Council Regulation

A grouping so formed shall, from the date of its registration as provided for in Article 6, have the capacity, in its own name, to have rights and obligations of all inds, to make contracts or accomplish other legal acts, and to sue and be sued. Article 3 1 . The purpose of a grouping shall be to facilitate or develop the economic activities of its members and to improve or increase the results of those activities; its purpose is not to make profits for itself. Its activity shall be related to the economic activities of its members and must not be more than ancillary to those activities. 2.Consequently, a grouping may not: (a) exercise, directly or indirectly, a power of management or supervision over its embers' own activities or over the activities of another undertaking, in particular in the fields of personnel, finance and investment; (b) directly or indirectly, on any basis whatsoever, hold shares of any kind in a member undertaking; the holding of shares in another undertaking shall be possible only in so far as it is necessary for the achievement of the grouping's objects and if it is done on its members' behalf; (c) employ more than 500 persons; (d) be used by a company to make a loan to a director of a company, or any person connected with him, when the making of such loans is restricted or controlled under he Member States' laws governing companies. Nor must a grouping be used for the transfer of any property between a company and a director, or any person connected with him, except to the extent allowed by the Member States' laws governing companies. For the purposes of this provision the making of a loan includes entering into any transaction or arrangement of similar effect, and property includes moveable and immoveable property; (e) be a member of another European Economic Interest Grouping. Article 4 1 .Only the following may be members of a grouping: a) companies or firms within the meaning of the second paragraph of Article 58 of the Treaty and other legal bodies governed by public or private law, which nave been formed in accordance with the law of a Member State and which have their registered or statutory office and central adminsitration in the Community; where, under the law of a Member State, a company, firm or other legal body is not obliged to have a registered or statutory office, it shall be sufficient for such a company, firm or other legal body to have its central administration in the Community; b) natural persons who carry on any industrial, commercial, craft or agricultural activity or who provide professional or other services in the Community. 2.A grouping must comprise at least: (a) two companies, firms or other legal bodies, within the meaning of paragraph 1, which have their central administrations in different Member States, or (b) two natural persons, within the meaning of paragraph 1, who carry on their principal activities in different Member States, or (c) a company, firm or other legal body withi n the meaning of paragraph 1 and a atural person, of which the first has its central administration in one Member State and the second carries on his principal activity in another Member State. Article 5 A contract for the formation of a grouping shall include at least: (a) the name of the grouping preceded or followed either by the words ‘European Economic Interest Grouping' or by the initials ‘EEIG', unless those words or initials already form part of the name; (b) the official address of the grouping; (c) the objects for which the grouping is formed; (d) the name, business name, legal form, permanent address or registered office, and he number and place of registration, if any, of each member of the grouping; (e) the duration of the grouping, except where this is indefinite.Article 6 A grouping shall be registered in the State in which it has its official address, at the registry designated pursuant to Article 39 (1). Article 12 The official address referred to in the contract for the formation of a grouping must be situated in the Community. The official address must be fixed either: (a) where the grouping has its central administration, or (b) where one of the members of the grouping has its central administration or, in he case of a natural person, his principal activity, provided that the grouping carries on an activity there. Article 13 The official address of a grouping may be transferred within the Community.When such a transfer does not result in a change in the law applicable pursuant to Article 2, the decision to transfer shall be taken in accordance with the conditions laid down in the contract for the formation of the grouping. 1 . The organs of a grouping shall be the members acting collectively and the manager or managers. A contract for the formation of a grouping may provide for other organs; if it does it hall determine their powers. 2. The members of a grouping, acting as a body, may take any decision for the purpose of achievi ng the objects of the grouping. Article 17 1. Each member shall have one vote. The contract for the formation of a grouping may, however, give more than one vote to certain members, provided that no one member holds a majority of the votes. 2.A unanimous decision by the members shall be required to: (a) alter the objects of a grouping; (b) alter the number of votes allotted to each member; (c) alter the conditions for the taking of decisions; Article 18 Each member shall be entitled to obtain information from the manager or managers concerning the grouping's business and to inspect the grouping's books and business records. Article 19 1. A grouping shall be managed by one or more natural persons appointed in the contract for the formation of the grouping or by decision of the members. Article 21 1 . The profits resulting from a grouping's activities shall be deemed to be the profits of the members and shall be apportioned among them in the proportions laid down in the contract for t he formation of the grouping or, in the absence of any such rovision, in equal shares. 2.The members of a grouping shall contribute to the payment of the amount by which expenditure exceeds income in the proportions laid down in the contract for the formation of the grouping or, in the absence of any such provision, in equal shares. Article 22 1 . Any member of a grouping may assign his participation in the grouping, or a proportion thereof, either to another member or to a third party; the assignment shall not take effect without the unanimous authorization of the other members. Article 23 No grouping may invite investment by the public. Article 24 1. The members of a grouping shall have unlimited Joint and several liability for its debts and other liabilities of whatever nature.National law shall determine the consequences of such liablity. 2. Creditors may not proceed against a member for payment in respect of debts and other liabilities, in accordance with the conditions laid do wn in paragraph 1, before the liquidation of a grouping is concluded, unless they have first requested the grouping to pay and payment has not been made within an appropriate period. Council Regulation ( 5 July Article 27 1 . A member of a grouping may withdraw in accordance with the conditions laid down in the contract for the formation of a grouping or, in the absence of such conditions, with the unanimous agreement of the other members. Article 37 1 .A period of limitation of five years after the publication, pursuant to Article 8, of notice of a member's ceasing to belong to a grouping shall be substituted for any longer period which may be laid down by the relevant national law for actions against that member in connection with debts and other liabilities arising out of the grouping's activities before he ceased to be a member. . A period of limitation of five years after the publication, pursuant to Article 8, of notice of the conclusion of the liquidation of a grouping shall be substituted for any against a member of the grouping in connection with debts and other liabilities arising out of the grouping's activities.Article 40 The profits or losses resulting from the activities of a grouping shall be taxable only in the hands of its members. Article 42 1. Upon the adoption of this Regulation, a Contact Committee shall be set up under the auspices of the Commission. Its function shall be: a) to facilitate, without prejudice to Articles 169 and 170 of the Treaty, application of this Regulation through regular consultation dealing in particular with practical problems arising in connection with its application; (b) to advise the Commission, if necessary, on additions or amendments to this Regulation. 2. The Contact Committee shall be composed of representatives of the Member States and representatives of the Commission. The chairman shall be a representative of the Commission.

The Dark Side of the Roaring Twenties

The Roaring Twenties, most of the things we hear about the twenties are of good, happy times and of advances in technology and medicine. When we picture the twenties, we picture people dancing, listening to jazz and driving Model Ts. Also, in the twenties, the pretty was quite prosperous. But, there was a dark side to the Roaring Twenties. Those years there were some troubling trends and events, which many forget when thinking of that decade; prohibition, organized crime, nativism and the return of the Ku Klux Klan. Ironically, the twenties are often thought of as a time with careless drinking, when actually, it was illegal in that decade to sell or consume alcohol. On January 16th, 1920, the Eighteenth Amendment went into effect. A ban on the manufacturing and distribution on alcohol was written into the United States Constitution. This ban was called Prohibition. People held mock funerals the day before the amendment came to pass. Some people and businesses even spent the weeks prior to the amend. ent stockpiling liquor. Prohibition came to be due to almost a century of effort that started with the temperance movement in the early nineteenth century. After the years of the American Revolution, there was a huge increase in drinking and alcohol consumption. Saloons began to pop up everywhere as hard working men tended to escape loneliness and exhaustion by drinking. Saloons also provided settings for other illegal activities such as prostitution and gambling. A number of people noticed the effects of alcohol consumption and began to try and stop it. First, they encouraged people to just limit their intake of alcohol; however, they eventually began to encourage complete abstinence. As time went on, these reformers went to political action and government intervention. Also, medical research began to show evidence on how alcohol consumption affected people’s health. Concern also arose about how much power breweries wielded as they pursued high profits. More groups, such as the Methodist Church, Women’s Christian Temperance Union, the Anti-Saloon League and the Prohibition Party began to join the movement against alcohol. All of these forces came together to help the passage of the Eighteenth Amendment. Prohibition caused a huge division in the people and citizens in the United States. One side supported the law, who were later identified as â€Å"Drys†, while the other side wanted to put an end to prohibition, identified as â€Å"Wets†. It was also very much disliked in areas with high immigrant populations. This resentment towards prohibition was due to the fact that it banned a practice that was acceptable in their own cultures. However, despite the law, people continued to drink. Some, who were too poor to afford liquor from bootleggers, resorted to brewing their own at home. The places where people would drink illegally were called speakeasies. There were also places called blind pigs, which were businesses that were designed to look legitimate, but housed a bar in a back room. To access these blind pigs and speakeasies, a password was typically required in order to ensure one wasn’t with, or associated, to law enforcement. Prohibition also led to a rise in organized crime. Organized crime did exist before prohibition, but gangs and mobsters saw another great area of profit with prohibition. By providing people who were willing to break the law with illegal liquor, they could make a fortune. But then, as more gangs began to compete, violence also increased. This is the time when the infamous gang leader, Al Capone, made his name. Eventually the atmosphere of lawlessness, violence and suspicion the prohibition created made people more and more uncomfortable. People then began to find the cost of prohibition too high and most did not see drinking, at least in moderation, as sinful. Prohibition finally ended in 1933 with the Twenty-first Amendment. Another issue that arose in the twenties was nativism. During the late nineteenth and early twentieth centuries, immigrants were welcomed into the United States because the country was growing and industrializing. Due to this, laborers were needed. Also, the United States was always proud of being a refuge for people fleeing hardship or mistreatment in their own countries, or looking for new opportunities for themselves and their children. Before 1890, most of the immigrants had come from the same countries as those who first settled in America. So they typically shared the same values as the original settlers. In the beginning of the twentieth century, most of the immigrants came from southern and eastern European countries. Some also came from Puerto Rico, the West Indies and Mexico. In contrast to the Protestant majority, these newer immigrants tended to be Catholics or Jews, and had different morals and values. By World War I, immigrants were pouring into the United States, and the majority of those immigrants were of this new variety. This alarmed the citizens on the United States. They felt their ways of life were threatened by the ways and beliefs of the newcomers. It was not just that the immigrants were economic competitors, or that their strange cultural practices threatened traditional values. It was also that they were thought to be harvesting dangerous and radical ideas about politics and social order. It was said they believed in socialism and anarchy. But most of the immigrants were too preoccupied by survival to worry about politics. They faced things such as poverty, mistreatment and struggled with learning a new language and fitting into a new foreign society. Nativism sentiment led to an event known as the Red Scare. Attorney General A. Mitchell Palmer became the leading figure in a movement promoting â€Å"one-hundred percent Americanism†. Palmer led a campaign against communists and other radicals and others who were thought to have the wrong ideas of America. Federal agents arrested more than four thousand suspects who were threatened with deportation, of which two hundred and forty-nine were sent back to Russia. Nativism also led to the rebirth and return of the Ku Klux Klan. In the previous century, the Klan was a group of white southerners who wreaked havoc on African Americans in an attempt to keep whites in control of the South after the Civil War. This time around though, they widened their focus to not only non-whites, but to non-Protestants as well. They also didn’t just stay in the southeastern states anymore, they spread all over the United States. Depending on where Klan members were located, they had different focuses. For example, members in New York primarily focused on Jews; in California, Japanese were targeted, while Mexicans were the victims in Texas. The Klan ran a campaign to recruit members and grew to about five million members, These members performed many of the same acts as the Klan did in the previous century such as; beatings, lynching and acts of intimidation (the most known being the burning of crosses on lawns). These acts spurred an investigation of the Klan in 1921, which, in turn, ended up giving publicity to the Klan and gaining them more members. The Ku Klux Klan gained more influence as some politicians began to support their cause. In 1924, however, the Klan’s numbers dwindled and their influence declined and they lost their legitimacy. All of these factors are not so widely thought about when thinking of the Roaring Twenties. But they brought much darkness to the decade and led to many events and trials that also contribute to the darkness. The twenties are masked by visions of dancing and driving cars. But the care-free and fun-loving thoughts of the twenties just disguise the dirty and grimy parts of them. From the lawlessness and organized crime provoked by prohibition to the hate crimes brought upon by nativism, there is no doubt that there was indeed a dark side to the Roaring Twenties.

