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Project course

Xem 1-20 trên 372 kết quả Project course
  • This paper discusses the approach followed for three academic years 2014-2017 on a batch of 180 students per year. Training sessions, evaluation rubrics, usage of project management tools, mapping performance of the students with the outcomes of the course and program, feedback from the stakeholders like companies and students themselves gives a clear view of improvement of the performance of the students during the Final Year Project course in three years.

    pdf19p nguyentunanh2502 27-04-2019 6 0   Download

  • This course was prepared from information believed to be reliable but not guaranteed by us without further verification and does not purport to be complete. Opinions expressed are subject to revision without notification. We are not offering to buy or sell securities or commodities discussed. Halliker's Inc.

    pdf199p benq 01-03-2009 228 127   Download

  • This course manual teaches you how to use LabVIEW to develop test and measurement, data acquisition, instrument control, datalogging, measurement analysis, and report generation applications.

    pdf282p hoang1 02-11-2009 230 126   Download

  • Lesson 4. Laying Out Your Plan. In this lesson, you learn the prime directive of project managers, all about plotting your course, initiating a work breakdown structure, and the difference between action and results (results mean deliverables).

    pdf21p daisy15 06-08-2010 119 39   Download

  • Chapter 10 QUALITY. Inherent in the project design, as well as the product design, we must find quality. Everyone on the team must contribute to producing quality results. Engineering will often be the lead for the quality planning and implementation, and of course the PM has the overall accountability for quality.

    pdf14p leslie88 21-09-2010 70 24   Download

  • This module provides students with an overview of both the Business Solutions Design Curriculum and this course. By the end of the module, students should have an understanding of the concepts and skills they will learn in the course. They should also be able to describe a project vision document, the first draft of which they will be able to create by the end of the course. At the end of this module, students will be able to: ! Describe how the course fits into the entire Business Solutions Design Curriculum. ! Describe how they will use the...

    pdf4p batoan 11-08-2009 84 9   Download

  • This module provides students with a review of the key models, principles, and practices presented in this course, for the purpose of preparing students for the module activity. The module activity is an instructor-led group discussion in which students will identify which content they found the most compelling or interesting given their information technology (IT) experience and project needs. The module ends with a course evaluation, which is to be completed by the student and returned to the instructor. ...

    pdf20p batoan 11-08-2009 76 4   Download

  • In this book, the term Zen is used to roll together all of these con- cepts. This is not an orthodox treatment of Zen. The book could have been called the Yoga, Tao, or Way of Managing Projects. In the end all of these terms are pointing to the same basic strategy—regard every- thing as a part of a holistic, integrated system, set your intention to include all of your personal and nonpersonal goals, apply objectivity and subjectivity in dynamic balance, seek to perfect yourself and your performance while not being hung up about your imperfections, and recognize that a...

    pdf7p lenh_hoi_xung 21-02-2013 28 4   Download

  • Final thought: “Creative projects do not make for smooth sailing. The most stimulating and rewarding projects are somewhat like a roller coaster ride. You never really know where the dips, twists, and turns will come. You have to enjoy the challenge and feel confident I your ability to stay the ride through to the end. Like the turtle, project managers make significant progress only when they stick their necks out.”

    ppt13p 01693569553 11-06-2013 27 3   Download

  • The results indicated that the use of multiple in-class activities and digital technology in a flipped classroom are important to enhance students’ performance. It is also observed that the use of multiple assessments engaged students deeply with the course and provide deeper learning. Students’ performance in summative assessments showed that there is a noticeable improve in student’s scores in the current semester in contrast with previous semester where traditional teaching was practiced.

    pdf10p nguyentunanh2502 27-04-2019 7 0   Download

  • This paper presents the mapping of the addressing Course Outcomes (CO) and Programme Outcomes (PO) to the scopes of assessment in a capstone project (CP) for IDP. The explicitness in the measurement of CO and PO in the course is demonstrated. The rubrics for the assessment of CP are also presented. Finally, evaluation of student performance in IDP particularly CP is discussed through a sample analysis of the CO and PO attainments.

