DSpace Colección :http://repositorio.uees.edu.ec/123456789/32062024-03-28T15:06:45Z2024-03-28T15:06:45ZCasos de Enseñanza en Gestión de ProyectosArteaga García, María Elizabethhttp://repositorio.uees.edu.ec/123456789/34902023-02-18T08:10:05Z2021-03-01T00:00:00ZTítulo : Casos de Enseñanza en Gestión de Proyectos
Autor : Arteaga García, María Elizabeth
Resumen : For the UEES it is gratifying to contribute to educational innovation in master's programs focused on project management, whose teachers and participants need teaching tools, in Spanish and coupled to the Latin American context, to enrich their class discussions. This publication is useful for those university students and young professionals interested in project management as a line of job growth, since each case will transport them to a particular situation in the experience of a project manager. This book presents 14 teaching cases on project management, which address the different areas of knowledge: Scope, Schedule, Resources, Stakeholders, Costs, Acquisitions, Quality, Communications, Risks, etc. In addition, Innovation and Project Evaluation are addressed
Descripción : Para la UEES es gratificante aportar a la innovación educativa en los programas de maestría enfocados en la gestión de proyectos, cuyos profesores y participantes necesitan de herramientas de enseñanza, en idioma español y acopladas al contexto latinoamericano, para enriquecer sus discusiones en clases. Esta publicación es de utilidad para aquellos universitarios y jóvenes profesionales interesados en la gestión de proyectos como una línea de crecimiento laboral, ya que cada caso los transportará a una situación particular de la experiencia de un gestor de proyectos. En este libro se presentan 14 casos de enseñanza sobre gestión de proyectos, los cuales abordan las diferentes áreas de conocimiento: Alcance, Cronograma, Recursos, Interesados, Costos, Adquisiciones, Calidad, Comunicaciones, Riesgos, etc. Además, se aborda la Innovación y la Evaluación de Proyectos2021-03-01T00:00:00ZÁRBOLES DE GUAYAQUILMolina Moreira, Natalia.Lavayen Tamayo, Jessica.Fabara Suárez, Marcia.http://repositorio.uees.edu.ec/123456789/32202021-01-06T08:01:29Z2015-05-13T00:00:00ZTítulo : ÁRBOLES DE GUAYAQUIL
Autor : Molina Moreira, Natalia.; Lavayen Tamayo, Jessica.; Fabara Suárez, Marcia.
Descripción : Son humedales tropicales de aguas saladas y estuarinas que se establecen en zonas intermareales,
son asociaciones anfibias de plantas leñosas y arbustivas que reciben nutrientes y energía tanto,
del suelo como del mar. (Valverde y Pérez, 2012). Según Spalding, Blasco and Field (1997) son
bosques de plantas leñosas, que se caracterizan por crecer y prosperar en terrenos inundados o
inundables, sujetos a intrusiones de agua salada o salobre. Se los conoce también como bosques
hidrófilos, por estar en contacto con cuerpos de agua de origen marino, mezclado en muchos de
los casos con agua dulce.
Son un bosque único, altamente productivo por las funciones que cumplen como refugio, crianza
y alimentación de diversos grupos animales esenciales en la exportación de materia orgánica,
mantenimiento de las cadenas tróficas marino costeras, son sumideros de altas cantidades de
carbono; brindan bienes y servicios únicos como protección de la banda costera, frente a marejadas
y tormentas tropicales, controlan la contaminación orgánica a través de la filtración de nutrientes
(Astrálaga, 2006).
Distribuidos en África, América, Asia y Oceanía, cubren entre 60 y 70% del litoral en la zona tropical del mundo y pueden ser de: cuenca, borde y ribereños. Pertenecientes a 8 familias, 12 géneros
y alrededor de 80 especies. Los géneros predominantes son: Rhizophora, Avicennia, Bruguiera y
Sonneratia. (Smith y Smith 2007)
El Manglar en el Ecuador, como en muchos países tropicales enfrenta problemas mayores como son:
los asentamientos humanos sobre el manglar, que implica la construcción de carreteras, puentes y
la conversión de estos para actividades como: ganadería, agricultura y acuacultura principalmente.
Cornejo (2014) reporta que desde el año de 1960 más de 40,000 ha. de manglar fueron convertidas
para ganadería, causando cambios estructurales irreversibles al suelo y menciona que Bodero (1993)
registra, que la expansión de la agricultura sobre el manglar data desde 1940 con el establecimiento
de 10.000 ha. de palmas de coco en Esmeraldas.
