What is integrated approach?
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Without more details, all I can do is guess about the context.  In schools, it usually means to combine several different subject areas instead of teaching each in isolation.\n\nAn example would be using a children's book and basing a math and/or a science lesson on the content of the book.
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C- The Interactive Approach (Rumelhart, Stanovich, Eskey)\n\nFor those reading theorists who recognized the importance of both the text and the reader in the reading process, an amalgamation of the two emerged the interactive approach. Reading here is the process of combining textual information with the information the reader brings to a text. \nThe interactive model (Rumelhart 1977; Stanovich 1980) stresses both what is on the written page and what a reader brings to it using both top-down and bottom-up skills. It views reading is the interaction between reader and text. \nThe overreliance on either mode of processing to the neglect of the other mode has been found to cause reading difficulties for SL learners (Carrell 1988, p. 239) \nThe interactive models of reading assume that skills at all levels are interactively available to process and interpret the text (Grabe 1988). \nIn this model, good readers are both good decoders and good interpreters of text, their decoding skills becoming more automatic but no less important as their reading skill develops (Eskey 1988).\n\nAccording to Rumelhart's interactive model: \n1- linear models which pass information only in one direction and which do not permit the information contained in a higher stage to influence the processing of a lower stage contain a serious deficiency. Hence the need for an interactive model which permits the information contained in a higher stage of processing to influence the analysis that occurs at a lower stage. \n2- when an error in word recognition is made, the word substitution will maintain the same part of speech as the word for which it was substituted, which will make it difficult for the reader to understand. (orthographic knowledge) \n3- semantic knowledge influences word perception. (semantic knowledge) \n4- perception of syntax for a given word depends upon the context in which the word is embedded. (syntactic knowledge) \n5- our interpretation of what we read depends upon the context in which a text segment is embedded. (lexical knowledge)\n\nAll the aforementioned knowledge sources provide input simultaneously. These sources need to communicate and interact with each other, and the higher-order stages should be able to influence the processing of lower-order stages.\n\nAccording to Stanovich's interactive-compensatory model: \n* Top-down processing may be easier for the poor reader who may be slow at word recognition but has knowledge of the text topic. \n* Bottom-up processing may be easier for the reader who is skilled at word recognition but does not know much about the text topic. \n=> Stanovich's model states, then, that any stage may communicate with any other and any reader may rely on better developed knowledge sources when other sources are temporarily weak.\n\nTo properly achieve fluency and accuracy, developing readers must work at perfecting both their bottom-up recognition skills and their top-down interpretation strategies. Good reading (that is fluent and accurate reading) can result only from a constant interaction between these processes. \n=> Fluent reading entails both skillful decoding and relating information to prior knowledge (Eskey, 1988).\n\n<=> Reading is a bi-directional process that concerns both \nthe Reader & the Text. \nThe level of reader comprehension of the text is determined by how well the reader variables (interest level in the text, purpose for reading the text, knowledge of the topic, foreign language abilities, awareness of the reading process, and level of \nwillingness to take risks) interact with the text variables (text type, structure, syntax, and vocabulary) (Hosenfeld, 1979).\n\nhttp://www.sabes.org/resources/fieldnotes/vol10/f02abrah.htm\n\nAccording to Joanne Devine (1988), one thing needs to be taken into consideration: readers' internalized models of the reading process are extremely important. There is convincing evidence that readers do indeed have internalized
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Usually refered to IBMs esolution meaning Electronic Solution. Involving networking and integration of all technolgy systems such as computers and networks.
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The healthcare industry is nothing but interfaced systems.  The patient care system interfaces with the lab system, the pharmacy system, and the medical record system, just to name a few.\n\nGoof Luck!
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It's kind of a phased approach where one item follows another. It's general to software methodologies and not really specific to BI. There's a good diagram and some discussion in the link below.
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strategic planning\n\nStrategic planning consists of the process of developing strategies to reach a defined objective. As we label a piece of planning "strategic" we expect it to operate on the grand scale and to take in "the big picture" (in contradistinction to "tactical" planning, which by definition has to focus more on the tactics of individual detailed activities). "Long range" planning typically projects current activities and programs into a revised view of the external world, thereby describing results that will most likely occur (whether the planner wants them or not!) "Strategic" planning tries to "create" more desirable future results by (a) influencing the outside world or (b) adapting current programs and actions so as to have more favorable outcomes in the external environment.\n\nStrategic planning takes place primarily in military situations (see military strategy), in business activities and in government. Within business, strategic planning may provide overall direction (called strategic management) to a company or give specific direction in such areas as:\n\n    * Financial strategies\n    * Human resource/organizational development strategies\n    * Information technology deployments\n    * Marketing strategy\n\nWithin government, strategic planning provides guidance for organizational management similar to that for business, but also provides guidance for the evolution or modification of public policy and laws. Areas of such public policy include:\n\n    * Funding of infrastructure and rate-setting (streets, water-supplies, sewers, and parks)\n    * Functional plans such as for land use, transportation, and water resources\n    * Growth management and/or comprehensive planning\n\nBut strategic planning can occur in a wide variety of activities from election campaigns to athletic competitions, as well as in strategic games such as chess. This article looks at strategic planning in a generic way so its content can apply to any of the above areas. An effective strategy will:\n\n    * Have the capability to obtain the desired objective\n    * Fit well both with the external environment and with an organization's resources and core competencies - it should appear feasible and appropriate\n    * Have the capability of providing an organization with a sustainable competitive advantage - ideally through uniqueness and sustainability\n    * Prove dynamic, flexible, and able to adapt to changing situations\n    * Suffice on its own - specifically providing value or favorable outcomes without the need for cross-subsidization
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Some techniques include lecture, lecture with discussion (interactive lecturing), panel of experts, demonstrations, brainstorming, videotapes, using the Internet, class discussion, small group discussions, jigsaw activities (a type of small group work), case studies, modeling, role playing, report back sessions, worksheets, surveys, index card exercises, guest speakers, values  clarification exercises, and probably dozens of others.\n\nI've attached a number of websites that should help you put together definitions for the ones you choose ot consider.
