The Return on Investment of my Digitalization Project, Step by StepYerbabuena Software
Quantifying the benefits and real costs of a digitalization project is the first step to take when you decide to make the investment in a digitalization project. In this whitepaper, we will guide you, step by step, through the process.
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Le Guide Francais Justbeenpaid-JSS
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El ROI de mi proyecto de Digitalización y Gestión Documental Yerbabuena Software
Cuantificar los beneficios y costos reales de un proyecto es un paso fundamental a la hora de decidir invertir dinero en un proyecto de gestión documental.
En este documento aprenderás cómo calcular costes de: almacenamiento, gestión, búsquedas y otros costes relacionados con la gestión documental.
Evaluar el ROI es una de las prácticas más utilizadas por cualquier grupo de compra de una herramienta software B2B, y consigue tener una aproximación bastante aproximada en cuanto a tiempo de amortización del proyecto, osea cuándo consigo empezar a ahorrar dinero y cuánto dinero en total puedo conseguir ahorrar durante los próximos cinco años.
Este análisis tampoco deja fuera otros tipos de ahorro y beneficios, como la seguridad o la movilidad proporcionada por la digitalización.
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Search Inside Yourself / Procura Dentro de TiVasco Gaspar
O SIY (Search Inside Yourself) é um programa programa de Liderança e Inteligência Emocional desenvolvido e testado na Google, baseado em práticas de Mindfulness e nos mais recentes avanços das Neurociências, que tem como objectivos aumentar a produtividade e o bem-estar organizacional, assim como criar condições para a paz no mundo.
Mizushima, L., & Watari, Y. “Do English education in Japanese high schools provide sufficient pragmatic instruction?: A quantitative and qualitative study of English textbooks and teachers." at the 14th International Pragmatics Conference (The University of Antwerp, Belgium, Jul. 26-31)
11. 「リサーチ」とは
• is“a way of finding out answers to questions.”
• 日常的に誰もがやっていること
• “can be expressed by concepts such as
• ‘organized’, ‘structured’, ‘methodical’, ‘systematic’,
‘testable’,’… disciplined inquiry’
• 「科学的リサーチ」の特徴
12. 「リサーチ」とは
• Theories and hypotheses which are used in research are
formulated so that they can be tested by the researcher
and others who wish to replicate the research.
• 追試可能＝後にand/or他の人が確かめられる
• 客観性 ＞特定の人間（対象・方法）
• 再現性 ＞特定の時間・空間（結果）
• 普遍性 ＞特定の地域・社会（結果・方法）
13. 「リサーチ」とは
• “A conclusion in research is another way of
stating that we know something we did not know
before we began the investigation. …
• [I]n all of these forms of research, the final
objective is to arrive at some form of knowledge
that we did not possess before the investigation
began.”
• 卒論・修論、教師としての研究も同じ
27. ４タイプの知識
• 権威としての知識（Knowledge as authority）
• 偉い人が言ったからってなんなのさ！
• △ Krashen (1981) points out that …
• 立証済みの事実としてではなく検証すべき仮説
• ⃝ Long (1981) claims that …
29. ４タイプの知識
• 先験的な知識（A priori knowledge）
• “Overall, previous studies investigating the relationship
between task repetition and L2 oral performance have
generally found a facilitative role of task repetition in
the quality of L2 learners’oral output but only when
learners repeat the same exact task (Gass et al., 1999;
Bygate, 2001); the positive effects of task repetition
have not clearly been shown to carry over to new
versions of a task (i.e., same task procedure with
different content).”(Kim & Tracy-Ventura, 2013, p. 830)
31. (英語)教師がリサーチメソッドを学ぶ理由
• … teachers must be confident that change is
likely to be worthwhile.
• So, changing teaching behavior on the basis of
research is only advisable when we are convinced
that (a) the research has been done well (…), and
(b) is likely to apply in our own professional
context – which may be quite different from the
sites where a published study is carried out (…).”
37. Task 2
• 結論を一言でいうと？
• Q2. 大学生の英文ライティングに対する4コマタ
スクの効果研究
Washino 21
Table 3-4
The Result of Comparing Two Independent Samples
Group A
n = 17
Group B
n = 16
M 1.92 1.27
SD 0.82 0.64
t 2.53
p 0.02
d [95% CI] 0.88 [0.14, 1.63]
Washino 2
Table 3-4
The Result of Comparing Two Independent Samples
Group A
n = 17
Group B
n = 16
M 1.92 1.27
SD 0.82 0.64
t 2.53
p 0.02
d [95% CI] 0.88 [0.14, 1.63]
Figure 3-1. The result of comparing two independent samples
Group A Group B
38. Task 2
• 結論を一言でいうと？
• Q3. TOEIC® Readingセクションの妥当性検証研究
participants use vocabularie
section.
For research question 2
comprehension, in TOEIC m
Japanese-English translation
relations to the validation
participants’ English skills b
also significant factors as par
They mean that other elem
should be clear by further res
8. References
Educational Testing Service (ET
Retrieved from http://www.t
Jeon, E. H., & Yamashita, J. (201
analysis. Language Learning
Mizumoto, A. (n.d.) Langtest We
Mizumoto, A. (n.d.) Langtest We
Mizumoto, A. (n.d.) Langtest We
Mochizuki, M. (1998). Nihonjin
test for Japanese English lea
Teaching, 12, 27-53.
Shiotsu, T., & Weir, C. J. (2007).
breadth in the prediction of r
99-128.
Shizuka, T. (2002). Eigo test sak
correctly]. Taisyukan.
Wakabayashi, S., & Negisgi, M.
tadashii mondai sakusei he n
English test such as midterm
Jeon, E. H., & Yamashita, J. (201
analysis. Language Learning
Figure 2-1. The histogram of M of each
section
Figure 2-2. The box plot of M and SD
of each section with individual points
42. 到達目標
0
• 結論を一言でいうと？
• 中学生に対する語彙学習方略の効果的な導入Sasakawa 29
similar between the School X and School Y.
Note. A = schools, B = uses of VLSs
+p < .10, *p < .05, **p < .01, ***p< .001
Table 3
SS df MS F-ratio p-value p.eta^2
15.735 1 15.735 9.935 .002** .018
842.606 532 1.584
70.300 2.88 24.425 55.421 .000*** .094
2.759 2.88 .959 2.175 .092** .004
674.825 1531.2 .441
1610.201 2135
The results of two-way ANOVA of the students in School X and School Y
Source
A
s x A
B
A x B
s x A x B
Total
43. 到達目標
0
• 結論を一言でいうと？
• 中学生に対する語彙学習方略の効果的な導入Sasakawa 29
similar between the School X and School Y.
Note. A = schools, B = uses of VLSs
+p < .10, *p < .05, **p < .01, ***p< .001
Table 3
SS df MS F-ratio p-value p.eta^2
15.735 1 15.735 9.935 .002** .018
842.606 532 1.584
70.300 2.88 24.425 55.421 .000*** .094
2.759 2.88 .959 2.175 .092** .004
674.825 1531.2 .441
1610.201 2135
The results of two-way ANOVA of the students in School X and School Y
Source
A
s x A
B
A x B
s x A x B
Total
Figure 19. The results of Factor 2.
Note. Factor 1: 1 = the students in School X, 2 = the students in School Y.
Factor 2: 1 = Organization, 2 = Repetition, 3 = Image, 4 = Meta-cognitive strategies.
