Methodology Flashcards

Question

https://www.researchgate.net/publication/307855722_Understanding_The_Conceptual_Definitions_of_Cost_Price_Worth_and_Value

Answer 1

cost worth

Answer 2

In his report - Trusting the Team - proposing improvements to the construction industry, Sir Michael Latham stated 'No construction project is risk free. Risk can be managed, minimised, shared, transferred or accepted. It cannot be ignored.' It is necessary to take risk if one is to maximise the benefits (or value) of an organisation. The first and major benefit of risk management, therefore, is that it enables senior management to embark upon projects in the full knowledge that they will be able to control risk and thereby maximise their rewards. Engaging in fire fighting, while it may be exciting is not efficient. It concentrates management's attention on day-to-day matters while diverting attention from the wider issues. Risk management as described in this book helps the team to concentrate on the big issues and manage these in an orderly way. A formal risk management process delivers the following benefits for the project team: 1. It requires that the management infrastructure is in place to deliver successful outcomes. This includes setting clear, realistic and achievable project objectives from the outset. 2. It establishes the risk profile of the project, enabling appropriate allocation of risk, so that the party best placed to manage it has the responsibility for doing so. Risk allocation is a key component of contract documentation. 3. It allows the team to manage risk effectively, concentrate resources on the things that really matter, resulting in risk reduction as the project proceeds. It also enables them to capitalise on opportunities revealed through the use of the process. 4. It improves confidence that the project will be delivered to the owners' and end users' expectations, within the constraints I of time and cost and to the required quality. 5. Quantification of risk assists management in the task of raising the necessary funds and, later, controlling the project by judicious application and draw down of the risk allowances. Where the project forms part of a larger portfolio of projects, it enables the transfer of risk allowance from one project to another. https://vdoc.pub/download/value-and-risk-management-a-guide-to-best-practice-4on3i84j2qf0 METHODOLOGY Introduction This section describes the methodology which will be used for the study of Risk Management and Value Engineering analysis. Every research starts by a systematic search for information to obtain the relevant data that is related to the research area and hence are used to formulate the research questions. The investigation is an academic activity that involves an organised, logical and methodical approach of the data collection, interpretation and analysis to draw useful conclusions and recommendation. The methodology of the research is to follow a structured study that helps to provide several useful guidelines in order to conduct the study. The section provides information on the research method chosen to assess both value engineering and risk management. It also describes how value engineering influences risk assessment for a chosen construction project within the UAE. Methodology Selection At the start of any research it is very important to understand all the sequential steps that are to be followed in any given research topic. Mackey and Gass (2015) used an analogy based on the “Research Onion” concept, as shown in Fig. 5. They found this method to be a useful tool for their research. It helped in a depiction of each of the steps that are required for conducting their research and provided all necessary direction for their research. They have suggested that this method helps researcher to keep track on the purpose of the research and the timely completion of the project. FIG. 5. RESEARCH ONION (Saunders et al., 2013) Anderson and Shattuck (2012) stated that the research method can be performed over two main types of analyses (quantitative or qualitative). Quantitative analysis is mainly concerned with the generation of statistical and numerical data as well as facts. The aim of all quantitative analysis is to draw conclusions from the sample chosen and hence generalised for the full population using some statistical analysis. The qualitative analysis will help in gaining an in-depth of the subject area under investigation. Recent trends by many researchers is to use the mixed method approach or even the triangulation as described by Gioia et al. (2013) where a combination of both the quantitative as well as qualitative data have been used to generate and hence a comprehensive understanding of the particular topic is achieved. For the purpose of the research in this study a qualitative method has been adopted to show the benefits of integrating both of the VE and RM techniques.

