From the calculation showed that all variables are significant except opportunity identification variables. These research support the previous research that motivation, resource capacity, and entrepreneurship skill have significant and positive influence to entrepreneur readiness level , , . According to this result we can be seen that the process of entrepreneurial in entrepreneurship study program in West Java already consider and prepare their students to become strong, persistent, and bold entrepreneurs with several tools, programs, and trainings. At the same time, students also already realized that there are a lot things to do and prepared if they want to become an entrepreneurs such motivation from himself / herself and also entrepreneurial skill such as decision making, managerial skill, teamwork, interpersonal skill, business management, and network building skill. Researchers found that many study program, government, and private sector support their student or participants with several entrepreneurship program such as business incubator, investor day, pitch day, innovation competition, business mentor, entrepreneurship seminar, entrepreneurship training, and financing program.
Any acquired profession satisfies a need in the society and therefore is noteworthy. Among these professions, the teaching profession has a further importance as a people-oriented public service. Historically important figures (Socrates, Plato, Alexander the Great, De Gaulle, Aristotle, Lenin, Ataturk…) have striking views on the teaching profession (Adams, 1969, cited by Sönmez, 2007). These views commonly accentuate the service, invaluableness and critical importance of the teaching profession. Educational science studies point out that the competence of teachers is related to developing qualified individuals (Gözütok, 1995; Gürkan, 2001). Similarly, Buts (cited by Sönmez, 2007) considers developing teachers at the center of preparing people for the future. Ataturk also emphasized the importance of the teaching profession by asserting “those who save nations are only and solely the teachers” (Tekışık, 2003). The primary duty of a teacher is, by taking into account each individual’s needs, to raise individuals who manage the process of education (Ekinci, 2010), who adopt national and universal values and generate solutions to problems, who behave in accordance with the objectives of the programs, and who learn about the process of learning [Ministry of National Education (MNE), 2005]. The duties of teachers show that the profession is a people-oriented, social, and universal service. Teachers have to be professionally ready to undertake the responsibilities to perform this service. This is related to the professional readiness level of teachers.
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It is currently known a number of expert and test methods to assess technologies (TRL) (Akhmetova et al. 2015, p. 12), manufacturing (MRL) (Morgan 2006, p. 5), logistics (LRL) (Broadus 2005, p. 6), software (SWRL) (Blanchette, Albert, and Garcia-Miller 2010, p. 16), demand (DRL) (Paun 2011, p. 3) businesses (BRL) (Patterson 2006, p. 3.) integration (IRL) and technology system (SRL) (Sauser et al. 2008, p. 680) readiness level. These techniques have been developed on the basis of modern expert and test approach to innovative technologies readiness level assessment proposed and described in detail in (Mankins 1995, p. 1) to assess the maturity of aviation and space technologies. Such expert and test methods relating to the assessment of maturity of various aspects of innovative product creation are becoming more and more popular management practices. For example, 58 different expert and test methods for maturity assessing are listed in (Nolte and Kruse 2011, p. 2), but, at the same time, it is noted that only some of them can actually be used as a kind of metrics for new technologies readiness level assessment. At this, a clear problem with the recent trend towards the use of new, not explicitly defined and poorly articulated readiness level assessment techniques as a tool for measuring the technological innovation project or program was revealed. Therefore, in order to choose a method of maturity assessment the one shall know as much as possible on the common methodology, features and limits of its application, for it to be really useful and effective tool in innovation management.
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Abstract The aim of this research is to determine the viewpoints and readiness of class, mathematics and science teachers on STEM (Science, Technology, Engineering and Mathematics) Education. The other aims are to determine different between branches and seniority in the readiness of teachers on STEM Education. The review method was used in the study the sampling of the study consisted of 371 teachers, who were selected randomly from Siirt and Batman. A questionnaire was developed by the authors of the study to determine the readiness of the teachers on STEM Education. Frequencies, arithmetic averages and the Kruskal Wallis H was used in this research. The teachers who participated in the study believe that they are inadequate about implementing teaching designs that are inventive, use scientific methods, develop creative STEM products, and aim to raise students who critically examine these products. In addition, they do not see themselves adequately in terms of process evaluation, assisted education in information technology, development of engineering applications suitable for the student level, analysis according to Bloom taxonomy and activities related to higher skill levels. Among the issues that teachers see themselves as middle level and above it are project-based, probabilistic learning and structuring of knowledge.
