User Frustration Essay Example | Topics and Well Written Essays - 1000 words

User Frustration - Essay Example Additionally, the majority of researchers have outlined the basic reasons of these frustrating experiences as dropped network connections, error messages, long download times, and hard-to-find features. In addition, users face a variety of problems due to these frustrating experiences for instance, they lose more than 50% of their time because of these frustrating experiences. In many cases users’ frustration emerges dues to problems in the computer software, hardware, or networking or troubling interactions among components supplied by various suppliers or is the result of malicious activities performed by other users (Ceaparu, Lazar, Bessiere, Robinson, & Shneiderman, 2004; Reynolds, 2001). 1. Errors Without a doubt, there is a strong relationship between errors and frustration. Additionally, an error can be used to demonstrate a variety of actions. In simple words, an error occurs when a computer user observes that something is in an improper state, no matter it is due to fault of the developers, or an implementation bug or a design flaw. Even though a computer is working properly and carrying out the required functionality but there are still a variety of things that could be the cause of users’ frustration for instance viruses, pop-up advertisements, and spam mail) (Ceaparu, Lazar, Bessiere, Robinson, & Shneiderman, 2004). ... e development team must spend considerable time in researching the issues and errors that an application can encounter and develop solutions accordingly. In this way, it will reduce the chances of errors at user end (Ceaparu, Lazar, Bessiere, Robinson, & Shneiderman, 2004). 2. Time Delays Normally, users like to have a smaller response time. However, the system’s response time heavily depends on the users' previous experiences, the cost of an error, the users' knowledge level and experience of using that technology, and external time pressures. For example, a new user can wait a little longer than professional user for a computer to respond. Sometimes, the significance and complexity of the job and its associated time pressure can also have a significant effect on users' frustration and expectations due to time delays (Ceaparu, Lazar, Bessiere, Robinson, & Shneiderman, 2004). Solution Since an application is developed in keeping the requirements of a specific user in mind so f irst of all software development teams must categorize its users, complexity and criticality of jobs and so on. According to these measurements they should look for the required algorithms and mechanisms that can address that specific issue. In addition, frustration can also be reduced when the users are made well aware of predictable delays projected time they will require to complete their task (Ceaparu, Lazar, Bessiere, Robinson, & Shneiderman, 2004). 3. User Satisfaction and Frustration Previous researches and studies have used user satisfaction as a reliable variable, for the measurement of the success of a software application. The term satisfaction can be vague which can be defined in many ways. In simple words, the user satisfaction refers to completion of a task or goal, and

