Literary Analysis of Lord of the Flies free essay sample

Many elements have the ability to interfere with our humanity and civilization. One element in 2013 that can change our humanity is technology. As Einstein once said, â€Å"I fear the day when the technology overlaps with our humanity. The world will only have a generation of idiots. † In The Lord of the Flies, William Golding shows us through the symbols of Jack Merridew and the Conch Shell that the desire to have power and instant gratification surpasses the importance of a civilization. Technology in the hands of people may surpass the importance of a civilization. Jack Merridew is an ignorant yet intimidating 12-year old boy with a desire to be the most powerful and get everything the easy way. He becomes uncivilized and ends up wanting the easiest forms of satisfaction he can get. The hunters are at Jack’s beck and call. With his casual, bitter tone, Jack says to the hunters, â€Å"I’m going up to the mountain to look for the beast – now. We will write a custom essay sample on Literary Analysis of Lord of the Flies or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Coming? † (Golding 119). The boys forget their urge to do anything but listen to him. Jack preys on their fears which fuel his desire for power. Their conspicuous fear makes him crave the power even more and gives him immediate satisfaction. The ritual dances that the hunters and Jack engage in with the white and red face paint â€Å"hide the chief’s blush† (Golding 161). Hiding his features gives Jack the feeling of more power and control. When Jack demands that the boys â€Å"take the fire from the others and hunt and get meat†, his lust for power shines through (Golding 161). Exploiting other people’s resources gives him the feeling of satisfaction; Jack wants the fire the easy way rather than making his own. Similar to Jack’s desire for power and his mentality of getting everything the easy way is technology in our world today. Technology gives instant gratification to many people just like Jack’s control, power, and exploitation over other people give him instant gratification. Jack’s desire for power is fueled by the hunters listening to everything he says. The Conch Shell represents law and order, civilization, and authority, and it is surpassed by Jack’s desire for power. The shell is utilized in the ‘meetings’ that the boys have. Piggy takes a hold of the conch and declares â€Å"I got the conch. I got the conch, ain’t I Ralph? I got a right to speak† (Golding 45). Jack and the ignorant hunters â€Å"start to giggle and shriek with laughter† (Golding 45). Jack’s lust for power and satisfaction is revealed, and it makes the conch seem unimportant and futile. While Jack and the hunters are ritual dancing, â€Å"the conch is smashed to powder† (Golding 186). The symbol of law and order, civilization, and authority is destroyed. The smashing of the conch symbolizes how useless a civilization is to Jack and his followers. In our world today, technology, like the desire for power, can make a civilization less important. The immediate answers, results, etc. that we receive from technology can make us forget what a civilization is, similar to how Jack’s desire for power and instant gratification causes him to forget the importance of a civilization. The desire for power and instant gratification, symbolized by Jack Merridew, surpasses the importance of a civilization in William Golding’s The Lord of the Flies. The conch symbolizes what a civilization is, but Jack’s desire for power and immediate satisfaction of his needs becomes more important than having a civilization. The conch shell is completely insignificant to Jack and the hunters. The symbol of Jack illustrates that there are many elements that have the ability to interfere not only with our humanity, but with our civilization as well. Sometimes our humanity itself cannot save us from fervent desires that can cause the failure of something very important like a civilization. In our world today, the instant gratification that technology gives us can make us forgetful of what truly matters in life. Similarly, Jack’s desire for power and satisfaction causes him to forget the importance of a civilization.

Guide to Using SAT Practice Tests 20 Hour Prep

Guide to Using SAT Practice Tests 20 Hour Prep SAT / ACT Prep Online Guides and Tips It's important to learn how to use official SAT practice tests as study resources because they will give you the most accurate reading of what to expect on the real SAT. If you only have twenty hours to prepare, this guide will teach you how to use practice tests to your best advantage within that limited time. I'll walk you through why SAT practice tests are important and how you can use a step by step twenty hour plan to get the most out of them. Why Are SAT Practice Tests a Good Tool for Short-Term Prep? Practice tests can be very helpful if you only have a short time to prepare for the SAT.You’ll experience larger point gains through enhancing yourunderstanding of the overall format of the test than you would through focusing solely on specific content issues.Practice tests will introduce you to the time constraints and question types you’ll see on the real test, so you’ll be prepared to deal with the time pressure and confusing wording that tends to stump students who have less experience with the SAT. The benefits of practice tests increase even further if you can evaluate your mistakes accurately and take steps to fix them.Although you don’t have much time, higher level weaknesses in test-taking strategy can be fixed relatively quickly.Practice tests give you the power to recognize these weaknesses and take simple steps to eliminate them. How to Prep for the SAT in 20 Hours Using Practice Tests Here's a step-by-step guide to using practice tests in a twenty hour study plan. You can adjust the times to your personal needs, but this plan provides a rough outline of how to go about the process of taking practice tests and evaluating your mistakes. Step 1: Take a Baseline Test (4 Hours) You will need to take an initial practice test to see where you stand score-wise and diagnose your weaknesses.Make sure that you use the appropriate time constraints and set yourself up in a quiet environment.You should also print out the test so that you can simulate realistic testing conditions. Print out this picture and give it to your family when you're taking an SAT practice test. Step 2: Analyze and Fix Your Mistakes (4 Hours) Now that you’ve taken a practice test, you can look at your incorrect answers to figure out your biggest problems.You won’t have time to fix all of your issues on the test in this short study period, but you can tackle some of the most common mistakes at a higher level. Take note of whether you messed up on certain sections in particular.If you find that you had a lot of difficulty on one part of the test, you should devote some time to figuring out what went wrong and how you can fix it.There may be a few different issues that need addressing if you hope to raise your scores significantly. Here are a couple of scenarios you might encounter and some short-term strategies for improving your performance. Running Out of Time If running out of time is an issue for you, you will be able to improve your performance through greater familiarity with the test material and smarter test-taking strategies.Do you tend to get stuck on difficult questions? On your next practice test, skip any question that you can’t figure out within 30 seconds on the Reading and Writing sections or within a minute on the Math section.You shouldn’t waste too much time struggling on hard questions. If you do, you run the risk of missing easier questions at the end of the section and losingmajor points! If you’re running into problems with time on the Reading section, you might try switching up your strategy.Most students instinctively read the passages on the SAT closely, but this can lead to time issues if you’re a slower reader.Try skimming the passages instead (read the introduction and conclusion paragraphs and the first and last sentences of each body paragraph).You should be able to answer most questions just by skimming, and it will save you a ton of time.If you find that you don't know the answer to a question, you can always go back and read specific parts of the passage more closely. Another method that might work for you is skipping the passage altogether and heading straight for the questions.On the SAT, you’re given line numbers for most of the passage-based reading questions, so you can just read the lines indicated in the questions rather than the entire passage. For more strategies to combat time management issues on the SAT, see these articles with tips for how to stop running out of time on Reading and Math. Ah, time, the forever-ticking demon that haunts us all. Careless Mistakes If you made a lot of careless mistakes, you might be rushing or not reading the questions closely enough. Acareless mistake is an incorrect answer to a question that should have been easy for you.It might be a result of misreading what the question was asking for or being overly confident and not thinking it through. Issues with careless mistakes can be fixed through more practice testing (yay!) and awareness of your time management.Careless mistakes are also easy to spot if you double check your answers for each section. You should make a point of doing this if you have any extra time at the end! Question Misunderstandings Did you find that you genuinely misunderstood some of the questions on the test? If you're running into these types of mistakes, you should continue to practice similar questions. Make sure you fully understand why the correct answer makes sense.Once you know the solution, try working through the question or problem on your own to see where you might have gone wrong.This strategy will help train your brain to handle similar questions in the future. Lack of Content Knowledge Since you don’t have very much time, gaps in your content knowledge aren’t going to be easy to fill.If there are minor things you don’t know (such as a mathematical formula or grammar rule that you need to memorize), you can review them before