Relevant bibliographies by topics / Project READY

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Project READY'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Project READY"

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Rijkhoff, Sanne A. M., Season A. Hoard, Michael J. Gaffney, and Paul M. Smith. "Communities ready for takeoff." Politics and the Life Sciences 36, no. 1 (2017): 14–26. http://dx.doi.org/10.1017/pls.2017.6.

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Although much of the social science literature supports the importance of community assets for success in many policy areas, these assets are often overlooked when selecting communities for new infrastructure facilities. Extensive collaboration is crucial for the success of environmental and economic projects, yet it often is not adequately addressed when making siting decisions for new projects. This article develops a social asset framework that includes social, creative, and human capital to inform site-selection decisions. This framework is applied to the Northwest Advanced Renewables Alliance project to assess community suitability for biofuel-related developments. This framework is the first to take all necessary community assets into account, providing insight into successful site selection beyond current models. The framework not only serves as a model for future biorefinery projects but also guides tasks that depend on informed location selection for success.
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Lumelume, Seriema, and Elizabeth S. Todd. "Ready to Read: a long‐term literacy project in the South Pacific." Compare: A Journal of Comparative and International Education 26, no. 3 (October 1996): 347–63. http://dx.doi.org/10.1080/0305792960260308.

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Waty, Mega, Sofia W. Alisjahbana, Onnyxiforus Gondokusumo, Hendrik Sulistio, Cholil Hasyim, Muhammad Ikhsan Setiawan, Dani Harmanto, and Ansari Saleh Ahmar. "Modeling of Waste Material Costs on Road Construction Projects." International Journal of Engineering & Technology 7, no. 2.14 (April 8, 2018): 474. http://dx.doi.org/10.14419/ijet.v7i2.11250.

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Material waste is a term from the amount of waste material percentage and is one of the serious problems in the implementation of road construction project. The research objective is to calculate the average percentage of waste material in road construction projects and obtain waste material influencing profit and make a regression model of % material waste to % profit contractors. The data obtained are 158 projects in East and North Kalimantan divided into 51 road building projects and 107 road improvement projects. The percentage of waste material on road building project is B aggregate as the largest (26%) and ready mix concrete (5.3%) as the smallest. The percentage of waste material on road improvement project is B aggregate as the largest (24.2%) and ready mix concrete (6.14%) as the smallest. The influencing waste material on the road construction project is B aggregate, lean concrete and ready mix concrete with regression equation to determine the estimated % profit contractor as a function of % material waste is Y = 7.363 -0.032 X3 - 0.078 X4 - 0.066 X6. The influenced waste material on road improvement projects are cement, B aggregate, and Land Fill with the regression equation to determine the estimated % profit of contractor as a function of % material waste is Y = 8,702- 0,037 X4- 0,054 X5- 0,044 X7.
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Eberspaecher, Kai C., and Jamie W. Gabb. "How Ready Is Your Project for Delivering Production?" Journal of Petroleum Technology 67, no. 05 (May 1, 2015): 84–87. http://dx.doi.org/10.2118/0515-0084-jpt.

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Estivill, Jordi. "“Get Yourself Ready!” Project, Generalitat of Catalonia, Spain." Local Economy: The Journal of the Local Economy Policy Unit 12, no. 2 (August 1997): 170–74. http://dx.doi.org/10.1080/02690949708726386.

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Carsughi, Flavio, and Kurt N. Clausen. "The ESS project is ready for a decision." Neutron News 13, no. 4 (January 2002): 3–4. http://dx.doi.org/10.1080/10448630208218481.

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Nascimento, Paulo Tromboni de Souza. "Portfolio generation goes beyond project selection: interdependencies must drive new alternatives creation." Gestão & Produção 20, no. 1 (March 2013): 13–22. http://dx.doi.org/10.1590/s0104-530x2013000100002.

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The portfolio management literature mainstream, the Project Selection Paradigm, regards projects as closed packages ready for choice. However, to generate a portfolio, such packages must be opened to reveal the inside sources of interdependencies among them. Then, the project elements so found may be recombined into new alternatives that better capture the synergies among projects and avoid negative interactions. Thus project selection can be superseded by a Project Portfolio Generation based on a projects' and portfolios' reformulation process.
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Depper, Melissa. "Every Child Ready to Read: Ringing Out for Early Literacy Using the Bell Awards to Support ECRR at Your Library." Children and Libraries 14, no. 4 (December 13, 2016): 36. http://dx.doi.org/10.5860/cal.14n4.36.

