CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: readiness index</title> <meta name="description" content="Search results for: readiness index"> <meta name="keywords" content="readiness index"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="readiness index" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="readiness index"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 3851</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: readiness index</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3851</span> Influencers of E-Learning Readiness among Palestinian Secondary School Teachers: An Explorative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fuad%20A.%20A.%20Trayek">Fuad A. A. Trayek</a>, <a href="https://publications.waset.org/abstracts/search?q=Tunku%20Badariah%20Tunku%20Ahmad"> Tunku Badariah Tunku Ahmad</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamad%20Sahari%20Nordin"> Mohamad Sahari Nordin</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20AM%20Dwikat"> Mohammed AM Dwikat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports on the results of an exploratory factor analysis procedure applied on the e-learning readiness data obtained from a survey of four hundred and seventy-nine (N = 479) teachers from secondary schools in Nablus, Palestine. The data were drawn from a 23-item Likert questionnaire measuring e-learning readiness based on Chapnick's conception of the construct. Principal axis factoring (PAF) with Promax rotation applied on the data extracted four distinct factors supporting four of Chapnick's e-learning readiness dimensions, namely technological readiness, psychological readiness, infrastructure readiness and equipment readiness. Together these four dimensions explained 56% of the variance. These findings provide further support for the construct validity of the items and for the existence of these four factors that measure e-learning readiness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning%20readiness" title=" e-learning readiness"> e-learning readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=technological%20readiness" title=" technological readiness"> technological readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20readiness" title=" psychological readiness"> psychological readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=principal%20axis%20factoring" title=" principal axis factoring"> principal axis factoring</a> </p> <a href="https://publications.waset.org/abstracts/56789/influencers-of-e-learning-readiness-among-palestinian-secondary-school-teachers-an-explorative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56789.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">401</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3850</span> Music Aptitude and School Readiness in Indonesian Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diella%20Gracia%20Martauli">Diella Gracia Martauli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the relationship between music aptitude and school readiness in Indonesian children. Music aptitude is described as children’s music potential, whereas school readiness is defined as a condition in which a child is deemed ready to enter the formal education system. This study presents a hypothesis that music aptitude is correlated with school readiness. This is a correlational research study of 17 children aged 5-6 years old (<em>M </em>= 6.10, <em>SD </em>= 0.33) who were enrolled in a kindergarten school in Jakarta, Indonesia. Music aptitude scores were obtained from Primary Measures of Music Audiation, whereas School readiness scores were obtained from Bracken School Readiness Assessment Third Edition. The analysis of the data was performed using Pearson Correlation. The result found no correlation between music aptitude and school readiness (<em>r </em>= 0.196, <em>p </em>= 0.452). Discussions regarding the results, perspective from the measures and cultures are presented. Further study is recommended to establish links between music aptitude and school readiness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=BSRA" title="BSRA">BSRA</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20aptitude" title=" music aptitude"> music aptitude</a>, <a href="https://publications.waset.org/abstracts/search?q=PMMA" title=" PMMA"> PMMA</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20readiness" title=" school readiness"> school readiness</a> </p> <a href="https://publications.waset.org/abstracts/108912/music-aptitude-and-school-readiness-in-indonesian-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108912.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3849</span> Generation of Electro-Encephalography Readiness Potentials by Intention</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seokbeen%20Lim">Seokbeen Lim</a>, <a href="https://publications.waset.org/abstracts/search?q=Gilwon%20Yoon"> Gilwon Yoon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The readiness potential in brain waves is a brain activity related with an intention whose potential arises even before its conscious intention. This study was carried out in order to understand the generation and mechanism of the readiness potential more. The experiment with two subjects was conducted in two ways following the Oddball task protocol. Firstly, auditory stimuli were randomly presented to the subjects. The subject was allowed to press the keyboard with the right index finger only when the subject heard the target stimulus but not the standard stimulus. Secondly, unlike the first one, the auditory stimuli were randomly presented, and the subjects pressed the keyboard in the same manner, but at the same time with grasping action of the left hand. The readiness potential showed up for both of these experiments. In the first Oddball experiment, the readiness potential was detected only when the target stimulus was presented. However, in the second Oddball experiment with the left hand action of grasping something, the readiness potential was detected at the presentation of for both standard and target stimuli. However, detected readiness potentials with the target stimuli were larger than those of the standard stimuli. We found an interesting phenomenon that the readiness potential was able to be detected even the standard stimulus. This indicates that motor-related readiness potentials can be generated only by the intention to move. These results present a new perspective in psychology and brain engineering since subconscious brain action may be prior to conscious recognition of the intention. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=readiness%20potential" title="readiness potential">readiness potential</a>, <a href="https://publications.waset.org/abstracts/search?q=auditory%20stimuli" title=" auditory stimuli"> auditory stimuli</a>, <a href="https://publications.waset.org/abstracts/search?q=event-related%20potential" title=" event-related potential"> event-related potential</a>, <a href="https://publications.waset.org/abstracts/search?q=electroencephalography" title=" electroencephalography"> electroencephalography</a>, <a href="https://publications.waset.org/abstracts/search?q=oddball%20task" title=" oddball task"> oddball task</a> </p> <a href="https://publications.waset.org/abstracts/88547/generation-of-electro-encephalography-readiness-potentials-by-intention" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88547.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">204</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3848</span> Assessing Readiness Model for Business Intelligence Implementation in Organization</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Razak%20Rahmat">Abdul Razak Rahmat</a>, <a href="https://publications.waset.org/abstracts/search?q=Azizah%20Ahmad"> Azizah Ahmad</a>, <a href="https://publications.waset.org/abstracts/search?q=Azman%20Ta%E2%80%99aa"> Azman Ta’aa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The deployment of Business Intelligence (BI) for organization at the beginning phase is very crucial. Results from the previous studies found that more than half of the BI project fails to meet the objective even though a lot money are spent. Based on that problem, the readiness level of BI for the organization is important to identify in order to reduce the risk before the actual BI project is implemented. In this paper, rigorous literature review on the aspect success factors such as Critical Success Factors (CSFs), Readiness Factors (RFs), Success Factors (SFs), are discussed by different authors. The paper also adopted a few models from previous study as a guide for the assessment of BI readiness. The expected finding from this research is the Business Intelligent Readiness Model (BiRM) as a guild before implement the BI system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=business%20intelligence%20readiness%20model" title="business intelligence readiness model">business intelligence readiness model</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20intelligence%20for%20higher%20learning" title=" business intelligence for higher learning"> business intelligence for higher learning</a>, <a href="https://publications.waset.org/abstracts/search?q=BI%20readiness%20factors" title=" BI readiness factors"> BI readiness factors</a>, <a href="https://publications.waset.org/abstracts/search?q=BI%20critical%20success%20factors%28CSF%29" title=" BI critical success factors(CSF)"> BI critical success factors(CSF)</a> </p> <a href="https://publications.waset.org/abstracts/48363/assessing-readiness-model-for-business-intelligence-implementation-in-organization" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48363.