Academic performance Essay Example for Free

Academic performance Essay Purpose of project Over the years at Queen’s Royal College I have seen teachers having stern conversations with students for reaching to school late habitually. These students are faced with consequences such as: â€Å"in-house suspension† or community service for regular late coming. I myself have been a victim of these punishments. It is believed that students who are frequently late are indiscipline, and this can spill over into their study habits, hence affecting their overall performance in their internal examinations. On the other hand, some share different views that punctuality has no effect on a student’s performance. Reason being, students do extra studies at home, hence making up for lost time at school. In that context I would like to determine through a statistical study whether or not there is a correlation between student’s punctuality and academic performance in Queen’s Royal College. I chose to study the present fifth form year group because this is the year they will be heading into the CXC CSEC examinations, assuming at this point, their attitude towards their school work will be serious. See more: Strategic Management Process Essay Variables: Let X be the total sum of form 5 students’ number of times late Let Y be the total sum of form 5 students’ average end of term examination scores Other information: seldom number of times late excessive number of times late 30% 49% bad average score 50% 69% good average score 70% 89% excellent average score n is the number of students in the sample size Let ∑x represent the sum of all the times late by the form 5 students Let ∑y represent the sum of all the form 5 students’ end of term exam average  scores Let ∑xy represent the sum of the multiples of form 5 number of times late and form 5 end of term exam average scores Let∑x2 represent the sum of the squares of the form 5 students’ number of times late Let ∑y2 represent the sum of the squares of the form 5 end of term exam average scores Let represent the sample mean of X Let represent the sample mean of Y Method of data collection 1. I collected a copy of the roll books for the various form 5 classes for term 1 (September to December) from the various form teachers. 2. The average score for each student was obtained from the dean of the form 5 year. 3. I counted the number of times late for each student and totaled it. 4. Then I sampled the data. To do this, I used systematic random sampling, I used the lottery method. I wrote each of the student numbers for a particular class (R first) on a separate little piece of paper and put them all into a hat. Then I picked out 10, one at a time without replacement, and for each one I chose, I wrote down the number of times late and the corresponding average score. 5. I repeated this for the classes O, Y and L. So in the end I had a sample size of 40, 10 from each class. 6. Afterwards I organized the data, making lists of the student number and their corresponding number of times late and average end of term exam scores for from 5 classes R, O, Y and L and put it into a table. Presentation of data Fig 1.1 Fig 1.1 is a table showing n of forty form 5 students chosen and their corresponding punctuality and average score obtained at the end of the term. Of the forty students chosen twenty-five were seldom late and fifteen students were excessively late. It also shows that, eight did bad in the end of term exam, twenty-one did good and eleven did excellent. Of the eight that did bad 2 were excessively late and 6 were seldom late. Of the twenty-one that did good 12 were excessively late and 9 were seldom late. Of the eleven that did excellent 1 was excessively late and 10 were seldom late. Fig 1.2 Fig 1.2 is a bar graph showing performance level attributed to students who were seldom late and excessively late. Of the eight that performed badly [see Table 1.1], 75% were seldom late and 25% excessively late. Of the twenty-one that performed good 43% were seldom late and 57% were excessively late. Of the eleven that did excellent 91% were seldom late and 9% were excessively late. Fig 1.3 Fig 1.3 is a scatter plot showing form 5 students’ average end of term score in relation to the number of times they were late. Analysis of data Chi-square test of independence A χ2-test of independence at the 5% level of significance will be used to determine whether the form 5 students number of times late and average end of term scores are independent of each other, or if there is a relationship between them. H0 represents the null hypothesis H1 represents the alternative hypothesis O represents observed frequencies E represents expected frequencies ÃŽ ± represents the level of significance v represents the number of degrees of freedom H0: A student’s form 5 end of term average score is independent of his number of times late. H1: A student’s form 5 end of term average score is dependent on his number of times late. In Fig 1.4, from the points a regression line was drawn which passes through the mean of both sets of data, . The line shows y tends to decrease extremely gentltly as x, increases. Also, the points are scattered about the regression line. This shows that there is a very weak negative correlation between X and Y. Discussion of findings My purpose was to investigate the relationship between student’s punctuality (X) and academic performance (Y) in a form 5 year group in Queen’s Royal College. After I collected my data and sampled it, I put it into a table (Fig 1.1), and then decided to put it in a scatter plot (Fig 1.3) and a bar graph (Fig 1.2). This made the relationship between X and Y easily identifiable. It was also now easier to compare them both. After appropriately representing my data, I chose to do a Chi-square test of independence. This was to determine whether X and Y are independent of each other or not. My decision, at the 5% significance level was to reject the alternative hypothesis, meaning that X and Y are not dependent of each other, and so a student’s form 5 end of term average exam score does not depend on his punctuality record. However, that was not the case and the Chi-square test proved that X and Y are dependent of each other. After determining that X and Y are dependent on each other in the Chi-square test another test was carried out. Details of the relationship were necessary, and so r, the linear product moment correlation coefficient, and the equation of the regression line were calculated. The linear product moment correlation coefficient goes from 1 to -1 and indicates the strength of the linear correlation between two variables. In this experiment, r was found to be -0.141. This value is negative and very low i.e. near to 0, indicating that there is a very weak negative linear correlation between X and Y. Therefore, from this test, it is safe to say that there is no relationship between X and Y. r also indicates the strength of the least squares regression line that was found. A least squares regression line of Y on X minimizes the sum of the square of the y differences, therefore it is the most accurate representation of the data in the scatter plot, and i.e. the best fit line. The equation of this line was found to be y = 62.12 + -0.2x, and the point ( lies on this line, this was demonstrated on the second scatter plot (Fig 1.4). Since r is very low, this regression line is very weak, and therefore the predictions made from it will be inaccurate. The value of b, -0.2 represents the amount by which y decreases for every unit increase in x, i.e. the number of additional marks in form 5 end of term exams that a student will lose for every additional number of times they were late. The value of a, 62.12, would represent the score a student would  get in form 5 end of term exams if he is late 0 times for the term. Limitations: This sample was only taken from one year group, and so it does not necessarily accurately represent future year groups. This test was done using only scores from one specific examination, there may be errors due to this because students may not have performed at their usual abilities for various reasons, such as an illness or a family problem and also students’ varying choice of subjects in that some may be doing relatively easier subjects than others and some may be doing less subjects than others. While collecting my data I observed that it had a lot of students who were absent. Therefore, besides punctuality, absenteeism could have affected their end of term average scores. Conclusion In this study, one test proved that X and Y were dependent of each other while the other test proved that there was no correlation between them. Therefore no clear cut conclusion can be made as to whether or not a student’s academic performance depends on their punctuality record in Queen’s Royal College. This study however, can be improved by collecting data from a larger sample to increase accuracy of data and carrying out the test for different year groups. References J. Crashaw J. Chambers, A Concise Course In Advanced Level Statistics, Nelson Thornes Ltd, 2002 H. Mulholland J.H.G. Phillips, Applied Mathematics for Advanced Level, Butterworths 1969 http://archive.bio.ed.ac.uk/jdeacon/statistics/tress9.html