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Blended learning is a concept that combines conventional learning and e-learning. According to Mazlouminaya et.al., blended learning have the advantages in pedagogy, accessibility and flexibility, and cost effectiveness compare to full e-learning . Furthermore, blended learning can retain engagement between student and teacher. As a result, Polman Astra decided to deliver the courses through blended learning. While conventional teaching is normally not a problem, the e- learning must be carefully examine to ensure successful implementation of the program. Therefore, in light of inequality among SMKs, a pilot project to assess SMK readiness level has been conducted in 5 SMKs around Greater Jakarta. However, due to scheduling issues, current research data could only be obtained from 2 SMKs involving 29 teachers where both surveyed SMKs located in North Jakarta.
Many organizations face a lot of challenges in implementing the Information Security Management System (ISMS), which results in a halt to project execution, or delays and imposition of unforeseen costs. Even the vast majority of those who eventually implement the system and even had got the ISO27001 certification do not have the right security level. The purpose of this research is to identify athe main causes of these challenges and the lack of real security and to define indicators for measuring the readiness of the organization for the successful implementation of ISMS. In fact, by identifying the main reasons for not achieving the goals of Information Security in different organizations, the challenges of organizations in the implementation of this system are identified and after recognizing these challenges, the success key factors for implementation of ISMS will be derived and finally a model for assessing the readiness level will be developed. Thus, the overall structure of this research will be determining the definition of Information Security objectives, identifying challenges and key drivers for successful implementation of ISMS & developing a model to assess & prepare the organization for the successful implementation of ISMS. To fulfill the objectives of this study, some questionnaires were designed which were completed by brain storming and focus groups. For this logic, two panels was needed and their members selected through inertial sampling. The findings of this research are the reasons for the failure to implement ISMS and achieving its goals in different organizations. It is a step that needs to be taken to reduce the challenges and increase the organization's readiness for successful implementation of this system.
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Abstract— Spin-off is a company that exploits a university or research intellectual property that is characterized by the maturity of a technology. An academic spin-off is an enterprise of which the business activity is founded on a technological development or innovative concept developed at the university. The economic scale of this company must be small. At the beginning, this company starts-up on a inception stage, then moves to a formative stage, after that prepares for expansion and fight for national market share. This paper develops a framework to solve the timing problems with using the model approach used to launch spin off company. Appropriate time for launching can be assumed to be some meaning for successful operations, and often a certain action is possible only during a given period. This paper also analyzes the theory of organizational life cycle, Technology Readiness Level (TRLs) and Demand Readiness Level (DRLs) evaluation. The results of this paper is a model used to determine the optimal time that is used to launch a spin-off company. In order to shorten the time, can be done by accelerating the achievement of TRLs- DRLs and capacity building.
