Word for word hearing Essay Example | Topics and Well Written Essays - 2500 words

Word for word hearing - Essay Example t terminals for nearly a year until a partial agreement was reached in April, and in Iraq, we’ve only recently begun to see that country tap the potential of it proven oil reserves which is the source of 90% of its budget but now that Iraq’s second largest city, Mosel, fell this week to Al-Qaeda affiliated Islamic state of Iraq, _ ISIL and the increase deterioration of the security situation in that country, there’s no telling what the future has in store for its energy sector. But that just highlights the problem; most of those countries relay heavily on the sale of oil or gas as their main driver for their economies and anything upsets the delicate balance can be extremely detrimental to their economic outlook and has the potential upend the global energy market. Then of course we have the recent discovery of large oil, natural gas sorry off the coast of Israel. This has huge implications for our friend and democratically the Jewish state of Israel because seemingly overnight, Israel has gone from energy dependent on some unreliable partners to now to now commanding a large sum of natural gas that can transform its relations with its neighbors. The instability of Egypt over the last few years, coupled with large energy subsidy providers to Egyptians, has seen overconsumption in Egypt and has harmed its energy outlook. Both Israel and Jordan had been reliant on gas from Egypt but now that Israel has the potential to export large sums of gas that Jordan needs, this could be an opportunity for those nations to strengthen their ties. Israel’s potential could also transform its relationship with Egypt and other Middle Eastern countries as they look for regional solutions to the energy needs. Yet Israel’s natural gas boom hasn’t just affected its relationship in the middle east and north Africa region, it is also seen a promising and expanding relationship with Greece and Cyprus. The recent discovery of large hydrocarbons in the east Mediterranean has

In the Line of Fire Essay Example for Free

In the Line of Fire Essay Author. Pervez Musharraf 3. Chapters 22 4. Pages 237 5. Price. Not Known 6. Year of Pub 2006 Introduction 7. With the publication of his memoir, In the Line of Fire, Pervez Musharraf has virtually launched his campaign for the next presidential election due towards the end of 2007. Through the medium of this book he intends to convey to the people of Pakistan what he has accomplished for his country, and to the world community, how he has endeavored to counter the forces of extremism and obscurantism that have brought bad name to Pakistan. About The Author 8. The title, In the Line of Fire, serves to project Musharraf’s image as a bold and courageous leader of a country beset by innumerable internal and external difficulties and threats. The idea is to make him appear as a man of crisis and saviour of the nation ,a leader who salvaged the sinking ship of Pakistan. SUMMARY Of THE BOOK 9. Divided into six parts and thirty-two chapters, In the Line of Fire contains a â€Å"Prologue† and an â€Å"Epilogue†. Inclusive of â€Å"Index†, the book is spread over three hundred and fifty-two pages, and contains several memorable photographs. 10. The book’s part one, â€Å"In the Beginning†, comprises chapters 1 to 5 and is devoted to Musharraf’s early life and youthful years. a. The chapter 1. Entitled same as Khushwant Singh’s famous novel, â€Å"Train to Pakistan†, opens with the words: â€Å"These were troubled times. These were momentous times. There was the light of freedom; there was the darkness of genocide. It was the dawn of hope; it was the twilight of empire. † (p. 11) Any student of English literature would immediately gather that the source of inspiration for this paragraph is Charles Dickens’ classic A Tale of Two Cities. Set in the background of the French Revolution, A Tale of Two Cities begins thus: â€Å"It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair . . . .† b. Chapter 2. The Chapter 2 â€Å"Settling in Karachi†, narrates the story of housing and other problems faced by Musharraf’s family in their new homeland. Representing the ordeal of nearly every Mohajir household, Musharraf states: â€Å"Other uprooted members of our family assorted aunts and uncles and cousins came to live with us. At one time there were eighteen of us living in those two rooms. † (p. 15) Ultimately, Musharraf’s family settles down, and he as â€Å"an uprooted little boy found earth that was natural to him. He took root in it forever. † (p. 18) There is the commitment emanating from the innermost depth of his heart: â€Å"I would protect that earth with my life. † (p. 8) This represents the crisis of Mohajir identity: preoccupation with the search for roots after having been uprooted, and a desire to monopolize patriotism. c. Chapter 3. In chapter 3, â€Å"Turkey: The Formative Years†, Musharraf talks about his adolescent years in that country where his father was posted in Pakistan’s embassy. It was here that he developed admiration for the founder of modern Turkey: â€Å"Wi th the fall of the Ottoman caliphate, Mustafa Kemal had saved Turkey from balkanization and modernized it by dragging it out of dogma and obscurantism. † (p. 9) Ataturk is the role model, Musharraf is in search of his footsteps but the terrain is entirely different. As if to prove that his family was not â€Å"obscurantist†, the