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Project MATCH baseline data set and the Project MATCH Reliability Study

335 Managing a public sector project: the case of the

Italian Treasury Ministry Original Research Article

International Journal of Project Management, Volume 22,

Issue 3, April 2004, Pages 213-223

Michela Arnaboldi, Giovanni Azzone, Alberto Savoldelli Close preview | Related articles | Related reference work articles

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Abstract

Project management strategy in the public sector has attracted the interest of

many scholars since the late 1980s, following the growing pressure on

governments to abandon bureaucratic organisations in favour of leaner

structures. Though Italy is considered a late developer in this movement, its

scope, speed and consistency of reforms is considered remarkable [OECD,

(2001), Reviews of Regulatory Reform in Italy]. Within this context many

projects have been undertaken trying to implement the ideas of New Public Management (NPM) [Public Administration (1991) 69:3; Accounting,

Organizations and Society (1995) 20:93]. This paper reports on a

reengineering project carried out at the Italian Ministry of Treasury which

tested a methodology drawn from the literature of process engineering.

Multiple dimensions and actions proved to be crucial in managing the project:

the paper discusses them and their relative importance over the life of the

reengineering project.

Article Outline

1. Introduction

2. The Italian context

2.1. Business process reengineering

3. Results

3.1. European structural funds and the ministry of treasury

3.2. Dimensions and actions

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4. Conclusions References

336

Social practices and the management of knowledge in

project environments Original Research Article

International Journal of Project Management, Volume 21,

Issue 3, April 2003, Pages 157-166

Mike Bresnen, Linda Edelman, Sue Newell, Harry

Scarbrough, Jacky Swan

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Abstract | References

Abstract

Increasingly, the importance of social aspects of knowledge retention and

transfer has been emphasised in the literature on managing knowledge, with

the recognition that knowledge is often tacit and situated and embedded within

particular social groups and situations. This has considerable relevance for understanding attempts to manage knowledge in settings where activity and

learning are project-based. Knowledge management in such a context faces

many challenges, due to the one-off nature of project work and the many

resulting discontinuities in methods of organisation and flows of personnel,

materials and information. One important consequence is that social

processes potentially play an important part in the diffusion and transfer of

knowledge and learning. This paper sets out to examine the significance of

social factors in enhancing knowledge management capabilities in such an environment, drawing upon case study research from the construction

industry. The main finding from the research is that processes of knowledge

capture, transfer and learning in project settings rely very heavily upon social

patterns, practices and processes in ways which emphasise the value and

importance of adopting a community-based approach to managing knowledge.

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Article Outline

1. Introduction

2. Managing knowledge in project environments

3. Research aims and methodology

4. The regional engineering manager (REM) project

4.1. The context of the project

4.2. Networking and modes of communication

4.3. Enablers and barriers to knowledge capture and diffusion

4.3.1. Organisational structure effects

4.3.2. Cultural context and the climate for change

4.3.3. Skills and capabilities

4.3.4. Communications, networks and information flows

4.3.

5. Technological mechanisms

4.3.6. Objectives and outputs

5. Discussion

6. Conclusion

References 337 Issues in the Development of Reliable Measures in Addictions Research: Introduction to Project MATCH

Assessment Strategies Original Research Article

Psychology of Addictive Behaviors , Volume 10, Issue 2, June 1996, Pages 67-74

Frances K. Del Boca, Janice M. Brown Close preview | Related articles | Related reference work articles

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No abstract is available for this article.

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Abstract

This article provides an introduction to the 5 instrument articles in this special section, each of which presents a psychometric evaluation of a self-administered questionnaire developed for use in addictions

treatment research. An overview of measurement theory is presented, and social–psychological factors that affect reliability and validity are considered. The instruments evaluated in this issue are summarized, and the 2 common data sources for the 5 reports, the Project MATCH baseline data set and the Project MATCH Reliability Study, are described. The article concludes with a brief summary that offers recommendations regarding how psychometric investigations should be undertaken and applied to the development of self-report questionnaires in addictions research.

