...A lesson well learnt (Childhood memories) Childhood is the age that leaves the most impact on one’s mind. It is said that fears and phobias also often come from incidents that took place in the past or childhood. While many of these might become the cause of fears some of these childhood happenings also give us lessons that last a lifetime. At the age of almost 10 I travelled to Lahore with my family by train. When kids are given instructions such as not going anywhere they don't bother to take them seriously. I was no different when it came to doing the exact opposite of what my parents told me to do. As a 10 year old I soon got over my excitement of travelling by a train and started getting bored. All I wanted then was a cold drink. With that in mind I started pursuing my mother to somehow get me something to drink in the hit weather while she told me to wait to avoid sickening in the train. Feeling like I had to show my mother I could get away with almost anything I got off the train as soon as it stopped on a station. I made my way to the stands where the drinks were being sold. Feeling extremely excited at being alone I started to look around and found myself going to all the shops and watching people going and coming. Little did I realize that I had lost track of time By the time I got to know that I had lost my way to my carriage, the train had started moving away. In panic I started to cry and looked around but I could feel my chest tightening with fear and anxiety...
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...MIS Project Management at First National Bank Lessons Learned Report Prepared by: Group B 09-12-2013 Table of Contents 1. Introduction 3 2. Project Overview 4 3. Contributing Factors to Failure 5 3.1. Project Proposal Lifecycle 5 3.2. Planning and Communications 6 3.3. Risk Management 6 3.4. Stakeholder Involvement 7 4. Recommendations 9 4.1. Inter-Departmental / Stakeholders Conflict Management 9 4.2. Effective Planning and Communications Strategy 11 4.3. Shorter proposal lifecycle 11 4.4. Introduction of Risk Management mechanism 12 5. Conclusion 12 6. Bibliography 13 Introduction “Collecting and analyzing successes and failures is a valuable tool to improving performance. This information, once captured, can be used to streamline future projects and ensure a successful launch for the next project or team. Everyone benefits by reviewing past activities and decisions to learn what worked, what didn’t, what can be changed, and what must be managed”. The following Lessons Learned report has been concluded by applying the formal project management knowledge to case study of MIS project at First National Bank. This document will depict project management failures and their causes and use them to generate recommendations by identifying new approaches/improvements. The first part of the report is an overview of the project and analysis of its factual background information. Project stakeholders will be...
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... University Name: Laguda .R. Olanrewaju Panther ID: 2349060 Course: EIN 6325 – Business Plan Development HW: Book Report on: The innovator’s Dilemma Instructor: Professor Robert .H. Hacker Lessons Learnt: The Innovator’s Dilemma One would think channeling huge resources into research, making as few mistakes as possible and managing better would keep a company head and shoulders ahead of its competition, a pacesetter in its industry and thereby guarantee its future; but history suggests this is not always the case. As consumers and on lookers, we usually do not know the reason for the demise of these heavyweights, we guess and ponder and speculate but the innovator’s dilemma has succeeded in removing the veil from our eyes. It take us into the inner workings of industries, makes a very plausible case for technological change as a big factor in the survival of a company, why it would seem logical for a startup to outpace and outlive its...
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...Eyo Festival: Lessons to be learnt Within the past years many events had happened, locally and internationally. However, this particular one got my attention. Adamu Orisha play, now popularly known as Eyo Festival. It happened within the hub of Lagos Island, on Saturday, April 25, 2009. As usual, the event was filled with pageantry, a reminiscent of its past occurrences. According to Yoruba Legendry, Eyo festival was brought into Lagos in the year 1750 by Ejilu and Malaki, the two male cousins to Olori Olugbani, the wife of Oba Ado and mother of Erelu Kuti of Lagos. It was first showcased on Lagos Island on September 11, 1852, to commemorate Late (Chief) Dosunmun Asogbon. The sacredness of this festival seen to have, somehow, received little modernization here and there. This seems to be the true picture of what happened during this particular celebration. In its usual manner, the celebration was held to honour an illustrious son of the land, Late Theophilus Shobowale Benson. According to Yoruba traditional belief, Eyo festival is staged for two main purposes: to commemorate the death of an Oba before the heir apparent can be swornin; and, to honour an eminent Lagosian who had contributed to the progress and development of the State – Lagos – during his/her life time. The event started at about 6:00am and lasted till about 6:30pm. It was held at the prestigious Tafawa Balawa Square, TBS. The five main Eyo, traditionally known as ‘Arch Deities’, were in their customary regalia...
