Dmars Part 2
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The document discusses the Post-Residential Action Plan (P-RAP) process for cadets in the National Guard Youth Challenge Program. The P-RAP is required for graduation and helps cadets develop goals and identify methods, obstacles, and resources needed to achieve their goals during the residential and post-residential phases. Cadets begin developing short-term goals in their P-RAP by week 3 and must enter goals for all core components into the automated online P-RAP system by week 13. Instructors then assign groups to develop sample short-term goals for different core components as an exercise.
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Individual Success Plan
Course # DNP 830
Target Practice Hours 50 (Based on individual hours required to total 1,000 post-baccalaureate hours. 50 are standard per course but some students require more hours based on what they transferred in. Please contact your SSA for incoming hours.)
P
R
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C
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I
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E
I
M
M
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Complete Contact Information
Learner Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Mentor Information
Practice Setting: Acute Care Hospital
Name:
E-mail:
Phone Number:
MOU Signed & Posted in Typhon under My External Documents
Yes ►
No ►
If no, is Affiliation Agreement on file? ___
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Presentation of #da12data initiative in the Open Data Week, Nantes
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ORCID: Connecting Research and Researchers. Author: Michael Ladisch
ORCID: Connecting Research and Researchers. Author: Michael Ladisch
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R
A
C
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I
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I
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M
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Complete Contact Information
Learner Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
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Name:
E-mail:
Phone Number:
Practicum Mentor Information
Practice Setting: Acute Care Hospital
Name:
E-mail:
Phone Number:
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Yes ►
No ►
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PMI-ACP Lesson 03 Nugget 3 Agile Planning, Monitoring, and Adopting
This document discusses Kanban boards, retrospectives, and process tailoring in Agile planning. It provides the following key points:
1. A Kanban board shows the current status of tasks within an iteration using cards or notes in different locations. Retrospectives are regular reviews where teams discuss what worked and improvements for the next iteration.
2. Techniques for effective retrospectives include Norm Keith's prime directive, brainstorming, and mute mapping.
3. Process tailoring involves customizing Agile processes for a situation, such as changing roles, processes, or milestones.
DEVELOP - PM Processes AIESEC in Brazil
This document outlines the DEVELOP process in AIESEC which ensures members are aware of their performance and areas for improvement. It discusses four key components: 1) Performance Management for evaluating individual performance on a monthly basis, 2) TL Capacity Building for developing team leaders, 3) National & Local Educational Cycles for initial training programs, and 4) Learning Environments which provide ongoing learning opportunities throughout the semester. For each component, it provides details on what they are, when to implement them, tips for implementation, and checklists.
Day1_Module1_RPMS_Tools.final_may23,2018.pptx
This document provides an introduction to the RPMS tools for teachers. It discusses the two RPMS tools - one for proficient teachers (Teacher I-III) and one for highly proficient teachers (Master Teacher I-IV). Each tool contains: a position and competency profile, job summary including qualification standards and duties/responsibilities, key result areas, objectives, means of verification, and performance indicators. The tools serve as a guide for teachers and are used by school heads and other administrators to assess teacher performance and provide support for professional development. Data from using the tools can show which indicators teachers are meeting or not meeting.
Day1_Module1_RPMS_Tools.final_may232018.pptx
This document provides an introduction to the RPMS tools for teachers in the Philippines. It discusses that there are two RPMS tools - one for proficient teachers (Teacher I-III) and one for highly proficient teachers (Master Teacher I-IV). Each tool contains the position and competency profile, job summary including qualification standards and duties/responsibilities, key result areas, objectives, and performance indicators. The tools serve as a guide for teachers to accomplish their jobs and assess their performance. School administrators and designated teachers use the tools to rate teachers. Data from using the tools can show which indicators teachers are meeting or not meeting.
Software Projects and the Agile way
The document discusses an agile project organization approach. It emphasizes delivering working software frequently through short iterations rather than long-term milestones. Milestones in agile represent high-level expectations rather than detailed plans, serving as a reference for stakeholders. The product owner works with stakeholders to define high-level scope and target delivery dates, while the team estimates user stories to validate if milestones are achievable. The team is accountable for delivering on time or alerting of impediments, and presents demos of working increments for approval to go live.
LEAN: Understanding the Process Decision Program Chart (Quality Tools Series ...
