Risk management (RM) is now widely accepted as an important tool in the management of projects. Through a series of semi‐structured interviews with RM facilitators…
Risk management (RM) is now widely accepted as an important tool in the management of projects. Through a series of semi‐structured interviews with RM facilitators, current practice is explored. The findings provide a number of soft benchmarks. Interest in RM comes largely from educated clients and is regularly adopted as an integrated front‐end service. Ongoing RM studies throughout the project life cycle are limited largely to the public sector and utilities. The use of RM workshops and the production of risk registers are commonplace. The use of Monte Carlo simulation through specialist software is widespread as a means of obtaining a greater degree of confidence in project budgets. There is scepticism regarding the usefulness of complex risk analysis techniques and a predisposition to rely on judgement based on experience. The use of historical data is limited. Evaluation of the service is informal and there is a relative lack of training and skills development underpinning RM provision.
Construction is a project‐oriented industry that benefits from both the technical and interpersonal skills that a project manager has to offer. Increasingly, project management is viewed as being an integrated process relevant throughout the project lifecycle, which necessarily draws upon a broad range of knowledge and abilities. It is imperative that project managers, therefore, have ready access to education and training programmes that enable them to update their skills. This paper compares a new distance learning project management educational software application with a traditional multiple‐media resource and a well‐established postgraduate module delivered in part‐time mode to establish the pedagogic effectiveness of distributed interactive multimedia. An analysis of quantitative data generated over a two‐year period finds that whilst learning and confidence gains occur in all delivery modes, there is no significant difference in the academic performance of students between the traditional control and distance learning experimental groups.
In this paper, three research topics are presented referring to different aspects of multifield problems in civil engineering. The first example deals with long term…
In this paper, three research topics are presented referring to different aspects of multifield problems in civil engineering. The first example deals with long term behaviour of wood under multiaxial states of stress and the effect of moisture changes on the deformation behaviour of wood. The second example refers to the application of a three‐phase model for soils to the numerical simulation of dewatering of soils by means of compressed air. The soil is modelled as a three phase‐material, consisting of the deformable soil skeleton and the fluid phases – water and compressed air. The third example is concerned with computational durability mechanics of concrete structures. As a particular example of chemically corrosive mechanisms, the material degradation due to the dissolution of calcium and external loading is addressed.
This chapter describes how the anticipation of connected content relegates cognitive spacing, which opens the possibility for schema acquisition. Information organization does not simply involve putting new data into folders, but instead cognitively preparing for knowledge development.
Understanding information input and output is central to providing meaningful instructional opportunities. This chapter describes the three phrases of cognitive spacing: ready, set, and go.
Information organization does not simply involve putting new data into folders, but instead cognitively preparing for knowledge development. This is accomplished by ongoing reorganizations where new information, known information, and assumed information are evaluated against current stimuli. The subsequent shifts in understanding are the fundamental crux to instilling lifelong learning within students.
The importance of spacing theory in literacy development is significant to skill development and content acquisition.
The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III…
The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.
Economic ideas are the product of contemplation, but also of our economic lives. In the history of ideas, Gérard Debreu’s shining book of 1959, Theory of Value, represents the pinnacle of purity in contemplating economic life. Rather than contextualizing this oeuvre through his intellectual life, as is usually done, this essay describes his axiomatic analysis by contextualizing it through his economic life. What do we learn about Debreu’s axioms on consumption when thinking of his own consumption? What do we learn about his theory of value when thinking of his own values? Historiographically, this approach permits the use of a widely neglected source in the history of economics: anecdotes. Epistemologically, blending axioms and anecdotes offers a description of how axioms regulate an economic discourse. Finally, this essay offers a language for the material dimensions of economic life that are so underexposed in Debreu’s own work.
The purpose of this paper is to explore enterprise diversification amongst wetland farmers in Zambia as a way of reducing poverty and improving sustainability. This paper…
The purpose of this paper is to explore enterprise diversification amongst wetland farmers in Zambia as a way of reducing poverty and improving sustainability. This paper identifies ways in which such entrepreneurial activities can be supported and applied more widely.
A qualitative study of Zambian farmers, based on a series of workshops and interviews held in Zambia with farmers and farm business advisers.
Despite adopting new technologies most farmers are restricted to the local market where their increased production holds down prices. However, a very small number of farmers are able to progress to production and marketing for markets in major urban centres hundreds of kilometres away, and considerably more are able to use the capital accumulated from wetland farming to diversify their household enterprises to reduce poverty and improve the sustainability and resilience of their livelihoods.
No work has previously been undertaken in diversification strategies of small-scale farmers in Zambia.
This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications…
This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.
We explore how, and how accurately, people assess their influence over others’ behavior and attitudes. We describe the process by which a person would determine whether he…
We explore how, and how accurately, people assess their influence over others’ behavior and attitudes. We describe the process by which a person would determine whether he or she was responsible for changing someone else’s behavior or attitude, and the perceptual, motivational, and cognitive factors that are likely to impact whether an influencer’s claims of responsibility are excessive, insufficient, or accurate.
We first review classic work on social influence, responsibility or blame attribution, and perceptions of control, identifying a gap in the literature with respect to understanding how people judge their own responsibility for other people’s behavior and attitudes. We then draw from a wide range of social psychological research to propose a model of how an individual would determine his or her degree of responsibility for someone else’s behavior or attitude.
A potential influencer’s beliefs about the extent of his or her influence can determine whether he or she engages in an influence attempt, how he or she engages in such an attempt, and whether he or she takes responsibility for another person’s behavior or beliefs.
Originality/value of paper
For decades, scholars researching social influence have explored how one’s behavior and attitudes are shaped by one’s social environment. However, amidst this focus on the perspective of the target of social influence, the perspective of the influencer has been ignored. This paper addresses the largely neglected question of how much responsibility influencers take for the impact their words, actions, and presence have on others.
IN making the suggestion, as some of my friendly critics have done, that the classes Fine and Useful Arts should be restored, as in Dewey, they rather miss the humour of the situation. The Subject Classification is not an amended Dewey or Cutter, but a humble attempt at an entirely new system, designed to meet the needs of popular libraries. It is not even a classification of knowledge, but, as experience has proved, a very practical and simple rearrangement of the factors of knowledge as set forth and preserved in books. The scheme is not indebted to any other system for aught but suggestions of main classes; all the details of the tables having been worked out independently, without reference to any classification save the Adjustable. It will be manifest, on reflection, that it would be fatal for the compiler of a new system to allow himself to be fettered or influenced by the schedules of other authors. I am one of those who decline to believe in the value of standardization of ideas or practice, save to a small degree in certain mechanical matters, and it would therefore be foolish to follow in the same rut as certain predecessors, simply because a longer existence has to some extent established their findings as settled conventions.