3 Ways To Increase the Pressure of a Gas

3 Ways To Increase the Pressure of a Gas One common science homework question is to list 3 ways to increase the  pressure of a gas container or a balloon. This is an excellent question because answering it helps you understand what pressure is and how gases behave. What Is Pressure? Pressure is the amount of force exerted over a unit of area. P F/A Pressure Force divided by Area As you can see from looking at the equation, two ways to increase pressure are to increase the amount of force or decrease the area over which it is exerted. How exactly do you do that? Thats where the Ideal Gas Law comes into play. Pressure and the Ideal Gas Law At low (ordinary) pressures, real gases behave like ideal gases, so you can use the Ideal Gas Law to determine how to increase the pressure of a system. The Ideal Gas Law states: PV nRT Where P is pressure, V is volume, n is the number of moles of a gas, R is Boltzmanns constant, and T is temperature If we solve for P: P (nRT)/V Three Ways to Increase the Pressure of a Gas Increase the amount of gas. This is represented by the n in the equation. Adding more molecules of a gas increases the number of collisions between the molecules and the walls of the container. This raises pressure.Increase the temperature of the gas. This is represented by T in the equation. Increasing temperature adds energy to the gas molecules, increasing their motion and, again, increasing collisions.Decrease the volume of the gas. This is the V in the equation. By their very nature, gases can be compressed, so if the same gas can be put into a smaller container, it will exert a higher pressure. The gas molecules will be forced closer to each other, increasing collisions (force) and pressure.

The Sociology of Religion Childhood Indoctrination

The Sociology of Religion Childhood Indoctrination Childhood indoctrination is one of the ways how one become religious where people are brought up and grow old while still in a given religion and always believe it. This becomes difficult to overcome because people are born and told that a certain religion is the true one making it difficult for them to question it, fail to accept it or believe it is a lie.Advertising We will write a custom essay sample on The Sociology of Religion: Childhood Indoctrination specifically for you for only $16.05 $11/page Learn More The parents cannot be blamed because their main intention is to show the truth and they grew up the same way. This becomes like a circle that has no end, which is passed down from one generation to the other until someone reveals that it is not the truth. Fear makes people become religious and fail to question the religion. When people think about death they are afraid because they do not know what will happen to them after they die. The religious p eople tell them to believe in a certain religion so that they do not go to hell forever. When they believe that these people are telling the truth they fear the punishment that would follow if they do not believe. Many people cry and pray for forgiveness when they are very sick due to the fear of death. If there were no fear, people would question what they are told as the truth before they believe it. (Davie 62) People become religious when they are desperate and in need. They believe in what they are told due to lack of anything else, lack of hope and nothing to hold on. In a situation where one is satisfied completely then religion would not be significant since people would be contented with what they have as well as the way they are. In addition, people accept religion as a tradition that would be accepted for many years. The great grandparents followed the religion and therefore people follow it too. For example, the people who are born in the United States of America are like ly to be Christians while Muslims are from the Middle East. The people have many questions without answers and therefore become religious to search for answers. There are questions without answers and no one attempts to answer them while religious people leave them unanswered. When people make bad decisions, they feel guilty and fail to forgive themselves and therefore turn to God who forgives them so that they feel better. Their sins haunt them and believe that they may be punished for their deeds (Davie 49)Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Many people believe that it is only in the church that they can get a chance to socialize with others. Their main aim is not to attend the church service but interact with others and have a sense of belonging. They get the comfort they desire as well as assurance, which make them feel safe when they know that everything is all right . They remain in the religion when they think that they would have chaotic life if they stay without a religion. Many religious people are not responsible and need God so that they can be taking all their problems to him. For example, those who smoke or drink believe that they cannot stop smoking alone and put their faith in God to do everything and help them live a righteous life. People become religious for spiritual fulfillment in order for their life to have meaning. This makes them turn to religion for the spiritual void to be satisfied and live a comfortable life. People go to church and when they find others being exited, they believe that is what they require and that nothing can worry them (Davie 53) There are dogmas and beliefs in religion that are accepted and the followers are expected not to question about them. When other beliefs are available there can arise intolerance as well as inflexibility because no one is allowed to compromise the word of God. When the scriptur es are allowed to be interpreted and the interpretation is correct, it becomes difficult to solve any conflict that arises when people doubt it. The only person who is the winner is the one that will have most followers who are motivated through action. The extremists of religion who apply radical measures to fulfill the wishes of God bring about the conflict of escalation. When there is a conflict between what is evil and good, it becomes difficult to compromise by accepting the devil (Davie 27) Religious conflict