LEAN: Understanding the Process Decision Program Chart (PDPC) offers information for users to learn, understand better , and to comprehend the key elements of the PDPC. After this lesson, learners should be able to:
- Articulate the usage of a PDPC
- Explain how to develop a PDPC
- Demonstrate the development of a PDPC
Math grade 2 training
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MAN 4584 – Process Improvement Methodologies Assignment .docx
MAN 4584 – Process Improvement Methodologies
Assignment Series Project
Week 2 - Assignment 1
This week students need to select a process improvement project to work on during this course. There are four
parts to this mini-project that students will do throughout this course (read all four parts due Week 2, 4, 6, and 8
before continuing with this assignment to understand how this breaks down in the coming weeks, in the Course
Materials there is a file with all 4 parts to easily print, link). Students may select something at work (i.e. a
process or quality issue that can be pursued to help grow your career) or it may be something that will simply
make your life easier at home (i.e. getting ready in the morning/evening for work, cooking a meal, etc.).
1. Select One Process to Map - Do not pick a huge project as we have a limited amount of time in this class.
Do not pick a process that you have no control over as you will be required to implement at least one
improvement or change to the process during this course. If your become overwhelmed in this part of the
project with defining the process you select, you should consider reducing the scope to a smaller project.
This course requires students to learn and apply the methodologies in the lessons to define, analyze, and
improve the process they select. So be sure that you have the fundamental knowledge needed on the
process selected so you can focus on evaluating how to apply the lessons and methodologies as required to
the project.
2. Assign Ownership and Roles - While this is an individual project, you will need to get family, co-workers,
or other stakeholders in the process involved to support you with completing these assignments. Make sure
everyone knows and approves of what you are going to do for your improvement project and when you will
need to finish the various parts of this project. Make sure they understand that there are specific steps you
have to follow to meet your course requirements on this project and that you will also need their support to
provide you with input in order to complete the assignments.
3. Analyze Process Boundaries – Identify where the selected process starts and stops, as well as other
processes that interface with this process. Make sure you clearly understand your process boundaries or
limitations for this improvement project.
4. Map Process - Select any of the mapping tools covered in your textbook, supplemental articles, or lecture
in the Week 2 lesson. This map of your selected process should be detailed enough that others could follow
your process and have the same result or output as you.
a. Identify the outputs and customers for the process.
b. Identify inputs and suppliers for the process.
c. Map the tasks and decisions needed to transform the inputs into the outputs for the process.
d. Define customer expectations for performance for this process (translate these goals and o ...
GCDP Quality Strategy - Job Description Implementation issue
This document discusses standards and strategies for implementing job descriptions (JDs) and ensuring quality delivery for the Global Career Development Programme (GCDP). It addresses:
1. Understanding issues with current JDs and defining roles for sending and hosting entities.
2. Suggested activities for solving JD issues, including first day of work standards, minimum team delivery standards, and tracking templates.
3. The roles of local committees, memberships, and talent capacity in successfully implementing JDs and delivering team experiences for GCDP interns.
Orientation-eMTAP-Focal-Person (1).pptx
This document provides guidelines for district focal persons/coordinators and learning facilitators for the implementation of Project e-MTAP 2.0. It outlines the responsibilities of district coordinators which include advocating for the project, organizing virtual learning sessions, ensuring appropriate teacher-learner ratios, and submitting reports on the impact of the intervention. It also describes the duties of learning facilitators such as preparing for sessions, introducing lessons interactively, addressing learner questions, and being committed to helping learners master concepts. The schedule for the 7 virtual learning sessions to be held from November to April is also included.
Mango approach 1 kc_eng
This document outlines the framework for a leadership development program. It includes:
1) A pre-training inspirational message from the trainer, which includes a quiz or case study to engage participants and assess their competence.
2) An inspirational training session using models like Galaxy and Smart Plan 2X2 to develop skills.
3) Follow up activities like individual calls, meetings, and progress reports to ensure goals are being achieved and development is ongoing with adjustments made as needed.
4) Testing and collecting examples before, during, and after the program to measure progress and the impact on job performance.
Interdisciplinary slc program design
This document provides guidance for schools on developing an interdisciplinary program with coherence across curriculum, instruction, assessment, learning climate, and other elements. It outlines a 5-step process for teams to design proficiency maps and demonstrations of mastery for students by mapping standards to proficiencies and developing performance tasks. The goal is to create a program that fosters focus, coherence, relevance and equity while addressing needs in student data and priorities. Resources are provided for reference.
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