author says, â€Å"Both my parents loved music and dancing, especially ballroom dancing,† (p. 20) He seems to be conscious of the controversy that was created by the photograph in which he was carrying two puppies, as he reminds, â€Å"My love of dogs began in Turkey. †(p. 24). d. Chapter4. The chapter 4. â€Å"Home†, describes his life back in Pakistan where first Musharraf’s family took residence in Nazimabad Block 3. Here â€Å"a boy had to be street-smart to survive. There were the inevitable street gangs, and needless to say, I joined one. Needless to say, too, I was one of the tough boys. † (p. 26). While living in this Mohajir neighbourhood, Musharraf relates with pride that he thrashed a bully and became known as a â€Å"dada geer† (p. 27). The discernable reader would not fail to observe the author’s mental affinity to the stuff from which the MQM was to emerge. Perhaps Musharraf feels that without reference to some love affairs the story of his youthful years would remain incomplete and barren. So one finds mention of a couple of superficial love affairs. e. Chapter5. The next chapter, â€Å"Leaving the Nest†, takes the reader to Musharraf’s college years where he got his first experience in public speaking as a candidate in the election for class representative. (p. 32) Musharraf also got introduced to Tariq Aziz who was destined to become his principal secretary after he became president and was later to be appointed secretary to the National Security Council. It was also in the FC College that he â€Å"learned how to make a time bomb, which I later used as a commando to good effect. (p. 33). f. Chapter 6. The part two, â€Å"Life in the Army†, chapter 6, â€Å"The Potter’s Wheel†, is devoted to the author’s life in Pakistan Military Academy (PMA). Musharraf is all praise for the PMA, and describes it as the best in the world (p. 41). This is the beginning of his lifetime love with the institution of the armed forces. Here one in cident took place that probably became significant in the future: â€Å"I was one of four candidates short-listed to go to Sandhurst, England, to complete my training, but another cadet, Ali Kuli Khan Khattak, was selected. He retired as a lieutenant general and chief of general staff when I became army chief, but I suspect that his retirement, which was optional, had more to do with disappointment at not becoming chief himself, which is perfectly understandable. † (p. 41) . A little circumspection and Musharraf could have skipped the mention of above incident. g. Chapter 7. In chapter 7, â€Å"Into the Fire†, Musharraf gives account of his valiant contribution to the India-Pakistan War of 1965, which earned him an award for gallantry. He could have earned two awards but due to certain act of indiscipline court-martial proceedings were to be taken against him, which were dropped as a reward for his performance in the war. The author is silent about the Operation Gibraltar and Operation Grand Slam that had provoked India to attack Pakistan in the early hours of September 6, 1965. His comments on the developments preceding the war would have enhanced the value of the book. h. Chapter 8. In chapter 8, â€Å"Life in the Fire†, Musharraf makes a lot of criticism of Z. A. Bhutto. In his zeal for Bhutto-bashing, Musharraf makes an absurd point that instead of becoming chief martial law administrator Bhutto could have reverted to the Constitution of 1956 with amendments to the clauses that pertained to East Pakistan. (p. 57) He conveniently ignores that Yahya Khan had done away with â€Å"One Unit† with effect from July 1, 1970, and elections for four separate provincial assemblies had been held in December 1970. i. Chapter 9. The chapter 9, â€Å"Living through the Dreadful Decade†, is primarily an indictment of the civilian facade, 1988-1999: Never in the history of Pakistan had we seen such a combination of the worst kind of governance or rather, a nearly total lack of governance along with corruption and the plunder of national wealth. During these eleven years, every army chief there were four of them eventually clashed with the prime minister. The head of the government invariably got on the wrong side of the president and the army chief. Ad vice to Nawaz Sharif or Benazir Bhutto fell on deaf ears, leading every time to a confrontation. † (p. 78). j. Chapter 10. In chapter 10, â€Å"From Chief to Chief executive†, Musharraf relates the story of his becoming the army chief and not â€Å"chief executive† of the country as the title wrongly suggests. This glaring mistake cannot be condoned in a book meant for high caliber audience. Musharraf gives some detail of the conflict between Prime Minister Nawaz Sharif on the one hand and President Farooq Leghari and Chief Justice Sajjad Ali Shah on the other. He accuses Nawaz Sharif of sending â€Å"his party goons to storm the Supreme Court building while the court was in session. . Chapter 11. In chapter 11, â€Å"The Kargil Conflict†, Musharraf gives his side of the Kargil story. He stresses that the Kargil operartion was just one in a series of moves and counter-moves at tactical level by India and Pakistan along the Line of Control in Northern Areas. (p. 87). According to him the Indians could have possibly used the reportedly increasing activities of the â€Å"mujahideenâ⠂¬  as a casus belli to launch operation against the positions of Pakistan armed forces. He states, â€Å"We knew that thousands of mujahideen, mostly indigenous to