can arise when evangelism has different strains. Some people may come together and not allow other religions the right to practice their own faith. They do this in order to minimize their beliefs because they feel that the religion may be dominant. For example, Christianity was suppressed in China where the government thought that it was dangerous and rival of loyalties of the citizens. The media emphasize on the negative effects of religion, which leads to hostility, as well as fear to the believers. The media do so by confusing people instead of informing them through misunderstanding the goals of different religious groups.Advertising We will write a custom essay sample on The Sociology of Religion: Childhood Indoctrination specifically for you for only $16.05 $11/page Learn More The difference in religions is a potential source of conflict because people ignore other faiths. The religious group that is less popular is under tension compared to the most popular and privileged. When it happens that the group that is most popular is the minority it becomes easier to have a conflict with them and understanding becomes difficult. When crisis arise, members involved rely on extremists to provide solution. The identities of the group members can be shaped when compared to others, which makes the faith of one religion threatened by the other. Religious conflicts arise because the mind of people is unique and has different exper iences. These different individuals are located at different places where they associate with others with different experiences concerning their religion. When these characteristics are combined conflicts often arise in the course of their relationships. Hinduism has been reformed many times since it started due to conflicts when the caste system that was hereditary was rejected. Nanak emphasized that Muslims and Hindu should tolerate one another when he declared that similar God was worshipped. He could not be tolerated by the two religions, which made a new religion to be started. There serious conflict between the apostles of John and Jesus was about baptism. Those who followed Jesus were supposed to pay a price through baptism to be accepted by those who followed John. Peacemakers have been solving religious conflicts whenever they arise because they are complex. The people should be informed about the wishes of God in different religions so that they can avoid evil and do well (Davie 34) Davie, G. The Sociology of Religion. California: Sage Publications, 2007. Print.

The Buddhist religion.Planetary chain Essay Example | Topics and Well Written Essays - 1500 words

The Buddhist religion.Planetary chain - Essay Example The Buddhist religion, which is perhaps the most widespread and influential in the Oriental world, began in India and spread from there into most of the other countries of East. According to the Esoteric doctrine that was taught to the pupils who are spiritual heirs of the planetary spirit, the personalities are akin to that of beads being strung on the unique personality or true eternal self, which passes through all the incarnation unchanged. In the case of the extinction of a personality, the bead is broken off the individuality and destroyed. An â€Å"Individual† is merely a name for a number of interconnected things, which are bound together. It is continually changing its form, but still there is an apparent identity in this changing aggregate. In the planetary chain, there are seven members. Man, who have achieved seventh state proceed to Nirvana, which is a magnificent condition of â€Å"conscious rest in omniscience†, man becomes spirits of the planet, the angels and guardians of the subsequently terrestrial period. A manifestation of earthly spirits occurs at the start of every race, when the broad ideas of right and wrong are impressed on the earliest members of that race, and the germ of the Esoteric wisdom is instilled into a few chosen souls, who become its custodians and transmitters to future races. This is the mystery of the Divine Incarnation

The Consumer Protection Act 1987 Analysis Essay

The Consumer Protection Act 1987 Analysis - Essay Example   In determining whether or not the UPOD was defective within the scope and range of the 1987 Act the courts defer to common law principles.   This approach is manifested by Section 3(2) of the 1987 Act which requires that, when considering whether or not a consumer can reasonably expect a product to be devoid of defects, the court must take into account all of the relevant circumstances.     Ã‚  The manner in which the product was marketed is relevant     For example in Worsley v Tambrands, the court ruled that warnings placed on a package warning of toxic shock were sufficiently displayed pursuant to the 1987 Act.     The government-sponsored campaign which was a general warning to the public was not directly attached to the product purchased by Carswell.   The warning is required to be placed on the product’s package.      In assessing the merits of Carswell’s claim, the court will also take into account whether or not the product can be safely used for its intended purpose. Scientific research reveals that the UPOD may be used safely since the risk of hearing impairment can only arise when the UPOD is used for 2 hours a day for 18 months to two years.   By implication, using the product for less than two hours daily will not endanger the user’s hearing capacity.   However, the government’s warning appears to refute this implication.      Another factor for the courts to consider is the actual cost of reparations.     Hot Ideas can escape liability if they can successfully demonstrate that the cost of repairing the double shock defect would be too great for them to cover with the result that they will suffer undue financial hardship.     In other words, if Hot Ideas can prove that recalls of the product and reparation of the double shock action would cause undue financial hardship, thus may impact Carswell’s claim.   However, the defect was discovered and publicized by the government.      On the facts, the product has been on the market for at least 20 years so that the products cannot be recalled and repaired without much difficulty and expense.