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One of the strengths of the Every Child Ready to Read five practices—read, write, sing, talk, and play—is that they are foundational components of early childhood library programs and services, and provide ready-made opportunities for engaging parents and caregivers in conversation about their children’s learning.The five practices also served as inspiration for the Bell Picture Book Awards for Early Literacy, a project of Colorado Libraries for Early Literacy, an advisory group to the Colorado State Library.
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Brown, Alan S. "Are Engineers Ready to Lead?" Mechanical Engineering 135, no. 07 (July 1, 2013): 32–39. http://dx.doi.org/10.1115/1.2013-jul-1.

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This article presents an overview of a discussion named ‘Decision Point Dialogues,’ which is intended to explore engineering leadership and other critical issues facing the profession. The inaugural dialogue addressed the question: ‘Will engineers be true global problem solvers?’ Using a format developed by Fred Friendly, the former president of CBS News, the seminar started with a story and a problem. Jackson challenged panelists to respond to issues involving specific people, places, and events. Richard Benson, Virginia Tech’s dean of engineering, believes the issue of retention is more complex. Benson said that half of all engineers leave the profession within five years after graduation, where some switch to medicine, law, or business and others receive promotions to management. However, some fail to maintain their skills in a profession that advances at a furious pace. Governments may direct projects to villages to buy votes rather than to meet community needs. For development to succeed, communities must have a stake in the project.
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Savage, Anna K., Virginia Roncaglione, Phoebe Browne, and Delaney K. Gracy. "Healthy and Ready to Learn Program, School Demonstration Project." Pediatrics 137, Supplement 3 (February 2016): 105A. http://dx.doi.org/10.1542/peds.137.supplement_3.105a.

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Dissertations / Theses on the topic "Project READY"

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Varela, Luz Maria. ""Getting ready" independent living skills program: A professional assessment." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3296.

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Osborne, Vincent. "Is the organisational culture of Cape of Good Hope Bank Limited's Treasury and Investments Division ready for project management methodology?" Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/49700.

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Thesis (MBA)--Stellenbosch University, 2001.
Some digitised pages may appear illegible due to the condition of the original hard copy
ENGLISH ABSTRACT: Cape of Good Hope Bank limited is a subsidiary company of Nedcor Limited. The Bank was established in 1831, making it the oldest Financial Institution in South Africa. As a competitor within the financial services sector, the Bank has increasingly been faced with issues that include changing client needs, increased competition, and an ever increasing operating cost structure. The Treasury and Investments Division of the Bank, which is responsible for the funding side of the business, is primarily focussed on the receiving of deposits from the corporate and retail markets. The emphasis within this mini thesis, is within the retail sector, that of the investments received from 27000 individual clients serviced from 12 "Investment centers" geographically found within the Cape Peninsula. The activities within the Division are dynamic and require continuous change in order to remain competitive. The need to integrate activities and decision making across functional areas in order to gain synergy, has resulted in the use of matrix type teams that operate across functional units, using knowledge and expertise found therein. This approach has necessitated the introduction of the principles of project management as a methodology to implement the desired changes. The projects to date have had mediocre implementation, indifferent emphasis, no real ownership or vested interest, and a lack of follow through. The effect is compounded into a lack of delivery on expectations, and allows for wasted effort, time and at greater cost. In order to understand why the above issues are occurring, this mini thesis attempts to offer that there is an ideal "culture" within which project management operates successfully, and that the current culture of the division is different to the "ideal". The role of the leader, in shifting the culture closer to the ideal, is of paramount importance. It has been suggested that the style of the leaders need to be modified in order to become more effective as divisional change agents within the sphere of successful project management methodology.
AFRIKAANSE OPSOMMING: Kaap die Goeie Hoop Bank is 'n filiaalmaatskappy van Nedkor Beperk. Die Bank is gestig in 1831 en is die langste-bestaande Bank in die land omdat dit in die kompiterende finansiële dienstesektor moet oorleef, is dit blootgestel aan veranderende kliëntbehoeftes, koste druk en 'n groeiende mededinging. Tesourie en Beleggings divisie van die Bank, wat veranwoorderlik is vir die befondsings funksie, fokus primêr op die aantrekking van deposito's uit die korporatiewe en persoonlike markte. Hierdie werkstuk lê klem op laasgenoemde waar beleggings van 27000 individuele kliente bedien word vanaf 12 beleggingsentra versprei oor die Kaapse Skiereiland. Die aktiviteite van die divisie is dinamies en vereis voortdurende verandering om tred te hou met markveranderinge. Die behoefte om besluitneming en aktiwiteite oor 'n aantal funksionele areas sinergisties te integreer, het daartoe gelei dat matriks struktuur oor funksionele grense opereer en gebruik maak van kennis en kundigheid. Hierdie benadering noodsaak die aanwending van gesonde projekbestuurbeginsels om die nodige veranderinge metodies aan te bring. Tot dusver het implementering middelmatige sukses gehad as gevolg van geen werklike eienaarskap of gevestige belange, onvoldoende en wisselende prioriteite. Die gevolg was onvoldoende lewering teenoor verwagtinge en vermorsing aan tyd en koste. Om 'n beter begrip te kry van hierdie "onvoldoende lewering teenoor verwagtinge", poog hierdie minitesis om te soek na die ideale "kultuur" waar binne projekbestuur suksesvol kan plaasvind deur die huidige kultuur van die divisie te konstrasteer met die "ideale". Die rol van die leier is van hoogste belang om die kultuurverskuiwing te laat plaasvind. Dit word voorgestel dat die bestuurstyl van die leierskap aangepas word om meer effektiefte word as divisie "veranderings agente" sodat projekbestuur metodologie in die proses sukses kan behaal.
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Belt, Dallin Alexander. "Looking at the Marital Horizons of Emerging Adults Through the Lens of Identity Formation." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6193.