Indian-held Kashmir but also supported by freelance sympathizers from Pakistan, did operate against the Indian forces. † (p. 88) l. Chapter 12. The part three, â€Å"The Hijacking Drama†, chapter 12, â€Å"Plane to Pakistan†, contains detail of what happened on board flight PK 805, which was bringing Musharraf back to Karachi from Colombo. Musharraf accuses Nawaz Sharif of not allowing his flight to land in Karachi even if it had to be diverted to Bombay, Oman, Abu Dhabi or Bandar Abbas. The reason: â€Å"I had been dismissed and Ziauddin had been made the chief. Obviously, Nawaz Sharif did not want me around to counter his illegal action. † (p. 107) m. Chapter 13. In chapter 13, â€Å"The Conspiracy†, Musharraf charges Nawaz Sharif of staging a coup against him. According to Musharraf, â€Å"It was a gross misuse and misapplication of the law: you cannot summarily dismiss the army chief, a constitutional appointee, without giving him just cause and affording him due process. †(p. 109) n. Chapter 14 The chapter 14, â€Å"The Countercoup†, describes how the loyalists of Musharraf managed to thwart the alleged plan of Nawaz Sharif and removed him from power. . Chapter 15. In chapter 15, â€Å"Anatomy of Suicide†, Musharraf tries to explain why Nawaz Sharif took the decision to remove him. He refers to various irritants that had developed between him and the prime minister. He conjectures, â€Å"It could be that such affronts on my part made the prime minister realize his folly in selecting me for my position. He had probably thought that being the son of immigrant parents, I would acquiesce in his demands ___ that I would feel insecure and vulnerable and do his bidding. He couldn’t have been more wrong. . Chapter 16. In chapter 16, â€Å"Pakistan First†, Musharraf explains the reasons why he did not impose martial law repeating the earlier argument: â€Å"Our past experience had amply demonstrated that martial law damages not only military but also civilian institutions, because as the army gets superimposed on civil institutions the bureaucracy becomes dependent on army officers to make the crucial decisions that they themselves should be making. I therefore decided that there would be no martial law. †(p. 143). q. Chapter 17. The chapter 17, â€Å"The Quest for Democracy† makes a brief and superficial survey of constitutional developments, and government and politics in Pakistan. Here too Musharraf does not spare Bhutto: â€Å"Zulfikar Ali Bhutto masqueraded as a democrat but ruled like an autocrat. † (p. 159) Nawaz also becomes Musharraf’s target: â€Å" This time he had a brute two-third majority in the National Assembly and could bludgeon through any amendment to the constitution he wanted. He used his majority to silence dissent. He forced the army chief out of office. He attacked the press and arrested many journalists. And he had his party’s goons physically attack the Supreme Court. † (p. 162) r. Chapter 18. In chapter 18, â€Å"Putting the System Right†, Musharraf points out the flaws in Pakistan’s politico-constitutional setup, and discusses the measures that he has adopted to remove them. He primarily identifies two problems: â€Å"the absence of democracy at the grassroots level and the absence of effective checks and balances over the three power brokers of Pakistan: the president, the prime minister and the army chief. (p. 164) s. Chapter 19. In chapter 19, â€Å"Kick-Starting the Economy†, Musharraf presents a lot of figures to make the point that under his government there has been a revival of economy. What he conveniently ignores is the fact that since early 1990s Pakistan was facing sanctions whereas the actual starting point of revival was 9/11 when Pakistan became a US ally in its â€Å"war on ter ror. † And sanctions were lifted. It is yet to be seen if there has been any structural change in the economy or the present kick off is short-lived. The recent scandal concerning the sale of Pakistan Still Mills, the sugar crisis and uncontrollable inflationary trends are black spots on the management of Pakistan’s economy. The part five of the book deals with â€Å"The War on Terror†. t. Chapter 20. This part begins with chapter 20, â€Å"One Day that Changed the World†, an obvious reference to 9/11. During an important meeting at the Governor’s House, Musharraf received the famous phone call of the US secretary of state. He recalls, â€Å"Powell was quite candid: ‘You are either with us or against us. I took this as a blatant ultimatum. † (p. 201). u. Chapter 21. The chapter 21, â€Å"Omar and Osama†, contains details about Mulla Omar’s and bin Laden’s background and their worldview, and discusses the origin of the Taliban. Musharraf â€Å"suspects† that the United States did not disapprove of the Taliban phenomenon in the hope that they could bring peace to A fghanistan. (p. 211). v. Chapter 22. The chapters 22, â€Å"The War Comes to Pakistan†, 23, â€Å"Manhunt† and 24, â€Å"Tightening the Noose† are about the network and activities of Al-Qaeda and its allies in Pakistan. These chapters also contain the details of Pakistani agencies’ operations to break terrorist network in the country. Referring to Al-Qaeda members, Musharraf boasts: â€Å"We have captured 689 and handed 369 to the United States. We have earned bounties totaling millions of dollars. Those who habitually accuse us of ‘not doing enough’ in the war on terror should simply ask the CIA how much prize money it has paid to the government of Pakistan. † (p. 237).

