...|RDBMS/DBMS |Oracle 9i | |IDE’s |Eclipse, NetBeans | |Languages |C++, SQL, PL\SQL, Visual Basic and JAVA | |Operating System |Windows XP, Windows 95/98, & UNIX | |PLM/PPM Packages |Windchill/Planisware 5 | PROJECTS UNDERTAKEN |Project Name |Support and Enhancement of the Product Planisware 5(PPM) | |Period |01-July-10 to | |Location...
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...Blichfeldt & Eskerod (2008): Project portfolio management – There´s more to it than what management enacts. International Journal of Project Management, Vol 26, Issue 4, May 2008, pp. 357-365 2. Pellegrinelli S. (2011): What’s in a name: Project or programme? International Journal of Project Management, Vol 29, pp. 232–240 3. Pellegrinelli S. & Garagna L. (2009): Towards a conceptualisation of PMOs as agents and subjects of change and renewal. International journal of project management. Volym 27 nr 7, pp. 649–656. 4. Hobbs B., Aubry M., & Thuillier D., (2008): The project management office as an organisational innovation. International journal project management Vol. 26. pp. 547555 5. Aubry M., Müller R., Hobbs B., Blomquist T. (2010): Project management offices in transition. International Journal of Project Management Vol 28, pp. 766–778 6. Müller R., Glückler J., Aubry M., (2013): A Relational Typology of Project Management Offices. Project Management Journal, Vol. 44, No. 1, 59–76 7. Bredin, K & Söderlund J (2011): The HR Quadriad: A framework for the analysis of HRM in project-based organizations. International Journal of Human Resource Management, Vol.22, No.10:2202-2221 8. Zika-Viktorsson A., Sundström P., & Engwall M., (2006): Project overload: An exploratory study of work and management in multi-project settings. International Journal of Project Management, Vol 24. Pp. 385-394 9. Meskendahl Sascha, The influence of business strategy on project portfolio management and its success...
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...Final Project Overview Business Writing Portfolio During this course, you will complete six writing pieces to be compiled and submitted as your Business Writing Portfolio. Each assignment, with the exception of the reflection, must be revised by incorporating your instructor’s feedback and your understanding of the writing process. You are encouraged to use the tools available in the Center for Writing Excellence; of particular importance are WritePointSM and Tutor Review. WritePointSM submission will help reduce the amount of editing and rewriting you may have to do in finalizing the documents for your portfolio. The Business Writing Portfolio, submitted in Week Nine, must showcase your best work. Deliverables List and Portfolio Document Ordering 1. Cover page 2. Reflection 3. Business Writing Graphic Organizer 4. Week Five assignments—two parts 5. Tuition Reimbursement Implementation Report 6. Submission Checklist 7. PowerPoint® presentation, submitted as a separate attachment 8. Final Project Timeline 9. You should budget your time wisely and work on this project throughout the course. As outlined below, some assignments in the course are designed to assist you in creating your final project. If you complete your course activities and use feedback provided by the instructor, you will be on the right track to successfully complete the project. 10. • Suggested in Week One: Print this Appendix and keep a copy of Appendix G in a folder with other work from this...
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... | |Module Title: |Systems Analysis & Design | |Programme: |Computer Science/Computer Science with Business Informatics | |Level: |Level 5 | |Awarding Body: |Plymouth University | |Module Leader: |Nikita Mazurov | |Format: |Systems Analysis and Design Portfolio Document | |Presentation: |No | |Any special requirements: |No | |Word Limit: |Between 1500-2000 words. | |Deadline date for submission: |Week 10, specifically: Wednesday, 12th August 2015, 12:00 pm (noon). | |Learning outcomes to be examined |Demonstrate an understanding of how business needs determine system design. | |in this assessment:...
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... | |Module Title: |Systems Analysis & Design | |Programme: |Computer Science/Computer Science with Business Informatics | |Level: |Level 5 | |Awarding Body: |Plymouth University | |Module Leader: |Nikita Mazurov | |Format: |Systems Analysis and Design Portfolio Document | |Presentation: |No | |Any special requirements: |No | |Word Limit: |Between 1500-2000 words. | |Deadline date for submission: |Week 10, specifically: Wednesday, 12th August 2015, 12:00 pm (noon). | |Learning outcomes to be examined |Demonstrate an understanding of how business needs determine system design. | |in this assessment:...
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...e- Portfolio For decades, students have been completing assignments in school. Often, these were seen only by the teacher, graded and returned to the student. Sometimes, the work was posted on a classroom wall or in a school hallway. Many teachers kept portfolios of student work for report card conferences, and the rare teacher taught students how to build their own portfolios from their work. With more and more schools going paperless or migrating to the "cloud", student work has become more easily shareable, accessible by many, and more easily organized. Many teachers have turned to digital portfolios -- or "e-portfolios" -- for their students. These digital portfolios have caused a huge shift in how teachers assign, collect and assess student...
