Dissertations / Theses on the topic 'Project READY'

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.

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.

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.

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.

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.

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.

The thesis examines the O.J. Simpson murder trial and analyzes the racial narratives that affected its outcome and the way it is perceived by the American public. By examining four books about the trial written by lawyers who served on the case, the analysis focuses on how race functions within each of the reconstructed narratives, as well as within the framework of the U.S. criminal justice system. The author argues that racial narratives affect how and why people can see the same event differently, a prime example of which is the O.J. Simpson murder trial. Representations of Mark Fuhrman, his role in the O.J. Simpson trial, and how these are affected by racial narratives are also discussed. The author concludes that the O.J. Simpson murder trial presented an opportunity in which issues concerning race, race relations, and ideologies about race could be openly discussed.

Como disse Stephen King em seu livro de 1999 "On Writing", a literatura é a comunicação entre mentes distantes no tempo e no espaço, telepatia. Mesmo aqueles que são menos místicos que o escritor reconhecerão que uma das virtudes das criações humanas é a capacidade de serem compreendidas; dentre elas, a Arquitetura. Aquele que procurar na história da disciplina ou na prática atual um modelo seguro de ação, inevitavelmente acabará frustrado. O modo de trabalhar varia muito entre os arquitetos e ainda um mesmo profissional não aborda todo e qualquer projeto da mesma maneira. Mesmo assim, é possível separar a produção arquitetônica em dois grupos: aquele que possibilita refazer os processos mentais de seu autor – que deixa evidente os critérios e decisões geradores da forma – e aquele que não nos oferece essa cortesia; é daquela Arquitetura que este trabalho se ocupa ao explorar o conceito de sistematicidade. Na primeira parte do trabalho, se traz maior clareza ao seu significado através da sua análise, de suas variações e de seus opostos; na segunda parte, se apresenta três projetos que o exemplificam. Se é verdade que não há método seguro para se produzir Arquitetura e que reinam uma multiplicidade de valores contraditórios, ainda assim é possível identificar qualidades naquilo que já foi produzido e tentar replicá-las em projetos futuros. Nesse sentido, o trabalho se vincula à tradição que busca na própria disciplina sua legitimação e promove uma Arquitetura que seja compreensível para o profissional que a estuda e para quem a vive.
As Stephen King said in his 1999 book “On Writing,” literature is the communication of minds distants in time and space, telepathy. Even those who are less mystical than the writer will recognize that one of the virtues of human creations is their ability to be understood; among them, architecture. One who looks at the history of the discipline or current practice for a safe model of action will inevitably become frustrated. The way architects work vary considerably, and yet the same professional does not approach every project the same way. Even so, it is possible to separate architectural production into two groups: one that makes it possible to remake the mental processes of its author - which makes evident the criteria and decisions that generate form - and one that does not offer this courtesy; it is from that architecture that this work occupies itself when exploring the concept of systematicity. In the first part of the work, clarity is brought to its meaning through its analysis, its variations, and its opposites; in the second part, it presents three projects that exemplify it. If it is true that there is no sure method to produce architecture and that a multiplicity of values reign, it is still possible to identify qualities in what has already been produced and try to replicate them in future projects. In this sense, the work is linked to the tradition that seeks in architecture its own legitimation and promotes an architecture that is understandable for the professional who studies it and for those who lives it.

Health information is often conveyed in printed or digital form. This can present challenges to people with intellectual disabilities, many of whom experience literacy difficulties and are therefore disadvantaged in reading and understanding such information. ‘Easy read’ versions of health-related documents purport to circumvent these difficulties, but there is little evidence to demonstrate their effectiveness in doing so. The aim of the current research was to address how effective adapted health-based ‘easy read’ literature was in contributing to the construction of meaning for people with intellectual disabilities. Four studies investigated different areas of ‘easy read’ information and its use. 1. A survey compared presentational features found in ‘easy read’ and ‘non-easy read’ literature published by the UK Department of Health and aligned these with advice given in published guidelines for ‘easy read’ material. 2. Critical differences between the linguistic features in these two groups of documents were analysed using specialised software. 3. A systematic qualitative linguistic analysis was undertaken to investigate the subtleties conveyed through the discourse of ‘non-easy read’ compared to ‘easy read’ texts. 4. Finally, a randomised experiment tested the effects of linguistic simplification and literacy mediation on the understanding of ‘easy read’ information with sixty participants with intellectual disabilities. When material was compared to its ‘non-easy read’ counterparts it showed that clear differences had been rendered by authors of the ‘easy read’ documentation. These differences were indicative of presentational changes and reduced linguistic complexity. They did not appear to translate into more effective understanding of content by people with intellectual disabilities, whether human mediation was present or not. Individual capacity for language, however, was shown to be integral to the construction of meaning from ‘easy read material’. This has implications for both the production and the use of ‘easy read’ material in practice.

