The Legalization Of Legalizing Immigration Reform

Gabby Punzalan Mrs. Schmidt Speech Debate 25 May 2014 Legalizing Immigration Reforms I. Introduction A. America, to everyone around the world – even to those who have not stepped on its land, is acknowledged as the Land of Opportunity, a place applauded and revered for its allocation of freedom and equality among its inhabitants. Because of this, those seeking to flee poverty and lack of resources to sustain their lives come this country to experience the American Dream. One might ask, however. why the presence of illegal immigrants is still apparent within the country s boundaries if everyone on this territory is equal to one another. According to the Pew Hispanic Center, the number of illegal immigrants in the United States was estimated at 11.5 million in 2011. The population of these illegal immigrants flourished by 27% between 2000 and 2009, as stated by the Department of Homeland Security. With the growing rate of undocumented immigrants, is the government taking action to solve this setback? Fellow classmates, do you think your country is fulfilling its accepted identity? Is America really the Land of Opportunity? Is the concept of the American Dream attainable to everyone? Is the presence of equality and freedom apparent in the country? Seemingly, these perceptions are granted only to American citizens. What about those undocumented immigrants – should they have the rights, privileges, and benefits as the rest of us? B. Considered as a prosperous nation,Show MoreRelatedLegalization For Hard Working Immigrants890 Words   |  4 PagesImmigration has become a very relevant topic in the past few years and has sparked various arguments between Americans. No agreement has been reached regarding immigration reform, possibly because many people view it as an immediate amnesty rather than a possibility of legalization for hard-working immigrants. Despite of the negative meaning associated with it, an immigration reform would be beneficial to the U.S. in social aspects, such as having undivided families, and by stimulating economi c growthRead MoreLegalizing Undocumented Immigrants : America1692 Words   |  7 PagesLegalizing Undocumented Immigrants America, the land of possibilities and greatest nation in the world. It is said to be the â€Å"land of the free† where people have the freedom to live without fearing a corrupt government, to practice any desired religion and express themselves in the way they seem most fit. America is that and much more. For many, it’s a place where dreams can become a reality, making the statement â€Å"the American dream† the most desired goal of those living in other parts of the worldRead MoreUndocumented Immigrants Should Not Be Illegal1082 Words   |  5 PagesOn January 28th,2013, a document from Senators outlines the framework for comprehensive immigration reform was passed. It claimed that US create a tough but fair path to citizenship for unauthorized immigrants currently living in the US. Since then the problem â€Å"Should Undocumented Immigrants Have a Path to Citizenship?† has been risen to the stage of politics. Many governor and citizen think there shoul d have some path for undocumented immigrants to gain citizenship. By helping the undocumented immigrantRead MoreImmigration Reform Of The United States1641 Words   |  7 PagesTutor: Institution: Immigration Reform ​Immigration is defined as the act of leaving your country of origin and going to another different one to stay there permanently (Dictionary.com). Reasons, why people escape or leave their original countries, are varied; ranging from war, poverty, natural occurrences such as earthquakes while others just take the step for fun purposes. A reform is a change from the way things were done originally and make them better. Therefore, immigration reform is a term thatRead MoreThe Rise Of The Millennial Generation1198 Words   |  5 Pagesviews on who is running for office rather than their initial beliefs on certain political issues. Americans must be able to voice their opinions to the government on issues that they believe are important. Topics like the ISIS Crisis, Immigration Reform, legalization of marijuana, and gun control must be talked about. The most recent terrorism act that America has witnessed is from the Islamic group, ISIS. The Islamic State in Iraq and Syria is an extremist group who have been known to kidnap andRead MoreUndocumented Immigrants Should Be Legal949 Words   |  4 PagesAmerica is a nation of immigration but America also faces the problem of illegal immigration. In America the debate of whether undocumented immigrants should be able to get full amnesty is still a controversy. Even though illegal immigrants did make an illicit action, many see the United States as an opportunity for a better future. In addition, undocumented immigrants should be granted citizenship because it will benefit the United States. Creating an amnesty for the students will help the UnitedRead MoreThe Immigration Reform And Control Act1145 Words   |  5 PagesIn the present day United States, we face many disputes. One of the big issues is immigration. Although many oppose so it, the historical experience of legalization u nder the 1986 immigration reform and control act, has indicated that a comprehensive immigration reform would raise wages, increase consumption, create jobs, and generate additional tax revenue, therefore in actuality really beneficial to the to the U.S.(Hinojosa-Ojeda). The fact is that nearly all unauthorized migrants still eventuallyRead MoreThe Immigration Reform And Control Act1621 Words   |  7 Pageslegalize those undocumented immigrants has always been a major debate in the U.S. When weighing the pros and cons of a legalizing program, my stance is simple. Legalizing undocumented immigrants makes perfect sense, not only for the economy, but also a wonderful humanitarian act. Two economists Sherrie Kossoudji and Deborah Cobb-Clark (2002) examined the 1986 Immigration Reform and Control Act (IRCA). Kossoudji and Cobb-Clark study found through the IRCA the men began earning an increased salaryRead MoreShould Undocumented Immigrants Be Legalized?2032 Words   |  9 Pages obstructed by the shadow of hope for a better life. To many foreign people, illegal immigration to the United State of America is worth the risk. Naturally, problems arise from such an influx of undocumented people, and it would be in America’s best interest to alleviate the problem in a way that helps most everyone. Immigration laws in America should be reformed to aid illegal immigrants to legal status. Immigration has been the defining characteristic of America since before the country began. ItRead MoreIllegal Immigration Is Necessary For American Society866 Words   |  4 PagesIllegal Immigration is currently flooding the labor market, primarily in the low-skill, low-wage sectors, and driving down wages and working conditions for many Americans because of our immigration policies. As a result, illegal immigrants have a negative effect on the economy as they do not pay taxes and take benefits they do not deserve. The extent of illegal immigration has reached such enormous proportions that a reform of the immigration is vitally necessary for American society. It is not tenable

Nicomachean Ethics and Reasons Role in Happiness and Virtue Free Essays

Nicomachean Ethics consists of ten books, by Aristotle, that explains how to live a good life. Living a good life leads to one reaching eudaimonia. Aristotle’s philosophy is that contemplation is the highest activity of a human. We will write a custom essay sample on Nicomachean Ethics and Reasons Role in Happiness and Virtue or any similar topic only for you Order Now To achieve eudaimonia one has to live virtuously, and in order to live virtuously one must use their reason to find out what is the right way, the right place, the right time, and the right reason. Arete is related to virtue. It means excellence. Everything has a function. With arete, something is said to function well. If something has arete then, then the thing performs its function well, and is well itself. It is reaching its full potential. It is performing its function to the best of its ability. If one has arete, they are said to be pursuing excellence in everything that they do. They are living their life excellently. However this does not mean they are living their life perfectly. This is impossible. Perfect is a dream concept. There is no way to achieve true perfection. Virtue is important to live a happy, good life. According to aristotle there are two kinds of virtue, in intellectual and moral. Intellectual virtue is gained through knowledge, while moral virtue is gained through experience and habit. Virtue consists of acting the right way, at the right place, at the right time, for the right reasons. Having virtue is the disposition to become to a good person. Virtue is said to be a skill. Virtue today is thought to be something that can be taught to kids. However being a good person is not about knowing what the right thing to do is, but actually doing the right thing. Virtue is not something that can be thought, like history or biology. It is not simply telling you how to be and how to act, but it is learning how to be a good person. Philosophy is much deeper than that. The doctrine of the mean enlightens one on how to find virtue. Aristotle defines virtue as a middle ground between the extremes of excess and deficiency. To be virtuous, one cannot have too little of a good thing nor too much of a good thing. One has to find the mean between to the two extremes. If one slides too far one way or another, then they will no longer be virtuous. They will be committing a vice. Leaning too far to one side will make a person bad. A virtuous person is great at the balancing act of life. They are able to find the golden mean between the two vices of excess and deficiency. Some believe that virtue is being a good as you can be, but Aristotle reveals that it is possible to have too much of a good thing. One has to know how to find them golden mean in order to be virtuous. Aristotle points out some virtues and how they are means between the two extremes. However, he doesn’t point out every single one. One has to use the their common sense to determine what is the mean between any two things and what to do in what situation. Virtue and excellence are ingredients to have a good life and achieve eudaimonia. Eudaimonia is often translated as happiness. However this is not the best translation, because happiness is a fleeting feeling often associated with pleasure. Eudaimonia is better translated as a flourishing life. It is about overall happiness with life, not just the happiness in the moment that your boyfriend proposes to you. The ultimate goal of life is to achieve eudaimonia. It is our telos. It is a means to itself not to reach any other activity. No one says they want to be happy in order to achieve something else. A person without the common sense to find the mean between the vices of excess and deficiency and live virtuously, or not living up to their full potential, will not be able to reach eudaimonia Aristotle says the highest form of happiness is contemplation. Completion is the highest activity for our rational mind. Those that do have a rational soul cannot reach eudaimonia and they cannot not contemplate. In contemplation, humans are able to process information and evaluate it. Human have such advanced minds compared to any other living thing. Since humans are the only beings that have a rational soul, we are able to reach eudaimonia. Our ability to contemplate is what gives us the ability to be moral or immoral. Human have been given the ability to know what is right or wrong. No other being can have morals or values, because they have no sense of what is right or wrong. For instance, a jaguar cannot feel bad about killing a gazelle. That just how animals are. Animals do what they have to to survive. They cannot rationalize. If humans acted like other animals, then they would be considered savage creatures. People have a conscience. They are able to think and form ideas about what should be done in what situation and why. While there are some intelligent animals, none are intelligent as humans. None have the ability to think and reason like humans do. This is why humans are the dominant species. Humans have been able to evolve enormously at a very rapid pace. From being simple hunter and gatherer tribes of just a few thousand years ago to the complex societies and cultures that we have now in the age of technology. Without the gift of contemplation humans would not be able to live a life of virtue and reach eudaimonia. How to cite Nicomachean Ethics and Reasons Role in Happiness and Virtue, Papers

Regression Model Linear Models

Question: Describe about the Regression Model for Linear Models. Answer: (LR-1) Purpose: To estimate the blood fat content based on age using a linear model Data: the data on Age and blood fat content is retrieved S/No. Age (Years) Fat content S/No. Age (Years) Fat content 1 46 354 14 23 254 2 20 190 15 60 395 3 52 405 16 48 434 4 30 263 17 34 220 5 57 451 18 51 374 6 25 302 19 50 308 7 28 288 20 34 220 8 36 385 21 46 311 9 57 402 22 23 181 10 44 365 23 37 274 11 24 209 24 40 303 12 31 290 25 30 244 13 52 346 (LR-2) Scatterplot: As one would expect, as the age increases so should the blood fat content. This gives a somewhat linear trend. (LR-3) Line of Best Fit (Regression Line) y = 5.3207x + 102.58 where x = Age (Years) and y = blood fat content (LR-4): The slope is 5.3207 and is positive since the blood fat content increases with age. The slope indicates that in general, the blood fat content increase by 5.3207 with a one year increase in age, and so the blood fat content increases at an average rate of 1(5.3207) = 5.3207 for a unit increase in age. (LR-5): Values of r2 and r: r2=0.7012 We know that the slope of the regression line is positive so the correlation coefficient r must be positive. Recall that r = +1 corresponds to perfect positive correlation, and so r = 0.8374 indicates moderately strong positive correlation (relatively close to +1 but not very strong). (LR-6) Prediction: For someone age 50, substitute x = 50 to get y = 5.3207(50) + 102.58 368.615. The regression line predicts a blood fat content of 368.615 for a person aged 50 years old. (LR-7) Narrative: The data consisted of the blood fat content and the ages of 25 individuals. The data exhibit a moderately strong upward linear trend. The regression line predicts a blood fat content of 368.615 for an individual aged 50 years old. Will the regression line's prediction be the same (Upward linear trend) if we use weight as the independent variable? Using the weight (Kilograms) as the independent variable and Blood fat content as the dependent variable, our regression line is y = 1.6223x + 199.3. When x = 80, the prediction is y = 1.6223(80) + 199.3 329.084. Its important to note that r2 = 0.0704 and for the positively sloping line, the correlation coefficientis , not as strong as when we considered the age (years) as the independent variable. Conclusion: In this paper, I have examined two linear models, using different independent variables and both have positive correlation coefficients though the strengths of correlation differ. One model uses age (years) as the independent variable while the other uses weight (Kilograms) as the independent variable.

