Classification of Construction Projects

The final publication is available at World Academy of Science via https://waset.org/Publication/classification-of-construction-projects/10001697 © 2015, This unmodified version is made available under the CC BY-SA 2.0 https://creativecommons.org/licenses/by-sa/2.0/In order to address construction project requirements and specifications, scholars and practitioners need to establish taxonomy according to a scheme that best fits their need. While existing characterization methods are continuously being improved, new ones are devised to cover project properties which have not been previously addressed. One such method, the Project Definition Rating Index (PDRI), has received limited consideration strictly as a classification scheme. Developed by the Construction Industry Institute (CII) in 1996, the PDRI has been refined over the last two decades as a method for evaluating a project's scope definition completeness during front-end planning (FEP). The main contribution of this study is a review of practical project classification methods, and a discussion of how PDRI can be used to classify projects based on their readiness in the FEP phase. The proposed model has been applied to 59 construction projects in Ontario, and the results are discussed

Integrated Advanced Sounding Unit-A (AMSU-A). Configuration Management Plan

The purpose of this plan is to identify the baseline to be established during the development life cycle of the integrated AMSU-A, and define the methods and procedures which Aerojet will follow in the implementation of configuration control for each established baseline. Also this plan establishes the Configuration Management process to be used for the deliverable hardware, software, and firmware of the Integrated AMSU-A during development, design, fabrication, test, and delivery

Fairness in Educational Assessment and Measurement

The importance of fairness, validity, and accessibility in assessment is greater than ever as testing expands to include more diverse populations, more complex purposes, and more sophisticated technologies. This book offers a detailed account of fairness in assessment, and illustrates the interplay between assessment and broader changes in education. In 16 chapters written by leading experts, this volume explores the philosophical, technical, and practical questions surrounding fair measurement. Fairness in Educational Assessment and Measurement addresses issues pertaining to the construction, administration, and scoring of tests, the comparison of performance across test takers, grade levels and tests, and the uses of educational test scores. Perfect for researchers and professionals in test development, design, and administration, Fairness in Educational Assessment and Measurement　presents a diverse array of perspectives on this topic of enduring interest

Meeting the Challenges to Measurement in an Era of Accountability

Under pressure and support from the federal government, states have increasingly turned to indicators based on student test scores to evaluate teachers and schools, as well as students themselves. The focus thus far has been on test scores in those subject areas where there is a sequence of consecutive tests, such as in mathematics or English/language arts with a focus on grades 4-8. Teachers in these subject areas, however, constitute less than thirty percent of the teacher workforce in a district. Comparatively little has been written about the measurement of achievement in the other grades and subjects. This volume seeks to remedy this imbalance by focusing on the assessment of student achievement in a broad range of grade levels and subject areas, with particular attention to their use in the evaluation of teachers and schools in all. It addresses traditional end-of-course tests, as well as alternative measures such as portfolios, exhibitions, and student learning objectives. In each case, issues related to design and development, psychometric considerations, and validity challenges are covered from both a generic and a content-specific perspective. The NCME Applications of Educational Measurement and Assessment series includes edited volumes designed to inform research-based applications of educational measurement and assessment. Edited by leading experts, these books are comprehensive and practical resources on the latest developments in the field. The NCME series editorial board is comprised of Michael J. Kolen, Chair; Robert L. Brennan; Wayne Camara; Edward H. Haertel; Suzanne Lane; and Rebecca Zwick

Fairness in Educational Assessment and Measurement

The importance of fairness, validity, and accessibility in assessment is greater than ever as testing expands to include more diverse populations, more complex purposes, and more sophisticated technologies. This book offers a detailed account of fairness in assessment, and illustrates the interplay between assessment and broader changes in education. In 16 chapters written by leading experts, this volume explores the philosophical, technical, and practical questions surrounding fair measurement. Fairness in Educational Assessment and Measurement addresses issues pertaining to the construction, administration, and scoring of tests, the comparison of performance across test takers, grade levels and tests, and the uses of educational test scores. Perfect for researchers and professionals in test development, design, and administration, Fairness in Educational Assessment and Measurement　presents a diverse array of perspectives on this topic of enduring interest

Standardization Roadmap for Unmanned Aircraft Systems, Version 2.0

This Standardization Roadmap for Unmanned Aircraft Systems, Version 2.0 (“roadmap”) is an update to version 1.0 of this document published in December 2018. It identifies existing standards and standards in development, assesses gaps, and makes recommendations for priority areas where there is a perceived need for additional standardization and/or pre-standardization R&D. The roadmap has examined 78 issue areas, identified a total of 71 open gaps and corresponding recommendations across the topical areas of airworthiness; flight operations (both general concerns and application-specific ones including critical infrastructure inspections, commercial services, and public safety operations); and personnel training, qualifications, and certification. Of that total, 47 gaps/recommendations have been identified as high priority, 21 as medium priority, and 3 as low priority. A “gap” means no published standard or specification exists that covers the particular issue in question. In 53 cases, additional R&D is needed. As with the earlier version of this document, the hope is that the roadmap will be broadly adopted by the standards community and that it will facilitate a more coherent and coordinated approach to the future development of standards for UAS. To that end, it is envisioned that the roadmap will continue to be promoted in the coming year. It is also envisioned that a mechanism may be established to assess progress on its implementation