the next practice test.If you’re struggling with an entire content area, like functions or geometry, you might not have enough time to fix those problems.Focus on surface-level content issues to maximize your point gains in this short time window. Make sure you're content with your content knowledge. For more tips on how to review your mistakes, check out this article.You might not be able to comb meticulously through all the questions you got wrong, but there are some useful strategies that can still be implemented by students who are pressed for time. Step 3: Repeat Steps 1 and 2 (8 Hours) Now that you’ve reviewed your mistakes and tried to fix most of the issues you had on the last test, you can take another practice test to see whether you’ve improved.Go through the same process with this test as you did on the previous one.If you find that you’ve improved significantly, that’s a good sign! You may be making different types of mistakes now, so it’s worth it to do another analysis. If you didn’t improve, you should consider how you went through the process of fixing your mistakes on the first test and whether you need to implement different strategies. Step 4: Take a Final Practice Test (4 Hours) After reviewing and fixing your mistakes on the second practice test, you should take a final test to prepare for the real SAT.You can take this practice test a couple of days before your test date. Make sure you keep all the strategies in mind that you developed from reviewing your other practice tests, and don’t change your methods between now and the real SAT. Total Time: 20 Hours! Wahoo! You did it! Will 20 Hours Be Enough for Me? Depending on how much you need to improve, 20 hours might be more than enough time, but it's not an ideal amount of prep time for students who are looking for significant score improvements on the SAT.You should start preparing earlierif you hope to raise your scores by more than 200 points or are looking for a perfect score. If you're hoping to improve by 300 points or so, you may be looking at 80 hours of studying as a more realistic amount of time. Take a look at this article on how long you should study for the SAT for more information. You can also read some of these resources to learn more about why your studying for the SAT now will pay off in the future. That being said, anyone can make moderate improvements in twenty hours if she'shonest about hermistakes and takes practice tests under realistic testing conditions.If you’re new to the SAT, you will probably see some big changes in your scores from the first practice test to the third.As a general rule, however, starting your studying earlier will be better for your mental health and your performance on the test! What's Next? Worried about low SAT scores? Here are some prep and test-taking strategies specifically targeted towards low scorers that will help you improve! Do you have procrastination issues when it comes to SAT prep? Find out how to combat procrastination in preparing for standardized tests. If you have a bit more time on your hands and want to learn how to get the best scores possible, read PrepScholar's ultimate guide to SAT prep. Want to improve your SAT score by 240 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today: Have friends who also need help with test prep? Share this article! Tweet Samantha Lindsay About the Author Samantha is a blog content writer for PrepScholar. Her goal is to help students adopt a less stressful view of standardized testing and other academic challenges through her articles. Samantha is also passionate about art and graduated with honors from Dartmouth College as a Studio Art major in 2014. In high school, she earned a 2400 on the SAT, 5's on all seven of her AP tests, and was named a National Merit Scholar. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. No spam ever. hbspt.forms.create({ portalId: '360031', formId: '2167ba30-e68e-4777-b88d-8bf3c84579af', formInstanceId: '2', submitButtonClass: 'btn-red-light btn', target: '#hubspot-container2', redirectUrl: 'http://ww2.prepscholar.com/blog-subscribe-thank-you', css: '.post-bottom .hs-form.stacked label {display:none;} .post-bottom .hs-form.stacked .field div.input {padding-top: 55px; padding-left: 300px;} .post-bottom .hs-input {width: 220px} .post-bottom .btn-primary, .hs-button.primary {margin-top:0px; padding-left:350px} .post-bottom .hs-form-field {margin-bottom:5px}' }); $(function(){ $(".exclusive-tip-form #hubspot-container2 label").hide(); }); function replace_tag(a, b){ $(a).each(function(index) { var thisTD = this; var newElement = $(""); $.each(this.attributes, function(index) { $(newElement).attr(thisTD.attributes[index].name, thisTD.attributes[index].value); }); $(this).after(newElement).remove(); }); } $(function(){ replace_tag($(".posts-by-topic h3"), "h2"); }) Ask a Question BelowHave any questions about this article or other topics? Ask below and we'll reply! Search the Blog Search jQuery(function(){ var $ = jQuery; var url = 'http://google.com/search?q=site:' + location.protocol + '//' + location.hostname + ' '; var $searchModule = $('.hs-search-module.2534f20a-329e-48f2-8639-a21b4979ceac'); var $input = $searchModule.find('input'); var $button = $searchModule.find('.hs-button.primary'); if (false) { $input.val(decodeURIComponent(location.pathname.split('/').join(' ').split('.').join(' ').split('-').join(' ').split('_').join(''))); } $button.click(function(){ var newUrl = url + $input.val(); var win = window.open(newUrl, '_blank'); if (win) { //Browser has allowed it to be opened win.focus(); } else { //Browser has blocked it location.href = newUrl; } }); $input.keypress(function(e){ if (e.keyCode !== 13) return; e.preventDefault(); $button.click(); }); }); Improve With Our Famous Guides SATPrep ACTPrep For All Students The 5 Strategies You Must Be Using to Improve 160+ SAT Points How to Get a Perfect 1600, by a Perfect Scorer Series: How to Get 800 on Each SAT Section: Score 800 on SAT Math Score 800 on SAT Reading Score 800 on SAT Writing Series: How to Get to 600 on Each SAT Section: Score 600 on SAT Math Score 600 on SAT Reading Score 600 on SAT Writing Free Complete Official SAT Practice Tests What SAT Target Score Should You Be Aiming For? 15 Strategies to Improve Your SAT Essay The 5 Strategies You Must Be Using to Improve 4+ ACT Points How to Get a Perfect 36 ACT, by a Perfect Scorer Series: How to Get 36 on Each ACT Section: 36 on ACT English 36 on ACT Math 36 on ACT Reading 36 on ACT Science Series: How to Get to 24 on Each ACT Section: 24 on ACT English 24 on ACT Math 24 on ACT Reading 24 on ACT Science What ACT target score should you be aiming for? ACT Vocabulary You Must Know ACT Writing: 15 Tips to Raise Your Essay Score How to Get Into Harvard and the Ivy League How to Get a Perfect 4.0 GPA How to Write an Amazing College Essay What Exactly Are Colleges Looking For? Is the ACT easier than the SAT? A Comprehensive Guide Should you retake your SAT or ACT? When should you take the SAT or ACT? Michael improved by 370 POINTS! Find Out How Stay Informed Get the latest articles and test prep tips! Looking for Graduate School Test Prep? Check out our top-rated graduate blogs here: GRE Online Prep Blog GMAT Online Prep Blog TOEFL Online Prep Blog

Chinese Popular Culture Term Paper Example | Topics and Well Written Essays - 1250 words

Chinese Popular Culture - Term Paper Example Included in pop culture are comic books, cheap newspapers such as tabloids, radio soap operas, crass television game shows, paperback novels, and shallow reality shows. The Chinese have a distinct pop culture characterized by the mix of ideas, social practices, lifestyle trends, and other mass-appeal attractions. Pop culture can sometimes gain legitimacy in normal society to become acceptable. Chinese pop culture is a thread that binds the masses of Chinese society to give them a unified sense of identity. Discussion The Chinese civilization is the world's oldest continuously existing civilization dating back five thousand years ago. As such, it has undergone several changes over this long period; popular tastes varied tremendously as years went by. However, there are a few things which make the Chinese civilization unique, among which are its cultural practices rooted in Confucian ethics, a deep respect for elders and filial obedience, and a single language based on a writing system that made it possible to have a unified Chinese identity. The one person who made all this possible was Emperor Shihuangdi (259-210 BCE) who built the now world-famous Great Wall of China, created the world's first civil service bureaucracy, the first centralized government administration, introduced coinage, unified all of China, mandated the use of only one language based on a uniform set of characters in the Chinese writing system, and still fascinates the world today with his vast terra-cotta army in his giant burial compound with some 8,000+ life-sized warriors, 400 horses, and 100 chariots to serve as â€Å"spirit army† in the afterlife, truly an enduring legacy of his dynastic rule to last â€Å"10,000 generations,† but sadly, this empire collapsed within four years after his death. Despite his short-lived empire, the various reforms he introduced survived until this day. Even in modern times, his achievements still define the Chinese cultural heritage in terms of what it means to be Chinese, an identity that endures because of universal standards in Chinese laws, written language, weights, measures, and protocols adopted by all succeeding dynasties (Muller 2) and which the present Communist rulers of China are using to help restore the Chinese pride in themselves, after two centuries being under foreign colonial powers. Emperor Qin Shihuangdi set the tone of what was pop culture with the adoption of a comprehensive set of laws, known in Chinese history as legalism, which mandated all things that can be done and cannot be done (Guo 23); although its implementation period was brief, from 221-206 BCE only, it played a key role in shaping traditional pop culture. It was a basis for government control of the whole of China in subsequent years, and continues even today. Legalism has a lingering influence because it determined the laws of the land; people of the lower classes knew what was allowed and not allowed. It was supplanted by other ide ologies and religions such as Daoism, Buddhism, and Confucianism. Legalism was the main popular cultural ideology in ancient China, designed to exert control over the peasants; China was once primarily an agricultural economy and legalism governed all aspects of social life. Emperor Qin Shih