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Seventy years ago Erikson proposed successful identity formation in adolescence was the foundation for successful intimacy formation in young adulthood. With the extended period of identity exploration in emerging adulthood, it is unclear if intimacy formation continues to be connected to identity. The purpose of this study was to determine the relationship between identity in three domains of love, work, and worldview with long term views of intimacy using Marital Horizons Theory. Results from a sample of 777 college students in the Project READY dataset indicated that identity formation in love is positively associated with views of marriage, identity formation in work has no significant association with views of marriage, and identity formation in worldview is negatively associated with views of marriage. Implications for the transition into marriage and further identity research are discussed.
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Harris, Lisa Marie. "Read to me: Encouraging parents to read aloud." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/569.

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Harriss, Harriet E. "Architecture Live Projects : acquiring and applying missing practice-ready skills." Thesis, Oxford Brookes University, 2014. https://radar.brookes.ac.uk/radar/items/7504258d-d3e9-4ee5-8350-ff0028035e3a/1.

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This study concerns itself with examining the degree to which Live Projects can deliver learning experiences that enable architecture students to gain specific professional practice-ready skills and capabilities currently perceived to be lacking within the existing school curriculum - (1) collaborative interaction within and between inter-disciplinary teams, (2) participatory engagement with clients & civic concerns and the (3) capability to manage emergent ambiguities in risk exposure & decision-making –and as a consequence examine (4) how embryonic Live Project assessment rudiments might contribute to this acquisition? Architects are under increased pressure to demonstrate the value of their contribution within the process of building design and construction. They are tasked with working effectively in teams, collaborating effectively with clients and end users and to cope with growing levels of risk and liability, uncertainty and ambiguity, often requiring greater creative leadership and commercial risk-taking in order to succeed. The need for architects to acquire three skillsets to cope with these conditions imposes changing expectations around the architect's role in practice and places increased pressure upon schools of Architecture to ensure their students are equipped with gaining these skillsets. The question emerges as to whether a less-established teaching model – Live Projects - might be able to deliver skills that will not only respond to, but also endure the ongoing changes within professional practice? And if so, in relation to what skillsets? In contrast to other research enquiries concerning Live Projects and literature concerning architectural education in general, this thesis gathered evidence from a highly diverse range of sources – including data on emergent economic and industrial trends outside of the construction sector - as a means to define what the most valuable skillsets might be. For schools of architecture, the specific challenge is to not only to work out how to teach these skillsets but to design and then assess learning activities that facilitate and reward their acquisition. Subsequently, this thesis also examines whether tentative assessment rudiments can play an enabling role in this respect. Within a broader learning theory context, this enquiry supports a wider body of emergent evidence that Live Projects offer learning experiences consistent with much of the literature regarding effective pedagogy - one that involves authentic and active engagement with real situations being more effective at enabling learning more relevant to the nascent demands of wider industry. Subsequently, the main question being considered – as reflected in the title - is: To what extent do Live Projects enable the acquisition and application of three ‘practice-ready’ skillsets? This question is then operationalised by examining this efficacy in relation to four sub-questions. 1. To what extent can Live Projects enable students to acquire inter-disciplinary teamwork capabilities? 2. To what extent can Live Projects enable students to acquire client collaboration & civic engagement capabilities? 3. To what extent can Live Projects enable students to acquire ambiguity tolerance & risk management capabilities? 4. To what extent might Live Project assessment rudiments assist in the acquisition of the three skillsets? In order to answer these questions, the enquiry employed qualitative as well as quantitative data collection methods. The qualitative evidence largely utilised grounded theory methods and analysis as a means to examine the perceptions of educators, architects and students. This involved the discovery of theory through the analysis of data and real world research, which focuses upon problem solving with a view to creating meaningful change. The mixed methods approach relied upon triangulation as a means to cross-examine evidence from the different data sets and to strengthen validity. The themes relating to the missing skillsets were then inter-related to highlight any interdependencies and to ensure a rigorous level of analysis and abstraction. Findings in relation to each skillset were isolated within focused chapters. Mixed method or ‘multi-method’ analysis - involving a series of matrices - was used to compare both quantitative and (selected sections of) qualitative data. In line with practice-based research methodology, an extended and iterative period of data gathering and analysis allowed the researcher to consolidate observations regarding the acquisition of specific skills in both an academic as well as a practice context to consolidate into a concise set of learning concepts. The thesis subsequently used these learning concepts to define tentative assessment rudiments. The samples chosen for this study were situated in two distinctly different contexts; in practice and in education: encompassing architects, trainee architects, students and educators both with and without Live Project experience, to enable a clear set of variables for comparative analysis. The samples were also drawn from both the US and UK – a useful consequence of research funding in terms of providing quantitative data and comparable cohorts. These insights were then used to tentatively explore practical ways the acquisition of these skillsets could be assessed. The conclusions of this study identify that Live Projects can enable students to acquire the three skillsets due to their ability to offer experiences that more closely align with professional practice. However it also pinpoints specific contingencies such as ensuring Live Project success is measured in terms of processes and not just outcomes - and - that keeping Live Projects as non-compulsory, extra curricula options or adjuncts to more established teaching models allows them to retain their inherently flexible, adaptive and responsive nature. Whilst there is general view that a lack of formal acknowledgement of Live Projects within the curricula-validating infrastructure of RIBA & NAAB has contributed to a collective sense that Live Projects are undervalued, the evidence suggests that the opposite is true – that Live Projects do have the ability to meet the criteria for validation extensively and effectively and can make the validation criterion more accessible and meaningful to students – and -because Live Projects encompass a hugely diverse range of projects by their nature of being holistically responsive to a set of site and community specific circumstances – assessment rudiments (rather than a design brief) might be the only unifying criteria. Given the current crisis in underemployment and the rise of the unpaid internship, these capabilities are of increasing relevance and value. Furthermore, it is transposable skills – which all three of the skillsets are – as opposed to those that are exclusive and unique to architecture – that are most likely to best serve students in future, whether or not they choose to become professional architects. Traditional subject specific skills are undeniably important, but transposable skills deserve greater emphasis and investment given the economic reality of finite resources and demands for greater user participation. Finally, for architectural educators already engaged in or initiating Live Projects, this thesis provides theoretical as well as an applied-knowledge framework to draw from, encompassing a practical as well as passionate advocacy for their wider implementation.
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Williams, Heather Cynthia. "Use of read alouds to increase reading comprehension." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3071.

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There is a shift from learning to read towards reading to learn beginning in the fourth grade. This project focuses on the use of read alouds to teach concepts such as inference, generalization, and drawing conclusions to increase reading comprehension in fourth graders.
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Draper, Anne Marie. "Listening and read-aloud strategies for primary age students." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/678.

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Fisher, Francene Marie. "Does California's scripted curriculum affect students' motivation to read." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2797.

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This thesis looked at the effects of California's adopted scripted learning programs on students' motivation for reading. There is much research about the efficacy of these types of one-size-fits all programs, which claim to be on scientific research.
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Brown, Linda Marie. "Handbook for parents of first grade children learning to read and write." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1662.

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Martin-Rivers, Valerie Ann. "Learning to read in an experiential cooperative learning centers' classroom: Effects on reading comprehension." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1203.

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The purpose of this project is to examine the reading program of a cooperative learning centers classroom and the theories that support the benefits of cooperative learning centers within the context of a literacy program in a first grade classroom.
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Books on the topic "Project READY"

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Ready, set, succeed!: How successful projects triumph over business as usual. Pittsburgh, Pa: Carscallen Press, 2004.

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Buczynski, Sandra C. Super smart information strategies: Get ready for a winning science project. Ann Arbor, Mich: Chery Lake Pub., 2012.