Northeast of England and Scotland economic situation and government Essay

Northeast of England and Scotland economic situation and government measures - Essay Example This research will begin with the statement that The recession of 2008 brought enormous impact on the UK economy that affected various macroeconomic variables, especially employment levels in the country. This has initiated intensive discussion about the policies and approaches that can be engaged to help in revitalizing the economy. Several policy makers and socialist have come up with measures like industrial policy, investment in the education, subsidizing particular industries, and among others. However, which of the proposed policies can help the UK to recover from the recession drawbacks.   The problem led to rise of different ideas like that of Adam Smith, Michael porter and David Cameron. Thus, the paper will discuss each idea of the above individuals to ascertain their contribution on revitalizing of the economy.   Meanwhile, the paper will focus on the state affairs on the ground, and the ways the government is using to restore the economy. Northeast of England and Scot land are facing economic problems due to the recession of 2008 that affect societies and the labor market. Joanna claims that the recession led to the reduction in the economic growth that decreased the GDP in these countries because they could not employ significant measures to curtail the impact. The industrial sectors in Scotland and Northeast England have suffered for lengthy periods due to the problems of unemployment and economic restructuring. Joanna (2011, P. 160) indicate that the deindustrialization had made the regional economic situation weak, and the effect was expected to strengthen as the government sought to cut public expenditure. This was to prevent the individual dependence of these regions on public service jobs. The immediate impact of recession in these countries is the labor market that caused unemployment. This was as a result of decline in aggregate demand that caused private sectors to pay their wages decreased wages in order to meet the economic situation in the labor market. The adequacy of demand and increased unemployment has caused crowding out of the private sectors.The reduction of wages in private sectors in these regions has limited the growth of demand and caused problems of relative demand shortage. The regional economies of Scotland are closer to full employment level and decreasing of the public sector wages against that of private sectors can enhance the competitive advantage in the private sector. The Scotland and Northeast England are the regions that suffered the most increases in household financial crisis due to the recession. According to Joanna (2011, P. 147), the comparatively rise in unemployment and economic immobility rates caused the decline in households prices that affected their lifestyle. The Scotland and northeast England have the lowest increases of unemployment because they participate in the traditional manufacturing and heavy industries that have suffered disproportionately before recession.The insta nt problem of the recession in the two regions was the fiscal damage because all powerful politicians agreed on the requirement for public expenditure cuts. This would undermine the use of state expenditure to support the former industrial in these regions and women’s employment. Meanwhile, the new labor increased expenses on health and education did operate due to the type of undisclosed regional policy implemented. The government helped to expand employment right across the national economy in Scotland and northeast England, but it was significant where private sector job creation was weak. The dispersed expenditure on education and health were equally vital in achieving a new necessity for gendered employment in the regions. Joanna (2011, P. 149) indicates that the payment out of the banks undermined the national business environment and challenged the account of national economic transportation. To change the state affairs in the two regions, their governments have tried to encourage a

How White Lies Can Be Good For Your Marriage Research Paper

How White Lies Can Be Good For Your Marriage - Research Paper Example In translating this idea into a more academic realm, this literature review is going to analyze research on the importance of trust and communication in an interpersonal relationship. What happens when white lies are told? Is it better to always tell the truth or to safeguard the feelings of your significant other by telling them a simple, unassuming lie? The aim of this literature analysis is to determine if the practice of telling white lies can lead to more serious transgressions of trust within a relationship. The following ten journal articles will divulge this argument of white lies in a relationship to determine whether or not they help or harm a relationship. In order to discuss the literature surrounding this argument, this analysis will review articles about trust and deception within relationships. Analyzing the positive and negative components of white lies against these relationship ideas will help to determine the effect that minor lies can have a romantic connection. B eginning with trust in relationships, Fletcher and Simpson’s 2000 journal article on the Ideal Standards Model discusses what components are necessary for the makings of a good relationship. In placing the ideas of truth and honesty into the loyalty category, it is evident that truth plays a vital role in a relationship. While one can argue that people show their devotion and commitment to one another by demonstrating continuous truth and honesty in a relationship, the question also arises of protecting feelings.... The Ideal Standards Model contains three categories of warmth-loyalty, vitality-attractiveness and status-resources. In placing the ideas of truth and honesty into the loyalty category, it is evident that truth plays a vital role in a relationship. While one can argue that people show their devotion and commitment to one another by demonstrating continuous truth and honesty in a relationship, the question also arises of protecting feelings. According to Fletcher and Simpson, showing your partner compassion and being attentive to their needs for respect and intimacy will increase the chances of a successful relationship. As part of this notion, one can argue that in showing respect for your partner you support them in whatever endeavor they are choosing to follow. In the cases of situations where opinions are not vitally important, such as choosing a movie, going to a concert or picking a new color for an upstairs bathroom, if one person in the relationship truly has their heart set o n one idea, is it really worth arguing over? According to Fletcher and Simpson, a couple in a successful relationship will take opportunities such as this to allow their partner to be happy by telling an insignificant white lie by just agreeing with their choice. As Fletcher and Simpson highlight the components of truth in a successful relationship, Charles Smith’s 2007 article concerning deception highlights its role within the context of a partnership. According to Smith, deception is something that can happen on multiple levels within our lives. We can be deceived by how we perceive things are connected or in the ways they may be mysterious. For example, we can deceive

Underrepresentation of african americn women in higher education Dissertation

Underrepresentation of african americn women in higher education administrative positions - Dissertation Example Underrepresentation of african americn women in higher education administrative positions The main purpose of this dissertation is to investigate the poor representation of African American women in higher education administrative posts in public institutions of higher education. A Synopsis of African American women The end Civil War manifested an innovative period for education and occupation for African American women, while the passage of the Land Grant College Act and the accompanying Act of 1890, which entailed the allocation of black American education, marked an innovative commencement for civic higher learning . Previously, women and African Americans were basically not included in institutions of higher learning. African American women first obtained entry to institutions of higher learning in the United States when 1837 students where admitted at Oberlin College after Harvard College was developed for the teaching of young men. This was the starting point for women in official higher learning. Later on, African American women were enrolled to and gained degrees from Oberlin College. Among them was Lucy Session who graduated with a literary degree from Oberlin College. This made her the first black woman to obtain a degree in the United States, and Mary Jane Patterson who graduated with a B.A. degree from the same Oberlin College. She was the first black woman to obtain a bachelor’s degree in the United States. Apart from obtaining degrees, African American women were elected as administrators at higher learning institutions. Coppin was appointed the principal of the Institution for Colored Youth in 1869; this made her the first black woman to head a higher learning institution in the United States (Littlefield, 1997). At the department of Lincoln University, Silone Yates was made the professor and head of the Natural Sciences in 1889 (Littlefield, 1979). During the late nineteenth and early twentieth century, a change for African American women was developed. Nevertheless, African American women’s first entry into higher lear ning institution was not simple. Just the way as, Solomon (1985) illustrated, in the previous nineteenth and beginning of twentieth century, the black university woman was the exclusion of the exceptions in that both white and black required her. Regardless of the opposition, African American women pressed forward for highly developed learning. Thirty black women in 1890 in the United States had obtained degrees, as compared to three hundred Black men and two thousand five hundred white women. According to a research study conducted by Dubois, two hundred and twenty five Black women had gained degrees, sixty five from Oberlin College. From these figures the progress was protracted, although the amount of African American women gaining degrees at higher learning institutions was increasing. At the commencement of the twentieth century, African Americans’ women contribution in higher learning improved. This was a period of expansion for African Americans. The National Associati on for the Advancement of Coloured People (NAACP) was developed after the migration of many African Americans (NAACP, 2002). African American women aimed at making social change within the society. They advocated for an increase societal literacy in the African American society and endorse â€Å"racial strength.† They kept on becoming the first African American and the first women in most areas of higher learning. During 1920’s, many institutions and association were developed mainly for African American women in higher learning. Bennett College, developed as a coeducational organization in 1873, turned to a university for women (Littlefield, 199

