OpenLLM-France/wikimedia huggingface dataset:
# Development Cooperation Handbook/Designing and Executing Projects/Project Quality

The 9 Topic Areas Of Project Management Knowledge
Quality is one of the 9 topic areas of project management knowledge.
Quality Management is the process of making sure that products or services are made to consistently high standards. It is achieved through a set of actions of the general management function which determines the quality policy, aims and responsibilities and realises them within the framework of quality by planning, control, ensuring and improving the quality.
The application of a quality management system in managing a process to achieve maximum beneficiary satisfaction at the lowest overall cost to the organization while continuing to improve the process.
The professional quality of the job done depends to a very great extend to the human quality of the persons who associate themselves in the organizations and to the communication climate within the organization. There is a formal difference between organizational types and organizational structures: but really makes the difference is the way the organizational identity is constructed and preservation and the cohesiveness of its teams.
The Project Quality Management has to plan and execute all those "activities of the performing organization that determine quality policies, objectives, and responsibilities so that the project will satisfy the needs for which it was undertaken": the main target is to establish a "quality management system" containing processes and procedures of "quality planing, quality assurance, and quality control" (comp. PMBOK3, p. 179)

### Processes, phases and tool

| Project Processes | Project Phase | Key Deliverables |
| Quality plan | Detailed Planning or design stage | Template: Quality Plan |
| Perform Quality Assurance, Perform Quality Control | Project Execution and Control | Example |

#### See also

* on Wikipedia
    Quality management
* on other Wikibooks
    Quality Management
# Development Cooperation Handbook/Designing and Executing Projects/Project Execution and Control/Manage Project Execution

Manage Project Execution
Project Execution is typically the part of the lifecycle of a project when the majority of the actual work to produce the product is performed and the majority of the Project Budget is expended. The purpose of Manage Project Execution is to manage every aspect of the Project Plan as work is being done to make certain the project is a success. This process is performed concurrently with the Manage CSSQ (Cost, Scope, Schedule, and Quality) and Monitor and Control Risks processes. The tasks in this process are performed concurrently and repeatedly as various aspects of the product of the project are constructed, tested, and accepted.
The tasks to Manage Project Execution are:
* Acquiring the project team
* Manage the Project Team
* Manage Project Implementation and Transition
* Manage Issues
* Manage Change Control Process
* Manage Acceptance of Deliverables
* Implement project communications plan (see ⇒ Project information distribution)
* Manage Organizational and Behavioural Change

## Tools
###### Templates

Tasks implementation report form
Template - Project Status Snapshot
Template - Project status summary
Template - Project Status Report

###### Checklists

What to do in order to obtain information about a project
What to ask in order to obtain information about a project What to say in order to provide information about a project

###### Guidelines

Guideline: how to report project performance How team members can improve overall project communication
How to built the trust and provide solid support for your reports

## See also

Project information distribution
# Development Cooperation Handbook/Designing and Executing Projects/Project Risk

The 9 Topic Areas Of Project Management Knowledge
The Project Risk Management " includes the processes concerned with conducting risk management planning, identification, analysis, responses and monitoring and control a project": the main task of Project Risk Managment is "[...] to increase the probability and impact of positive events, and (to) decrease the probability and impact of events advers to the project" (comp. PMBOK3, p. 237).
Risk is one of the 9 topic areas of project management knowledge.
A risk is the chance of something happening that will have an impact upon objectives. Risk can have both positive (upside risk) and negative (downside risk) consequences.
Project Risk Management is the process of evaluating alternative responses to project risk and selecting among them.
Risk management in projects/programmes include at least the following processes:
* Project risk management planning
* Monitor and control risks
A project risk is a potential source of deviation from the project plan. Project risks can have a negative or positive impact on the project. Project risks that are negative are called threats. Project risks that are positive are called opportunities.
Responses to threat include:
* Reducing the probability of risk
* Developing contingency plans
* Passively accepting consequences.
* Transferring risk (Insurance or subcontracting are examples of transferring risk)

### Processes, phases and tool

| Project Processes | Project Phase | Key Deliverables |
| Project risk management planning | Detailed Planning or design stage | Example |
| Monitor and control risks | Project Execution and Control | Example |

