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The download Solution Manual for Experiencing MIS 4th Edition by Kroenke ISBN 0132967480 9780132967488 full chapter new 2024
The download Solution Manual for Experiencing MIS 4th Edition by Kroenke ISBN 0132967480 9780132967488 full chapter new 2024
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Solution Manual for Experiencing MIS 4th Edition by Kroenke
ISBN 0132967480 9780132967488
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Collaborative Information
CE-2
. Systems for Student Projects
LEARNING OBJECTIVES
1. Explain the IS requirements for student project collaboration.
2. Discuss how teams use collaboration tools to improve team communication.
3. Describe how to use collaboration tools to share content.
4. Explain how to use collaboration tools for project planning and management.
5. Determine which collaboration system is right for your team.
CHAPTER OUTLINE
What are the IS requirements for student project collaboration?
Required features
Nice-to-have features
Collaboration tool characteristics
How can you use collaboration tools to improve team communication?
How can you use collaboration systems to share content?
Shared content with no control
Shared content with version management
Shared content with version control
How can you use collaboration tools for project planning and management?
Which collaboration information system is right for your team?
The minimal collaboration tool set
Student responses will vary depending on their specific prior experiences with
collaborative teams and collaborative information systems. In your discussion,
emphasize the value of feedback and iteration to teams, but also emphasize that the
team members must have the skills to accept critiques, criticism, and revisions of
their work. In some student teams, the focus is strictly on fulfilling a requirement
and not necessarily producing the highest quality work product possible through
the collaborative efforts of the team members. As a result, student teams might not
recognize the value of content sharing. In addition, students may be reticent about
holding other team members accountable for their tasks, so project planning and
management may not be high on their list of requirements. (LO: 1, Learning
Outcome: Explain how IS can enhance systems of collaboration and teamwork,
AACSB: Reflective Thinking Skills)
2. Based on your answers to question 1, revise the list in Figure CE2-1 so that it is
appropriate for your team experience. Discuss your revised list with others and
describe any changes they would make to it.
Student responses will vary. If students omit any of the required features listed in
CE2-1, insist that they justify that omission and are prepared to defend their
position. It is important that students recognize the value of these features even
though using them will require that students alter their approach to team projects.
(LO: 1, Learning Outcome: Explain how IS can enhance systems of collaboration
and teamwork, AACSB: Reflective Thinking Skills)
3. Choose one of the three alternatives described in Q5 for use by your collaborative
team. To do so, answer the following questions (if possible, answer these
questions with your team):
The list of collaboration requirements will vary among student groups. You should
push your students to discover the benefits of tools beyond the “minimal” set in
Figure CE2-16, since this set consists of tools students probably already use. (LO: 5,
Learning Outcome: Explain how IS can enhance systems of collaboration and
teamwork, AACSB: Use of Information Technology)
a. Using your and your teammates’ answers to question 2, create your team’s list
of requirements.
The list of criteria for selecting collaboration tools will vary among student
groups. You should push your students to discover the benefits of tools
beyond the “minimal” set in Figure CE2-16, since this set consists of tools
students probably already use. (LO: 1, Learning Outcome: Explain how IS
can enhance systems of collaboration and teamwork, AACSB: Use of
Information Technology)
c. Score the three alternatives in Q5 against your requirements and your criteria.
If you wish, change any of the elements of those three alternatives to create a
fourth alternative. Score it as well.
The scoring of the three alternative tool sets in Q5 will vary depending on the
students’ answers to parts a and b. (LO: 5, Learning Outcome: Explain how IS
can enhance systems of collaboration and teamwork, AACSB: Use of
Information Technology)
d. Based on your answer to question 3c, select a collaboration tool set. Explain
your selection.
The selection of a specific tool set will vary among the student groups. Look
for some recognition that despite the learning curve, there are strong reasons
for gaining skills in using tools from the “comprehensive” tool set. If students
do not recognize this, push them to explain why they feel this way. (LO: 5,
Learning Outcome: Explain how IS can enhance systems of collaboration and
teamwork, AACSB: Use of Information Technology)
e. Given your answer to question 3d, how will you construct your collaboration
IS? Specifically, what procedures will you need to develop and how will your
team members obtain training? Will you need to have any special jobs or roles
for your team members? If so, describe them.
Language: Afrikaans
deur
JAN F. E. CELLIERS
(Derde Druk.)
Die Nasionale Pers, Beperk, Drukkers en Uitgewers, Kaapstad,
Stellenbosch, Bloemfontein en Pietermaritzburg.
1925.
VOORWOORD AAN DIE LESER.
Hierdie verhaal het, as vervolgstorie, in „Die Brandwag” verskyn,
van die allereerste nommer af.
Baie boeke van die buiteland, en veral romans, behandel
toestande, persone en insigte wat vir die gewone Afrikaanse leser
vreemd en dus onverstaanbaar en ongenietbaar is. Dit kan van
hierdie boek nie gesê word nie: wat hier aan ons vertoon word, is
algemeen-menslik—sulke persone en hartstogte en gevoelens en
kontraste tref ons by ons net so aan.
Sonder dat die outeur as sedemeester optree, gaan daar ’n sterk
morele invloed van sy boek uit, deurdat hy ons op meesterlike wyse
die teëstelling laat sien tussen swakkelinge—ryk en bedorwe
sywurms wat bang is vir die lewe en stryd en strewe daarvan—en ’n
famielie van staatmakers wat sout en krag in hulself het.
Die sentrale figuur is ongetwyfeld die brawe ou moeder Kibert—vir
haar vergeet ons nooit weer nie as ons die verhaal gelees het. En
ons dink daarby aan die talryke Afrikaanse moeders en dogters wat
agtien jaar gelede op so treffende wyse aan die wêreld getoon het
hoe min hulle vir die lewe bang was—en vir die dood. Hulle rus daar
op ons velde vandag, dog die dag sal kom dat Afrikaanse skrywers
ook uit hul lewe stof sal haal vir roerende en opbouende verhale.
Dog die gewone lewe lewer daartoe al stof genoeg op; hierdie
skrywer—soos elke goeie skrywer—maak die gewone vir ons
interessant en het geen kunsies, soos intrigue en sulke goed, nodig
nie.
Hierdie verhaal is goed inmekaargesit. Die skrywer gee nie
onnodige praatjies en beskrywinge nie; ook sy natuurbeskrywinge is
net van pas op die toestande wat voorgestel word en nie
plesiertuintjies waar die outeur in verdwaal en die verband van sy
storie versteur nie.
Die Vertaler.
INHOUD.
Hoofstuk. Bls.
Deel I.
I. Terugkoms van Marcel Kibert 1
II. Broer en Suster 17
III. Die Blommefees 31
IV. ’n Agtermiddag op Chenée 39
V. Die Geheim van Alida 55
VI. Meneer en Mevrou Delourens 70
VII. Die Huweliksaanvraag 86
VIII. Planne 101
IX. Afskeid 113
X. Vertrek 121
Deel II.
I. Dertien aan Tafel 130
II. Die Boodskap van die Veldwagter 148
III. Haar Laaste Kind 154
IV. Roubeklag 162
V. Jan 173
VI. Isabella 187
VII. Die Geheim van Paula 201
VIII. Mevrou Kibert 214
IX. Haar Laaste Kind 223
X. Kalme Berusting 233
Bang vir die Lewe.
Uit die oorspronklike Frans van Henri Bordeaux na die 137e Franse
uitgaaf vir Suid-Afrika vertaal en bewerk deur Jan F. E. Celliers.
I.
TERUGKOMS VAN MARCEL KIBERT.[1]