Financial Analysis for Managers Research Paper

Financial Analysis for Managers - Research Paper Example c. Which project is most attractive to a firm that can raise an unlimited amount of funds to pay for its investment projects Which project is most attractive to a firm that is limited in the funds it can raise c) Project B would be the choice for a firm with no hassle in arranging funds. The reason being that though the project has a lower Profitability index and even a lower NPV but its consistent cash flows could be attractive for big investors. Such investors are called Mutually Exclusive. How ever when the funds are limited, then Project A would be the choice as the Profitability Index and NPV are both favorable and this shows the best method to use the funds efficiently. Kinky Copies may buy a high-volume copier. The machine costs $100,000 and will be depreciated straight-line over 5 years to a salvage value of $20,000. Kinky anticipates that the machine actually can be sold in 5 years for $30,000. The machine will save $20,000 a year in labor costs but will require an increase in working capital, mainly paper supplies, of $10,000. The firm's marginal tax rate is 35 percent, and the discount rate is 8 percent. Should kinky buy the machine .. = $ 12.17 Thus from the calculations it is evident that Project A has a higher NPV. b) Profitability Index Formula = Present value of the cash flows/ initial investment. Profitability Index for Project A = (18.182 + 16.528 + 15.026)/36 = 1.38 Profitability Index for Project B = (22.7275 + 20.66 + 18.7825)/50 = 1.24 Hence the Profitability Index for Project A is higher. c) Project B would be the choice for a firm with no hassle in arranging funds. The reason being that though the project has a lower Profitability index and even a lower NPV but its consistent cash flows could be attractive for big investors. Such investors are called Mutually Exclusive. How ever when the funds are limited, then Project A would be the choice as the Profitability Index and NPV are both favorable and this shows the best method to use the funds efficiently. Q.23. Project Evaluation. Kinky Copies may buy a high-volume copier. The machine costs $100,000 and will be depreciated straight-line over 5 years to a salvage value of $20,000. Kinky anticipates that the machine actually can be sold in 5 years for $30,000. The machine will save $20,000 a year in labor costs but will require an increase in working capital, mainly paper supplies, of $10,000. The firm's marginal tax rate is 35 percent, and the discount rate is 8 percent. Should kinky buy the machine Ans. 23 In this Project evaluation, we will go step by step to analyze the acceptance of this machine by the firm. First we will take in consideration all the costs of this project. 1) The Depreciation cost. Depreciation (Straight Line) formula = Total cost - salvage value/number of years to be used. Depreciation for the copier = 100,000 - 20,000/5 = 16,000 Thus the total

Entreprise system Assignment Example | Topics and Well Written Essays - 1750 words

Entreprise system - Assignment Example It is clear the company needs to improve the current software system to make operations easier. Pee’s coffee and tea can invest in better management software, re-architecture the current software to align with its current objectives or invest a cloud based management system. That is the only way the company can address the current logistical issues. Peet’s coffee and tea is expanding rapidly to share the large coffee market in the United States. According to Perez (2013), more than 80% of the American population take coffee. The percentage has increased dramatically over the years. With this conception, Peet’s coffee and Tea had to expand to take advantage of the increasing demand. Expanding comes with many new challenges. For example, when the company opens a new store, the new store has a software system integrated and connected to the entire company software system. The software system was not universal to the different stores and departments. As a result, there were many interconnections and customizations in the main software (Microsoft case studies, 2011). The many customizations and interconnections in the Peet’s coffee and tea software was a logistical nightmare as the supply chain manager Shawn Conway put it. According to Conway, staff had to use several software systems at times to serve the customers (Microsoft Case Studies, 2011). The staff took more time to obtain the customer details and responding to their issues. At the same time, it was challenging to account for raw materials, the products produced and customer orders (Microsoft Case Studies, 2011). With the vision to expand to other cities, the current software system would present more challenges to the company. The management could not rely on the system and had to spend a lot of time trying to balance the financials and Peet’s coffee and tea needed to upgrade its software systems for better

Improving Life in the United States Essay Example | Topics and Well Written Essays - 750 words

Improving Life in the United States - Essay Example The present face of life in the U S, however, reflects the fading effects from repeated burns suffered by the political and economic structure of the country mostly from foreign policies of tariff, trade and international relationships. Continuous demonstrations of strive for political supremacy over different upcoming nations accounted for massive loss to the GDP of the country in the past few decades. Subsequent turns of two different political parties did little favor to the growth of the economy after the severe blow on its economic nerves with the issues like the Wall Street Collapse and the WTC attack. America, the uncrowned emperor of the world nations, has ever since spent a lot more on defense and anti-terrorist activities across the world and made the great efforts to take revenge on apparently poorer and weaker enemies. The resultant picture was the raise of a weakening crack in the strong walls of the country’s promised security of its own individuals for their wea lth and prosperous life. Long years of recession along with European financial crises paved way for debatable levels of inflation and massive unemployment concerns in the U S. Presently, even as the data from various international assessment agencies shows that the country is generally stable; improving life in the U S is a serious challenge before the nationals now. The growing trend of inflation relates to the rapid progress of distance between the rich and the remaining people in the country. Such a scenario is sure to bring home the bad impacts on per capita GDP, life expectancy, status of family and community life, gender ratio at the employment sector and many more. Apart from them, the cultural changes at international levels also add to the adversities at the moment. Therefore, a revival of the entire administrative aspects and political framework is necessary for the renaissance of the nation. When life in the US is seen as the core element for improvement, it should be vie wed from the national and individual angles. The country has to reframe a majority of its foreign policies in order to pacify the cultural and religious disparities at the grass-root level among people. For the US, targeted attacks on the grounds of counter-terrorism operations in different countries may be reduced for saving its amazingly huge proportions of military funding. As a result, the money could instead be used for the uplift of living standards of the poor Native American children and for the promotion of education and health care of its citizens. Smaller nations in the European and Asian continents continue to excel their capabilities of progressive efforts in market capitalization and foreign investment allocations for advancement in business. It is time for the U S to realize the need for new and centralized economic policies for the reimbursement of its faith in the global market. As constancy in investment-allotment ratio is the index of economic stability, the gover nment of the US should amend plans for attracting more foreign investors. Thus, the country can avoid rigid actions of immigration cut-shorts and imposition of political

Ethics and the Airlines Research Paper Example | Topics and Well Written Essays - 1000 words

Ethics and the Airlines - Research Paper Example Organizations that fail to comply may be subjected to huge fines or other more severe consequences. Aviation stakeholders have fallen victim to violations of safety regulations among several carriers over the years. In 2007, the Federal Aviation Administration found that Southwest Airlines had not complied with safety regulations. The organization has gone for a record 59,000 flights without carrying out the proper inspections required for such flights. After realizing this problem, FAA officers augmented the problem by failing to report it and suppressing other similar evidence. It was only through interventions by two whistleblowers that the matter was put under investigation. A settlement was reached 3 years later, and the company had to pay 7.5 million dollars for flying unfit consumer airplanes. The above incident is one of many that have occurred over the past 7 years; another one involved American Airlines. In 2008 it was found that the organization had also not carried out maintenance of their aircrafts. They had put many passengers at risk and were required to pay a hefty sum of $ 15 million. Hawaiian Airlines was the most recent one, and can be a suitable case study for ethics and safety issues in aviation. In an FAA press release, it was announced that Hawaiian Airlines had been operating a Boeing 767-300 flight without conducting proper inspections of the parts. These requirements were outlined in a 2000 airworthiness direct (AD). This error was detected by the FAA in 2012 when the Airlines’ documents indicated that the particular AD under consideration was not applicable to the company. Approximately 5,000 flights had occurred on the flight without these inspections. Statutory and legal directives are highly critical in the aviation industry because without them, people’s lives could be placed at risks. Airworthiness directives are