The Guide to the Perfect Date free essay sample

Okey The Guide to the Perfect Date Do you think the perfect date would be going to taco bell? Or how about White Castle? The perfect date, as we all know it to be, would not be either of those two places. The perfect date would be something that was heartfelt and was meant to impress your date. The three things that would make the date perfect would be the occasion of the date, the location for the date, and most importantly the gift that was appropriate for the occasion. First, impress your girlfriend/boyfriend by planning the date on a day that has a special meaning to you and your date. Yes, we all go on those little dates with our boyfriend/girlfriend, but the perfect date would be for an event that means something. A special occasion could be an anniversary, Valentine’s Day, or maybe even a proposal. We will write a custom essay sample on The Guide to the Perfect Date or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The second thing that would make the date perfect would be the location of the date. For instance, if you were going out for an anniversary, you would not take your date to White Castle. You would probably take them to a nicer restaurant like Applebee’s or Olive Garden. On the other hand, if you were going to propose to your date, you would probably take them to a really fancy restaurant like Eagle’s Nest. The third, and most important thing to make a date perfect, would be the gift you get for your date. For example, if you were going out for your two year anniversary, you would probably get your date a card with a sweet little not inside and a bouquet of flowers. However, if you were going out for your two year anniversary, you would probably surprise her with a card, a bouquet of flowers, and box of chocolate, and maybe even â€Å"pop the question† by the end of the night. Now that you know a little about the perfect date, I hope you can impress your girlfriend/boyfriend on your next special occasion. Just remember the perfect date is a special date that is meant to impress your girlfriend/boyfriend. Make sure you take them on a special day, take them somewhere that is appropriate, and make sure you bring the perfect gift. If you do these things, you are sure to impress your date.

The Heinous Crimes of Saddam Hussein

The Heinous Crimes of Saddam Hussein Saddam Hussein, the president of Iraq from 1979 until 2003, gained international notoriety for torturing and murdering thousands of his people. Hussein believed he ruled with an iron fist to keep his country, divided by ethnicity and religion, intact. However, his actions bespeak a tyrannical despot who stopped at nothing to punish those who opposed him. On November 5, 2006, Saddam Hussein was found guilty of crimes against humanity in regards to the reprisal against Dujail. After an unsuccessful appeal, Hussein was hanged on December 30, 2006. Though prosecutors had hundreds of crimes to choose from, these are some of Husseins most heinous. Reprisal Against Dujail On July 8, 1982, Saddam Hussein was visiting the town of Dujail (50 miles north of Baghdad) when a group of Dawa militants shot at his motorcade. In reprisal for this assassination attempt, the entire town was punished. More than 140 fighting-age men were apprehended and never heard from again. Approximately 1,500 other townspeople, including children, were rounded up and taken to prison, where many were tortured. After a year or more in prison, many were exiled to a southern desert camp. The town itself was destroyed; houses were bulldozed, and orchards were demolished. Though Saddams reprisal against Dujail is considered one of his lesser-known crimes, it was chosen as the first crime for which he was tried. Anfal Campaign Officially from February 23 to September 6, 1988 (but often thought to extend from March 1987 to May 1989), Saddam Husseins regime carried out the Anfal (Arabic for spoils) campaign against the large Kurdish population in northern Iraq. The purpose of the campaign was to reassert Iraqi control over the area; however, the real goal was to eliminate the Kurdish people permanently. The campaign consisted of eight stages of assault, where up to 200,000 Iraqi troops attacked the area, rounded up civilians, and razed villages. Once rounded up, the civilians were divided into two groups: men from ages of about 13 to 70 and women, children, and elderly men. The men were then shot and buried in mass graves. The women, children, and elderly were taken to relocation camps where conditions were deplorable. In a few areas, especially areas that put up even a little resistance, everyone was killed. Hundreds of thousands of Kurds fled the area, yet it is estimated that up to 182,000 were killed during the Anfal campaign. Many people consider the Anfal campaign an attempt at genocide. Chemical Weapons Against Kurds As early as April 1987, the Iraqis used chemical weapons to remove Kurds from their villages in northern Iraq during the Anfal campaign. It is estimated that chemical weapons were used on approximately 40 Kurdish villages, with the largest of these attacks occurring on March 16, 1988, against the Kurdish town of Halabja. Beginning in the morning on March 16, 1988, and continuing all night, the Iraqis rained down volley after volley of bombs filled with a deadly mixture of mustard gas and nerve agents on Halabja. Immediate effects of the chemicals included blindness, vomiting, blisters, convulsions, and asphyxiation. Approximately 5,000 women, men, and children died within days of the attacks. Long-term effects included permanent blindness, cancer, and birth defects. An estimated 10,000 lived, but live daily with the disfigurement and sicknesses from the chemical weapons. Saddam Husseins cousin, Ali Hassan al-Majid was directly in charge of the chemical attacks against the Kurds, earning him the epithet, Chemical Ali. Invasion of Kuwait On August 2, 1990, Iraqi troops invaded the country of Kuwait. The invasion was induced by oil and a large war debt that Iraq owed Kuwait. The six-week Persian Gulf War pushed Iraqi troops out of Kuwait in 1991. As the Iraqi troops retreated, they were ordered to light oil wells on fire. Over 700 oil wells were lit, burning over one billion barrels of oil and releasing dangerous pollutants into the air. Oil pipelines were also opened, releasing 10 million barrels of oil into the Gulf and tainting many water sources. The fires and the oil spill created a huge environmental disaster. Shiite Uprising and the Marsh Arabs At the end of the Persian Gulf War in 1991, southern Shiites and northern Kurds rebelled against Husseins regime. In retaliation, Iraq brutally suppressed the uprising, killing thousands of Shiites in southern Iraq. As supposed punishment for supporting the Shiite rebellion in 1991, Saddam Husseins regime killed thousands of Marsh Arabs, bulldozed their villages, and systematically ruined their way of life. The Marsh Arabs had lived for thousands of years in the marshlands located in southern Iraq until Iraq built a network of canals, dikes, and dams to divert water away from the marshes. The Marsh Arabs were forced to flee the area, their way of life decimated. By 2002, satellite images showed only 7 to 10 percent of the marshlands left. Saddam Hussein is blamed for creating an environmental disaster.

Chemical Composition of Table Salt

Chemical Composition of Table Salt Table salt is one of the most common household chemicals. Table salt is 97 percent to 99 percent  sodium chloride, NaCl.  Pure sodium chloride is an ionic crystal solid. However, other compounds are present in table salt, depending on its source or additives that may be included before packaging.  In its pure form, sodium chloride is white. Table salt may be white or may have a faint purple or blue tinge from impurities. Sea salt may be dull brown or gray. Unpurified rock salt may occur in any color, depending on its chemistry. Where Does Salt Come From? One of the main sources of table salt is the mineral halite or rock salt. Halite is mined. The minerals in mined salt give it a chemical composition and flavor unique to its origin. Rock salt commonly is purified, since halite occurs with other minerals, including some that are considered toxic. Native rock salt is sold for human consumption, but the chemical composition is not constant and there may be health risks from some of the impurities, which can be up to 15 percent of the mass of the product. Another common source of table salt is evaporated sea water. Sea salt consists mainly of sodium chloride, with trace amounts of magnesium and calcium chlorides and sulfates, algae, sediments, and bacteria. These substances impart a complex flavor to sea salt. Depending on its source, sea salt may contain pollutants found associated with the water source. Also, additives may be mixed in with sea salt, mainly to make it flow more freely. Whether the salt source is halite or the sea, the products contain comparable amounts of sodium, by weight. In other words, one cannot be used in place of the other to lower dietary sodium. Additives to Salt Natural salt already contains a variety of chemicals. When it is processed into table salt, it may also contain additives. One of the most common additives is  iodine in the form of potassium iodide, sodium iodide, or sodium iodate. Iodized salt may contain dextrose (a sugar) to stabilize the iodine. Iodine deficiency is considered the biggest preventable cause of mental retardation. Salt is iodized to help prevent cretinism in children as well as hypothyroidism and goiter in adults. In some countries, iodine is routinely added to salt (iodized salt) and products that do not contain this additive may be labeled uniodized salt, Uniodized salt has not had any chemicals removed from it; rather, this means supplemental iodine has not been added. Another common additive to table salt is sodium fluoride. Fluoride is added to help prevent tooth decay. This additive is more common in countries that dont fluoridate water. Doubly-fortified salt contains iron salts and iodide. Ferrous fumarate is the usual source of iron, which is added to help prevent iron-deficiency  anemia. Another additive may be folic acid (vitamin B9). Folic acid or folicin is added to help prevent neural tube defects and anemia in developing infants. This type of salt may be used by pregnant women to help prevent common birth defects. Folicin-enriched salt has a yellowish color from the vitamin. Anti-caking agents may be added to salt to prevent the grains from sticking together. Any of the following chemicals are common: Calcium aluminosilicateCalcium carbonateCalcium silicateFatty acid salts (acid salts)Magnesium carbonateMagnesium oxideSilicon dioxideSodium aluminosilicateSodium ferrocyanide or yellow prussiate of sodaTricalcium phosphate

Human Capital Explanation of the Contribution of Education and Essay

Human Capital Explanation of the Contribution of Education and Training in the Economy - Essay Example Human capital explanation is one such explanation; it states that education and training has sizeable impact to the individuals, organizations, and the overall economy (Blundell, Dearden, Meghir and Sianesi, 1999, p. 3). In general, human capital explanation takes in stock the personality attributes, knowledge, and competencies that are embedded in the people’s capabilities to perform labour that ultimately results to economic value production. Human capital explanation suggests that education and training increases people’s productivity by imparting useful values, skills, and knowledge thereby raising their income and facilitating the functioning of economic structures (Burton- Jones and Spender, 2011, p. 32). It should be noted that human capital is itself a product of education and training coupled with other aspects such as experience and discipline. Haldar and Mallik (2010, p. 9) observes that numerous studies that have extensively explored on how education and tra ining impact the economy have shown that they significantly contribute to overall output generation in economy. In the context of human capital, education and training are viewed as investments which enable individuals of a particular society to be equipped with skills and knowledge that improve their productive capacities and employability eventually leading to higher earnings. At the aggregate level, human capital explanation stipulate that education and training contribute significantly to the economy through its impact on productivity growth and domestic output (Burton- Jones and Spender, 2011, p. 40). It is in the light of this, that this essay seeks to explain the human capital explanation of the contribution of education and training in the economy. Additionally, the essay discusses the role that the government should play in support of post compulsory education and training so as to provide the incentive structure to individuals and firms. Burton- Jones and Spender (2011, p. 40) note that the human capital explanation has three main components that are critical in understanding the contribution of education and training in the economy. These components include: knowledge and qualifications gained through formal education; competencies, expertise, and skills obtained through training on a specific job; and innate or acquired ability. According to Becker (2004, p. 11), the human capital explanation is founded on the recognition that the decisions of individuals and firms to invest in human capital is the same to that decisions concerning other types of investments that individuals and firms undertake. As such human capital concept view education and training as human capital investments that involve initial costs such as forgone earnings while an individual is at school, training course fees, and tuition fees among other initial costs that an individual hopes to make returns in the future such as through higher firm productivity or increased earnings. Ha ldar & Mallik (2010, p. 22) argue that just like physical capital investments, human capital investments will be undertaken by individuals or firms that aim at maximizing wealth if the return that is expected from the investments is higher than interest’s market rate. So, how does the human capital concept explain the contribution of education and training in the economy? According to Blundell, Dearden, Meghir and Sianesi (1999, p. 20), human capital has three explanations regarding

Humanities- World Cultures (Week 3) Term Paper Example | Topics and Well Written Essays - 250 words

Humanities- World Cultures (Week 3) - Term Paper Example Various forms of Art that depict history, including war, have also been used for many centuries by various cultures. One of the world’s best examples of this is the Bayeux Tapestry, dubbed the world’s first comic book strip, which depicts the invasion of England by the Normans, led by William the Conqueror. Many times history is presented to the world by the victors of a conflict, and it is for this reason that it is very likely that the Bayeux tapestry was portrayed from the Norman perspective. There are many examples of this form of propaganda which is still being used today. For example, Ronald Maxwell’s God’s and Generals, which depicted the American Civil War from a Confederate soldier’s point of view, portrayed the Confederacy as God-fearing, morally sound, Christian people. The bias presented in the film is also evident by the fact that there are very few scenes that actually deal with the issue of slavery. Architecture is another example of religious expression in art form. The Chartres Cathedral, which was constructed during the 12th century, displays some of the greatest examples of stained glass windows in the world.

