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Placement tests for students who are interested in learning a language while studying at Brookes.
Chapter from the Library training course "A guide to Business and Economics databases"
Chapter from the Library distance learning course "Business databases for Global MBA"
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Test item for Peter Jarrett's resources
…de is provided with an example showing how to test potential relationships between engagement and au…s, this paper covers a bootstrapping procedure to test their accuracy and stability when small sample sizes are used. The possibilities of applications of psychological networks to organizational behavior and HRM practices are endless and can help overcome some of the limitations of the traditional statistical techniques applied to these fields.
This paper analyses stakeholders' perspectives about Building-as-Energy-Service as a pillar concept concerning a new energy transition paradigm. In detail, it focuses on developing a Toolkit, which was designed to help energy-transition-oriented intermediaries understand the socio-technical implications of such a concept. In this study, a qualitative approach was adopted. Eight academic and eight non-academic stakeholders tested the Toolkit Alpha version. As a result, a framework of key concepts and relationships was carried out and used to deliver the Beta version. Findings stressed the usability of such a Toolkit to develop skills and competencies to drive the co-design of technological and social processes connected with the energy transition. Specifically, this study pointed out the extent to which the concept of Building-as-Energy Service is perceived by the stakeholders involved, discussing and interpreting key points to put this concept into practice at the local level.
… to A-level achievement. Although it has been tested extensively in the US, and more recently in other countries such as Germany (Trautwein et al., 2012) and Australia (Guo, Parker, Marsh, & Morin, 2015; Hood, Creed, & Neuman, 2012), this model has not been previously investigated in the context of high stakes A-level examinations in the UK and the sample in this study therefore comprised of 930 students from 12 Oxfordshire schools. The students in this study perceived A-levels to be difficult and thought they would have to apply effort to their studies to do well in them. Expectations and values were influenced by the required effort associated with A-levels although task difficulty was only related to the overall subjective task value in the year 12 sample. Students who perceived A-levels to be difficult were less interested in them, and in the year 12 sample found them less useful. When greater effort was perceived to be required students placed more value on attainment and utility. These findings were l…