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">371</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3847</span> Assessing Firm Readiness to Implement Cloud Computing: Toward a Comprehensive Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seyed%20Mohammadbagher%20Jafari">Seyed Mohammadbagher Jafari</a>, <a href="https://publications.waset.org/abstracts/search?q=Elahe%20Mahdizadeh"> Elahe Mahdizadeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Masomeh%20Ghahremani"> Masomeh Ghahremani </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays almost all organizations depend on information systems to run their businesses. Investment on information systems and their maintenance to keep them always in best situation to support firm business is one of the main issues for every organization. The new concept of cloud computing was developed as a technical and economic model to address this issue. In cloud computing the computing resources, including networks, applications, hardwares and services are configured as needed and are available at the moment of request. However, migration to cloud is not an easy task and there are many issues that should be taken into account. This study tries to provide a comprehensive model to assess a firm readiness to implement cloud computing. By conducting a systematic literature review, four dimensions of readiness were extracted which include technological, human, organizational and environmental dimensions. Every dimension has various criteria that have been discussed in details. This model provides a framework for cloud computing readiness assessment. Organizations that intend to migrate to cloud can use this model as a tool to assess their firm readiness before making any decision on cloud implementation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cloud%20computing" title="cloud computing">cloud computing</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20readiness" title=" human readiness"> human readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20readiness" title=" organizational readiness"> organizational readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=readiness%20assessment%20model" title=" readiness assessment model"> readiness assessment model</a> </p> <a href="https://publications.waset.org/abstracts/30893/assessing-firm-readiness-to-implement-cloud-computing-toward-a-comprehensive-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30893.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">395</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3846</span> Readiness of Thai Restaurant in Bangkok in Applying for Certification of Halal Food Services Standard for Tourism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pongsiri%20Kingkan">Pongsiri Kingkan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to study the Readiness of Thai Restaurant in Bangkok in Applying for Certification of Halal Food Services Standard for Tourism. This research was conduct by using mix methodology; both quantitative and qualitative data were used. 420 questionnaires were used as tools to collected data from the samples, the restaurant employees. The results were divided into two parts, the demographic data and the Readiness of Thai Restaurant in Bangkok in Applying for Certification of Halal Food Services Standard for Tourism. The majority of samples are single female age between 18–30 years old, who earn about 282.40 US dollars a month. The result of Thai restaurant readiness study demonstrated that readiness in foods and restaurant operating processes were scored at the lowest level. Readiness in social responsibility, food contact persons and food materials were rated at the low level. The readiness of utensils and kitchen tools, waste management, environmental management, and the availability of space to implement the establishment of halal food were scored at the average level. Location readiness, foods service safety and the relationship with the local community were rated at high level. But interestingly there is none of them rated at the highest level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=availability" title="availability">availability</a>, <a href="https://publications.waset.org/abstracts/search?q=Bangkok" title=" Bangkok"> Bangkok</a>, <a href="https://publications.waset.org/abstracts/search?q=halal" title=" halal"> halal</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20restaurant" title=" Thai restaurant"> Thai restaurant</a>, <a href="https://publications.waset.org/abstracts/search?q=readiness" title=" readiness"> readiness</a> </p> <a href="https://publications.waset.org/abstracts/36883/readiness-of-thai-restaurant-in-bangkok-in-applying-for-certification-of-halal-food-services-standard-for-tourism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36883.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">316</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3845</span> Cryptocurrencies: Business Students’ Awareness and Universities’ Adoption Readiness and Compatibility of Use Considering the Mediation of Attitudes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eric%20S.%20Parilla">Eric S. Parilla</a>, <a href="https://publications.waset.org/abstracts/search?q=Marc%20Edward%20Abadilla"> Marc Edward Abadilla</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aims to determine the effect of awareness of business students towards cryptocurrencies and the readiness of universities and colleges to accept cryptocurrencies as a medium of exchange, considering the mediation of business students’ attitudes. The research used partial least squares structural equation modeling (PLS-SEM) and deployed a questionnaire attuned to the awareness and attitudes of business students towards cryptocurrencies and readiness and compatibility of use in universities and colleges in Ilocos Norte. The output of the investigation revealed that awareness of business students is not correlated to the readiness of universities and colleges, which means that even though students understand cryptocurrencies, it is not an assurance that universities and colleges are ready to accept them as the medium of exchange. The study proposes that training and seminars for business students and professionals should be conducted to expand understanding and acceptance of cryptocurrencies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cryptocurrencies" title="cryptocurrencies">cryptocurrencies</a>, <a href="https://publications.waset.org/abstracts/search?q=awareness" title=" awareness"> awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=readiness" title=" readiness"> readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=attitudes" title=" attitudes"> attitudes</a> </p> <a href="https://publications.waset.org/abstracts/149449/cryptocurrencies-business-students-awareness-and-universities-adoption-readiness-and-compatibility-of-use-considering-the-mediation-of-attitudes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149449.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">225</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3844</span> Indigenous Conceptualization of School Readiness: Mother's Perspective in Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayesha%20Inam">Ayesha Inam</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Moazzam"> R. Moazzam</a>, <a href="https://publications.waset.org/abstracts/search?q=Z.%20Akhtar"> Z. Akhtar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> School readiness plays a significant role in helping a child deal with various school demands and expectations as well as in determining academic success outcomes. There is a scarcity of data concerning the condition of school readiness in Pakistan. This qualitative research seeks to examine the perspective of mothers about school readiness along with its four domains (self-care, socio-emotional, physical and cognitive) as well as about the appropriate age of entry into formal preschool. Fifteen interviews were conducted with mothers of pre-school children in Islamabad and Rawalpindi. It was found that mothers shared the common perception that children should be socially, emotionally, physically and cognitively prepared to be ready for pre-school. The results concluded that the mothers unanimously agreed in their perceptions that three to four years was the appropriate age range for children to begin pre-school and that early or late entry into pre-school had negative implications for children’s ability to learn and understand, and hence, their school readiness. Mental age was perceived as a more important criterion for deciding when to send children to pre-school. Mothers were found to send their children to school earlier, and children were found to be increasingly exposed to technology, both of which were found to influence children’s readiness for school. Both schools and mothers were found to play an instrumental role in preparing children for school and in school adjustment by nurturing their skills and abilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=perception%20of%20mothers" title="perception of mothers">perception of mothers</a>, <a href="https://publications.waset.org/abstracts/search?q=Pakistan" title=" Pakistan"> Pakistan</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20readiness" title=" school readiness"> school readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=entry%20to%20preschool" title=" entry to preschool"> entry to preschool</a> </p> <a href="https://publications.waset.org/abstracts/108714/indigenous-conceptualization-of-school-readiness-mothers-perspective-in-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108714.