338 Hybrid numerical methods in static and dynamic

fracture mechanics

Original Research Article

Optics and Lasers in Engineering, Volume 32, Issue 3, September 1999, Pages 205-255

Toshihisa Nishioka

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Abstract

In this article, the concept of the hybrid numerical methods is clarified. On the

basis of this concept, various hybrid numerical methods used in static and

dynamic fracture mechanics are classified into five categories: (i) hybrid

experimental–numerical methods, (ii) hybrid numerical–experimental methods,

(iii) hybrid analytical–numerical methods, (iv) hybrid numerical–analytical

methods, and (v) hybrid numerical–numerical methods. Features of each

category of hybrid numerical method are presented with pertinent numerical

results.

Article Outline

1. Introduction

2. Concept of hybrid numerical methods

2.1. State of hybridization

3. Hybrid analytical–numerical methods

3.1. Moving singular element method

3.2. Superposition method

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3.3. Alternating method

3.3.1. The VNA solution 3.3.2. Alternating method for interacting multiple elliptical cracks in infinite bodies

3.3.3. Finite-element alternating method for elliptical crack problems

4. Hybrid numerical –analytical methods

5. Hybrid experimental –numerical methods

5.1. Types of fracture simulation

5.2. Various dynamic fracture simulations

5.2.1. Dynamic crack propagation and arrest

5.2.2. Fast curving crack propagation

5.3. Hybrid moiré-interferometry and finite-element method

6. Hybrid numerical –experimental methods

6.1. The method of caustics for the measurement of the T *

integral

7. Hybrid numerical –numerical methods

7.1. Hybrid boundary-element and finite-element methods

7.1.1. Coupling of FEM with direct BEM

7.1.2. Coupling of FEM with indirect BEM

7.2. Other hybrid numerical –numerical methods

8. Concluding remarks

Acknowledgements

References 339 Public involvement in multi-objective water level regulation development projects —evaluating the

applicability of public involvement methods Original

Research Article

Environmental Impact Assessment Review , Volume 25,

Issue 3, April 2005, Pages 281-304

Ari V?nt?nen, Mika Marttunen

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Abstract

Public involvement is a process that involves the public in the decision making of an organization, for example a municipality or a corporation. It has developed into a widely accepted and recommended policy in environment altering projects. The EU Water Framework Directive (WFD) took force in 2000 and stresses the importance of public involvement in composing river basin management plans. Therefore, the need to develop public involvement methods for different situations and circumstances is evident.

This paper describes how various public involvement methods have been applied in a development project involving the most heavily regulated lake in Finland. The objective of the project was to assess the positive and negative impacts of regulation and to find possibilities for alleviating the adverse impacts on recreational use and the aquatic ecosystem. An exceptional effort was made towards public involvement, which was closely connected to planning and decision making. The applied methods were (1) steering group work, (2) survey, (3) dialogue, (4) theme interviews, (5) public meeting and (6) workshops. The information gathered using these methods was utilized in different stages of the project, e.g., in identifying the regulation impacts, comparing alternatives and compiling the recommendations for regulation development.

After describing our case and the results from the applied public involvement methods, we will discuss our experiences and the feedback from the public. We will also critically evaluate our own success in coping with public involvement challenges. In addition to that, we present general recommendations for dealing with these problematic issues based on our experiences, which provide new insights for applying various public

involvement methods in multi-objective decision making projects. Article Outline

1. Introduction

2. Lake Kemij?rvi—developing Finland's heaviest lake regulation

3. Public involvement in the Lake Kemij?rvi case

4. Experiences, feedback and results

4.1. Survey

4.2. Theme interviews

4.3. Dialogue

4.4. Public meeting

4.5. Workshops

4.6. Steering group

5. Conclusion

5.1. Coping with the usual public involvement challenges

5.1.1. The quality of organizing public involvement

5.1.1.1. Recommendations

5.1.2. Representativeness of the participants

5.1.2.1. Recommendations

5.1.3. The flexibility of the process

5.1.3.1. Recommendations

5.1.4. Data and responsibility overload

5.1.4.1. Recommendations

5.1.5. The connection between public involvement and decision making 5.1.5.1. Recommendations

5.1.