Technical and vocational education and training (TVET) is an educational transformation plan that affects socio- economic growth and quality of graduates. One of the emphases outlined in the Malaysian TVET report is to empower graduates with entrepreneurial skills to help reduce unemployment. The 2018 Labour Statistics Report (National Statistics Department 2018) states that unemployment rate has increased of 3.3% as of April 2018 compared to 10 years ago with 510,000 are unemployed, based on 15,313,100 current workers (JPN, 2018). Generally, unemployment issues are caused by job choices, lack of experience, mismatch qualifications, lack of preparation, limited soft skills, competing foreign workers and immigrants and the poor attitude of local workers. However, from the aspect of individual internal factor, lack of readiness in graduates involving knowledge, interest, motivation and ability in the field of work to be carried out are the main reasons for unemployment. In entrepreneurship in particular, individual’s internal factor is critical, as committing oneself to pursuing entrepreneurship challenges requires a high level of readiness (Ghazalan et al, 2018). Ghazalan et al (2018) suggest that the knowledge, interest, motivation and readiness increase a student's tendency to become successful entrepreneurs in the future. Hence, one of the main causes of the Abstract: An entrepreneur needs to be physically and mentally prepared, with creative thinking skills, risk taker attitudes, as well as being a wise decision maker. Individuals aiming to be successful entrepreneurs need to have adequate entrepreneurial readiness with respect to knowledge, interests, motivation and abilities. The purpose of the research is to measure the level of readiness towards becoming entrepreneurs among participants of the lifelong learning programme in Malaysian community colleges. This research focuses on four elements of readiness comprising knowledge, interest, motivation and ability which were measured using a self-perception questionnaire. The sample for this research consisted of 236 participants from 305 students in the Lifelong Learning (LL) programme for Pastry making at Malaysian community colleges under the Ministry of Education. Data were analysed using mean and Kruskal Wallis test. The data analyses results show that the level of readiness from the aspect of knowledge (M = 3.67, SD = 0.58) is moderate, interest (M = 4.13, SD = 0.55) is high, motivation (M = 4.13, SD = 0.55) is high and ability (M = 3.8852, SD = 0.64) is moderate. No difference was found on entrepreneurial readiness between participants of different age groups indicating that age may not be a contributing factor towards entrepreneurship among pastry making LL programme participants.
Currently, most organizations are implementing DF readiness to reduce the cost of an investigation. The DF readiness also provides the ability for organizations to collect and preserve digital evidences. Furthermore, it prepares the organization before an incident occurs. Unfortunately, there are some organizations neglect the importance of digital forensic readiness in their workplace. The problem statement in this project is that there is still no DF readiness for CICT in UTM. Therefore, the ability to implement and manage the DF readiness in an organization is seriously hampered. This research will focus on previous frameworks and comparison between the previous frameworks and analysis with the aim of combining and integrating the major components so as to come up with an appropriate components of DF readiness for CICT in UTM. The components will help managers and staff to comply with the digital forensics discipline in their organizations.
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accreditation. According to the study of Compe (2017) which revealed that in order to be ready for Institutional Sustainability Assessment the Higher Education Institutions must consider the challenges encountered in operationalizing CHED Horizontal Typology. This study is all about the readiness of SDSSU for CHED typology, taking into consideration the issues and concerns encountered by SDSSU key officials, faculty, staff and other stakeholders. Several studies on typology of higher education institutions have been undertaken. Abankina, et al. (2015) emphasized that typology in Malaysian Higher Education is based on availability of resources, research, educational performance and the combination of these results with efficiency score. To respond the global challenge, CHED classifies horizontally the various HEI (Hapin et al., 2016). Analysis and findings may be used by policy makers and researchers to facilitate cross-national comparisons of program design, implementation, and outcomes (Perna et al., 2014) according to CHED standards.
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This study is a theoretical study of the influence national culture on effectiveness situational leadership as extend of my previously published paper. This study employed the secondary source of data by using a number of relevant literature with the selected variables. In hypothesis testing, providing theoretical evidence that there is a significant relationship between national culture on effectiveness situational leadership. In accordance with the values in each dimension of Indonesian culture, leaders are expected to combine directive and supportive behaviors that are tailored to the level of readiness (development) of employees, which is selling and participating (or coaching and supporting). But not to apply the extreme blend of between the two behaviors, which is telling and delegating (or directing and delegating). Thus, although on my previously published paper showed followers readiness/development level is high (R4 or D4), leader of Bank Nagari - Bandung branch tends to use style of participating or supporting (not delegating).