Criteria For The Project Success Management Essay

Criteria For The Project Success Management Essay Lundin and Soderholm (1995) illustrates the project as a temporary organization and assert the time conception as one of the four distinguishing features of temporary organizations from permanent organizations (task, team and transition are other three distinguishing features). Cleland and King in 1983 (cited in Cooke-Davies, T. J. 2001) adopted a similar approach by the following project definition: A complex effort to achieve a specific objective within a schedule and budget target, which typically cuts across organisational lines, is unique, and is usually not repetitive within the organisation. Moreover, recent definitions expanded the project definition to include the product and /or service as the project outcomes. For example Duncan (1996) defines project as A temporary endeavour undertaken to create a unique product or service. Temporary means that the project has a definite ending point and unique means that the product or service differs in some distinguishing way from all similar products or services. However, as expectations from projects increase, the definitions for project evolved to reflect this. Thus, Turner and Mà ¼ller (2003) incorporate the idea of beneficial change that product of the project is expected to deliver, to the project definition. Thus, they define a project as a temporary organisation that aims to create a unique service or product that brings added value or delivers beneficial change (Turner and Muller, 2003). Eventhough, there are various project definitions that have been accumulated for almost 50 years, the review of literature revealed that defined start and end, a common objective and complex set of activities are the three most common features that are shared by every project and thus present in almost every project definition. 2.2 Project Success: Although project success is a core project management concept, a review of the project management literature reveals that there is no standardized definition of a project success in the project management literature (Baccarini, 1999). The success of a project is perceived differently by different success assessors (Shenhar et al., 2001). Therefore, as Prabhakar (2008, p. 3) noted the only agreement seems to be the disagreement on what constitutes project success. According to Pinto Slevin (1988) based on their study conducted with over 650 project managers, the project success is not only meeting cost, schedule, and performance requirements rather it requires satisfaction of more complex specifications, such as client satisfaction. Baker, Murphy and Fisher (1983, 1988 as cited in Prabhakar, 2008 and Cooke-Davies, 2001) discuss that client satisfaction has been achieved together with the end result has a vital influence on the perceived success or failure of projects (Prabhakar, 2008 ). In a similar fashion, Baker, Murphy and Fisher (1983, 1988 as cited in Prabhakar, 2008, p.4) states that In the long run, what really matters is whether the parties associated with, and affected by, a project are satisfied. Good schedule and cost performance means very little in the face of a poor performing end product De Wit (1988), on the contrary, defines project success as the assessment of project outcomes against cost, time and quality (as cited in Cooke-Davies, 2001 and Prabhakar, 2008). However, he points out to a distinction between the project success and project management success, which he defines as measurement of project outcomes against the overall project objectives that will be discussed by most of the researchers interested in this subject area. Furthermore, another attempt at developing a viable foundation for project success definition was by Baccarini (1999), who attempts to contribute to this gap in the literature by his logical framework method (LFM). The LFM model distinguishes between four levels of project objectives, namely goal, purpose, output, and input, provides a comprehensive framework for defining, as well as, comprehending the project success concept. Baccarini (1999), just as some of his colleagues, based his work on De Wits (1988) a decade old research. Similarl y, Baccarini (1999) differentiates between project management success and the product success, instead of project success. Product success is related with goals and objective, while project management success is related with the project outputs and inputs. On the other hand, another stream of researchers, including Pinto and Slevin (1987), Belassi and Tukel (1996), Lim and Mohamed (1999) prefer not to distinguish between project management success and project success as two distinct concepts rather consider project management success as being part of and contributing to project success. Lim and Mohamed (1999) took a further step and conducted a study to determine criteria for assessing project success by different stakeholders. Since as Baccarini (1999) notes that criteria for assessing project success has vital importance in preventing the project and its team members from holding different views on project success which contributes to project failure. Therefore, it is fundamental to determine and agree upon the criteria satisfying various stakeholders, who have different perceptions of project success. 