Philosphy Essay Example | Topics and Well Written Essays - 1000 words

Philosphy - Essay Example The difference must be made between the case of Osma Bin Laden, and a murder case occasioned by an instant passion. Death Penalty should be abandoned. However, the time for the idea to get realized would be decided by healthy social conditions. Theories of Punishment In its Hammurabi’s sense the retribution stands for letting punishment fit the crime as eye for an eye, or hand for a hand, or life for a life. There is no place in this conception for replacing the consequence of crime with any thing other than the nature of committed crime. For Utilitarians, however, punishment should look for consequences resulting through the incurring of punishment. The Utilitarians put forward Deterrent and Reformative punishment theories. Deterrent means to punish others in order to deter from committing crime. It may be expressed in a dictum of a judge, â€Å"you are not punished for stealing sheep, but in order that sheep may not be stolen (Mackenzie 374).† This theory is oppressiv e in nature and considers human being as a thing. The Reformative theory of punishment emphasizes on changing the structure and thought of human being, compulsory volunteer service and social services are the examples of this theory. Retribution as connection between Punishment and Guilt Retributive theory of punishment aims to make a return of a man’s deed upon his own head. For Mackenzie, the aim of Retribution is to make it apparent that the evil consequences of his acts are not merely evils to others, but evils in which he is himself involved. Retributive theory therefore emphasizes upon facing the similar consequences as that of the committed crime. Being different from the other two theories, and often interpreted in its literal meaning, the important meanings of this theory remain hidden. The aim of retribution is to make connection between punishment and guilt, that is, to develop a sense of guilt regarding the crime. Retribution as expression of Moral outrage There i s an aspect and meaning of retribution that becomes operative in certain situation in order to try to answer the question whether some social phenomenon should be punished because it is violating the moral order of the society? Morality works upon the defined and prevailed conception of human being and the owned world-view, this may include religious position. The retributive theory, understood in its literal sense, may operate to curb the increase of a social phenomenon endangering the social moral order, and thus may operate as a utilitarian principle. For example, the increase of the crime rate in juvenile may trigger an operation against such groups to keep control of social moral order. Popular Instinct Retribution may be seen through the upsurge of popular instinct. In this situation, the need to go deep into the reality, and placing event within discursive world, does not play a role. The popular instincts decide retributively the punishment for the crime. For example, a rape of a female in a village may invoke a popular reaction that results into a strict punishment. In this situation, no other shade of retribution will be looked upon. Purely retributive justification It is difficult to understand the concept pure, as it may mean going back directly to Hammurabi’s literal intention and may mean understanding retribution only in the sense of an eye for an eye and

Violent Crime Victims: Social Work Practices

Violent Crime Victims: Social Work Practices Chanchez M. Smith Abstract In this paper, I will discuss generalist social work practice with victims of a violent crime. The following elements will be included: a clearly defined victim population of my choice; the nature of the crime; ethical issues that may affect social work practice or that could impact practice with the population that I chose, or value conflicts that a social worker may experience (such as conflicts between professional and personal values, personal and client values, or professional values and client values). Policy issues that may influence social work practice will also be included. Violent crime is defined as an action or deed that results to causation of bodily harm and physical injury to another person. Violence has been a part of human history (Garland, 2012). Since the onslaught of evolution when early men settled their scores by means of brawl to the present day when the vice has taken up a widespread and more encompassing concept, it seems that violence will remain a part of human history for the foreseeable future. Previously, violence was used as means of indicating displeasure at a second party’s sayings or deeds. It was also used as a way of marking territory and making conquests. In some communities and groups, violence was used in induction and initiation into certain levels of the society. Today, apart from the factors mentioned above, violence has taken up a different form and is a target of both the defenceless and otherwise. There are different types of violent crime. These include assault, armed robbery, kidnapping, homicide (for instanc e murder) and sexual assault crimes among a host of others. People from virtually all walks of life can fall victim to these types of crimes. In particular, violence against women and children has become common in today’s society. Women have been on the receiving end of violent crimes of various types, most commonly rape and sexual assault (Stith, McCollum, Amanorà ¢Ã¢â€š ¬Ã‚ Boadu, Smith, 2012). Children on the other hand are more commonly the victims of kidnap and assault. The role of the society with regard to occurrence of violent crimes is of immense importance when trying to establish the causative factors and means and measures of countering the vice. As social beings, our interactions, thoughts, actions and sayings are largely determined by our environment and upbringing. Thus, the society is largely involved in the making of violent people. Research reveals that most people who exhibit elements of violent behaviour have an underlying problem attributable to the society. This could be due to a troubled childhood in which the parents divorced when the offender was young, or lack of parental care (due to other causes such as being raised up in a children’s home), drug and substance abuse, mental problems or even poverty. Poverty is strongly linked to a number of violent crimes, most commonly robbery, kidnappings and gun violence. The society is also involved in the punishment accorded to such people and the way forward in terms of correction and rehabilitation. Through legislation of laws and making of rules that govern a people, the repercussions of violent crimes are and should be spelt out. In that way, those tempted to engage in such crimes are deterred. This aspect should be two sided such that the correctional aspect should also be factored in. The role of the society in rehabilitation of offenders with regard to violent crimes is immensely important. A system that allows the offender to realize the mistakes he/she made and work towards amending them will serve a greater purpose than that which only highlights the faults made without a clear means of overcoming and changing the violent nature. Victim Population This paper highlights women and children as the victim population that bears the brunt of the most commonly committed and the most heinous violent crimes. In the case of children, those aged between five and twelve years have a higher predisposition while in the case of women, all age groups are generally susceptible (Barner Carney, 2011). Notwithstanding the country or region, violence against women and children is becoming increasingly common. Further, the rate at which such offences are being carried out is alarming with research revealing that in spite of this, most cases go unreported altogether. Take an example of Australia, a country largely considered to be peaceful and exemplary with regard to crime management. A research conducted by the Australian Bureau of Statistics with regard to Personal Safety revealed what was becoming a disturbing trend. The research was carried out in 2005 to measure domestic violence and sexual assault directed towards women. According to the fin dings, about 5 percent (363,000) of the women in the country experienced some form of violence, either by people known to them or unknown offenders in that year alone. Among the people known to the victims, most cases involved husbands, particularly with regard to domestic violence. Findings from the study also revealed that 1.6 per cent (126,100) of the female population had experienced sexual violence. Further, 33 per cent (2.56 million) of women in the country have experienced physical violence since they were fifteen years old. 19 per cent (1.47 million) have experienced sexual violence since they were 15. From the results, one can draw that one out of every five women has experienced sexual assault since they were fifteen while one out of three has experienced some form of violence (Daly, 2012). As regards children, kidnapping is arguably the most common type of violence faced by most countries around the world although there are a significant number of cases involving child battery and assault too. A country synonymous with child kidnappings is Mexico. In Mexico, drug cartels have formed a formidable force and combining this with connections in the justice system and money to burn, are causing all sorts of trouble to authorities. However, the people with the greatest headache are parents, particularly rich folks. In Mexico, child abduction is often carried out with the intention of demanding ransom. The money is then used to service and propagate other criminal activities. On the other hand, killing of children is carried out for a more