This thesis deals with the technological solution building construction project seniors home in Prague. Contains a technical report, technical regulations for monolithic and brick structures, which are documented inspection and test plans, as well as time and financial plans and project construction site.

Made available in DSpace on 2016-08-03T16:16:17Z (GMT). No. of bitstreams: 1 Priscila Vita.pdf: 661978 bytes, checksum: 755f44724595d17f830e0024b5ff3789 (MD5) Previous issue date: 2010-03-22
Fundação de Amparo a Pesquisa do Estado de São Paulo
The objective of this project is analyse the Read and Write Program of state schools from São Paulo to argue their theorist system elements. The project Read and Write represents one more try from public teaching system on the way to revert the unstable situation presented by students from public schools on the read and write process. The second chapter presents the legislation that endorses the program and also the way how has been applied. The third chapter presents the methodological procedure. Questionnaires had been developed for teachers and elaborated points of analysis to classify depositions from the reports by dialectics categories of theorist system referential made by Alves (2000). Some interviewed teachers believe that the program brings new ideas, however the theoretical referential is based on constructivism that guides the Brazilian education institutional documents for more than 25 years.(AU)
O presente trabalho tem o objetivo de analisar o Programa Ler e Escrever das escolas estaduais de São Paulo, apontando seus possíveis benefícios e principais problemas. O programa representa mais uma tentativa do sistema público de ensino no sentido de reverter o quadro de precariedade apresentado pelos alunos da escola pública no que se refere ao processo de alfabetização. No primeiro capítulo encontram-se considerações pertinentes a alfabetização e concepções de ensino. No segundo capítulo é apresentada a legislação que respalda o programa e também a forma como vem sendo aplicado. O terceiro capítulo trata dos procedimentos metodológicos. Foram desenvolvidos questionários para professores alfabetizadores e professores-coordenadores e elaborados quadros de análise para classificar os depoimentos coletados a partir dos pares de categorias dialéticas do referencial teórico-metodológico construído por Alves (2000). Alguns dos professores entrevistados acreditam que o programa traz idéias novas, porém seu referencial teórico é fundado no construtivismo, que já orienta os documentos institucionais da educação brasileira há mais de 25 anos.(AU)

