Riley v. Northern Commercial: Commercial Rationale Triumphs Over Statutory Interpretation

Earlier studies point at that the notion of working in a project brings with it expectations on several aspects of the work situation, expectations that are institutionally given by project theory and practice and re-constructed by the project workers in interaction. At the same time, working by projects and re-constructing organisational and institutional norms on how projects should be, they also successively constructed an image of themselves in relation to these norms. This points at that not only are individuals reinforcing established notions on project work while working by projects – they also at the same time construct their own identities, reinforcing notions about themselves as professional, committed and structured enough to endure the hardships of project work. In other words, a project is here seen as a process of co-construction of the project form and of project worker professional identity. In this paper, we will thus analyse how people in project-based operations socially construct projects and individual identities – i.e. what happens when something is labelled a project and/or a project-based firm. The analysis of the interviews from two theatres indicates that projects and project-based operations are co-constructed with individual identities in several ways simultaneously,  hrough discourses that may look internally consistent but not always easy to combine with each other. Even though most producers, directors and stage managers at the two theatres are most familiar with Gantt charts, project goal structures etc, they are not actively promoting Project Management as a distinct competence of neither themselves nor the organization. What they do promote is still a modernist notion of professionalism that is closely linked to the project form of work organization. What is co-constructed is a system of inter-subjectively held beliefs linking organizational poverty, legitimacy and success to individual identification with what are highstandard artistry, organizational loyalty and self-fulfilment. The single projects become arenas and critical incidents for such co-construction, for yet another confirmation of the current development or for experimenting with other forms for theatre production project work.QC 20111130</p

A Step Forward

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Причины образования дебиторской задолженности

Материалы XIX Междунар. науч.-техн. конф. студентов, аспирантов и молодых ученых, Гомель, 25–26 апр. 2019 г

The project (management) discourse and its consequences: On vulnerability and unsustainability in project-based work

© 2016 John Wiley & Sons Ltd. In this paper, we examine how the discourses related to project-based work and management are drawn upon in the organising of contemporary work, and the implications they have for project workers. We are interested in how project workers and projectified organisations become vulnerable to decline, decay and exhaustion and why they continue to participate in, and so sustain, projectification processes. The critical perspective taken here, in combination with our empirical material from the ICT sector, surfaces an irreversible decline of the coping capacity of project workers and draws attention to the addictive perception of resilience imposed on and internalised by them as a condition of success and longevity. Under those circumstances, resilience is made sense of and internalised as coping with vulnerability by letting some elements of life being destroyed; thus re-emerging as existentially vulnerable rather than avoiding or resisting the structures and processes that perpetuate vulnerability

Making Projects Real in a Higher Education Context

Challenging educators to rethink projects and see them as a practice rather than as a model of management the authors explore the possibilities for using live projects to enhance real world learning in higher education. Drawing on the work of the ‘critical projects movement’ the chapter outlines a theoretical underpinning for reconceptualising projects as a practice and proposes a new pedagogic model that of ‘agile learning’. Framing the use of live projects is a mode of real world learning that generates encounters with industry professionals and provides real-value outputs for clients. The chapter explores the challenges that face educators who wish to foreground ‘social learning’ and engagement with communities of practice as a means of easing the transition for students from education to the world of work

Factors Influencing Post-disaster Reconstruction Project Management for Housing Provision in the Gaza Strip, Occupied Palestinian Territories

In the Occupied Palestinian Territories, the Gaza Strip has suffered regular cycles of reconstruction due to systematic destruction during Israeli military operations, as in 2006, 2008–2009, 2012, and 2014. In this context of ongoing conflict this article aims to identify, rank, and discuss the most important factors influencing post-disaster reconstruction project management (PDRPM) for housing in the Gaza Strip. A set of key factors that influence PDRPM were assembled as a result of a global literature review. A questionnaire survey was conducted, and the obtained data were analyzed using a relative importance index for each PDRPM factor. Findings are presented in six groups: housing approaches, organizational behavior, project funding, supply chain and logistics, communication and coordination, and PDRPM context. Findings indicate that the most significant factors that influence PDRPM for housing provision in the Gaza Strip are related to issues associated with financial resources. It is critical that sufficient funding should be available in order to allow organizations to undertake housing projects in an effective and efficient way. Joint efforts are required from international donors and local organizations in order to effectively manage financial resources with the ultimate goal of improving PDRPM for housing provision

Utomhuspedagogik. En resurs i lärandet?

Abstract Arbetets titel Utomhuspedagogik. En resurs i lärandet? Arbetets art Examensarbete 10 poäng Sidantal 37 Författare Anna Ottosson och Maria Packendorff Handledare Staffan Stukát Examinator Anita Franke Tidpunkt Vårterminen 2006 _____________________________________________________________________ Bakgrund Under vår tid på lärarutbildningen hade vi aldrig hört talas om utomhuspedagogik innan en av oss under sin praktik stötte på detta arbetssätt. Då väcktes ett redan befintligt intresse om att lära ute och en idé till ett examensarbete växte fram. Då vi människor alieneras mer och mer från naturen samtidigt som vår hälsa ständigt försämras, anser vi att detta ämne borde lyftas fram mer i verksamheterna oavsett om man arbetar i förskola, fritidshem eller grundskola. Syfte Vårt syfte med undersökningen var att få en god bild av vad utomhuspedagogik är samt ta reda på varför eller varför inte utomhuspedagogik skall tillämpas i förskola, grundskola och fritidshem. Metod Vi har mest ägnat oss åt litteraturstudier men vi har även använt oss av en enkät som vi delat ut till 20 verksamma pedagoger i förskola, fritidshem och grundskola. Slutsats Vi anser att vi i vår undersökning har fått en god bild av vad utomhuspedagogik står för, samt fått en dynamisk syn på varför eller varför inte utomhuspedagogik skall tillämpas i förskola, grundskola och fritidshem. Vi tycker att det mesta talar för att utomhuspedagogik skall tillämpas, dock inte för lättvindigt. Vi menar att det krävs tanke bakom och ett eget intresse annars faller hela idén med utomhuspedagogik. Nyckelord Verklighetsförankrat lärande, miljö/natur, hälsa

A student's guide to coursework projects

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