A Thesis submitted to The University of Arizona College of Medicine - Phoenix in partial fulfillment of the requirements for the Degree of Doctor of Medicine. / Over 100 years after the Flexner Report first revolutionized medical education, medical schools across the United States are rethinking the role of scholarly research in their curricula. Scholarly research helps fulfill a number of essential elements of the medical school curriculum. The Scholarly Project (SP) engenders self‐directed independent learning, critical thinking skills, writing skills, life‐long learning, and many other objectives. The SP also allows students to assess evidence and the credibility of sources. According to a 2010 study, the Association of American Medical Colleges (AAMC) Curriculum Directory listed 84 medical schools with required research and 9 schools with a required thesis. This research requirement can take on many forms, some of which have been outlined for specific medical schools. Since then, more schools have embraced SP’s in their curricula, and the SP requirements and objectives have evolved dramatically at many U.S. medical schools. This project aims to (1) identify which U.S. allopathic medical schools have required and elective SP’s, (2) determine the components of these SP’s with respect to the duration and placement within the four‐year curriculum, the types of projects that qualify as SPs, the capstone requirement for the finished SP product, the curricular elements, and the objectives of the SP, and (3) determine how many schools have a required, four‐year longitudinal, hypothesis‐driven SP that culminate in a manuscript or thesis. The 136 allopathic medical schools on the AAMC Application Service website as of September 4, 2014 were included in this research. The individual website of each school was queried to attempt to determine the presence and characteristics of a formal SP within the curriculum. Each school was then contacted with the information that was found from the initial query in order to verify and/or elaborate on the preliminary results. Each SP was analyzed to determine (1) whether it was required or optional, (2) its duration and placement within the 4‐year curriculum, (3) the capstone requirement, (4) whether the research was required to be hypothesis‐driven, (5) the topic areas available for students, (6) whether there was formal curriculum in scholarly pursuit within the general medical curriculum, and (7) what the program objectives were. A total of 136 medical schools were surveyed in this study. Our analysis revealed that 78 of these schools include some structured SP in their curricula. Of these, 48 SPs are required, and 30 are optional. The majority of these SPs (36) require less than 1 year for completion. A total of 48 of the 78 medical schools had a manuscript or thesis requirement for the final capstone. Of the 48 schools with a required SP, 25 required the research to be hypothesis driven. A total of 43 of the 78 schools included required scholarship/research curricula as part of the overall medical education curriculum. The objectives of the programs are described in detail in this study. This study identified four medical schools with a required, 4‐year longitudinal, hypothesis‐driven SP that culminates with production of a manuscript or thesis. The four allopathic medical schools with a required, 4‐year longitudinal, hypothesisdriven SP that culminates in a manuscript/thesis are as follows: the Albert Einstein College of Medicine of Yeshiva University, the University of Arizona College of Medicine‐ Phoenix, the Virginia Tech Carilion School of Medicine and Research Institute, and Yale University. The details of each program are explored in the text.