    pdf8p nguyentunanh2502 27-04-2019 5 0   Download

  • This is a recurrent topic in the project management literature, with poor planning and controlling practices frequently cited among the most significant causes of delays. Unfortunately, hardly any attention has been paid to the fact that the classical scheduling techniques—Gantt chart, Critical Path Method (CPM), and Program Evaluation and Review Technique (PERT)—may not be as fit for purpose as they seem.

    pdf17p nguyentunanh2502 30-04-2019 3 0   Download

  • This article presents the results of a case involving the application of project-based learning carried out with students in the Mechanical Engineering degree program at the University of Girona. The project, entitled “Design and construction of a wooden bridge”, was conducted at the Polytechnic School in the third-year Structures course.

    pdf9p guestgreat 06-05-2019 1 0   Download

  • The portolio is a good tool to promote refecton and to evaluate both specifc and generic skills in experimental courses, the dynamics of a laboratory course permit students to develop their group-work and communicatve skills, and peer evaluatons both improve students’ communicaton skills and promote metacognitve refecton. Finally, the project demonstrates that it is possible to train students in general skills using the specifc course content and that the incorporaton of partcipatory methodologies encourages students to become actvely involved in the teaching-learning process.

    pdf15p guestgreat 06-05-2019 1 0   Download

  • No one ever gave me directions like this on a golf course before: "Aim at either Microsoft or IBM." I was standing on the first tee at the KGA Golf Club in downtown Bangalore, in southern India, when my playing partner pointed at two shiny glass-and-steel buildings off in the distance, just behind the first green. The Goldman Sachs building wasn't done yet; otherwise he could have pointed that out as well and made it a threesome. HP and Texas Instruments had their offices on the back nine, along the tenth hole. That wasn't all. The tee markers were from......

    pdf216p benq 01-03-2009 455 221   Download

  • I thank Sophie Oliver and Suzanne Cousin at Routledge Language Reference Editorial for their unstinting support and encouragement throughout this project; the various reviewers of the original proposal for their positive response and helpful feedback; Linda Paulus.

    pdf10p kahty209 19-08-2010 202 98   Download

  • World Map Financial Derivatives Financial derivatives are financial instruments that are linked to a specific financial instrument or indicator or commodity, and through which specific financial risks can be traded in financial markets in their own right. Transactions in financial derivatives should be treated as separate transactions rather than as integral parts of the value of underlying transactions to which they may be linked. The value of a financial derivative derives from the price of an underlying item, such as an asset or index.

    pdf336p la_la123 04-04-2013 121 44   Download

  • Problem statement Since English is one of the core subjects at school, more and more schools are teaching English to their pupils and English centres can be found popular in any cities in Vietnam, especially big cities. However, many foreigners have commented “many Vietnamese speakers can speak English, but only a few have intelligible English pronunciation so that they can be understood easily in direct communication with foreigners.

    pdf11p tuanlocmuido 14-12-2012 268 29   Download

  • The FSVM is missing a variable reflecting that the forward earnings yield is riskier than the government bond yield. How should we measure risk in the model? An obvious choice is to use the spread between corporate bond yields and Treasury bond yields. This spread measures the market’s assessment of the risk that some corporations might be forced to default on their bonds. Of course, such events are very unusual, especially for companies included in the S&P 500.

    pdf28p diemanh 11-03-2009 117 23   Download

  • MANAGING SUPPLY CONTRACTS AND INVENTORY RISKS IN A SUPPLY CHAIN This seems a more accurate characterization of Tiebout markets, as the median U.S. metropolitan area has fewer than a dozen school districts from which to choose. It leads to a substantially different understanding of the market dynamics, as Hoxy’s assumption of competing schools with identical peer groups eliminates the “stickiness” that concern for peer group can create and that is the primary focus here.

    pdf153p mualan_mualan 25-02-2013 52 22   Download

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