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2016-04-25T20:10:15Z No. of bitstreams: 1 Amanda Maria Franco Liberato.pdf: 982382 bytes, checksum: d809c59a4775419f4c0bf28189be391d (MD5)
Made available in DSpace on 2016-04-25T20:10:15Z (GMT). No. of bitstreams: 1 Amanda Maria Franco Liberato.pdf: 982382 bytes, checksum: d809c59a4775419f4c0bf28189be391d (MD5) Previous issue date: 2015-11-25
The object of this research is the formation of the student researcher under the perspective of these actors. The general purpose was to analyze the formation under the perspective of students’ researchers in three Institutions of Higher Education (IHE) partners of the Program Read and Write / Public School and University in Literacy / Literacy Exchange of the Government of the State of São Paulo. As specific objectives we listed the following: check if the student researcher develops activities to be delivered in training meetings and verify the students researchers if the advisor professors allow moments of exchange of knowledge coming from the practice in training meetings. Our hypothesis is that the formation of the student researcher does not occur effectively by some IHEs contrary the guidelines established by the official program and thus we seek to answer the following questions: How goes the training of students researchers in universities? How often? What are the topics covered in this training? Discussions allow the student researcher relates theory and teaching practice and takes ownership of the fundamentals of literacy? The training allows the stage in literacy courses is experienced from another viewpoint? Which? The universe of the research were three private IHEs located in São Paulo city whose subjects were six students researchers that study Pedagogy, from two of each institution. We used qualitative matrix method using a semi-structured interview as data collection instrument, as well as analysis of official documents governing this Program, namely: Communication SE 86, 2007; Resolution SE 86, 2007; Decree No. 51627, 2007, and Resolution SE 90, 2008. We have analyzed the interviews using the content analysis according to Bardin (2011). The research was based on the following authors: Ferreiro (1995 and 2003); Lerner (1995 and 2002) and Smith (1985, 2009 and 2011) in order to support the categories alphabetization and literacy; Contreras (2012), Nóvoa (1992) and Tardiff (2002) to reference the initial category of teacher education. As a result the researchers found that students in school A and B receive training more focused on administrative aspects, with few hours of study and reflection hindering the assessment of the basic concepts related to the literacy process, showing unsafe when immersed in school while the students researchers of the university C receive more geared to the pedagogical aspects of training, enabling them to have greater contact with the authors who discuss literacy in a constructivist perspective leading them to a better understanding of the concepts and therefore the procedures adopted by the regents teachers. We conclude that the students researchers from colleges A and B require theoretical study about the concepts related to literacy for better performance in the classroom.
O objeto da presente pesquisa é a formação da aluna pesquisadora sob a perspectiva desses atores. Teve por objetivo geral analisar a formação sob a perspectiva das alunas pesquisadoras de três Instituições de Educação Superior parceiras do Programa Ler e Escrever/Escola Pública e Universidade na Alfabetização/Bolsa Alfabetização do Governo do Estado de São Paulo. Como objetivos específicos, elencamos os seguintes: verificar se a aluna pesquisadora desenvolve atividades para serem entregues nos encontros de formação e verificar com as alunas pesquisadoras se os professores formadores possibilitam momentos de troca de conhecimentos advindos da prática nos encontros de formação. Partimos da hipótese de que a formação da aluna pesquisadora não ocorre de maneira efetiva por parte de algumas IESs contrariando as diretrizes estabelecidas pelo Programa oficial e, assim, buscamos responder as seguintes perguntas: Como ocorre a formação das alunas pesquisadoras nas universidades? Com qual frequência? Quais os temas abordados nessa formação? As discussões permitem que a aluna pesquisadora relacione teoria e prática pedagógica e se aproprie dos fundamentos da alfabetização? A formação permite que o estágio em salas de alfabetização seja vivenciado sob outra ótica? Qual? O universo da pesquisa foram três IESs privadas localizadas na cidade de São Paulo cujos sujeitos foram seis alunas pesquisadoras que cursam Pedagogia, sendo duas de cada instituição. Utilizou-se metodologia de cunho qualitativo, utilizando a entrevista semiestruturada como instrumento de coleta de dados, além de análise dos documentos oficiais que regem o referido Programa, a saber: Comunicado SE – 86 de 2007, Resolução SE – 86 de 2007, Decreto nº 51627 de 2007 e Resolução SE – 90 de 2008. Analisamos as entrevistas utilizando a Análise de conteúdo segundo Bardin (2011). A pesquisa se fundamentou nos seguintes autores: Ferreiro (1995, 2003); Lerner (1995 e 2002) e Soares (1985, 2009 e 2011) para fundamentar as categorias alfabetização e letramento; Contreras (2012), Nóvoa (1992) e Tardif (2002) para referendar a categoria formação inicial de professores. Como resultados constatamos que as alunas pesquisadoras da faculdade A e B recebem formação mais voltada aos aspectos administrativos, com poucas horas de estudo e reflexão dificultando a apreensão dos conceitos básicos referentes ao processo de alfabetização, mostrando-se inseguras quando imersas na escola, enquanto que as alunas pesquisadoras da universidade C recebem formação mais voltada aos aspectos pedagógicos, possibilitando que elas tenham maior contato com os autores que discutem a alfabetização numa perspectiva construtivista, levando-as a melhor compreensão dos conceitos e, consequentemente, dos procedimentos adotados pelas professoras regentes. Conclui-se que as alunas pesquisadoras das faculdades A e B necessitam de aprofundamento teórico a respeito dos conceitos referentes à alfabetização para melhor atuação em sala de aula.