2.3 Criteria for the Project Success: According to Lim and Mohamed (1999, p.243), Success criteria is defined as the set of principles or standards by which project success can be judged. Early research on project success criteria adopted the so-called Iron Triangle of time, budget and quality as the set of principles for evaluating the success of a project. Almost 40 years ago, Oisen (1971) proposed budget, time and quality as the project success criteria. Many scholars accepted this set of success criteria but also noted the necessity to take into consideration other criteria for the project Success (Turner, 1993; de Witt, 1998; Pinto and Slevin, 1988). More recently, this set of criteria has been evaluated as being insufficient for assessing the project success comprehensively (Turner, 1993; Jugdev and Mà ¼ller, 2005). To illustrate this point, according to Jugdev and Mà ¼ller (2005), assessing project outcomes only with respect to time, cost and, quality is to consider only operational level project management as o pposed to anything of strategic value. Jugdev and Mà ¼ller (2005) focussed on evaluating project success based on the organizational aspects that are internal to the project, leaving out external ones as being too complicated. Nevertheless, there are researchers, such as Pinto and Mantel (1990), who tend to include both internal and external aspects of a project organization, as well as, complex criteria in assessing project success such as, stakeholder satisfaction, stakeholder community benefits, organization benefits, etc. (Pinto and Mantel, 1990; Atkinson, 1999; Wateridge, 1998). Pinto and Mantel (1990) proposed two additional success criteria, namely, the quality of the project as it is perceived by the project team and an external performance indicator of both project and its team performance (e.g. client satisfaction) in addition to the efficiency of implementation phase criterion that assesses the project success in relation to internal performance indicators, and the Iron Triangle. Similarly, in a subsequent study, Andersen and Jessen (2000), who attempt to assess project success with respect to the task- and people-oriented aspects, defined project success criteria further into 10 elements. These elements, besides the traditional Iron Triangle components of time, budget, and quality, include the degree of importance of the products to the base organization, the results as perceived by all stakeholders, the learning experience, motivation for future work, knowledge acquisition, the final report preparation method, and the way of project termination (Andersen Jessen, 2000). Andersen and Jessen (2000) thus provided a more holistic picture for assessing the success of a project. Lim and Mohamed (1999), on the other hand, in their study attempted to justify this diversity in perception of project success criteria. They concluded different stakeholders perspectives on project success criteria, such as those of the project manager, the project team, the client, and the general public, as being the reason for different perspectives on project success criteria. In addition, Lim Mohamed (1999) note success criteria as one of two constituents of the project success. The other constituent of the project success are Critical Success Factors (CSFs), which will be reviewed in the following section. 2.4 Critical Success Factors: It was Daniel in 1961 (as cited in Amberg et al, 2005), who first coined the term success factors in management literature. In his study, he came up with a set of industry-related CSFs that are claimed to be relevant for any company in a particular industry. Anthony, on the other hand, in 1972 (cited in Amberg et al, 2005), discussed the need for adaptation of CSFs to a companys and its managers specific strategic objectives. Then, based on the both perspectives by Daniel (1961, cited in Amberg et al, 2005) and Anthony et al. (1972, cited in Amberg et al, 2005), Rockart (1979, cited in Amberg et al, 2005) conducted a study that involved three organizations. He found out that organizations despite operating in the same industry may have different CSFs due to differences in geographic locations, strategies etc. Then on, studies on identifying CSFs for different industry projects proliferated in the project management literature. According to Cooke-Davis (2002) researchers have been trying to find out those factors that are critical to project success since the late 1960s. Therefore, the review of literature on CSFs reveals several definitions. The following CSF definition by Rockart (1979, cited in Amberg et al, 2005) is one of the most cited: à ¢Ã¢â€š ¬Ã‚ ¦the limited number of areas in which results, if they are satisfactory, will ensure successful competitive performance for the organization. In subsequent studies CSFs are defined as: à ¢Ã¢â€š ¬Ã‚ ¦ characteristics, conditions or variables that, when properly sustained, maintained, or managed, can have a significant impact on the success of a firm competing in particular industry by Bruno and Leidecker (1984, p. 24). Whereas, as factors which, if addressed, significantly improve project implementation chances by Pinto and Slevin in 1987 (p.22). Lim and Mohamed (1999, p. 243) define critical success factors (CSFs) as the set of circumstances, facts, or influences which contribute to the project outcomes. 