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3843</span> Measuring the Quality of Business Education: Employment Readiness Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gulbakhyt%20Sultanova">Gulbakhyt Sultanova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Business education institutions assess the progress of their students by giving them grades for courses completed and calculating a Grade Point Average (GPA). Whether the participation in these courses has led to the development of competences enabling graduates to successfully compete in the labor market should be measured using a new index: Employment Readiness Assessment (ERA). The higher the ERA, the higher the quality of education at a business school. This is applied, empirical research conducted by using a method of linear optimization. The aim of research is to identify factors which lead to the minimization of the deviation of GPA from ERA as well as to the maximization of ERA. ERA is composed of three components resulting from testing proficiency in Business English, testing work and personal skills, and job interview simulation. The quality of education is improving if GPA approximates ERA and ERA increases. Factors which have had a positive effect on quality enhancement are academic mobility of students and staff, practical-oriented courses taught by staff with work experience, and research-based courses taught by staff with research experience. ERA is a better index to measure the quality of business education than traditional indexes such as GPA due to its greater accuracy in assessing the level of graduates’ competences demanded in the labor market. Optimizing the educational process in pursuit of quality enhancement, ERA has to be used in parallel with GPA to find out which changes worked and resulted in improvement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20and%20evaluation" title="assessment and evaluation">assessment and evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=competence%20evaluation" title=" competence evaluation"> competence evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20quality" title=" education quality"> education quality</a>, <a href="https://publications.waset.org/abstracts/search?q=employment%20readiness" title=" employment readiness"> employment readiness</a> </p> <a href="https://publications.waset.org/abstracts/22614/measuring-the-quality-of-business-education-employment-readiness-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22614.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">445</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3842</span> The Barriers in the Adoption of E-readiness and Affective E-Business of Developing Countries: From the Prospective of Pakistani Organizations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asma%20Moomal">Asma Moomal</a>, <a href="https://publications.waset.org/abstracts/search?q=Maslin%20Masrom"> Maslin Masrom</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The literature has identified that the competition among the business firms has been intensified due to the change in operating environment such as; knowledge diffusion, amount of R&D investments, and the adoption of technological innovation. Correspondingly, the E-business has potential to add a higher value to business and consumers in developed countries than in developing countries. However, the technological innovation (such as e-readiness) also considered as the major influential element on the firms competitiveness and development, Yet most of the developing countries including Pakistan failed to reap the benefits offered by modern information and communication technologies adoption (e-readiness), e-business and other innovative technologies. Thus, this paper reviewed the relevant literature in order to examine the barriers to the adoption of e-readiness and e-business in the organizations of Pakistan. The data collection technique used in this study was done through the secondary data resources (i.e. the existing literature analysis). The result of the study reveals that the most of the organizations of Pakistan like other developing countries are lagging behind in terms of adoption of e-readiness and e-business as compared to the developed countries of the world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-readiness" title="e-readiness">e-readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=e-business" title=" e-business"> e-business</a>, <a href="https://publications.waset.org/abstracts/search?q=potential" title=" potential"> potential</a>, <a href="https://publications.waset.org/abstracts/search?q=technological%20innovation" title=" technological innovation"> technological innovation</a> </p> <a href="https://publications.waset.org/abstracts/13696/the-barriers-in-the-adoption-of-e-readiness-and-affective-e-business-of-developing-countries-from-the-prospective-of-pakistani-organizations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13696.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">523</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3841</span> Predicting Wearable Technology Readiness in a South African Government Department: Exploring the Influence of Wearable Technology Acceptance and Positive Attitude</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Henda%20J%20Thomas">Henda J Thomas</a>, <a href="https://publications.waset.org/abstracts/search?q=Cornelia%20PJ%20Harmse"> Cornelia PJ Harmse</a>, <a href="https://publications.waset.org/abstracts/search?q=Cecile%20Schultz"> Cecile Schultz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Wearables are one of the technologies that will flourish within the fourth industrial revolution and digital transformation arenas, allowing employers to integrate collected data into organisational information systems. The study aimed to investigate whether wearable technology readiness can predict employees’ acceptance to wear wearables in the workplace. The factors of technology readiness predisposition that predict acceptance and positive attitudes towards wearable use in the workplace were examined. A quantitative research approach was used. The population consisted of 8 081 South African Department of Employment and Labour employees (DEL). Census sampling was used, and questionnaires to collect data were sent electronically to all 8 081 employees, 351 questionnaires were received back. The measuring instrument called the Technology Readiness and Acceptance Model (TRAM) was used in this study. Four hypotheses were formulated to investigate the relationship between readiness and acceptance of wearables in the workplace. The results found consistent predictions of technology acceptance (TA) by eagerness, optimism, and discomfort in the technology readiness (TR) scales. The TR scales of optimism and eagerness were consistent positive predictors of the TA scales, while discomfort proved to be a negative predictor for two of the three TA scales. Insecurity was found not to be a predictor of TA. It was recommended that the digital transformation policy of the DEL should be revised. Wearables in the workplace should be embraced from the viewpoint of convenience, automation, and seamless integration with the DEL information systems. The empirical contribution of this study can be seen in the fact that positive attitude emerged as a factor that extends the TRAM. In this study, positive attitude is identified as a new dimension to the TRAM not found in the original TA model and subsequent studies of the TRAM. Furthermore, this study found that Perceived Usefulness (PU) and Behavioural Intention to Use and (BIU) could not be separated but formed one factor. The methodological contribution of this study can lead to the development of a Wearable Readiness and Acceptance Model (WRAM). To the best of our knowledge, no author has yet introduced the WRAM into the body of knowledge. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=technology%20acceptance%20model" title="technology acceptance model">technology acceptance model</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20readiness%20index" title=" technology readiness index"> technology readiness index</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20readiness%20and%20acceptance%20model" title=" technology readiness and acceptance model"> technology readiness and acceptance model</a>, <a href="https://publications.waset.org/abstracts/search?q=wearable%20devices" title=" wearable devices"> wearable devices</a>, <a href="https://publications.waset.org/abstracts/search?q=wearable%20technology" title=" wearable technology"> wearable technology</a>, <a href="https://publications.waset.org/abstracts/search?q=fourth%20industrial%20revolution" title=" fourth industrial revolution"> fourth industrial revolution</a> </p> <a href="https://publications.waset.org/abstracts/170603/predicting-wearable-technology-readiness-in-a-south-african-government-department-exploring-the-influence-of-wearable-technology-acceptance-and-positive-attitude" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170603.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3840</span> Psychometric Properties and Factor Structure of the College Readiness Questionnaire</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muna%20Al-Kalbani">Muna Al-Kalbani</a>, <a href="https://publications.waset.org/abstracts/search?q=Thuwayba%20Al%20Barwani"> Thuwayba Al Barwani</a>, <a href="https://publications.waset.org/abstracts/search?q=Otherine%20Neisler"> Otherine Neisler</a>, <a href="https://publications.waset.org/abstracts/search?q=Hussain%20Alkharusi"> Hussain Alkharusi</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Clayton"> David Clayton</a>, <a href="https://publications.waset.org/abstracts/search?q=Humaira%20Al-Sulaimani"> Humaira Al-Sulaimani</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Khan"> Mohammad Khan</a>, <a href="https://publications.waset.org/abstracts/search?q=Hamad%20Al-Yahmadi"> Hamad Al-Yahmadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study describes the psychometric properties and factor structure of the University Readiness Survey (URS). Survey data were collected from sample of 2652 students from Sultan Qaboos University. Exploratory factor analysis identified ten significant factors underlining the structure. The results of Confirmatory factor analysis showed a good fit to the data where the indices for the revised model were χ2(df = 1669) = 6093.4; CFI = 0.900; GFI =0.926; PCLOSE = 1.00 and RMSAE = 0.030 where each of these indices were above threshold. The overall value of Cronbach’s alpha was 0.899 indicating that the instrument score was reliable. Results imply that the URS is a valid measure describing the college readiness pattern among Sultan Qaboos University students and the Arabic version could be used by university counselors to identify students’ readiness factors. Nevertheless, further validation of the of the USR is recommended. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20readiness" title="college readiness">college readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=confirmatory%20factor%20analysis" title=" confirmatory factor analysis"> confirmatory factor analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=reliability" title=" reliability"> reliability</a>, <a href="https://publications.waset.org/abstracts/search?q=validity" title=" validity"> validity</a> </p> <a href="https://publications.waset.org/abstracts/93125/psychometric-properties-and-factor-structure-of-the-college-readiness-questionnaire" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93125.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">226</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3839</span> The Importance of Industrial Work Experience, Career Information, and Work Motivation to Increase Work Readiness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nyaris%20Pambudiyatno">Nyaris Pambudiyatno</a>, <a href="https://publications.waset.org/abstracts/search?q=Asto%20Buditjahjanto"> Asto Buditjahjanto</a>, <a href="https://publications.waset.org/abstracts/search?q=Eppy%20%20Yundra"> Eppy Yundra</a>, <a href="https://publications.waset.org/abstracts/search?q=Arie%20Wardhono"> Arie Wardhono</a>, <a href="https://publications.waset.org/abstracts/search?q=Eko%20Hariadi"> Eko Hariadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Vocational education is part of the national education system that is prepared to produce graduates who have the skills and knowledge according to the needs and requirements required by the job. Vocational Education is a secondary education that prepares students to work in a particular field. The purpose of this study was to analyze and find out the effect of industrial work practice experience and career information on work readiness through work motivation. This type of research is causal research with a quantitative approach. The population in this study was 359 cadets of Aviation Polytechnic Surabaya. While the number of samples calculates using slovin calculations obtained by 189 cadets of Surabaya Aviation Polytechnic. The type of data used is quantitative data with the primary data source. Data collection techniques are by distributing questionnaires. Analysis of this study is with Lisrel. The findings prove that: (1) Industrial Work Experience experience has a positive and significant effect on work motivation; (2) Industrial Work Experience has a positive and significant impact on work readiness; (3) Career information has a positive and significant effect on job readiness; (4) Career information has a positive and significant impact on job readiness; Dan (5) Work motivation has a positive and significant effect on work readiness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=career%20information" title="career information">career information</a>, <a href="https://publications.waset.org/abstracts/search?q=increase%20work%20readiness" title=" increase work readiness"> increase work readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=industrial%20work%20experience" title=" industrial work experience"> industrial work experience</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20motivation" title=" work motivation"> work motivation</a> </p> <a href="https://publications.waset.org/abstracts/132730/the-importance-of-industrial-work-experience-career-information-and-work-motivation-to-increase-work-readiness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132730.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">137</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3838</span> Proposed Model to Assess E-Government Readiness in Jordan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hadeel%20Abdulatif">Hadeel Abdulatif</a>, <a href="https://publications.waset.org/abstracts/search?q=Maha%20Alkhaffaf"> Maha Alkhaffaf</a> </p> <p class="card-text"><strong>Abstract:</strong></p> E-government is the use of Information and Communication Technology to enrich the access to and delivery of government services to citizens, business partners and employees, Policy makers and regulatory bodies have to be cognizant of the degree of readiness of a populace in order to design and implement efficient e-government programs. This paper aims to provide a transparent situation analyses for the case of e-government official website in Jordan, it focuses on assessing e-government in Jordan; web site assessment by using international criteria for assessing e-government websites, However, the study analyses the environmental factor consisting of cultural and business environment factors. By reviewing the literature the researchers found that government's efforts towards e-government may vary according to the country's readiness and other key implementation factors which will lead to diverse e-government experience; thus, there is a need to study the impact of key factors to implement e-government in Jordan. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-government" title="e-government">e-government</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20factors" title=" environmental factors"> environmental factors</a>, <a href="https://publications.waset.org/abstracts/search?q=website%20assessment" title=" website assessment"> website assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=readiness" title=" readiness"> readiness</a> </p> <a href="https://publications.waset.org/abstracts/52473/proposed-model-to-assess-e-government-readiness-in-jordan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52473.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">294</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3837</span> Measuring the Lean Readiness of Kuwaiti Manufacturing Industries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamad%20Alnajem">Mohamad Alnajem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: To measure the readiness of the Kuwaiti small and medium sized manufacturing industries (K-SMMIs) to implement the lean system (LS) through an evaluation of their existing quality practices, and compare such readiness among different product sectors and ownership types. Design/methodology/approach: This study adopts the measurement framework developed by Al-Najem et al. (2013), which establishes six constructs related to lean quality practices, namely: process, planning and control, customer relations, suppliers relations, HR, and top management and leadership. Data were collected from a survey of 50 K-SMMIs operating in different industrial sectors. One research question and two hypotheses were developed and tested using t-test and Levene’s test, descriptive analysis, and one-way ANOVA. Findings: The results demonstrate that the K-SMMIs are far from being ready to implement lean. In addition, the study found that product sector and ownership type have no significant impact on the lean readiness in the K-SMMIs. Practical implications: This research provides insight into preparing Kuwaiti, and other SMMIs, to implement the LS by creating an assessment of their existing lean practices and readiness. Originality/value: This research is among a limited number of studies that have addressed lean within the Arab region, and only the second to examine the level of lean readiness of the K-SMMIs. It expands the literature on lean in developing countries, particularly in the Arab region, and can provide guidance to research within other countries in the region. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kuwaiti%20small%20and%20medium%20sized%20industries" title="Kuwaiti small and medium sized industries">Kuwaiti small and medium sized industries</a>, <a href="https://publications.waset.org/abstracts/search?q=lean%20system" title=" lean system"> lean system</a>, <a href="https://publications.waset.org/abstracts/search?q=lean%20readiness" title=" lean readiness"> lean readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=manufacturing%20industries" title=" manufacturing industries"> manufacturing industries</a> </p> <a href="https://publications.waset.org/abstracts/79870/measuring-the-lean-readiness-of-kuwaiti-manufacturing-industries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79870.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">198</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3836</span> Students’ Perception of Their M-Learning Readiness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sulaiman%20Almutairy">Sulaiman Almutairy</a>, <a href="https://publications.waset.org/abstracts/search?q=Trevor%20Davies"> Trevor Davies</a>, <a href="https://publications.waset.org/abstracts/search?q=Yota%20Dimitriadi"> Yota Dimitriadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents study investigating how to understand better the psychological readiness for mobile learning (m-learning) among Saudi students, while also evaluating m-learning in Saudi Arabia-a topic that has not yet received adequate attention from researchers. Data was acquired through a questionnaire administered to 131 Saudi students at UK universities, in July 2013. The study confirmed that students are confident using mobile devices in their daily lives and that they would welcome more opportunities for mobile learning. The findings indicated that Saudi higher education students are highly familiar with, and are psychologically ready for, m-learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=m-learning" title="m-learning">m-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20technologies" title=" mobile technologies"> mobile technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20readiness" title=" psychological readiness"> psychological readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/22842/students-perception-of-their-m-learning-readiness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22842.