## See also

* in other sections of this handbook
* on Wikipedia
    Project Risk Management
    Risk management
* on other Wikibooks
    Risk Management
# French/Grammar/Tenses/Past conditional, 2nd form

Lessons · Vocabulary · Grammar · Appendices · Texts

## Formation of the Second Form of the Past Conditional

* The second form of the past conditional is a compound tense- it consists of two verbs, the auxiliary verb and the past participle of the verb one seeks to use in this tense.
* The auxiliary verb is conjugated as if it were being used in the imperfect subjunctive.
* The past participle is added immediately after the auxiliary verb.
* A negative structure such as ne ... pas is always placed around the auxiliary verb, immediately before the past participle.
French :
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# French/Grammar/Tenses/Past historic

Lessons · Vocabulary · Grammar · Appendices · Texts

## Usage of the Simple Past (Past Historic, Past Definite)

The simple past is mostly a literary tense, used in fairy tales, and perhaps newspapers. It is one that native French students are expected to recognize but not use.

## Formation of the Simple Past

To conjugate in this tense, one finds the stem and appends the following, as according to the table:
| Subject | Add ending | Conjugated verb |
| je | -ai | dansai |
| tu | -as | dansas |
| il / elle / on | -a | dansa |
| nous | -âmes | dansâmes |
| vous | -âtes | dansâtes |
| ils / elles | -èrent | dansèrent |
It should be noted that être, along with a few other verbs are consistent in their irregularities in the passé simple as well.

### Simple Past Stems

* For normal verbs (not irregular);
-er, changes it to é (manger = mangé) -ir, take off the r (choisir = choisi) -re, take off the re and add a u
* Certain verbs (-cer and -ger verbs) are stem-changing in the nous form of the present indicative; these are stem-changing the simple past also. The stem change that applies in the present indicative is retained when conjugating the je, tu, il, nous, and vous forms of the simple past. That stem change is reversed when conjugating the ils form of the simple past.
* For irregular verbs whose past participle end in -u, (but not for regular -re verbs, whose past participle also end in -u), that past participle is also the simple past stem.
* Some verbs have irregular simple past stems.
Irregular stems :
| Verb | Simple past stem |
| s'asseoir | s'ass- |
| conduire | conduis- |
| dire | d- |
| écrire | écriv- |
| faire | f- |
| joindre | joign- |
| mettre | m- |
| naître | naqu- |
| peindre | peign- |
| prendre | pr- |
| rire | r- |
| voir | v- |

### Simple Past Endings

* To conjugate in the past tense, add the appropriate ending to the past participle. There is one set of endings for irregular verbs whose past participles end in -u ("irregular endings"), and another set for all other verbs ("regular endings").
Regular endings :
| Subject | Ending |
| je | -ai |
| tu | -as |
| il | -a |
| nous | -âmes |
| vous | -âtes |
| ils | -èrent |
Irregular endings :
| Subject | Ending |
| je | -s |
| tu | -s |
| il | -t |
| nous | -^mes |
| vous | -^tes |
| ils | -rent |

### Irregular Conjugations

* The conjugations for être, mourir, and venir are entirely irregular, and are not based on past simple stems or endings.
Être :
| Subject | Conjugation |
| je | fus |
| tu | fus |
| il | fut |
| nous | fûmes |
| vous | fûtes |
| ils | furent |
Mourir :
| Subject | Conjugation |
| je | mourus |
| tu | mourus |
| il | mourut |
| nous | mourûmes |
| vous | mourûtes |
| ils | moururent |
Venir :
| Subject | Conjugation |
| je | vins |
| tu | vins |
| il | vint |
| nous | vînmes |
| vous | vîntes |
| ils | vinrent |
French :
Lessons · Vocabulary · Grammar · Appendices · Texts
# French/Grammar/Tenses/Past imperative

Lessons · Vocabulary · Grammar · Appendices · Texts

## Usage of the Past Imperative

The past imperative is only ever used for giving commands one would like to have done - this is a rare literary mood as the present imperative is used more frequently. Chances are that you'll never need to know this mood in your life, let alone use direct, indirect pronouns and negations with this!
1) Aie écrit ce rapport demain - Have this report written tomorrow.
2) Soyez partis à midi - Leave / be gone by noon. 3) Ayons fini les devoirs à 7h00 - Let's have our homework finished by 7h00. 4) N'aie jamais mangé tes légumes - Never have your vegetables eaten. 5) Ne l'aie pas déclarée coupable - Have her not found guilty.

