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 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 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.

There is an urgent need to disseminate ergonomics "know-how" to the work place. This book meets that need by providing clear guidelines and problem solving recommendations to assist the practitioner in decisions that directly protect the health, safety and well-being of the worker.The guidelines have evolved from a series of symposia on Ergonomic Guidelines and Problem Solving. Initially experts in each area selected were asked to write draft guidelines. These guidelines were circulated to participants at the symposia and to other experts for review before being comprehensively revised. In some instances these guidelines cannot be considered complete but it is important now to put some recommendations forward as guidelines. It is hoped that as new research emerges each guideline will be updated.Each guideline has been divided into two parts. Part I contains the guidelines for the practitioner and Part II provides the scientific basis or the knowledge for the guide. Such separation of the applied and theoretical content was designed to facilitate rapid incorporation of the guide into practice.The target audience for this book is the practitioner. The practitioner may be a manager, production system designer, shop supervisor, occupational health and safety professional, union representative, labor inspector or production engineer. For each of the guidelines, relevant practitioners are described.Topics covered include work space design, tool design, work-rest schedules, illumination and maintenance.

IEEE 802.11ba Discover the latest developments in IEEE 802.11ba and Wake-up Radios In IEEE 802.11ba: Ultra-Low Power Wake-up Radio Standard, expert engineers Drs. Steve Shellhammer, Alfred Asterjadhi, and Yanjun Sun deliver a detailed discussion of the IEEE 802.11ba standard. The book begins by explaining the concept of a wake-up radio (WUR) and how it fits into the overall 802.11 standard, as well as how a WUR saves power and extends battery life. The authors go on to describe the medium access control (MAC) layer in detail and then talk about the various protocols used to negotiate WUR operation, its uses for different functionalities (like wake up of the main radio, discovery, synchronization, and security). The book offers a detailed description of the physical (PHY) layer packet construction and the rationale for the design, as well as the various design aspects of the medium access control layer. It also includes: A thorough introduction to the motivations driving the development of the WUR in 802.11 Practical overviews of IEEE 802.11, including the basic concepts of 802.11 (the PHY and MAC) and background material on current low power modes Comprehensive discussions of the physical layer and PHY layer performance, including the generic receiver, the PPDU, Transmit Diversity, and the FDMA mode In-depth examinations of the medium access layer and its frame designs Perfect for professional wireless engineers, IEEE 802.11ba: Ultra-Low Power Wake-up Radio Standard will also earn a place in the libraries of academics and students researching and studying in fields involving wireless communications.