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...Lessons Learnt Report First National Bank, Ohio MIS Project Management CONTENT Title Page 1. INTRODUCTION 3 2. SUMMARY 4-5 3. STAKEHOLDERS 6-7 4. FACTORS THAT CONTRIBUTED TO FAILURE 8 5. MANAGEMENT METHODOLOGY 9-11 6. PROJECT COST MANAGEMENT 12-14 7. RECOMMENDATIONS 15-17 8. CONCLUSION 18 I. BIBLIOGRAPHY & REFERENCES 19 1. INTRODUCTION The following document is a comprehensive ‘Lessons LearntReport’ on the First National Bank of Ohio’s MIS Project. This report was compiled by a team of professional project managers and gives an objective insight to the project in full. Throughout this entire report we will describe the lack of proper planning and strategy, which impacted the First National Bank of Ohio’s MIS Project. (Kerzner, Harold R., (2009) Project Management Case Studies. Available at: http://books.google.ie/books?id=OVG0xdkgX28C&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false [Accessed: 10 Nov 2014]). 2. SUMMARY In the 70’s First National Bank was a fast growing organisation in the financial market. They had experienced significant growth and expansion in a relatively short period of time. Key to this was their ability to buy a number of other banks. These mergers and acquisitions led to rapid growth including the expansion of the company’s employees by 35% and total assets by 70%. This added additional organisational structure complexity...
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...Lesson plan |Objective: Understanding WEAK VERBS | |Date |Time |Duration |Site & rooms | |28/05/2012 |10.45 |45 Mins |Main Library | |Course |Subject: VERBS | |Arabic Language | | |No. of students |Topic | |Seven 7 |WEAK VERBS | |Lesson aims: To cover WEAK VERBS fel naqis, this lesson will focus on understanding the salim,ajwaf,naqis,and mutal verbs. When would | |the radical letter be omitted. Also discuss the diminutive noun,ie noun which indicate smaller size, fuail. and to continue | |improvement of pronunciation. | | ...
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...INNO NATOUR. Lesson learnt from Innovation in Nature Based Tourism Services Contact: Faculty of Economics and Public Administration „Stefan cel Mare” University of Suceava Universităţii str., no. 13, Building H 720229 SUCEAVA, ROMANIA Phone: (+40) 230 216147 ext. 294 Erasmus IP web site: www.innonatour.usv.ro Faculty web site: www.seap.usv.ro University web site: www.usv.ro 2012 Subject to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without written permission of the copyright owners. CONTENTS INTRODUCTION............................................................................................................................................ 5 DESCRIPTION OF THE PROJECT.............................................................................................................. 8 STUDENTS OF THE 20112012 ERASMUS IP ...................................................................................... 9 LECTURERS, TUTORS AND EXPERTS OF THE 20112012 ERASMUS IP ................................. 10 RESULTS OF THE ERASMUS IP INNO NATOUR 20112012......................................................... 19 FINAL REPORTS OF THE WORKING GROUPS .................................................................................. 20 INDIVIDUAL POST CASE STUDIES OF THE STUDENTS ................................................................. 44 CONCLUSIONS AND IMPLICATIONS ......................................