disturbing purpose; to prove to the world their ruthlessness and to exert their authority! Human rights groups in Mexico estimate that between 2006 and 2010, 994 youngsters (below 18 years) had been killed in drug related violence. Adding th e number of those abducted and exposed to other forms of violent crime results to the figures multiplying more than 100 fold. Interestingly, when it comes to international abductions, Mexico and the United States have a lot in common. This is highlighted by the fact that most children abducted in the US find their way to Mexico where they can be used as bait to demand ransom or sold to childless couples. In the same way, a good number of kidnapped children in Mexico are moved to the US where they find new families. Nature of Sexual Assault and Child Abduction Sexual assault and domestic violence against women is not only demeaning and degrading but also comes with a great deal of emotional turmoil to the victims. There have been cases of women committing suicide after falling victim to sexual assault. In other cases reported, the victims become withdrawn and may develop a negative attitude towards men. It is also common to find women suffering from mental problems such as stress and depression after incidents of sexual assault and violence. In some communities and regions, the blame is usually placed on the woman’s head (Daly, 2012). This makes the recovery process even more difficult as the victim is made to feel like she brought the misfortune upon herself. Child abduction usually culminates to a whole lot of problems, not only to the victim but also to the society. Many abducted children are used as a bargaining chip for demanding ransom. However, in other cases, child abduction is carried out with a different intention, one of which is child pornography. This has been an emerging issue in which children are kidnapped and forced into engaging into sexual acts. These are then taped, recorded and sold. The business of sexual exploitation of children is becoming common. This is attributable to the high levels of profits made by the people engaging in such outlawed activities. For instance, in Atlanta, children as young as eleven years of age have fallen victim to the activities of unscrupulous people in the name of pimps. To the child victim, the introduction to a corrupted world at such a tender age may change the outlook of their lives and the nature of their future. Such children usually end up becoming drug addicts posing a new challe nge to governments and the society. They may become social misfits, who end up engaging in outlawed activities as a way of ‘paying back’ for what they went through. The victims may also become withdrawn and develop psychological problems as a result. Ethical Issues involved Most studies reveal that a significant number of cases of violence go unreported. In particular, cases of domestic violence against women are usually hushed up within the confines of the house. Domestic violence and even sexual assault are usually regarded as private incidences that need not be shared with the rest of the world. In some communities and regions in the world, a woman suffering physical violence in the hands of their husbands is quite normal. In others women who fall victim to sexual assault are largely viewed as the orchestrators of their own downfall; they are often believed to be the reason for the assault in the first place. This could be through their way of dressing, mannerisms or other factors. As a result, women in such communities suffer in silence knowing that the community would judge them harshly if they reveal the goings-on. What victims who fail to report cases of violence do not realize is that keeping quiet instead of reporting or talking about it does m ore harm than good (Garland, 2012). Failure to report the crimes may pose a challenge with regard to development of strategies and solutions for overcoming the vices. To begin with, it is difficult to point out victims of sexual assault and domestic violence. Even if they could be pointed out, without their willingness and cooperation it would be difficult to come up with a solution. Failure to report the ordeal in the first place amounts to lack of cooperation. In addition, by failing to report the crime, the victims directly and indirectly contribute to the continuation of the crime. For example, in the case of sexual assault, failure to report rules out the chance of tracking and nabbing the offender. This means that any other woman out there is a potential victim. In the case of domestic violence, failure to report denies other victims the courage to speak out and potential victims are also denied justice as they come into a society where the status quo is already predetermined. A social worker is also likely to come against values that challenge his/her own beliefs. For instance, coming from a more free and liberal society to interact with a community in which violence against women is considered part and parcel of life, the social worker may find it hard to adjust to the new set up. What he/she consistently views as wrong and unacceptable is, on the contrary tolerated. In Mexico, reporting of crimes is almost certain not to occur. The ruthlessness with which the drug cartels handle their victims is beyond imagination. Reporting such crimes only earn the persons involved a ticket for graver repercussions. Research reveals that even the media, including newspapers are forbidden by the cartels not to report incidences of crime; they have no choice but to abide. More specifically, child abduction is a common occurrence but which occurs right under the noses of the authorities and the society but the cases are hardly reported. In the same way, the activities that the children are made to undertake (such as child pornography) are difficult to report even by those who are not directly involved in the crimes due to ethical concerns. For example, it may appear ethically inappropriate to report cases of sexual molestation and exploitation of children in light of the unspoken taboos that revolve around sex. Even to a social worker, sometimes it may come with a level of discomfort when talking about sexual issues with children as the centre stage. This may directly contradict the values of a social worker who does not believe in premarital sex or any other kind of sex apart from that between married people. Policy Issues that may Influence practice Violence directed towards children and women can only be successfully managed with input from all stakeholders. This includes the victims, the society and governments. In particular, governments have a major role to play as they determine much to do with policies and legislations (Garland, 2012). If the government supports and encourages a free and liberal society, it will advocate for measures that provide a platform for reporting and subsequently dealing with offenders. This will serve to give the victims a voice and an assurance that their plight is taken into account. Provision of such an avenue should also be accompanied with measures that help the victims recover from the ordeal. This may include providing counselling programs and keeping the victims under watch to observe their progress and recovery In addition, policies that promote the role of the society and social workers in aiding victims of violence go a long way in aiding the management of the vice. Social Work Practice with Victims of Violent Crime The role of social work with regard to helping victims of violent crime cope is vital for their recovery and healing. In most cases, social workers engage victims in talks that though may seem and sound simple yet actually achieve a lot. The experience of sharing alone is enough to take a whole load of burden off the victim’s shoulder (Gitterman, 2013). In the process of sharing, the social worker gets the chance to interact with the victim at a personal level and to empathize. This is very important for the recovery of the victim. He/she needs to feel that someone understands the ordeal they went through, the predicament they are in and that the person is willing to listen and even offer pieces of advice. Social work may also act as an eye-opener to the goings-on in the society. Through knowledge, skills and experience, the social worker may be able to unearth facts about the community that were previously unknown. Facts to do with their beliefs, values and culture may offer insight into their way of life (Gitterman, 2013). Conclusion Violence against women and children is not a problem restricted to particular countries or regions. Rather it is a global menace (Barner Carney, 2011). According a 2013 global review of data, 35 per cent of women all around the world have experienced some form of violence. In some countries, the findings are even more alarming with reports of up to 70 percent of women having fallen victim to violence. Research also reveals that of all women who were killed in 2012, about half died in the hands family members or better halves. With this information in mind, it is important that communities and countries around the world demand for more from their governments and from themselves in the fight against violence directed towards women and children. The causes and the outcomes of violence against women and children stem from and affect the society at the end of the day. Therefore, the solution should come from the society in the first place. References Barner, J. R., Carney, M. M. (2011). Interventions for Intimate Partner Violence:  A Historical Review. Journal of Family Violence, 26(3), 235-244. Daly, K. (2012). Conferences and Gendered Violence: Practices, Politics, and Evidence.  Conferencing and restorative justice: International Practices and Perspectives, 117-135. Garland, D. (2012). The Culture of Control: Crime and Social Order in Contemporary  Society. University of Chicago Press. Gitterman, A. (Ed.). (2013). Handbook of Social Work Practice with Vulnerable and  Resilient Populations. Columbia University Press. Stith, S. M., McCollum, E. E., Amanorà ¢Ã¢â€š ¬Ã‚ Boadu, Y., Smith, D. (2012). Systemic  Perspectives on Intimate Partner Violence Treatment. Journal of Marital and Family  Therapy, 38(1), 220-240.