Free Essays - All Quiet on the Western Front :: All Quiet on the Western Front Essays

Essay: All Quiet on the Western Front An anti-war novel often portrays many of the bad aspects and consequences of war.   Erich Remarque’s All Quiet on the Western Front is a novel set in the First World War that is against war.   Remarque describes the terrible reality of the war, focusing on the horrors and involved.   The novel portrays an anti-war perspective as it brings up issues about the brutality of war, the narrator’s change of attitude towards war, the futility of war and the deaths of the narrator’s friends. In the novel, Remarque presents the brutality of war.   Early on in the novel, he describes the sound of the wounded horses and how brutal the war atmosphere is.   â€Å"There is a whole world of pain in that sound, creation itself under torture, a wild and horrifying agony† (p44).   The brutality of war in the novel, however, is mainly shown through human suffering.   Baumer talks about brutal things that soldiers are just expected to do.   He says, â€Å"When you put a bayonet in, it can stick, and you have to give the other man a hefty kick to get it out†¦Ã¢â‚¬  (p74).   The German soldiers attack the enemy with extreme instinctive brutality.   â€Å"With the butt of his rifle, Kat smashes to pulp one of the machine-gunners†¦We bayonet the others before they can get their grenades out† (p84).   The use of poison gas is also a very brutal practice throughout the novel.   Baumer describes this while he is in a gassed area, hoping that his gas mask is working properly.   He says, â€Å"I know the terrible sights from the field hospital, soldiers who have been gassed, choking for days on end as they spew up their burned-out lungs, bit by bit† (p48).    The narrator changes his attitude towards war as he becomes more aware of its undesirable effects.   Even in the beginning, Baumer realises its terrible reality and the change it has made to his life.   He says, â€Å"We have lost all our ability to see things in other ways, because they are artificial.   For us, it is only the facts that count (p15).   The physical change of the narrator and his fellow soldiers also indicate that he has gone through an attitude change towards war.   â€Å"We [Paul Baumer and his fellow soldiers] became tough, suspicious, hard-hearted, vengeful and rough†¦Ã¢â‚¬  (p19).   When the narrator talks about the difference between his life before the war and his life at the present time, it becomes clear that he has changed a great deal.