Den här fallstudien undersöker utmaningar med projekt som arbetsform. Fallstudien är gjord på ett större företag som har arbetat i projektform under många år, som har problem med att kostnaderna drar iväg okontrollerat under projektens gång och det är svårt att hålla tider i projekten. Studien är inriktad på projektets första faser eftersom det är där det går att påverka resurs- och tidsåtgång och således hela utgången för projektet. Syftet med studien är att undersöka hur en projektorganisation skulle kunna arbeta i de tidiga faserna av projekt, för att projekten ska hålla sig inom angivna ramar för tid och kostnad. En kvalitativ metod valdes för att få en djupare förståelse för fallföretagets nuvarande situation. Sekundärdata insamlades genom vetenskapliga artiklar och litteratur inom området projektarbete. Det empiriska materialet samlades in genom semi-strukturerade intervjuer med 12 personer som arbetar i olika roller i fallföretagets projekt. Det empiriska materialet bearbetades sedan och skapade på så vis studiens resultat. Studiens analys och diskussion skapades genom att ställa resultatet mot teorin. Studien visar att det är viktigt att fokusera på arbetet i de tidiga faserna av projekt för att lyckas med projekten som helhet. Studien bidrar med en systematisk genomgång av de problem som kan uppstå i tidiga faser av projekt samt förslag på lösningar av dessa problem. Den här fallstudien undersöker utmaningar med projekt som arbetsform. Fallstudien är gjord på ett större företag som har arbetat i projektform under många år, som har problem med att kostnaderna drar iväg okontrollerat under projektens gång och det är svårt att hålla tider i projekten. Studien är inriktad på projektets första faser eftersom det är där det går att påverka resurs- och tidsåtgång och således hela utgången för projektet. Syftet med studien är att undersöka hur en projektorganisation skulle kunna arbeta i de tidiga faserna av projekt, för att projekten ska hålla sig inom angivna ramar för tid och kostnad. En kvalitativ metod valdes för att få en djupare förståelse för fallföretagets nuvarande situation. Sekundärdata insamlades genom vetenskapliga artiklar och litteratur inom området projektarbete. Det empiriska materialet samlades in genom semi-strukturerade intervjuer med 12 personer som arbetar i olika roller i fallföretagets projekt. Det empiriska materialet bearbetades sedan och skapade på så vis studiens resultat. Studiens analys och diskussion skapades genom att ställa resultatet mot teorin. Studien visar att det är viktigt att fokusera på arbetet i de tidiga faserna av projekt för att lyckas med projekten som helhet. Studien bidrar med en systematisk genomgång av de problem som kan uppstå i tidiga faser av projekt samt förslag på lösningar av dessa problem. / This case study investigates the challenges with project as a form of work. The case study is done at a larger company which has been working with project as a work form through many years, facing issues with keeping within time limits and over limited costs. The study is fo-cused upon the first phases of the project, because that is where impact can be made on the time- and resource- limits and therefore has an impact on the outcome of the project. The purpose of the study is to investigate how a project organisation could work in the early phases of a project, for the projects to be able to stay within the time frame and to keep costs down. A qualitative method was chosen to get a deeper understanding of the current situation of the case company's situation. Secondary data was brought together by scientific papers and litera-ture within the fields of the current project case. The empirical material was brought together through semi-structured interviews with 12 different people who all had different working fields within the project. Thereafter the empirical material was processed and created the re-sult of the study. Analyse and discussion of the study was created by putting the result to-wards the theory. The study shows that it is important to focus on the work in the early phases of a project for the success of the projects as a whole. The study provides a systematic review of the problems that can occur in the early phases of a project and propose solutions to these problems.

"Project Reformation" presents the process of change Amanda and Robert Bowen went through as they came to recognize Holy Spirit, the part of Trinity that was sent after the death of Jesus (John 15:26). The documentary combines various filming techniques such as observational footage, reenactments, interviews, and CGI to convey the story. This film captures the walk Robert and Amanda took as they re-examine their past, progressing through a series of supernatural encounters into a recognition of purpose and plan behind the events and experiences. While looking back on this journey, the director seeks to reveal the truth that Holy Spirit is in fact "alive and well," and walks with individuals in their daily lives by sharing how the "gifts" of miracles, healing, visions and prophecy are active even in today's age. In addition, the director desires to reveal the specific message this couple has received through this process: Not to only recognize Holy Spirit, but to reveal the "why" He is now making Himself known in these ways when many would say He has been silent for at least a generation: For reconciliation and restoration, leading to Reformation through Spiritual Healing in Family Ties (Reformation.SHIFT).