The Meaning Of An Inspector Calls by J.B. Priestley :: Papers

The Meaning Of An Inspector Calls by J.B. Priestley J.B.Priestley's "An Inspector Calls" is a good play that attacks the social problems of its time; it contains all the ingredients of a well-made play. This is because it is very dramatic, and it has the attention of the audience. It gets this by the use of climaxes, the slow plot of a detective with persevering style. Despite this the author is concerned with the darker side of the world. The play is Priestley's attempt to try to say this. Priestley sees the country as not very truthful and neglecting its responsibilities. The members of the Birling family are only concerned with them selves over others. They are responsible for the young woman's' death by treating her different; and show what Priestley is trying to say, and is fighting against. " An Inspector Calls" is a well-made play because it contains many factors that sustain attention of the audience. One of the factors that makes the play captivating is the use of climax, the way it keeps the audience on the edge of their seats all the way through; it is quite slow to gather the plot and then finally has a powerful climax, for example the way the Inspector extracts small pieces of information from the family and slowly puts the picture together and narrows it down to the guilty person as the climax. He misleads the family until they are all contradicting one another. He keeps the audience guessing all the way through the play, and as clues are solved the culprit becomes clearer, but as soon as one thinks he or she knows who it is Priestley cleverly switches to another character. This makes the audience very interested in the action that is happening. The strange appearance of the Inspector when the Birlings are having a celebration party, and Mr Birling is giving a speech on how the modern man should be. The Inspector steps in almost as he was prepared to challenge Mr Birling; this seems to bring up facts about the

Project Management Comparison of Prince2 and Pmbok

MSC756 PROJECT MANAGEMENT ASSIGNMENT TWO THE PRINCE2 METHODOLOGY: A DETAILED COMPARISON OF RELATIVE STRENGTHS TO THE PMBOK AND APPLICATION TO PROJECT MANAGEMENT AUTHOR: KANE WRIGHT STUDENT: 400072002 WORD COUNT (LESS TABLE OF CONTENTS, REFERENCES, APPENDICES): 4972 DUE DATE: 28 SEPTEMBER 2009 TABLE OF CONTENTS INTRODUCTION________________________________________________ _____________3 LITERATURE REVIEW______________________________________________________ _3 Background__________________________________________________ _______________3 Methodology_________________________________________________ _________________3 Components__________________________________________________ ________________4 Processes___________________________________________________ __________________5 Implementing PRINCE2_____________________________________________________ ___7 ANALYTICAL DISCUSSION__________________________________________________ _7 Comparison__________________________________________________ __ _____________7 Contrast____________________________________________________ _________________8 Strengths___________________________________________________ __________________9 Weaknesses__________________________________________________ ________________12 Recommendation – The Application of PRINCE2 and PMBoK in Combination_________13 AUTHOR’S REFLECTION__________________________________________________ __14 CONCLUSION__________________________________________________ ___________14 REFERENCES__________________________________________________ ____________16 APPENDIX 1 – PRINCE2 PROCESS MODEL____________________________________18 APPENDIX 2 – PMBOK KNOWLEDGE AREAS AND PROJECT MANAGEMENT PROCESSES___________________________________________________ _____________19 APPENDIX 3 – PRINCE2 METHODOLOGY BENEFITS FOR BUSINESSES_________20 â€Å"PRINCE2 is extensively used in over 150 countries around the world and its take up grows daily. It is widely considered as the leading tool in project management, with over 20,000 organisations already benefiting from its pioneering and trusted approach† – Nigel Smith, Chief Executive, Office of Government Commerce (OGC), United Kingdom (Science Letter 2009) INTRODUCTION Through it’s evolution over the past three decades, the Project Management Institute’s (PMI) Guide to the Project Management Body of Knowledge (PMBoK) has become clearly established as the leading methodology for the understanding, analysis and execution of project management globally. The increasing need for, and implementation of, project management practices within private and public sector organisations concurrently however, has resulted in the emergence of alternate project management methodologies and frameworks. As an alternative option available to Project Managers, the Projects in Controlled Environments (PRINCE) methodology has gained significant attention and increased favour for implementation by organisations globally. This report has been prepared to describe in detail the PRINCE methodology, comparing its features and processes against those of the PMBoK, and analysing its relative strengths and weaknesses. This report will detail the benefits available to organisations in the application of the PRINCE methodology, how this tool can effectively and efficiently be employed for project management and recommendations for how organisations can tailor the methodology to maximise their chances for project success. LITERATURE REVIEW BACKGROUND The PRINCE methodology for project management was first developed in 1989 by the UK Computer and Telecommunications Agency. This governmental agency, now part of the Office of Government Commerce (OGC), originally developed PRINCE for application in government IT projects (Langley 2006 p30). The methodology was further revised and refined in 1996 by a consortium of 150 public and private sector organisations. The revision resulted in the creation of PRINCE2; a methodology with a much broader application to any and all projects, not just IT projects (Langley, 2003, p50). PRINCE2 has since gone through a number of revisions, the most recent of which is PRINCE2 2009 (Science Letter 2009). This methodology has received increased international interest and attention since it’s inception; and has now experienced widespread application across private sector, to become the accepted standard methodology for project management within the UK. METHODOLOGY – WHAT IS PRINCE2? As a practical tool of public domain, originally developed by government for project management, limited literature exists on the methodological description of PRINCE2’s structure, processes and application. A number of UK governmental publications and Project Management Professionals (PMPs) however, have developed summaries and guides to the method which explain the purpose and structure of PRINCE2. Birlouez (2009) draws directly from the PRINCE2 guide to describe the methodology as a â€Å"process-based approach for project management†. It is designed to be a structured method that the Project Manager can apply to guide the processes and procedures applicable to all projects. COMPONENTS The OGC have structured the PRINCE2 methodology to address eight core ‘components’ of project management (ILX Group 2009). The Business Case The business case provides the driving force within PRINCE2 from the inception of, and throughout, the project lifecycle. As Wideman (2002) highlights, the business case â€Å"justifies the undertaking of the project in terms of reasons, benefits, cost, time and risk†¦Ã¢â‚¬  and is the base document that shapes the suitability of a project for acceptance. Academics agree (Birlouez 2009, Siegelaub 2006) that the business case remains relevant throughout the project lifecycle and ultimately determines whether, through a change to feasibility of the business case at a certain point, the project should be terminated. Organisation PRINCE2 advocates a clear definition of the project organisation structure, to provide the Project Manager with the staff and resources to efficiently and effectively complete the project. Plans Planning is a core concept emphasised within PRINCE2, providing a focus for the outputs and products to be delivered at various stages in the product lifecycle (Wideman 2002) and ensuring that plans are developed and executed not only at the strategic level but also down to the lower (team) levels (ILX Group 2009). Product-based planning is the key PRINCE2 technique with which to achieve this and represents the first of three techniques available to project managers in using PRINCE2 (Birlouez 2009). Controls Siegelaub (2006) has described the ‘controls’ component of PRINCE2 as an area targeted to assist decision making. He identifies that the implementation of project control measures ensures: †¢ products generated meet defined acceptance criteria, †¢ the project is being completed in accordance with time/schedule, cost and resource plans, †¢ throughout the project lifecycle, the project and it’s associated Business Case remain viable, and †¢ the project is conducted within an acceptable level of risk. Control of technical work within PRINCE2 is achieved through the authorisation of work packages allocated against individuals or teams. These packages are measured against time, cost and quality requirements with responsible agents required to report back against these through identified checkpoints and triggers (Wideman 2009). Management of Risk Due to the unpredictable nature of project management and it’s susceptibility to the influence of environment variables, PRINCE2 advocates the employment of risk management to contain and minimise risk. PRINCE2 offers a risk log and scoring system to facilitate this requirement (ILX Group 2009). Quality in a Project Environment Time and cost targets represent only one part of successful project delivery. Quality is a critical factor in meeting customer requirements and ensuring project performance is achieved. PRINCE2 employs ‘Product Descriptions’ to establish the minimum standards for project deliverables. Quality reviews then represent the second technique available for successful project management (Birlouez 2009), as a measure for comparison of planned versus actual performance. Configuration Management Configuration Management is closely linked to quality within PRINCE2 in that it provides the means for monitoring and managing project deliverables, hence enhancing the project management team’s control over the project’s assets and products. Change Control PRINCE2 identifies the requirement for a means of assessing scope changes, their impact on project inputs, requirements and outputs, and most importantly, their impact on the Business Case. This component permits project managers to make informed decisions on the relative value of scope changes; and through the series of detailed change control techniques, processes and requests offered by PRINCE2 (ILX Group 