Human Resources Essay Example for Free

Human Resources Essay There are quite a few differences in which the knowledge theory in different professional settings such as educational, human resources, service, etc. can be manifested. This human resource outline will incorporate three major contextual levels, with the first level addressing knowledge theory themes, the second relating aspects of that theme, and the third denoting the organizations to which they apply. According to the theory of knowledge that was introduced by Kant, it is a product of doubt and this theory helps us to distinguish right from wrong after examining the things that can be trusted and ones that cannot be trusted. Differentiating data and inferences is something debatable and the philosophers believe that this distinction is illusory and that all knowledge can either be immediate and derivative. (Theory of Knowledge. info, n. d. ). Definition of knowledge The way that we should use in order to impart knowledge is important. For this, we have to make the other person belief that knowledge is true, furthermore the words that we use to impart that information play a very vital role. The behavior of the people in the work settings can then be judged after which they analyze the truth in the logic and it should not be vague, however people in different work settings might react in a different manner. Data Data is basically raw information and knowledge can be a characteristic of behavior that can be mental or physical. Methods of Inference The important forms of inference for theory of knowledge are those in which we infer the existence of something having certain characteristics from the existence of something having certain other characteristics, furthermore there is a probability if the knowledge might be true or false as well as limitation of variety. We acquire knowledge from our surroundings, our past experiences, our perceptions about certain things, etc. Our understanding is also affected by how we take the things. One of the problems that occurs due to the theory of knowledge is what knowledge is or what it comes from or is there any such thing actually present or not, therefore this fact is somehow true that different professional settings have different theories of knowledge. Educational Setting The knowledge theory theme in the educational setting would have the basic need to impart knowledge to the people who come to seek education. People educate themselves for the sole motive of seeking more information and knowledge so that they can develop a core competency over the others. Examples of such a setting can be any school, college or university. Other than a formal educational institute, people also learn a lot at their work especially in the learning organizations. (Christner, Freeman Mennuti, 2005). Human Resource Setting The duty of the leader is to make innovation and the leader must know all the basic requirements of being an HR manager. He should have the skills of hiring and selecting new candidates after which he must evaluate which ones to select and these which ones to train once they are selected. Just like the strategy that is adopted by Wal-Mart does i. e. selecting the right candidate for the right position is one of the essential needs of an organization and after the selection; the leaders should encourage their juniors to suggest ideas that could lead to creativity and innovation. Furthermore, it is essential for the organization to reward its employees and to support along with proper amalgamation. This will ensure that the processes are applied to the organizations. This is because an organization is big or small; they need an HR department to manage their human resources well. Evans, 2003). Service Setting In the service sector, knowledge is the main thing on which these types of work setting exist. Services are intangible in nature and so they cannot be seen or touched, however they can be felt and the customer can measure the performance of a service by determining how much satisfied he is with the services that were being rendered to him. The US economy is mostly based on the services. Most of the US citizens work in the service sector. Examples can include doctors, consultants and teachers, etc. Conclusion While comparing the differences of how knowledge theory is manifested in educational, human resources, service settings, it is thus clear that all three require different theories and knowledge to operate. Educational setting enables us to examine how knowledge can be applied in an organization and this can be done by using knowledge management techniques that help in better decision making and better way of communication that leads to enhancement. Human resource setting is basically how to manage the human skills while service setting is about the ambience and physical environment in which a service occurs and is also called services cape.

Transitions from a pre-school setting to primary school

Transitions from a pre-school setting to primary school Children entering school face a setting that is qualitively different from their previous experiences in terms of the curriculum, the setting and the people Margetts (cited in Fabian and Dunlop, 2002, pg.111). Transition is the term used to describe the period of time before, during and after the move that children make from a pre-school setting into primary school. In 2004 there was a Curriculum Review in Scotland which led to the development of Curriculum for Excellence which covers learners aged 3-18 years. The Scottish Executive have produced experiences and outcomes that are designed to ensure continuity within the education system and to create young people that are ready to face the challenges of the 21st century. The Scottish Executive stresses the importance of continuity in the curriculum between pre-school and primary school in Building a Curriculum 2. This essay will look at how active learning can be used in both pre-school settings and the primary classroom to engage an d challenge learners. The essay will discuss the communication between parents, pre-school staff, primary teachers and any other professionals involved in the transition process and will discuss the Scottish Executives views on the communication between these parties. This essay will look at the needs and wellbeing of children and discuss the challenges that children may face when they make the transition from a pre-school setting to primary school and it will discuss some of the key issues which should be considered when planning an effective transition programme in Scottish schools which meets the needs of every individual pupil. The essay will also look at assessment of learning in the early years and look at the different approaches to assessment, how is assessing done and the importance of sharing assessment information. Throughout the essay examples of practice will be examined and their benefits will be discussed. Childrens needs and wellbeing In every pre-school setting there are a wide range of needs that the children will have. When practitioners plan for the transition from a pre-school setting to primary school they need to take into consideration the needs and wellbeing of each individual child involved, especially the children that have additional support needs (ASN). There are six basic needs that should be met to achieve high wellbeing. If any of these needs has not been fulfilled then the wellbeing of the child involved may be affected and this could cause disruption to their transition. Laevers (1997) believes that how well a child performs at school is affected by their wellbeing. It is therefore vital that early year practitioners work with children and their carers to promote a high level of wellbeing. Some of the attributes that Laevers (2005) associates with high wellbeing are: feeling great and enjoying life, exuding vitality, having an open and receptive attitude, having good self esteem and being resilient. The Scottish Executive (2006) recognised the importance of wellbeing when they published Building the Curriculum 1 which supported Laevers perspective. Good health and wellbeing is central to effective learning and preparation for successful independent living. Educators can develop these attributes in young people to help children to become confident individuals, successful learners, responsible citizens and effective contributors and to help them get ready for the transition. Role play is often used in nursery and early year settings to prepare childre n for changes such as transitions. Role play can help children to develop skills such as listening and showing empathy towards others which will help them to make new friends and build relationships when they make the transition to primary school. Role play can also be used to help children to learn how to deal with new situations and conflicts in their lives. The transition from pre-school to primary school can be a difficult time for many young learners as they have to cope with the differences and challenges that school may pose. Many children worry about making new friends and it can be intimidating for them to enter a new environment without knowing anyone. Some early years practitioners work with the feeder primary schools to try to ensure that the children making the transition are put into a class with a familiar face. Research by Margetts (1997) found that children who started primary school with a playmate were more sociable and progressed quicker than the children who did not have a familiar face in the class with them. Fabian and Dunlop also agree with Margetts and believe that children get more from school if they have friendships. Not all children will come from a pre-school setting that will enable them to be put into a class with someone who they know. To target this problem Hawthorn West Primary School run a valuable mento ring programme that relies on partnerships between parents of the children involved in the transition. The families are matched and the parents and children meet to build friendships and this means that every child entering the primary setting will have a familiar face in the class with them. This approach can also be beneficial to the parents as they can support each other during the transition and have someone to talk about any worries that they might have. To ensure that children have the smoothest transition possible it is crucial that early year practitioners, primary one teachers and parents work in co-operation to share information and knowledge about the childrens lives. The continuity of parental involvement in their childs education benefits the children and a joint effort between school and home helps effect a smooth transition. (Fabain, 2002, pg.49).Children that have ASN may find transitions more difficult to deal with than others. It is therefore crucial that there is an effective transition plan in place to support these pupils and their parents in the process. Communication between parents, pre-school staff, the primary one teacher and any other professionals involved is vital when planning a transition for a child that has an ASN. The more information that is known will help everyone involved to develop strategies to support the child. Some children may need extra time to adjust to the new environment and extra visits may be arranged to support them, other children may benefit from resources that could be recommended for them but it is important to recognise that every child will have different needs and it is important that each child is treated as an individual in order for them to have the smoothest transition. For some children with ASN there will be very little need to alter the transition programme and for others it may be necessary to change it significantly. If there has been good communication between everyone involved the transition should be effective and the children should settle into school life. The Scottish Executive (2007) stresses the importance of educators getting parents to be involved in their childrens education in Building the Curriculum 2: they can encourage parents to be involved in all aspects of their childrens learning from pre-school education and into primary school. The importance of active learning One of the challenges that children often face when making the transition from a pre-school setting into primary school is the change of structure in the way that they learn. Pupils might find themselves sitting at a table doing work and listening to the teacher for longer periods of time which contrasts with their previous experiences of learning that are more practical in most pre-school settings. The Scottish Executive recognised the contrast in the way that these stages plan and developed a new curriculum that promotes active learning, especially in the early years. Active learning is learning which engages and challenges childrens thinking using real-life and imaginary situations Scottish Executive (2007). Learners get more from their education when a variety of teaching approaches are used particularly if they involve the children in the learning process. Scottish Executive thinks that children learn better by doing practical tasks, exploring things and being supported if neces sary. Piaget shares similar beliefs to the Scottish Executive regarding active learning when he said children learn from actions rather than passive observations (Smith et al, 2003, pg.413). Many pre-school centres and primary schools work together to plan transition programmes which aim to make the process of transition smooth and easy for everyone that is involved. The Scottish Government has recognised that communication is important: Close communication about childrens previous experiences and learning is crucial at the time of transition (Scottish Executive, 2007).The nursery staff and Primary one teacher at Lainshaw Primary School and Nursery, Stewarton, have developed a partnership which aims to give nursery and the primary one class more continuity in the curriculum while promoting active learning. Throughout the year the classes share topics and both the primary one class and the nursery class visit each other regularly in the different settings. The visits help the children in the pre-school to familiarise themselves with the setting of a primary classroom and also gives them a chance to get to know the teacher and become confident about the environment. The p rimary one class also benefits from the visits as they get to use materials and resources that they normally do not have access to in their classroom. The Scottish Executive believes that some classes need to review the structure of the P1 day to make active learning more achievable. Some schools start the day with a free choice session where the children get to choose what activity they would like to do. This type of plan is similar to pre-school setting. This activity may seem completely child led as the child is taking responsibility and choosing the activity they would like to do, but there is room for changing the activity into an activity that have been set up by the teacher. For example, a child may choose to visit the water station and play with the toys in it and they realise that some of the items float and some sink. It may be a coincidence that the materials in the water table share these properties but it is possible that the teacher had set up the resources to allow the children to explore and investigate items that float and sink. It may also be appropriate for the teacher to join the child playing at the water table and do some focused learning and teaching. Fisher (2004) argues that The minute an adult has a predetermined task or goal in mind, then that activity cannot be play. The activity could be classed as play even if the teacher has an idea of the learning outcome which they hope the child will meet before the activity because the children will be actively involved in their own learning, experimenting and having fun as they learn. It is important that educational practitioners are able to be flexible and reactive to the children in their class and make learning meaningful to the pupils. Active learning could be based on events and pupils experiences. For example, the teacher may have set up the water table activity as a reaction to an event or activity that the children are interested in, such as boats. Parents are the first and most influential educators of their children (Scottish Executive 2007). Parents can help to make learning relevant to their children by communicating with teachers about their childrens lives. Some children might be shy and not want to speak to their teacher about their interests which could make it difficult for the teacher to build up a relationship with them. If a teacher is able to cater lessons and show an interest in their pupils lives the children may be more motivated to learn as they feel included in the lessons. In many pre-school settings the children spend a lot more time outdoors than they will when they make the transition into primary school. The Scottish Executive has recognised the benefits that the outdoor environment can have on learning. The outdoor environment can be used to make learning active and motivating for children in a number of ways. A lot of the learning in all curricular areas that takes place inside a classroom could be taken outside and made active and enjoyable while still achieving the same learning outcomes. To make the transition smoother from pre-school to primary school teachers can make use of the outdoor environment and take learning outdoors. Maths lessons on shapes can be made active and be taken outdoors by having a shape hunt. This is a relevant learning experience because the children are identifying shapes in the environment and meeting the learning outcomes while having fun and being motivated to learn. The importance of sharing assessment information Assessment in the early years setting plays a big role in making transitions smooth. The Scottish Executive is working on developing the fifth part of Building the Curriculum which will concern assessment in the education system. At present many schools are teaching towards a Curriculum for Excellence experiences and outcomes but still using 5-14 levels and national testing. Assessment can be an intimidating word for children and many pupils will fear being assessed. Children can be assessed on a number of different criteria in the early years before they make the transition to primary school. Some areas that can be assessed are wellbeing-emotional and physical, use of fine motor skills and gross motor skills, social skills. There are many forms of assessment that are appropriate to use in the early years and they all suit different activities and experiences. Observation is a method that practitioners use to assess children and it is used most often as it can be done in everyday activities and contexts. Effective practitioners use the information that they gather through the observations to identify the strengths and needs of the children and to identify the next steps. The Scottish Executive has recognised that it is important for practitioners to share assessment information with parents: To help parents support their childrens learning, it is importa nt that teachers share full and open accounts of each learners progress (Scottish Executive, 2009). It is also important that parents are informed of any difficulties that have been unearthed through assessment because they may be able to offer suggestions that can help their child overcome the difficulties. When children make the transition from nursery into primary one it is necessary for the primary one teacher to receive as much assessment information as possible from the early years practitioner and parents of the children to enable them to plan and cater for the individual needs in the classroom. In some authorities the assessment information that is received by the primary one teacher is basic and consists of a simple checklist that states if a child can do a task such as complete a jigsaw. This information is valuable but a more comprehensive way of sharing assessment information is needed to enable teachers to get the full picture of each individual child and plan lessons which meet their needs. Communication is essential in every transition programme and a relationship has to be built between the parents, early years practitioner and primary one teacher to ensure that assessment information is clearly shared and that the interests, wellbeing and education of the child is the m ain priorities in ensuring a smooth transition. A Curriculum for Excellence has made a big difference to the way that some pre-school staff and primary one teachers plan for learning as they are now both using the same experiences and outcomes. Some pre-school centres and primary schools are using team planning effectively to ensure that the children will be receive an education that has continuity and builds on their previous learning experiences. This approach works on the basis that each child has their own set of CfE outcomes in their learning file and when they have achieved them or made some progress on them it is highlighted. The file is normally started in nursery and can be carried through the rest of their learning years. Documentation such as pictures, photographs and recordings of some of the learning experiences is also kept with this file as evidence of the learning outcomes being met. This method of record keeping and passing on information fits in well with the CfE design principle progression and gives each child a record that is flexible and individual to their achievements. Conclusion It is clear that there are many factors that need to be considered when planning a transition programme that allows for a smooth transition. The health and wellbeing of a child is important aspect that determines how successful the transition will be and appropriate strategies need to be in place to ensure that high wellbeing is being promoted. Friendships and relationships help to smooth the transition process. To decrease the contrasting environments of the nursery setting and primary one classroom the Scottish Executive are encouraging more active learning and outdoor learning to take place in primary classrooms. Assessment is a fundamental part of the learning experience and it is appropriate to assess in the early years in order to identify strengths and next steps. It is important that assessment information is shared with parents and others that are involved in the transition of the child to make sure that the needs of the child are being met and the more information that is k nown about the child then the easier it will be to create a transition programme that meets their needs. It is important that parents are involved in their childrens transition as they will be able to contribute and share information about the child. The transition from a pre-school setting to primary school is a time of anxiety and contrasting experiences for some young learners. The Scottish government has now recognised this and designed a curriculum which aims to stop this. Young people should experience continuous progression in their learning from 3 to 18 within a single curriculum framework. Each stage should build upon earlier knowledge and achievements (Scottish Executive, [accessed 19/11/09]). REFERENCES: Fabian, H., Dunlop, A. (2002) Transitions in the Early Years- Debating continuity and progression for children in early education. London, New York. Routledge Falmer. Moyles, J. (2007) Early Years Foundations: Meeting the Challenges. Maidenhead: Open University Press. Scottish Executive (2009) Assessment for Curriculum for Excellence- Strategic Vision Key Principles. Available at http://www.ltscotland.org.uk/curriculumforexcellence/assessmentandachievement/index.asp [accessed on 16/11/09] Scottish Executive (2006) Curriculum for Excellence: Building the Curriculum 1- The Contribution of Curricular Areas. Edinburgh: Scottish Executive. Scottish Executive (2007) Curriculum for Excellence: Building the Curriculum 2- Active Learning in the Early Years. Edinburgh: Scottish Executive. Scottish Executive. Curriculum for Excellence: Principles for curriculum design. Available at http://www.ltscotland.org.uk/curriculumforexcellence/curriculumoverview/principles/index.asp [accessed on 19/11/09] Smith, P. K., Cowie, H., Blades, M. (2003) Understanding Childrens Development fourth edition. Maiden, USA: Blackwell Publishing. Bilbliogaphy Bruce, T., Meggin, C. (1996) Child Care- Education. London: Hodder and Staughton. Bee, H., Boyd, D. (2006) The Developing Child 11th. Edition: Pearson Education. Doherty, J., Hughess, M. (2009) Child Development. Theory and Practice 0-11. Harlow. Pearson. Longman. Fisher, J. (2002) Starting from the Child 2nd. Edition. Buckingham. Philadelphia: Open University Press. HMIE (2007) The Child at the Centre. Self Evaluation for the Early Years 2nd. Edition. Edinburgh: Blackwells Books. Kinney, L., Wharton, P. (2008) An Encounter with Reggio Emilia. Early Learning Made Visible. London and New York: Routledge. Whalley, M. (2007) Involving Parents in Their Childrens Learning. London: Paul Chapman Publishing Wood, E., Attfield, J. (2005) Play, Learning and the Early Childhood Curriculum 2nd. Edition. Thousand Oaks, New Dehli: Paul Chapman Publishing.

