This Guide to the BPM CBOK(TM) provides a basic reference document for all practitioners. The primary purpose of this guide is to identify and provide an overview of the Knowledge Areas that are generally recognized and accepted as good practice. The Guide provides a general overview of each Knowledge Area and provides a list of common activities and tasks associated with each Knowledge Area. It also provides links and references to other sources of information which are part of the broader BPM Common Body of Knowledge.

This is the Spanish version of the Guide to the BPM Common Body of Knowledge is a fundamental reference for anyone who practices Business Process Management. The primary purpose of this guide is to provide BPM practitioners the fundamental Knowledge Areas, skills and competencies that are generally recognized and accepted as common, best practice. The Guide to the BPM CBOK provides a general overview of each Knowledge Area and discusses the skills and competencies necessary to become proficient in the practice of BPM. It also provides links and references to other sources of information which are part of the broader BPM Common Body of Knowledge.New topics covered: -Strategic Alignment and Business Architecture-Strategy to Execution using the BPM Life Cycle Framework-Leadership, Organizational Design, Project and Change Management-Evolution of iBPMS: -Process Mining and Case Management-Robotic Process Automation-Big Data Analytics-Blockchain-Artificial Intelligence, Machine Learning, Deep Learning-Internet of Things (IoT)

This is the Portuguese version of the Guide to the BPM Common Body of Knowledge is a fundamental reference for anyone who practices Business Process Management. The primary purpose of this guide is to provide BPM practitioners the fundamental Knowledge Areas, skills and competencies that are generally recognized and accepted as common, best practice. The Guide to the BPM CBOK provides a general overview of each Knowledge Area and discusses the skills and competencies necessary to become proficient in the practice of BPM. It also provides links and references to other sources of information which are part of the broader BPM Common Body of Knowledge.New topics covered: -Strategic Alignment and Business Architecture-Strategy to Execution using the BPM Life Cycle Framework-Leadership, Organizational Design, Project and Change Management-Evolution of iBPMS: -Process Mining and Case Management-Robotic Process Automation-Big Data Analytics-Blockchain-Artificial Intelligence, Machine Learning, Deep Learning-Internet of Things (IoT)

This book constitutes the refereed proceedings of ten international workshops held in Eindhoven, The Netherlands, in conjunction with the 12th International Conference on Business Process Management, BPM 2014, in September 2014. The ten workshops comprised Process-oriented Information Systems in Healthcare (ProHealth 2014), Security in Business Processes (SBP 2014), Process Model Collections: Management and Reuse (PMC-MR 2014), Business Processes in Collective Adaptive Systems (BPCAS 2014), Data- and Artifact-centric BPM (DAB 2014), Business Process Intelligence (BPI 2014), Business Process Management in the Cloud (BPMC 2014), Theory and Applications of Process Visualization (TaProViz 2014), Business Process Management and Social Software (BPMS2 2014) and Decision Mining and Modeling for Business Processes (DeMiMoP 2014). The 38 revised full and eight short papers presented were carefully reviewed and selected from 84 submissions. In addition, six short papers resulting from the Doctoral Consortium at BPM 2014 are included in this book.

This book is the first study to examine how interactional style develops within the walls of a foreign language classroom in the first two years of language study. Results show learners to be highly sensitive to pragmatic information and that learners can move toward an appropriate interactional style through classroom interactive experience. The book shows how learners are most often sources who offer assistance and correction, with errors serving most often to stimulate further thinking about what form is correct. Analysis shows learners to be active in seeking corrective information in the classroom setting, not only from peer partners but also from the teacher. They are active in noticing how the teacher's utterances--even when addressed to others--contrast with their own, and utilize corrective feedback intended for other students. In addition, the results show that teacher-initiated corrective feedback addressed to individual learners is only one source of corrective feedback. Learners are shown to be active in both teacher-fronted and peer interactive settings. In newer L2 teaching methodologies which focus on the use of peer interactive tasks, the teacher's role has been de-emphasized. This book, however, shows how important the teacher's role is. The final chapter examines how the teacher can act to maximize the benefits of peer interactive tasks through how they design tasks and present them to the class. First, the chapter looks at how learners use English--their L1--in the classroom, concluding that how teachers present activities to the class has an impact on the amount of L1 used by students during peer interaction. Following up on this finding, the chapter works to address questions that teachers face in lesson planning and teaching. It presents a useful list of questions teachers can ask when designing peer interactive tasks in order to maximize the effectiveness of a wide variety of language learning tasks.