Lesson 2 Brief history of plant ecology

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Description

Lesson 2 Brief history of plant ecology • Key historical personalities  Major phases in the development of plant ecology concepts – European biogeographical phase – European plant community classification phase – American concepts of succession, continuum, and individualistic response of plants – Ecophysiology, population dynamics, and ecosystem modelling phase – “Big ecology” and current focus on global change

• big ecology
• similar vegetation
• biogeographic phase betula
• modelling phase
• similar plant forms
• expedition camp on the orinoco r.

Sujets

• Bonpland
• Esméralda
• Humboldt
• Expedition
• Betula
• Végétation
• Ecology
• Similarity
• Orinoco

Informations

• Publié par: phios
• Nombre de lectures: 18
• Langue: English

Extrait

Running head: INFORMATION LITERACY IN THE EPMO

Information Literacy  EPMO 1

How Information Literacy Influences Scholarship, Practice, and Leadership

in the Enterprise Program Management Office (EPMO)

Robert Symonds, MBA, CPM

University of Phoenix School of Advanced Studies

Content copyright © 2009. Robert Symonds. All rights reserved.

Abstract

Information Literacy  EPMO 2

Information Literacy;“the ability to identify what information is needed, understand how the

information is organized, identify the best sources of information for a given need, locate those

sources, evaluate the sources critically, and share that information”(University of Idaho, 2009).

influences Scholarship, Practice, and Leadership (Universitty of Phoenix, n.d.). in the Enterprise

Program Management Office (EPMO), by initiating literary work as a body-of-knowledge that

describes recent and current methods and practices, along with theoretical postulation. Once

documented, further critique evolves and matures these works as they are applied to practice.

Leadership provides the discerning eye regarding whether theory-to-practice fulfills the EPMO’s

characteristic value proposition. Applying maturation models closes the cycle. Information

Literacy acts as the overarching tenet within Scholarship, Practice, and Leadership as much as

their collective outcome. This paper discusses that singular influence, and its influence to the

collective, under the auspices of maturity models that evolve best practice.

Information Literacy  EPMO 3

How Information Literacy Influences Scholarship, Practice, and Leadership in the Enterprise

Program Management Office (EPMO)

The influence of Information Literacy in the EPMO is in its infancy. EPMO are initiated by,

and evolve from,their parent organization’s escalating need for operational rigor; coupled with

the current maturity of their “application of knowledge, skills, tools, and techniques to project

activities to meet project requirements.”(Project Management Institute, 2004). Information

Literacy influences the EPMO functional effectiveness (value proposition) to the parent

organization by formalizing its compliance to industry standards and maturation models.

Maturity models rely on closing gaps to standard technique and process as well as skill

deficiencies. Information Literacy should be addressed within these models to augment their

breadth and depth in closing these gaps.

EPMO Character

EPMO is an organizational construct with a focus to formalize and mature applied project

management skill and evolve the collective skill in its ability to most effectively serve its parent

organization in optimizing its value proposition. It operates at the enterprise level as a business

unitwithin its parent’s businessmodel; a subsidiary of sorts, to advance the parentcompany’s

agenda for revenue, profit, product development-to-market, and cost efficiency. Information

Literacy as described in Scholarship, Practice, and Leadership (University of Phoenix, n.d.).

postulates that;

Integrating scholarship and practice means that leaders must obtain theoretical

understanding of core leadership principles through scholarly research and study.

Integrating scholarship and practice also means that leaders must be able to convert their

theoretical understanding into daily, observable leadership behaviors and practices.

Information Literacy  EPMO 4

Applying this to EPMO discipline suggests a self-aware organization; internally deriving its

operational theory, applying that theory in practical effectiveness through its usage model, and

evolving that model maturity while documenting its evolution for the profession at-large to learn

from. While similar maturity models exist within the profession and are embraced as standards

indicating the profession’s readiness to be influenced by Information Literacy, they do not

include Information Literacy rigors of scholarly research or advancement. One such maturity

model; Organizational Project Management Maturity Model (OPM3) (Project Management

Institute, 2003) is embraced as a professional standard indicating the profession’s readiness to

be influenced by Information Literacy.

Lauer and Yodanis (2004) suggest that in sociological learning, broadening student

comparative perspective through international context provide “a natural,universal pattern of

human behavior.”(Lauer & Yodanis, 2004, p 308). Applying this concept to EPMO illustrates

evolving standards with international perspective including training curriculum across multi-

national cultures.

Zabel (2004) suggests the importance of accredited curriculum in Information Literacy in

higher-education (Zabel, 2004, p 18). Applying this concept to EPMO we see added attention in

literature research, advancement, and applications maturing the EPMO in its effective

contribution to the business model.

EPMO Scholarship

Scholarship; a noun defined as the“learning of a high level”(Oxford University Press,

n.d.). describes result. For the EPMO, Information Literacy influences scholarship by virtue of its

constituent actions to obtain available relevant literary works. The profession of project

management through professional organizations such as the Project Management Institute

(PMI), and subordinate organizations such as the PMO Special Interest Group (SIG) recognizes

Information Literacy  EPMO 5

the importance of scholarship through funded university grants to explore, research, and create

relevant topics to the profession (Pennypacker, 2008)(Program Management Institute’s

Program Management Office SIG, 2008). Until such body of literature proliferates, this

profession’This condition is recognized at-large by the Americans scholarship remains hobbled.