## Formation of the Past Imperative

* The impératif passé is a compound tense- it consists of two verbs, the auxiliary verb and the past participle of the verb one seeks to use in this tense.
* The auxiliary verb is conjugated as if it were being used in the present imperative.
* The past participle is added immediately after the auxiliary verb.
* A negative structure such as ne ... pas is always placed around the auxiliary verb, immediately before the past participle.
French :
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# French/Grammar/Tenses/Past subjunctive

Lessons · Vocabulary · Grammar · Appendices · Texts

## Formation of the Past Subjunctive

* The past subjunctive is a compound tense- it consists of two verbs, the auxiliary verb and the past participle one seeks to use in this tense.
* The auxiliary verb is conjugated as if it were being used in the present subjunctive.
* The past participle is added immediately after the auxiliary verb.
* A negative structure such as ne ... pas is always placed around the auxiliary verb, not the past participle.
French :
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# French/Grammar/Tenses/Pluperfect of the indicative

Lessons · Vocabulary · Grammar · Appendices · Texts
In French the pluperfect is called le plus-que-parfait. In English, it is also called the more than perfect.

## Formation

* The pluperfect is a compound tense - it consists of two verbs, the auxiliary verb and the past participle of the verb one seeks to use in this tense.
* The auxiliary verb is conjugated as if it were being used in the imperfect.
* The past participle is added immediately after the auxiliary verb.
* A negative structure such as ne ... pas is always placed around the auxiliary verb, immediately before the past participle.
* All past participle agreement rules that apply to composed tenses apply to the pluperfect.

## Usage

The pluperfect is used to describe a past action that occurred before a second past action that is in the passé composé or imparfait.
* Elle était vieille, mais elle avait été jeune. - She was old, but she had been young.
* Je l'aurais aidé si j'avais su. - I would've helped him if I had known.
* J'étais parti(e) quand tu m'as téléphoné. - I had already left when you called (me).
French :
Lessons · Vocabulary · Grammar · Appendices · Texts
# French/Grammar/Tenses/Imperfect subjunctive

Lessons · Vocabulary · Grammar · Appendices · Texts

## Usage of the Imperfect Subjunctive

The subjunctive imperfect is very rarely employed in French; generally it only appears in literature and is viewed as archaic. It can in all instances be replaced by the subjunctive present. The subjunctive imperfect is employed in any instance in which the subjunctive is required, provided the trigger verb is in a past tense. In the example "Il fallait que le garçon allât à l'école", the subjunctive trigger verb "falloir" is in the imperfect, thus "aller" has been conjugated in the subjunctive imperfect. French speakers would normally express this as "Il fallait que le garçon aille à l'école", where "aller" has been conjugated in the present subjunctive.

## Formation of the Imperfect Subjunctive
### Imperfect Subjunctive Stems

* For regular -er verbs, the imperfect subjunctive stem is the conjugation of the verb in the 3rd person singular form of the simple past
* For regular -ir verbs, regular -re verbs and irregular verbs, the imperfect subjunctive stem is the conjugation of the verb in the 3rd person singular form of the simple past with the final "t" removed.

### Imperfect Subjunctive Endings

* To conjugate the imperfect subjunctive, add the appropriate ending to the imperfect subjunctive stem.
Imperfect Subjunctive Endings
| Subject | Ending |
| je | -sse |
| tu | -sses |
| il | -^t |
| nous | -ssions |
| vous | -ssiez |
| ils | -ssent |

### Irregular Conjugations

* The verb venir is only irregular in the 3rd person singular.
Imperfect Subjunctive of Venir
| Subject | Ending |
| je | vinsse |
| tu | vinsses |
| il | vînt |
| nous | vinssions |
| vous | vinssiez |
| ils | vinssent |
French :
Lessons · Vocabulary · Grammar · Appendices · Texts
# French/Grammar/Tenses/Near future

Lessons · Vocabulary · Grammar · Appendices · Texts
Futur Proche in French

## Usage of Near Future

This tense is used to speak about something happening in the very near future, as an alternative to either the future anterior (le futur antérieur) or the simple future (le futur simple).