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M, Simpson Ann, ed. Independent study enrichment projects: Ready-to-use projects for grades 3-8. West Nyack, N.Y: Center for Applied Research in Education, 1988.

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Project Energy '93 (1993 Kansas City, Mo.). Project Energy '93: Real energy technologies, environmentally responsible-ready for today : conference proceedings. Edited by Billings Roger E and Dayton E. Independence, Mo: International Academy of Science, 1993.

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Reed, Jeff. Project management with PRINCE2 best practice handbook: Building, running and managing effective project management : ready to use supporting documents bringing PRICE2 theory into practice. S.l: Emereo, 2009.

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Vincent, Walter, ed. Multicultural art activities kit: Ready-to-use lessons and projects with 194 drawings, photos, and color prints. West Nyack, N.Y: Center for Applied Research in Education, 1994.

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Levin, Enid. Breaks Project update: "ready to cope again" : sitting, day, and relief care for the carers of confused elderly people. London: Research Unit, National Institute for Social Work, 1990.

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Art history & appreciation activities kit: Ready-to-use lessons, slides, and projects for secondary students. West Nyack, NY: Center for Applied Research in Education, 1992.

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American art appreciation activities kit: Ready-to-use lessons, slides, and projects for grades 7-12. Paramus, N.J: Prentice Hall, 1996.

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Menken, Ivanka. Knowledge management best practice workbook: Roadmap, transition, management, implementation and project plan - ready to use supporting documents bringing theory into practice. [S.l.]: Art of Service, 2008.

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Book chapters on the topic "Project READY"

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McNair, Andi. "Project." In Ready-to-Use Resources for Genius Hour in the Classroom, 49–58. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237600-7.

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Dey, Prasanta. "Measurement of Project Management Performance: A Case Study in the Indian Oil Industry." In Ready for Change?, 221–41. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137008404_13.

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Järvinen, Janne, and Jouni Jartti. "Is Your Project Ready for Time-to-Market Focus?" In Product Focused Software Process Improvement, 198–206. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-36209-6_18.

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Thompson, Jamie, Laura Bullerwell, Catherine Foster, Russell Jackson, and Nichola Larkin. "Getting ready for action: student engagement in an employability project." In For the Love of Learning, 240–46. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-33430-5_35.

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Marques, Margarida Morais, and Lúcia Pombo. "Game-Based Mobile Learning with Augmented Reality: Are Teachers Ready to Adopt It?" In Project and Design Literacy as Cornerstones of Smart Education, 207–18. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9652-6_19.

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Jonker, Jan, and Niels Faber. "The Art of Doing." In Organizing for Sustainability, 177–86. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78157-6_14.

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AbstractThe purpose of the Business Model Template (BMT) is to help you turn your idea into a viable project or organization. To illustrate this, two real-life case studies are offered in this chapter. Firstly, the KipCaravan project, which is a mobile home—a caravan—for chickens. It involves low-scale egg production in several locations. Secondly, the Sun at School NSV2 project in the city of Nijmegen. For both projects you will find a step-by-step description of the different routes followed. As you will see, the interpretation of the building blocks is different for every project and there is no best order in which to stack the building blocks. Bear in mind that both projects are still up and running successfully at the time of writing. These examples are shown in simplified versions and with the benefit of hindsight, of course. Perhaps the essence of doing business is having the courage to start without a ready-made recipe.
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Rey, Emmanuel, Martine Laprise, and Sophie Lufkin. "Application to a Case Study." In Neighbourhoods in Transition, 159–201. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82208-8_10.

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AbstractWe present an application of the operational monitoring tool SIPRIUS+ to an ongoing case study representative of urban brownfield regeneration projects: the Pôle Viotte neighbourhood, located in Besançon (France). We start with a description of the brownfield site, followed by the regeneration project. Then, we evaluate 52 indicators linked to the context, project, and governance. Each monitoring result is illustrated by a graph showing the evolution of the performances. Then, we analyse the overall results, which allows us to assess the sustainability strategy of the regeneration project. Through this analysis, we identify four actions to improve sustainability objectives. Finally, we conclude that SIPRIUS+ has the potential to contribute to the integration of sustainability issues into the dynamics of neighbourhoods in transition. The operational monitoring tool is expected to contribute to decision-making in a multi-disciplinary manner, without giving ready-made solutions. Interactions with project stakeholders reveal that, while the use of such a tool would require a change in project management, the evolutions to adopt to include this practice appear not only feasible but realistic and desired.
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Mackay, Dianne, Anh Pham, and Trevor Bayley. "Youth Ready for Youth Futures: A Case Study of Project-Based Learning in Youth Work." In Transformations in Tertiary Education, 71–81. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9957-2_6.