Importance of Moral Education Essay

Before 1976, education was the exclusive responsibility of the states. In the Constitutional Amendment of 1976, education was included in the Concurrent list. Since then, the central government continues to play a leading role in the evolution and monitoring of educational policies and programmes, the most notable of which are the National Policy of Education (NPE), 1986, and the Programme of Action, 1986 as updated in 1992. The modified policy envisages a national system of education to bring about uniformity in education, making adult education a mass movement, providing universal access, retention and quality in elementary education and expanding the structure of higher education. Moral education is not our priority. It is not included in any syllabi-whether of science or humanities. Morals or morality, broadly speaking, implies honesty of character, fairness in attitude and absence of evils like jealousy, hatred and greed from actions. Our system of education gives us formal know ledge of various types of subjects but does not teach us what is morality and how to bring the characteristics related to it in our mindset. Our schools, colleges and universities are churning out millions of young graduates every year who are experts in some field of science, art, commerce or technology. No teaching or training is given to the students on moral values. What have been the results of this system of education? We have professionals in every field, but we have few people in society who have a high moral character. The society reflects our education most of our officials whether in public sector or private sector are corrupt. The assets they have acquired are often several times higher than their known sources of income. We read about income-tax raids or Central Bureau of Investigation raids on the residences of high officials. Wealth amounting to crores of rupees is recovered during these raids. We watch on TV channels the scams that are unearthed after regular intervals. What do these incidents reveal? They reveal that our greed has reached gigantic proportions. The attitude of government employees has become so indifferent to public that they are not prepared to help. These unscrupulous workers do not work even for 50 per cent of the total hours of their duty. This is nothing but stealth of time. As students they were taught to solve various types of sums or write answers to different types of questions. They were not taught how to serve the nation. They were  not made aware of the happiness that one derives by working honestly and sincerely. The atmosphere in our schools, colleges and other institutions of education is full of competition. The students are taught to excel one another. Their competition, more often than not, becomes so intense that it leads to rivalries, jealousy and hatred among class-fellows. While it cannot be denied that competition is necessary to achieve higher goals but is totally undesirable if it breeds ill feelings. Our ancient universities of Nalanda and Patliputra created scholars of great repute like Kautilya in Economics and Susruta in Medicine, but they never used competition among the students to move ahead. Actually, these students were taught by the gurus the feelings of mutual help, of being complementary to one another. There was a spirit of sacrifice for the sake of justice and fair play. That is why our ancient societies were happy and prosperous. The teachers and other educationists who are concerned with the orientation of syllabi for schools and colleges are of the opinion that the characteristics of honesty, fair play, goodness and helpfulness which are the ingredients of morality cannot be taught as subjects in any educational institution. They are something which a child inherits from the parents and learns from his family, particularly mother and father. So far as religion is concerned it is also something which everyone acquires from one’s family and other members of the community. India being a secular country, cannot take up religious education in schools and colleges. They argue that, to the extent the moral education can be given in educational institutions, it is given through discipline and punishments for breaking the code of conduct. Any student who steals abuses or hurts others is punished. This is nothing else but imparting of moral education. What these teachers and educationists tend to ignore is that these actions teach only discipline in actions. Evils as they say have large fangs, desires are boundless. The students need to be told the ultimate consequences of acquiring wealth through illegal means when they grow up and take up some job. For this, moral education needs to be taken up as a subje ct. Our life on earth is for a limited period of time. The purpose of human life is not to indulge in luxuries and enjoy the material comforts. They give temporary happiness. The real purpose of life is to develop our spirit in a pure and chaste manner whereby we attain salvation. This is the spiritual lesson which every religion teaches. This is a part of moral  education which each faith teaches us. This should be a part of our education. The educationists have an argument to make in this regard also. They are of the opinion that while framing syllabi for language and literature, the novels, stories, poems and other write-ups of those great religious philosophers are taken which contain this spiritual education. The names of Guru Nanak and Swami Vivekanand are prominent. Among the social reformers the names of Gandhi, Raja Rammohan Roy and others are given. The works of great scholars are sufficient to develop a sense of justice and fairness among the students. It may be true to some extent but the fact remains that by including the works of great religious men and social reformers in the curriculum helps but little. In the examination, the students have to answer the questions based on the text. There is no examination which tests whether the students have adopted this philosophy-whether they have resolved to act according to the philosophy in their own lives. Moral values are extremely important for building a society which is free from the evils of violence, greed, hatred, avarice and jealousy. However, high economic growth do we achieve, whatever high amount of wealth do we accumulate, our society will be afflicted by corruption, inequality and perverity if moral education is ignored. India has been a beacon of light for the world for showing others the values of religion and morality. If we have lost our own path, what will we show to the world? We have to start from the grass-roots level to impart moral education on our children. The syllabi at schools and colleges must include this education so that surely, though slowly our society is purged of all evils and we become role models for others. A great responsibility devolves on the teachers to remove the ill feelings of jealousy and hatred from the pupils’ minds. They must teach the students to achieve their goals through hard work. The attitude of fairness and justice developed in childhood and teenage will lay the foundation of responsible citizens.

