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Real-Time Management of Resource Allocation Systems

A Discrete Event Systems Approach

Real-Time Management of Resource Allocation Systems focuses on the problem of managing the resource allocation taking place within the operational context of many contemporary technological applications, including flexibly automated production systems, automated railway and/or monorail transportation systems, electronic workflow management systems, and business transaction supporting systems. A distinct trait of all these applications is that they limit the role of the human element to remote high-level supervision, while placing the burden of the real-time monitoring and coordination of the ongoing activity upon a computerized control system. Hence, any applicable control paradigm must address not only the issues of throughput maximization, work-in-process inventory reduction, and delay and cost minimization, that have been the typical concerns for past studies on resource allocation, but it must also guarantee the operational correctness and the behavioral consistency of the underlying automated system. The resulting problem is rather novel for the developers of these systems, since, in the past, many of its facets were left to the jurisdiction of the present human intelligence. It is also complex, due to the high levels of choice – otherwise known as flexibility – inherent in the operation of these environments.

This book proposes a control paradigm that offers a comprehensive and integrated solution to, both, the behavioral / logical and the performance-oriented control problems underlying the management of the resource allocation taking place in ...

Encyclopedia of Management Theory

In discussing a management topic, scholars, educators, practitioners, and the media often toss out the name of a theorist (Taylor, Simon, Weber) or make a sideways reference to a particular theory (bureaucracy, total quality management, groupthink) and move on, as if assuming their audience possesses the necessary background to appreciate and integrate the reference. This is often far from the case. Individuals are frequently forced to seek out a hodgepodge of sources varying in quality and presentation to provide an overview of a particular idea. This work is designed to serve as a core reference for anyone interested in the essentials of contemporary management theory. Drawing together a team of international scholars, it examines the global landscape of the key theories and the theorists behind them, presenting them in the context needed to understand their strengths and weaknesses to thoughtfully apply them. In addition to interpretations of long-established theories, it also offers essays on cutting-edge research as one might find in a handbook. And, like an unabridged dictionary, it provides concise, to-the-point definitions of key concepts, ideas, schools, and figures. Features and Benefits: Two volumes containing over 280 signed entries provide users with the most authoritative and thorough reference resources available on management theory, both in terms of breadth and depth of coverage. Standardized presentation format, organized into categories based on validity and importance, structures entries so that readers can assess the fundamentals, evolution, and impact of theories. To ease navigation between and among related entries, a Reader’s Guide groups entries thematically and each entry is followed by Cross-References. In the electronic version, the Reader’s Guide combines with the Cross-References and a detailed Index to provide robust search-and-browse capabilities. An appendix with a Chronology of Management Theory allows readers to easily chart directions and trends in thought and theory from early times to the present. An appendix with Central Management Insights allows readers to easily understand, compare, and apply major theoretical messages of the field. Suggestions for Further Reading at the end of each entry guide readers to sources for more detailed research and discussion. Key themes include: Nature of Management Managing People, Personality, and Perception Managing Motivation Managing Interactions Managing Groups Managing Organizations Managing Environments Strategic Management Human Resources Management International Management and Diversity Managerial Decision Making, Ethics, and Creativity Management Education, Research, and Consulting Management of Operations, Quality, and Information Systems Management of Entrepreneurship Management of Learning and Change Management of Technology and Innovation Management and Leadership Management and Social / Environmental Issues PLUS: Appendix of Chronology of Management Theory PLUS: Appendix of Central Management Insights

This is often far from the case. Individuals are frequently forced to seek out a hodgepodge of sources varying in quality and presentation to provide an overview of a particular idea.

Nursing Management

A Systems Approach

Nursing ethics & nursing research/nursing case mgmt, shared governance, Japanese mgmt principles/etc.

Nursing ethics & nursing research/nursing case mgmt, shared governance, Japanese mgmt principles/etc.

Teori & Permasalahan Belajar

buku ini mendeskripsikan untuk keberhasilan pembelajaran dengan langkah yang akan diuraikan penulis dalam buku ini.

“Problematika yang dihadapi guru saat pembelajaran berlansung adalah perilaku anak yang masih sulit untuk dikendalikan/kesiapan untuk belajarnya dan siswa tarsebut masih ada yang sulit dalam hal membaca, menulis dan berhitung.

Permasalahan dalam penyenggaraan bengkel yang dihadapi oleh guru-guru Kemahiran Hidup (Kemahiran Manipulatif) sekolah-sekolah menengah di daerah Bera

Second Language Teacher Professional Development

Technological Innovations for Post-Emergency Teacher Education

This edited book brings together documented evidence and theoretical propositions on the essential mediating role of digital technology in L2 teacher education and professional development. Topics range from technological affordances in teacher education, to challenges and responses to emergency transition from face to face to virtual professional development, to successful practices of online teacher training courses. Bringing together examples from various countries and contexts of how L2 teacher trainers and trainee teachers view these forced changes and react to them, the volume fills a gap in the use of digital technology in contexts where teacher educators and trainee teachers are not technology-literate and not prepared for technology-oriented education. In addition to a Foreword by Mark Warschauer and Introduction and Conclusion chapters by Editors, the volume features 13 full-length chapters by some of the well-known experts from countries such as Australia, Finland, Mexico, the UK, the USA, Spain, Singapore, Turkey and Sweden.