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Lloret-Romero, Nuria, Jorge Sastre-Martínez, Crismary Ospina-Gallego, and Stefano Scarani. "Soundcool: A Business Model for Cultural Industries Born Out of a Research Project." In Music as Intangible Cultural Heritage, 41–49. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76882-9_4.

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AbstractSoundcool is a system for musical, sound and visual collaborative creation through mobile phones, tablets and other interfaces. This paper describes the creation of the app from the outset, illustrating not only how the Soundcool® system has been developed from the initial idea to the current reality, but also the evolution that the app has had during this period and how it has become ready to use. The research group in the Universitat Politecnica de Valencia (UPV) has played a key role in the development of the app. We also explain the opportunities for Soundcool in different markets and economic sectors. Last but not least, we describe how the idea has been financed to make it a reality.
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McBride, Melanie. "Is Your Team Ready to Release?" In Managing Projects in the Real World, 171–82. Berkeley, CA: Apress, 2014. http://dx.doi.org/10.1007/978-1-4302-6512-2_14.

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Conference papers on the topic "Project READY"

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Wongwichai, Chotika, Setthanan Chaiyut, Tavit Kitprapa, Pornpen Jirojmontree, and Nattharika Rittippant. "ASEAN Economic Community (AEC): Are Our Engineering Students Ready for 2015?" In International Conference on Engineering, Project, and Production Management. Association of Engineering, Project, and Production Management, 2013. http://dx.doi.org/10.32738/ceppm.201310.0061.

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Whelan, John. "TEAM PROJECT MODULES IN REMOTE SETTINGS: CREATING AGILE-READY AND REMOTE-READY SOFTWARE DEVELOPMENT TEAMS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2194.

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Johnson, M. "88. Energy Conversion Project on Campus — are You Ready?" In AIHce 2002. AIHA, 2002. http://dx.doi.org/10.3320/1.2766443.

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Brugge, Bernd, and Michaela Gluchow. "Towards production ready software in project courses with real clients." In 2012 First International Workshop on Software Engineering Education based on Real-World Experiences (EduRex). IEEE, 2012. http://dx.doi.org/10.1109/edurex.2012.6225696.

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Lavagna, Damien, Laurent Le Touze, and Jean Robert Fournier. "LNG Tandem Offloading - A Qualified Technology Now Ready for FLNG Project." In OTC Brasil. Offshore Technology Conference, 2011. http://dx.doi.org/10.4043/22605-ms.

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Whatley, Janice. "Are We Ready to Go Live with Our Team Projects?" In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3482.

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[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] Project work forms a large part in work undertaken by graduates when they enter the workforce, so projects are used in higher education to prepare students for their working lives and to enable students to apply creativity in their studies as they present a solution to a problem, using technical skills they have learned in different units of study. Projects, both at work and in higher education, may be completed in teams, thus providing experience and the opportunity to develop team working skills. The team projects presented in this paper have been provided by external organisations, so that students work in a team on a real life problem, but with the support of their tutors, in the university setting. In this way the projects more closely resemble the sorts of problems they might encounter in the workplace, giving an experience that cannot be gained by working on tutor devised problems, because the teams have to communicate with an external client to analyse and solve an authentic problem. Over the three years that the Live Projects have been running, feedback indicates that the students gain employability skills from the projects, and the organisations involved develop links with the university and benefit from output from the projects. A number of suggestions for improving the administration of the Live Projects were suggested, such as providing clients with information on timescales and providing students with more guidance on managing the projects.
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Choi, HanKwon, Thomas D. Crom, and John B. Mulligan. "KEDO’s LWR Project: Unique Challenges in a Nuclear Power Project by Any Standard." In 10th International Conference on Nuclear Engineering. ASMEDC, 2002. http://dx.doi.org/10.1115/icone10-22787.

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In 1994 the United States of America and the Democratic People’s Republic of Korea (DPRK) signed the Agreed Framework in which the DPRK committed to shut down their graphite-moderated reactors and related facilities and to remain a party to the Treaty on the Non-Proliferation of Nuclear Weapons. In return the U.S. agreed, among other things, to deliver two light water reactor (LWR) units to the DPRK which should meet international safety standards. For the implementation of this Agreed Framework, the Korean Peninsula Energy Development Organization (KEDO) was founded. KEDO decided to build two units of the Korea Standard Nuclear Power Plant (KSNP) model, which is a proven design of U.S. origin. This paper describes the status of this project (the LWR project) and the unique challenges that KEDO must overcome to implement the construction and commissioning of this project and have the DPRK ready for plant takeover.
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Saparon, Azilah, Boon Chye Rudy Ang, Taufiq Ilham Maulana, Nguyen Xuan Hung, and Shigeo Matsumoto. "Project design (PD) education system — A model to equip industry-ready engineers: A case study of project design I." In 2017 IEEE 9th International Conference on Engineering Education (ICEED). IEEE, 2017. http://dx.doi.org/10.1109/iceed.2017.8251163.