How Sound Is Used Expressively in M Essay Example for Free

How Sound Is Used Expressively in M Essay In the beginning of the movie everything appears normal but within minutes you are thrown into a frantic time in Germany. A serial killer of children is on the loose and a mother waits at home for her young daughter. When are then shown her growing anticipation for her daughter to get home but at the same time shown her daughter talking to a shadowy figure who buys her a balloon. Her mother screams her name over and over as the camera shows different scenes. This is expressive because the sound of her voice shows how worried she is and the interchanging scenes show she is nowhere to be found. Then the scene of her ball rolling into the brush and her balloon tangles in the electrical wires signifies her death. Without the mothers screams the scene would not have delivered the dramatics that it did. Another instance of sound being used expressively was the part in the movie where the minister and the chief of police are discussing finding Elsie’s killer. They show many scenes of the police doing various investigations including combing areas for clues, interrogating people, night raids and trying to pick up scents with a dog. This scene shows how intense there investigation is and the chief’s monologue gives you the added intensity of the situation. With the chief talking about how they plan to find the killer and the scenes of the police doing their investigation being shown, Lang manages to expressively show a wide scale investigation in a short time with aural and visual aspects. It’s something that could not be done with a silent movie. The essence of the movie is then truly captured with the parallel sequence shots depicting the criminal underworlds meeting and the police meeting. M is not only a story about a serial killer but, it shows the similarities at the time of the criminals and the police due to the lack of control in postwar Germany. This comparison is very expressively shown when Lang uses what they are saying to show how very similar they are. Everything from both the rooms being filled with cigarette smoke to dialogue that is seemingly mirrored from their separate meetings, is a great

The Picture of Dorian Gray, by Oscar Wilde :: Literary Analysis

Dorian has accepted that his soul is full of sin. When he shows Basil his true form, the one with sin written across its face, he believes he has no hope to be good. He let's Basil in on the truth because the guilt of watching Basil praise him despite the rumors about him is too much to bear. Basil is shocked to see the gross, wrinkled effigy of Dorian and implores that they ask God for forgiveness. He believes there is still a chance, and Dorian only needs to repent his sins. Dorian says with skepticism,â€Å"It is too late, Basil† (Wilde, 140). He believes his turpitude is immutable. Because he lacks the will to lead a moral life, he feels fine killing Basil and black mailing friends to clean up the mess. When Alan Campbell is invited to Dorian’s house, he describes the situation upstairs to the chemist. The dead body is merely a thing on a chair resting its head on a table. Had he seen himself as a on who leads a moral life, he would not have invited Alan and turned himself in instead. Because he has already rationalized that he will forever live a corrupted life, he is not afraid to force a friend who has adamantly refused several times to clean up the dirty work to conceal his sins. The difference in attitude before and after his encounter with the mocking portrait is the belief in redemption. ____________________________________________________________________________ Inside the book is the psychological study of a Parisian man who makes it his life goal to live as hedonistically as possible, and undergo â€Å"all the passions and modes of thought that belonged to every century except his own† ([2] Wilde 109). The book is written in a way that captivates, with â€Å"metaphors as monstrous as orchids and as subtle in colour† ([2] Wilde 109). Wilde writes of the book as he would write the experience of getting into a drug-induced stupor, with all of the color and hallucinations that come with it. In a way, the contents are nearly spiritual, so that â€Å"one hardly knew at times whether one was reading the spiritual ecstasies of some mediaeval saint or the morbid confessions of a modern sinner† ([2] Wilde 109). Dorian’s response to it is fascination, then connection. It becomes a drug-like substance for him, and â€Å"Dorian Gray [cannot] free himself from the influence of this book† ([2] Wilde 111). The Picture of Dorian Gray, by Oscar Wilde :: Literary Analysis Dorian has accepted that his soul is full of sin. When he shows Basil his true form, the one with sin written across its face, he believes he has no hope to be good. He let's Basil in on the truth because the guilt of watching Basil praise him despite the rumors about him is too much to bear. Basil is shocked to see the gross, wrinkled effigy of Dorian and implores that they ask God for forgiveness. He believes there is still a chance, and Dorian only needs to repent his sins. Dorian says with skepticism,â€Å"It is too late, Basil† (Wilde, 140). He believes his turpitude is immutable. Because he lacks the will to lead a moral life, he feels fine killing Basil and black mailing friends to clean up the mess. When Alan Campbell is invited to Dorian’s house, he describes the situation upstairs to the chemist. The dead body is merely a thing on a chair resting its head on a table. Had he seen himself as a on who leads a moral life, he would not have invited Alan and turned himself in instead. Because he has already rationalized that he will forever live a corrupted life, he is not afraid to force a friend who has adamantly refused several times to clean up the dirty work to conceal his sins. The difference in attitude before and after his encounter with the mocking portrait is the belief in redemption. ____________________________________________________________________________ Inside the book is the psychological study of a Parisian man who makes it his life goal to live as hedonistically as possible, and undergo â€Å"all the passions and modes of thought that belonged to every century except his own† ([2] Wilde 109). The book is written in a way that captivates, with â€Å"metaphors as monstrous as orchids and as subtle in colour† ([2] Wilde 109). Wilde writes of the book as he would write the experience of getting into a drug-induced stupor, with all of the color and hallucinations that come with it. In a way, the contents are nearly spiritual, so that â€Å"one hardly knew at times whether one was reading the spiritual ecstasies of some mediaeval saint or the morbid confessions of a modern sinner† ([2] Wilde 109). Dorian’s response to it is fascination, then connection. It becomes a drug-like substance for him, and â€Å"Dorian Gray [cannot] free himself from the influence of this book† ([2] Wilde 111).

My Future as a Criminal Lawyer

In twenty years, the one job I could see myself doing would be as a criminal lawyer. A criminal lawyer (a. k. a. appeals defense attorney/ appeals defense lawyer) is a lawyer that defends the organizations, individuals, and entities that have been charged with a crime. Their duties include basic fact finding, legal analysis, legal motions, memorandums, request bargaining, jury selection, and participating in trials and sentencing.Their salaries average from $50,000 to $105,000 a year, putting them in a high-middle class range. To be a criminal lawyer, you must have a four year undergraduate degree, and a J. D degree which you must attend 3 years of law school to complete, but to get into law school you must complete a law school administration test. I know that to be a criminal lawyer, I must try my hardest in school and put time and patience into my work. I want to be a criminal lawyer because out of all careers, this one best fits my abilities.I am very good at arguing and it keeps me busy, which I like. I'm also good at looking at the pros and cons of situations. The salary will also benifit me greatly. Some of the other plans that I have for my future will be complicated without having a good salary. And if I have children to care for, they would have all needs necessary. So, after thinking of all of this, it's is obvious that being a criminal lawyer is the right choice for me.

Industry Report – Hotel & Tourism

However, the easing of the Australian dollar has been a welcome development. The latest Mastered-OTF sentiment survey indicates that international industry sentiment remains relatively stable. Notably, however, 50% of those surveyed saw the Australian dollar as having a high impact on their business, highlighting the potential upside of the local currency easing. Growth In International visitor arrivals continues to Impress International visitor arrivals grew 4. 9% over the year to March while International visitor nights grew 7. 2%, significantly outpacing average growth of the last decade. While this growth has been largely led by the emerging Asian economies, particularly China which accounted for more than a third of total growth in visitor arrivals, there has also been a sustained pick up in visitor arrivals from the US. ; Increasing length of stay by Japanese visitors was also a key contributor to visitor night growth. The outlook for international visitors remains robust ; Des pite a marginally weaker economic outlook, Dolomite Access Economics continues to project solid growth in international visitor arrivals and nights over the next three years, with arrivals forecast to grow by 4. 5% p. A. ND nights by 4. 9% p. A. ; While the outlook for growth in Chinese visitors has moderated slightly, China is expected to remain the single largest contributor to growth, with visitor nights forecast to grow by 6. 7% p. A. Over the next three years. Overall, Asia is projected to account for two thirds of forecast growth In International violators nights. ; In an encouraging sign for the nation's larger regional tourism destinations, recent trends have revealed Chinese travelers Tropical North Queensland are now frequented more commonly by Chinese leisure visitors than by international leisure travelers generally.The domestic visitor market entities to expand After a decade of weak or negative growth, the domestic tourism market rebounded strongly in the first half of 2012. While this rapid rate of growth has not been maintained, the domestic market has continued to expand, with visitor nights increasing 2. 2% over the year to March 2013. Strengthening leisure market forecast to be the key driver of domestic growth Corporate travel has been the predominant driver of domestic tourism growth over the last decade.However a softer domestic economic outlook and signs of a continued pick-up in holiday travel indicate the leisure segment playing a more reorient role in driving domestic tourism over the next few years – particularly if the Australian dollar continues to recede. ; Holiday visitor nights grew 1 1. 6% in the March quarter and by 3. 7% over the year to March. This represents the fastest rate of growth since before the SGF and considerably narrowed the gap with outbound leisure travel, which grew by 4. % over the same period. ; Overall, Dolomite Access Economics forecasts domestic visitor nights to grow at an average rate of 1. 6% p. A. Over the next three years. Hotel occupancy rates in Brisbane and Perth ease while mailer markets record strong growth ; In a clear sign that travel associated with the mining sector is slowing, the last two quarters saw a softening in occupancy rates in Brisbane and Perth with average occupancies for the year to May 2013 around 2% lower than the previous year. However, growth in domestic holiday travel has been good news for destinations such as the Gold Coast where occupancy rates continue to improve, while Tropical North Queensland has benefited from strong growth in international visitor nights. A softer domestic economic outlook is moderating growth recasts for several major hotel markets ; Growth in occupancies and room rates in markets associated with mining-related corporate travel, such as Brisbane and Perth, is forecast to be more subdued, as the resource-related construction boom reaches its peak.At the same time, the weakening of the Australian dollar is forecast to pr ovide further support for room rates and occupancies in leisure-oriented markets. ; Nevertheless, and despite a strengthening investment pipeline, demand is forecast to outstrip supply and, accordingly, occupancy rates are forecast to grow 2% and room rates by 3. % p. A. Nationally over the three years to December 2015. Tourism and Hotel Market Outlook – Half yearly update 2013 2 The macroeconomic context with the US dollar since early 2011, the Australian dollar lost significant ground in May.By the end of May, the Australian dollar had fallen to IIS$O. 96, while the Trade Weighted Index (TWIT), which measures the strength of Australia's currency against its trading partners, fell from 78. 2 on the 1st of May to 74. 0 by the end of the month. At the time of writing the Australian dollar had fallen to IIS$O. 92 and the TWIT had fallen to 71. 2. The decline in the Australian dollar against its major trading partners was partly precipitated by the Reserve Banks decision in May to reduce the official cash rate to 2. 5%, while an announcement by the Federal Reserve of a possible tapering' of its quantitative easing strategy has caused a more recent drop against the US dollar. The decline in the Australian dollar is good news for local tourism operators. Previous Dolomite Access Economics research for Tourism Australia found that the value of the Australian dollar has a relatively modest impact on the decision to visit Australia. However, it has a more pronounced impact on the level of spending undertaken by visitors once they arrive, which is likely to be of greater importance for many tourism operators.The moderation of the Australian dollar is also likely to further slow growth in outbound travel by Australians as the overcompensation's of local destinations improves. Despite the pace of the recent moderation, the longer term outlook for the local currency remains relatively unchanged with the Australian dollar projected to remain at IIS$O. 80 from 2018-1 9. The global outlook The moderation of the Australian currency relative to the US dollar as been driven in part by an improved outlook for the US economy.The most recent figures from the US show that real GAP grew by 0. 6% in the March quarter up from the 0. 1% recorded in the December quarter. Over the year to March, US real GAP grew by 1. 8%. Moreover, the US housing market continues to strengthen, with the S&P Case Sheller 20-City Composite Home Price Index rising by 10. 9% over the year to March 2013 and housing approvals rising almost 21% since May 2012. Encouraging figures have also appeared from the US labor market, with the unemployment rate falling to 7. % in April (though it edged up to 7. % in May). However, looking beyond the headline data reveals a labor market which remains soft. This is especially evident in the employment to population ratio (capturing both unemployment and workforce participation), which remains essentially unchanged from the depths reached in late 2009. This data suggests that the falling unemployment rate has mainly been due to individuals dropping out of the labor force rather than strong employment growth.These emerging signs of recovery – along with recent improvements in consumer confidence – suggest that, although fiscal consolidation ill limit the speed of the nation's economic recovery, the US is better placed than previously to handle the impact of $85 billion in budget cuts associated with the ‘sequester' and a 2% increase in payroll tax. By comparison, the outlook for Chinese growth is slightly weaker than forecast six months ago with growth falling from 7. 9% over the year to December 2012 to 7. 7% over the year to March 2013.Growth continues to be supported by infrastructure spending and housing construction with recent growth in real estate prices prompting renewed concerns about the potential or a housing price bubble in China. Growth in both consumer spending and the longer term, China wil l need to rebalanced its growth towards higher wages and increased consumer spending, which is likely to imply a slower but more balanced growth trajectory. The COED Economic Outlook forecasts Chinese growth to remain at 7. 8% in 2013, before rising to 8. 4% in 2014 on the back of an acceleration of global trade.In Europe, fiscal austerity has continued to hamper growth with unemployment in the region climbing further. While austerity measures have increased the level of lattice instability in some member states, the European Central Banks actions in purchasing government bonds has reduced the risk of a severe collapse over the last eighteen months. The COED expects growth in the Euro area of in 2013 before recovering to 1 . 1% in 2014. By comparison, the outlook is slightly stronger for Japan as monetary easing has led to a depreciation of the yen since November 2012, although the COED is forecasting growth of only 1. % in 2013. On the whole, the global outlook remains broadly simi lar to six months ago, with more promising signs f recovery in the US being counterbalanced by a slightly softer outlook for China's economy and continued weakness in the Rezone. The domestic outlook In Australia, concerns have been growing about the capacity of the non-mining sectors to sustain growth once the resource-related construction boom peaks. The economy grew by 0. 6% in the March quarter to be up by 2. 5% over the year, but growth was largely driven by an improvement in net exports.A decline in new engineering construction in the quarter has prompted increasing concerns that the mining construction boom has begun to peak. While Dolomite Access Economics expects resource-related construction to plateau for some time before receding, alternative sources of growth must be forthcoming if an economic slowdown is to be avoided. While there is evidence that housing construction and the retail sector are beginning to grow, the recovery in both sectors has been relatively mild to date. Residential construction activity grew by only 2. % over the year to March, while retail expenditure grew by 3. 1% over the year to April. The decision by the Reserve Bank to cut interest rates to a record low of 2. 75% in May should act to Arthur stimulate the housing and retail sectors. At the same time, while the decision by the Federal government to delay a return to budget surplus to 2015-16 has been welcomed, indicators suggest business confidence has weakened in recent months due to concerns about the impending peak in construction activity in the resources sector.