Meeting the Challenges to Measurement in an Era of Accountability

Under pressure and support from the federal government, states have increasingly turned to indicators based on student test scores to evaluate teachers and schools, as well as students themselves. The focus thus far has been on test scores in those subject areas where there is a sequence of consecutive tests, such as in mathematics or English/language arts with a focus on grades 4-8. Teachers in these subject areas, however, constitute less than thirty percent of the teacher workforce in a district. Comparatively little has been written about the measurement of achievement in the other grades and subjects. This volume seeks to remedy this imbalance by focusing on the assessment of student achievement in a broad range of grade levels and subject areas, with particular attention to their use in the evaluation of teachers and schools in all. It addresses traditional end-of-course tests, as well as alternative measures such as portfolios, exhibitions, and student learning objectives. In each case, issues related to design and development, psychometric considerations, and validity challenges are covered from both a generic and a content-specific perspective. The NCME Applications of Educational Measurement and Assessment series includes edited volumes designed to inform research-based applications of educational measurement and assessment. Edited by leading experts, these books are comprehensive and practical resources on the latest developments in the field. The NCME series editorial board is comprised of Michael J. Kolen, Chair; Robert L. Brennan; Wayne Camara; Edward H. Haertel; Suzanne Lane; and Rebecca Zwick

A framework for digital model checking

Dissertação de mestrado em European Master in Building Information ModellingDigital model checking (DMC) is a solution that has the power to become a primary key player for the AEC industry concerns. Despite the research achievements on DMC, there are still gaps to make it practical to solve real-world problems. DMC, as an emerging research discipline, is still an area of development and not yet completely formalized. This means that there is still a need for enhanced system capabilities, updated processes, and adjustments to the current project delivery documents and proper standardization of DMC aspects. The work of this dissertation proposes a diagnostic approach based on using pre-defined principles to analyse digital model checking (DMC) and a formal framework and implementation plan. These principles are the Digital Information model (DIM), Rule-set, and checking platform. To set up a formal framework a modularization approach was used focused on “what things are”, “what is the logic behind extending the pre-existing concepts” and “how it assists the DMC process”. These modules play a fundamental role and they must be captured, tracked, and interconnected during the development of the framework. Throughout the expansion of principles, modules were built on a basis that 1) DIMs are the wholeness of information that should include existing physical systems not only buildings, 2) verification rules are not only sourced from regulatory codes and standards, and there are other sources of rules that should be taken into consideration, 3) the role of involved stakeholders, native system and project phases has not been ignored, 4) evaluate the effectiveness of DIMs to integrate, exchange, identify, and verify its content and 5) highlight on the existent classifications that could aid the DMC process. Moreover, DMC is a dependent activity that has cause and effect on former and subsequent activities. Thus, this dissertation also proposes a DMC implementation plan that could fit within the other project activities.A verificação de modelo digital (DMC) é uma solução que tem o poder de se tornar um ator principal para as preocupações da indústria de AEC. Apesar dos resultados da investigação sobre DMC, ainda existem lacunas para torná-lo prático para resolver problemas do mundo real. DMC, como uma área de investigação emergente, é ainda uma área em desenvolvimento e não completamente formalizada. Isso significa que existe ainda necessidade de aprimorato das capacidades dos sistemas, atualização de processos, ajustes aos atuais documentos de entrega do projeto e padronização adequada dos aspectos de DMC. O trabalho desta dissertação visa propor uma abordagem de diagnóstico baseada no uso de princípios pré-definidos para analisar o processo de verificação de modelo digital (DMC), um framework formal e um plano de implementação. Esses princípios são o modelo digital de informação (DIM), o conjunto de regras e a plataforma de verificação. Para configurar uma metodologia formal, uma abordagem de modularização foi usada com foco em “o que as coisas são”, “qual é a lógica por trás da extensão dos conceitos pré-existentes” e “como isso auxilia o processo DMC”. Esses módulos desempenham um papel fundamental e devem ser capturados, verificados e interconectados durante o desenvolvimento da metodologia. Ao longo da expansão dos princípios, os módulos foram construídos com base em: 1) os DIMs representam a totalidade da informação os quais devem incluir todos sistemas físicos existentes, não apenas os edifícios, 2) as regras de verificação não são apenas originárias de códigos e padrões regulatórios, existindo outras fontes de regras que devem ser levadas em consideração, 3) o papel das partes interessadas envolvidas, sistemas nativos e as fases do projeto não foram ignorados, 4) avaliar a eficácia dos DIMs para integrar, trocar, identificar e verificar seu conteúdo e 5) destacar a existencia de systemas de classificação que poderiam auxiliar no processo de DMC. Além disso, o DMC é uma atividade dependente que tem causa e efeito nas atividades anteriores e subsequentes. Assim, esta dissertação também propoe um plano de implementação do DMC para se enquadrar nas outras atividades do projeto