6. Frustration

5.1.

6.1. Recommendations

5.1.7. The lack of trust

5.1.7.1. Recommendations Acknowledgements References

340 The diamond squid (Thysanoteuthis rhombus): A

review of the fishery and recent research in

Japan Review Article

Fisheries Research,

Volume 73, Issues 1-2, June 2005,

Pages 1-11

John R. Bower, Kazutaka Miyahara

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牛津译林版高中英语必修一模块一

高中英语学习材料 madeofjingetieji 盐城市龙冈中学牛津高中英语模块一测试题命题人：程永华第一卷(选择题，共75分) I.听力（共两节，满分20分）第一节（共5小题；满分5分）听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。 1.How much is the skirt? A.$19.15. B.$9.15. C.$9.50 2.What are the two speakers doing? A.They are having a rest. B.They want to have dinner. C.They are hiking on a hill. 3.What does the man mean? A.He doesn't like Chinese food. B.He doesn't want to eat out. C.He wants to pay for the meal. 4.What did the man do yesterday evening? A.He had dinner with his friend. B.He visited a friend. C.He saw a film. 5.When does Mr Brown have to be at the airport? A.At 8:30. B.At 9:30. C.At 10:30. 第二节（共15小题，满分15分）听下面5段对话或独白。每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。听第6段材料，回答第6至8题。 6.What kind of color TV does the woman want to buy? A.A small one. B.A big one. C.A cheap one. 7.What's the man's opinion about buying a TV? A.The woman should buy a small one. B.The woman should buy a big one. C.The woman should buy a cheap one. 8.Why does the man give the woman such a suggestion? A.Because the big one is too expensive. B.Because she will have to change it in a few years. C.Because her sitting room isn't very big. 听第7段材料，回答第9至11题。 9.Where is the boy going to spend his holiday? A.In the city. B.In his hometown. C.Abroad. 10.What will he do there? A.Do some farm work. B.Study at home. C.Do some housework. 11.Which of the following is TRUE? A.The girl knows how to farm. B.The boy's grandparents don't live in the city. C.The boy's school is in the country. 听第8段材料，回答第12至14题。 12.What are the man and the woman looking for? A.A comfortable hotel. B.A modern hotel. C.A cheap hotel. 13.Where could the man and the woman find the hotel they need? A.Next to the bank. B.A two minutes' drive to the west. C.On the left side of the street.

(完整版)新课标人教版高中英语选修6单词-中文

选修六 Unit 1 1.adj. 现实主义的；逼真的；现实的 2.adj. 抽象的；深奥的n. 摘要 3.n. 雕塑 4.n. 雕刻家；雕塑家 5.n. 美术陈列室；画廊 6.n. 信任；信心；信念 7.adv. 忠实地 8.adv. 所以；因而 9.n. 目标；目的vi. & vt. 瞄准；（向某方向）努力 10.adj. 常规的；传统的；因循守旧的 11.adj. 典型的；有代表性的 12.adj. 明显的；明白的 13.n. 新生；复兴；复活 14.vt. 采用；采纳；收养 15.adj. 人道主义的 16.vt. 拥有；具有；支配 17.n. （尤作复数）所有；财产 18.adj. 卓越的；杰出的；极好的 19.n. 透视画法；透视图；观点 20.n. 技术；方法；技能 21.n. 巧合（的事）；（事情、口味、故事等）相合 22.巧合地 23.n. 杰作；名著 24.n. 印象主义；印象派 25.adj. 印象派的 n.印象派艺术家 26.adj. 后印象派的n. 后印象派艺术家 27.大量28.n. 阴影；影子 29.adj. 荒谬的；可笑的 30.adj. 争论的；争议的 31.n. 努力；尝试；企图vt. 尝试；企图 32.（可是）另一方面 33.vt. 预言；预告；预测 34.n. 风景；景色 35.adj. 确切的；特定的 36.n. 画像；身材；数字 37.n. 黏土 38.n. 评论家；批评者 39.n. 青铜；青铜色；青铜制艺术品 40.n. 大理石 41.vt. 雕刻；刻记 42.adj. 脆弱的；容易生病的；精致的 43.n. 帆布；画布 44.n. 咖啡馆；小餐馆 45.adj. 过敏性的；对……过敏的 46.adv. 有效地 47.n. 展览；陈列；展览会 48.adj.敢做敢为的;侵略的；好斗的 49.n. 学者 50.n. 肉；肌肉；肉体 51.活着的；本人 52.n. 几何学 53.n. 束；串 54.n. 林荫道；道路；大街 55.n. 喜爱；偏爱