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">520</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3835</span> A Primer to the Learning Readiness Assessment to Raise the Sharing of E-Health Knowledge amongst Libyan Nurses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Elhadi%20M.%20Sharif">Mohamed Elhadi M. Sharif</a>, <a href="https://publications.waset.org/abstracts/search?q=Mona%20Masood"> Mona Masood</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The usage of e-health facilities is seen to be the first priority by the Libyan government. As such, this paper focuses on how the key factors or elements of working size in terms of technological availability, structural environment, and other competence-related matters may affect nurses’ sharing of knowledge in e-health. Hence, this paper investigates learning readiness assessment to raise e-health for Libyan regional hospitals by using e-health services in nursing education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Libyan%20nurses" title="Libyan nurses">Libyan nurses</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning%20readiness" title=" e-learning readiness"> e-learning readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=e-health" title=" e-health"> e-health</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20education" title=" nursing education "> nursing education </a> </p> <a href="https://publications.waset.org/abstracts/17437/a-primer-to-the-learning-readiness-assessment-to-raise-the-sharing-of-e-health-knowledge-amongst-libyan-nurses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17437.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">493</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3834</span> Improving Healthcare Readiness to Respond to Human Trafficking: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Traci%20A.%20Hefner">Traci A. Hefner</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Limited research exists on the readiness of emergency departments to respond to human trafficking (HT). The purpose of this qualitative case study was to improve the readiness of a Department of Emergency Medicine (ED), located in the southeast region of the United States, in identifying, assessing, and responding to trafficked individuals. The research objectives were to 1) provide an organizing framework to understand the ED’s readiness to respond to HT, using the Transtheoretical Model’s stages of change construct, 2) explain the readiness of the ED through a three-pronged contextual approach that included policies and procedures, patient data collection processes, and clinical practice methods, and 3) develop recommendations to respond to HT. Content analysis was used for document reviews and on-site observations, while thematic analysis identified themes of staff perceptions of the ED’s readiness in interviews of over 30 clinical and non-clinical healthcare professionals. Results demonstrated low levels of readiness to identify HT through the ED’s policies and procedures, data collection processes, and clinical practice methods. Clinical practice-related factors consisted of limited awareness of HT warning signs and low-levels of knowledge about community resources for possible HT referrals. Policy and practice recommendations to increase the ED’s readiness to respond to HT included: developing staff trainings across the ED system to enhance awareness of HT warning signs, incorporating HT into current policies and procedures for vulnerable patient populations as well as creating a HT protocol that addresses policies and procedures, screening tools, and community referrals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emergency%20medicine" title="emergency medicine">emergency medicine</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20trafficking" title=" human trafficking"> human trafficking</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20assessment" title=" organizational assessment"> organizational assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=stages%20of%20change" title=" stages of change"> stages of change</a> </p> <a href="https://publications.waset.org/abstracts/107766/improving-healthcare-readiness-to-respond-to-human-trafficking-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107766.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">147</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3833</span> Assessing Students’ Readiness for an Open and Distance Learning Higher Education Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Upasana%20G.%20Singh">Upasana G. Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=Meera%20Gungea"> Meera Gungea</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning is no more confined to the traditional classroom, teacher, and student interaction. Many universities offer courses through the Open and Distance Learning (ODL) mode, attracting a diversity of learners in terms of age, gender, and profession to name a few. The ODL mode has surfaced as one of the famous sought-after modes of learning, allowing learners to invest in their educational growth without hampering their personal and professional commitments. This mode of learning, however, requires that those who ultimately choose to adopt it must be prepared to undertake studies through such medium. The purpose of this research is to assess whether students who join universities offering courses through the ODL mode are ready to embark and study within such a framework. This study will be helpful to unveil the challenges students face in such an environment and thus contribute to developing a framework to ease adoption and integration into the ODL environment. Prior to the implementation of e-learning, a readiness assessment is essential for any institution that wants to adopt any form of e-learning. Various e-learning readiness assessment models have been developed over the years. However, this study is based on a conceptual model for e-Learning Readiness Assessment which is a ‘hybrid model’. This hybrid model consists of 4 main parameters: 1) Technological readiness, 2) Culture readiness, 3) Content readiness, and 4) Demographics factors, with 4 sub-areas, namely, technology, innovation, people and self-development. The model also includes the attitudes of users towards the adoption of e-learning as an important aspect of assessing e-learning readiness. For this study, some factors and sub-factors of the hybrid model have been considered and adapted, together with the ‘Attitude’ component. A questionnaire was designed based on the models and students where the target population were students enrolled at the Open University of Mauritius, in undergraduate and postgraduate courses. Preliminary findings indicate that most (68%) learners have an average knowledge about ODL form of learning, despite not many (72%) having previous experience with ODL. Despite learning through ODL 74% of learners preferred hard copy learning material and 48% found difficulty in reading learning material on electronic devices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=open%20learning" title="open learning">open learning</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20learning" title=" distance learning"> distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20readiness" title=" student readiness"> student readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=a%20hybrid%20model" title=" a hybrid model"> a hybrid model</a> </p> <a href="https://publications.waset.org/abstracts/98247/assessing-students-readiness-for-an-open-and-distance-learning-higher-education-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98247.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">109</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3832</span> Supply Side Readiness for Universal Health Coverage: Assessing the Availability and Depth of Essential Health Package in Rural, Remote and Conflict Prone District</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Veenapani%20Rajeev%20Verma">Veenapani Rajeev Verma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Context: Assessing facility readiness is paramount as it can indicate capacity of facilities to provide essential care for resilience to health challenges. In the context of decentralization, estimation of supply side readiness indices at sub national level is imperative for effective evidence based policy but remains a colossal challenge due to lack of dependable and representative data sources. Setting: District Poonch of Jammu and Kashmir was selected for this study. It is remote, rural district with unprecedented topographical barriers and is identified as high priority by government. It is also a fragile area as is bounded by Line of Control with Pakistan bearing the brunt of cease fire violations, military skirmishes and sporadic militant attacks. Hilly geographical terrain, rudimentary/absence of road network and impoverishment are quintessential to this area. Objectives: Objective of the study is to a) Evaluate the service readiness of health facilities and create a concise index subsuming plethora of discrete indicators and b) Ascertain supply side barriers in service provisioning via stakeholder’s analysis. Study also strives to expand analytical domain unravelling context and area specific intricacies associated with service delivery. Methodology: Mixed method approach was employed to triangulate quantitative analysis with qualitative