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...material Click below link http://www.uoptutors.com/ESE-697-ASH/ESE-697-Week-6-Final-Paper Throughout the course, you have been demonstrating your understanding of differentiation and lesson planning for children with mild and moderate disabilities through the design of lesson plans in various content areas. For the Final Project, you will demonstrate competency in planning instruction for students with mild and moderate disabilities by developing a lesson plan portfolio that you can use and share with other colleagues, for work interviews, or for personal use. Your Lesson Plan Portfolio will consist of the five complete, original lesson plans that you designed throughout this course. Each week, you received feedback from your instructor, and possibly from your peers, to continuously improve your differentiated lesson plans. Below there is a description of each part of the portfolio that you will submit this week as your Final Project. Part 1: Introduction to your portfolio Provide a brief introductory paragraph that explains the purpose of your portfolio and the competency you are demonstrating through your five lesson plans. Part 2: Lesson plan portfolio Use the feedback you received each week, along with what you have learned throughout the course, to revise each of the five lesson plans to ensure each component sufficiently addresses the required areas (below). Combine the lesson plans into one document to present your revised five lesson plans that reflect your competency...
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...| SUBJECT NAME : | Managing, leading, stewardship | | SUBJECT NUMBER : | 21937 | | Subject Co-ordinators lecturerstutors | Dr. Walter Jarvis Dr. Natalia Nikolova Dr. Stephen Wearing Management Discipline Group UTS B-School Dr. Walter Jarvis Dr. Natalia Nikolova tba | SUBJECT PRECIS An understanding of managing, leading and stewardship is foundational to the development of students as responsible and accountable leaders, managers, followers and stewards. This subject aims to prepare students to meet profession-like objectives and how to guide others to meet collective responsibility in morally challenging situations. To do so, the subject develops the concept of stewardship to help leaders to better understand how to promote and sustain the symbiotic integrity of business and society, i.e. where business serves society's needs for not just products and services but in ways that earn public trust and respect. The approach taken in the subject delivery and associated assignments is to encourage students to recognise the place of business in society and to cultivate a personal commitment toward earning and sustaining public trust in consideration of others in their business judgments and decision-making. SUBJECT PRECIS An understanding of managing, leading and stewardship is foundational to the development of students as responsible and accountable leaders, managers, followers and stewards. This subject aims to prepare students to meet profession-like...
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...Portfolio of Evidence: Reflection Paper This is your final reflection, a summative reflection and self-evaluation of your entire senior project experience. As such, this reflection should be very detailed. Use your Journal Log to guide your writing. This paper needs to be: • 500 words • Typed • Double Spaced Paragraph 1 : Introductory • Briefly describe your senior project (include you overall topic, mentor, fieldwork, and your product.) Include the dates when you started and completed your product, the estimated number of hours you spent creating the product, the total number of mentor hours, the names of any people who provided assistance when you were making the product, why you chose this project topic. Paragraph 2 : How has this project changed/impacted you? • Explain how completing the product has prepared you for next year as well as for future years. • Describe a key moment when your understanding of the project changed. • Very specifically describe how the project has stretched you emotionally, intellectually and/or physically. Paragraph 3 : What changes would you make? What problems did you encounter? • If given the opportunity to re-do your project, what changes/additions/subtractions would you make? • Describe what problems you encountered in completing the project and how you solved them. • Did you product turn out the way you planned? If not, why? If yes, elaborate on the specific factors that led to the success of your product. Paragraph 4 : Self-satisfaction/Sense...
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...whether the project is going to bring benefits to the company. If the result is positive and shows that there is a market, it means that the project has a strong business case and it will be compared with other projects in order to have an accurate position among many other projects. Thus, the company would have a more logical resource allocation. We identify this routine carried out by R&D department in SIT is a process in the Boston Consulting Group portfolio model. 2. The different group of projects in R&D. We identify “buckets” as a reflection on the Boston Consulting Group portfolio model. For instance, New Platform Portfolio can be considered as the Wildcat business which the degree of market attractiveness is high but Siemens business position is weak. Siemens just enter a new market; a large amount of R&D resources is needed. Once, this new product has fully developed, it is transferred to the Existing Product Portfolio which we think is corresponding with the Star business which also needs much spending in R&D activities. However, Star business can bring lots of benefits and profits for the company. Furthermore, the project carried out in Technology portfolio are also part of the strategic solution. This is the innovation part in which we try to have strategic planning with a 15 year perspective (Fazlalipour & Sundberg, 2010. Portfolio Management Solutions 1. The different group of projects in R&D. SIT divided the general projects into four...