Converting Feet to Meters - Conversion Example Problem

Converting Feet to Meters Problem This example problem demonstrates how to convert feet to meters. Feet is the English (American) unit of length or distance, while meters are the metric unit of length. Convert Feet to Meters Problem The average commercial jet flies around an altitude of 32,500 feet. How high is this in meters? Solution 1 foot 0.3048 metersSet up the conversion so ​that the desired unit will be canceled out. In this case, we want m to be the remaining unit.distance in m (distance in ft) x (0.3048 m/1 ft)distance in m (32500 x 0.3048) mdistance in m 9906 m Answer 32,500 feet is equal to 9906 meters.Many conversion factors are difficult to remember. Feet to meters would fall into this category. An alternate method to perform this conversion is to use multiple easily remembered steps.1 foot 12 inches1 inch 2.54 centimeters100 centimeters 1 meterUsing these steps we can express a distance in meters from feet as:distance in m (distance in ft) x (12 in/1 ft) x (2.54 cm/1 in) x (1 m/100 cm)distance in m (distance in ft) x 0.3048 m/ftNote this gives the same conversion factor as above. The only thing to watch out for is for the intermediate units to cancel out.

5 Strategies for Writing University Assignment Within the Limited Time

5 Strategies for Writing University Assignment Within the Limited Time 5 Strategies for Writing University Assignment Within the Limited Time Time is an enemy for many students who study at college or university. It takes them a long time to make a report or write a coursework. What to say about exams when the time is limited? No educator will wait for the moment when a source of inspiration, time and the desire for an assignment will appear. It is supposed to be written and submitted to an instructor on a due date or within specific time. The question is how to succeed in performing successfully all of them and not to flunk out. It doesn’t matter whether you find yourself in such a situation because of huge tones of work on your shoulders or simply because of procrastination. What matters is how you use the limited time to tackle a college assignment effectively. 1.   Stay Calm According to the research study, anxiety during such stressful events as exams or tests is the main cause of students’ inability to achieve acceptable results. Don’t allow your fears to fail such an important stage in life to graduate from university. If you experience anxiety, mindfulness and relaxation strategies can help you improve low test performance and reduce anxious feelings. Don’t panic even if you feel the time pressure is too much. Stay calm and start working on assignments. 2.   Read Through Assignments Carefully Whether it’s a last minute assignment or an exam, reading through the questions helps you understand what is required. Even with the limited amount of time, don’t rush to answer a question. Use the first few minutes to read each question carefully without replying it. Look for keywords in each question and circle or underline them. There are words that should guide you on how you are supposed to answer questions. However, you should always have in mind that time is of the essence so don’t take too much time on this. This should only take up to a maximum of 5 minutes. The examples of some keywords that you should be on the lookout for include: outline; highlight; discuss; compare; contrast; illustrate; state; explain; elaborate. 3.   Start with Easy Questions The major reason why most students fail to complete their exams is simply due to the fact that they waste too much time thinking about what they don’t know rather than focusing on what they already know. Don’t run out of time whereas you have easy questions unanswered. According to BTPS Testing, a test preparation program, starting with easy question helps to: increase your chances of scoring higher in the assignment/exam; save time which is essential when you have limited time; help in boosting self-confidence; help you remember. 4.   Prioritize Your Tasks Take note of the marks awarded to each and every question and this will give you an idea of how many points you can earn. Needless to say, complex questions are assessed higher than simple ones. Besides, questions that assess special knowledge and skills are given higher points than questions that assess common knowledge. Try to concentrate on a task that guarantees you to get high marks. 5.   Plan Your Answers As the saying goes â€Å"Failing to plan is planning to fail†. When you have limited time to do an assignment you can save a lot of time if you plan your answers. At MyCollegeSuccess real students share their effective tips how to deal with college assignments. For example, Adrianne W. recommends that the main ideas should be outlined in a scratch of paper or jotted down with a faint pencil on the question paper. When it comes to writing down answers you you just need to spell out details. Save each minute that is essential when you are in the last minute rush. Whether it’s a heavy workload or simply your ignorance, you need to know several tricks so that you won’t succumb to the pressure of writing assignments within the limited time. One more effective way is to apply our custom assignment writing service to get high-quality paper samples from our qualified academic writers. We are open to you 24/7 so that you can achieve high results in writing even within short timeframes.

What does it mean to be Canadian Is it worth it for the Chinese to Essay

What does it mean to be Canadian Is it worth it for the Chinese to come here and build Canadian Pacific Railway - Essay Example Although the people come from a diversified background, they identify themselves as being Canadians and having attributes which makes them proud to be associated with Canada. To a great extent, a key role is played by the television, media, and literature in promoting feelings of nationalism and unity within Canadians despite their varied backgrounds. In particular, emotions have been creatively used to have an overwhelming impact on its audiences in order to stimulate feelings of patriotism and loyalty towards Canada (Burke, 104-107). Canadians take pride in belonging to a country which has a fascinating social, cultural, and historical background and they have a positive attitude towards the country (Cohen, n.pag.). Its inhabitants may be different in appearance however all Canadians share similar values and encourage the expression of personal beliefs and thoughts on their identity as a Canadian. Marusya Bociurkiw in Feeling Canadian: Television, Nationalism and Affect examined th e part played by television in the construction and dissemination of feelings of nationalism among its inhabitants. Canada has often been described as being similar to the USA however American and Canadian sentiments as to what it means to be a Canadian differs greatly. It is also important to account for the considerable diversity present in the Canadian society. Burke analyzes how Bociurkiw has considered sensory and emotional aspects of television content and how a sense of national belonging is created through the television programs (104-107). Television provides a great way of connecting the public with the society through affective perceptions. A documentary film by Robert Cohen named Being Canadian is in the making which addresses the crucial question of what it means to be a Canadian (Cohen, n.pag.). The documentary is based on several interviews with Canadians while on a journey across Canada. This journey provided Cohen with a deep insight regarding the perception of peop le about being a Canadian. The responses make up the documentary and explain how positive people are about being a Canadian and the pride they take in belonging to this land. However, after generations of immigrants in Canada, it seems that the cultural value and the sense of Canadian identity is reducing among its dwellers. The creators of the documentary explore the Canadian territories and the invaluable assets which Canada is proud of. Along the way, several Canadians have been interviewed to describe the qualities, attributes, and values involved in being a Canadian and what it means to them. Diakiw in his essay considers the role of school in forming a feeling of Canadian identity as children try to assimilate the cultural values under Canadian settings (2). Although many immigrants have developed a sense of affiliation with the culture and identify themselves as Canadians, many are facing identity crisis as a result of mixed values and the multi-cultural nature of the country . Schools act as important educational centers for the dissemination of political and cultural views and because of a diversified community there is not single perspective of political or cultural view being communicated. Since schools are central curators of national outlook, it is necessary that schools are regulated in what they want to promote (Diakiw, 5). The Canadian government has promoted a multi-cultural policy and has developed easy procedures encouraging immigrants to migrate to

Fats - Details listed below Essay Example | Topics and Well Written Essays - 250 words

Fats - Details listed below - Essay Example It is actually a major component of the cell membrane and in involved in many activities of our body especially in the metabolism. The major kinds of fat that are present in our diet include the monounsaturated, polyunsaturated, saturated and trans fatty acids. These kinds of fats are classified based on the differences in their chemical structure which also determines if these fats have a â€Å"good† or â€Å"bad† effect on the cardiovascular system. Before presenting the good and bad fats, let’s first discuss the implication of cholesterol which greatly affects our cardiovascular health. Cholesterol is a steroid alcohol which is performs many functions in the body. It is an important component of cell membranes which regulates its fluidity. It is also a precursor for important substances in the body like bile acids, steroid hormones, and vitamin D. However, there are good or bad types of cholesterol (Jonas, 2002). The bad cholesterol includes the LDLs (low dens ity lipoprotein) while the good cholesterol includes the HDLs (high density lipoprotein). The HDL helps keep the LDL from getting deposited into the blood vessel walls. Moreover, high level of HDL and low levels of LDL may help protect us from heart attack and stroke, while low levels of HDL and high levels of LDL have been shown to increase the risk of heart disease.