nuances. Facility survey encompassing 90 Subcentres, 44 Primary health centres, 3 Community health centres and 1 District hospital was conducted to gauge general service availability and service specific availability (depth of coverage). Compendium of checklist was designed using Indian Public Health Standards (IPHS) in form of standard core questionnaire and scorecard generated for each facility. Information was collected across dimensions of amenities, equipment, medicines, laboratory and infection control protocols as proposed in WHO’s Service Availability and Readiness Assesment (SARA). Two stage polychoric principal component analysis employed to generate a parsimonious index by coalescing an array of tracer indicators. OLS regression method used to determine factors explaining composite index generated from PCA. Stakeholder analysis was conducted to discern qualitative information. Myriad of techniques like observations, key informant interviews and focus group discussions using semi structured questionnaires on both leaders and laggards were administered for critical stakeholder’s analysis. Results: General readiness score of health facilities was found to be 0.48. Results indicated poorest readiness for subcentres and PHC’s (first point of contact) with composite score of 0.47 and 0.41 respectively. For primary care facilities; principal component was characterized by basic newborn care as well as preparedness for delivery. Results revealed availability of equipment and surgical preparedness having lowest score (0.46 and 0.47) for facilities providing secondary care. Presence of contractual staff, more than 1 hr walk to facility, facilities in zone A (most vulnerable) to cross border shelling and facilities inaccessible due to snowfall and thick jungles was negatively associated with readiness index. Nonchalant staff attitude, unavailability of staff quarters, leakages and constraint in supply chain of drugs and consumables were other impediments identified. Conclusions/Policy Implications: It is pertinent to first strengthen primary care facilities in this setting. Complex dimensions such as geographic barriers, user and provider behavior is not under precinct of this methodology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=effective%20coverage" title="effective coverage">effective coverage</a>, <a href="https://publications.waset.org/abstracts/search?q=principal%20component%20analysis" title=" principal component analysis"> principal component analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=readiness%20index" title=" readiness index"> readiness index</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20health%20coverage" title=" universal health coverage"> universal health coverage</a> </p> <a href="https://publications.waset.org/abstracts/104581/supply-side-readiness-for-universal-health-coverage-assessing-the-availability-and-depth-of-essential-health-package-in-rural-remote-and-conflict-prone-district" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104581.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">121</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3831</span> How Group Education Impacts Female Factory Workers’ Behavior and Readiness to Receive Mammography and Pap Smears</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Memnun%20Seven">Memnun Seven</a>, <a href="https://publications.waset.org/abstracts/search?q=Mine%20Bahar"> Mine Bahar</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayg%C3%BCl%20Aky%C3%BCz"> Aygül Akyüz</a>, <a href="https://publications.waset.org/abstracts/search?q=Hatice%20Erdo%C4%9Fan"> Hatice Erdoğan </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The workplace has been deemed a suitable location for educating many women at once about cancer screening. Objective: To determine how group education about early diagnostic methods for breast and cervical cancer affects women’s behavior and readiness to receive mammography and Pap smears. Methods: This semi-interventional study was conducted at a textile factory in Istanbul, Turkey. Female workers (n = 125) were included in the study. A participant identification form and knowledge evaluation form developed for this study, along with the trans-theoretical model, were used to collect data. A 45-min interactive group education was given to the participants. Results: Upon contacting participants 3 months after group education, 15.4% (n = 11) stated that they had since received a mammogram and 9.8% (n = 7) a Pap smear. As suggested by the trans-theoretical model, group education increased participants’ readiness to receive cancer screening, along with their knowledge of breast and cervical cancer. Conclusions: Group education positively impacted women’s knowledge of cancer and their readiness to receive mammography and Pap smears. Group education can therefore potentially create awareness of cancer screening tests among women and improve their readiness to receive such tests. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cancer%20screening" title="cancer screening">cancer screening</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20intervention" title=" educational intervention"> educational intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=participation" title=" participation"> participation</a>, <a href="https://publications.waset.org/abstracts/search?q=women" title=" women "> women </a> </p> <a href="https://publications.waset.org/abstracts/16775/how-group-education-impacts-female-factory-workers-behavior-and-readiness-to-receive-mammography-and-pap-smears" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16775.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">329</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3830</span> Topological Indices of Some Graph Operations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=U.%20Mary">U. Mary </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Let be a graph with a finite, nonempty set of objects called vertices together with a set of unordered pairs of distinct vertices of called edges. The vertex set is denoted by and the edge set by. Given two graphs and the wiener index of, wiener index for the splitting graph of a graph, the first Zagreb index of and its splitting graph, the 3-steiner wiener index of, the 3-steiner wiener index of a special graph are explored in this paper. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=complementary%20prism%20graph" title="complementary prism graph">complementary prism graph</a>, <a href="https://publications.waset.org/abstracts/search?q=first%20Zagreb%20index" title=" first Zagreb index"> first Zagreb index</a>, <a href="https://publications.waset.org/abstracts/search?q=neighborhood%20corona%20graph" title=" neighborhood corona graph"> neighborhood corona graph</a>, <a href="https://publications.waset.org/abstracts/search?q=steiner%20distance" title=" steiner distance"> steiner distance</a>, <a href="https://publications.waset.org/abstracts/search?q=splitting%20graph" title=" splitting graph"> splitting graph</a>, <a href="https://publications.waset.org/abstracts/search?q=steiner%20wiener%20index" title=" steiner wiener index"> steiner wiener index</a>, <a href="https://publications.waset.org/abstracts/search?q=wiener%20index" title=" wiener index"> wiener index</a> </p> <a href="https://publications.waset.org/abstracts/16774/topological-indices-of-some-graph-operations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16774.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">571</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3829</span> Conceptual Model Design for E-Readiness of Entrepreneurial City Case Study: Entrepreneurial Cities in Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohsen%20Yaghmoor">Mohsen Yaghmoor</a>, <a href="https://publications.waset.org/abstracts/search?q=Sima%20Radmanesh"> Sima Radmanesh</a>, <a href="https://publications.waset.org/abstracts/search?q=Ameneh%20Gholami"> Ameneh Gholami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cities are the principal ground for manifestation of an information society. To create an entrepreneurial city, it is required that just and equal access to opportunities are provided for all segments of the city and technologies are intelligently employed. Furthermore, it is necessary for us to be electronically ready in all political, economic, social, cultural, and technological aspects. Also e-city creates enormous potentials and opportunities for development of the entrepreneurial city. After improvement of e-readiness for establishment of entrepreneurial e-city, potentials, and capitals of the city become productive and more suitable opportunities are offered to citizens, state sectors, and private sectors in order to become entrepreneurs. To create and develop an entrepreneurial city, we need to have readiness to detection and creation of entrepreneurial opportunities and finally exploitation of these opportunities which, in turn, lead to use of entrepreneurial events and their quality in the city. In this model, the quality of entrepreneurial events, the productivity of activities, the necessity of reducing the digital gap, positive and active attendance in information society and compatibility and aligning with the global society are emphasized. In an entrepreneurial city, citizens are not help seekers, private sector is not passive, and the government is entrepreneurial. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-city" title="e-city">e-city</a>, <a href="https://publications.waset.org/abstracts/search?q=e-readiness" title=" e-readiness"> e-readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20city" title=" entrepreneurial city"> entrepreneurial city</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20events" title=" entrepreneurial events"> entrepreneurial events</a>, <a href="https://publications.waset.org/abstracts/search?q=technological%20entrepreneurship" title=" technological entrepreneurship"> technological entrepreneurship</a> </p> <a href="https://publications.waset.org/abstracts/18233/conceptual-model-design-for-e-readiness-of-entrepreneurial-city-case-study-entrepreneurial-cities-in-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18233.