Typescript, etc. / Digitized by Kansas State University Libraries

Millions of people around the world consider project management as their major task in their profession, yet the demand for project managers is still increasing. To face this demand many organizations use consultants as project managers for their projects. However, the literature in project management tend to ignore potential differences between internal project managers and consultants as project managers. This thesis is written on commission for LKAB which is a Swedish mining company who conduct around 60-80 projects yearly. Projects at LKAB is managed by internal professional project managers, internal line-managers and consultants as project managers. Despite having three different categories of project managers LKAB has little knowledge about potential differences in how they manage projects. Thus, the purpose of this thesis is to make a case study on project managers at LKAB in search to answer our research question: How do internal project managers, line-workers and consultants manage projects differently? To answer our research question we developed a theoretical frame where we present research which we suggest have given an answer towards the previously discussed question if project leadership has a direct impact on project success or not. Research has found that project leadership has a direct impact on project performance which we consider crucial since it impact the relevance of our study. In our theoretical frame we also present research in outsourcing, project planning and organizing, education, perspectives in project management and theories of project management competencies and skills. There are two perspectives in project management, task perspective which focus on achieving the project objectives and the organizational perspective where they emphasize the relationship between the temporary organization and the permanent organization where main focus is to create value for the receiving organization. To gather data we conducted nine semi-structured interviews in Kiruna with three line- mangers, three internal professional project managers and three consultants which has been hired as project managers by LKAB. We found support to a previous study which showed that project managers have different perspectives towards project management. Furthermore, we found a connection between the project managers perspective and how they prioritized between project goal or effect goal. Project managers with an organizational perspective consider the effect goal to be more important than the project goal and vice versa. We also found that line-managers as project managers do not plan their projects, or manage risk in the same way as professional internal project managers or consultants.

Esta tese almeja demonstrar que a prática do projeto e os modos cognitivos desdobrados nela podem contribuir de várias maneiras à pesquisa acadêmica em arquitetura. O projeto constitui o núcleo epistêmico da disciplina, aquilo que a define e identifica. A pesquisa em arquitetura, no entanto, se desenvolve fundamentalmente nas áreas histórico- crítica e tecnológica. A relação entre pesquisa e projeto é polêmica e sua articulação é ainda débil. A pesquisa em projetos é um campo em desenvolvimento. Neste trabalho, as causas desse atraso relativo são buscadas nos paradigmas epistemológicos subjacentes à estruturação das disciplinas e à formação das universidades. Ao mesmo tempo, encontram-se, nas abordagens emergentes do problema do conhecimento, novos olhares sobre as práticas e os conhecimentos incorporados à ação, que permitem repensar o projeto como produção de conhecimentos. A partir do estudo do modo de pensamento que se desdobra no processo do projeto e dos recursos cognitivos em jogo, são reconhecidos os seus potenciais específicos para a produção de conhecimentos e, portanto, as condições nas quais esses conhecimentos podem ser validados como contribuições para a pesquisa acadêmica. Finalmente, com a ideia de contribuir para o desenvolvimento da pesquisa no campo, são propostas algumas sugestões para seu fortalecimento e alguns parâmetros para a sua avaliação e legitimação. / This thesis aims to demonstrate that project practice and the cognitive modes deployed in it may contribute in several ways to academic research in architecture. Project is the epistemological core of architecture, the activity that defines and identifies it. It plays a fundamental role in the architect\'s formation and professional development. The project permeates all the working fields of the architect, as a way of relational thinking, multidimensional and complex. However, research in architecture has been mainly developed in the historical-critical and technological areas. The research in project is an emerging field in comparison to the production of knowledge in other areas and as such, it generates (causes) debate and controversy. This late arrival of the project to the academic research is explained in this paper, from the analysis of the epistemological paradigm which underlies the organization of knowledge in disciplinary fields and the academic structure of modern universities. Just as any professional practice, the project is in this system of ideas, only considered in its instrumental dimension as an application of knowledge generated in other fields. At the same time, new interpretations related to the value of the practices and the knowledge incorporated in the practical field are recognized in the emerging epistemological approaches, creating the opportunity of rethinking the project as a way of production of knowledge. Taking the study of the way of thinking and the cognitive resources involved in the project process as a starting point, its potential to the production of knowledge concerning architecture problems and the adequacy of the habitat in general are identified. Based on an extensive case study, from investigations to project exploration, the diverse ways in which this knowledge generated in the practice of the project can help in the academic research in architecture are analyzed. Finally, some strategies to promote the development of research in this field are proposed while evaluation criteria for the investigation projects works are drawn up. These criteria take into consideration the specificities of the discipline and the originality requirements simultaneously, precision and communicability that are essential for the academic knowledge to be accumulative.

by Chan Mang-hung & Lee Kwok-sing. / Bibliography: leaves 122-123 / Thesis (M.B.A.)--Chinese University of Hong Kong, 1986

