scholarly journals Keystone Solar Future Project FTR

2021 ◽  
Author(s):  
Yi Li
Keyword(s):  
Future Project

scholarly journals Project Narratives That Potentially Perform and Change the Future

2021 ◽  
pp. 875697282199534
Author(s):  
Natalya Sergeeva ◽  
Graham M. Winch
Keyword(s):  
Life Cycle ◽  
Value Creation ◽  
Future Research ◽  
Future Research Agenda ◽  
Project Life Cycle ◽  
Different Types ◽  
The Future ◽  
Organizational Narrative ◽  
Project Life ◽  
Future Project

This article develops a framework for applying organizational narrative theory to understand project narratives that potentially perform and change the future. Project narratives are temporal but often get repeated throughout the project life cycle to stabilize meaning, and could be about project mission, vision, identity, value creation, and so forth. Project narratives have important implications for organizational identity and image crafting. This article differentiates among different types of project narratives in relation to a project life cycle, providing case studies of project narratives on three major UK rail projects. We then set out the future research agenda into project narrative work.

scholarly journals The Key Strategies to Implement Circular Economy in Building Projects—A Case Study of Taiwan

2021 ◽  
Vol 13 (2) ◽  
pp. 754
Author(s):  
H.-Ping Tserng ◽  
Cheng-Mo Chou ◽  
Yun-Tsui Chang
Keyword(s):  
Case Studies ◽  
Circular Economy ◽  
Building Industry ◽  
Structured Interviews ◽  
Pilot Projects ◽  
Building Projects ◽  
The World ◽  
Project Phases ◽  
Future Project

The building industry is blamed for consuming enormous natural resources and creating massive solid waste worldwide. In response to this, the concept of circular economy (CE) has gained much attention in the sector in recent years. Many pilot building projects that implemented CE concepts started to appear around the world, including Taiwan. However, compared with the pilot projects in the Netherlands, which are regarded as the pioneer ones by international society, many CE-related practices are not implemented in pilot cases in Taiwan. To assist future project stakeholders to recognize what the key CE-related practices are and how they could be implemented in their building projects in Taiwan, this study has conducted a series of case studies of Dutch and Taiwanese pilot projects and semi-structured interviews with key project stakeholders of Taiwanese pilot projects. Thirty key CE-related practices are identified via case studies, along with their related 5R principles (Rethink, Reduce, Reuse, Repair, Recycle) and project phases. Suggestion on CE-related practices, their 5R principles, project items, and phases to implement in building projects in Taiwan is also proposed while discussion on differences between two countries’ pilot projects is presented.

The Integration of Technology in the Curriculum

1988 ◽  
Vol 9 (2) ◽  
pp. 109-119 ◽  
Author(s):  
Marion V. Panyan ◽  
Jeffrey Hummel ◽  
Lewis B. Jackson
Keyword(s):  
Self Management ◽  
Classroom Teachers ◽  
Instructional Activities ◽  
Integration Of Technology ◽  
Five Elements ◽  
Research Plan ◽  
Research Questions ◽  
Training And Support ◽  
Elementary School Learners ◽  
Future Project

This article describes a 3-year research project to develop an applications model to successfully integrate technology in the instruction of elementary school learners with mild and moderate handicaps. The model is based on decision theory and focuses specifically on the decisions of in-school agents (i.e., students, regular classroom teachers, instructional support personnel, and administrators). Decisions of these agents are considered with respect to four decision areas ( i.e., identification of content, instructional methods and arrangements, organization of instruction, and outcome assessment). Twenty research questions have been identified and clustered into five elements that represent the beginnings of an applications model. These five elements are: (1) software reference to the curriculum and IEP objectives, (2) integrated instructional activities, (3) collaborative planning, (4) student self-management, and (5) teacher training and support. Finally, this article provides a framework for understanding future project efforts as well as an orientation to the theoretical underpinnings of the research plan.

scholarly journals Vision for the Future Project: Screening impact on the prevention and treatment of visual impairments in public school children in São Paulo City, Brazil

