CRITERIA FOR A GOOD PROJECT MANAGEMENT

Definition of Project Management is the application of expertise , knowledge and skills , both technically with the use of limited resources to achieve the goals set , in order to get the highest performance , time , quality and optimum safety .

In project management , the need for a focused and good management , because a project has limitations that the ultimate goal of the project can be achieved .  that must be managed in a project that is of quality , cost , time , safety and health , environmental , resource , risk and information systems .

There are three major things that are reviewed in this article project management , to create a course of a project , namely :

1 . plan

In order to achieve an objective , the project needs a well-planned design . By providing project goals and objectives while making administration and programs , in order to be applied . With the aim to meet all requirements specified in the time constraints , including cost, quality and safety . Planning a project undertaken by way of conducting feasibility studies , value engineering , planning within the scope of project management ( therein including time , cost , quality , resources , health and safety , environment , information systems and risk ) .

2 . scheduling

Scheduling Project Management is the application of planning by providing knowledge about the plans and progress of the project schedule , and includes all the resources there , including costs , equipment , labor , material and timely in completing the project . Project scheduling is done by observing the development of projects with a variety of problems . Process monitoring and updating always worked to produce the correct scheduling , to be consistent with the project objectives . There are several ways to make project scheduling , ie scheduling Linear ( Vector diagram ) , curve S ( hanumm Curve ) , Network Planning , Time barchart and duration of action . In the event of errors and deviations from the initial plan , the corrective action is taken and the evaluation of the project , in order to keep it running on the right path .

3 . Control and Management Project

The main objective of the project by reducing or eliminating any form of irregularities that might occur during the execution of development projects . The goal of the project is to empower control the entire time , quality , cost and safety projects maintained , as well as having appropriate criteria as a benchmark . All activities undertaken during the control process is inspection , supervision and correction re the project during the implementation process .

Good project management is to manage and organize a variety of assets , human resources , time and quality of work of the project , so the project produces maximum quality within the planned time and give effect to the welfare of employees . Within a project needed a good organization so that each personnel can carry out their job properly fit his tenggung each without pressure from superiors .

The characteristics of a good project management :

a. Rapid development , good quality and cheap price .

b . Pleasant working atmosphere , compact and a mutual respect among co-workers , superiors , and subordinates by superiors to subordinates .

c . The Manager in project management can act as a leader .

d . Fulfillment of the rights and responsibilities of employees well .

e . and another which if well

A good project management will be able to complete construction of the project in a short time schedule is less than a maximum contract or no experience delays , cost control but it also must be done properly so as to get maximum benefit , plus the good quality of the buildings is also a key project management because it could also be a marketing activity for a so easy to get a building project that is ready to work .

Type A Project Management

Type of project management based on the main activity component and the end result :
1 . Construction projects . For example in the form of buildings , construction of bridges and highways .
2 . Manufacturing Industry Project . Form of project design activities so a result ( product ) .
3 . New Product Development Project . It is a combination of research and development projects with capital intensive projects .

4 . Infrastructure projects . Supplying the needs of the wider community in terms of transport infrastructure , reservoirs , power plants , telecommunication installations and supply of drinking water sources .

5 . Research and Development Project . Can we call a research and development , until the occurrence of an outcome and the goal is to enhance or improve a service , product or particular method .

6 . Project Management Services . Intimately associated with the non-physical facilities or services of the company . For example, the development of enterprise information systems , increase the productivity of employees , including management and the project itself .
7 . Capital intensive projects . Form scale projects with large capital . For example the purchase and procurement of goods , land acquisition and construction of a production facility .

Surviving the Impending Economic Collapse

For the health and wellness of you and your family, you need to be prepared to survive the coming economic collapse. There are many ways to prepare for the end of life as we know it. You will need supplies to sustain your family for days or even a year or more.

What will we need to survive?
Make sure you are ready for the coming economic collapse by stockpiling supplies now. Things we all take for granted like food, water and basic electrical services could become scarce during this time. Start preparations now to cover the basic needs you will have while the country is in turmoil.

Water

Humans cannot live without water. The amount of water you will need to maintain the right amount of water is one gallon per day, per person. If you do not have at least that much water, survival could become a perilous journey. You will need a few different options.
· A water filtration system.
· Refillable gallon water jugs.
· A well that operates on a hand pump.
· Smaller plastic bottles to ration drinkable water

Food
Having a non-perishable food supply is the second most important way to guarantee survival. You and your family will need food containing high amounts of protein, ready to eat meals like those used in the military and plenty of canned fruits and vegetables.
· Start canning your own produce now.
· Buy protein bars in bulk.
· Go to a survival store or website to get ready to eat meals in bulk.

Alternative heat sources

You and your family will need a source of heat. It may be for keeping warm, cooking or washing. If the economy collapses during the winter, you will need something to thaw ice in case your water supply freezes. Gather at least two of these things to ensure your needs are met.
· An electric generator to power your home for a few hours at a time.
· A propane stove and a stockpile of fuel.
· A wood burning stove and a fully stocked wood pile.
· A camp stove with extra cans of cooking fuel.
These are the basics you will need to get your family through the tough times ahead. If you do not have fresh drinking water, a basic heating source or a food supply, you will have a rough road. Prepare by getting your supplies together during as quickly and smartly as you can. We can all get through this by being responsible for our own families’ well-being instead of relying on everyone else to get us through.