Este trabalho tem como objetivo a análise de um conjunto de obras que pertence ao grupo da vertente modernista brasileira, parte da escola carioca e parte da escola paulista. O fator comum entre elas é a independência dos elementos estruturais em relação aos demais que compõem os edifícios. O período delimitado para este estudo começa em 1936 e vai até 1961, de acordo com as datas dos projetos analisados. Como os momentos de consolidação das duas escolas não são coincidentes, o período entre essas datas é o maior, de acordo com o panorama nacional e internacional, que não deve ser considerado isoladamente em relação a cada escola. A Arquitetura Moderna Brasileira, tendo por base os princípios do racionalisma estutural, sob forte influência corbusiana, trilha o caminho de uma produção própria, valendo-se da cultura e tecnologia locais. Utilizando-se os exemplos de Lúcio Costa, Affonso Eduardo Reidy e Vilanova Artigas, de temas diversos, puderam ser analisadas as influências internacionais recebidas e o legado deixado por eles à produção arquitetônica brasileira desde então. Acompanham o texto escrito ilustrações que, além de seu caráter complementar, são imprescindíveis para a compreensão deste trabalho.

碩士
國立臺灣科技大學
營建工程系
93
The Research of Project Management in Implementing the Quality Management of Ready-Mixed Concrete Plants Thesis Advisor : Chao-Lung Hwang Graduate Student : Chao-Chin Li ABSTRACT Concrete in the production process of the ready-mixed company, the company from obtaining material ,sampling analysis,admixture gradation, gradation design ,trial batch,slump test, specimen manufacture and curing , and pass by transportation, mixed，pump ,pour and place,and curing etc. According to the produce of the process, the construction of the concrete to be complete that need to through three kinds of environment(ready-mixed company, the way of transmissibility and construction plant), and also must through more than three manufacturers( the manufacturer of ready-mixed , sender of the pump and manufacturer of construction). However, the product must complete after curing. It can't incise the period to complete. Comparing with general manufacturing industry, its complicacy of the interface, fabrication and relation of the effect of surrounding is affected very closely . Also from different structure, region and environment etc, concrete in the production to the target must be complete in every aspect and do not lack anyone. However, the face to affect the quality of the concrete is such complicacy, example to the material, test, construction, operation of the construction, system of the ordinance, company of the design and public bidding, valuation, to check on delivery etc. The ready-mixed concrete faces these problems, in addition to maintain the quality with quality management, also should take examinations category to time, cost, risk and quality etc with a consideration of demand and hope of the stakeholderk,and used by project of overall consideration. Most of research in the factory of the ready-mixed concrete that mainly emphasize in the sphere of the control of the quality , related documents on the study of the quality also emphasize to ISO and Six Sigma and quality controlled theory of the quality apply in the research of enterprise. They are less with the view of the project management and the document of the comparison, so this text with the way of project carried on research, also with example analysis, the subject stress to case example analysis in the research of the hige performance concrete（HPC） and the self compacting concrete(SCC) . The project management team take charge the project,from material source control ,mixture proportioning prove,process control,product control and end control etc that been proven are the feasibility way of the factory of the ready-mixed concrete to operate. keyword：HPC、SCC、Project Management

Vancouver City Council has undertaken a project on aging titled ‘READY OR NOT!”. The intention is to provide the city with a community-developed strategic plan on urban aging and to provide a model for subsequent work on social development issues, including how to elicit public participation. In an effort to broaden public participation, on the topic of our aging population, city-wide workshops were held in twenty-two neighbourhoods and ethnic communities in April, 1992. Drawing on the assumption that public participation is a desirable aspect of government, this research establishes a participant profile and identifies some determinants of participation. Questionnaires were sent out to a random sample of 150 participants of the workshops. The response rate resulted in a sample of 66. Research included a survey and a focus group, generating descriptive statistics, process, and content data. As well interviews were undertaken to broaden the information covered. The information that emerged from this research is that participants tended to be of higher educational, occupational and social status. Overall, they had high feelings of personal and community efficacy. An attachment to neighbourhood was evident. As well as a commitment to volunteer causes. These findings are reflective of the current literature on participation. A deviation from the literature is the fact that the respondents were overwhelming of the female gender. The percentage breakdown was 71.21% female and 28.79% male. The utility of this research is that by better understanding who participates and the determinants of public participation, social workers can educate and support individuals, groups, and communities to seek empowerment through participation. As individuals, professionals and members of our own neighbourhoods we can also impress upon government the need for public participation in planning that affects the quality of life of all.