2009), determine whether to include them. Change control is the third and final technique available to PRINCE2 practitioners. PROCESSES Within the context of the key components highlighted previously, PRINCE2 identifies a ‘stage’ process for the conduct and management of a project, similar to the phases espoused by the PMBoK. These stages focus specifically on the execution of a project, and do not cover in detail the associated preliminary project management activities associated with ‘soft’ project management functions like staffing or procurement. Appendix 1 is the PRINCE2 Process Model, which provides a graphical representation of the processes involved in delivering a project. These processes can be viewed as a structured checklist of how organisations can effectively manage a project. Start-up Starting up a Project is the preliminary step in conducting any project, to enable the fundamental activities required to assess project oversight and viability. The stage involves the appointment of project key and team staff and preparation of the project brief, stage plan and the initial (outline) business case (ILX Group 2009) This stage also identifies the Acceptance Criteria for the project, a unique management product that defines measurable requirements of the project (Wideman 2009) Initiation The project initiation stage directly follows project start-up and is predicated on authority to initiate. This stage provides the tools for the holistic development of the Project Plan and through PRINCE2’s Project Initiation Document (PID), provides an overview of the critical elements to the project (Siegelaub 2009)(including the Risk, Configuration, Quality and Communication Management Strategies (ILX Group 2009)). Directing a project The directing stage is a continuous stage which runs throughout the lifecycle of a project. This process is inter-related with all other processes and provides the framework for the decisions required of the Project Board and Project Manager in authorizing and directing the conduct of, and progression between, all the other PRINCE2 processes. Controlling a stage Controlling a stage incorporates key activities that guide how the Project Manager manages the specific activities of the project. Through configuration management and change control (Wideman 2002) this stage focuses on the authorisation, assignment and review of work packages, issue and change management and corrective action to ensure each project stage remains aligned with project objectives and targets. Managing product delivery The product delivery stage focuses specifically on the execution of the technical requirements of the project. It addresses the work that is to be performed, how it is executed and the delivery of the final outputs on completion. Siegelaub (2009) highlights that the activities within this stage constitute part of PRINCE2’s Work Authorisation System. Managing stage boundaries This stage provides the guidance for the Project Manager on how to effectively transition between completion of one project stage and commencement of the next, including review and update to the Project Plan and Business Case (ILX Group 2009). This stage is closely linked to the ‘Directing a Project’ stage, as it provides the input to the Project Board at stage completion for decision on ongoing project viability, and develops the plan for subsequent work stages. Closing a project The closing stage of a project effectively terminates the project and transitions responsibility back to the organisation. Termination can be initiated due either to completion of work, or through premature termination, where project viability is no longer apparent (Siegelaub 2009). This stage includes the capture and evaluation of ‘lessons learned’ for organisational learning and final closure of all project activities. Planning Appendix 1 does not reflect ‘Planning’ within the PRINCE2 Process Model, as this stage (much like the Directing a Project stage), is an over-arching activity that spans the entire lifecycle of the project and is continuous across all stages. Planning identifies the project’s deliverables and the associated resources and activities to create them. Planning is closely aligned with all stages, particularly the ‘Initiation’ stage, as detailed planning must be consistent with the control requirements of the PID (Siegelaub 2009). IMPLEMENTING PRINCE2 PRINCE2 identifies that any product will have a lifespan of five phases. Of these phases (Conception, Feasibility, Implementation, Operation and Termination), PRINCE2’s methodology and process model specifically operate within the Implementation phase of the product lifecycle. From this application, it can be seen that PRINCE2 is therefore an ‘implementation methodology’ as opposed to a more encompassing and holistic project management methodology (Wideman 2002). ANALYTICAL DISCUSSION COMPARISON In order to highlight the differences that exist between PRINCE2 and PMBoK, t is necessary first to draw comparison between the two methodologies. PMBoKs processes are effectively building blocks, each of which can be categorized into a Process Group and Knowledge Area (Birlouez 2009). Appendix 2 provides an overview of the Project Management Knowledge Areas and processes espoused by the PMBoK. The major knowledge areas are: †¢ Project Integration Management †¢ P roject Scope Management †¢ Project Time Management †¢ Project Cost Management †¢ Project Quality Management †¢ Project Human Resource Management Project Communication Management †¢ Project Risk Management †¢ Project Procurement Management The Project Integration Management area acts as a lynchpin for the PMBoK, linking all other areas. Birlouez (2009) uses the development of the Project Management Plan as an example for this, as this document will incorporate all plans from the other knowledge areas (Risk, Communication, Quality, etc). Conceptually, PRINCE2 components can be aligned with and compared against PMBoK Knowledge areas. Siegelaub (2002) has tabulated this comparison: PMBoK Knowledge Area |PRINCE2 Components | |Integration Management |All processes/components combined | | |Change Control | |Scope Management |Business Case | |Time Management |Plans | |Cost Management | |Quality Management |Quality | | |Configuration Management | |Risk Mana gement |Risk | |Communication Management |Controls | |Human Resource Management |Organisation (to a limited extent) | |Procurement Management | | It is easy to observe then the similarities between the critical concepts addressed by each methodology. The application of PRINCE2 to project management however, differs in scope from the PMBoK. From the outset, PRINCE2 does not claim to comprehensively cover the subject of project management. Rather, it is a methodology that is based on the principles of the PMBoK. Siegelaub (2006) highlights that PMBoK: â€Å"specifically calls on the practitioner to apply a project management methodology (as a tool/technique), and PRINCE2 provides one. Viergever (2009) supports this argument, suggesting that PMBoK provides the framework, where PRINCE2 provides the method. CONTRAST Academic opinion (Birlouez 2009, Siegelaub 2006, Viergever 2009, Wideman 2002) generally prescribes that the PMBoK and PRINCE2 serve different purposes and are not easily comparable. Where PMBoK provides a comprehensive means for teaching the subject of each knowledge area of project management as a discipline, PRINCE2 provides a more detailed approach for the running of a particular project. When examining the process side of project management, PMBoK tends to focus on higher-level descriptions rather than a detailed explanation of processes. PRINCE2 by contrast offers a more detailed explanation of the processes (Viergever 2009). Several authors (Webber 2009, Van Bon 2006) have highlighted PRINCE2’s level of detail within project processes as a major advantage over PMBoK. Assessment from various PMPs and methodology description within the PRINCE2 guide advocate an extensive list of strengths for PRINCE2; as both a stand-alone methodology and in comparison to the PMBoK. Major strengths of the methodology based on public and private sector application have been grouped together into the following areas. STRENGTHS Methodology structure The detailed process model that PRINCE2 offers provides a controlled start, progress and close to projects. The structure of the methodology provides a standardised process for project completion that permits consistency between projects within an organisation. It also provides a framework for delegation and communication, and stipulates points for review and flexible decision points against the project plan, business case and risks (Ruleworks, 2009). The processes within permit a stage-by-stage breakdown of work requirements for project managers that goes into greater detail than the five project phases espoused by the PMBoK (Initiating, Planning, Executing, Controlling and Monitoring, Closing (IT Governance Ltd 2009)), effectively providing a ‘checklist’ for project managers; however as a generic methodology remain flexible enough that activities can be tailored to suit the organisation and project (and do not all require rigid application to all projects). The methodology is supported by a well-defined set of progressive documentation requirements that provide an easy guide to assist the project team. Thirty-three standard management ‘products’ are available to PRINCE2 practitioners as templates which can be employed as key outputs across the multiple stages (Wideman 2002). The Business Case and Project Brief provide uidance on viability during the start-up phase that is not recognized by the PMBoK, wh ile the PID offers the detailed description of how the project is to be executed. Although the PMBoK has an equivalent document (the Project Charter) the requirement for a substantiated Business Case does not serve as a prerequisite. This ‘commercial-off-the shelf’ (COTS) methodology is favoured amongst many organisations globally, as it provides significant cost and time savings (in multiple months and thousands of man-hours), compared to the decision to develop and launch a unique methodology for a business and educate staff in its application (Kippenberger 2009). Further benefits to business that the methodology’s structure offers are listed at appendix 3. Project organisation and assignment of responsibilities Another strength of PRINCE2 is its identification of management roles rather than jobs, which can then be allocated amongst organisational staff to suit the organisation. PRINCE2 goes beyond the PMBoK identification of a ‘Project Sponsor’ to highlight the benefits of using a ‘Project Board’ (a team of senior executives that provide oversight for the project and grant authority to the Project Manager through commitment of resources (Siegelaub 2006)). Although not a mandated requirement of PRINCE2, the Project Board is a function which can facilitate greater project ownership from key