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1	Are Executive Positions Being Refused? Koyle, Jared 01 January 2016 (has links) Ascending into the executive level of an organization can be considered a crowning achievement in one’s profession. It is usually a position in which those most qualified could ultimately arrive. Yet, some organizations, particularly within the U.S. federal government, claim that coveted executive positions are remaining vacant or are not being filled as readily as has traditionally occurred. Even with programs available for a person to become more qualified for advancement, the positions remain unfilled. The level at which employees traditionally qualify for executive positions is the level at which fewer seem to be applying for those positions. In other words, it appears that potential executive candidates are refusing to advance into executive vacancies, which is often referred to as the progression paradox. An organization unable to promote employee advancement into executive vacancies could potentially inhibit its own progression.The ideas of position qualification and position refusal are two concepts that have not been studied collectively nor received the level of scrutiny that is perhaps needed to answer the fundamental question: Why are gaps in executive-level positions not being filled as expected? Therefore, the researcher utilized grounded-theory analysis to develop a theory into whether adequately defined capabilities freely and clearly enable employee advancement into executive leadership levels. This study delved into the literature and reviewed several inquiries made into the personal perspectives of employees at various levels throughout a Department of Defense agency regarding constructs that could affect ascension into executive leadership ranks. The researcher then built on the findings from these inquiries to create a model of alignment with an organization’s core purpose. Essentially, this research offers an increased understanding into the mask of ambiguity that inhibits progression and identifies the elements needed to assist qualified employees who are refusing to advance into executive vacancies. Developmental Programs Government Employees Leadership Organizational Development Promotion (Occupational) Education
2	Predictors of Postsecondary Success: An Analysis of First Year College Remediation Baker, Emmett A. 08 1900 (has links) This study was a quantitative multiple regression investigation into the relationships between campus factors of high school students graduating in 2013 who immediately enrolled in first-year college freshman level remedial coursework at a large, Central Texas two-year postsecondary institution. The goal of this study was to determine which high school campus-level factors predicted enrollment into college remedial education coursework. The dependent variable was a continuous variable representing the percentage of students from Texas public high school campuses enrolled into at least one student credit hour of remedial education during their first semester as a first-year college student. Eight high school campus-level independent variables were included in the regression model at the campus-level: at risk percentage, economically disadvantaged percentage, limited English proficient percentage, advanced course/dual-enrollment percentage, college ready math percentage, college ready English percentage, ACT average, and SAT average. Pearson correlations and linear regression results were examined and interpreted to determine the level of relationship between the eight selected variables and first-year college student remedial coursework. The multiple regression model successfully explained 26.3% (F(8,286) = 12.74. p < 0.05, r2 = 0.263) of the variance between first-year college students enrolled into remedial coursework at a large, Central Texas two-year postsecondary institution and the campus-level variables from high schools from which they graduated and indicated campus-level economic disadvantaged percentage and campus-level SAT average to be statistically significant at the p < 0.05 level. predictors of college readiness college remedial education college developmental programs
3	Proteomics of Aspergillus nidulans sexually differentiated cells Dirnberger, Benedict 04 July 2018 (has links) No description available. 572 Aspergillus nidulans Hülle cells Proteomics SILAC Sexual development Cleistothecium laea methyltransferase Hyphae development Sexual cell monodictyphenone xanthone XptB AN2601 AN8434 AN8435 NptA AN11080 MutA RfeA AN2943 fungal cells developmental programs Gerhard Braus Benedict Dirnberger AgnB XptC XptA Hülle cell Subtending Hyphae Globose-thick walled cell Fruiting bodies Secondary metabolism Oliver Valerius Stefanie pöggeler Biologie (PPN619462639)

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