Sir Isaac Newtons First Law Of Motion :: First Law Of Motion Essays

Sir Isaac Newton was in my mind one of the greatest people who ever lived. He was born in 1642 and died in 1727. He formulated three laws of motion that help explain some very important principles of physics. Some of Newton's laws could only be proved under certain conditions; actual observations and experiments made sure that they are true. Newton's laws tell us how objects move by describing the relationship between force and motion. I am going to try to explain his first law in more simple terms.   Ã‚  Ã‚  Ã‚  Ã‚  Newton's first law of motion states: A body continues in its state of rest or uniform motion unless an unbalanced force acts on it. When a body is at rest or in uniform motion this is called inertia. Let's say that someone parks a car on a flat road and forgets to put the vehicle into park. The car should stay in that spot. This state of being is called inertia. All of a sudden the wind picks up or some kid crashes into the car with a bike. Both the wind and the kid's bike crashing into the bike are unbalanced forces. The car should start to move. The car might accelerate to two miles per hour. Now we would all assume that the car would come to a stop sometime. We assume this because it is true. It is true because there is friction between the tires and the road. The car now has inertia in uniform motion. Since there is friction, the car cannot keep moving forever because friction is an unbalanced force acting upon the tires.   Ã‚  Ã‚  Ã‚  Ã‚  What if there was not any friction? The car would keep going forever. That is if there was not any wind or a hill or any unbalanced force acting upon the car. This is rather weird just to think about. Because this usually would not happen in our customary world today. You just would not see a car go on forever. An easy experiment to demonstrate this law is to take a glass jar and

Hostile Takeover of the New World Essay -- Native American History Ind

Hostile Takeover of the New World The Effects of the United States Government on the Indians "The responsibility of any nation, and the particular responsibility of elected officials of any nation, is not to justify what has passed for legality but to anticipate the conditions and problems of tomorrow and attempt to deal with them. The current confusion and violence in Indian Country are a result of the failure to do so by generations of elected officials in this country. To continue to perpetuate myths about American Indians which have no basis in fact or in law is merely avoiding the larger issues confronting the nations of the world," said author Vine Deloria, Jr. (Deloria, Prologue) The United States government failed miserably in its attempt to deal with the Indians. By pushing them further and further West, they pushed the Indians to hate and distrust the white man to the point of war. These wars resulted in hundreds of white deaths. However, the wars resulted in the destruction of several entire Indian tribes and the near extinction of Indian spirit throughout America. The tale is a sad one, one that Americans should not be proud of. After every broken treaty, the Americans blamed the Indians for existing, despite the want of the Indians to simply live on their lands peacefully. The "Trail of Tears" was a great tragedy and many thought it would be the last now that all of the Indians were out of the eastern United States. But the U.S. government became land hungry and due to their idealism of "Manifest Destiny," the ... ... guide them as time passes and the Indians are further stereotyped as drunks and crooked casino owners. Alas, the ways of the Indians were replaced. Sacred hunting territories gave way to railroads and ranches. Buffalo are an animal of the past and often thought of as an animal of mysticism. Both the buffalo and the Indian culture are romanticized in movies that are neither truthful nor accurate. Stereotypes and prejudices replaced unity and togetherness. Pollution haunts every city on the planet. Respect of one's fellow man gave way to crimes unthought of by the Indians. They lived their lives honorably. They died honorably. Even despite hardships and misconceptions, they will continue to live honorably. That is one thing the government can never take away from them.