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">384</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3828</span> The Mediating Effect of Individual Readiness for Change in the Relationship between Organisational Culture and Individual Commitment to Change </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Haffar">Mohamed Haffar</a>, <a href="https://publications.waset.org/abstracts/search?q=Lois%20Farquharson"> Lois Farquharson</a>, <a href="https://publications.waset.org/abstracts/search?q=Gbola%20Gbadamosi"> Gbola Gbadamosi</a>, <a href="https://publications.waset.org/abstracts/search?q=Wafi%20Al-Karaghouli"> Wafi Al-Karaghouli</a>, <a href="https://publications.waset.org/abstracts/search?q=Ramadane%20Djbarni"> Ramadane Djbarni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A few recent research studies and mostly conceptual in nature have paid attention to the relationship between organizational culture (OC), individual readiness for change (IRFC) and individual affective commitment to change (IACC). Surprisingly enough, there is a lack of empirical studies investigating the influence of all four OC types on IRFC and IACC. Moreover, there is a very limited research investigating the mediating role of individual readiness for change between OC types and individual affective commitment to change. Therefore, this study is proposed to fill this gap by providing empirical evidence leading to advancement in the understanding of direct and indirect influences of OC on individual affective commitment to change. To achieve this, a questionnaire based survey was developed and self-administered to 226 middle managers in Algerian manufacturing organizations (AMOs). The results of this study indicated that group culture and adhocracy culture positively affect the IACC. Furthermore, the findings of this study show support for the mediating roles of self-efficacy and personally valence in the relationship between OC and IACC. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=individual%20readiness%20for%20change" title="individual readiness for change">individual readiness for change</a>, <a href="https://publications.waset.org/abstracts/search?q=individual%20commitment%20to%20change" title=" individual commitment to change"> individual commitment to change</a>, <a href="https://publications.waset.org/abstracts/search?q=organisational%20culture" title=" organisational culture"> organisational culture</a>, <a href="https://publications.waset.org/abstracts/search?q=manufacturing%20organisations" title=" manufacturing organisations"> manufacturing organisations</a> </p> <a href="https://publications.waset.org/abstracts/24908/the-mediating-effect-of-individual-readiness-for-change-in-the-relationship-between-organisational-culture-and-individual-commitment-to-change" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24908.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">503</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3827</span> Knowledge, Attitudes and Readiness of Students towards Higher Order Thinking Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Aderi%20Che%20Noh">Mohd Aderi Che Noh</a>, <a href="https://publications.waset.org/abstracts/search?q=Tuan%20Rahayu%20Tuan%20Lasan"> Tuan Rahayu Tuan Lasan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Higher order thinking skills (HOTS) is an important skill in the Malaysian education system to produce a knowledgeable generation, able to think critically and creatively in order to face the challenges in the future. Educational challenges of the 21st century require that all students to have the HOTS. Therefore, this study aims to identify the level of knowledge, attitude and readiness of students towards HOTS. The respondents were 127 form four students from schools in the Federal Territory of Putrajaya. This study is quantitative survey using a questionnaire to collect data. Data were analyzed using Statistical Package for the Social Sciences (SPSS) 23.0. The results showed that knowledge, attitudes and readiness of students towards HOTS lam were at a high level. Inferential analysis showed that there was a significant relationship between knowledge with attitude and readiness towards HOTS. This study provides information to the schools and teachers to improve the teaching and learning to increase students HOTS and fulfilling the hope of Ministry of Education to produce human capital who can be globally competitive. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=high%20order%20thinking%20skills" title="high order thinking skills">high order thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=Malaysia" title=" Malaysia"> Malaysia</a> </p> <a href="https://publications.waset.org/abstracts/93286/knowledge-attitudes-and-readiness-of-students-towards-higher-order-thinking-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93286.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">212</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3826</span> Simple Infrastructure in Measuring Countries e-Government</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sukhbaatar%20Dorj">Sukhbaatar Dorj</a>, <a href="https://publications.waset.org/abstracts/search?q=Erdenebaatar%20Altangerel"> Erdenebaatar Altangerel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As alternative to existing e-government measuring models, here proposed a new customer centric, service oriented, simple approach for measuring countries e-Governments. If successfully implemented, built infrastructure will provide a single e-government index number for countries. Main schema is as follows. Country CIO or equal position government official, at the beginning of each year will provide to United Nations dedicated web site 4 numbers on behalf of own country: 1) Ratio of available online public services, to total number of public services, 2) Ratio of interagency inter ministry online public services to total number of available online public services, 3) Ratio of total number of citizen and business entities served online annually to total number of citizen and business entities served annually online and physically on those services, 4) Simple index for geographical spread of online served citizen and business entities. 4 numbers then combined into one index number by mathematical Average function. In addition to 4 numbers 5th number can be introduced as service quality indicator of online public services. If in ordering of countries index number is equal, 5th criteria will be used. Notice: This approach is for country’s current e-government achievement assessment, not for e-government readiness assessment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=countries%20e-government%20index" title="countries e-government index">countries e-government index</a>, <a href="https://publications.waset.org/abstracts/search?q=e-government" title=" e-government"> e-government</a>, <a href="https://publications.waset.org/abstracts/search?q=infrastructure%20for%20measuring%20e-government" title=" infrastructure for measuring e-government"> infrastructure for measuring e-government</a>, <a href="https://publications.waset.org/abstracts/search?q=measuring%20e-government" title=" measuring e-government"> measuring e-government</a> </p> <a href="https://publications.waset.org/abstracts/7742/simple-infrastructure-in-measuring-countries-e-government" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7742.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">328</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3825</span> The Exploration of Preschool Teachers' Understanding of the Role of Socio-Emotional Development in School Readiness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Pedro">A. Pedro</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Goldschmidt"> T. Goldschmidt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Socio-emotional development is considered to be an essential prerequisite for school readiness. To our best knowledge, research on socio-emotional development specifically from the views of teachers in the South African context is limited. This study explored preschool teachers’ understanding of the role that socio-emotional development plays in preparing the child for school. Using the social learning theory, a qualitative approach with an exploratory design was used for the study. A total of 12 preschool teachers from both community-based and school-based preschools were purposively recruited. Upon receiving ethics clearance from the University of the Western Cape and the Western Cape Education Department, semi-structured interviews were conducted and analysed by utilizing Braun and Clarke’s (2006) six phases of thematic analysis. Participants’ rights, anonymity, and confidentiality were upheld throughout the research process. Findings reveal that preschool teachers emphasise the importance of holistic development for school readiness. Teachers deemed socio-emotional development as absolutely crucial for preparing children for school as it eases the transition to formal schooling and adaptation to the classroom environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood" title="early childhood">early childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20teachers" title=" preschool teachers"> preschool teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20readiness" title=" school readiness"> school readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-emotional%20development" title=" socio-emotional development"> socio-emotional development</a> </p> <a href="https://publications.waset.org/abstracts/100878/the-exploration-of-preschool-teachers-understanding-of-the-role-of-socio-emotional-development-in-school-readiness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100878.