Recording, analysing and using HR information Essay

1. Why does the organization need to collect HR data? The organization needs to collect HR Data in order to comply with regulatory legislative requirements such as, working time directive, health and safety and pay rates etc. It is also a legal requirement to provide written particulars of employment. By collecting these examples of HR data, this protects the organization from possible legal implications. The organization also needs to collect training and productivity records of employees in order for management to assess performance and productivity of staff. By collecting this data the organization can assign training to employees in order for them to enhance their potential and help the workforce to become more productive. 2. Types of Data Collected The organization must collect data such as a sickness record. This allows HR to make an accurate attendance record of all employees and helps to identify employees who have higher levels of sickness. This data can then be used in order to discourage this behavior or used for those who suffer with long term sickness who need the organisation’s support. For our organization the Bradford Factor sickness policy was brought in so that the sickness records were to be collected periodically and assessed. Another type of data collected is personal information of each employee such as contact details. This ensures that all correspondence can be sent to each employee in regards to pay, contracts or leave information. It is important to have this information as well as details of next of kin or a family member in case of an accident at work so that the organization can contact them as soon as possible. 3. Storing records and the benefits One method of storing information is the manual system. This could include a filing cabinet, wall planners, Company handbooks, Diaries, Application forms etc. By using the manual system the records are easily accessible. The records may also be signed which may be required for legal purposes. The manual system has no risk of crashing or losing power, unlike a computer, which may delay the retrieval of important information. Another method of storing information is the computerized method. This method allows records to be saved on the computer and protected by a password ensuring that only certain people within the organization are able to retrieve the personal records. There is no risk of information being misplaced, misfiled or lost entirely as you might find with the manual storing system. Another advantage of using the computerized method is the fact that it is easy to find the information and is easily stored. This method allows a smaller office to run smoothly without the need for large filing cabinets and is also a more environmentally friendly method of storing information. 4. Two essential items of UK legislation relating to the recording, storage and accessibility of HR data The first essential item of UK Legislation is the Data Protection Act 1998. This act states that the recording of personal data should be adequate, relevant and not excessive in relation to the purpose or purposes for which they are processed. Personal data processed for any purpose or purposes shall not be kept for longer than is necessary for that purpose or those purposes. In relation to storage of personal data, appropriate technical and organisational measures shall be taken against unauthorised or unlawful processing of personal data and against accidental loss or destruction of, or damage to, personal data. Also, in regards to accessibility of personal data personal data shall not be transferred to a country or territory outside the European Economic Area unless that country or territory ensures an adequate level of protection for the rights and freedoms of data subjects in relation to the processing of personal data. It is also important for members of the HR Department to si gn a confidentiality agreement. This is a legal precaution for the organisation in case a member of the HR department leaked any personal data to others without jurisdiction. Another essential item of UK Legislation is the Freedom of information Act 2000. The FOI gives you the right to ask the HR department (or any public body) for all the information you have on any subject they choose. Unless there’s a good reason, the organisation must provide the information within 20 working days. You can also ask for all the personal information they hold on you. Conclusion Following the summary of facts as stated above, it has been found that it is very important to record, analyse and use HR data in order for the organization to operate within the appropriate legislative regulations, retain confidential information in a safe and efficient method and to use HR data in order to improve and increase productivity within the workforce.