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1. Initiative is the power/ability to begin or follow through with a plan or task.\n\n2. It means standing on your own without the prompting or direction of others
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It is called different things in many books and the such, but they all boil down to one basic idea.\n\nYou should look at a problem from many different perspectives to find the best solution.\n\nSometimes you look from other people's perspective, other times the book (or module) will outline the different points of view and you use those to look at a given problem or situation.\n\nGood Luck
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It is a word that is rarely used nowadays. Integral or integrand are a more common word.\n\nAnyway, here are two sentences for you...\n\nNatural integrants of garden and landscape design include earth, rock, water, and plants.\n\nStructural integrants of garden and landscape include structures closely related to the earth, enclosure structures, shelter structures, engineering structures, and special buildings.
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Methods and philosophies abound along with consultants and consulting companies willing to take your money. The current methodology is what the current favorite of the consultants happens to be leading to the program of the year for larger companies. To me, they are all transactional analysis wrapped up with pretty bows and ribbons. I've always tried to go back to what I consider the tried and true. It has stood me well over 40 years in supervision and management.\n\nTransactional analysis, commonly known as TA to its adherents, is a psychoanalytic theory of psychology developed by psychiatrist Eric Berne during the late 1950s.\n\nRevising Freud's concept of the human psyche as composed of the Superego, the Ego and the Id, Berne postulated instead three "ego states", the Parent, Adult and Child states [1], which were largely shaped through childhood experiences.\n\nUnhealthy childhood experiences could damage the Child or Parent ego states, which would bring discomfort to an individual and/or others, in a variety of forms including many types of mental illness.\n\nBerne considered how individuals interact with one another, and how the ego states affected each set of transactions. Unproductive or counterproductive transactions were considered to be signs of ego state problems. Analysing these transactions, according to the person's individual developmental history, would enable the person to "get better". Berne thought that virtually everyone has something problematic about their ego states and that negative behaviour would not be addressed by 'treating' only the problematic individual.\n\nBerne identified a typology of common counterproductive social interactions, identifying these as "games".\n\nBerne presented his theories in two popular books on transactional analysis. As a result, TA came to be disdained in many mainstream mental health circles as an example of "pop psychology". A light rock song, "Games People Play", reinforced the idea of lightweight inanity.\n\nTA was also dismissed by the conventional psychoanalytic community because of its radical departures from Freudian theory. However, by the 1970s, because of its non-technical and non-threatening jargon and model of the human psyche, many of its terms and concepts were adopted by eclectic therapists as part of their individual approaches to psychotherapy. It also served well as a therapy model for groups of patients, or marital/family counselees, where interpersonal (rather that intrapsychic disturbances) were the focus of treatment.\n\nThe more dedicated TA purists banded together in 1964 with Berne to form a research and professional accrediting body, the International Transactional Analysis Association, or ITAA. The organization is still active as of 2006.
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Symbiosis InsInstitute of Management\nPune Instute of management\nIndira Gandhi Institute of Management
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A process-oriented approach in testing or evaluation methodology is part of the debate in education about the real value of demanding standardized test scores from our schools.  Here is one of the introductory sites:\nhttp://www.aurbach.com/alt_assess.html\nbut there are many, many more.  Essentially, if we evaluate on a what is called a "portfolio" or a process basis, then we are looking at teaching and evaluating problem-solving skills (whether in math or history) and not just evaluating memorizing the "correct" answer.  This issue is important because the "No Child Left Behind" policy bases its evaluations of schools on standardized test performances.  The problem with testing is that it demands that all students try to learn in the same way, with little room for those individuals who may learn in a different mode.  For example, there are some students who are what is called a "visual learner."  They may not be able to fully understand a process (like division) when asked to read about it (sometimes they may have a reading problem like dyslexia.) But when they deal with division as a process that can be visualized (an actual problem rather than a math problem in a book) they can easily grasp and deal with the concept.  Here is a site that talks about different type of learners:\nhttp://www.fairtest.org/arn/arn.htm\nI am going on too long here, but as a teacher this issue is close to my heart.  A process -oriented approach lets a teacher teach and evaluate students on real (as opposed to testing) skills, and offers a means for different types of learners to work together in a classroom.  By the way, as a final note, although a process-oriented approach DOES evaluate on the basis of problem-solving, if the problem is a math question or any other product of linear logic (where there is only one correct result,) then achieving the correct answer is part of the process.
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Systematic instruction is a broad term meaning a step-by-step approach.\n\nThere are several systems of instruction for students with disabilities. Most have the following components.\n\n1. Task analysis (breaking down common tasks, such as print skills, into micro-steps).\n2. Assessment of student ability based on the task analysis (where is the student losing hold of the skill?).\n3. Planned activities to help the student learn, practice, and master each task-analyzed micro-step.\n4. Post-assessment to confirm student mastery, and provide data to chart progress.
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I think you need to restate your question: You are asking for  a "solution to a case study," but you did not explain the question.\n\nWhat case study are you takking about?!\n\nTry asking your question again, but try to actually include the question!
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It should be 'course of action'.\nHow about 'format'? Or 'method'?
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MANAGE\nMEN\nT - techniques\nIs this what u were searching for?