Answer 3

In this case study, the choice of mobile electrical distribution substations in Baghdad city precisely was made because the weather of this place is dry, the summer is long, and the temperatures regularly exceed 50°C. Additionally, this metropolis is densely populated, mainly due to the emigration that happened after the religious conflicts in the country, ISIS attacks on different locations in Iraq, and climate change, making it in urgent need of high amounts of power and, eventually, the best fit for the study. Baghdad one of the cities that is facing huge and contious consitruction work

Answer 4

describe your overall approach, and the practical steps you will take to answer your research questions. استخدام البيانات من مسح الاتجاهات الوطنية للمعلومات الصحية (HINTS)، هذه الدراسة تناولت الأسئلة البحثية التالية: ما هو التأثير النسبي للوكالة الشخصية، الدعم الاجتماعي والمتغيرات الديموغرافية الرئيسية على سلوك النشاط البدني للمواطن عينة من الكبار؟ علاوة على ذلك، كيف تعمل هذه العلاقات بشكل مختلف بالنسبة للسرطان؟ الناجين وأولئك الذين لم يسبق لهم تشخيص السرطان؟ تم تحليل بيانات التلميحات في ثلاث مراحل متميزة (الشكل 4). المرحلة الأولى وشمل التحليل أحادي المتغير والوصفي لجميع متغيرات الدراسة. المرحلة الثانية تشارك في استخدام مصفوفات ارتباط بيرسون لاستكشاف العلاقات الزوجية المحتملة بين المتغيرات المستمرة الداخلة ضمن المجالات الثلاثة (الفاعلية الشخصية، الاجتماعية، الفاعلية). الدعم والتركيبة السكانية). The paper will discuss utilizing Value engineering and risk management effectively in a case study. First step, interviews will be done with a focus group of six experienced civil engineers. Second step is assessing the risk in the project based on previously executed similar works, and the results are depicted in a risk matrix. Third step is creating a matrix to compare the performance attributes. Forth step suggesting a list of alternative solutions. Lastly, check if this approach is recommended or not in the future for construction work.

Answer 5

3.3 Justification for using qualitative research Denzin and Lincoln (2005) describe qualitative research as a multifaceted research method involving an interpretative, naturalistic approach to subject matter. The multifaceted nature of qualitative research enables researchers to develop a holistic picture of the phenomenon in question. Denzin and Lincoln (2005) provide the following principles that underlie qualitative research:  Qualitative research is holistic; it looks at the larger picture and begins with a search for understanding of the whole.  Qualitative research looks at the relationships within a system.  Qualitative research focus on understanding a given social setting, not necessarily on making predictions about that setting.  Qualitative research demands time consuming analysis; it requires ongoing analysis of the data.  Qualitative research design requires the researcher to become the research instrument. It also incorporates room for description of the researcher's own biases and ideological preferences.  Qualitative research design incorporates informed consent decisions and is responsive to ethical concerns. In qualitative research the objective is exploratory and descriptive rather than explanatory (Ferreirra, Mouton, Puth, Schurink & Schurink, 1998). The descriptive nature of qualitative research allows the researcher to provide a description of the experiences of the participants, which will either sustain or confront the theoretical 94 assumptions on which the study is based (Meyer, 2001). The descriptive nature of qualitative research enables readers to understand the meaning attached to the experience, the distinct nature of the problem and the impact of the problem (Meyer, 2001). Qualitative research was deemed suitable for this research project as the purpose of this study was to explore the views of a group of professional married women. The research aim was to explore a particular meaning without presenting the findings as the absolute truth but as one way in which dual-career marriages are constructed. Discourse analysis was used to identify the various constructions regarding marriage, autonomy and marital satisfaction that are presented in this study. In line with the research principles outlined in the preceding paragraphs this research aimed at understanding the experiences of Black professional women in dual-career marriages within the South African context. Sufficient time was spent analyzing the data to ensure that the findings accurately reflect the way in which the participants construct meaning. The researcher consciously guarded against presenting her personal experiences, and attempted to remain aware of her own biases and experiences. The current research is heuristic, since it aimed to bring new understanding and meaning to the topic of dual-career marriage amongst Black professionals within the South African context. As illustrated in Chapter 2, most studies concerning dualcareer and dual-earner marriages have focused on concepts such as labour division, gender identity, sex, and power. Very little research has focused on concepts such 95 as autonomy. In order to ensure a heuristic character, Denzin and Lincoln (2005) suggest that:  The researcher uses a holistic approach where all parts of the problem are explored with the search for understanding of the whole.  The research looks at relationships within a system or culture which, in the present study, entails the exploration of women's role according to traditional norms and the changing position of women.  The research approach is personal. In this study the personal experiences of each participant were investigated.  The focus is on understanding the problem under investigation instead of making predictions about it. Within the tradition of qualitative research, there are three broad categories of data collection: participant observation; interviewing; and the use of personal documents (Mouton & Marais, 1991). In the present study, interviews were used as the main method of data collection. An unstructured interview approach was adopted and this approach facilitated an understanding of the problem from the perspective of the participants under investigation. In Appendix B the first six interview transcripts are provided to in order to give an overview of some of the questions that were asked during the interviews (the transcripts are presented in unedited form).