The noun phrase

For too long now the verb phrase has been the dominant focus of attention in course books, syllabuses, and teacher training programmes.

Any teacher worth his/her salt will be able to tell you everything there is to know about base verbs, infinitives, progressives, perfectives, passives, and modals.
But, please, let's not forget the noun phrase! Why? Because the noun phrase is a quintessential part of every sentence (even if it doesn't appear in the surface structure of a sentence as in "stop!"), it is potentially infinite in length, and it can include any number of other phrases (e.g. noun, adjective, adverb) within its structure.

• What is a noun phrase?

• The structure of noun phrases

• Noun phrases in class

• Conclusion

What is a noun phrase?
Before we go any further, let's remind ourselves of what a noun phrase is. My definition is:

A noun phrase is either a pronoun or any group of words that can be replaced by a pronoun. For example, 'they', 'cars', and 'the cars' are noun phrases, but 'car' is just a noun, as you can see in these sentences (in which the noun phrases are all in bold)

Q: Do you like cars?
A: Yes, I like them.
Q: Do you like the cars over there?
A: Yes, they are nice.
Q: Do you like the car I bought last week?
A: Yes, I like it. (Note: 'It' refers to 'the car', not 'car')

If you are a little puzzled at this point, try and think of some further examples of noun phrases using the definition above, and compare your examples with simple nouns.

The structure of noun phrasesAs I said, noun phrases can be infinite in length, but they would sound absurd if they got too long. So let's take the following noun phrase as our working model:

• "The very tall education consultant with the roving eye"
  
  The structure of this noun phrase contains three sections:

• Pre-modification
  • The =determiner
  • very =adverb (intensifying)
  • tall = adjective
  • education = pre-modifying noun

• Head noun
  • consultant

• Post-modification
  • with the roving eye = preposition phrase

Of course, each and every part of the noun phrase can be changed, but here is a summary of some fundamental changes in which it could changed:

• A relative clause could replace the preposition phrase. 'The man with the hat' becomes 'The man who is wearing the hat'.

• There could be a string of adjectives (and pre-modifying nouns) instead of just one. Both of these systems have their own structural rules. 'The big brown wooden box.' Or 'The world cup football competition.'

• A numeral or cardinal could be inserted after the determiner. 'Do you remember the time I bumped into you in the park?' can become 'Do you remember the first time I bumped into you in the park?'

• There can be 'embedding' (e.g. 'the roving eye' is also a noun phrase and can be made more complex in the same way as 'the…consultant'!) 'The roving eye which he had cultivated for so many years'.

• Any part of the noun phrase can simply be stripped away (apart from the word 'The' here, as 'consultant' is not a noun phrase in itself). So 'The very tall education consultant with the roving eye' can become 'The tall education consultant with the roving eye' (here 'very' has been deleted).

To sum up, noun phrases are very simple ideas in themselves, but they can be extremely complex in how they manifest themselves in actual language.

Noun phrases in classBut how can a teacher help students use noun phrases in a more accurate way? And how can a teacher help students to use them in a way that is more appropriate to the register of the target discourse? I have four suggestions to make, all of which I constantly use with my students:

• I encourage students to understand what a noun phrase is. To reinforce this understanding, I ask my students to study texts and answer such questions as "What pronoun could this noun phrase be replaced by?" and "What noun phrase does this pronoun refer to?"

• I provide interesting prompts to encourage students to use noun phrases.For example, I sometimes show my students a picture of a boy with brown eyes, and then I show exactly the same boy, but this time with big brown eyes. This keeps students on their toes and gets them to practise the grammar in an entertaining way. If you have no pictures, you can use visual information about the students in your class as verbal prompts! You might expect your students to say: "The boy with the big brown eyes is looking out of the window."

• I sometimes write a long noun phrase down on a piece of paper.I then cut up the sentence into the different words of the noun phrase. I then give each word to different individual students. The students with a bit of paper then stand up and have to rearrange themselves so that the noun phrase makes sense. I tell them where the front of the noun phrase should be - and the end. I also tell the students only to show their word to one student at a time. This makes the activity more demanding and more fun. One example is: "The / very / tall / blonde / girl / who / has got / a small pink case"

• I encourage students to write noun phrases which are appropriate to the register they're aiming for.
  For example, for an ESP class who need to give papers / presentations, I use a lot of authentic and contrastive reading input so that the students can formulate appropriate language. If you're teaching a general English class, you can use input that focuses on formal, neutral, and informal register, such as 'Thanks for your email' (neutral), 'Ta' (informal, where the noun phrase can be elided), and 'We thank you for your correspondence' (formal, where there is a full sentence and the lexical item is more abstract).

ConclusionIn conclusion, noun phrases and verb phrases are equally important. So noun phrases really shouldn't be ignored by coursebook / syllabus writers or teachers. All these people can help students understand how noun phrases fit into the syntax of a sentence, produce more complex noun phrases (as they become more advanced), and become aware of how noun phrases operate differently in different registers.

Further reading
Giorgi and Longobardi The Syntax of Noun Phrases, Cambridge University Press
Miller and Weinert Spontaneous Spoken Discourse, Oxford University Press