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Project Management A Systems Approach To Planning Scheduling and Controlling 10Th Edition Kerzner Test Bank Full Chapter PDF
Project Management A Systems Approach To Planning Scheduling and Controlling 10Th Edition Kerzner Test Bank Full Chapter PDF
(M) 1. In mature organizations, project and line managers negotiate for deliverables rather
than people.
* A. True
B. False
(H) 2. In mature organizations, project leadership is centered around the team rather than the
project manager.
* A. True
B. False
(M) 5. In mature organizations, project managers can disagree with the decisions made by the
sponsor.
* A. True
B. False
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sea could no longer bear the strain, and so had parted in this sudden
and demonstrative way. In brief, it was an earthquake—just such an
one as is peculiar to this region, and such as caused the incoming
wave which overwhelmed Hiro-mura in 1855. This, however, was
only a small quake; although the building shook under the first blow
upon its foundations. Nor was there any perceptible disturbance of
“Peaceful Bay” to follow. And if there had been, it would not easily
have surmounted the high and broad earth-works, with their avenue
of stately trees, which were a half-century ago made the guardians
of the future safety of the village.
After tiffin it was necessary almost immediately to return to the
school for the address to the teachers of Hiro-mura, Yuasa, and the
country districts far around. Nearly five hundred of these teachers
were present at the afternoon meeting. The subject of the address
was “The Ideals of the Teacher.” Here, as quite uniformly in the
country at large, the speaker’s heart went out to the audience with
warm feelings of respect, sympathy, and even pity.
I have been in more or less familiar intercourse for nearly twenty
years with thousands of this class in Japan. In spite of the sincere
and largely intelligent interest which both Government and people
take in matters of education, the public-school teachers of the
country are heavily overworked and lamentably underpaid. But the
ideal of His Majesty’s celebrated Imperial Rescript is steadily held up
before them—namely, that there shall be no household in the land,
and no member of any household, to whom the benefits of education
shall not have been supplied in liberal measure. To realise this ideal,
Japan must have an entire generation or more of peace and of
peaceful development. At present its Normal Schools, Higher
Schools (those of the so-called Koto grade), and Universities, can
scarcely provide for more than one-tenth of those who are desirous
of fitting themselves for advanced positions and larger influence in
the service of the nation. As a result, in many of the country places
the scholastic training of the teachers cannot be of a high grade. But
the eagerness with which these humble men (for, unlike-the case
with us, the great majority of the common-school teachers are
males,—many of them in middle life and beyond) avail themselves of
every opportunity to see and hear anything which may help them in
their work, is both encouraging and pathetic. Where in the United
States, for example, could a voluntary class of more than eight
hundred teachers be held together for twenty hours of lectures on
education,—each session more than filling up the period between
four and six o’clock of the afternoon, during the busiest part of term-
time? Yet—as I have already said—this was readily done in Kyoto,
the ancient capital, in the Winter of 1907.