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Spinelli, Carlo Maria, and Furio Marchersani. "TAP Project." In 2004 International Pipeline Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/ipc2004-0017.

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International gas market development is towards very long transportation distances (3000–6000 km); the only suitable onshore technology to conjugate economics, large amount of gas conveyed and possibility to exploit remote gas fields appears to be the Very High Pressure (P > 14 MPa), Very High Strength Steel (Steel grade X100 API 5L [1] equivalent) option. Eni Group is going to sponsor a 3 years long project, called TAP (Trasporto gas Alta Pressione) [High Pressure gas Transportation] aimed to demonstrate: • economic evaluation; • technology reliability; • real possibility to build Very High Pressure Pipeline. The project itself is framed into five logical areas: • Evaluation of the applicability of alternative technological solution in extreme enterprise; • Technological innovation, mainly within Eni Group; • FEED (Front End Engineering Development) for strategic route gas pipeline and comparison with LNG option; • Demonstrative construction of a High Strength Steel (X80) pipeline section on Snam Rete Gas Network in Italy; • Demonstrative construction of a Very High Strength Steel (X100 API equivalent) provisioning pilot section pipeline. To achieve this object Eni has involved: • Eni Gas & Power Division as Business Developer; • Snamprogetti as Technology Developer; • Aquater, Enidata, Enitecnologie, Saipem, Snam Rete Gas as specific item expertises; • CSM and Universita` di Bergamo as high qualified partners for lab and full scale testing; • Pipe steel makers and coating producers as fundamental partners to develop new solutions. TAP, within Eni Group, is the final step of a long development research and innovation activity started 8 years ago with two explorative “Long distance pipeline High Grade Steel” projects on Very High Strength Steel performances (strength, toughness, weldability) carried out mainly with the support of Snam, Snamprogetti and Saipem. TAP final goal is to collect, transfer, develop all the possible technological solutions to be ready for building “The pipeline network for Very High Pressure Transportation”.
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Fowler, John, David Morgenstern, Erik Sall, and Martin E. Veinbergs. "Integration of an E85 Reforming System into a Vehicle-Ready Package and Project Results." In SAE 2014 World Congress & Exhibition. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2014. http://dx.doi.org/10.4271/2014-01-1191.

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Reports on the topic "Project READY"

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Springer, David, and Alea German. Implementing a Zero Energy Ready Home Multifamily Project. Office of Scientific and Technical Information (OSTI), August 2015. http://dx.doi.org/10.2172/1220480.

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Springer, David, and Alea German. Implementing a Zero Energy Ready Home Multifamily Project. Office of Scientific and Technical Information (OSTI), August 2015. http://dx.doi.org/10.2172/1215298.

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Sanders, Mark D., Kristen Parrish, and Paul Mathew. Ready to Retrofit: The Process of Project Team Selection, Building Benchmarking, and Financing Commercial Building Energy Retrofit Projects. Office of Scientific and Technical Information (OSTI), May 2012. http://dx.doi.org/10.2172/1173165.

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Jacobs, Bertha, Elena Karpova, and Arnold Andrew. Am I Ready for the Global Apparel Industry?: Student Perspectives on Employability after a Multinational Virtual Collaboration Project. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1515.

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Schmelzer, Stefan, and Michael Miess. Combined Report on Work Package 6. Deliverable 6.1: Report on the Calibrated and Validated CGE Model with Implemented Scenarios Ready for Use. Deliverable 6.2: A Set of Simulation Results and Case StudiesDevelopment of an Evaluation Framework for the Introduction of Electromobility. Project: DEFINE - Development of an Evaluation Framework for the INtroduction of Electromobility. IHS - Institute for Advanced Studies, February 2015. http://dx.doi.org/10.22163/fteval.2015.501.

