مقاله درمورد Manangement in project control

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Manangement in project control

I like to focus on project management on this little entry. Working closely with my collegues and senior-up's, I've realized that there is more to project management than just project management. Those two little words can actually hide a lot of verbs and necissary processes required to conduct successful project management. This I'm beginning to see. Yet so much more to actually learn. But before I focus more on this criticle aspect of an IT professionals life cycle, let me build up the plot by placing before you two normal situations that probably would have no serious bearing on the mind of a programmer:      a. Programmer working on a big project where you'll be one among the many programmers      working with a few modules.      b. Programmer working on a project where you'll be one of the few team members working on a     good chunk of the project and contributing a whole lot of stuff. Now which one sounds better? I know a few people might find both options pretty enticing. I do. But I've got something coming up in my work place that puts me pretty much in an option 'b' situation. If you ever thought about it, the kind of project you work on has implications from a career level point of view as well as on a personal level. Someone can probably lend a few words on how much weight a medium sized project with a hardly any team members can add to your resume, but from a knowledge perspective, medium sized projects with fewer team members provide a great opportunity to grow in terms of various dynamics provided you have the "Lets do it" attitude. In programming terms, you get more exposure on working the requirements and the project in its entirety and therefore you're forced to think, learn something new and implement it. In terms of management skills, an opportunity to play a lead role invariably crops up and therefore you get an opportunity to exercise people to people skills between the customer and parties concerned will be become imperitive. I remember the first project I worked for. It was just me, my colleague and a tough deadline. Late nights with lots of coffee become our best friend and carved in us a huge plethora of concepts, techniques and mind blowing solutions. That's when you realize that necessity is truly the mother of innovation. Does anyone concur? So all this sounds great and worth the effort. But evolution is taking a new turn for me and paving the way for an enhanced role. And I come back to this beautiful forum to seek opinions and expierience which I've found out have beautiful returns in terms of knowledge enhancement and getting a first-hand-view from the industry across boundries. Our team has just got a beautiful opportunity to work on a critical solution that needs to be implemented at an enterprise level in our organization. The project is challenging and I just can't wait to kick some C#. Speaking of kicking, the official kick-off for this project will hopefully occur some time next week. Apart from the programming part, my PM has further entrusted me with the added responsibility of securing and maintaining all the project processes so as get this system running within expected time

تحقیق در مورد برزیلل

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Education in Brazil

Overview

The official educational cycle in Brazil is:

 Eight years of fundamental education

 Three years of intermediary education

 Between four and six years of superior education

 Post graduation coursesPre-school (kindergarten and equivalents) are not mandatory.

Legislation

The topic Education is subject of a Chapter of the Constitution, articles 205 to 214.The most important infraconstitutional law regarding education is Law nr. 9394, December 20th 1996, officially known as Lei de Diretrizes e Bases (Law of Guidelines and Bases), but often referred to as Lei Darcy Ribeiro (a tribute to one of the greatest Brazilian sociologist and educator).

Fundamental Education

According to article 208 of Constitution, the fundamental education is mandatory and gratuitous. Only the fundamental education is mandatory in Brazil.The command is valid both for the State (including the Union, the States, the Federal District and the municipalities) and for parents. "The competent authority shall be liable for the failure of the Government in providing compulsory education or providing it irregularly.", reads paragraph 2 of article 208. There have been isolated cases in which the Justice has been called to remedy situations in which a poor family can't find elementary educations for their children; in such cases, Judges have determined that the State pay for tuition in private schools on behalf of the children.A much more serious - and frequent - problem is the case of children who don't attend school because their parents lack interest; many poor parents can't afford the costs of sending kids to school; or they simply prefer to send their children to work rather than to school. Despite the facts that fundamental education is mandatory and work under the age of 16 is forbidden, Brazil has many cases of infant labour; and the reason is simple: parents need their kids to work to make money. Some kinds of scenes already exhibited in the Evening News: children aged 3 breaking nuts with a stick; boys aged 10 carrying and throwing wood into brick ovens. The situation has been improving over the past few years thanks to two official programmes: Bolsa Escola, by which parents who keep their children in school and with good health receive a small stipend, and FUNDEF, by which municipalities receive federal funds in accordance to the number of children enrolled.Most elementary schools are maintained either by municipalities or the States (as determined by paragraphs 2 and 3 of article 211); both entities are obliged to apply at least 25% of their budgets in education.This generates a problem: richer States and richer cities have more money to invest and obtain a better education (not only because they have more funds, but also because the population are more informed and demand more resources), with better paid teachers and better infrastructure, whereas in the poorer cities and States the education will be generally of lower standards.Even in the richer areas, however, the standards have been falling over the past decades. A cycle was observed in Brazil: the State invested little in education; the standards of public education dropped; the middle class moved their children to private schools; the middle class stopped to care about public education; the State invested even less in education; the standards fell even more;...Education is open to free enterprising, under official supervision. Nowadays, practically all the middle class sends their children to private schools. Costs may vary from as little as R$ 50 (US$ 20) in smaller cities to R$ 500 in São Paulo or Rio de Janeiro (cities where services are most expensive in Brazil).Brazil is participating of the One Laptop Per Child project (aiming at providing low cost laptops to poor children in Third World countries), but the program moves slowly. Read more information (in Portuguese) about the Notebook for Children program in Brazil.