The Impact Advertising Has on Children Essay -- Advertisements Media E

The Impact Advertising Has on Children Advertising today focuses on specific targeted demographic groups. There is a direct focus on marketing products to young consumers. This age group sees the commercials, but does not really understand the directed message. This can have an adverse effect on the way children interpret and understand the message being presented to them. 'The average American child sees more than 40,000 commercials a year, and advertisers spend more than $12 billion annually marketing to them?double the amount of 10 years ago.' (APA-1) Children watching television are exposed to every channel running commercials that are sending out a mature message to an immature audience. There needs to be something done to prevent young children from receiving the wrong message at an early age. Also help for them to understand the message that is being sent out in a positive manner. Common themes that are used to sell products are sex, sex appeal and fast food. They are targeted for a younger marketing audience. Over the last thirty years advertising has focused on a younger consumer base and designs commercials to sell products to this age group. You see television ads, that are selling a mature product, but the commercial is appealing to an immature audience. For example: Trojan Condoms have created a cartoon character, Trojan Man, that is promoting the selling of condoms. This form of advertising appeals to smaller children because of the cartoon animated character. Though the product being advertised is a for an adult market, it is still sending out a message to young children that sex is okay. This direct kind of advertising with a cartoon theme, is what catches the child?s attention. The APA report points out, that children under the age of 8 can?t grasp the notion that commercials have a purpose other than entertainment. The child believes what they see a nd hear without understanding the true message. This is an effective way to advertise, because this persuades the child to want the product or to remember the product later on. Little catchy jingles and colorful carton-like commercials will catch the interest of a younger child, and using simple language that the child can understand is key to getting and keeping their attention focused on the product. Advertising focuses on the young consumer , because the marketing base is high for pr... ...m.; Sweden bans all TV advertising aimed at children under 12; and Denmark, Finland, and Norway don?t allow sponsorship of any children?s programs. Canada?s Broadcasting Code, which severely restricts children?s advertising, bans ads implying that a product will make a child happier or more popular. We are a country that will sell anything to anyone, no matter what the age or the message that is welcomed with the product. There needs to be more control in adverting to small children. Advertising is a powerful tool to bring a message to the masses. Controlling the message that is being directed towards very young consumers is critical. Mature advertising should not have an immature theme and should be limited when the commercials are aired. Advertisers need more guidelines to follow in order to help ensure that the right message comes across to children. Parents also need to be more aware of the television their children are watching. They should also talk to their children about commercials, and the message the commercials deliver. Explaining to children that everything they see on television is not real, may help the child interpret the commercials message differently.