2.5 Critical Success Factors and the Projects: During the 1970s-1980s, critical success factor requirements had been addressed rather as a response to the indicators of project success at the implementation phase, focussing on time, cost, and quality, as well as, stakeholder satisfaction (Jugdev and Mà ¼ller, 2005). It was Pinto and Slevin (1987), who first attempted to develop a comprehensive set of CSFs related to project implementation success. In their work, they propose a project implementation profile (PIP) model, which consists of 10 CSFs, namely, project mission, top management support, project schedule/plan, client consultation, personnel, communication, technical tasks, client acceptance, monitoring and feedback, troubleshooting, determining project success. Additionally, the PIP model of 10 CSFs, is claimed to be suitable as an instrument for project managers to measure those factors (Pinto and Slevin, 1987). Later, Pinto and Prescott (1988), take a further step by determining the relative importance of 10 CSFs over the life of a project and discover that the relative importance of several CSFs vary at different phases of the project life cycle. The generalized 10 CSFs of the project implementation process (PIP) have also been employed as a model for many project types in several studies (Pinto and Prescott, 1988, Finch 2003, and Hyvari, 2006). However, the factors identified by Pinto and Slevin are not likely to cover every aspect involved in project management. Finch (2003) indicates that the PIP model does not take into consideration a number of significant external factors that affect the success of a project, such as, competence of the project manager, political activities within the organization, external organizational and environmental factors, and responsiveness to the perceived need of project implementation. Nevertheless, subsequent research, conducted during the 1990s-2000s, i ncorporate the stakeholder issue, as well as, interactions between internal and receiving organizations as factors that are critical for a project success (Jugdev and Mà ¼ller, 2005). Moreover, in pursuit of providing a comprehensive CSF framework, there have also been attempts that integrate CSFs categorizations and frameworks with project success criteria. Belassi and Tukel in their study conducted in 1996, criticize previous studies, whose critical success factors are mainly focused on the project manager and project organization. They incorporate characteristics of the project and team members, as well as external factors, into their framework. Their framework, thus, provides a classification of project CSFs into four groups; namely, project manager, team members, organization, and external environment. Additionally, the framework by Belassi and Tukel (1996) provides an explicit and systematic way for examining the intra-relationships between factors in different groups. This scheme provides grouping of project success factors, however it is generic rather than industry specific. Another interesting study is by Cooke-Davies (2002, p.185), in which he introduce s a set of questions for the purpose of grouping of CSFs, such as; What factors are critical to project management success?; What factors are critical to success of an individual project?; and What factors lead to consistently successful projects? Moreover, he distinguishes between project management success and project success by claiming that project management success is the satisfaction of traditional criteria of time, cost and quality, whereas, project success is the satisfaction of the overall project objectives. Then, he proposes 12 CSFs, which he extracts from multi-national organizations activities and practical actions. Additionally, although his proposed CSFs are not directly related to human factors, he points out that people have intrinsic importance to all project processes. On the other hand, CSFs introduced by Clarke (1999) involve effective communication, clear projects objectives and scope, decomposing project into manageable size, using project plans as working documents, whereas, Nicholas (2004) proposes a set of CSFs, which are grouped into three categories: project participants, communication and information sharing and exchange, and the project management/systems development process. Based on an analysis of the literature it can be concluded that there is not a consistent CSF framework. Rather there are different perspectives of what constitute CSFs, depending on how the authors identify and classify them. Moreover, although early literature on project management does not consider project success criteria, containing the focus to CSFs, subsequent studies attempt to close the gap between CSFs and project success criteria, both of which impact on project success. In addition to this, recently developed CSFs are more complex than those of the previ ous decade as more recent CSFs cover both hard and soft aspects of project management such as the competence of the project manager and the project team members and leadership. The challenge to determine relevant CSFs over the full life of a project has been attracting growing interest in recent publications. 