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Combined Report on Work Package 6. Deliverable 6.1: Report on the Calibrated and Validated CGE Model with Implemented Scenarios Ready for Use. Deliverable 6.2: A Set of Simulation Results and Case StudiesDevelopment of an Evaluation Framework for the Introduction of Electromobility. Project: DEFINE - Development of an Evaluation Framework for the INtroduction of Electromobility
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Msukwa, Chimwemwe, Jane Burt, and John Colvin. Good Governance in Malawi: Impact evaluation of the ‘Strengthening Land Governance System for Smallholder Farmers in Malawi’ project. Oxfam GB, March 2021. http://dx.doi.org/10.21201/2021.7345.

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The EU-funded ‘Strengthening Land Governance System for Smallholder Farmers in Malawi’ project was implemented from 2015 to 2020 by a consortium made up of Oxfam in Malawi, LANDNET (until 2018) and CEPA, with technical support from DAI. The objective was to pilot, test and recommend for scale-up improved gender-sensitive land governance systems. This Effectiveness Review evaluates the success of this project to achieve the following focal outcomes: (1) By 2019, laws have been enacted that are relevant to the registration and titling of customary estates and are ready for implementation and (2) By 2020, women and men in two or more of the target Group Village Headpersons (GVHs) in Phalombe, Kasungu and Rumphi districts have secure land tenure with supporting land governance structures. Using a process tracing approach, achievement of these focal outcomes and the consortium's contribution were assessed. Find out more by reading the full report now.
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Kennedy, Alan, David Moore, and Taylor Rycroft. Field survey to prioritize needs for modernizing dredged material evaluation guidance. Engineer Research and Development Center (U.S.), May 2021. http://dx.doi.org/10.21079/11681/40701.

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This technical note synthesizes and disseminates results of a 2020 survey of USACE dredging program and project managers to identify and prioritize needs related to the modernization and streamlining of the dredged material assessment decision guidance pursuant to Section 404 of the Clean Water Act (CWA) and Section 103 of the Marine Protection Research and Sanctuaries Act (MPRSA). Priorities identified through the survey and subsequent follow-on interviews—together with advances in science and technology—will facilitate development of an electronic decision guidance tool to enable consistent, timely, and cost-effective dredged material management decisions. This tool will also facilitate a standardized database for ready access to historical data.
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Rost, Ronald F. Projected Costs for the Tanker Portion of the Ready Reserve Force. Fort Belvoir, VA: Defense Technical Information Center, February 1987. http://dx.doi.org/10.21236/ada183069.

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Amela, R., R. Badia, S. Böhm, R. Tosi, C. Soriano, and R. Rossi. D4.2 Profiling report of the partner’s tools, complete with performance suggestions. Scipedia, 2021. http://dx.doi.org/10.23967/exaqute.2021.2.023.

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This deliverable focuses on the proling activities developed in the project with the partner's applications. To perform this proling activities, a couple of benchmarks were dened in collaboration with WP5. The rst benchmark is an embarrassingly parallel benchmark that performs a read and then multiple writes of the same object, with the objective of stressing the memory and storage systems and evaluate the overhead when these reads and writes are performed in parallel. A second benchmark is dened based on the Continuation Multi Level Monte Carlo (C-MLMC) algorithm. While this algorithm is normally executed using multiple levels, for the proling and performance analysis objectives, the execution of a single level was enough since the forthcoming levels have similar performance characteristics. Additionally, while the simulation tasks can be executed as parallel (multi-threaded tasks), in the benchmark, single threaded tasks were executed to increase the number of simulations to be scheduled and stress the scheduling engines. A set of experiments based on these two benchmarks have been executed in the MareNostrum 4 supercomputer and using PyCOMPSs as underlying programming model and dynamic scheduler of the tasks involved in the executions. While the rst benchmark was executed several times in a single iteration, the second benchmark was executed in an iterative manner, with cycles of 1) Execution and trace generation; 2) Performance analysis; 3) Improvements. This had enabled to perform several improvements in the benchmark and in the scheduler of PyCOMPSs. The initial iterations focused on the C-MLMC structure itself, performing re-factors of the code to remove ne grain and sequential tasks and merging them in larger granularity tasks. The next iterations focused on improving the PyCOMPSs scheduler, removing existent bottlenecks and increasing its performance by making the scheduler a multithreaded engine. While the results can still be improved, we are satised with the results since the granularity of the simulations run in this evaluation step are much ner than the one that will be used for the real scenarios. The deliverable nishes with some recommendations that should be followed along the project in order to obtain good performance in the execution of the project codes.
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Paglialonga, Lisa, and Carsten Schirnick. Ready to use implementation of project’s data portal with catalogue for findability, common services (SFTP,OPeNDAP) and persistent identifier for accessibility and interoperability. OceanNETs, 2020. http://dx.doi.org/10.3289/oceannets_d8.2.

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