A Critical Analysis Of Machiavellis The Prince Philosophy Essay

A Critical Analysis Of Machiavellis The Prince Philosophy Essay You have got to be cruel to be kind. Would this be an adequate summary of Machiavellis advice on cruelty? If so, why? If not, why? How does his advice on cruelty reflect his beliefs about politics? In the Prince, Machiavelli explores the world of governments and rulers and comes up with revolutionary ideas for a prince to acquire the leading position in the government and maintain his authority and leadership. However, the philosopher does not teach the ruler to be good and just; he aim is to provide the governor with practical applications of being a great prince but not a good one. Machiavelli focuses on evil features more because they would help to advance the power of the prince. In his book, it does not seem that an evil or cruel behavior is an unacceptable one, as he alters the moral vocabulary about vice and good. In the book, Machiavelli starts with his dedication to Lorenzo de Medici and finishes it with an assertion that Italy must revive and gain considerable power. Therefore, it is hard for me to judge if the philosopher was concerned with acquiring a better vocation or with genuine patriotic feelings that were expressed in his attempt to call for dramatic action. Y et, I will argue that in terms of Machiavelli a potential ruler has to pretend to be an old prince-the one that is familiar with the experiences of his predecessors-and act as if he is kind. This pretence makes a cruel prince a kind one and preserves his glory and prosperity of a state, which are supposed to be the aims of the ruler. In chapter fifteen, Machiavelli states that Many have imagined republics and principalities that have never been seen or known to exist in truth. For it is far from how one lives to how one should live. That he who lets go of what is done for what should be done learns his ruin rather than his preservation (p. 54). The passage hints to the Platos Republic, in which the he reports that the philosopher kings should govern society. The governors have to be good and just and they must help their subjects to maintain the purity of their souls and also be good. In the Prince, a ruler should read historical works, especielly for the light they shed on the actions of eminent men to imitate some eminent man, worthy of praise and glory (p. 51). However, Machiavelli is interested an actual truth of the matter and not the utopia of it. He compares a prince to a prophet, which does not necessarily mean that the he has divine knowledge; instead it gives them exceptional responsibilities like law m aking and shaping opinions that govern our lives. Thereby, Machiavellis prophetic prince has philosophers features as he tries to reform human opinion over the justice and evil; he acts as if he is good, but does not have to be good. To back up his conclusions, Machiavelli comes up with extreme examples such as Romulus and Cains murders of Remus and Abel respectfully. These murders were the fundaments of the societies and, therefore, the philosopher asserts that no good is possible without evil. Thus he redefines Platos ideas of the philosopher kings who approach pure reason to be good and just; instead, Machiavelli gives examples of extraordinary situations and draws the morality that would perfectly fit the situation. Also, he reforms the meaning of the word virtà ¹: a prince can act in an evil fashion, as fortune and circumstances [would] dictate (p. 23) in the chapter thirteen, he gives an example of the biblical story of David and Goliath. In the initial story, David is armed with a sling only; but, the philosopher also gives him a knife. This detail hints that the Gods promise is not enough and David would be safer with an additional secret weapon. This additional detail is a metaphor, which implies that the prince has to propagandize proper religious views; on the other hand, he has to use a certain extent of cruelty and be utterly self-reliant to achieve desirable outcomes. Self-realization, courage, and ruthlessness are the qualities that contribute to the effective exercise of power, which is a touchstone of political success. As Machiavelli puts it all the armed prophets conquered and the unarmed were ruined (p. 20). To describe the genuine prince, Machiavelli comes up with a metaphor of a beast. In chapter eighteen, he writes that there are two ways of contesting, the one by the law, the other by force; the first method is proper to men, the second to beasts; but because the first is frequently not sufficient, it is necessary to have recourse to the secondà ¢Ã¢â€š ¬Ã‚ ¦ it is necessary for a prince to understand how to avail himself of the beast and the man (p.62) Since in the Machiavellian