## Formation of the Near Future

This tense uses a combination of the verb to go (aller) in its present indicative form appropriate to the subject followed by the infinitive of the verb that will be done.
* Je vais faire du shopping. I will go shopping, I am going shopping. (I am going to do the shopping.)
* Nous allons jouer au foot. We will play football.
French :
Lessons · Vocabulary · Grammar · Appendices · Texts
# French/Grammar/Tenses/Past conditional

Lessons · Vocabulary · Grammar · Appendices · Texts

## Usage of the Past Conditional

Past conditional is used to refer to an event that could have taken place in the past. Eg. "If he had not got hungry, we would have gone further."

## Formation of the Past Conditional

* The past conditional is a compound tense- it consists of two verbs, the auxiliary verb and the past participle one seeks to use in this tense.
* The auxiliary verb is conjugated as if it were being used in the present conditional.
* The past participle is placed immediately after the auxiliary verb.
* A negative structure such as ne ... pas is always placed around the auxiliary verb, not the past participle.
French :
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# French/Grammar/Tenses/Past anterior

Lessons · Vocabulary · Grammar · Appendices · Texts

## Usage of the Past Anterior

* The past anterior is used for actions completely terminated before the main past action. It translates as to have done something (before doing something else). Ex: I had gone to the store before I picked him up.

## Formation of the Past Anterior

* The past anterior is a compound tense- it consists of two verbs, the auxiliary verb and the past participle one seeks to use in this tense.
* The auxiliary verb is conjugated as if it were being used in the passé simple.
* The past participle is added immediately after the auxiliary verb.
* A negative structure such as ne ... pas is always placed around the auxiliary verb, not the past participle.
French :
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# French/Grammar/Tenses/Past infinitive

Lessons · Vocabulary · Grammar · Appendices · Texts
In French, the two forms of the infinitive are present and past. Read on below to learn more about the past infinitive.

## Formation

The past infinitive is composed of avoir or être in infinitive form and the past participle of a verb.
* avoir parlé - having spoken
* être allé(e)(s) - having gone
Note that both avoir and être translate to having in English. This is the same in all composed tenses. The past participle may have an -e or -s added in order to agree with other parts of the sentence. All standard agreement rules that composed tenses follow apply to the past infinitive as well.
* Je suis content(e) d'avoir été là. - I am happy of having been there.
* Je suis content(e) de les avoir vu(e)s. - I am happy of having seen them.
To make the past infinitive negative, add ne pas in front of avoir or être.
* Je suis content(e) de ne pas avoir été là. - I am happy of not having been there.

## Usage

The past infinitive is always used only after prepositions, such as de, après, or sans.
* Je suis parti(e) sans avoir entendu la fille. - I left without having heard the girl.
* Je suis parti(e) après avoir entendu la fille. - I left after having heard the girl.
To express a similar idea without a preposition, the composed present participle is used.
* Je suis parti(e) ayant entendu la fille. - I left having heard the girl.
French :
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# F Sharp Programming/Acknowledgments

The initial inspiration for this WikiBook came from reading the Haskell book.
# Handbook of Management Scales/Long-term relationship
## Long-term relationship (alpha = 0.85)
### Description

The authors identify key constructs related to supply chain management. Based on a systematic instrument develop process, they develop a set of reliable, valid, and unidimensional measurement scales.