Earned Value Analysis (EVA) is a well- known planning and control management system that integrates cost, schedule and technical performance. It allows for the calculation of cost and schedule variances, and performance indices as well as forecasting project final cost and schedule duration. The Earned Value Analysis method provides timely assessment of project performance highlighting the need for eventual corrective action. Earned Value Analysis method (EVA) was originally developed for cost management and has not been widely used for forecasting project duration. EVA typically calculate the Schedule Efficiency through the Schedule Performance Index (SPI) based on budgeted cost and not on the time of work(s) accomplished. Therefore, it may not accurately determine the time - base schedule efficiency, particularly for late completion projects, and it makes it difficult to correlate the final duration with project planned duration determined through critical path network (CPM) calculation. The purpose of this study is to compare the classic Earned Value Performance Indicators with the time dependent Earned Schedule Performance Indicators to help a program manager(s) to estimate / predict a more realistic /reliable time duration of project that can better correlate with CPM. It also explores how Building Information Modeling (BIM) tools simulation could be incorporated with Base-line or S-curve to reflect the timely phased physical progress synthesis during the development of project as opposed to the traditional use of cash flow analysis.

Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1998. / Includes bibliographical references (leaves 68-69). / by Zia Ahmed. / M.Eng.

Esta tese almeja demonstrar que a prática do projeto e os modos cognitivos desdobrados nela podem contribuir de várias maneiras à pesquisa acadêmica em arquitetura. O projeto constitui o núcleo epistêmico da disciplina, aquilo que a define e identifica. A pesquisa em arquitetura, no entanto, se desenvolve fundamentalmente nas áreas histórico- crítica e tecnológica. A relação entre pesquisa e projeto é polêmica e sua articulação é ainda débil. A pesquisa em projetos é um campo em desenvolvimento. Neste trabalho, as causas desse atraso relativo são buscadas nos paradigmas epistemológicos subjacentes à estruturação das disciplinas e à formação das universidades. Ao mesmo tempo, encontram-se, nas abordagens emergentes do problema do conhecimento, novos olhares sobre as práticas e os conhecimentos incorporados à ação, que permitem repensar o projeto como produção de conhecimentos. A partir do estudo do modo de pensamento que se desdobra no processo do projeto e dos recursos cognitivos em jogo, são reconhecidos os seus potenciais específicos para a produção de conhecimentos e, portanto, as condições nas quais esses conhecimentos podem ser validados como contribuições para a pesquisa acadêmica. Finalmente, com a ideia de contribuir para o desenvolvimento da pesquisa no campo, são propostas algumas sugestões para seu fortalecimento e alguns parâmetros para a sua avaliação e legitimação. / This thesis aims to demonstrate that project practice and the cognitive modes deployed in it may contribute in several ways to academic research in architecture. Project is the epistemological core of architecture, the activity that defines and identifies it. It plays a fundamental role in the architect\'s formation and professional development. The project permeates all the working fields of the architect, as a way of relational thinking, multidimensional and complex. However, research in architecture has been mainly developed in the historical-critical and technological areas. The research in project is an emerging field in comparison to the production of knowledge in other areas and as such, it generates (causes) debate and controversy. This late arrival of the project to the academic research is explained in this paper, from the analysis of the epistemological paradigm which underlies the organization of knowledge in disciplinary fields and the academic structure of modern universities. Just as any professional practice, the project is in this system of ideas, only considered in its instrumental dimension as an application of knowledge generated in other fields. At the same time, new interpretations related to the value of the practices and the knowledge incorporated in the practical field are recognized in the emerging epistemological approaches, creating the opportunity of rethinking the project as a way of production of knowledge. Taking the study of the way of thinking and the cognitive resources involved in the project process as a starting point, its potential to the production of knowledge concerning architecture problems and the adequacy of the habitat in general are identified. Based on an extensive case study, from investigations to project exploration, the diverse ways in which this knowledge generated in the practice of the project can help in the academic research in architecture are analyzed. Finally, some strategies to promote the development of research in this field are proposed while evaluation criteria for the investigation projects works are drawn up. These criteria take into consideration the specificities of the discipline and the originality requirements simultaneously, precision and communicability that are essential for the academic knowledge to be accumulative.