stakeholders. Representation will ordinarily be provided on the board through appropriate senior members from the business (usually the Senior Executive), the user organisation and the supplier. Presence of a Senior User ensures that customer specifications for a project are adhered to at various review points in the project lifecycle, while the Senior Supplier represents the interests of the team/s designing, developing and implementing the project, to ensure appropriate resources are committed and quality maintained (Wideman 2002). The importance of the customer/supplier environment that PRINCE2 espouses cannot be overemphasised. In a case study of four interactive media companies trialing the use of PRINCE2, England (2006) identified that wareness of project management practices on both user and supplier sides of any project was essential to facilitating effective project management and in managing stakeholder perceptions and expectations. Companies that achieved this when implementing PRINCE2 had improved communication and smoother reporting. PRINCE2 also advocates defined roles for project assurance and a configuration librarian, support roles that ensure all interests of a project are served and project and management documentation is maintained and accessible. Business case based decision making PRINCE2’s use of defined ‘go/no-go’ criteria for evaluating a business case by a project board provides an initial stage-gate check for project viability, significantly enhancing the chances of project success. As part of PRINCE2’s processes, the project start-up stage assigns responsibility to a project owner for preparation of the business case. Ownership of the business case encourages the person/s assigned to put sufficient rigour into the business case for approval (thus reducing the likelihood for ill-planned projects to be approved). In a review of one Dutch bank using PRINCE2 for it’s project management, this process (requiring a detailed justification for business cases) resulted in 30% less projects approved for initiation. Further analysis of these figures confirmed that the reduction of project approvals was attributable to Business Case reviews that identified non-viable projects prior to initiation (Viergever 2009). Product based planning Practitioners generally concur on PRINCE2’s planning method as a major strength of it’s methodology. PRINCE2 expands upon PMBoKs use of a Work Breakdown Structure (WBS) to incorporate detailed Product Descriptions into a Product Breakdown Structure (PBS). This inclusion for deliverables not only clarifies expectations of project teams and end-users to ensure that the output provided meets requirements, but also provides a baseline against which scope changes can be measured (Siegelaub 2008). This benefit has been espoused by a number of PMPs (England 2006, Tang 2008, Webber 2009). Wideman (2009) notes that this process can be applied to any project at any level for positive results. The PBS provides a far greater level of detail than the PMBoK WBS by demonstrating the links between products and their associated work activities in the Product Flow Diagram, which facilitates identification of the necessary activities to achieve the final outcome and the creation of associated Gantt charts. As the CEO of IT Governance Ltd (the most comprehensive publisher of governance, risk and compliance books and tools globally), Alan Calder has endorsed the PRINCE2 methodology’s product-based planning approach. In his article on IT Project Governance, Calder (year unknown) highlights that this approach does not simply plan when an activity will be conducted; it goes further to clarify the result that is required. Work Packages Siegelaub (2006) has identified PRINCE2’s use of Work Packages (the core element of the PRINCE2 work authorisation system) as a major gap in the PMBoK Project Management methodology that PRINCE2 fills. The Work Packages extensively define: the work to be performed through Product Descriptions, time, cost and resource constraints; techniques for the work to be performed; the review and submission process for the work and the procedures for issue reporting. Content can be tailored to the organisation and the type of project; and offers a more comprehensive method for defining work. This is one of the fundamental tools that demonstrate how PRINCE2 provides the ‘nuts and bolts’ method that the PMBoK’s framework does not describe in detail. Registers of Scotland Executive Agency (a land title registration agency) have implemented Work Packages as a key Project Management deliverable and have experienced greater awareness amongst managers of the detailed structure to their projects and control over the work being performed. Implementation of PRINCE2 within the organisation, specifically through the pplication of the PID, defined the boundaries of projects within and t he subsequent allocation of work packages significantly reduced scope creep amongst the company (Gardiner 2002). Change control and configuration management Until recently, change control and management was covered almost exclusively by PRINCE2. PMBoK 4th Edition has started to address this through it’s section on Integrated Change Control (Kerzner 2009 p 475) however this is not at the same level of maturity as PRINCE2’s configuration management and change control approach, as PMBoK identifies the requirement without detailing the means or process to achieve change control. PRINCE2 2009 continues to provide a more detailed change management process (Webber 2009). Work Package control in PRINCE2 is closely monitored through the checkpoints and reporting requirements stipulated in the methodology process (including Highlight Reports and Exception Reports) and the requirement to define tolerance levels, contingency plans and change control processes further aid configuration management (Wideman 2002), an area that the PMBoK lacks. ‘Directing the project’ across all phases PRINCE2’s thorough description of critical activities across processes facilitates a much more controlled project management process. Definition of how the project will handle exception situations, and the associated management actions required, as part of the PID during the ‘Start-up’ stage ensures key participants in the project have a clearly defined process to follow in escalating issues and taking corrective action. This, combined with the employment of Quality Reviews against project deliverables within PRINCE2, ensures that the Project Manager and Project Board can track project performance across all stages of the project. PRINCE2 offers a simple set of steps to guide how Quality Reviews are employed against these deliverables. Finally, PRINCE2 expands on the PMBoK’s reference to the requirement to manage issues, by providing a mechanism for conducting this: the Issue Log. The Issue Log provides a recommended format for tracking issues and identifies key points in the project lifecycle that issues should be identified, updated and reviewed (Siegelaub 2006). WEAKNESSES Despite the obvious strengths to the methodology, PRINCE2 as a project management tool in isolation is not an infallible methodology. The method is subject to several weaknesses. Application One of the basic weaknesses of PRINCE2, applicable across both Public and Private sectors, is the methodology complexity and range. A number of organisations are subject to implementing ‘PRINCE2 in name only’ (PINO), arbitrarily selecting various templates and products from the methodology without sufficient regard to the applicability to their projects, hence failing to effectively apply the processes. In these situations, the ‘document-centric’ nature of the methodology leads to the documents becoming ends in themselves instead of tools and products to assist the progress of the project (Project Management Australia 2009). When this occurs excess work may be generated for a project, which overshadows and detracts from the project itself. It must be highlighted however, that these particular shortcomings are failures of the practitioner rather than the methodology. Viergever (2009) supports this view, highlighting the propensity of the methodology to become mired in bureaucracy. Foremost, Viergever highlights culture as a reason for this. PRINCE2 assumes a customer/supplier environment, where both stakeholders have input to the requirements and management of the project. In a culture lacking this cooperation, the supplier ‘drives the ship’ and so much bureaucratic documentation is prepared without consideration for end user requirements. Secondary to, and supporting this, Viergever acknowledges that organisations have a tendency to apply all the templates and procedures described by PRINCE2. The methodology does not prescribe which of these are essential for different types of projects, therefore many organisations ‘over-prescribe’ and apply them all. The case of Suffolk County Council (SCC) is a good example where this ‘pitfall’ was experienced and rectified. After initial attempts to apply PRINCE2 for better management of public services were met with resistance (due to a perception of bureaucracy and over-prescription of practices), SCC tailored the system into a framework that suited them: PRINCE2 Suffolk Style (PRINCESS). Subsequently, the tailored approach provided the general guidance required by managers and employees to clarify role expectations and generic process to be followed, while scaling down the ‘reporting product’ requirements to better suit the organisation and it’s (comparatively simple) projects (Ling 2009). Poor definition of contracting and procurement Wideman (2002) illustrates a major weakness of the PRINCE2 methodology in the lack of strong detail during Project ‘Conception’. As the methodology largely focuses on the commencement of a project from ‘Start-up’ (or the ‘Implementation’ phase of the project lifecycle) little attention is paid to how the project may be run when conducted within a contract context; and scarce detail is provided on the procurement requirements applicable. Considered in isolation then, the PRINCE2 methodology lacks the detail on how to conduct these activities; a significant omission given the emphasis on sub-contracting project phases and elements in recent years. The PMBoK by contrast provides a dedicated chapter to procurement which provides guidance on these activities, including the actual procurement, pre-assignment or negotiation for project team members (ILX Group 2009). Lack of Human Resource focus PRINCE2 does not explore in significant detail the management issues associated with human resources (including team acquisition planning, training, team-building and recognition) despite the importance placed on human assets in various management disciplines (Webber 2009). Van Bon and Verheijen (2006) support this view, arguing that PRINCE2 lacks any real detail on the soft skills of Project Management, where PMBoK does address these issues through a detailed section human