Risk management studies have paved the ground for the study of uncertainty in project management, which focuses on the origins of threats and opportunities, instead of focusing on threats and opportunities per se. Stakeholders are key factors in causing uncertainty. This paper attempts to examine the impact of uncertainty in a real case. The Expansion of Imam Ali Shrine in Najaf, Iraq designed by Faculty of Architecture and Urban Planning, Shahid Beheshti University is a project that demonstrates the role of a multitude of diverse stakeholders. For the sake of analysis, the Salience Model was chosen amongst eight different models proposed for assessing interest, power and legitimacy of stakeholders. Nevertheless, to include the interactions between different stakeholders, this model was combined with the Network Model. As a result, the key project stakeholders were determined with respect to their impact as the Shrine Guardian, main contractor, donors, terrorist groups, and local contractors. The most important sources of uncertainty with significant impact on cost, time and quality of the Project include the social conditions in Najaf, progress rate and change of officials.

Language teacher assessment, like many aspects of second language teacher education, is changing. To understand factors that are driving the change, such as work of teaching generally, language teaching in particular, and the role of teachers’ knowledge in teaching, this study examined language teacher assessment schemes across the globe. The aim was to arrive at a set of shared beliefs, attitudes, and values that specify the minimum knowledge, skills, and values that are necessary for foreign language teachers. In this study after reviewing the literature the opinions of a number of stakeholders were sought through Delphi method. The results indicated that Iranian stakeholders mainly thought of language teacher competency as knowledge of language- knowing about language, its grammar, form, and uses, so in their view assessing language teachers was simply a matter of testing teachers’ knowledge of language.