Islamic Civilization and Byzantium Essay Example | Topics and Well Written Essays - 1000 words

Islamic Civilization and Byzantium - Essay Example This small group moved to Medina under the command of Allah, where many Muslims already resided. This became the first Muslim State (von Sivers, Desnoyers & Stow 302-305). Despite this, the Muslims in Medina were attacked by those in Mecca several times. Due to their status as idol-worshippers and the breaking of a peace treaty, Mohammed decided it was time to conquer Mecca, where many of those living there were converted into Islam (von Sivers, Desnoyers & Stow 301). From here, Islam began to flourish under the Prophet Mohammed until his death in 632AD, as the people of Mecca were converted and no longer provided a threat (von Sivers, Desnoyers & Stow 318-322). Despite this, Islam would face several challenges following the death of the Prophet Mohammed (von Sivers, Desnoyers & Stow 308-335). As with many religions, there was a split in Islam reflecting an internal conflict; the Sunni sect, who hold Mohammed’s life up as an example of purity and are said to follow tradition, and the Shi’a sect. who follow the word of Imams as they believe they are directly descended from Mohammed and he appointed this lineage as his successors (von Sivers, Desnoyers & Stow 325-335). ... Sufism is slightly different to the Shi’a/Sunni split, as followers of Sufi can identify with a separate sect whilst still following Sufi Islam (von Sivers, Desnoyers & Stow 325-335). Islam refers to the people of the book (referring to those of other religions that follow similar ideals to those within Islam, like Christians and Jewish people) as dhimmi (von Sivers, Desnoyers & Stow 325-335). These peoples are allowed to live in the Muslim State and can be exempted from some parts of Sharia Law. The dhimmi are afforded the utmost respect in Islam (von Sivers, Desnoyers & Stow 325-335), as the teachings of Allah and the Prophet Mohammed suggest they should be. Additionally, the constitution of Medina suggests that those who follow religious and good lives should be treated as equals. Additionally, being an Abrahimic religion, there are many similarities between Islam, Christianity and Judaism. All three religions worship one God, in contrast to many of the smaller religions th at were around in the area at the time of Mohammed (von Sivers, Desnoyers & Stow 325-335). There are also many similar guidelines and practises within Islam when compared with those found in Christianity and Judaism. What circumstances brought Abd al-Rahman I to Iberia? Discuss his efforts to establish the Umayyad dynasty in Iberia. How do these efforts impact Jews and Christians during his rule and afterwards? In what ways did language (Arabic) and culture impact the Jews and Christians of Iberia? What were their respective reactions? Relate and discuss examples of these reactions. What happened to the Umayyad dynasty under Abd al-Rahman III? Abd-al-Rahman I first came to Iberia as a result of having to flee the old Umayyad dynasty, found in Damascus, as the Abbasid were coming to power in the