Based on the above discussions, students tend to take the challenges in taking the risks to become entrepreneurs. However, the level of the tendency among students towards the entrepreneurship careers is still at a moderate level. Hence, all parties such as parents, lecturers and higher learning institutions should play their role in encouraging students to venture into the entrepreneurship field as their career choice. Students should also be wise in choosing the right business options. Therefore, the entrepreneurship can be a career for the students so that they are “creating the job” instead of “finding the job”. Entrepreneurs can contribute to the growth of the country's economy and achieve the goal of a developed nation by 2020. It is hoped that this study will help the stakeholders in the development and entrepreneurship education to provide more effective programs so that entrepreneurship can drive a dynamic economic growth.
their videos according to their subjects. It is recommended that Open and Distance Education must be offered as well for Senior High School to give them an opportunity for those students who have struggles and challenges going to school. The institution must adopt a singular vision, policies, and procedures for Open and Distance Education for Senior High School implementation. The institution must establish clear guidelines to follow when planning Open and Distance Education for Senior High School. It is most important for the success of Open and Distance Education for Senior High School implementation that the systems for the ODE delivery be in place and working and training must be implemented as well for the faculty so that they can execute the program well. Therefore, future studies with a broader scope such as gamification in education and other related studies on readiness were recommended to be conducted to validate future results.
A total of 288 caregivers of Baltimore City Head Start children with asthma completed the baseline surveys including medication readiness index assessments. The caregivers most commonly completing the survey were the birth mother (85%) or birth father of the child (7%; Table 1). Close to 40% of caregivers had not completed high school, 29% reported a high school diploma or general equivalency diploma as their highest educational attainment, and 33% had attended or graduated from college. The mean age of enrolled children at the time of the assessment was 4.2 years (SD = 0.7). The sample is predominantly African American (92%) and covered by state
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Age, Marital status and maternal education were statistically significant in this study and these were found to be strongly associated with BP/CR among the respondents. This corroborates the work done by Kaso et al.  that younger mothers who are educated and married are more likely to be birth prepared and complication ready for pregnancy outcomes. A high percentage of women (84.8%) prepared items for delivery; this could also be due to the high literate level of both the mothers and their spouses. This study also showed that both mother and spouse education were statistically significant and strongly associated with BPCR and this corroborated the findings of Illyasu et al.  and Kaso et al. , that educated mothers and their spouses were likely to be better prepared for birth and made aware of the danger signs of pregnancy. It was further stated that educated mothers were also able to make decisions concerning their health and be prepared for birth outcome [12,16,17]. Another study done in Edo state Nigeria , also buttressed that educated women are likely to be prepared for birth and register for ANC, hence awareness of these obstetric/ neonatal danger signs. These corroborated with findings in Northern Nigeria, that women whose spouses had formal education where more likely to be birth prepared while attending ANC services. It was further reiterated in another Kenyan study that women whose husband were educated are also more likely to deliver in a health facility with skilled birth attendants. They are also better informed about possible birth outcomes and complications, as they may accompany their wives to ANC clinics, encourage and support them for better birth outcomes [22,23,24,25].
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Based on data on table above, the highest indicator of the respondent's achievement level was "initiation", at 92%, thus, it is included in the excellent category. Implementations carried out on this aspect, include, (1) providing views on school programs and policies, (2) availing support to subordinates in effecting changes, (3) transitioning the paradigm of thinking of aides in implementing existing programs and policies, (4) approaching dependents to follow school programs and policies, (5) becoming their role model and providing motivation to follow programs and policies. Conversely, for the implementation indicator, the respondent's level of achievement was 82%, hence it was included in the good category. This stage involved (1) forming several work teams to implement established programs and policies, (2) collaborating in this process, (3) communicating predetermined memoranda, (4) utilizing various media to communicate the schedule, (5) building links with the business/industry by taking certain approaches, (6) supporting productive teachers involved in dual skills programs (program keahlian ganda abbreviated PKG), (7) empowering subordinates to improve school quality, (8) motivating dependents to follow plans, (9) play an active role in building cooperation, with the business world and related industries, (10) approving established school programs and policies and (11) using certain approaches in implementing established school programs / policies. For the institutionalization indicator however, the level of achievement of the respondents was 87% and thus included in the good category. Some of the activities carried out at this stage involved (1) giving appreciation to subordinates who have successfully implemented predetermined school programs/policies, (2) fostering positive relations with dependents, (3) planning and holding sharing activities, to build an atmosphere of togetherness in school, (4) eliminating rigidity in work attitude, and (5) conveying change through effective communication. From the analysis of leadership as shown in table below, with respects of change, three respondents were in the 60-65 class interval, two were within 66-71, six informants were within 72- 77, ten were within 78-83, seventeen respondents were within the class interval of 84-89, thirty were within 90-95, thirty-two were in the 96-101 class interval and twenty-six were within 102-108. Table 9 further contains the frequency distribution, based on the aspect of "leadership of change".
