Project manager-to-project allocations in practice: an empirical study of the decision-making practices of a multi-project based organization

Empirical studies that examine how managers make project manager-to-project (PM2P) allocation decisions in multi-project settings are currently limited. Such decisions are crucial to organizational success. An empirical study of the PM2P practice, conducted in the context of Botswana, revealed ineffective processes in terms of optimality in decision-making. A conceptual model to guide effective PM2P practices was developed. The focus of this study is on deploying the model as a lens to study the PM2P practices of a large organization, with a view to identify and illustrate strengths and weaknesses. A case study was undertaken in the mining industry, where core activities in terms of projects are underground mineral explorations at identified geographical regions. A semi-structured interview protocol was used to collect data from 15 informants, using an enumeration. Integrated analysis of both data types (using univariate descriptive analysis for the quantitative data, content and thematic analysis for the qualitative data) revealed strengths in PM2P practices, demonstrated by informants’ recognition of some important criteria to be considered. The key weaknesses were exemplified by a lack of effective management tools and techniques to match project managers to projects. The findings provide a novel perspective through which improvements in working practices can be made

Narrative Exposure Therapy for Posttraumatic Stress Disorder associated with repeated interpersonal trauma in patients with Severe Mental Illness: a mixed methods design

Background: In the Netherlands, most patients with severe mental illness (SMI) receive flexible assertive community treatment (FACT) provided by multidisciplinary community mental health teams. SMI patients with comorbid posttraumatic stress disorder (PTSD) are sometimes offered evidence-based trauma-focused treatment like eye movement desensitization reprocessing or prolonged exposure. There is a large amount of evidence for the effectiveness of narrative exposure therapy (NET) within various vulnerable patient groups with repeated interpersonal trauma. Some FACT-teams provide NET for patients with comorbid PTSD, which is promising, but has not been specifically studied in SMI patients. Objectives: The primary aim is to evaluate NET in SMI patients with comorbid PTSD associated with repeated interpersonal trauma to get insight into whether (1) PTSD and dissociative symptoms changes and (2) changes occur in the present SMI symptoms, care needs, quality of life, global functioning, and care consumption. The second aim is to gain insight into patients’ experiences with NET and to identify influencing factors on treatment results. Methods: This study will have a mixed methods convergent design consisting of quantitative repeated measures and qualitative semi-structured in-depth interviews based on Grounded Theory. The study population will include adult SMI outpatients (n=25) with comorbid PTSD and receiving NET. The quantitative study parameters will be existence and severity of PTSD, dissociative, and SMI symptoms; care needs; quality of life; global functioning; and care consumption. In a longitudinal analysis, outcomes will be analyzed using mixed models to estimate the difference in means between baseline and repeated measurements. The qualitative study parameters will be experiences with NET and perceived factors for success or failure. Integration of quantitative and qualitative results will be focused on interpreting how qualitative results enhance the understanding of quantitative outcomes. Discussion: The results of this study will provide more insight into influencing factors for clinical changes in this population

Learning difficulties : a portuguese perspective of a universal issue

In this article we present findings of a study that was conducted with the purpose of deepening the knowledge about the field of learning difficulties in Portugal. Therefore, within these findings we will discuss across several cultural boundaries, themes related with the existence of learning difficulties as a construct, the terminology, the political, social and scientific influences on the field, and the models of identification and of ongoing school support for students. While addressing the above-mentioned themes we will draw attention to the different, yet converging, international understandings of learning difficulties

Formación docente para la implementación de la plataforma virtual Moodle como recurso didáctico en educación básica secundaria

1 recurso en línea (288 páginas) : ilustraciones color, tablas.Este estudio describe una experiencia llevada a cabo en entornos virtuales de aprendizaje Moodle, donde se planteó la utilización de la Educación Virtual como recurso didáctico educativo. A partir de un proceso de formación docente para la implementación de la plataforma virtual Moodle como recurso didáctico de enseñanza, se analizó si se presentaron cambios significativos en las competencias digitales: Pedagógica, tecnológica, comunicativa y de gestión, y a partir de ello se mejoró el desempeño pedagógico de los educadores; de igual forma se indago sobre la posibilidad de que las plataformas virtuales como Moodle puedan convertirse en una alternativa viable que pueda dar respuesta a los nuevos retos educativos relacionados con los ambientes virtuales de aprendizaje para dinamizar el proceso educativo. Como objetivo general del estudio se planteó Identificar las competencias digitales que poseen los docentes para el uso y administración de la plataforma Moodle, en el nivel de educación básica secundaria y media de la Institución Educativa Técnica de Monguí, para implementar un programa de formación encaminado a fortalecer dichas competencias. La metodología empleada en el estudio fue de tipo mixto, porque involucra aspectos cuantitativos como la medición de las variable competencias digitales desarrolladas por los docentes para el empleo de la plataforma virtual Moodle, desde el paradigma cualitativo se tuvieron en cuenta las opiniones y conceptos de los sujetos participantes en el estudio; de los resultados obtenidos se encontró que los programas de formación docente para el uso didáctico de las TIC en entornos de aprendizaje virtual como la plataforma Moodle, cuando son orientados con un modelo pedagógico activo diferente al catedrático, permiten que los educadores apropien el uso de estas tecnologías y sean gestores de proyectos que dinamizan el proceso enseñanza – aprendizaje, al brindar al estudiante la posibilidad de ser un agente participativo y por su puesto al educador ser guía y orientador en el proceso educativo.This study describes an experience carried out in Moodle virtual learning environments, where the use of Virtual Education as an educational didactic resource was proposed. From a process of teacher training for the implementation of the Moodle virtual platform as a didactic teaching resource, it was analyzed if there were significant changes in the digital competences: Pedagogical, technological, communicative and management, and from this the pedagogical performance of educators; In the same way, I inquired about the possibility that virtual platforms such as Moodle could become a viable alternative that could respond to new educational challenges related to virtual learning environments to boost the educational process. The general objective of the study was to identify the digital competences that teachers possess for the use and administration of the Moodle platform, at the level of secondary and secondary education of the Technical Educational Institution of Monguí, to implement a training program aimed at strengthen these competences The methodology used in the study was of mixed type, because it involved quantitative aspects such as the measurement of the variable digital competences developed by teachers for the use of the Moodle virtual platform, from the qualitative paradigm the opinions and concepts of the subjects participating in the study; From the results obtained it was found that the teacher training programs for the didactic use of ICT in virtual learning environments such as the Moodle platform, when they are oriented with an active pedagogical model different from the professor, allow educators to appropriate the use of these technologies and managers of projects that dynamize the teaching - learning process, giving the student the possibility of being a participative agent and of course the educator being a guide and guidance in the educational process.Bibliografía y webgrafía: páginas 196-205MaestríaMagíster en TIC Aplicadas a las Ciencias de la Educació