An Improvement in Project Leadership Skills

An Improvement in Project Leadership Skills 1.0 CHAPTER ONE: INTRODUCTION 1.1 INTRODUCTION AND BACKGROUND Though project managers have placed client needs and demands at a priority, client expectations, and the increase in global competition, as well as the enormous impact projects have on firms, have led to a further increasing demand for the use of more effective leadership skills that can assist project managers in project team leadership (Zimmerer and Yasin, 1998). Project management involves project monitoring and supervision that is global in nature, involving projects with team members from diverse professional backgrounds, cultures, languages, and nations. Again, project management does not just involve the management of people, but also time and material resources (Veal 2004). This calls for vital strategic planning, and the management of resources for effective project management delivery. The complexities in present day projects require not just management abilities, but also an improvement in project leadership skills and competencies (Zimmerer and Yasin, 1998). 1.2 ORGANISATIONAL CONTEXT Leadership, according to Jago (1982), is the application of non-coercive influence in directing the activities of individual members of an organised group in an effort to achieving the groups objectives. Leadership in this context is considered in relation to some qualities and characteristics of those who successfully implement such influences. In the context of project management, leadership can be seen as a process undertaken by an organisation in taking responsibility of team members who work with the project manager toward the achievement of project aims (Cleland, 1995). A project managers leadership skills and competencies have become necessary in harnessing the activities of the entire project stakeholders; as a result, this has led to conception of his leadership skills as an important aspect of project control (Barber and Warns, 2005). This is particularly important given the fact that though the project manager uses skilled manpower, material resources, as well as other app ropriate methods when embarking on projects, some projects do run overtime, over budget, or suffer failure in the achievement of the particular project goal (Barber and Warns, 2005). Using appropriate leadership skills, a project manager is able to forestall such eventualities where and when possible, and redirect the efforts of the team members toward attaining the desired project objectives. His ability to lead human resources associated with the project shows the leadership excellence as regards defining the project scope, time, cost management, quality and communication (Cleland, 1995). For this reason, therefore, a project manager continuously needs to develop appropriate leadership skills; competencies and styles needed down the different stages of the projects lifecycle. It implies that for a successful project delivery, the project manager needs to demonstrate not just an appropriate technical knowhow, but also a show of effective administrative and leadership skills (Burke, 2007). The question then arises as to what the skills and competencies are, that are considered essential for present day competent project managers (Ingason and Jonasson, 2009), in the delivery of projects. In the past, technical competence was taken to be the required skill that a project manager should possess in order to lead projects to success (Zimmerer and Yasin, 1998). But in contemporary times, team building, motivation (Jacques et al, 2008), vision, management, and communication (Barber and Warn, 2005), have all been identified as being part of the necessary skills and competencies a project manager needs to cultivate for effective delivery of projects. While the issue of project leadership has been the subject of so many research endeavours (Cleland, 1995, Washbush and Clements, 1999; Prabhakar, 2005; Jacques et al, 2008) a relatively fewer other researchers have focused on the leadership skills and competencies appropriate for a project managers use in leading the project team members, and the impact they have in the management of projects (Turner and Mà ¼ller, 2005; Geoghegan and Dulewicz, 2008). Majority of research endeavours in this area have considered the idea that a project managers application of leadership skills in projects lead to the successful delivery of projects and this has prompted the assessment of the factors that matter in his ability to utilise available human and material resources, and also lead and manage the project team, and other stakeholders. Other research works (Turner and Muller, 2005; Pinto and Trailer, 1998), however, recognise the importance of a project managers leadership skills when managing p rojects, but do not explicitly link these skills and competencies that characterise a project manager, as necessary for successful management of the project. This, therefore, forms the bulk of the debate that academic scholars in this area have preoccupied themselves. A key area of this debate concerns the fact that some relevant literature materials (Crawford, 2007; Geoghegan and Dulewicz, 2008) that attached great importance to the leadership skills and competencies of a project manager have further identified a project manager as a success factor for projects. The view of these project management pundits is that project success can be a possible result of the application of the attributes of a project manager during project management. This is achieved with the project managers communication, technical and motivational skills, and a host of other skills and competencies that allow him successful lead the project team members toward the achievement of the project goal. On an opposite vein, a few other project management scholars did not view a project manager as a success factor for projects (Pinto and Slevin, 1998; Turner and Mà ¼ller, 2005). This group of project management scholars observe that the use of appropriate tools and techniques is what counts in the realization of project success. This presents an implication which denotes that the leadership skills of a project manager make no additional impact in project performance. A particular literature endeavour that has significantly dealt with the issue of the present study is the work of Turner and Mà ¼ller (2005). Though their findings suggest that the literature does not view a project manager and his leadership competencies as a success factor for projects, they, however, recommended that for this argument to be resolved, the question of a project managers leadership skills and competencies, and the question of possible impact in the achievement of successful project management should be measured. As a result of this recommendation, this research investigates the views expressed in other project management literature, on the impact leadership skills and competencies of a project manager have in the management of projects. To this end, there would be an investiga tion into what constituted project management success factors in the project management history, especially during the 1970s, 1980s, 1990s and 2000s. This effort is realised by conducting some in-depth interviews and exploring some relevant literature at these periods to identify their arguments on what constituted project success factors, and to ascertain the place of a project manager and his or her leadership skills and competencies in project management history. 1.3 RESEARCH AIM AND OBJECTIVES The purpose of this research is to determine if a project managers leadership skills and competencies can act as a catalyst in bringing about successful project performance. In this context, therefore, this research tries to determine whether the application of effective leadership skills and competencies can impact on the management of projects towards the achievement of a quality and successful project performance. This will involve implementing the recommendation of the research of Turner and Muller (2005) by evaluating what constitutes project success factors to ascertain if a project manager is considered as a project management success factor, using the project management literature works and semi-structured interview. Also, contributing to the existing body of knowledge on the impact of a project managers leadership skills and competencies in project management, the objectives, as derived from the aim of this research are: To determine the leadership skills and competencies available for a project managers use in the management of projects. To critically examine the impact of the application of a project managers leadership skills and competencies in project delivery. To determine if a project manager is a project management success factor. 1.4 RESEARCH STRUCTURE This research begins with a critical review of some recent debates in the project management literature on arguments relating to leadership styles, skills and competencies appropriate for a project manager in chapter 2. It goes further to review the ideas of project management pundits on the impact these leadership skills and competencies have while managing projects. It also investigates the contribution of leadership to project managers especially as more and more project management scholars lay emphasis on project managers developing leadership skills for a better management of projects. Chapter 3 presents the research design and the methodology used in the anchorage of this dissertation for the achievement of its aim and objectives encapsulated in a six layer research onion model presented in figure 4. This chapter begins by presenting interpretivism and induction as the philosophy and approach that engulfs this research. This chapter further highlights the use of qualitative research method and how qualitative content analysis is used in the process of data collection and analysis of the data that came mainly from the literature sources towards the development of a grounded theory for this research. To reduce the limitation that could arise from the use of literature sources alone, semi-structured interviews were used in complementing the data collected from the literature works. The time horizon and the ethical consideration in relation to data collection and analysis is equally presented in this chapter. The analysis of the data gathered is presented in chapter 4, using the methods discussed above towards the development of the grounded theory, in achieving the aim of this research. The findings of this research are presented in chapter 5, and are related to the previous findings found in the project management literature as discussed in the review of the literature in chapter two. Lastly, the limitations of this study and a recommendation for further research are also presented in this chapter. Finally, a summary of the research is presented in chapter six and this research concludes by offering some opportunities further research can anchor on. CHAPTER II 2.0 LITERATURE REVIEW This chapter examines some key academic interests in the role of the project managers leadership skills and competencies for the achievement of successful project management. Reviewing the relevant body of literature on this topic, will be necessary; as it will offer an insight into relevant concerns of the research and provide the required background in addressing the research questions identified earlier on. Among the themes academic pundits in this area have shown interest in are identified in figure 1, they are: leadership styles, the project manager and project success, the project managers leadership competences and the impact of leadership in project management. This chapter critically examines these areas of interest in a wider context, and their impact in achieving successful project management. 2.1 LITERATURE SCOPE It must be noted that the study of effective leadership skills is necessary for quality project management and efficiency (Strang, 2005). A plethora of literature materials exist on the importance of leadership in the successful management of projects, but for the purpose of this study, this research will concentrate on literature sources that have direct bearing on the subject matter of the research, which are identified in figure 1. The review of the literature would encompass leadership styles as a core area in project success. It will explore leadership approaches particularly transformational leadership style used by project managers in the process of managing the human aspects of projects, namely, the project team members, and stakeholders. The concept of ‘success in project management and the project managers contributions toward the achievement of success will also be critically assessed. On the other hand, literature on the project manager and his leadership competencies will be reviewed to ascertain the viability of his leadership competencies toward increasing the chances for successful project delivery. Lastly, the body of literature on the impact of leadership in project management will consider the contribution of leadership in managing projects, by making a comparison of leadership and management in leading the project team. 2.2 LEADERSHIP STYLES The question of what makes a good leader has been an age long problem. Among prominent authors that have commented on this issue include, Plato, Machiavelli, Hobbes and Lock (Collinson, 1998). Turner and Mà ¼ller (2005) identified six main leadership theories that have been singled out as the main leadership schools over seventy years ago. These schools are: The trait school The behaviour or style school The contingency school The emotional intelligent school, and The competency school Transformational leadership school This research will be focusing mainly on transformational leadership due to the emphasis project management literature places on it in leading project members. This research will examine the impact of transformational leadership in project management. 2.2.1 Transformational leadership in project management: The literature has associated transformational leadership with those leaders that create â€Å"a shared vision of the future and a relationship between leaders and followers based on far more than just the simple exchange of rewards for compliance† (Keegan and Hartog, 2004:609). What distinguishes transformational leaders is their ability in articulating some attractive vision of the future (Hartog and Verburg, 1997). Transformational leaders exhibit self-confidence and charisma which can and do attract subordinate to those identified vision or mission (Keegan and Hartlog, 2004). Northouse (1997) indicates that transformational leadership transforms and changes individuals. He added that this sort of leadership is open to the needs of the followers. Transformational leadership has been contrasted with transactional leadership (Leban and Zulauf, 2004) which focuses on the physical and security needs of its followers (Lams ila and Ogunlana, 2008). Most commentators have agreed that transactional leadership is based on the model that there is exchange process between leaders and followers, with leaders providing reward for the subordinates compliance (Northouse, 1997; Strang, 2005: Sadler, 2003 and Jogulu and Wood, 2006). While the followers are motivated by the effect the transformational leaders have on them in terms of making them aware of the values and outcome of their goals, transactional leaders on the other hand, utilises reward in motivating their subordinate. Keegan and Hartog (2004) recently noted that leading commentators have â€Å"begun to suggest that transformational leadership may be of particular interest in the project based-context† (p. 610). These commentators continue to emphasis increasing importance of motivational and emotional features of project managers as well as the importance of project managers to instil faith and commitment to their organization as part of their role (Turner and Mà ¼ller, 2003). Research have shown that project managers are considered to be leading people from different profession and diverse culture, therefore the use of transformational leadership becomes necessary due to its emphasis on vision, inspirational and motivational role of leaders (Cleland and Ireland, 2002; Keegan and Hartog, 2004). While leading such talented professionals therefore, the emphasis has drifted from control and compliance to dedication, identification and loyalty, which are characteristic of transformational lead ership (Keegan and Hartog, 2004). The literature has identified the importance of transformational leadership in project management (Yammarino and Bass, 1990; Leban and Zulauf, 2004; Barber and Warn, 2005). This importance is identified in the continuous need for project managers to be forward thinking, constantly anticipating where things may likely go wrong in project, so that steps can be placed in anticipation towards resolving them where possible and recovery measure put in place should they not be preventable (Lewis, 2001). Similarly, Barber and Warn (2005) have identified idealized influence, inspirational motivation, individualized consideration and intellectual stimulation as components of transformational leadership, which enable them â€Å"to explain the big picture, anticipate events and even prevent problems† (p. 1032). In figure 2, Prabhakars (2005) research suggests that transformational leaders who inspire and motivate their followers to face the challenges of their work appeared to achieve project success. This is achieved through the relationship transformational leaders build with their subordinates using an interactive communication that forms a bond between them. Figure 2: Relationship between leadership variables and project success after Prabhakar (2005). In line with the finding of Prabhakar (2005) Leban and Zulauf (2004) suggest that â€Å"transformational project manager behaviour has a positive impact on actual project performance† (p. 561). Furthermore, they stated that transformational project management is achieved through the use of project managers who are result focused through inspiration and motivation. However, the finding of Strang (2005) shows that although the application of transformational leadership while leading project team have a tendency of fostering leader-follower relationship strong transformational leadership however, is not always required in producing effective organizational outcomes. Equally, it has been observed that while transformational leadership in project context leads to stakeholders satisfaction, the finding of Strang (2005) suggest that it does not on the other hand guarantee organizational performance. From the foregoing, it has been suggested that transformational leadership has an important influence by reshaping the way people think, which is considered an aspect of project leadership skills (Partington, 2003). 