Sustaining Success mark scheme

This explains the mark scheme for the portfolio

Sustaining Success Task: Week 3 Introduction to reflection

An introduction to a method of reflection. This task looks at the process of writing a short piece of reflection and provides a framework for that activity

Sustaining Success reports vs reflective writing

This handout summarises obvious differences between reports or essays and reflective writing.

Sustaining Success reprise

a reminder summary of the information covered so far

Sustaining Success additional task summary

In addition to handing in the portfolio your are requested to submit one further piece of evidence of your engagement with the course. You can choose from a selection of activities, all of which are relevant to the broader objectives of the module. This document provides a summary list of those activities and links to the more detailed resources. You can find a quick link to all those resources at http://www.edshare.soton.ac.uk/12372/

Sustaining Success Task 4: Reflection and Action - basic

A reflection exercise to help you understand the reflection process better

Sustaining Success Submitted Tasks Summary Links

link to the documents which describe each of the tasks, one of which students may choose to submit

Sustaining Success Week 4 Task: Reflection and Action - elaborate

link to the documents which describe the personal reflection task. One of the tasks you may choose to submit

Sustaining Success Week 4 Task: Student Resource Recommendation

Description of student resource recommendation task which you can choose to submit

Sustaining Success Week 4 Task: Student Generated Content

Description of student generated content which you can choose to submit

Sustaining Success Week 5 Task: Peer review guidance

Description of how to conduct a peer review, and guidance on how to submit it as a task. Download and edit this document if you decide to hand in information relating to your peer review exercise.

The Connectivity Agenda Five years of success in Colombian e-gov initiatives.

In this article the author try to emphasize how the Connectivity Agenda, enacted in 2000 as the Colombian policy to move the country toward the knowledge society trough the intensive use of Information and Communication Technologies – ICT, has been a successful electronic government initiative. To achieve it, the author describes first the general policy outline and then the proposed benefits comparing them to the ones already obtained, and explaining how there is no gap between planning and execution. To complement this exposition, the author presents the results of an evaluation model applied, which focused on determining what the citizens expect from the electronic administration and how they perceive it. Finally, the author states how both approaches conclude that the Connectivity Agenda can be considered as a successful electronic government initiative.

The Human Resources Strategy as the Key to Success of Knowledge Management in Companies Implementing New Technologies in the City of Montería

Knowledge management has been one of the topics of greatest interest in the field of organizational studies in recent years. The objective of this research is to analyze the adoptionof knowledge management practices and their relation to human resource policies. The study was carried out in companies operating in the city of Monteria from a quantitative analysis.

La condición del éxito en la intervención pedagógica con niños en situación de riesgo : el programa Success For All.

Resumen de los autores

Innovación educativa para el cambio social : Éxito para todos (Success for all).

El artículo describe la naturaleza y los resultados del programa 'Éxito para todos' (Success for All), implantado en muchos centros que pertenecen al programa 'Title I' en Estados Unidos. Este programa enfatiza la prevención y la intervención temprana e intensiva de deficiencias académicas. Su meta es lograr que todos los niños que asisten a escuelas para alumnos con desventajas, alcancen el éxito en las habilidades básicas. Describe los principales elementos del programa: el programa de lectura, las clases particulares de lectura con profesores específicos, las escuelas que utilizan el programa, el equipo de apoyo familiar, las labores del responsable del programa, la capacitación de los maestros y la financiación.