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and the Ministry ESF Directorate indicated an inversion in dependencies, as during the implementation phase the project would, for example, be dependent on the Ministry for a regular ow of payments Prior to procurement, designs had to be approved The collaboration of the University Technical Services was of paramount importance to the project Only the University chief administration could secure that But why would the University attach more importance to this project than any other carried out by the services On whom is the University dependent To whom does the University provide services to These were brainstorming questions the project team addressed.

The independence assumption (22.23) is a widely used condition in the transient analysis of adaptive filters. Although not valid in general, because of the tapped-delay-line structure of the regression data in most filter implementations, its value lies in the simplifications it introduces into the analysis. Without the independence assumption, the transient, convergence, and stability analyses of adaptive filters can become highly challenging, even for the simplest of algorithms. Fortunately, there are results in the literature that show, in one way or another, that performance results that are obtained using the independence assumption are reasonably close to actual filter performance when the stepsize is sufficiently small. The purpose of this appendix is threefold: (i) to describe some of these results, (ii) to give an overview of averaging analysis, which is a useful method of filter analysis without the independence assumption (albeit one that assumes infinitesimally small step-sizes), and (iii) to combine energy-conservation arguments with averaging analysis in order to show that the results obtained from an averaging analysis are essentially identical to those obtained from an independence analysis.

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The answer was simple: Students and future students potentially coming from these very schools! Therefore, the campaign envisaged during the school selection mapping phase had to highlight the involvement of the University and promote University work to the local communities who, in essence, had an obvious interest in the project The local communities positive dependency on the project was considered to bear the potential of enhancement and the project was promoted as a scarce commodity and a unique opportunity to improve school standards Local communities bought into the project objective and became dependent on the project management team to deliver the project to their communities Consequently, Mayors and Municipalities were positioned dependently on the project, as this promoted their position within the local community.

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Summary

Additionally, the motivation of the local community had the anticipated positive effect on the University, as it presented itself as an agent open to community needs and supporting community interests in the eld of education In the end the positive image of the University was dependent on the timely and quality progress of the project and University Heads pressured their Technical Services, by using their power of hierarchy, to support by all means the project The Ministry of Education Personnel and Libraries Directorates were, once again, identi ed as dominant stakeholders A possible negative disposition towards the project would in uence their dependent staff (Library teachers and School Principals), who, in turn, would not be cooperative or their cooperation would be obstructed or undermined There was a possibility that all stakeholders in their line of command involved in the project would have negative dependencies.

In-depth interviews with the respective directors highlighted the fact that their basic need centred on information, as there was no of cial link to the Ministry Directorate funding the project (ESF) Moreover, in their perception, they were deprived of their entitled hierarchical power by the ESF Directorate s fund control power The answer was simple: insertion of a reporting task and the project was positioned favourably towards these dominant stakeholders and secured the collaboration of school principals and staff One important feature highlighted by the comparison of the power distribution maps of Figure 207, was the project s funding agent (Ministry of Education, ESF Directorate), which, though, presented dependent on the project during the project design and procurement phase became a dominant stakeholder in the project implementation phase.

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