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Polyurethane coatings (PUR) have, for some years now, been gaining increasing importance in the field of corrosion protection. Whereas PUR systems have been established for a long time as top‐quality coatings in virtually all other sectors, they were rather late in gaining a foothold in the field of “heavy‐duty corrosion protection”. Their increasing use nowadays is related, among other things, to new developments which form the subject of this article.

Barnes’ Iron Triangle was one of the first attempts to evaluate project success based on time, cost and performance, which were portrayed as interdependent dimensions. Over time, these criteria were expanded and especially criteria taking the satisfaction of stakeholder groups into account are becoming more and more popular. The purpose of this paper is to find out whether specific patterns for the selection of project success criteria across various fields of applications emerged which has not been regarded in literature before. Furthermore, the authors seek to identify of additional key factors influencing project success assessment next to the choice of project success criteria.

The paper uses a review of recent literature published in academic journals, in standard references and in widespread project management frameworks (Organisational Competence Baseline, PRINCE2 and PMBoK Guide).

The findings show that Barnes’ ideas are an integral part of all approaches investigated in the study. Additionally, the relevance of the so-called “soft criteria” related to the satisfaction of stakeholder groups, could be substantiated. However, the authors found no indications that patterns for the selection of project success criteria have emerged across various fields of applications. Factors influencing project success assessment are not taken into account in the examined articles in a systematic manner. This motivates for further research in this field.

Access limitations, papers not yet digitally available or the interpretations have an impact on the results.

For appropriate project assessment the sound and well-rounded selection of hard and soft criteria and the consideration that not the field of application, but influencing factors yet to be analysed influence the selection of project success criteria are crucial. Project management professionals should choose the criteria suitable for their projects individually on a project-by-project basis.

This paper reveals that no patterns have so far been developed to assess project success in various fields of application. Furthermore, factors influencing project success assessment are not considered in a systematic manner.

Early onset of behavioral disorders is predictive of long term adverse outcomes. There are some indicated and selective early prevention programs for attention deficit/hyperactivity disorder (ADHD), one of the most common behavioral disorders in childhood and adolescence. The purpose of this paper is to present a universal preschool program for preventing the development of ADHD related symptoms for children aged three to six.

A total of 413 preschool children (experimental group (EG)=193; control group (CG)=220), and their teachers participated in the study. Children in the EG were randomized to two conditions: universal intervention (behavior modification (BM)=99) vs additional ADHD specific elements (BM+attention training; BM+AT=94) to evaluate effects of a universal intervention vs additional ADHD specific elements. The universal intervention trained general behavior modification (BM) techniques to enhance start behavior (i.e. following color based rules, positive participation in activities, enhancement of skills related to attentional function), and to extinguish stop behavior (i.e. hyperactive behavior such as uncontrolled running around, disturbing others, quarreling, etc.). These techniques were based on published intervention programs (Phelan and Schonour, 2004). The AT consisted of thirteen teacher led 45 minute based sessions in a small group format with an introductory play activity, 15 minutes picture based AT tasks (task analysis, action planning, action, reappraisal), a social interaction game, and a game to enhance perception of visual, auditory, olfactory, haptic, and gustatory senses. To determine effects, the Strength and Difficulties Questionnaire (SDQ) and the Behavior Rating for Preschoolers (VBV) were used. A high risk group with high scores on those measures was analyzed separately.

Children in all three groups did not differ significantly at baseline in all relevant variables (ADHD symptoms measured with the SDQ and VBV, socio-economic status (SES), gender, age: MANCOVA: F _10,796=1.732, p=0.07) and none of the children had a diagnosis of ADHD. After training participation, children in the EG showed significantly less ADHD related problem behavior compared to children in the CG (F _8,1,506=2.717, p=0.006); this was especially so for the high risk group (F _4,754=2.60, p=0.035). Multi-level analyses revealed significant influences of age, gender, and SES on post-training symptom ratings (SDQ: t-statistic=3.03, p=0.003; VBV 3-6: t-statistic=4.151, p < 0.001).

This is a quasi-experimental study, since due to time restriction half the preschools did not want to participate in the experimental study. Thus, participating children were not randomly assigned to the experimental and control conditions, though children were randomly assigned to two different treatments within the intervention group (EG1/EG2). Due to the design of the study and to ensure high participation rates, only preschool teachers rated children’s behavior, though the predictive value of teacher ADHD symptoms exceeds parental ones. Finally, inclusion of parent training elements would most probably enhance effects.

General BM techniques are easily taught and seem to positively influence children’s ADHD related symptoms while not harming children without such symptoms. Since studies showed that after a bogus instruction teacher expected children to exhibit ADHD symptoms and rated them as more disturbed (Rosenthal effect), a universal approach is less stigmatizing and possibly more effective, especially when interventions start early in life before symptoms result in full diagnoses.

This study established positive universal effects, and moderate to large effects for the subgroup of high risk children with ADHD related symptoms. General behavior management in preschools might thus be a possible strategy for preventive interventions of ADHD related symptoms.

The is one of the first studies on a preventive ADHD preschool program. General BM techniques of this study were easily taught and implemented, and showed positive effects. Since selective and indicated interventions depend on high program fidelity, are harder to implement, and related to higher costs, general BM techniques as introduced in this study, might be an option for universal prevention strategies for ADHD related symptoms in preschool settings.