Answer 6

Justification for using interviews Potter (1996) argues that interviews are valuable tools for collecting data in qualitative research. A one-on-one interview method allows the researcher to 96 interact with the participants and to observe non-verbal cues during the interview process. In this study an unstructured interview method was used to allow for an open, in-depth discussion of the research topic. Denzin and Lincoln (2005) argue that unstructured interviews allow the researcher to understand the complexity of the situation without imposing any prior categorization. Through choosing interviews as a method of data collection the researcher hoped to gain a deeper understanding of the participants‟ constructions through dialogue and through the language they use in constructing the different discourses. The interview method allows the researcher to seek clarity and probe for deeper understanding. As a result the reporting and analysis of data is reflective of the views of the participants. The researcher herself was in a dual-career marriage at the time of the research and she was therefore able to share her own experiences with the participants, thus placing herself as equal to the participants. In this way the researcher was able to build trust and rapport with the participants and the trust in the interaction or relationship made it somewhat easier for the participants to share their own experiences without fear of being judged (Stanley, 1990). ---------------------------------- What Is Qualitative Research? | Methods & Examples Published on June 19, 2020 by Pritha Bhandari. Revised on June 22, 2023. Qualitative research involves collecting and analyzing non-numerical data (e.g., text, video, or audio) to understand concepts, opinions, or experiences. It can be used to gather in-depth insights into a problem or generate new ideas for research. Qualitative research is the opposite of quantitative research, which involves collecting and analyzing numerical data for statistical analysis. Qualitative research is commonly used in the humanities and social sciences, in subjects such as anthropology, sociology, education, health sciences, history, etc.

Answer 7

What Is a Case Study? | Definition, Examples & Methods Published on May 8, 2019 by Shona McCombes. Revised on June 22, 2023. A case study is a detailed study of a specific subject, such as a person, group, place, event, organization, or phenomenon. Case studies are commonly used in social, educational, clinical, and business research. A case study research design usually involves qualitative methods, but quantitative methods are sometimes also used. Case studies are good for describing, comparing, evaluating and understanding different aspects of a research problem. Table of contents When to do a case study Step 1: Select a case Step 2: Build a theoretical framework Step 3: Collect your data Step 4: Describe and analyze the case Other interesting articles ======================================= Why Use A Case Study Approach BY WAYNE Why Use A Case Study Approach In this article I will look at a case study approach for using a case study to detect a commonality of the results with other studies. The goal is to find out if the results of a case study can be used as a starting point before a study is initiated. Introduction A commonality of most studies is that they study the findings of several studies. This means that the results of several studies are also used as starting points. One of the main advantages of using case study techniques is that they can be used in an effort to determine if a study is the same as the study that you are studying. Background A case study approach is a way of looking at a research question and collecting data that is already known. This approach is important because it is very useful when looking at a study that really is the same study as the one that you are trying to find. Case Study Approach In this approach you start by looking at the findings of the two studies. =============================== An interview is a qualitative research method that relies on asking questions in order to collect data. Interviews involve two or more people, one of whom is the interviewer asking the questions. What is a focus group? A focus group brings together a group of participants to answer questions on a topic of interest in a moderated setting. Focus groups are qualitative in nature and often study the group’s dynamic and body language in addition to their answers. Focus groups can provide more nuanced and unfiltered feedback than individual interviews and are easier to organize than experiments or large surveys. ، فإن إعداد التقارير وتحليل البيانات يعكس آراء المشاركين. كانت الباحثة نفسها في زواج مزدوج في وقت البحث وبالتالي تمكنت من مشاركة تجاربها الخاصة مع المشاركين، وبالتالي تضع نفسها على قدم المساواة مع المشاركين. بهذه الطريقة تمكن الباحث من بناء الثقة والعلاقة مع المشاركين والثقة بهم لقد سهّل التفاعل أو العلاقة إلى حد ما على المشاركين المشاركة تجاربهم الخاصة دون خوف من الحكم عليهم (ستانلي، 1990).