Factors Affecting the Successful Implementation of Ict

qFactors Affecting the Successful Implementation of ICT Projects in Government David Gichoya, Research School of Informatics, Loughborough University, UK D. M. [email  protected] ac. uk Abstract: A government is a huge and complex organisation, whose operations and strategic focus could be greatly enhanced by the well focussed application of Information and Communication Technologies (ICT) to support improvements in productivity, management effectiveness and ultimately, the quality of services offered to citizens.While the benefits of ICT in government cannot be disputed, there are several concerns about its success as well as the strategies to be adopted in implementation of systems in various countries. In this paper, the characteristic challenges that developing nations face, which make ICT implementation in government fail to succeed are identified and synthesised. The paper presents results of literature review of case studies from both developed and developing countries and p reliminary studies grounded in the Kenya e-Government reality.The key factors are identified, synthesised and categorised under common broad categories. This results in a rich picture of ICT implementation experience that helps to identify possible solutions. A descriptive framework for categorising key factors in ICT implementation in government illustrated with references to the literature is proposed. The input variables are categorised into factors for success (drivers and enablers), and factors for failure (barriers and inhibitors). The output variables are categorized into organisational and technological benefits. Finally, an action for success is proposed.This action includes suggestions for increasing the impact of factors for success while reducing the impact of factors for failure and use of available good practice. Keywords: Government informatics, ICT projects implementation, e-Government, information system, ICT success and failure applied to various phenomena (Beynon- Davies 2002). Following this definition of informatics, government informatics can be defined as the application of information, information systems and information technology within government. This therefore includes application of eGovernment which is â€Å"primarily to do with making the delivery of government services more fficient† (Bannister, Remenyi 2005). 1. Background With the emergence of information and communication technologies (ICTs), and eGovernment, it is possible to improve efficiency and effectiveness of internal administration within government and to re-locate government service from government offices to locations closer to the citizens. Examples of such locations are cyber cafe’, telecenters or a personal computer at home or office. While the benefits of ICT in government cannot be disputed, there are several concerns about its success as well as the strategies to be adopted in implementation of systems in various ountries. This paper therefore p resents the findings of a literature review, knowledge acquired from reviewed case studies from developing countries and a preliminary study grounded on Kenyan government. The paper considers the characteristic challenges that developing nations face, which make ICT implementation in government fail to succeed. A descriptive framework for categorising key factors in ICT implementation in government and an action for success are proposed. The action for success is presented as response to situation specific challenges. In support of government informatics, Tapscott (1995, p. v) argues that ICT causes a â€Å"paradigm shift† introducing â€Å"the age of network intelligence†, reinventing businesses, governments and individuals. Ndou (2004, p. 2) quoting Kaufman (1977) observes, â€Å"the traditional bureaucratic paradigm, characterised by internal productive efficiency, functional rationality, departmentalisation, hierarchical control and rulebased management is being r eplaced by competitive, knowledge based requirements, such as: flexibility, network organisation, vertical/horizontal integration, innovative entrepreneurship, organisational learning, speed up in service delivery, and a customer driven trategy, which emphasise coordinated network building, external collaboration and customer services† all of which are supported by ICT. Informatics is a bridging discipline that is fundamentally interested in the application of information, information technology and information systems within organisations. Informatics is therefore the study of information, information systems and information technology ISSN 1479-439X 1. 1 e-Governments initiatives According to Kaul and Odedra (1991) governments around the world have been engaged in the process of implementing a wide 175  ©Academic Conferences Ltd Reference this paper as:Gichoya D (2005) â€Å"Factors Affecting the Successful Implementation of ICT Projects in Government† The Electroni c Journal of e-Government Volume 3 Issue 4, pp 175-184, available online at www. ejeg. com Electronic Journal of e-Government Volume 3 Issue 4 2005 (175-184) range of (ICT) applications. Countries have been classified by the United Nations according to their Computer Industry Development Potential (CIPD) as advanced or less developed Mgaya (1999). Advanced include, for example, the United States, Canada, West European countries and Japan; less developed include for example Argentina, Brazil, India, Mexico, Kenya and Bulgaria.For all countries, use of ICTs for government reinvention is increasing not only in investment but also in terms of visibility with a number of high-profile initiatives having been launched during the 1990s. According to Heeks and Davies (2000), this reinvention has taken place especially in the advanced countries. Western countries are convinced that the information society will result in economic and social benefits (Audenhove 2000). The author quoting Organis ation for Economic Cooperation and Development, notes that information infrastructures are expected to stimulate economic growth, increase productivity, reate jobs, and improve on the quality of life. Heeks (2002) observes that there is a big difference between ICT implementation and use between developed and developing countries. However, Westrup (2002) observes that similarities can also be expected. These similarities include funds which are never sufficient, bureaucracy and user needs. The difference is how problems are addressed in different countries. It can be argued that, with their adequate resources and advanced technology, the Western countries have an easier way of implementing ICT projects than DCs. Most developing countries are characterised by limited omputer applications in the public sector, inadequate infrastructure and shortage of skilled manpower (Odedra 1993). Odedra (1993, p. 9) notes that â€Å"this situation exists not merely due to lack of financial resourc es, but largely due to lack of coordination at different levels in making effective use of the technology†. This uncoordinated efforts can only result in duplication if each department implements its own ICT projects without due regard to compatibility within the government. technical and support staff and facilities including buildings. So far, the Government Information Technology Investment and Management Framework is onnecting all ministries to the Internet under the Executive Network (Limo 2003). The government is also connecting the ministries to run integrated information systems for example the Integrated Financial Management Information System (IFMIS) and the Integrated Personnel and Pensions Database (IPPD). While developing countries may have similar characteristics, the Kenyan context presents various challenges that affect the successful implementation of ICT projects. Characteristics that define Kenyan ICT environment: †¢ Most ICT projects are initially dono r funded. †¢ Some donations are made without prior consultation or carrying out a needs nalysis by the recipient organization †¢ Operational/running costs are met by the government. Funding (capital and human resource requirements) ends with the project phase. †¢ The budgets for ICT are inadequate but rising. †¢ A lack of ICT policies and master plans to guide investment. To the extent that, with a number donors funding ICT, there have been multiple investments for the same product due to lack of coordination. †¢ A focus on ICT applications that support traditional administrative and functional transactions rather than on effective information processing and distribution within and without government epartments; †¢ Unstable ICT resources. This paper therefore helps to answer the following questions: 1. What critical factors or variables can be identified as important in terms of their effect on ICT project implementation in government? 2. Are there comm on variables and can the variables be synthesised and categorised under common broad categories for specific action to be taken? 3. Does the resulting analysis of the data lead to a framework that enables analysis and understanding of the ICT implementation experience in Kenya and can it help to identify problems and solutions? 4. Does this in turn result in a framework hat can be used to guide ICT 2. ICT Implementation in Government of Kenya Over the last five years, the Kenyan government has initiated some capital investment towards set up and installation of ICT infrastructure. Funding for these investments is achieved through partnerships between the government and development partners. The foreign funding component constitutes the largest percentage of this investment in terms of technology. The government contribution is usually in the form of www. ejeg. com 176  ©Academic Conferences Ltd David Gichoya implementation in Kenya and other developing countries? 5. Does the resul ting framework build on revious frameworks either in terms of its applicability to real life situations, its inclusive nature, its cohesiveness, and its ability to generate questions for further research? The research strategy envisaged is close to one used by Doherty, King et al. (1998), since the objectives are partly confirmatory but primarily exploratory. The strategy involves use of in-depth interviews, observation and documentary review. This approach provides new insights, grounded in the Kenya e-Government reality, into factors that contribute to the success or failure of ICT projects. It also shows the relationship between the doption of good practice during implementation and the resultant level of success attributed to the operational systems. The methodology envisaged therefore has two dimensions, one theoretically based on ICT literature; and the other analytically based on case studies. This paper therefore includes knowledge acquired from a literature review and a pre liminary investigation grounded in Kenya. focus. Planning projects Implementation of ICT A familiar maxim says, ‘if you cannot plan it, you do not do it’. Another maxim says, ‘I never planned to fail, I just failed to plan’. Planning spans a whole project period. It begins once the roject planning activities determine the organization’s strategy and identifies the ICT projects. Within the framework of a few fixed constraints, project plans evolve with the lifecycle. The constraints are time and money so each project has a clear deadline and a tight budget. According to Moran (1998, p. 39), plans fall into one of the two categories: vision without substance and a budget without vision. The identified problems of vision without substance are vagueness of future vision, lack of institutional vision, current position and time. Identified issues of budget without vision are questions as to what roblem is being solved, what are the priorities and definitio n of the roles and responsibilities. With ICT projects being advocated for and financed by donors, budget without vision is likely to be the project plan. Maciaszek (2001, p. 10) has suggested some planning models and methods for ICT implementation. Further, Aineruhanga (2004) observes that planning as a tool can help in reducing waste by identifying the pre-requites conditions for successful ICT implementation rather than â€Å"rushing into a complex e-Government strategy without having first finalized a national ICT policy†. Figure 1 presents a research framework onstructed from these preliminary studies. The framework specifies the area of research interest and shows how ICT implementation success affects ICT facilities quality and information system quality. In turn ICT facilities quality and information systems quality affect the perceived benefits. An ICT project implementation can only be perceived to have succeeded if the perceived benefits are realised. ICT facilitie s quality can be assessed after careful evaluation of the infrastructure to determine technical functionality. For example if the facilities were for networking different departments, the question may be hether this has been achieved successfully. This will involve a technical and user evaluation of the functional communication systems. Information system quality can only be determined by evaluating the information they generate. For example if the information is for budgeting purposes, the question might be whether the information system can generate accurate and timely financial information. Three reasons are identified for poor project planning in organisations. These are; risk management had not been addressed, business systems had not been justified to the full and lack of involvement from management Knott andDawson (1999). These can be taken as the major reasons but are not exhaustive. This is due to the diversity of the implementation environments. Also, as noted by Bannister and Remenyi (2000), p. 1), when it comes to complex decisions, managers often rely on methods which do not fall within the traditional boundaries of so-called rational decision making. It is observed that managers sometimes base decisions on ‘acts of faith, gut instinct or blind faith’ (referred to as strategic insight). As noted by Harindranath (1993), though developing countries commit a sizable amount of economic resources to ICT, for hem to reap maximum benefits, ICT needs careful planning and coordination prior to implementation and use otherwise trial and error methods of implementation that characterise most government ICT applications will only succeed in the wastage of scarce resources Perceived benefits are the end products that can be used to judge the success of the whole system. If the perceived benefits like easier communication, networking, and system integration, timely, relevant, complete and useful information are not realised, then the system will be perceived to have failed. Attributes of each component are shown for clarity and www. ejeg. com nd 177 ISSN 1479-439X Electronic Journal of e-Government Volume 3 Issue 4 2005 (175-184) Figure 1: Research framework 1998, Heeks 2002, Mgaya 1999). However, a careful review of reasons for failure identifies other factors whose presence or absence determines success or failure of projects. To begin with, the researcher looks at the output variables which are the benefits to be achieved if the initiative succeeds. The purpose of this is to clarify the goal of ICT projects. These goals may form a key element to the planning process as described above. Achievement of these goals helps to determine how to classify ICT projects. In ddition, perceptions of, and reasons for ICT failure are reviewed and these helps to identify possible key variables. 3. ICT performance evaluation ICT evaluation can be defined as establishing by quantitative, and/or qualitative methods the value of the ICT to th e organisation Khalifa et al. (2004). Performance cannot be judged as good or bad without the successful implementation of the project. In this paper, the technical or operational implementation of ICT infrastructure is of interest. Evaluating ICT projects can be quite problematic and can sometimes be quite subjective (Heeks 2002, Currie 1995, Bannister, Remenyi 2004, Irani 002, DeLone and McLean 2002, Bannister and Remenyi 2000) and there is no single ICT evaluation method that can be applied to all situations (Khalifa et al. 2004). Currie (1995) justifies this position using various case studies drawn from businesses in various developed countries while Heeks (2002) observes that evaluation is subjective and can depend on circumstances including time. Evaluation leads to the determination of success or failure of an ICT project. 4. 1 Output variables 4. ICT and IS success and failure Many benefits can be achieved using ICT in government. However, a word of caution given bySaul and Zulu (1994) is in order. The authors see ICT as a means to an end and not an end in itself. The value of ICT lies in its ability to assist the government in finding solutions to its problems. ICT expenditure can only be justified if there are benefits accruing to it and not adopting it for its own sake. Literature shows that planning and management of ICT projects has a very poor record in developing countries (Galliers et al. 1998, Qureshi The benefits are listed below: †¢ Cost reduction †¢ Quality of service delivery www. ejeg. com 178  ©Academic Conferences Ltd David Gichoya †¢ †¢ †¢ †¢ †¢ †¢ 5. Factors for ICT success and failureIncreasing capacity of government Improved decision making Transparency Improved efficiency Improved access to information Other technological benefits for example cheaper and efficient and access to large storage capacities within larger and more advanced computers While discussing factors for success and failu re, it is necessary to clarify the â€Å"opposite† effect of most factors. This means if the presence of a factor encourages success, the lack of it encourages failure (examples are, proper infrastructure and well motivated staff). The converse is true such that if presence of a factor causes failure, its bsence will cause success (examples are bureaucracy, poor project and change management). 