2.3 PROJECT SUCCESS AND THE PROJECT MANAGER Research has it that in the field of project management, among the few topics that are frequently discussed but rarely agreed upon is what constitutes success in project (Pinto and Slevin, 1988a). Given the fact that â€Å"the search for factors that lead to better project performance and success spans many years of research† (Dov et al, 2006:36). Table 1, presents the findings of Jugdev and Mà ¼ller (2005) which identified four periods in the history of project management and the perceptions of the factors that possibly led to achieving successful project management. Period 1: Project implementation and Handover (1960s-1980s). At this stage, simple metric such as time, cost and specifications were the yardsticks used in measuring project success because they were understood to be easy for organizational use. â€Å"Project managers focused on getting a project done, making sure it worked, and getting out the way† (Judgev and Mà ¼ller, 2005:23). Studies at this time focused on scheduling as the criteria for project success or failure, while others relied on budget and performance as the success factor (Pinto and Slevin, 1988b) and client satisfaction (Shenhar et al, 1997).The emphasis at this stage was on the effectiveness of the measures and the technical system than the behaviours of the individual members of the project (Judgev and Mà ¼ller, 2005). Period 2: CSF Lists (1980s -1990s). According Judgev and Mà ¼ller (2005) this stage was preoccupied with developing some critical success factors (CSF) lists. Cooke-Davies (2002) saw critical success factors as those â€Å"inputs to the management system that lead directly or indirectly to the success of the project or business (p.185). At this stage, the literature focused on the satisfaction of the stakeholders as what guarantees project success. At the completion of the project what matters was not job completion rather the satisfaction criterion which was â€Å"are we happy† (Judgev and Mà ¼ller, 2005). End users impacts are felt as the yardstick for success which contradicts with the period 1. Among the CSFs as the literature identified were effective communications, clear objective, scope and the use of project plan as living documents (Clarke, 1999). Judgev and Mà ¼ller (2005) further identified change management, organizational effectiveness and the alignment betwe en project management and strategic management as all part of CSFs. Period 3: CSF Frameworks (1990s -2000s). At this period, the literature questioned the concept that project success is based on stakeholders-dependent and linking success with the internal and recipient organization (Kerzner, 1987: Lester, 1998). Morris and Hough (1987) developed new framework dealing on the preconditions of project success in four categories which are: Project functionality: Does such project meet up with the financial and technical requirement. Project management: Did such project meet up with the stipulated budget, schedule and specification. Contractors commercial performance: Did the project contractors benefit in a commercial way. Project termination: Peradventure a project is cancelled, was such cancellation done reasonably and effectively. Cleland and Ireland (2002) approached the issue of project success from two points of view, first, project success should be measured in view of meeting the performance objectives (cost, time and scope), and secondly it could be measured using the impact of such project on the strategic mission of the firm. Period 4: strategic project management (21st century). At this period, project success has been linked to many factors than just one common mission like organizational benefit, product success and team development (Atkinson, 1999 and Baccarini, 1999). Equally CSFs at this period incorporated â€Å"senior management commitment to provide the vision, strategy and sponsorship† (Judgev and Mà ¼ller, 2005:28) and such success factor relate to the organization including the external environment. Judgev and Mà ¼ller (2005) indicates that most recent literature have identified four necessary but not sufficient criteria for success that need to be in place for projects to be successfully managed, which are: Success criteria need to be agreed on with the project stakeholders before embarking on project. There should be a collaborative working relationship with the project sponsor and the project manager and they should view the project as partners. There is need to empower the project manager with some sort of flexibility as to be able to deal with unforeseen circumstances, and the project sponsor should give directives on the best way of achieving project success. The project sponsor needs to show an interest in the performance of the project. Subsequent research by Turner and Mà ¼ller (2005) suggests that during 1980s, the literature grew rapidly; with different authors listing what they thought constituted project success. Surprisingly, though the literature of this time emphasised that the project manager should be competent enough to get things done well, their finding suggests that: â€Å"rarely does the literature on project success factors specifically or overtly mention project manager and his or her leadership style and competence. Perhaps the project manager does not contribute to project success. Perhaps there is something about the nature of projects and the project teams that means that their success is not dependent on the leadership style and competence of the manager† (Turner and Mà ¼ller, (2005:57). This very remark suggests that the impact of the project managers leadership style possibly do not necessarily lead to project success. Andersen et al (1987) identified some pitfalls that may hinder project success and increase project failure. These pitfalls include the method that is used to plan, organize and control projects. Baker et al (1988) saw project success as achieving the projects technical specification or mission while earning a high valued satisfaction from the client, the end user and the project team as well. They equally advocated planning as against perceiving leadership as a key factor while maximizing potential project success. Table 2 presents ten project management success factors by Pinto and Slevin (1988b) in determining what constitutes project success factors. Though this table plays down the skills and competencies of a project as a success factor for projects however Pinto and Slevin (1988b) noted that a project will be a failure should some project mana gement characteristics like human skills, project managers administration and influencing skills not be present in the project. In the 2000s, the interest on project success changed. As against the notion that the literature was silent about the impact of the project manager toward project success (Turner and Mà ¼ller, 2005), researchers like Prabhakar (2005) and Keegan and Hartog (2004) identified effective project manager leadership as an importance success factor on projects. In Table 3, Kendra and Taplin (2004) classified project success into four categories which are micro-social, macro-social, micro-technical and macro-technical categories of which they identified behaviour, leadership and personal attributes of the project manager as a success factor under micro-social. Other studies (Lim and Mohamed, 1999, and DeCottiis and Dyer, 1979) stressed the importance of customers satisfaction and their welfare towards success measurement. In fact, Atkinson (1999) notes that any measurement criteria that assesses projects in terms of time and budget constrain without meeting up with client satisfaction will be misleading and incomplete. Tishler et al (1997) observes that customer satisfaction is supreme in assessing project success. Given the importance of the aims and objectives of any project, it was surprised that the periods identified in the findings of Jugder and Mà ¼ller (2005) did not include them as an aspect of project success. This is particularly necessary as a project that runs over budget and over time may still be considered successful if the project achieved its target. In other words, a project may meet the iron triangle success criteria of time, budget and quality, but if the aims and objectives are not achieved, such a project may be considered a failure. 2.4 THE PROJECT MANAGERS LEADERSHIP COMPETENCE AND PROJECT SUCCESS The study of Geoghegan and Dulewicz (2008) examines the impact project managers leadership competence have in achieving project success. They considered leadership as a combination of personal characteristics with those areas of competence. With this understanding, leadership can be conceived as the combination of skills and knowledge with personal characteristics that make a leader. Geoghegan and Dulewicz (2008) observe that project leadership is part of a project managers competencies. In their mind â€Å"there is a recognition that an effective project manager possesses a combination of personal characteristics such as flexibility and competencies such as problem solving† (p. 59). Similarly, Crawford (2007:14) defined competence as â€Å"encompassing knowledge, skills, attitudes and behaviours that contributes to effective performance of a task or job role†. Turner and Mà ¼ller (2005) added that competence includes personal characteristics, knowledge and skills. A P roject managers competence therefore can be perceived as the combination of knowledge and skills and core personality characteristics that necessitate superior results (Crawford, 2007). Rees et al (1996) noted that effective project managers appear to be averagely intelligent and possess problem solving skill than non-effective project managers. Dulewics and Higgs (2003) identified four leadership performances which include cognitive, behavioural, emotional and motivational competencies. They went further to suggest that managerial performance is defined by three competencies which are intellectual (IQ) managerial skill (MQ) and Emotional (EQ) competencies. Again, they developed a leadership competence model with fifteen leadership competences in Table 4. These fifteen leadership dimensions were classified under three major leadership competencies of IQ, MQ and EQ. On their part Mà ¼ller and Turner (2007) found out that the ability to lead and technical knowledge are important aspects of project manager competence which are necessarily displayed based on the nature of a particular project. Geoghegan and Dulewiczs, (2008) findings suggests that there is a significant relationship between a project managers leadership competence and project success. Their research suggest that project managers who possess high problem solving acumen are better suited for the empowerment and development of their colleagues, while project managers who are high in managing resources will be effective in budgeting. Geoghegan and Dulewicz (2008) also indicated that managerial competence contributes most significantly towards successful projects, by influencing project team. Other research (Crawford, 2001: Crawford, 2007) have equally linked project managers leadership competencies to project success and has gone further to identify a project manager as a success fact or for projects. Under micro-social dimensions of project success, Kendra and Taplin (2004) identified project managers competence and skills as a success factor. Although as succinctly enunciated in reviewed literature, the project manager possesses some competencies which are a sine qua non for successful project delivery, there does not seem to be a clear cut consensus on what these competencies are, as different researchers have identified different competencies that make project leaders. Furthermore, most researchers could not come to terms with the study of Geoghegan and Dulewicz (2008) that there is any relation between a project managers competence and project success. The view of these researchers is that the use of right techniques and tools assures the achievement of successful projects (Crawford, 2007). This implies that project managers with their technical knowledge and emotional intelligent make no contribution towards the success of projects so far as the right tools are deployed in managing projects (Crawford, 2007). This is in line with some believes about project management as presented by Mà ¼ller and Turner (2007c) which are: the project managers competence with his leadership style is not a success factor on projects; secondly, any project manager is capable of managing any project. Similarly, going through the literature, Mà ¼ller and Turner (2007c:3) further stated that â€Å"the project success literature studiously ignores the project manager, and his or her competence or leadership style as a potential success factor on projects†. Furthermore, Anderson et al (1987) saw the importance of personal characteristics of a project manager like his An Improvement in Project Leadership Skills An Improvement in Project Leadership Skills 1.0 CHAPTER ONE: INTRODUCTION 1.1 INTRODUCTION AND BACKGROUND Though project managers have placed client needs and demands at a priority, client expectations, and the increase in global competition, as well as the enormous impact projects have on firms, have led to a further increasing demand for the use of more effective leadership skills that can assist project managers in project team leadership (Zimmerer and Yasin, 1998). Project management involves project monitoring and supervision that is global in nature, involving projects with team members from diverse professional backgrounds, cultures, languages, and nations. Again, project management does not just involve the management of people, but also time and material resources (Veal 2004). This calls for vital strategic planning, and the management of resources for effective project management delivery. The complexities in present day projects require not just management abilities, but also an improvement in project leadership skills and competencies (Zimmerer and Yasin, 1998). 1.2 ORGANISATIONAL CONTEXT Leadership, according to Jago (1982), is the application of non-coercive influence in directing the activities of individual members of an organised group in an effort to achieving the groups objectives. Leadership in this context is considered in relation to some qualities and characteristics of those who successfully implement such influences. In the context of project management, leadership can be seen as a process undertaken by an organisation in taking responsibility of team members who work with the project manager toward the achievement of project aims (Cleland, 1995). A project managers leadership skills and competencies have become necessary in harnessing the activities of the entire project stakeholders; as a result, this has led to conception of his leadership skills as an important aspect of project control (Barber and Warns, 2005). This is particularly important given the fact that though the project manager uses skilled manpower, material resources, as well as other app ropriate methods when embarking on projects, some projects do run overtime, over budget, or suffer failure in the achievement of the particular project goal (Barber and Warns, 2005). Using appropriate leadership skills, a project manager is able to forestall such eventualities where and when possible, and redirect the efforts of the team members toward attaining the desired project objectives. His ability to lead human resources associated with the project shows the leadership excellence as regards defining the project scope, time, cost management, quality and communication (Cleland, 1995). For this reason, therefore, a project manager continuously needs to develop appropriate leadership skills; competencies and styles needed down the different stages of the projects lifecycle. It implies that for a successful project delivery, the project manager needs to demonstrate not just an appropriate technical knowhow, but also a show of effective administrative and leadership skills (Burke, 2007). The question then arises as to what the skills and competencies are, that are considered essential for present day competent project managers (Ingason and Jonasson, 2009), in the delivery of projects. In the past, technical competence was taken to be the required skill that a project manager should possess in order to lead projects to success (Zimmerer and Yasin, 1998). But in contemporary times, team building, motivation (Jacques et al, 2008), vision, management, and communication (Barber and Warn, 2005), have all been identified as being part of the necessary skills and competencies a project manager needs to cultivate for effective delivery of projects. While the issue of project leadership has been the subject of so many research endeavours (Cleland, 1995, Washbush and Clements, 1999; Prabhakar, 2005; Jacques et al, 2008) a relatively fewer other researchers have focused on the leadership skills and competencies appropriate for a project managers use in leading the project team members, and the impact they have in the management of projects (Turner and Mà ¼ller, 2005; Geoghegan and Dulewicz, 2008). Majority of research endeavours in this area have considered the idea that a project managers application of leadership skills in projects lead to the successful delivery of projects and this has prompted the assessment of the factors that matter in his ability to utilise available human and material resources, and also lead and manage the project team, and other stakeholders. Other research works (Turner and Muller, 2005; Pinto and Trailer, 1998), however, recognise the importance of a project managers leadership skills when managing p rojects, but do not explicitly link these skills and competencies that characterise a project manager, as necessary for successful management of the project. This, therefore, forms the bulk of the debate that academic scholars in this area have preoccupied themselves. A key area of this debate concerns the fact that some relevant literature materials (Crawford, 2007; Geoghegan and Dulewicz, 2008) that attached great importance to the leadership skills and competencies of a project manager have further identified a project manager as a success factor for projects. The view of these project management pundits is that project success can be a possible result of the application of the attributes of a project manager during project management. This is achieved with the project managers communication, technical and motivational skills, and a host of other skills and competencies that allow him successful lead the project team members toward the achievement of the project goal. On an opposite vein, a few other project management scholars did not view a project manager as a success factor for projects (Pinto and Slevin, 1998; Turner and Mà ¼ller, 2005). This group of project management scholars observe that the use of appropriate tools and techniques is what counts in the realization of project success. This presents an implication which denotes that the leadership skills of a project manager make no additional impact in project performance. A particular literature endeavour that has significantly dealt with the issue of the present study is the work of Turner and Mà ¼ller (2005). Though their findings suggest that the literature does not view a project manager and his leadership competencies as a success factor for projects, they, however, recommended that for this argument to be resolved, the question of a project managers leadership skills and competencies, and the question of possible impact in the achievement of successful project management should be measured. As a result of this recommendation, this research investigates the views expressed in other project management literature, on the impact leadership skills and competencies of a project manager have in the management of projects. To this end, there would be an investiga tion into what constituted project management success factors in the project management history, especially during the 1970s, 1980s, 1990s and 2000s. This effort is realised by conducting some in-depth interviews and exploring some relevant literature at these periods to identify their arguments on what constituted project success factors, and to ascertain the place of a project manager and his or her leadership skills and competencies in project management history. 1.3 RESEARCH AIM AND OBJECTIVES The purpose of this research is to determine if a project managers leadership skills and competencies can act as a catalyst in bringing about successful project performance. In this context, therefore, this research tries to determine whether the application of effective leadership skills and competencies can impact on the management of projects towards the achievement of a quality and successful project performance. This will involve implementing the recommendation of the research of Turner and Muller (2005) by evaluating what constitutes project success factors to ascertain if a project manager is considered as a project management success factor, using the project management literature works and semi-structured interview. Also, contributing to the existing body of knowledge on the impact of a project managers leadership skills and competencies in project management, the objectives, as derived from the aim of this research are: To determine the leadership skills and competencies available for a project managers use in the management of projects. To critically examine the impact of the application of a project managers leadership skills and competencies in project delivery. To determine if a project manager is a project management success factor. 1.4 RESEARCH STRUCTURE This research begins with a critical review of some recent debates in the project management literature on arguments relating to leadership styles, skills and competencies appropriate for a project manager in chapter 2. It goes further to review the ideas of project management pundits on the impact these leadership skills and competencies have while managing projects. It also investigates the contribution of leadership to project managers especially as more and more project management scholars lay emphasis on project managers developing leadership skills for a better management of projects. Chapter 3 presents the research design and the methodology used in the anchorage of this dissertation for the achievement of its aim and objectives encapsulated in a six layer research onion model presented in figure 4. This chapter begins by presenting interpretivism and induction as the philosophy and approach that engulfs this research. This chapter further highlights the use of qualitative research method and how qualitative content analysis is used in the process of data collection and analysis of the data that came mainly from the literature sources towards the development of a grounded theory for this research. To reduce the limitation that could arise from the use of literature sources alone, semi-structured interviews were used in complementing the data collected from the literature works. The time horizon and the ethical consideration in relation to data collection and analysis is equally presented in this chapter. The analysis of the data gathered is presented in chapter 4, using the methods discussed above towards the development of the grounded theory, in achieving the aim of this research. The findings of this research are presented in chapter 5, and are related to the previous findings found in the project management literature as discussed in the review of the literature in chapter two. Lastly, the limitations of this study and a recommendation for further research are also presented in this chapter. Finally, a summary of the research is presented in chapter six and this research concludes by offering some opportunities further research can anchor on. CHAPTER II 2.0 LITERATURE REVIEW This chapter examines some key academic interests in the role of the project managers leadership skills and competencies for the achievement of successful project management. Reviewing the relevant body of literature on this topic, will be necessary; as it will offer an insight into relevant concerns of the research and provide the required background in addressing the research questions identified earlier on. Among the themes academic pundits in this area have shown interest in are identified in figure 1, they are: leadership styles, the project manager and project success, the project managers leadership competences and the impact of leadership in project management. This chapter critically examines these areas of interest in a wider context, and their impact in achieving successful project management. 