theory the princes goal is to seek glory, the ruler has to be lucky. The luck or Fortuna is opposite to reason; it favors those who act or the brave. The Fortuna has to be mastered and, therefore, it requires a reservoir of force to master. Also, the deceit is, as Machiavelli puts it, a good quality. He exemplifies this with an Italian proverb Alexander never did what he said, Cesare never said what he did (p. 35). Following the winds of fortune, power, and deception, one would be conferred with glory. The p hilosopher is a pure consequentialist, as he justifies anything that is necessary to preserve the glory of his state and his own fame. The Machiavellian virtue is not the same with the Christian values. Thus, the duplicity of the prince and his behaviors are praised throughout the book and are perfectly excusable for the eventual purposes. To underline an exemplary behavior of the prince, Machiavelli gives an example of Cesares policies in chapter seven. When the duke had taken over the Romana, he found it had been commanded by impotent lords who had been readier to despoil their subjects than to correct them and had given their subjects matter for disunion, not union (p. 23). Cesare sends a lieutenant to that area who reduced it to peace and unity with the very greatest reputation for himself (p.23 ). However, Cesare did not want to have strong local government. Thus he set up court with wise civil authority that would judge and advocate each citizen from the lawlessness of his minister. And having seized this opportunity, he had emplaced one morning in the piazza in two pieces, with a piece of wood and a bloody knife beside him. He had him cut in two; the bloody knife and piece of wood beside him. Machiavelli concludes that the ferocity of this spectacle left the people at once satisfied and stupefied (p.23). The pri ncely virtà ¹ leaves people content and fooled. In chapter fifteen on the things for which man, and especially rulers, are praised or blamed, Machiavelli reflects on the very basic assertions of morality and virtues. He states that a ruler who wishes to maintain his power must be prepared to act immorally when this becomes necessary (p. 55). Thus the prince has to do what is generally done and not what he ought to do (p. 54). In other words, the chapter teaches the ways of not being good (in Platos meaning of the word). To affects the norms of everyday life, the prince had to learn how to manipulate the religion skillfully. In chapter eighteen, the philosopher states that the ruler has to be utterly religious. The prince should appear all mercy, all faith, all honesty, all humanity and all religion (p. 62) the pretence to be a genuine Christian is helpful for creating an appropriate public image; however, the actual practice of its values is evidently dangerous. In the Republic, Socrates states that it is better to be just then to seem just. The princes morale goes against the passage in the book, which teaches how to be good, as one cannot be good without being just. Considering the metaphor of the prince who reconciles a man and a beast, the man is a humble and submissive Christian, the beast in its turn is capable of performing courageous and bold actions. In Machiavellian opinion, Christianity should not constrain any political activity. The matters of government should be solely secular. The philosopher strives to create a new type of republic, which would deal only with practical issues and without asserting any transcendental moral law. As a scholar Steven Smith asserts, not only did Machiavelli bring a new worldliness to politics, he also introduced a new kind of populismà ¢Ã¢â€š ¬Ã‚ ¦ as Plato and Aristotle imagined aristocratic republics that would invest power in an aristocracy of education and virtue, Machiavelli deliberately seeks to enlist the power of the people against aristocracies of education and virtue. To maintain this kind of state, the republic has to have imperialistic ambitions and consequently be aggressive. Interestingly, the Machiavellian republic concerns only with practical worldly affairs; however, its the philosophers imaginary project or theoretical suggestion of his form of government. The new type of morality is a foundation for this reign. Thus, Machiavellian prince always has to pretend to be a man, but be a beast if needed. Altering the hypostasis, the brave ruler masters the fortune and gains glory for himself and his state. The philosophers morality asserts that the prince does not have to be good; instead he has to manage to be religious and pure on the public eye, but reasonably cruel and not always trustful in the reality. He justifies the actions of the ruler with the privileges one gets from the princes constant actions to maintain the