The Canadian Broadcasting Corporation’s Canada Reads program, based on the popular television show Survivor, welcomes five Canadian personalities to defend one Canadian book, per year, that they believe all Canadians should read. The program signifies a common discourse in Canada as a nation-state regarding its own lack of coherent and fixed identity, and can be understood as a nationalist project. I am working with Canada Reads as an existing archive, utilizing materials as both individual and interconnected entities in a larger and ongoing process of cultural production – and it is important to note that it is impossible to separate cultural production from cultural consumption. Each year offers a different set of insights that can be consumed in their own right, which is why this project is written in the present tense. Focusing on the first ten years of the Canada Reads competition, I argue that Canada Reads plays a specific and calculated role in the CBC’s goal of nation-building: one that obfuscates repressive national histories and legacies and instead promotes the transformative powers of literacy as that which can conquer historical and contemporary inequalities of all types. This research lays bare the imagined and idealized ‘communities’ of Canada Reads audiences that the CBC wishes to reflect in its programming, and complicates this construction as one that abdicates contemporary responsibilities of settlers.
Thesis (Master, Gender Studies) -- Queen's University, 2012-08-14 21:44:50.087

With several new technologies and innovations at play, companies are forced to adapt their business models in order to keep up with competitors. The electric utility market is no different from others and so, companies are starting to create independent units inside the firm whose unique purpose is to assure that the advantages from newest technology are being properly exploited within the firm. This dissertation is based upon a project with EDP’s Digital Global Unit (DGU) and explores how can an electric utility company, boost its assets resorting to new technologies. It will be conferred a benchmark analysis on innovations adopted by businesses, inside and outside the electric utility sector, followed by a study of how an idea could/should be applied by EDP, as well as how it would impact the organisation. The innovation proposed consists on leveraging customers’ data gathered with the product EDP re:dy. Although this product already exists for over 4 years, its potential to the organization has never been fully exploited. Consequently, the idea entails viralizing the product, across customers as it allows the company to gather insight on their electric consumption with specific information by each home appliance. With this, EDP will be able to suggest replacements and offer tailored promotions from their newly launched online domestic appliances store - EDP Store, focused on improving customers electric efficiency. Furthermore, the study explores the stages necessary to implement the idea, as well as its impact on the firm’s current business model.
A evolução tecnológica e o aparecimento de novas inovações levam a que as empresas sejam cada vez mais obrigadas a adaptar os seus modelos de negócio de forma a acompanharem os seus concorrentes. O setor energético não difere dos demais. As companhias começaram a criar unidades independentes, com o propósito de assegurar o melhor aproveitamento das mais recentes tecnologias. Esta tese tem como base um projeto elaborado com o departamento DGU - Digital Global Unit da EDP e procura explorar de que forma uma empresa energética, como a EDP, pode potenciar ao máximo os seus ativos recorrendo ao uso de novas tecnologias. É realizada uma análise de benchmark das inovações adotadas por empresas, dentro e fora do setor energético, seguido de um estudo de como, entre algumas ideias, uma pode/deve ser aplicada pela EDP e como afetará a empresa. A inovação proposta consiste no aproveitamento dos dados de clientes adquiridos com o produto EDP re:dy. Embora esse produto já exista há mais de 4 anos, o seu potencial para a organização nunca foi totalmente explorado. Consequentemente, a proposta consistirá em “viralizar” o produto entre os clientes de modo a gerar conhecimento sobre o seu consumo elétrico por eletrodoméstico. Utilizando estes dados, a EDP poderá sugerir substituições de equipamentos e oferecer promoções personalizadas da sua recém-lançada loja online – EDP Store, melhorando a eficiência energética dos clientes. O estudo explora ainda as etapas necessárias para implementar a ideia, bem como o impacto quantitativo no atual modelo de negócios da empresa.

The goal of my thesis is to describe which campaigns and projects support reader and which are suitable for work with children in the kindergarten's heterogeneous classes. As part of the thesis, project is created base of the studied literature which should support reading literacy in a kindergarten's heterogeneous class and cooperate on its implementation with other subjects. I define the terms closely related to the given topic in the theoretical part, namely literacy and numeracy, reading literacy (in relation to RVP PV). Focus is on the role of kindergarten and the necessity of developing a child in reading literacy with the emphasis on the heterogeneous classes. I also emphasize the role of the family in reading literacy. Finally, I describe specific campaigns and projects in the Czech Republic that support readership and reading literacy. I devote myself to the implementation of the project itself in the maternal Schools with heterogeneous classes in the practical part. In more detail, I focus on the Celé Česko čte dětem, Noc s Andersenem and Listování. While the Celé Česko čte dětem a whole range of uses, Listování and Noc s Andersenem serves as a mere addition to the development of reading literacy. I value positively the cooperation with the city's library and parents.