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">141</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3824</span> Factors Affecting the Readiness in the License Examination Testing of Nursing Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suwannee%20Sroisong">Suwannee Sroisong</a>, <a href="https://publications.waset.org/abstracts/search?q=Angkhana%20Ruenkon"> Angkhana Ruenkon</a>, <a href="https://publications.waset.org/abstracts/search?q=Ronnaphop%20Eimtab">Ronnaphop Eimtab </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was twofold: First, to examine the relationship of the Readiness on the License Examination Testing (RLET) with factors namely achieved motivation, attitude on testing, self-perception, perception in testing among the nursing students at Baromarajonani College of Nursing, Buddhachinaraj, Thailand (BCNB); and secondly, to investigate the factors affecting the RLET of the nursing students. All data were collected from a set of 214 questionnaires of nursing students, second semester and in academic year 2010, at BCNB. As a set of variables in the questionnaire, it consisted of factors of readiness in testing, achieved motivation, attitude on testing, self-perception, and perception in testing. The following statistics were analyzed: frequency, percentage, means, standard deviation, and Stepwise-multiple regression correlation. Research results were as follows: 1) For the relationship among following factors, namely achieved motivation, attitude on testing, self-perception, perception in testing, there were positive correlation coefficients between .324 to .560 at the .05 level of significance; and 2) One crucial factor affecting the RLET of nursing students, namely achieved motivation, was found. The achieved motivation factor could explain the variance or predict the RLET of nursing students at 31.40 percent and at the .05 level of significance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=readiness" title="readiness">readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing" title=" nursing"> nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=license%20examination%20testing" title=" license examination testing"> license examination testing</a>, <a href="https://publications.waset.org/abstracts/search?q=Thailand" title=" Thailand "> Thailand </a> </p> <a href="https://publications.waset.org/abstracts/5065/factors-affecting-the-readiness-in-the-license-examination-testing-of-nursing-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5065.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">417</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3823</span> Assessment of E-Readiness in Libraries of Public Sector Universities Khyber Pakhtunkhwa-Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saeed%20Ullah%20Jan">Saeed Ullah Jan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study has examined the e-readiness in libraries of public sector universities in Khyber Pakhtunkhwa. Efforts were made to evaluate the availability of human resources, electronic infrastructure, and network services and programs in the public sector university libraries. The population of the study was the twenty-seven public sector university libraries of Khyber Pakhtunkhwa. A quantitative approach was adopted, and a questionnaire-based survey was conducted to collect data from the librarian/in charge of public sector university libraries. The collected data were analyzed using Statistical Package for Social Sciences version 22 (SPSS). The mean score of the knowledge component interpreted magnitudes below three which indicates that the respondents are poorly or moderately satisfied regards knowledge of libraries. The satisfaction level of the respondents about the other components, such as electronic infrastructure, network services and programs, and enhancers of the networked world, was rated as average or below. The study suggested that major aspects of existing public-sector university libraries require significant transformation. For this purpose, the government should provide all the required resources and facilities to meet the population's informational and recreational demands. The Information Communication Technology (ICT) infrastructure of public university libraries needs improvement in terms of the availability of computer equipment, databases, network servers, multimedia projectors, digital cameras, uninterruptible power supply, scanners, and backup devices such as hard discs and Digital Video Disc/Compact Disc. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICT-libraries" title="ICT-libraries">ICT-libraries</a>, <a href="https://publications.waset.org/abstracts/search?q=e-readiness-libraries" title=" e-readiness-libraries"> e-readiness-libraries</a>, <a href="https://publications.waset.org/abstracts/search?q=e-readiness-university%20libraries" title=" e-readiness-university libraries"> e-readiness-university libraries</a>, <a href="https://publications.waset.org/abstracts/search?q=e-readiness-Pakistan" title=" e-readiness-Pakistan"> e-readiness-Pakistan</a> </p> <a href="https://publications.waset.org/abstracts/167597/assessment-of-e-readiness-in-libraries-of-public-sector-universities-khyber-pakhtunkhwa-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167597.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">88</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3822</span> Boosting the Chance of Organizational Change Success: The Role of Individuals’ Goal Orientation, Affectivity and Psychological Capital</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=P.%20P.%20L.%20Kwan">P. P. L. Kwan</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20K.%20S.%20Chan"> D. K. S. Chan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Organizations are constantly changing in today’s business environment. Research findings have revealed that overcoming resistance and getting employees ready for change is a crucial driver for organizational change success. Thus, change adaptability has become a more prominent selection criterion used in many organizations. Although change readiness could be situation-specific, employees’ personality, emotion, and cognition should also be crucial factors in shaping their readiness. However, relatively little research has focused on the roles of individual characteristics in organizational changes. The present study examines the relations between individual characteristics and change readiness with the aim to validate a model, which proposes three types of individual attributes as antecedents to change readiness. The three attributes considered are trait cynicism, positive affectivity, and personal valence covering personality, emotional, and cognitive aspects respectively. The model also hypothesizes that relations between the three antecedents and change readiness will be moderated by a positive mental resource known as psychological capital (PsyCap), which consists of hope, optimism, efficacy and resilience; and a learning culture within the organization. We are currently collecting data from a targeted sample size of 300 Hong Kong employees. Specifically, participants complete a questionnaire which was designed to measure their perceived change efficacy in response to three scenarios commonly happened in the workplace (i.e., business acquisition, team restructuring, and information system change) as a measure of change readiness, as well as the aforementioned individual characteristics. Preliminary analysis provides some support to the hypotheses. That is, employees who are less cynical in personality and more positive in their cognition and affectivity particularly welcome the potential changes in their organizations. Further data collection and analyses are continuously carried out for a more definitive conclusion. Our findings will shed light on employee selection; and on how strengthening positive psychological resources and promoting the culture of learning organization among employees may enhance the chance to succeed for organizations undergoing change. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20organization" title="learning organization">learning organization</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20capital" title=" psychological capital"> psychological capital</a>, <a href="https://publications.waset.org/abstracts/search?q=readiness%20for%20change" title=" readiness for change"> readiness for change</a>, <a href="https://publications.waset.org/abstracts/search?q=employee%20selection" title=" employee selection"> employee selection</a> </p> <a href="https://publications.waset.org/abstracts/25007/boosting-the-chance-of-organizational-change-success-the-role-of-individuals-goal-orientation-affectivity-and-psychological-capital" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25007.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">465</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=readiness%20index&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=readiness%20index&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=readiness%20index&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=readiness%20index&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=readiness%20index&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=readiness%20index&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=readiness%20index&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=readiness%20index&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=readiness%20index&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=readiness%20index&page=128">128</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=readiness%20index&page=129">129</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=readiness%20index&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>