resource management. RECOMMENDATION – THE APPLICATION OF PRINCE2 AND PMBOK IN COMBINATION Notwithstanding the aforementioned weaknesses of PRINCE2, the methodology remains a very effective project management tool. Noting the obvious ‘conceptual’ areas that PRINCE2 fails to address in detail, these areas are captured and expanded upon in the PMBoK. Consideration must be given therefore, to the application of both methodologies in concert. Many academics emphasise how each methodology can be used to complement the other (Siegelaub 2006, Wideman 2009, Yeong 2007). PRINCE2’s lack of focus on Communications, Human Resource and Procurement Management are areas that are complemented by PMBoK. Alternatively, PRINCE2’s strengths in process and documentation, coupled with its business case approach, provide a stronger focus on the strategy aspects that PMBoK addresses only at higher levels. At the work unit level, the WBS of the PMBoK can be combined with PRINCE2’s PBS for a more comprehensive means of structuring project deliverables. Using PMBoK and PRINCE2 as an ‘integrative project management methodology’ (Yeong 2007) permits organisations to complement the strengths of each while mitigating their individual weaknesses. Ideally, the procedural and product concepts unique to PRINCE2 (Business Case, Project Boards, Issue Logs, Tolerance and Exception Plans, Configuration Management, etc) should be used to ‘flesh out’ and strengthen the PMBoK’s knowledge areas. The case of Getronics (a leading vendor of Information Communication and Technology solutions) provides an interesting example for the combination of both the PMBoK ‘framework’ and the PRINCE2 ‘method’. Following its adoption of PRINCE2, Getronics commenced a review of internal methodology to combine both methods. The company had drawn upon its PMP experience to apply the principles of Project Management advocated in the PMBoK; including project management ‘soft skills’ (communication management and people management) as well as other critical areas such as contract (procurement) management and the incorporation of an earned value system. Concurrently, Getronics grounded these aspects in a business case driven environment (one of the hallmarks of the PRINCE2 methodology), with a clearly defined process model for specific activities that were required throughout the project; and product based planning that was deliverables driven. This combination evolved into the Getronics Global Project Management Methodology and has been successfully applied by the company across 30 countries (APM Group 2003). At the individual level, the complementary nature of both methodologies means that the method-based certifications of PRINCE2 practitioners, combined with the PMI accreditation provided to PMPs, allows for a more ‘well-rounded’ PMP with a holistic understanding of Project Management. At the same time, these skillsets are complemented by technical skills for selecting and applying techniques. The combination makes for a more comprehensive approach that is easily obtained and adopted, based on public domain elements. Essentially, PRINCE2 can provide the depth the PMBoK lacks, while the PMBoK can address the broader elements of project scope not covered by PRINCE2. AUTHOR’S REFLECTION An obvious limitation of the research conducted within this report was the lack of quantitative data for analysis. Analysis of case studies is based largely on anecdotal evidence from participating organisations. Whilst the documentation available on PRINCE2’s application in business is not propagandistic, there is a notable prevalence of favourable literature and examples published, while examples of failed applications of PRINCE2 appear to be limited. Further quantitative analysis into unsuccessful trials of the methodology (incorporating productivity figures, schedule and cost variances) may provide an interesting counterpoint to the analysis conducted within this report. CONCLUSION As a project management methodology, PRINCE2 represents an alternative option to the PMBoK. PRINCE2 is a more detailed, process-based approach that provides thorough guidance on the management of a particular project. PMBoK by comparison is a more generic methodology that addresses the core knowledge areas of the project management discipline, establishing the framework within which PRINCE2 functions. PRINCE2 has a number of strengths that lie in its detailed processes, however the multiple products and deliverables that the methodology advocates can be incorrectly applied by practitioners if not appropriately adapted to suit the organisation. Despite the widespread support for this methodology across both public and private sector organisations, the methodology is not infallible. Through application in conjunction with the PMBoK however, the relative strengths of each methodology can be applied to counter and reduce the associated weaknesses of the other, for a combined and comprehensive project management methodology. Organisations that embrace the combination of these two approaches and careful application to their project environment are far more likely to experience effective project management and project success. REFERENCES †¢ APM Group 2003, PRINCE2 Case Study – PRINCE2 and PMI/PMBOK A Combined Approach at Getronics, ILX Group, retrieved 15 September 09 http://www. prince2. com/prince2-downloads. asp †¢ Birlouez, V 2009, PMBOK 4th Edition vs Prince 2: Comparison (Part 1), PMinFOCUS, retrieved 14 September 09 http://www. pminfocus. com/story/pmbok-4th-edition-vs-prince-2-comparison-part-1 Calder, A (Year unknown), IT Project Governance and PRINCE2 Project Management: How to Keep Major IT Investments on the Rails, Article Dashboard, retr ieved 15 Sep 09 www. articledashboard. com/Category/Business/54/pdate/asc/33 †¢ England, E 2006, Prince 2 Project Management and Interactive Media: Is there a fit? , ILX Group, retrieved 14 September 09 http://www. prince2. com/prince2-downloads. asp †¢ Gardiner A 2002, Registers of Scotland Executive Agency – Implementing PRINCE2 in a Business Change Environment, ILX Group, retrieved 14 September 09, http://www. prince2. com/prince2-downloads. asp †¢ ILX Group 2009, PRINCE2 Process Model, ILX Group Homepage, retrieved 15 September 09 http://www. prince2. com/prince2-downloads. asp IT Governance Ltd 2009, PMBOK ®Ã‚  Ã¢â‚¬â€œ The Project Management Body of Knowledge from PMI, IT Governance LTD, retrieved 14 September 09 http://www. itgovernance. co. uk/pmbok. aspx †¢ Kerzner, H 2009, Project Management: A Systems Approach to Planning, Scheduling and Controlling, John Wiley & Sons Ltd, New Jersey. †¢ Kippenberger, T 2009, PRINCE2 Goes to China, Best M anagement Practice Homepage, retrieved 15 September 09, http://www. best-management-practices. com/Knowledge-Centre/Guest-Writer/PRINCE2-Managing-Successful-Programs-and-Management-of-Risk/? DI=571314 †¢ Langley, N 2003, ‘A Prince among project managers’, Computer Weekly, 24 June 2003, p50, retrieved 14 September 09, Business Source Complete Database. Langley, N 2006, ‘Make the most of project challenges with PRINCE2’, Computer Weekly, 29 August 2006, p30, retrieved 14 September 09, Business Source Complete Database. †¢ Ling, K 2009, Suffolk County Council – PRINCE2 2009 Pilot Case Study, ILX Group, retrieved 14 September 09 http://www. prince2. com/prince2-downloads. asp †¢ Project Management Australia 2009, PRINCE2 Weaknesses, Project Management Australia Homepage, retrieved 15 September 09 http://www. projectmanagement. net. au/prince2_weaknesses †¢ Ruleworks 2009, Benefits of PRINCE2, Ruleworks Knowledge Management, retrieved 15 September 09, http://www. ruleworks. co. uk/prince2/benefits. htm Science Letter 2009, ‘PRINCE2 2009 Launched’, Science Letter, 30 Jun 2009, retrieved 14 September 2009, Expanded Academic ASAP Database. †¢ Siegelaub, J 2006, How PRINCE2 Can Complement PMBOK and You PMP, PMI Global Congress Proceedings, Watermark Learning, retrieved 14 September 09 http://www. watermarklearning. com/enews/March08_Article. pdf †¢ Tang, Y 2008, Lecture – The Other Side of PRINCE2, delivered at the BCS Swindon Branch Meeting, Bryanbarrow. com, 25 September 08, retrieved 15 September 09 http://bryanbarrow. com/the-other-side-of-prince2. htm †¢ Van Bon, J and Verheijen, T 2006, Frameworks for IT Management, Van Haren Publishing, Amersfoort, p. 203. Viergever, N 2009, Comparing PMBOK and PRINCE2, NVi Homepage, retrieved 14 September 09 http://www. viergever. info/en/pmbokp2. aspx †¢ Webber, L 2009, IT Project Management Essentials 2009, Aspen Publishers, USA pp18- 19 – 18-22. †¢ Wideman, R 2002, Comparing PRINCE2 with PMBoK, AEW Services, Vancouver. †¢ Yeong, A 2007, The Marriage Proposal of PRINCE2 and PMBoK, AnthonyYeong. com, retrieved 15 September 09 http://www. anthonyyeong. com/The%20Marriage%20of%20PRINCE2%20and%20PMBOK. pdf APPENDIX 1 – PRINCE2 PROCESS MODEL [pic] (Source: ILX Group 2009) APPENDIX 2 – PMBOK KNOWLEDGE AREAS AND PROJECT MANAGEMENT PROCESSES [pic] (Source: Wideman 2002, p2) APPENDIX 3 – PRINCE2 METHODOLOGY BENEFITS FOR BUSINESSES Detailed below is a succinct ‘checklist’ of the benefits that the PRINCE2 methodology can offer to businesses when applied correctly, based on the methodology’s structure for managing projects. These benefits are experienced when PRINCE2 is applied in the absence of any other project management framework or methodology, and do not take into consideration or compare against the benefits that alternative methodologies may offer. Benefits have been taken from the Ruleworks Knowledge Management website (2009): [pic]PRINCE2 provides  a controlled start, controlled progress, a controlled close. pic]Regular reviews against plan, business case and risks. [pic]PRINCE2 provides flexible decision points. [pic]Automatic management control over deviations. [pic]Stakeholder involvement at the right times. [pic]Clear  communication channels. [pic]Project managers using PRINCE are able to establish terms of refer ence before the project start. [pic]There is a defined structure for delegation & communication. [pic]Project managers divide a project into manageable stages for more accurate planning. [pic]Resource commitment from management is part of any approval to proceed. [pic]Regular but brief management reports are available (checkpoint reports, highlight reports and exception reports). pic]Meetings with management are kept to a minimum, but at vital points in the project. [pic]End product users are able to participate in the decision-making. [pic]End users are involved in project progress. [pic]End users participate in quality checks throughout the project. [pic]User requirements are specified. [pic]PRINCE2 is Free (other then any training or support you want to pay for). [pic]PRINCE2 has a strong User Group. [pic]PRINCE2 is supported by (UK) Government and organisations such as APM and ISEB. [pic]Training courses are available from many accredited training organisations. [pic]PRINCE2 is flexible and can be applied to any kind of project.