La primera medición de la extensión del manglar, realizada por el CLIRSEN (Centro de Levantamiento
Integrado de Recursos Naturales por Sensores Remotos) data de 1969 en el que se registraron
203.969 ha. de manglar, 51,154 de áreas salinas y 2,450 ha. de camaroneras, esta industria con el
cultivo del camarón Litopenaeus stylirostris y L. vannamei se desarrolló inicialmente sobre las áreas
salinas; luego sobre el manglar y en tierras altas. En la siguiente tabla se muestran las cifras de
manglar, salinas y camaroneras tomados de los estudios del CLIRSEN desde 1969, hasta la última
publicación en el 2007.2015-05-13T00:00:00ZTHE NEXT GENERATION OF PROFESSIONALS IN ECUADOR: A MANAGER'S GUIDE TO MILLENNIAL/GENERATION Z UNIVERSITY STUDENTSTusev, Aleksandarhttp://repositorio.uees.edu.ec/123456789/32102020-08-18T08:01:35Z2019-12-13T00:00:00ZTítulo : THE NEXT GENERATION OF PROFESSIONALS IN ECUADOR: A MANAGER'S GUIDE TO MILLENNIAL/GENERATION Z UNIVERSITY STUDENTS
Autor : Tusev, Aleksandar
Resumen : Barry Salzberg, CEO of Deloitte Global, correctly predicted that “... the business community … need to change the way they engage Millennial talent or risk being left behind” (Deloitte, 2015, p. 2). By 2020, Millennials alone will make up 50% of the global workforce (PricewaterhouseCoopers [PwC], 2012). Consequently, organisations need to be prepared to adapt to the expectations of the latest generations of tech-savvy recruits, particularly when it comes to attracting, retaining and training them (PwC, 2012). Generational challenges can hardly fail to become more acute over the next decade as younger Generation Z graduates transition into the workplace. As discussed by O’Boyle, Atack and Monahan (2017), the workplace, especially entry level positions targeted at Millennial and Generation Z graduates, is changing. Entry level positions, aimed at graduates, traditionally eased employees into the workplace with light supportive duties. Today, many of the traditional trainee tasks have been replaced by technology. For example, in accounting entry level tasks used to include the filtering and classification of clients’ receipts, a timeconsuming task. However, today, technology has made it possible for receipts to be processed electronically, automatically linking them to clients’ accounts via online user-friendly platforms. As computing power continues to accelerate exponentially, (“Moore’s Law,” n.d. para. 1), coupled with the introduction of artificial intelligence, almost all aspects of the workplace are set to undergo dramatic changes. Today, graduate recruits from the Millennial and Generation Z cohorts are increasingly expected to apply their dynamic skills in the workplace from the outset, such as performing complex analytical calculations (O`Boyle et al., 2017). The generational gap between Millennials/Generation Z and older cohorts, including Generation X and Baby Boomers, is much more profound than earlier generational gaps due to the fundamental changes technology has brought with it. As discussed by Singh and Dangmei (2015), without proper understanding, organisations will have difficulty recruiting and retaining the best talent, leading to failures in motivating and inspiring them, which could negatively impact overall organisational performance. Organisations are now facing the inevitability of three of four generations working in the same space, each with their distinct attitudes, behaviours and value system. This creates a challenge for managers to encourage their current staff to transfer knowledge and build trust with the new generations of professionals entering the workplace (Bencsik, Juhász, & Horváth-Csikós, 2016). Without greater understanding of the new generations, organisations may revert to the use of stereotypes, leading to further problems. Academics and managers are increasingly focusing on studying Millennials and Generation Z cohorts. This is clear in the abundance of attention this topic has received from across academic fields and industries across the world. Since at least 2013, Deloitte, the prominent multinational accounting firm, has published annual reports on Millennials, in their Millennial survey series, aimed at helping organisations and managers better understand the latest generation of employees (Deloitte, 2013). In 2018, the Deloitte series transitioned from Millennials to Generation Z cohorts, with their report Welcome to Generation Z (Deloitte, 2018a). Deloitte referred to Millennials as those born from January 1983 until December 1994, and Gen Z as those born from January 1995 to December 1999 (p. 3). Such industry sponsored reports have helped describe and analyse Millennials and Generation Z cohorts from across the world, including Latin America. However, to date, Ecuador has received little attention. Ecuador has been developing at a rapid pace over the past few decades, seeing great strides of improvement in economic growth and stability as well as a decrease in poverty and greater investment in higher education (World Bank Group, 2017; 2018; Ramirez, 2016). Of the adult population in Ecuador, 24%1 come from the Millennial and Generation Z cohorts (Instituto Nacional de Estadística y Censos [INEC], 2010), (born from 1985 to 2000). Inevitably, these two generations will be responsible for the direction the country takes over the coming decades. Unfortunately, there is scarce information on them.2019-12-13T00:00:00Z