4. 2 Categorisation of ICT projects failure Broadly, the assessment of worth of an ICT venture focus on considerations of the success and failure of IS. The issue of ICT failure can be analyzed by assuming that learning from IS failures will provide us with important lessons for formulating successful strategies for the planning, development, implementation and management of information systems. While discussing dimensions of ICT failure, Beynon-Davies (2002, p. 201) considers both the horizontal and vertical dimensions of the informatics model.The horizontal dimension is expressed in t erms of the difference between development failure and use failure. The vertical dimension is expressed in terms of failure at the level of ICT systems, IS projects, or organization, or at the level of the external environment. Six types of IS failure is identified as follows: †¢ Technical failure †¢ Project failure †¢ Organizational failure †¢ Environmental failure †¢ Developmental failure †¢ Use failure Beynon-Davies supports the argument with several case studies and quotes other models for IS failure put forward by Lyytinen & Hirschheim (1987). 5. 1 Factors for successFactors for success are those occurrences whose presence or absence determines the success of an ICT project. They can be drivers or enablers as described by (Moran 1998, Riley 2000, Doherty et al. 1998, Heeks 2003b, Mugonyi 2003, Heeks 2004, Khaled 2003). . Their absence can cause failure and their presence can cause success. Drivers are the factors that encourage or reinforce the suc cessful implementation of ICT projects. Some of these are listed below: †¢ Vision and strategy †¢ Government support †¢ External pressure and donor support †¢ Rising consumer expectations †¢ Technological change, modernization, and globalizationEnablers are the active elements present in society, which help overcome the potential barriers. Some of these are listed below: †¢ Effective project, coordination and change management †¢ Good practice 5. 2 Factors for failure The factors for failure are those occurrences that constraint proper/smooth implementation of ICT projects in government. These can either be barriers or inhibitors as described by (Khaled 2003, Gakunu 2004, Aineruhanga 2004, Heeks 2003a, Ndou 2004, Bhatnagar 2003, Saul and Zulu 1994). ICT success or failure in developing countries can be categorized into three depending on the degree of success (Heeks 2002).First, is the total failure of an initiative never implemented or in which a new system was implemented but immediately abandoned. Second is partial failure of an initiative, in which major goals are unattained or in which there are significant undesirable outcomes. Associated with partial failure is the sustainability failure where an initiative first succeeds but is then abandoned after a year or so. The last is success of an initiative where most stakeholders attain their major goals and do not experience undesirable outcomes. For the purpose of this paper, Heeks categorisation is more relevant since it can be sed to categorise the few projects implemented by the Kenyan government using the above criterion as the case may be. www. ejeg. com Barriers can be considered as those occurrences that hinder ICT implementation. Some of these factors for failure are listed below. †¢ Infrastructure †¢ Finance †¢ Poor data systems and lack of compatibility †¢ Skilled personnel †¢ Leadership styles, culture, and bureaucracy †¢ Attitudes 1 79 ISSN 1479-439X Electronic Journal of e-Government Volume 3 Issue 4 2005 (175-184) Inhibitors do not necessarily prevent the implementation of ICT projects but they do prevent advancement and restrict successful mplementation and sustainability. Some of these factors for failure are listed below. †¢ User needs †¢ Technology †¢ Cordination †¢ ICT policy †¢ Transfer of ICT idolisers †¢ Donor push far as they help in shaping the process of identifying the areas of weaknesses in ICT implementation in government. In this paper, functionality is considered to depend on ICT systems and usability and utility are crucial in determining stakeholder satisfaction, which increases stakeholder acceptance, and reduces resistance to adoption. 7. Action plan for success The best way to achieve maximum benefit for ICT implementation is to have all the factors for uccess with no occurrence of the factors for failure. However, in real world that is not the case. Given su ch a situation, an action to increase the chances of success is required. Clockwork (2004) suggests the following framework for implementing e-Government projects. 6. Previous models for ICT project success Several models for assessing success, failure and the way forward for ICT systems in general DeLone and McLean (2002) and developing countries Heeks (2002) have been suggested. These and other models are considered relevant to this paper. The model proposed by DeLone and McLean (1992, p. 87) was later overlaid on a impler scheme of functionality, usability and utility by Beynon-Davies (2002). This overlaid model introduces the idea of functionality and usability, which are considered relevant to ICT implementation. Beynon-Davies argues that, the worth of an IS will be determined in the three contexts of functionality, usability and utility. The framework consists of five stages: †¢ Examine national e-Readiness †¢ Identify and prioritize themes †¢ Develop a program of action †¢ Apply to target groups †¢ Implement solutions – the final stage of the framework, is to implement the solutions. A key factor in this implementation is to ensure that the rganization is ready and in place to realize the new activities and corresponding changes. Some ICT best practices that have been â€Å"harvested† from a review of successful applications are suggested by Clockwork. Given their simple situation, developing countries are in a position to make effective and speedy use of such best practices for their own purposes. This can be viewed from an angle of ‘technology leapfrog’ which can be achieved through appropriate technology transfer (Ifinedo 2005). DeLone and McLean (2002, p. 2) acknowledged the difficulty in defining information system success and noted that different researchers ddress different aspects of success, making comparisons difficult and the prospect of building a cumulative tradition for I/S research simil arly elusive. The ITPOSMO model seeks to explain the high rates of failures of information systems in developing countries Heeks (2002). This model assumes the designers of IS are remote which means their contextual inscriptions are liable to be significantly different from user actuality. It assumes the designers come from developed countries or have been trained in developed countries and their knowledge of the local circumstances is at variance with the local reality.This model can be used in explaining some of the reasons as to why implementation of ICT in Kenyan government fails. However, the interest of the paper is on the whole of the ICT implementation which views IS as a passenger. The suggested best practices in ICT are: 1. Do not underestimate the complex environment in which ICT programs evolve. ICT projects are too often believed to have a technology focus. 2. Be sure to select a project that is expected to demonstrate the greatest benefit for your target group. 3. Gove rnment staff should be ‘re-skilled’ to anticipate the changes that accompany an ICT structure and new roles 4.Identify the right technologies. 5. Make a decision on how an organizational process fits your technology. 6. Strong program and project management is essential to develop and implement successful ICT solutions. The first two models deal with ICT/IS in general but Heeks model is for ICT/IS implementation in government and especially in developing countries. All these models act as useful guides in highlighting some of the key variables that affect ICT success. They are considered in this paper as www. ejeg. com 180  ©Academic Conferences Ltd David Gichoya 7. Do not underestimate the total cost of ownership (TCO) of an ICT project.The above best practices might not be sufficient but they can act as a basis for further research. In this paper, the best practices have been analyzed but their adoption in Kenya is not clear at this early stage of e-Government imple mentation. prophylactic against failure and should be adopted more widely. 7. 3 Local improvisations According to Heeks (2002), local improvisation is done to reduce actuality-reality gaps. This can be through hybrids that recognize local capacities and improve success rates. However, Heeks notes that schemes to develop these hybrids in the DCs are virtually nonexistent thus hampering improvisation.Participative approaches to implementation e. g. group working and end-user involvement; have to be carefully considered since most have been developed for the industrialized countries. Examples of how these participative IS techniques were a failure, are the case of Mexico’s General Hospital and an enduser development initiative for health IS in South Africa (Heeks 2002). The implementations failed because of the large gap between design assumptions and requirements and actuality of organizations into which ICT was introduced. The conclusion drawn is that these implementations fai led because there was too large a gap between he design assumptions and requirements of those techniques and the actuality of organizations into which they were introduced and not necessarily because of participative design is necessarily wrong. 7. 1 Conducting e-Readiness assessment In this paper, e-Readiness refers to the government ability to take advantage of the ICTs as a facility to enhance and improve its administrative functions. e-Readiness has several components, including telecommunications infrastructure, human resources, and legal and policy framework. e-Readiness assessment suggested above can be conducted on: †¢ Data systems infrastructure Legal infrastructure †¢ Institutional infrastructure (standardization of various departmental means of communication and the technology that is used) †¢ Human infrastructure †¢ Technological infrastructure †¢ Leadership and strategic thinking readiness (short, medium and long term plans by specific governmen t ministries) In this regard, e-Readiness assessment can be used as an information-gathering mechanism for governments as they plan their strategies for ICT implementation. It can help the project team to better understand what impediments to ICT implementation exist and what initiatives are needed to overcome them. . A descriptive conceptual framework for developing countries context A framework for mapping the knowledge gained from both the literature and the case studies is given in figure 3. The framework gives a pictorial representation of a conceptual format of the literature for representational purpose. Input variables are all those factors considered as inputs to an ICT project. Some of these factors though necessary might be absent and are considered to be factors for failure. Other factors are present but their presence becomes obstacles to success. These are categorised as factors for failure. 7. 2 Design divisibilityDivisibility of local design can decrease chances of f ailure as explained by Heeks using the Volta River Authority (Ghana) as an example (Heeks 2002, p. 109). Divisibility is achieved by: modularity (supporting one business function at a time by allowing separation of, for example, accounting and personnel functions), incrementalism (providing stepped levels of support for business functions by allowing separation of, for example, clerical and management support). In Kenya this has been achieved to some extent. Both the personnel and accounting functions are computerised with varying degrees of success within the ministries.This has been done through the implementation of Integrated Financial Management Information System (IFMIS) and the Integrated Personnel and Pensions Database IPPD). Heeks (2002) observes that design divisibility is therefore a www. ejeg. com The input variables that act as the foundation of the ICT project and are considered as main ingredients to ensure the success of the project are referred to as drivers or prer equisites while those variables that encourage success are referred to as enablers or essentials. As ICT projects are implemented, it is necessary to map the input variables to assess where action should e taken. Output variables are represented as either organisational or technological benefits. The 181 ISSN 1479-439X Electronic Journal of e-Government Volume 3 Issue 4 2005 (175-184) organisational benefits are the benefits that accrue to the organisation. Technological benefits may not necessarily accrue to the organisation but are regarded as benefits resulting from implementation of the technology. These benefits can be enjoyed by individuals, the organisation and the public. situation specific action. Input and output variables are considered as far as they affect the success and failure of ICT implementation.The framework takes cognisance of broad premises (benefits, challenges and impact) of the Kenyan perspectives discussed in this paper and those observed by (Avgerou and Wa lsham 2000, Berleur and Drumm 2003, Heeks 2002) for both research and action. Lastly the framework shows the response which is presented as action for success. The response proposed has three characteristics. First, it analyses the situation, second, it looks at the various factors contributing to success and/or failure and finally an action for success to a In the response, action is taken to increase the chances of project success by reducing the mpact of the factors for failure and increasing the strength of the factors for success. Drivers (Prerequis ites) Factor for s uccess Input variables 1. Fina nce 2. Infrastruc ture 3. Attitudes 4. Coordination 5. Strategy 6. Skills 7. O thers E nablers (Essentia ls ) Action plan for s ucce ss : 1. Conduct an e-readiness assess ment 2. Strategy and Policy – a decla ratio n b y the government stating goals and objectives by appointing a board for co-coordinating ICT impleme ntation 3. Local improvisation inc lud ing design divisibili ty 4. Encourage public-private partne rs hip to create sustainable ICT programs 5. O thersResponse O utput varia ble s 1. Organis ational be ne fits †¢ Improved efficienc y †¢ Improved access to information †¢ Tra nsparency 2. Te chnological be ne fits †¢ Cheaper and efficie nt communication †¢ Large stora ge †¢ Real time process ing Barriers Facto rs for Failure Inhibitors Figure 3: Descriptive framework or region within which their work is located (Avgerou and Walsham 2000). As the literature reviewed suggests, developing countries are still far behind in implementing e-Government and it is hoped that successful implementation of ICT projects will act as a strong foundation for eGovernment initiatives. 9. ConclusionTo fulfil the development needs of ICT projects, those involved in the design, implementation and management of IT-related projects and systems in the developing countries must improve their capacity to address the specific contextual chara cteristics of the organisation, sector, country www. ejeg. com 182  ©Academic Conferences Ltd David Gichoya cooperation from development partners on ICT projects †¢ To produce guidelines that the governments can use to help define their needs and agendas with regard to government ICT implementation and use †¢ Provide a basis for assessing good practice for ICT implementation in government Contribute to the body of knowledge on ICT implementation According to Doherty et al (1998), the factors that influence the ultimate level of success or failure of informatics projects have received considerable attention in the academic literature. Doherty et al (1998, p. 3) summarised studies on success factors and current research objectives involving empirical studies. Future papers will include the findings of cases studies done in 9 ministries of the Kenyan government. Therefore, this further research will identify and categorise the factors influencing ICT implementation accordin g to their degree of influence in Kenya and suggest ossible actions. In this paper, the factors affecting ICT implementation have been categorised into factors for success and factors for failure. These have been further categorized as either drivers, enablers, barriers or inhibitors. The paper does not classify the factors in terms of their influence. However, vision and strategy and government support are considered important for success while lack of funds and poor infrastructure are considered as major factors for failure. As many arguments for ICT planning prove, ICT project implementation is a complex exercise and more research is needed to identify challenges, ood practice and solutions for successful implementation. This paper analyses and syntheses both all information gathered to develop a framework that hopefully can be used during ICT infrastructural planning and implementation in developing countries. The response framework discussed in this paper is expected to be used to: †¢ Provide a basis on which to analyze and specify international support and References Aineruhanga, M. , 2004. Focus on the ‘Kenya ICT Week'. Chakula Newsletter, (9),. Audenhove, L. V. , 2000. Information and communication technology policy in Africa: A critical analysis of rhetoric and practice.In: C. AVGEROU and G. WALSHAM, eds, Burlington, USA: Ashgate Publishing company, pp. 277-290. Avgerou, C. and Walsham, G. , 2000. Introduction: IT in developing countries. In: C. AVGEROU and G. 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