2.6 Critical Success Factors and the Project Life Cycle: According to Mintzberg (Mintzberg et al, 1998) many academicians, especially in the strategy development field have stated the necessity for better project implementation. Nevertheless, Walker and Rowlinson (2008) argue that mainstream literature in the project management and strategy field fails to address these issues because it views implementation: As a lesser form of intellectual pursuit than strategy and planning (Walker and Rowlinson, 2008, p.32). Furthermore, Belassi and Tukel (1996) contribute to this issue by claiming that when it comes to project implementation issues, project management literature focuses more on improving tools and techniques such as scheduling, or project failure, rather than on success. However, such position is understandable, as to identify the success factors of a project is a more complex task than identifying failure factors, mainly because of the following reasons. First, parties involved in a project tend to see project success differently and therefore, each party may allocate different success criteria to each phase (Pinto and Slevin, 1987; Pinto and Prescott 1988; Baker et al 1983; Belout and Gauvreau, 2004; Fowler and Walsh, 1999). Several academicians have proposed models in attempts to capture the processes which a project undergoes during its life. Adams and Barndt (1998), King and Cleland (1983) and Westland (2006) support the model which consists of the following four stages: initiation/conceptualisation, planning, execution / implementation and closure / termination. Pinto and Prescott (1988) propose empirically derived CSFs for each of the phases over the project life-cycle and CSFs proposed for implementation phase are mission, trouble-shooting, schedule/plan, technical tasks, and client consultation. Their work was later criticized unsuccessfully by some authors, including Belout (1998) and Belout and Gauvreau (2004), whose result s were found to support those of Pinto and Prescott (1988). Third, Belassi and Tukel (1996), Clarke (1999) and King (1996) argue that the CSFs may not directly affect the project outcome. It is the combination of these factors at different project life-cycle stages that influences the success of the project. They also add that due to uniqueness of a project, some CSFs may be missing or become irrelevant for some projects and therefore covering as many factors as possible that could influence the project would be of little or no help to project manager. Moreover, Adams and Brandt (1988) remind us that projects are not static entities; rather they change significantly as they progress through their life-cycle stages. Finally, as Belout and Gauvreau (2004), Bellasi and Tukel (1998), Fryer, Antony and Douglas (2007) argue that the relevance of the CSFs vary across different industries. For example, Belout and Gauvreau (2004) found that in the IT industry, with the exception of client ac ceptance, all other factors proposed by Pinto and Prescott (1988) are critical to success. In construction and engineering industries, on the other hand, client acceptance is critical. 2.7 Non Profit Projects: According to Ba Khang Lin Moe (2008), Non Profit Projects plays a significant role in the socio economic development process of both developed and developing countries. In business literature, indicators of success of the business organization are typically assessed against the profit it gains. But what makes NGOs become effective and efficient, as their work is not driven by the profit motive? It is widely accepted that the non-profit sector has not yet developed its own theoretical framework of management, because of the fact that they do not possess a bottom line against which to measure success; organizational standards of performance simply do not exist. Contrary to the corporate sector, NGOs often promote vague and non-quantifiable objectives such as improving human rights, protecting the environment, or advocating democracy. To be more specific, the primary objective of non-profit organizations is to change the quality aspects of the human life or transform societies, thus ma king assessment of effectiveness extremely difficult. As Fowler (1997, p172 ¼Ã¢â‚¬ °points out, Establishing performance criteria for non-profits and then using them for comparative purposes is a conceptual and practical headache. NGO capacity-building is tied up with indicators of organizational effectiveness or project success (Eade, 1997 ¼Ã¢â‚¬ °. In other words, capacity of an NGO should be constructed against indicators the NGO lacks or is weak in. Since NGOs greatly vary within themselves and within different development contexts, as stated above there is no formal consensus on standardized determinants of organizational effectiveness or project success, particularly of NGO development activities with grassroots people. Therefore, assessing the NGO capacity or project performance should be done based on the particular context of individual NGOs and their project activities ¼Ã‹â€ Kanter, 1979; Drucker, 1993) 2.8 Characteristics of Non Profit Projects compared to For- Profit Projects: Non profit projects have distinctive characteristics compared to the For-profit projects and Youker (1999) states the differences between International development projects; one of the important types of non-profit projects and the other for-profit projects. First of all, compared to hard type industrial and infrastructure projects, Development projects as soft type projects with their less tangible social objectives and deliverables pose a special challenge in managing and evaluating of Development projects (Do and Tun, 2008). In addition to their less tangible objectives and deliverables, the complex web of the many stakeholders is an IDP characteristic that results in another management challenge (Youker, 1999). To illustrate, compared with industrial and commercial projects, which involve