Answer 8

https://casecheckout.com/why-use-a-case-study-approach/

Answer 9

Mobile substations are portable power distribution systems designed to provide temporary or emergency power supply to areas where the grid is unavailable or has been damaged. They are an essential tool for industries such as oil and gas, mining, construction, and event management. https://www.swartzengineering.com/What-Is-A-Mobile-Substation%3F#:~:text=Mobile%20substations%20are%20portable%20power%20distribution%20systems%20designed,oil%20and%20gas%2C%20mining%2C%20construction%2C%20and%20event%20management. --------------------------------------------------------------------- Benefits of Mobile Substations Mobile substations offer several advantages over conventional substations, such as: Mobility: Mobile substations can be transported and relocated easily and quickly to any place where they are needed. They do not require special permits or civil works for installation. They can also be rotated or repositioned to align with the existing power lines or equipment. Flexibility: Mobile substations can be adapted to different voltage levels, power ratings, configurations, features, and accessories according to the customer’s needs and preferences. They can also provide multiple voltages for different loads or services simultaneously. Reliability: Mobile substations are factory-tested and ready-to-connect units that ensure high-quality and high-performance power supply. They are equipped with state-of-the-art equipment and advanced control, protection, and communication systems that enable local and remote monitoring and control. They also have backup systems and redundancy features that enhance their availability and resilience. Economy: Mobile substations are cost-effective solutions that save time and money for customers. They reduce capital expenditure (CAPEX) by avoiding permanent construction costs and land acquisition costs. They also reduce operational expenditure (OPEX) by minimizing maintenance costs and energy losses. They can also generate revenue by selling excess power to the grid or other customers. https://www.electrical4u.com/mobile-substation-portable-substation-mobile-transformer/#google_vignette Electrical4U. (2023, June 18). Mobile Substations: A Comprehensive guide. Electrical4U. https://www.electrical4u.com/mobile-substation-portable-substation-mobile-transformer/#google_vignette

Answer 10

What is a Risk Assessment Matrix? A risk matrix is a tool. It is a tool that helps Program Managers capture, summarize and track potential issues that may arise over the duration of a project. Typically, a risk matrix will be used to monitor concerns within the project team, as well as to summarize key information for individuals outside the immediate team. Why Worry About Risk Since it Hasn’t Happened? The idea of tracking possible problems may seem strange given they may never happen. However, creating a risk summary at the beginning of a project helps us plan and manage the cost associated with issues in the event that they actually do occur. In addition, a risk matrix centralizes key concerns that may affect the results of the project, as well as creates a consolidated summary for reporting purposes. excel table for the risk then translation for the numbers in it https://blog.etq.com/hs-fs/hubfs/riskimg-003-copy_2.jpg?width=374&height=248&name=riskimg-003-copy_2.jpg