Intermediary Education

Intermediary education (in Portuguese, 'ensino médio') is not mandatory in Brazil. Clause II of article 208 says that the State should seek a progressive universalization of the free intermediary education (cf. this with Clause I of same article, which reads that elementary education is mandatory and free); the article, however, does not establish a term in which the universalization shall be reached.Intermediary education takes three years. Most intermediary schools are maintained by the municipalities and States. A consequence of this is that the quality of schools will vary in accordance with the investment capabilities of those entities.Most schools do not provide professional education. There are schools which provide, along with the regular intermediary graduation, also a professional formation; such schools are called 'escolas técnicas' (technical schools). Even though not obliged, the Federal government maintains a network of technical schools, which are considered the best in Brazil. Also well regarded are the technical schools maintained by SESI and SENAI; these entities receive funds from the industries to run courses taylored to the market (usually, SESI and SENAI are attended by the poorer classes, as happened with President Lula).Most graduates of the intermediary level do not have a technical formation. Many try to attend universities to obtain a diploma. Access

تحقیق درموردمتن انگلیسی مقررات شغلی

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Rules Currently in Effect

Chapter 21. Student Services Subchapter T. Matching Fund Employment Program for Professional Nursing Students

Please note that The Texas Higher Education Coordinating Board makes every effort to ensure that the information published on this Internet site is secure and accurate; however, due to the limitations of Internet security, the rules published here are for information only, and do not represent legal documentation.

This chapter is also available in PDF format.

§21.620 Authority and Purpose

(a) Authority. Authority for this subchapter is provided in the Texas Education Code, Chapter 61, Subchapter L, Financial Aid for Professional Nursing Students and Vocational Nursing Students and Loan Repayment Program for Certain Nurses. These rules establish procedures to administer the subchapter as prescribed in the Texas Education Code, §§61.651 - 61.658.

(b) The purpose of the Matching Fund Employment Program for Professional Nursing Students is to promote the health care and health educational needs of the citizens of Texas.

Source Note: The provisions of this §21.620 adopted to be effective July 3, 1990, 15 TexReg 3575; amended to be effective November 28, 2004, 29 TexReg 10773

§21.621 Definitions

The following words and terms, when used in this subchapter, shall have the following meanings, unless the context clearly indicates otherwise:

(1) Advisory Committee--The Advisory Committee to advise the Board concerning assistance provided to professional nursing students.

(2) Board--The Texas Higher Education Coordinating Board.

(3) Commissioner--The commissioner of higher education, the chief executive officer of the Board.

(4) Cosigner--A person signing a promissory note, other than the loan recipient, who is over 21 years of age and who is gainfully employed full time or otherwise demonstrates financial responsibility. Such a person may be a relative, except a spouse, and may not be a student. He or she may be a representative of the eligible employer. A cosigner is jointly and severally responsible for all promissory notes issued throughout the program and signed by the maker and him or herself.

(5) Employment Program Award--A lump-sum monetary award provided students on a term-by-term basis through the employment program, in exchange for which the student is obligated to work for an employer for one year after completion of his or her professional nursing studies. If the terms of the exchange are violated, and the grievance subcommittee determines it to be appropriate, the award may be treated as a loan, with repayment required of the student and with interest accruing from the date of the award disbursement.

(6) Employment Program--The Professional Nursing Student Matching Fund Employment Program.

(7) Financial Need--The cost of education at an institution of higher education less the expected family contribution and any gift aid for which the student is eligible. The cost of education and family contribution are to be determined in accordance with Board guidelines. The cost of education includes tuition, fees, educational materials and living expenses.

(8) Fund--The Professional Nurses Matching Fund Employment Program Fund administered by the Board.