the client, who pays for and receives the deliverables of the project, and the contractor, who manages and obtains the desired result (Do and Tun, 2008). Development projects involve a web of st akeholders, including the coordinator as the head of the project management unit; the task manager as the supervisor of the project implementation in the multilateral development agency; the national supervisor, to whom the coordinator reports; the project team; the steering committee as an interface with the local institutional system; the beneficiaries as those actually benefit from the project outputs without paying for it; the population at large. In addition, ensuring accountability of the project manager is more troublesome within this complex web of stakeholders (Diallo and Thuillier, 2004) as opposed to traditional projects. Youker (1999) based on his study of evaluations of World Bank IDP post- project reports, outlines a number of IDP management challenges in addition to the above mentioned. He states that the lack of shared perception and agreement on the objectives of the projects by staff and stakeholders, as well as, the lack of commitment by the team, management and stakeholders as the problems that had been most persistent during implementing Development projects. Also, Youker (1999) counts the lack of detailed, realistic, and current project plans, unclear lines of authority and responsibility, the lack of adequate resources, poor feedback and control mechanisms for early detection of problems, poor or no analysis of major risk factors, delays caused by bureaucratic administration systems as other challenges that had occurred frequently during IDP implementations in past. 2.8 Conceptualising Critical Success Factors for Non-Profit Projects: Eventhough, identifying critical success factors is one of the most popular topics among researchers and practitioners; there are very few research conducted on Non-profit projects. One of the studies that identified in the literatures was the research conducted by Do Tun (2008). Do and Tun (2008) studied on critical success factors of International Development Projects (IDP), a kind of non profit projects followed by Diallo and Thuiller (2004; 2005) have developed a framework based on an adaptation of the Logical Framework Approach (LFA), which is a general methodology commonly used by the development community to design, plan, manage and communicate their projects, for IDP context. Their proposed framework focuses on project life cycle, and then assesses the success of each phase based on the outputs produced by the previous phase. As a consequence, these partial successes are integrated into an assessment of the overall success of the IDP according to the Life-Cycle-Based framewo rk.

The Impression of Life on the Western Front in the Blackadder Goes Fort

To what extent does the 'Blackadder Goes Forth' series give an accurate impression of life on the western front? In this essay I will be writing about life on the western front and the trenches in The First World War and how accurately the 'Blackadder Goes Forth' series portrays it. The First World War started on 4th August 1914 because the Archduke of Austro-Hungary, Franz Ferdinand got shot by a Bosnian named Gavrillo Princip. Austro-Hungary declared war on Bosnia and all the allies got involved and it turned into a huge World War which lasted longer than expected. The war then finished in 1918. Blackadder goes Forth was written by Richard Curtis and Ben Elton in 1989. Both of them have historical backgrounds. Blackadder is a BBC comedy series set in the trenches of the Western Front in The First World War. It starred Rowan Atkinson, Hugh Laurie, Tony Robinson and Stephen Fry. It was filmed in a studio in front of an audience. It was intended for an adult-thinking audience. It was made to entertain and also give the audience some historical knowledge about the trenches. I will be evaluating the last episode ?Goodbyeee? to see how it compares to real life on the western front. On the western front the soldiers had to build trenches to provide defence for the army and hold their position to show their opponents they weren?t going anywhere. The trenches were built in a crocked line next to each other because if the line was straight and a shell landed on it the explosion would kill and injure much more people then if it was straight. They had barbed wire and Sandbags at the top of trench to protect them from enemies coming in and attacking them. The trench had many layers and at the bottom there were dug outs were the sold... ...ries. There was lots of useful information to a historian about recruitment, the tactics and if they were changed the casualty rate could have decreased, and that there was a huge presence of death in the trenches. There was also some information about the weather and the trenches but it didn?t seem too wet and cold in the dug outs, which it would have been because of the awful weather at that time. Some things were imprecise about the trenches like there wouldn?t have been a sink, the dug out was too big and it looked too warm in there. The inaccuracy is because of the filming conditions and they wouldn?t have been able to fit a camera crew and the actors into a smaller dug out and they couldn?t have made it too wet as they were filming in a studio. I would still rely on the episode ?goodbyeee? to tell me what life was like in the trenches and on the western front.