project项目管理

实验五软件项目管理工具 [掌握与了解] Project Professional 2003 是一个企业项目管理程序，它与Project Server 2003 和Project Web Access 一起帮助您更有效地计划项目，更好地管理资源，并且在整个组织范围内建立可以重复的过程。功能有效地管理项目：通过利用集中式项目模板储备库，从而利用最佳的惯例。利用分步式指南有效地创建、管理项目并为之提供资源。建立规则和过程：锁定时间段并确定多个批准人，从而保持已完成工作的精确记录。更有效地管理资源：通过集中式资源库，更好地掌握职员的技能水平和可用性。利用基于技能的资源分配工具为项目提供资源。计划资源需求：通过计划和跟踪资源要求，确保有合适的人员参与未来的项目。 [课前准备] （1）项目进度计划项目进度计划的主要工作见下图：（2）横道图（甘特进度图）甘特图表/甘特进度图（Gantt chart）是在20世纪初由亨利甘特开发的。它基本上是一种线条图，横轴表示时间，纵轴表示要安排的活动，线条表示在整个期间上计划的和实际的活动完成情况。甘特图直观地表明任务计划在什么时候进行，以及实际进展与计划要求的对比。横道图有以下特点： ?编制比较容易，绘图比较简单。 ?表达形象直观，排列整齐有序。 ?便于用叠加法进行资源需要量的统计。

（3）网络计划图网络计划图是由一系列的箭线和节点所组成的网状图形，用来表示各个施工过程在各施工段上各项工作的起止时间和先后顺序的逻辑关系。网络计划图一般包括单代号网络图和双代号网络图两种。Microsoft Project 2002默认的网络图为单代号网络图。网络计划图有以下特点：（a）能全面而明确地表达各施工过程在各施工段上各项工作间的逻辑关系，使一个流水组中的所有施工过程及其各项工作组成了一个有机的整体（b）能对各项工作进行各种时间参数的计算，找出决定工程施工进度和总工期的关键工作和关键线路。（c）能从许多可行施工方案中选出较优施工方案。（d）能够迅速地根据变化后的具体情况及时进行调整，确保能自始至终地对计划进行有效的控制和监督，以达到降低成本的目的。（e）网络计划的编制、计算、调整、优化和绘图等各项工作，都可以用电子计算机来协助完成，方便、快捷。（4）单代号网络图（AON网络图） ?单代号网络图的表示方法用一个节点表示一项工作，工作的名称、代号和持续时间均标注在节点内，用箭线表示各项工作之间的逻辑关系，这就是单代号表示法。 ?单代号网络图的组成要素节点：一个节点表示工程施工中实际存在的一个工作过程(即一项工作)，其中也包括技术间歇过程。箭线：每条箭线均表示各项工作之间先后顺序的逻辑关系。线路：从起点节点到终点节点，沿箭线的指向，由一系列的节点和箭线构成的各条通路均称为线路。 [工具] 配置在Pentium Ⅲ，内存64M以上的电脑；装有Microsoft Windows操作系统及Microsoft Project 2002工作软件。 [地点] 机房 [教学内容] 1、在Project软件中输入项目的总体信息、如项目名称、起止日期等； 2、输入资源数据、建立资源数据库； 3、输入工作数据、建立工作数据库； 4、编制基本日历与资源日历； 5、调整项目相应的参数，观察对项目总工期和总成本的影响。 [学生任务] 项目计划某工厂有一个机床大修的项目计划，其项目的详细信息如表所示：

