readiness and delivery using data from a study in Senegal. Our quasi-experimental research design compared treatment and control communes to determine the value added of an integrated governance approach in Senegal compared to health interventions alone. Our analysis shows that integrated governance is associated with improvements in some health service delivery dimensions, specifically, in aspects of health facility access and quality. These findings—that health facilities are more open, with higher quality infrastructure and staff more frequently following correct procedures after integrated governance treatment—suggests a higher level of service readiness. We suggest that capacity building of governance structures and an emphasis on social accountability could explain the added value of integrating governance and health programming. These elements may help overcome a critical bottleneck between citizens and local government often seen with narrower sector or governance-only approaches. We discuss implications for health services in Senegal, international development program design, and further research.

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McKnight, Katherine, et Elizabeth Glennie. Are You Ready for This ? Preparing for School Change by Assessing Readiness. RTI Press, mars 2019. http://dx.doi.org/10.3768/rtipress.2019.pb.0020.1903.

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Schools routinely face federal and state mandated changes, like the Common Core State Standards or standardized testing requirements. Sometimes districts and schools want to take on new policies and practices of their own, like anti-bullying programs or using technology to deliver instruction. Regardless of the origin of the change, implementation requires them to take on additional work; yet experts estimate that only 30 to 50 percent of major change efforts in organizations will succeed. Failing change efforts result in not only financial losses but also lowered organizational morale, wasted resources, and lost opportunities. For schools where resources are already stretched thin, the consequences of failed change initiatives can be particularly devastating. In this paper, we discuss results of a study, over a school year, of school principals who were working on implementing a new change initiative in their schools. We apply lessons from the change management literature and focus on the importance of assessing readiness for change as a key step in ensuring the success of new initiatives. We share examples of a change readiness rubric to help schools and districts successfully lead change.

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

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Sawyer, Roger H. University Research Initiative Program for Combat Readiness. Fort Belvoir, VA : Defense Technical Information Center, mai 1999. http://dx.doi.org/10.21236/ada363415.

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Zadinsky, Julie K. The Readiness Training Program for Nursing Personnel in the AMEDD. Volume I, Program Development. Fort Belvoir, VA : Defense Technical Information Center, septembre 1997. http://dx.doi.org/10.21236/ada346964.

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O'Block, V. S., et D. A. Busch. Reactor Safety Evaluation Division : K-Reactor Operational Readiness Evaluation program plan. Office of Scientific and Technical Information (OSTI), février 1989. http://dx.doi.org/10.2172/6300441.

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Prinzbach, Robert F., Conway II, Stanfield Dennis L., Pack Clara L., Stephenson Tomasa, Carvalho Susann L. et Sharon L. Joint Warfighting and Readiness : DoD Execution of the Warsaw Initiative Program. Fort Belvoir, VA : Defense Technical Information Center, juillet 2005. http://dx.doi.org/10.21236/ada435334.

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Siemens Westinghouse. Utility Advanced Turbine Systems Program (ATS) Technical Readiness Testing and Pre-Commercial Demonstration. Office of Scientific and Technical Information (OSTI), septembre 2001. http://dx.doi.org/10.2172/896302.

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Siemens Westinghouse. Utility Advanced Turbine Systems Program (ATS) Technical Readiness Testing and Pre-Commercial Demonstration. Office of Scientific and Technical Information (OSTI), juin 2001. http://dx.doi.org/10.2172/896303.

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Siemens Westinghouse. Utility Advanced Turbine Systems Program (ATS) Technical Readiness Testing and Pre-Commercial Demonstration. Office of Scientific and Technical Information (OSTI), mars 2001. http://dx.doi.org/10.2172/896305.

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