Ancient Egypt and Greater Opportunities Essays

Ancient Egypt and Greater Opportunities Essays Ancient Egypt and Greater Opportunities Essay Ancient Egypt and Greater Opportunities Essay The roles of women in ancient Egypt and Mesopotamia were alike because they were both expected to take care of the household and both had a low status compared to men. They were different, however, because women in Egypt had greater opportunities than women in Mesopotamia. Both women in ancient Egypt and Mesopotamia were expected to take care of the household. Since agriculture depended on heavy plows, men were responsible for the work on the fields since they were stronger. This left the women at home to take care of the household. Women were also getting pregnant more often which made them even busier with caring for their children. Also, women in both ancient Egypt and Mesopotamia were expected to prepare the food, clean the house, educate their children, and weave the clothing. All of their jobs were attuned with their roles as mothers. As children, most girls were trained to be a wife and a mother. Women in ancient Egypt and Mesopotamia were depended on to take care of the household and care for their children. Women in ancient Egypt and Mesopotamia had a much lower status than men. Since men were not needed as much in the household, they were able to get significant and authoritative roles in society. These positions allowed the men to change their practices and values to benefit themselves and not the women. Women were more depended upon in the household and were not able to attain positions such as these. Women were also not able to join the army, and the first slaves were female prisoners of war. In hammurabi’s Code, there were many written laws that generated gender inequality in Mesopotamia. One of his laws stated that women never had their own identity but were only identified by their father. Fathers had strict control over their daughters and chose their futures. They were also allowed to sell off their daughters to marriage. Both women from ancient Egypt and Mesopotamia were considered inferior and were not respected as highly as men. Women in ancient Egypt had greater opportunities than women in Mesopotamia. Women in ancient Egypt were known as legal equals to men. They were permitted to own property and slaves, unlike women from Mesopotamia. They were also able to manage and sell land, initiate divorces, and sign their own marriage contracts. No woman in Mesopotamia was able to do this. Some royal women in ancient Egypt had political power if they were substitutes for their sons who were too young to rule. Women were also seen as equal partners with men in paintings and statues, and they were also allowed to become priestesses. In contrast, women in Mesopotamia did not have such opportunities. In Mesopotamia, the law codes enforced organized patriarchal family life. These laws offered women paternalistic protection as long as they did not question the authority of men. A married woman, if caught sleeping with another man besides her husband, would be drowned. These rules, however, did not apply to her husband. Women were also divided into two categories. One consisted of respectable women who had to be veiled when they were outside of their house because they were under the sexual control and protection of a man. The other category consisted of women who were not respectable and they were prohibited from wearing veils and were punished if they covered their heads. They also replaced the goddess of Mesopotamia as male deities. Women in ancient Egypt had more opportunities than women in Mesopotamia because they were known as legal equals to men and had more rights. The roles of women in ancient Egypt and Mesopotamia are alike but differ, as well. Both women in ancient Egypt and Mesopotamia were expected to take care of the household because the men were needed to work on the fields. Both were also inferior to the men because they were needed in the house, which allowed the men to go out and get powerful roles and change values and that benefitted them and not the women. In contrast, ancient Egyptian women differed from Mesopotamian women since they had more opportunities by being permitted to own property and initiated divorce. Women in both of these ancient societies had very alike roles but women in ancient Egypt had more rights. MC

Free Grant Program Informative Essay

Free Grant Program Informative Essay gains hence compromising the implementation of the project. The areas of concern as far as the implementation of the project is concerned would entail both the design and implementation stages of the project. The aim of the project team is to deploy the right personnel and capabilities to respond to disasters. The facility, therefore, must be built according to a design that withstands any possible threats of disasters. Its construction must be strong and comply with the envisaged tasks. Another area of concern is the expenditure of the facility construction. The funds must be used for the intended purpose. In case the funds are insufficient, other sources must be sought to finalize it. The issue of financing hence must be planned as a top priority, so as to avoid any impediments due to lack of funds. Coordination of all the stakeholders involved is another issue of concern Such a project involves versatile and numerous participants from the design team to suppliers and the end users. Without appropriate coordination, some challenges may arise. The Contractor is, therefore, to be aware of the possible challenges and be prepared to deal with the respective problems adequately. The management must be organized to work on the proper execution of the tasks. Duties should be delegated adequately, with a set of reports made to the person in charge. All those on the site should report to the project Architect who, in turn, would liaise with the other professionals and coordinate the scope and pace of the project works (Ireland, 2006). The Architect then reports to the General Officer in charge for record keeping and any required action. By so doing, any deviations likely to be encountered would be easily resolved since there is a proper channel of communication established. Other sources of funding must, however, be availed or planned for cases of contingencies Such sources can be obtained from non-governmental organizations who may appreciate the crucial role played in the project. These bodies can give their aids towards the construction or renovation of the facility and hence provide an alternative source of funds. Such organizations can be local or international, as long as they are prepared and willing to assist. Borrowing should also be considered as another option should the other sources prove to be unviable. These sources can be obtained from lending institutions at appropriate lending rates. Bodies like the World Bank, IMF can also lend for the funding of the facility. When borrowing, it is necessary to be careful with the terms so that only favorable terms and conditions are accepted. From the foregoing, no doubt, the center plays a vital role, since it aids in the management of disasters hence saves lives and property. The construction of the facility must be planned well and executed properly so as to meet the minimum threshold, in terms of its capability to withstand any threats regarding security or natural calamities. This is important because the facility is required to be in an acceptable working condition since the time when disasters might strike is unknown to anybody. Contingence plans must be organized, as well, so that in case of any change of plans, the project implementation remains on the course. Moreover, this would help avoid putting lives at risk whenever a disaster strikes. Therefore, appropriate plans must be designed to ensure that the project is implemented successfully and is in accordance with the determined objectives.