Answer 11

Data Analysis Data were analyzed based on the essential principles of qualitative research (Miles & Huberman, 1994; Nichter, 1987; Strauss&Corbin, 1998). The analysiswas done concurrently with data collection. This helped to identify issues emerging in one group to be brought back for discussion in subsequent groups, thus enriching the process of data collection. The steps taken to analyze these data included the following. First, individual moderators transcribed the audiotapes verbatim after eachFGDwas conducted. From the verbatim transcripts (which were mostly conversational), the moderators prepared an account of each FGD, thus providing order to the information. This was aided by contextualizing and integrating the responses that included verbal and nonverbal communication, whispering, simultaneous group interaction, and so forth. Where required, the responses were translated into English. In preparing this account, the moderators excluded the warm-up questions that were asked only to ensure a cordial atmosphere to initiate the FGDs. The notetakers also prepared an individual account of the discussion based on their notes. Both of these sources of information ensured that the FGD notes did not exclude any information or observation shared in a particular FGD. Subsequently, this information was organized into different themes (related to predictive factors in the model).Within each theme, responses were organized according to the specific questions that were asked. Responses to different questions were cross-checked to detect and interpret contradictions, if any. Then, responses were organized by grade and by school. For example, the information that was gathered in all four focus groups for Grade 6 in a government boys school was pooled together at the school level. In the next step, the table of questions data were analyzed. Although fresh predictive variables did not emerge from such an analysis, each of the themes was enriched with additional insights, which helped to amplify the understanding of the predictive factors. The analysis compared responses across groups, to look for factors that helped explain differences and similarities. Finally, the data were organized and analyzed by type of school (SES), gender, and age. The purpose of these different levels of analysis was to ensure that the information in each FGD was fully explored and integrated into the final results. Apart from similarities and differences within and among different groups, exceptional cases and rare voices were also recognized. Throughout the data analysis, there was a process of verification checks with other members of the research team in which responses and their interpretations were reviewed. In performing the translation, the HRIDAY research team attempted to preserve the idiomatic tone of the vernacular usage for accuracy to convey not merely the 368 Health Education & Behavior (June 2005) Table 1. Focus Group Discussion (FGD) Questionnaire Guide Predictive Factor FGD Question Intrapersonal factors Knowledge What are the consequences of using tobacco? Probe for long- and short-term consequences. What happens to people when they stop using tobacco? Do they benefit from quitting use? Beliefs and functional meanings Why do you think people your age start smoking (or using other forms of tobacco)? Do people your age think it is fashionable to smoke (or use other forms of tobacco)? Skills Could you refuse to smoke if many of your friends started to smoke? Could you tell an adult (e.g., parent, family member, stranger) not to smoke around you? What do you think people your age could do to prevent young people from using tobacco? Social contextual factors Norms Out of 100 adults, how many do you think smoke or use other forms of tobacco? Tap into gender differences. Out of 100 people your age, how many do you think smoke or use other forms of tobacco? Tap into gender differences. If a close friend started smoking or using tobacco in other forms, how would you feel about that? If you started smoking or using tobacco in other forms, how would your parents feel about that? Environmental factors Policies What do you think the school should do to prevent young people from using tobacco? What do you think the government should do to prevent people from using tobacco? meanings, but also the choice of words and expressions that are distinct or common among participants based on gender, type of school (SES), and age. RESULTS The results are organized into themes that relate to MYTRI’s intervention model and were elaborated in the FGDs (see Figure 1). These themes include (1) knowledge about the negative consequences of tobacco use as well as the benefits of quitting tobacco; (2) beliefs and functional meanings regarding issues related to tobacco use; (3) norms concerning tobacco use, including parents’ reactions to children’s tobacco use; (4) skills for resisting peer pressure, asking adults not to smoke around them, and advocating to prevent and control tobacco use among youth; and, finally, (5) students’ perceptions of the role of schools and the role of the government in preventing tobacco use. Under each theme, results are presented in a way that corresponds to the questions asked.