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...lot of learners learn by doing. Realistic Mathematics Education (RME) The course has introduced me to Hodder Education’s range of books called ‘Making Sense of Maths’ for KS3 and KS4 (http://www.hoddereducation.co.uk/makingsenseofmaths). Mr Gough, a maths teacher and one of the authors of the aforementioned book(s) states the following: “My experience of teaching GCSE Foundation Tier is that by the time they get to KS4 they’ve already covered most of the content and they’re having the same content repeated in the same way that they found difficult in the first place so my experience of using this approach is that it seemed very different to them and it reinvigorated their interest in maths and they were very positive about maths lessons again. We’ve also taken these materials to various exam boards around the country; all of them confirm that its approach can be given credit for in terms of method marks whether the question is answered correctly or not. Indeed one chief examiner was saying that anything that promoted the students drawing things in the exam was definitely a good thing. He...
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...Lesson Plans Lesson plans will be filled out on how to use Dolch words to help improve reading. 1. Are the objectives aligned with academic standards? Yes State how the lesson objectives support the academic standards. The lesson will help students in grades Pre-K, K and 1st to understand how to read. 2. Are the assessments aligned with the objectives? Yes Is it explicitly clear what the students should know and be able to do by the end of the lesson? Yes, the students should know a certain number of dolch words by a certain date. What is the evidence demonstrating mastery of knowledge and/or skills that will support the lesson objectives? Documentation of the words correct on paper. 3. Are the learning experiences relevant to the objectives? Yes 4. Is instruction differentiated? Yes, EEL and Special Education students will have flash cards, I-pads to help pronounce the words, memory match. How will ELL or special needs students benefit from these lessons? To help them build up their vocabulary by learning the basic and more frequent words. Name the activities that support learning modalities, gender, or cultural groups. 5. Are there frequent and multiple ways to check for understanding during instruction? List the strategies to check for understanding. Include other strategies not in the lessons that could be utilized to further check for student understanding. • Spelling test • Memory test • Flash card • Reading probes • Printable worksheets ...
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...DEMO LESSON Lesson Plan in Language in Literature II Afro-Asian Literature I. Subject Matter: Vietnam Legacy Reference: Language in Literature Afro-Asian Literature (p. 156) Materials: illustration boards, Multimedia materials Time Frame: 2 Meetings II. Objectives A. Generate responses to a question the poem asks about giving tributes to fallen soldiers B. Identify imageries in the poem C. Demonstrate comprehension on the poem by giving accurate answers to questions D. Enumerate ways how they can promote peace in their own little ways as students. III. Lesson Proper A. Introduction 1. Through a DLP, show pictures of soldiers. Let students verbalize their ideas about the pictures. 2. Inform them that they are about to read a poem about soldiers. 3. Post the following question to be answered towards the end of the lesson: What is the best way to remember those who fought in a war for freedom? B. Interaction 4. Let students read the poem silently, then let them read it aloud in chorus with the poem projected through DLP. 5. Instruct them to locate the following unfamiliar words on the poem, then give their definitions: * Granite- a very hard rock used in building * Engraved- carved into a block or surface * Relive- To undergo or experience again, especially in the imagination. * Laureate- a person who has been honored for achieving distinction in a particular field or with a particular award...
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...|Name: Gail Faulkner |Date:4-22-2012 | |Unit Title: the study of Water | |Grade Level: PRE-K | |Subject: Science | |Unit Length: 10 minutes | |Brief Summary of Unit | |(Describe the context for this unit within the curriculum, and the curricular aims of the unit.) | | | |What understandings or goals will be assessed through this task? (Students will…) | | | |Will understand how water is a way of life for people. They will also gain recognition of various types of things we use water for.| |The students will develop...