### Items

* We expect our relationship with key suppliers to last a long time. (0.77)
* We work with key suppliers to improve their quality in the long run. (0.55)
* The suppliers see our relationship as a long-term alliance. (0.71)
* We view our suppliers as an extension of our company. (0.60)

### Source

* Chen/Paulraj (2004): Towards a theory of supply chain management: the constructs and measurements. Journal of Operations Management, Vol. 22, No. 2, pp. 119–150
# Handbook of Management Scales/Knowledge channels
## Knowledge channels (composite reliability = 0.77; AVE = 0.54)
### Description

A set of new, multi-item measures are operationalized. The authors define and measure the salient infrastructural competencies – termed business-to-business seller competence (B2B-SC) – associated with the seller-side of Internet-enabled commerce. They find that the conceptual domain of B2B-SC comprises seven theoretically important dimensions: (1) technical skills, (2) change disposition, (3) conflict management, (4) market acuity, (5) coordinated logistics, (6) knowledge channels, and (7) fluid partnering.

### Definition

Knowledge channels competence refers to the boundary-spanning strategies used by sellers that permit the transfer, recombination, and/or creation of knowledge among supply chain partners.

### Items

* Managers regularly visit supply chain partners to enable two-way sharing of expertise. (0.85)
* Use teams that cross company boundaries. (0.81)
* Employees share expertise with partners via informal gatherings. (0.48)

### Source

* Rosenzweig/Roth (2007): B2B seller competence: Construct development and measurement using a supply chain strategy lens. Journal of Operations Management, Vol. 25, No. 6, pp. 1311-1331.

### Comments

Much efforts have been made by the authors in order to ensure that the new scales exhibit sufficient psychometric properties, which make them quite useful. The standardized path loading of the third item is quite low, but it might well be necessary to achieve content validity.
# Handbook of Management Scales/Learning
## Learning
### Description

The paper defines and operationalizes eight Enterprise Resource Planning (ERP) competence constructs. A two-stage normative process of scale development is followed. First, a portfolio of eight generic constructs that are hypothesized to be associated with successful ERP adoption is identified. Each construct is then operationalized as a multi-item measurement scale by applying a manual item sorting technique iteratively to independent panels of expert judges until tentative reliability and validity is established. Second, the multi-item scales is further refined and validated using survey data from 79 North American manufacturing users of ERP systems. The following items are taken from the learning dimension of the ERP competence construct.

### Definition

The learning competency refers to activities designed to identify cutting-edge ERP techniques from both internal and external sources. It also encompasses the formal and/or informal process of pilot-testing these new methods of using the capabilities of ERP system to deliver business value in day-to-day operations.

### Items

* Benchmarking is used to identify cutting-edge ERP techniques.
* We keep track of ERP developments related to our industry.
* Cross-functional groups meet regularly to discuss new uses for the ERP system.
* Internal groups meet regularly to share new methods of using the ERP system.
* ERP improvement suggestions are regularly collected from multiple employee levels.
* Business experiments are conducted to evaluate potential improvements in the way we use ERP.
* ERP experimentation is encouraged even if the proposed improvement is unsuccessful.
* External ERP experts are invited to suggest better ways to use the ERP system.

### Source

* Stratman/Roth (2002): Enterprise Resource Planning (ERP) Competence Constructs: Two-Stage Multi-Item Scale Development and Validation. Decision Sciences, Vol. 33, No. 4, pp. 601-628.
# Handbook of Management Scales/Liquidity
## Liquidity (AVE = 0.677; CR = 0.863)
### Description

The authors test the construct validity of indicators of three dimensions of organizational performance, a fundamental construct in strategic management. Based on an examination of reliability, convergent validity, discriminant validity and nomological validity, and on additional analyses, the authors find evidence of four rather than three dimensions of organizational performance: liquidity, profitability, growth, stock market performance.

### Items

* Cash flow return per employee (0.648)
* Cash flow return on sales (0.692)
* Cash flow return on assets (0.692)

### Source

* Hamann et al. (2013): Exploring the Dimensions of Organizational Performance: A Construct Validity Study. Organizational Research Methods, Vol. 16, No. 1, pp. 67-87

### Comments

The authors did a lot to ensure reliability and validity of their scales. Richard et al. have conduct related research: Richard et al. (2009): Measuring Organizational Performance: Towards Methodological Best Practice. Journal of Management, Vol. 35, Nr. 5, pp. 718-804.

## Related Scales

* Comparative organizational performance
* Cost performance, delivery performance, flexibility performance, and quality performance
* Firm's financial performance over the past 5 years
* Performance
* Organizational performance: liquidity, profitability, growth, stock market performance