2.1 LITERATURE SCOPE It must be noted that the study of effective leadership skills is necessary for quality project management and efficiency (Strang, 2005). A plethora of literature materials exist on the importance of leadership in the successful management of projects, but for the purpose of this study, this research will concentrate on literature sources that have direct bearing on the subject matter of the research, which are identified in figure 1. The review of the literature would encompass leadership styles as a core area in project success. It will explore leadership approaches particularly transformational leadership style used by project managers in the process of managing the human aspects of projects, namely, the project team members, and stakeholders. The concept of ‘success in project management and the project managers contributions toward the achievement of success will also be critically assessed. On the other hand, literature on the project manager and his leadership competencies will be reviewed to ascertain the viability of his leadership competencies toward increasing the chances for successful project delivery. Lastly, the body of literature on the impact of leadership in project management will consider the contribution of leadership in managing projects, by making a comparison of leadership and management in leading the project team. 2.2 LEADERSHIP STYLES The question of what makes a good leader has been an age long problem. Among prominent authors that have commented on this issue include, Plato, Machiavelli, Hobbes and Lock (Collinson, 1998). Turner and Mà ¼ller (2005) identified six main leadership theories that have been singled out as the main leadership schools over seventy years ago. These schools are: The trait school The behaviour or style school The contingency school The emotional intelligent school, and The competency school Transformational leadership school This research will be focusing mainly on transformational leadership due to the emphasis project management literature places on it in leading project members. This research will examine the impact of transformational leadership in project management. 2.2.1 Transformational leadership in project management: The literature has associated transformational leadership with those leaders that create â€Å"a shared vision of the future and a relationship between leaders and followers based on far more than just the simple exchange of rewards for compliance† (Keegan and Hartog, 2004:609). What distinguishes transformational leaders is their ability in articulating some attractive vision of the future (Hartog and Verburg, 1997). Transformational leaders exhibit self-confidence and charisma which can and do attract subordinate to those identified vision or mission (Keegan and Hartlog, 2004). Northouse (1997) indicates that transformational leadership transforms and changes individuals. He added that this sort of leadership is open to the needs of the followers. Transformational leadership has been contrasted with transactional leadership (Leban and Zulauf, 2004) which focuses on the physical and security needs of its followers (Lams ila and Ogunlana, 2008). Most commentators have agreed that transactional leadership is based on the model that there is exchange process between leaders and followers, with leaders providing reward for the subordinates compliance (Northouse, 1997; Strang, 2005: Sadler, 2003 and Jogulu and Wood, 2006). While the followers are motivated by the effect the transformational leaders have on them in terms of making them aware of the values and outcome of their goals, transactional leaders on the other hand, utilises reward in motivating their subordinate. Keegan and Hartog (2004) recently noted that leading commentators have â€Å"begun to suggest that transformational leadership may be of particular interest in the project based-context† (p. 610). These commentators continue to emphasis increasing importance of motivational and emotional features of project managers as well as the importance of project managers to instil faith and commitment to their organization as part of their role (Turner and Mà ¼ller, 2003). Research have shown that project managers are considered to be leading people from different profession and diverse culture, therefore the use of transformational leadership becomes necessary due to its emphasis on vision, inspirational and motivational role of leaders (Cleland and Ireland, 2002; Keegan and Hartog, 2004). While leading such talented professionals therefore, the emphasis has drifted from control and compliance to dedication, identification and loyalty, which are characteristic of transformational lead ership (Keegan and Hartog, 2004). The literature has identified the importance of transformational leadership in project management (Yammarino and Bass, 1990; Leban and Zulauf, 2004; Barber and Warn, 2005). This importance is identified in the continuous need for project managers to be forward thinking, constantly anticipating where things may likely go wrong in project, so that steps can be placed in anticipation towards resolving them where possible and recovery measure put in place should they not be preventable (Lewis, 2001). Similarly, Barber and Warn (2005) have identified idealized influence, inspirational motivation, individualized consideration and intellectual stimulation as components of transformational leadership, which enable them â€Å"to explain the big picture, anticipate events and even prevent problems† (p. 1032). In figure 2, Prabhakars (2005) research suggests that transformational leaders who inspire and motivate their followers to face the challenges of their work appeared to achieve project success. This is achieved through the relationship transformational leaders build with their subordinates using an interactive communication that forms a bond between them. Figure 2: Relationship between leadership variables and project success after Prabhakar (2005). In line with the finding of Prabhakar (2005) Leban and Zulauf (2004) suggest that â€Å"transformational project manager behaviour has a positive impact on actual project performance† (p. 561). Furthermore, they stated that transformational project management is achieved through the use of project managers who are result focused through inspiration and motivation. However, the finding of Strang (2005) shows that although the application of transformational leadership while leading project team have a tendency of fostering leader-follower relationship strong transformational leadership however, is not always required in producing effective organizational outcomes. Equally, it has been observed that while transformational leadership in project context leads to stakeholders satisfaction, the finding of Strang (2005) suggest that it does not on the other hand guarantee organizational performance. From the foregoing, it has been suggested that transformational leadership has an important influence by reshaping the way people think, which is considered an aspect of project leadership skills (Partington, 2003). 2.3 PROJECT SUCCESS AND THE PROJECT MANAGER Research has it that in the field of project management, among the few topics that are frequently discussed but rarely agreed upon is what constitutes success in project (Pinto and Slevin, 1988a). Given the fact that â€Å"the search for factors that lead to better project performance and success spans many years of research† (Dov et al, 2006:36). Table 1, presents the findings of Jugdev and Mà ¼ller (2005) which identified four periods in the history of project management and the perceptions of the factors that possibly led to achieving successful project management. Period 1: Project implementation and Handover (1960s-1980s). At this stage, simple metric such as time, cost and specifications were the yardsticks used in measuring project success because they were understood to be easy for organizational use. â€Å"Project managers focused on getting a project done, making sure it worked, and getting out the way† (Judgev and Mà ¼ller, 2005:23). Studies at this time focused on scheduling as the criteria for project success or failure, while others relied on budget and performance as the success factor (Pinto and Slevin, 1988b) and client satisfaction (Shenhar et al, 1997).The emphasis at this stage was on the effectiveness of the measures and the technical system than the behaviours of the individual members of the project (Judgev and Mà ¼ller, 2005). Period 2: CSF Lists (1980s -1990s). According Judgev and Mà ¼ller (2005) this stage was preoccupied with developing some critical success factors (CSF) lists. Cooke-Davies (2002) saw critical success factors as those â€Å"inputs to the management system that lead directly or indirectly to the success of the project or business (p.185). At this stage, the literature focused on the satisfaction of the stakeholders as what guarantees project success. At the completion of the project what matters was not job completion rather the satisfaction criterion which was â€Å"are we happy† (Judgev and Mà ¼ller, 2005). End users impacts are felt as the yardstick for success which contradicts with the period 1. Among the CSFs as the literature identified were effective communications, clear objective, scope and the use of project plan as living documents (Clarke, 1999). Judgev and Mà ¼ller (2005) further identified change management, organizational effectiveness and the alignment betwe en project management and strategic management as all part of CSFs. Period 3: CSF Frameworks (1990s -2000s). At this period, the literature questioned the concept that project success is based on stakeholders-dependent and linking success with the internal and recipient organization (Kerzner, 1987: Lester, 1998). Morris and Hough (1987) developed new framework dealing on the preconditions of project success in four categories which are: Project functionality: Does such project meet up with the financial and technical requirement. Project management: Did such project meet up with the stipulated budget, schedule and specification. Contractors commercial performance: Did the project contractors benefit in a commercial way. Project termination: Peradventure a project is cancelled, was such cancellation done reasonably and effectively. Cleland and Ireland (2002) approached the issue of project success from two points of view, first, project success should be measured in view of meeting the performance objectives (cost, time and scope), and secondly it could be measured using the impact of such project on the strategic mission of the firm. Period 4: strategic project management (21st century). At this period, project success has been linked to many factors than just one common mission like organizational benefit, product success and team development (Atkinson, 1999 and Baccarini, 1999). Equally CSFs at this period incorporated â€Å"senior management commitment to provide the vision, strategy and sponsorship† (Judgev and Mà ¼ller, 2005:28) and such success factor relate to the organization including the external environment. Judgev and Mà ¼ller (2005) indicates that most recent literature have identified four necessary but not sufficient criteria for success that need to be in place for projects to be successfully managed, which are: Success criteria need to be agreed on with the project stakeholders before embarking on project. There should be a collaborative working relationship with the project sponsor and the project manager and they should view the project as partners. There is need to empower the project manager with some sort of flexibility as to be able to deal with unforeseen circumstances, and the project sponsor should give directives on the best way of achieving project success. The project sponsor needs to show an interest in the performance of the project. Subsequent research by Turner and Mà ¼ller (2005) suggests that during 1980s, the literature grew rapidly; with different authors listing what they thought constituted project success. Surprisingly, though the literature of this time emphasised that the project manager should be competent enough to get things done well, their finding suggests that: â€Å"rarely does the literature on project success factors specifically or overtly mention project manager and his or her leadership style and competence. Perhaps the project manager does not contribute to project success. Perhaps there is something about the nature of projects and the project teams that means that their success is not dependent on the leadership style and competence of the manager† (Turner and Mà ¼ller, (2005:57). This very remark suggests that the impact of the project managers leadership style possibly do not necessarily lead to project success. Andersen et al (1987) identified some pitfalls that may hinder project success and increase project failure. These pitfalls include the method that is used to plan, organize and control projects. Baker et al (1988) saw project success as achieving the projects technical specification or mission while earning a high valued satisfaction from the client, the end user and the project team as well. They equally advocated planning as against perceiving leadership as a key factor while maximizing potential project success. Table 2 presents ten project management success factors by Pinto and Slevin (1988b) in determining what constitutes project success factors. Though this table plays down the skills and competencies of a project as a success factor for projects however Pinto and Slevin (1988b) noted that a project will be a failure should some project mana gement characteristics like human skills, project managers administration and influencing skills not be present in the project. In the 2000s, the interest on project success changed. As against the notion that the literature was silent about the impact of the project manager toward project success (Turner and Mà ¼ller, 2005), researchers like Prabhakar (2005) and Keegan and Hartog (2004) identified effective project manager leadership as an importance success factor on projects. In Table 3, Kendra and Taplin (2004) classified project success into four categories which are micro-social, macro-social, micro-technical and macro-technical categories of which they identified behaviour, leadership and personal attributes of the project manager as a success factor under micro-social. Other studies (Lim and Mohamed, 1999, and DeCottiis and Dyer, 1979) stressed the importance of customers satisfaction and their welfare towards success measurement. In fact, Atkinson (1999) notes that any measurement criteria that assesses projects in terms of time and budget constrain without meeting up with client satisfaction will be misleading and incomplete. Tishler et al (1997) observes that customer satisfaction is supreme in assessing project success. Given the importance of the aims and objectives of any project, it was surprised that the periods identified in the findings of Jugder and Mà ¼ller (2005) did not include them as an aspect of project success. This is particularly necessary as a project that runs over budget and over time may still be considered successful if the project achieved its target. In other words, a project may meet the iron triangle success criteria of time, budget and quality, but if the aims and objectives are not achieved, such a project may be considered a failure. 2.4 THE PROJECT MANAGERS LEADERSHIP COMPETENCE AND PROJECT SUCCESS The study of Geoghegan and Dulewicz (2008) examines the impact project managers leadership competence have in achieving project success. They considered leadership as a combination of personal characteristics with those areas of competence. With this understanding, leadership can be conceived as the combination of skills and knowledge with personal characteristics that make a leader. Geoghegan and Dulewicz (2008) observe that project leadership is part of a project managers competencies. In their mind â€Å"there is a recognition that an effective project manager possesses a combination of personal characteristics such as flexibility and competencies such as problem solving† (p. 59). Similarly, Crawford (2007:14) defined competence as â€Å"encompassing knowledge, skills, attitudes and behaviours that contributes to effective performance of a task or job role†. Turner and Mà ¼ller (2005) added that competence includes personal characteristics, knowledge and skills. A P roject managers competence therefore can be perceived as the combination of knowledge and skills and core personality characteristics that necessitate superior results (Crawford, 2007). Rees et al (1996) noted that effective project managers appear to be averagely intelligent and possess problem solving skill than non-effective project managers. Dulewics and Higgs (2003) identified four leadership performances which include cognitive, behavioural, emotional and motivational competencies. They went further to suggest that managerial performance is defined by three competencies which are intellectual (IQ) managerial skill (MQ) and Emotional (EQ) competencies. Again, they developed a leadership competence model with fifteen leadership competences in Table 4. These fifteen leadership dimensions were classified under three major leadership competencies of IQ, MQ and EQ. On their part Mà ¼ller and Turner (2007) found out that the ability to lead and technical knowledge are important aspects of project manager competence which are necessarily displayed based on the nature of a particular project. Geoghegan and Dulewiczs, (2008) findings suggests that there is a significant relationship between a project managers leadership competence and project success. Their research suggest that project managers who possess high problem solving acumen are better suited for the empowerment and development of their colleagues, while project managers who are high in managing resources will be effective in budgeting. Geoghegan and Dulewicz (2008) also indicated that managerial competence contributes most significantly towards successful projects, by influencing project team. Other research (Crawford, 2001: Crawford, 2007) have equally linked project managers leadership competencies to project success and has gone further to identify a project manager as a success fact or for projects. Under micro-social dimensions of project success, Kendra and Taplin (2004) identified project managers competence and skills as a success factor. Although as succinctly enunciated in reviewed literature, the project manager possesses some competencies which are a sine qua non for successful project delivery, there does not seem to be a clear cut consensus on what these competencies are, as different researchers have identified different competencies that make project leaders. Furthermore, most researchers could not come to terms with the study of Geoghegan and Dulewicz (2008) that there is any relation between a project managers competence and project success. The view of these researchers is that the use of right techniques and tools assures the achievement of successful projects (Crawford, 2007). This implies that project managers with their technical knowledge and emotional intelligent make no contribution towards the success of projects so far as the right tools are deployed in managing projects (Crawford, 2007). This is in line with some believes about project management as presented by Mà ¼ller and Turner (2007c) which are: the project managers competence with his leadership style is not a success factor on projects; secondly, any project manager is capable of managing any project. Similarly, going through the literature, Mà ¼ller and Turner (2007c:3) further stated that â€Å"the project success literature studiously ignores the project manager, and his or her competence or leadership style as a potential success factor on projects†. Furthermore, Anderson et al (1987) saw the importance of personal characteristics of a project manager like his