(9) Grievance Subcommittee--A subcommittee appointed by the Board to review documentation and hear grievances raised through channels outlined in this subchapter and to assess penalties as determined appropriate.

(10) Half-time Student--A person formally admitted to the institution who is enrolled or expected to be enrolled for a half-time course load as determined by the educational program in which the student is enrolled.

(11) Minority--A student whose ethnic or racial group is Black, Hispanic, American Indian or Alaskan Native, or Asian or Pacific Islander.

(12) Nursing Shortage Area--A geographic or practice area within the State of Texas that has an acute shortage of professional nurses.

(13) Professional Nursing Student--A student enrolled in an accredited institution of higher education in Texas in a course of study leading to an initial or an advanced degree in professional nursing.

(14) Program Officer--The Professional Nursing Student Matching Fund Employment Program Officer designated by an eligible institution to represent the program on that campus.

(15) Resident--A resident of the State of Texas as determined by the Board. Nonresident students eligible to pay resident tuition rates are excluded from this program.

(16) Rural Area--A nonmetropolitan county as defined by the United States Census Bureau in its most recent census.

تحقیق و بررسی در مورد تهویه ساختمان

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Successful Fireplaces in Tight Houses

A central location, a tall chimney, and controlled combustion are the keys to a good burn.

By John GullandA version of this article first appeared in the May 1999 edition of the Journal of Light Construction

Builders are beginning to hear more complaints that traditional masonry fireplaces leak smoke and burn too much wood for too little heat output. The fact is, open site-built masonry fireplaces have always been filthy, smoky, and inefficient, but these drawbacks were less noticeable in drafty, uninsulated houses. Today’s tighter homes, however, are less forgiving, and their occupants are less tolerant.

In addition, many modern fireplaces are used strictly as a design element, and many designers have no training in what makes one work. On top of that, many of the masons and other heating contractors who build fireplaces carry over outdated design traditions that are at the root of performance problems.It doesn’t have to be that way. Building scientists now understand why traditional fireplace designs perform poorly, and masons, manufacturers, and hearth installers have responded with new products and techniques that eliminate past problems.In this article, I’ll discuss the common causes of fireplace problems, and propose solutions for masonry fireplaces and heaters, as well as less expensive, efficient factory-built wood-burning fireplaces.

Why Fireplaces FailWhen it comes to traditional open masonry fireplaces, masons have perpetuated outdated ideas about the smoke shelf, the mysteries of the smoke chamber, and the need for wide, but shallow-throat dampers.Today, it is clear that all three of these features work against successful fireplace performance (see Figure 1).

The smoke shelf and shallow-throat damper both act as obstacles to straight exhaust flow. And the smoke chamber actually reduces the strength of a chimney’s draft by slowing and cooling the fireplace exhaust. The performance of many brick fireplaces can be improved immediately by removing the throat damper and smoke shelf, and installing a chain-operated damper at the top of the chimney. The results are a smooth, straight path for the exhaust and less smoking when a fire burns.

Figure 1. Traditional fireplaces leak smoke into living space and don’t produce heat efficiently. The curving smoke chamber, the throat damper and the smoke shelf all decrease the strength and stability of the chimney draft.

Cold Hearth SyndromeBut the biggest source of trouble is the location of the fireplace. Over the past 50 years of residential design, fireplaces have migrated from the center of the house to a position against the exterior walls, or even into chases that are completely outside the house. This causes the cold hearth syndrome, which is the source of most fireplace failures.The most dramatic effect of a cold hearth is a predictable blast of cold air when the fireplace doors are opened to build a fire. Smoke fills the room when someone tries to light a kindling fire. This is a common, even chronic, characteristic of North American fireplaces.The syndrome usually has its origin in the decision to place a fireplace outside an exterior wall in a frame or brick chase (Figure 2).

The cold outside air sucks warmth from the fireplace and chimney structure, causing the temperature of the air in the flue to drop. When the flue temperature is lower than the house temperature, air begins to flow down the chimney and onto the hearth. This is called a "cold backdraft" and contrary to common belief, it does not happen because cold air is heavy and falls down the chimney. The air is not falling — it is being sucked down by the house.

Figure 2. Chimneys built on an outside wall, whether exposed or boxed with a chase, are prone to backdrafting (top). One solution is to move the chase inside and to vent it to the interior so warm air can circulate (middle). The best solution is to locate the system properly in the first place. The ideal location is in the center of the house (bottom), because the surrounding air will keep the chimney warm and the chimney will penetrate the roof at its highest point.