Project中资源分配及项目管理

项目资源管理与成本管理 (1)创建资源列表:在已创建的项目中选择视图-资源工作表命令，打开资源工作表，在资源名称域中，分别输入资源的名称，在类型域中指定资源类型为工时或材料，在这里人员指定为工时，如果要指定资源组，可在资源名称的组域中输入组的名称。如： A．输入资源“张XX”，设置其标准费率为100元/小时，加班费120元/小时； B．输入资源“李XX”，设置其标准费率为90 元/小时，加班费120元/小时； C．输入资源“王XX”，设置其标准费率为110元/小时，加班费120元/小时；对每个工时资源（人员或设备），在最大单位域中使用默认值为100%，如为200%，表明特定的资源的两个全职单位 (2)利用资源信息对话框设置资源。在资源工作表中选择某资源后，单击常用工具栏中的资源信息按钮，或双击该资源，就可以打开资源信息对话框。利用该对话框的常规选项卡可以方便的进行资源的设置。 (3)编辑资源日历：当资源需要按不同的日程工作时，或者需要说明假期或者停工期，可以修改个别资源的资源日历。在工作表中选择需要更改工作日程的资源，选择项目-资源信息命令，打开资源信息对话框，选择工作时间选项卡，仿照编辑日历的方法编辑资源的工作日历。可以为某资源创建一个基准日历。选择工具-更改工作时间命令，打开更改工作时间对话框，单击其中的新建按钮，创建新的基准日历，为资源组创建基准日历后，如要给基准日历分配资源，只要双击资源打开资源信息对话框，在工作时间选项卡中的基准日历下拉列表中选择所创建的基准日历即可。 (4)分配资源：在创建资源列表并设置好资源信息和资源日历后，就可以为项目中的任务分配资源，为任务分配资源即创建乐一个工作分配，用户可以不受限制的对资源进行修改。视图-甘特图打开甘特图视图，从中选择要进行资源分配的任务，选择工具—分配资源命令，打开分配资源对话框。重复以上步骤，直到所有任务都分配好资源。最好单击关闭按钮，关闭分配资源对话框。 (5)删除和替换资源分配。在甘特图中选择需要删除资源分配的任务，选择工具—分配资源命令，打开分配资源对话框，在分配资源对话框的资源列表中选择要删除的已分配的资源，单击删除按钮即可。 (6)跟踪资源视图—任务分配状况命令，打开任务分配状况视图。选择视图-表-工时命令，在工作表中添加工时域。 (7)成本分配 1、分配费率视图-资源工作表在确认选择了视图-表-项命令后，在资源工作表中选择该资源，并在其标准费率和加班费率域中，输入所需的费率。 2、分配固定的任务成本

人教版高中英语课文原文与翻译

必修1 第一单元 Reading 阅读 ANNE’S BEST FRIEND Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts? Or are you afraid that your friend would laugh at you, or would not understand what you are going through? Anne Frank wanted the first kind, so she made her diary her best friend. 安妮最好的朋友你想不想有一位无话不谈能推心置腹的朋友？或者你会不会担心你的朋友会嘲笑你，会不理解你目前的困境呢？安妮?弗兰克想要的是第一种类型的朋友，所以她把的日记视为自己最好的朋友。 Anne lived in Amsterdam in the Netherlands during World War II. Her family was Jewish so the had to hide or they would be caught by the German Nazis. She and her family hide away for two years before they were discovered. During that time the only true friend was her diary. She said, “I don’t want to set down a series of facts in a diary as most people do, but I want this diary itself to be my friend, and I shall call my friend Kitty.”Now read how she felt after being in the hiding place since July 1942. 在第二次世界大战期间，安妮住在荷兰的阿姆斯特丹。她一家人都是犹太人，所以他们不得不躲藏起来，否则就会被德国的纳粹分子抓去。她和她的家人躲藏了25个月之后才被发现。

牛津版高一英语必修一综合练习题

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