This edited book brings together documented evidence and theoretical propositions on the essential mediating role of digital technology in L2 teacher education and professional development.

Teacher Training Assignments: Complete Examples for PGCE, PTLLS, CTLLS, & DTLLS

To earn a Preparing to Teach in the Lifelong Learning Sector designation, a Certificate in Teaching in the Lifelong Learning Sector, a Diploma in Teaching in the Lifelong Learning Sector, or a Post-Graduate Certificate in Education requires a careful study of theory and practice. Whether you’re interested in the PTLLS, CTLLS, DTLLS or PGCE designation, you’ll get help preparing assignments and evaluating your progress with this resource. Assignments are focused to cover the full teacher training course with the following modules; • Preparing, Planning, and Developing Effective Teaching, Learning and Assessment; • Personal Development and Professional Practice; • Theories and Practice of Teaching and Learning; • Personal Development and Professional Practice; • Evaluating the Learner Experience; • Access, Progression, and Achievement. Throughout, the author argues that people are not born to teach—they are trained to teach.

To earn a Preparing to Teach in the Lifelong Learning Sector designation, a Certificate in Teaching in the Lifelong Learning Sector, a Diploma in Teaching in the Lifelong Learning Sector, or a Post-Graduate Certificate in Education requires ...

The Highly Effective Teacher

7 Classroom-Tested Practices That Foster Student Success

What are the secrets to unlocking student success? And what can teachers do to get better at helping students develop deep understanding of content, attain higher-order thinking skills, and become secure, confident, and capable learners? In this book, teacher and professor Jeff Marshall showcases how teaching with intentionality answers these questions. Specifically, he introduces the Teacher Intentionality Practice Scale (TIPS), a framework for both supporting and measuring effective teaching. Taken together, the framework’s seven TIPs provide a research-based, classroom-tested guide to help teachers * create coherent, connected lessons; * use strategies and resources, including technology, that truly enhance learning; * organize a safe, respectful learning environment; * develop challenging and rigorous learning experiences; * promote interactive, thoughtful learning; * nurture a creative, problem-solving classroom culture; and * deliver feedback and formative assessment that inform teaching and learning. Marshall’s needs-assessment instrument can help teachers, working independently or in a cohort, determine the best starting point for improving their practice. Practical, straightforward rubrics for each TIP describe the various levels of teacher proficiency. Based on his own teaching experience and observations in hundreds of classrooms, Marshall also offers action tips for each framework component and a list of resources for further study. Written for teachers and leaders at all levels and in all content areas, The Highly Effective Teacher is a guidebook for thoughtful, intentional teaching with one goal: success for all students, in every classroom.

In this book, teacher and professor Jeff Marshall showcases how teaching with intentionality answers these questions.

Values and Professional Knowledge in Teacher Education

Values and Professional Knowledge in Teacher Education provides distinctive insights into potential strengths to develop trainee teachers’ values within school-based training. Looking at the personal moral and political values of trainees as fundamental to strategic and critical professional knowledge, the book considers a key question about training contexts: to what extent is teacher education embedded in the purpose and rationale of the school so that trainees’ values, and consequently their autonomy and identity, can flourish? The book is research focused and offers case studies that offer vicarious experiences which resonate with the professional needs and concerns of teacher educators. The book opens with a reflective narrative on the experience of a teacher educator in England. Further chapters explore international perspectives on values and professional knowledge in teacher education, applied theoretical principles for developing the relationship between trainee teachers’ values and their professional knowledge, the impact of university and school-based training contexts on the development of values-based professional knowledge, and the challenge of a values-based professional knowledge to current teacher education practice. Values and Professional Knowledge in Teacher Education will be of great interest to academics and post-graduate students in the field of education, university and school-based teacher educators, trainee teachers, researchers, policymakers and school leaders.

The book is research focused and offers case studies that offer vicarious experiences which resonate with the professional needs and concerns of teacher educators.

Teachers' Professional Development in Global Contexts

Insights from Teacher Education

"The essence of this book is to capture the nature of current educational practices from a variety of theoretical perspectives. Both teachers and teacher educators provide a lens on better understanding teacher training and learning processes. The mutual interrelations and provision of knowledge between the academia and schools are essential to combine discourses and align positions. Therefore, bringing practice into theory and theory to practice in nowadays teaching is key to offer adapted responses to multiple problems and increasingly diverse contexts. On the other hand, the array of studies from around the world compiled in this volume allow the readership to find commonplaces, draw shared concerns, and define goals. Studying teaching and teacher education across-contexts allow to gauge the pulse of the discipline and identify those issues that enable educators to understand the complexities of teaching and learning. The chapters examine the development of knowledge and understanding of teaching practices, analyze engaging learning environments, the sustainability of learning and teaching practices, and show new practices based on the use of Information and Communication Technologies. The diverse teaching contexts from this compilation of international research are organized according to the following themes: - Teaching professional learning and knowledge; - Teacher beliefs and reflective thinking; - Innovative teacher procedures"--

This volume intends to promote scholarly discussions and contribute to find commonplaces in the teaching profession.