The phrase "attitudes ability" is not correct in written English and does not convey a clear meaning.
It seems to be a combination of two separate concepts, but without context, it is unclear how to use it appropriately.
Example: "The attitudes ability of the team greatly influenced their performance."
Alternatives: "attitude skills" or "ability to adapt".
The same is true for when innovation is a relevant indicator, in which case STS practices may also help to 'design' processes, such as mutual trust among workers and diversity with respect to attitudes, abilities and cognitions.
Another study by Fitzsimmons and Douglas (2005) examined the relationship between entrepreneurial attitudes, abilities and entrepreneurial intentions in India, China, Thailand and Australia.
Our interviews with the teachers who taught these classes also illuminated strong deficit views about students (e.g., student motivation, attitudes, abilities).
You develop the attitudes, abilities, skills, and financial capacity to reach them.
For example, Carol Martin and her colleagues at Arizona State University have found that boys and girls, who differ only modestly in infancy, grow further apart in their attitudes, abilities and mutual understanding the more their environment distinguishes them from each other.
Rather, data from this cohort of students provided insight into potential changes in attitudes, abilities, and epistemological beliefs that might happen naturally during the course of a semester in a non-CREATE science class.
Importantly, CREATE students from a wide range of campuses (public, private, liberal arts, research intensive) made gains in critical thinking and concurrently underwent positive shifts in self-assessed attitudes, abilities, and epistemological beliefs related to science.
Different attributes have been identified as determinants of homophily, including race and ethnicity, gender, age, religion, education, occupation and social class, network positions, behaviors, attitudes, abilities, beliefs, and aspirations [ 19].
Taken together, our findings support the hypothesis that a CREATE Cornerstone course designed for first-year students can bring about gains in multiple areas, including critical-thinking and experimental design ability, self-rated attitudes, abilities and epistemological beliefs, and understanding of scientists as people.
It has been suggested that consistent parent-proxy reports may prove to be more reliable and valid in longitudinal HRQL and long-term outcome investigations than their children's own reports alone because of the rapid changes in children's attitudes, abilities, and priorities as part of the normal developmental process [ 15].