Clinics ◽  
2021 ◽  
Vol 76 ◽  
Author(s):  
Douglas Rodrigues da Costa ◽  
Iara Debert ◽  
Fernanda Nicolela Susanna ◽  
Janaina Guerra Falabreti ◽  
Mariza Polati ◽  
...  
Keyword(s):  
Public School ◽  
School Children ◽  
Visual Impairments ◽  
Sao Paulo ◽  
São Paulo ◽  
Prevention And Treatment ◽  
The Future ◽  
Project Screening ◽  
Future Project

scholarly journals EXPLOITING POSITIVE RISK THROUGH ORGANIZATIONAL CULTURE AND PROACTIVE IDENTIFICATION

2018 ◽  
Author(s):  
Valerie Denney
Keyword(s):  
Risk Management ◽  
Qualitative Study ◽  
Project Success ◽  
Business Case ◽  
Management Process ◽  
Negative Events ◽  
Specific Training ◽  
Positive Side ◽  
Portfolio Managers ◽  
Future Project

<p>Risk management is commonly accepted as a foundational management process to increase the likelihood of project success. Risks can be categorized as either threats (negative events or conditions) or opportunities (positive). This qualitative study explored the positive side of risk management to examine if opportunity management is still underutilized by practitioners, as has been reported in previous studies and standards. Recommendations from this study for improved use of opportunity management include development of: (a) specific training on opportunity management (b) catalog of opportunity examples, and (c) template for the business case for opportunity management. This research provides greater insight to improve the efficacy for current and future project, program, and portfolio managers.</p>

Comparative Analysis of MCDM Methods for the Evaluation of Optimum Green Energy Sources

2021 ◽  
pp. 231-262
Author(s):  
Chiranjib Bhowmik ◽  
Sreerupa Dhar ◽  
Amitava Ray
Keyword(s):  
Green Energy ◽  
Energy Sources ◽  
Illustrative Case ◽  
Project Investment ◽  
Implementation Period ◽  
Sustainable Planning ◽  
Useful Life ◽  
Illustrative Case Study ◽  
Future Project

The aim of this article is to select the optimum green energy sources for sustainable planning from a given set of energy alternatives. This study examines the combined behavior of multi-criteria decision-making approaches-TOPSIS, MOOSRA and COPRAS are used to evaluate the green energy sources–solar, hydro, biogas and biomass and to identify the optimum source by appraising its functioning features based on entropy probability technique. An illustrative case study is presented in order to demonstrate the application feasibility of the combined approaches for the ranking of optimum green energy sources. The analyzed results show that biogas is the optimum green energy source having the highest score value obtained by combined approaches. The sensitivity analysis shows the robustness of the combined approaches with the highest effectiveness. The study not only considers the various cost criteria but other actors like power generation, implementation period and useful life are also considered to select the optimum green energy sources for future project investment.

Experience, Culture, and a Future Project

2020 ◽  
pp. 45-62
Author(s):  
Diego Silva Balerio ◽  
Paola Pastore
Keyword(s):  
Driving Force ◽  
Cultural Transmission ◽  
Political Action ◽  
Young Person ◽  
Social Contexts ◽  
Transformative Power ◽  
Social Violence ◽  
Social Pedagogy ◽  
The Social ◽  
Future Project

Many young people in South America experience repeated conditions of economic, social, and cultural exclusion, with low rates of secondary school completion and high unemployment exposing them to social violence. Yet, they are also the driving force for change in the region; their creativity is a transformative power. This chapter proposes a pedagogical reflection on the learning process and on social and educational participation. Each young person’s individual experiences and the knowledge they acquire in institutions and diverse social contexts are a platform to develop cultural promotion opportunities that produce the conditions to build a future project. Social educators practice one of the social tie professions that help generate bonds with culture, institutions, and other people, whereas educational action relates each young person to common cultural heritage. Social pedagogy faces the challenge and responsibility of creating strategies and cultural transmission methods for all youth, becoming a political action that fosters equality.

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