Nurse practitioners can become an important workforce strategy for managing the increasing cancer and chronic illness burden, and delivering on the goals of primary health strategies. Both New Zealand and Australia have expended con- siderable energy at the legislative and government policy level in creating and establishing the NP role. Nurses themselves have willingly under- taken the additional expensive education, making the time and financial commitments. It seems wasteful and counterproductive if the very useful- ness of NP practice and the increased workforce flexibility is to be endangered by constraining protocols. Health systems can not afford the waste of human resource that such practices create.
a database. If the method chosen is identification, it is a one-to-many search in the database. For example, an authentication of an individual’s hand print alone would be compared to an entire database of hand print records to find a match. The alternative method is verification. Each individual’s biometric record is coupled with a unique identifier. The system first searches the database for the identifier (an account number, for example) and then verifies that the biometric from the input device matches the individual’s stored biometric assigned to that particular identifier. It is a one-to-one or one-to-few search for the biometric portion of the authentication process. In either method, the individual is authenticated with something that is owned. Using this type of authentication would increase the level of security on an individual’s account because the system can validate that the actual account holder is the one requesting access. When an individual uses a password, it can be compromised by others or even forgotten by the account holder.
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The major purpose of this study was to determine the extent of effectiveness of learning employability skills at university level. This research intends to study the impact of the syllabus in developing fresh graduates’ knowledge and skills required for self-marketing as well as to determine their level of career readiness. It also aims to evaluate the degree of usefulness of the Employability Skills Development module among fresh graduates of the National University of Science and Technology, College of Engineering in the Sultanate of Oman. The research design used in this study is descriptive as the results obtained are presented as inferred from the analysis. The study was conducted in NUST College of Engineering. Data collection for this study was done by administering a questionnaire to fresh graduates. Simple random sampling method was used. The raw data was tabulated and the percentages were calculated for each questionnaire item along the five response options besides the overall percentages were also computed for each dimension. The sample size was 134 fresh graduates, covering both male and female fresh graduates from different engineering specialisations. The data was collected using simple random sampling method. A questionnaire consisting of 20 items was developed by the researchers to collect data. The questionnaire had three dimensions; namely self- assessment, job search techniques and self-marketing tools. The results strongly confirm the effectiveness of the ESD module with an overall 89.55% of students expressing their confidence in facing career challenges. The results show a clear indication of career readiness through the three dimensions namely self-assessment, job search techniques, and self-marketing tools. Eighty- one percent of the students were equipped with skills to make winning moves in the modern day competitive job market. Students found the ESD module useful in increasing their career readiness. It confirms the usefulness of having such kind of training at university level and likewise applauds the effectiveness of the module.
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Science and technology education is delivered effectively not only at primary level but also at every level of education. One of the places that these practices are held is the science and art centers. In order to determine the students who will attend the science and art centers, the parents and pre-school education institutions’ teachers provide their opinions for pre-school age children. As for the primary school students, the primary school class and branch teachers provide their opinions. In the case of high school students, the class and guide teachers of the class as a committee make the diagnosis (MEB, 2007).