Library Association, whereby stating;“Textbooks, workbooks, and lectures must yield to a

learning process based on the information resources available for learning.”(American Library

Association, 1989) Clearly, once scholarship, as defined, is set in motion to create and evolve

literary works of observation, study, and experiment, the EPMO will benefit from its influence.

EPMO Practice

Information Literacy influences EPMO Practice by the relevant application of literary works

currently available to fulfill theorganization’s value proposition toThisthe parent organization.

begins by recognizing and discerning how, what relevant theory described in literary works

applies to fulfilling its value proposition. The skill and ability to exercise such recognition and

discernment comes from scholarship, experience, and leadership. Organizational maturity of

best practices is a well known tenet within business, and promoted by universities (e.g. the

University of Pennsylvania’s affiliated Software Engineering Institute’s Capability Maturity Model

(SEI-CMMI)) and professional organizations (e.g. International Electrical and Electronic

Engineers (IEEE)). In project management, organizations assess and articulate their current

maturity level through observed behavior and practice. They progress from this known maturity

level to a next level through the application of advanced practices.

EPMO Leadership

The Project Management Institute recognizes the connection between continuous

improvement (best practice maturation vis-à-vis OPM3) and achieving true leadership potential

(Project Management Institute, 2009).The Project Management Institute’s journal publication

Information Literacy  EPMO 6

directly exemplifies how Information Literacy influences leadership, by reporting it. Those

leadership subjects provide that initial stimulus from which others who research, reference, and

cite these publications evolve theory and applied-practice through their relevant discernment.

Conclusion

Information Literacy influences scholarship, practice, and leadership unto their own right

as well as their collective in the EPMO much the way the gears of a watch perform their unique

work (such as moving a date indicator, synonymous to scholarship as a single subject) while

also contributing the overall function of the watch to tell time/day/date (e.g. the collective inter-

relationship between the three subjects). For Information Literacy to have this influence

however, it needs initial stimulus; motivation to document current practice as a point of

departure to begin its maturity. Once documented, further scholarly advancement stimulates

critical thinking as natural evolution. As evolved theory is re-applied, it matures in its practice.

The cycle not only sustains itself through the leadership of those who take the initial action that

begins the stimulus, but evolves and matures it with each practical application; turn publication;

found by others in research; and, re-applied through relevant discernment. Nielsen (2006)

recognized thisneed in execution “of … projects (that bring) greater need of project

management development and standardization.”(Nielsen, 2006, p 61) considering the risk of

the international nature and composition of inter-continental pipeline projects. Broadening

international perspective and deepening the skills of those who manage illustrate maturing

influence of Information Literacy to the EPMO. Deming (1993) states; "Knowledge is theory. We

should be thankful if action of management is based on theory. Knowledge has temporal

spread. Information is not knowledge. The world is drowning in information but is slow in

acquisition of knowledge. There is no substitute for knowledge." (Deming, 1993).

References

Information Literacy  EPMO 7

American Library Association. (1989).Presidential committee on information: Final report.

Chicago: American Library Association.

Deming, W. E. (1993).The new economics for industry, government, education, Second

Edition.

Lauer, S. R., & Yodanis, C. L. (2004). The international social survey programme (ISSP): A tool

for teaching with an international perspective.Teaching Socialogy, 304-313. Retrieved July 8,

2009, from the University of Phoenix School of Advanced Studies Electronic Reserve

Readings Web site: http://web.ebscohost.com/ehost/pdf?vid=1&hid=3&sid=d58c040f-5240-

4bb5-be5e-3a650e84f83c%40sessionmgr10

Nielsen, K. R. (2006). Risk management: Lessons from six continents.Journal of Management

in Engineering, 32, 61-67.

Oxford University Press. (n.d.).AskOxford.com: scholarship. Retrieved July 10, 2009, from

Oxford Dictionary Online: http://www.askoxford.com/concise_oed/scholarship?view=uk

Pennypacker, J. (2008). The state of the PMO: Priorities for advancing maturity.PMO

Symposium; Advancing the PMO(pp. 1-27). San Antonio: PMI Publications.

ProjectManagement Institute’s Program Management Office SIG. (2008).PMO SIG ACCORD,

First Edition.Newtown Square: PMI Publications.

Project Management Institute. (2004).A guide to the project management body of knowledge

(PMBOK Guide), Third Edition.newton Square: PMI Publications.

Project Management Institute. (2003).An executive guids to OPM3.Newtown Square: PMI

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Project Management Institute. (2009). Leadership through project management.Leadership

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Information Literacy  EPMO 8

University of Idaho. (2009).Information literacy. Retrieved July 12, 2009, from Core

Information: http://www.webs.uidaho.edu/info_literacy/

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Zabel, D. (2004). A reaction to "Information literacy and higher education".The Journal of

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