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...[pic] COURSE OUTLINE |Course ID |Course title |Credits | |ANH211DV01 |Educational Psychology |03 | To be applied to Semester -13.1A, School year: 2013-2014 under Decision No. 1612/2012/QĐ-BGH date 24/12/2012 A. Course Specifications: |Periods |Periods in classroom | |Total periods |Lecture/ Seminar |Laboratory/ Studio | |Prerequisites: N/A | |Co-requisites: N/A | |Other requirements: N/A | B. Course Description: This course provides theoretical knowledge as well as practical strategies on educational psychology that student teachers will need to become effective instructors. Various theories of development, teaching, and learning such as human development, cognitive and behavioral development, learner differences, information processing, and learning environments are...
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...practice, conduct training needs analyses and evaluate training and development (including career and professional development) initiatives, identify or develop training programs which incorporate sound principles of learning and training transfer, identify and develop the competencies that will support you in pursuing a career as an organizational psychology (or HR) practitioner with a focus on the training and development of individuals in organizations. Blending the exploratory learning aspect of Active Learning with proceduralized instruction, and creating a learning environment within which students are actively encouraged to construct knowledge, this paper includes lectures with associated readings, student seminars, and an applied project. The emphasis is on the construction of knowledge and the application of this knowledge within an organizational context/environment. Prescribed Text (Required Reading): Noe, R. A., & Winkler, C. (2009). Employee training and development: for Australia and New Zealand. North Ryde, NSW: McGraw-Hill. Essential Reading: Salas, E., Tannenbaum, S. I., Kraiger, K., &...
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...Student Progress 1. List of procedures that your resource teacher follows to correct different types of student work (e.g., daily papers, homework, tests, projects, etc.). You may use additional sheet if necessary. 2. List the methods that your resource teacher uses to record student progress (e.g. gradebook, anecdotal notes, progress charts, etc.). 3. List any time-saving tips you have observed your resource teacher used in correcting papers or recording information. 4. What is the school’s policy for grading and maintaining student records? Permanent record folders? Subject-related progress charts? _______________________________ ____________ Name and Signature of Resource Teacher Date Form2 for FS 5 Assessing Student Activities: Product vs. Process Interview your resource teacher about the following: 1. How do you score student papers, projects, and written assignments? Are there certain procedures followed? Explain. 2. When scoring written assignments or students projects using a holistic rubric, how do you set criteria? What do you look? How is it different from traditional scoring of written assignments and student projects? 3. How do you assess cooperative learning projects? Should these be assessed? 4. How do you assess laboratory work, experiential projects, performances, outcome-based learning, extra credit or enrichment work? 5. How can a variety of assessment strategies co-exist in one...
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...Reflection 2013 -------------------------------------------------------- Kaplan University Corporate Finance MT480-01 Instructor: Craig Mayberry Cynthia Buff 03/06/2013 This document is to reflect on the things I have learned during this course and how I will use them in the future. I also discussed how I see my future as a business student and development of my professional out look on finance. Reflection 2013 During my reflection of this course I have found that I have learned a number of things that will help me in my career choice. I think that after completing this course I am able to understand and explain some of the roles in Corporate Finance. I also understand the expectations of this course and I can analyze financial statements now. I am able to explain why the present values are important to a company valuing there projects and calculating the present value of a lump sum, an annuity, and a perpetuity. I can also calculate the discount rates along with explaining the differences between simple interest and compound interest. I can now use long term financial techniques and formulate financial forecasting methods. I can also explain and discuss variance and standard deviation as the measures of risk for both securities and portfolios. During this course I have learned to explain diversification can reduce risk for companies. I can explain how beta is used as a measure for risks and how to explain an idea of efficient portfolios, and explaining the capital...
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...tests, projects, etc.) Hands- on exercises everyday with proper monitoring of every student or every group of the class. Visual presentation of the said procedure. Showing of possible mistakes that students commit. 2. List the methods you use to record student progress (e.g., gradebook, anecdotal notes, progress charts, etc.) Rubrics Checklist 3. List any time-saving tips you have discovered for correcting papers or recording information. On the spot checking of the activities Discussions of the correct answers in the class (that way, answers can be explained) 4. What is your schools’ policy for grading and maintaining student records? Permanent record folders? Subject-related progress charts? Permanent record folders- teachers should always be giving related activities to the students according to the subject matter. All of it should be graded so that students as well as the teacher will see the progress, the strengths and weaknesses of the students which the teacher can assess properly in such a way that the students’ records will be noted carefully. FORM 2 for FS 5 (For Field Study Student and Field Study Teacher) Assessing Student Activities: Product vs. Process Many classrooms are using an eclectic approach that involves both the process and the product. Discuss how you assess your students. SHARE YOUR PHILOSOPHY AND PRACTICAL STRATEGIES FOR THE FOLLOWING: 1. How do you score student papers, projects, and...
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