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...TLA Self-Assessment: To What Extent Do My Lessons Show… OLTA Code | Area of Teaching, Learning and Assessment - “To what extent do I, my students or my lesson show…” | Strength | AFI | 1 | QUALITY OF LEARNING | | | 1a | Punctuality (and attendance) * do my students arrive on time; are they ready and prepared for work; * do I address lateness properly and effectively; have I evidence of strategies I have used to prevent lateness; * do I support late-comers and integrate them into the lesson; * am I aware of any background issues that might prevent my students arriving on time; * do my students demonstrate a commitment to learning through consistently high records of attendance (90% +)… | | | 1b | Learner Engagement * are my students attentive and focused; * are they responding to my questioning and are ALL my students engaged in the tasks during the lesson; * are my students enthusiastic and do I nurture this with my tasks; * am I aware of which students need more of a challenge and do I include this in my tasks… | | | 1c | Standard of Work * if someone was to look at my students’ work on the tables or in their folders does it meet or exceed the expectations of typical students at this level; * are their folders neat, tidy and have they brought the appropriate resources with them; * am I helping my students develop along Blooms’ taxonomy from developmental to higher order skills… | | | 1d | Individual & Independent Learning (outside)...
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...Introduction Cross Curricular teaching involves a conscious effort to encourage students to apply skills or knowledge acquired through learning at school to more than one subject on their curriculum. A central topic or theme can interlink subjects with each other, and students as a result should be able to learn an aspect of a central topic and apply information learned in one subject to others(Householder & Boulin 1992). As mentioned in Component 1 there are huge advantages to Cross Curricular teaching and learning. However, many students do not or cannot apply the knowledge that they have acquired in one subject to others (www.fromtinyacorns.wordpress.com/2009/10/28/about-transdisciplinary-thematic-learning) Learning beyond subject boundaries provides a student with the opportunity to experience not only learning that is relevant to one subject’s requirements, but also learning information that they will apply to other subjects. This type of learning some students may find to be challenging as they will be studying one topic from many different perspectives. However, with a deeper understanding of a topic, others will find it more interesting and may be encouraged to study the topic even further. Rensick (1989) confirms this stating that in contrast to learning topics in isolation students become more actively engaged in their studies when they participate in cross curricular learning. Cross curricular learning that is based on linking learning experiences and...
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...REFLECTIVE ESSAY #4 What a week last week was. Most the lessons touched me in some way. I liked the discipline model and progressive discipline process. It reminded me on how discipline should be handled. I have seen the progressive discipline model in action and when it is was done right it worked. Once again the speech was a little nerve racking, but I got through it. I missed a lot of my introduction because I got flustered. After I got over my initial nervousness the rest was smooth. It flowed pretty good and I had a good closing. Now I know that I need a little more practice with my speech before jumping into it. I know that I can do better on it so I will use my experience on the last two speeches to improve on the next one. Effective negotiations was an eye opener in the aspect that I do a lot of the technics that were taught, but didn’t know I was using them. I am defiantly more integrative then distributive. I like to build that relationship then to “burn the bridge” with people. I try to make sure that everyone is happy with the out come of the discussion and that everyone got what they wanted. Sometimes it’s not possible and I feel like I have failed when that happen. Continuous improvement was a little difficult to wrap my head around at times. As soon as I thought I had a grasp on it I would get the question that was posed wrong. System 1 and system 2 thinking was like that, but by the end of the lesson I had a better understanding of the...
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...Have you ever learned a valuable lesson that has helped you? In the book A Day No Pigs Would Die by Robert Peck, Rob also learned some valuable lessons throughout the book. His friends and family members taught him those lessons to help him later in life. SomeA few of the important lessons he learns are life isn’t fair, death is a part of life, and respect and listen your elders. Rob learns that life isn’t fair mostly from his father. Rob wanted to go to a baseball game on Sunday but his father told him he couldn’t. In the text, Rob’s dad says, “Rob, the Book of Shaker forbids frills on any day. And that goes double on Sunday.”(32) People think that Rob’s dad isn’t as good as them because he can’t read or write. Rob finds this out when he asks his dad why he can’t vote. In the text Rob’s dad also says, “...It’s account of...
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