Development and Analysis – Case study

The case study is about the challenge in the classroom in my working experience. It is about two twin boys who were in my class, whereby I was the class teacher. The boys were really bullies, rude, lazy and very abusive. They used to abuse me, their teacher, other teachers and the other pupils. These boys really stressed me to a point that I was not even concentrating in what I was supposed to do. The father of the twins was a member of the school board and taking complaints to him all the time about the bad behaviors of the boys could cost me my job.The twins could interrupt many learning sessions by making noise, abusing and beating other children, and even saying that if I report them to their father, nothing could be done as he was a member of the board. The behaviors of the twins affected the other children who went home and told their parents about it. The parents responded by calling me and coming personally to school to complain on how the twins are affecting their children f rom learning and how the class teacher and the school management had been unable to contain twins.The case was challenging to my career and was degrading the name and status of the school in general. A quick and faster action had to be taken to contain the situation. Decisions had to be made whether for better or for worse since a lasting solution was needed. The boys had to be counseled and their behaviors modeled and at the same time the pupils in my class had to be counseled. The best solution for this was to apply the behavioral modeling to the twins whereby model looks closely at the behaviors of the victims, by going back by collecting data on their behavioral history.The behavioral modeling is meant to assess at the behavioral patterns of an individual from the past and relate to them to the present, know why individual is behaving in that strange manners, whether the causes for the behavior change could be the family, environment, the friends, the workplace or the community and then look for strategies that can assist in correcting the behavior and was done in the following ways; a) Initiating a session-the counselor should first initiate a session for discussion. He/she should introduce him/herself to the twins so that they could be aware of who they are going to discuss with.The initial rapport will determine on how the discussion will flow. The counselor should tell the twins what he/she expects from them and the boys should be given time to decide if they will be willing to talk but should be given options. b) Isolation- the twins should be isolated from other children. The counselors should in isolation with the twins study their behaviors and know what is really happening. He/she should dig deep into the past history of the twins, the behaviors of the family and the circumstances that have made them to behave like so.This information can only be gotten from the twins when they alone with the counselor whereby they have the freedom of expressing t hemselves freely. When victims of the same circumstance are mixed with people of the same problem it becomes very difficult to get information from them because those who are with them may influence their answering to the questions asked. Isolation does not mean that the twins should be completely isolated from other children or the family but put in isolation when talking to the counselor.The counselor must also make sure that the isolation process does not affect the twins but improves their concentration during the discussion exercise. c) Find out about the historical background of the family/ information gathering- the consultant should critically look at the behavioral patterns of the twins’ family before making conclusions. Are there other members of the same family who are still in school and have the same behavior? The counselor should find out whether if the had been counseled previously and if there was any impact.It will be necessary to know the behavioral patterns of their parents and then relate them to those of their children. d) Show the paternal and maternal love-the counselor should at his/her level best the paternal and maternal love to the twins. The twins may be missing the love and attention of the one or both parents, and this has made the twins to become uncontrollable as there is no one to control them and show them love and affection. Every person needs the love of both parents to grow and develop normally and if the twins are missing the love and absence of their father or mother or both of them, their mind set and behavior will change.e) Become closer to the boy- the counselor should develop a very close relationship with the twins. He/she should make sure that the twins are comfortable with him/her all the time they will be spending together. The counselor should not be sympathetic to the twins as this will worsen the situation but should make sure that they understand that what they are doing is wrong and they should be read y to change their behaviors so that they will be able to interact and mix freely with the rest of the other children.They should be told that their behaviors are affecting the whole class and that parents of the other children are complaining of their behaviors. The counselor should also involve the friends of the twins to find out more about the twins behavior when they are together. The friends should be encouraged to talk to them on changing their behavior pattern and they should at the same time tell them the consequences of their bad behavior in a friendlier manner.If the twins feel that they are insecure when they are being counseled, they should be taken to a place of their choice, but should be given options or else they will dictate the situation. This will give them more freedom to express themselves and will build confidence and trust between them and the counselor. The consultant must also involve the family members who should be urged to become closer to the twins. The parents should be told Without any fear of the bad behaviors of their children and how this has had a negative impact to the other children and to the school.The family members and friends should play a bigger role in modeling the behavior of the boys through being closer and talking positively to them on how good behaviors and manners come with good rewards. Having gone through all these steps, the twins in their minds will be in a position to condemn their bad behaviors and see the need to reform for the better. Behavioral change is a long term process which needs a lot of patience and perseverance. The above actions will help solve this crisis and also create a good learning environment for the other children and at the same time ease my work as the class teacher.