Just as hot exhaust in a chimney produces a pressure difference called a draft, so the relatively warm air in a house produces a pressure difference called "stack effect" when it is cold outside The buoyant warm air rises, producing a slight low pressure zone downstairs and higher pressure upstairs. Since most fireplaces are installed on lower floors, they experience negative pressure due to stack effect when it is cold outside. As soon as the air in the chimney falls below room temperature, the house becomes a better chimney than the chimney itself, and a cold backdraft gets started. The backdraft tends to stabilize because as the chimney becomes full of cold air, it cannot produce any draft to resist the suction of the

تحقیق تهویه ساختمان

اختصاصی از حامی فایل تحقیق تهویه ساختمان دانلود با لینک مستقیم و پر سرعت .

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Successful Fireplaces in Tight Houses

A central location, a tall chimney, and controlled combustion are the keys to a good burn.

By John GullandA version of this article first appeared in the May 1999 edition of the Journal of Light Construction

Builders are beginning to hear more complaints that traditional masonry fireplaces leak smoke and burn too much wood for too little heat output. The fact is, open site-built masonry fireplaces have always been filthy, smoky, and inefficient, but these drawbacks were less noticeable in drafty, uninsulated houses. Today’s tighter homes, however, are less forgiving, and their occupants are less tolerant.

In addition, many modern fireplaces are used strictly as a design element, and many designers have no training in what makes one work. On top of that, many of the masons and other heating contractors who build fireplaces carry over outdated design traditions that are at the root of performance problems.It doesn’t have to be that way. Building scientists now understand why traditional fireplace designs perform poorly, and masons, manufacturers, and hearth installers have responded with new products and techniques that eliminate past problems.In this article, I’ll discuss the common causes of fireplace problems, and propose solutions for masonry fireplaces and heaters, as well as less expensive, efficient factory-built wood-burning fireplaces.

Why Fireplaces FailWhen it comes to traditional open masonry fireplaces, masons have perpetuated outdated ideas about the smoke shelf, the mysteries of the smoke chamber, and the need for wide, but shallow-throat dampers.Today, it is clear that all three of these features work against successful fireplace performance (see Figure 1).

The smoke shelf and shallow-throat damper both act as obstacles to straight exhaust flow. And the smoke chamber actually reduces the strength of a chimney’s draft by slowing and cooling the fireplace exhaust. The performance of many brick fireplaces can be improved immediately by removing the throat damper and smoke shelf, and installing a chain-operated damper at the top of the chimney. The results are a smooth, straight path for the exhaust and less smoking when a fire burns.

Figure 1. Traditional fireplaces leak smoke into living space and don’t produce heat efficiently. The curving smoke chamber, the throat damper and the smoke shelf all decrease the strength and stability of the chimney draft.

Cold Hearth SyndromeBut the biggest source of trouble is the location of the fireplace. Over the past 50 years of residential design, fireplaces have migrated from the center of the house to a position against the exterior walls, or even into chases that are completely outside the house. This causes the cold hearth syndrome, which is the source of most fireplace failures.The most dramatic effect of a cold hearth is a predictable blast of cold air when the fireplace doors are opened to build a fire. Smoke fills the room when someone tries to light a kindling fire. This is a common, even chronic, characteristic of North American fireplaces.The syndrome usually has its origin in the decision to place a fireplace outside an exterior wall in a frame or brick chase (Figure 2).

The cold outside air sucks warmth from the fireplace and chimney structure, causing the temperature of the air in the flue to drop. When the flue temperature is lower than the house temperature, air begins to flow down the chimney and onto the hearth. This is called a "cold backdraft" and contrary to common belief, it does not happen because cold air is heavy and falls down the chimney. The air is not falling — it is being sucked down by the house.

Figure 2. Chimneys built on an outside wall, whether exposed or boxed with a chase, are prone to backdrafting (top). One solution is to move the chase inside and to vent it to the interior so warm air can circulate (middle). The best solution is to locate the system properly in the first place. The ideal location is in the center of the house (bottom), because the surrounding air will keep the chimney warm and the chimney will penetrate the roof at its highest point.

Just as hot exhaust in a chimney produces a pressure difference called a draft, so the relatively warm air in a house produces a pressure difference called "stack effect" when it is cold outside The buoyant warm air rises, producing a slight low pressure zone downstairs and higher pressure upstairs. Since most fireplaces are installed on lower floors, they experience negative pressure due to stack effect when it is cold outside. As soon as the air in the chimney falls below room temperature, the house becomes a better chimney than the chimney itself, and a cold backdraft gets started. The backdraft tends to stabilize because as the chimney becomes full of cold air, it cannot produce any draft to resist the suction of the