prosperous state and peaceful sleep of the citizens. Thus the prince mixes his love for the good with the skillful cruelty. Machiavellian morale highlights that the good is only possible in the context of moral evil. This a clear break w ith Plato and the Christian values and, moreover, the philosopher seeks to set free the real politics from the ecclesiastical patronage. Thereby the prince uses religion for his benefit but does not allow himself to be used by it. One can see that Machiavellian authority is self-bestowed and not granted by ethereal forces. Machiavelli grants the rule with the knife he gives to David in one of his passages, signifying that the prince has to be more self-reliant then hoping for the otherworldliness help. In the Prince, a reader can access information that used to be not available to everyone. The philosopher gives the reader a chance to come to terms with the idea that the good in politics cannot exist without a certain extend of cruelty. Moreover, when this cruelty is adequately used, it becomes a virtue that sustains the well being of the state and makes the ruler glorious. Work cited: Machiavelli, Niccolo. The Prince. Cambridge: Cambridge University Press, 1988.   Ã‚  Ã‚  Ã‚  Ã‚  Print Plato. Republic. New York: Oxford Press, 1994. Print Smith, Steven. Machiavelli, the Prince:. Yale University.   Ã‚  Ã‚  Ã‚  Ã‚  2006. Open Yale Courses. Web. 26 Feb. 2010.   Ã‚  Ã‚  Ã‚  Ã‚  political-science/introduction-to-political-philosophy/content/sessions/   Ã‚  Ã‚  Ã‚  Ã‚  lecture10.html>.

Essays --

Introduction The law of contract can be states as the division of law that determines the condition whether a promise should be lawfully bind on the person who making it (Beatson et al., 2010). Contracts play a basis part in our everyday lives as well as for the businesses transactions (Lee and Detta, 2009). A contract defined as a voluntary agreement to exchange of promises, services, and things which can be enforceable by law (Lee and Detta, 2009). Besides, a contract also known as agreement where there is a legally binding contract between the parties, promisor and promisee (Lee and Detta, 2009). However, not all agreements become contract recognizable in law because there are parties who have no intention to create a legal relations or the agreement is offend against the law and is illegal (Lee and Detta, 2009). In Malaysia, the Contracts Act 1950 (Act 136) is the governing contracts and has been revised in 1974 (Lee and Detta, 2009). In contrast, English law applies by the virtue of Civil Law Act 1956 when the provisions are not complete or have no provisions to relating with a particular subject in the Contracts Act 1950 (Lee and Detta, 2009). The provisions in the Contracts Act 1950 must prevail when some of the provisions are different from the English Law (Lee and Detta, 2009). Furthermore, after 7th April 1956, any developments or changes in English Law will not be binding on the courts of states in Peninsular Malaysia but it not included in states of Penang, Malacca, Sabah, and Sarawak (Lee and Detta, 2009). Question One Roland is a businessman selling of expensive cars. One day, he mistakenly placed a notice on one car by stating that it was sale for RM 10,000 where in fact, the real price was RM 30,000. Bernie, Kat... ...he Malaysian laws as we might enter into contracts at any point of time in our everyday life. By doing and completing this assignment, it helps me to gain a better understanding in the elements and principles of Law of Contract as what is the laws trying to do in response to specific issues or situations. For example, there is no legal contract between the parties until an offer is accepted, and offeree or offeror may reject or revoke an offer before acceptance takes place. Furthermore, I also get to know and understood on the employee’s rights and duties, the meaning of wages, laws and procedures which apply on an employee’s dismissal based on Employment and Labour Laws. Therefore, it is important for us to understand about the Malaysian Contract Law and Malaysian Employment and Labour Laws as it may be helpful for us in future either in our careers or daily life.

Bioportal Ch. 2 Study Guide

1. Polar molecules A. have bonds with an unequal distribution of electric charge. B. must form ions in water solution. C. have bonds with an equal distribution of electrical charge. D. have bonds with an overall negative charge. E. have bonds with an overall positive charge. Correct See Section 2. 2: How Do Atoms Bond to Form Molecules? Points Earned:1/1 Correct Answer:A Your Response:A 2. Hydrocarbons are _______ and _______, whereas salts are _______ and _______. A. nonpolar; hydrophobic; polar; hydrophilic B. nonpolar; hydrophilic; polar; hydrophobic C. polar; hydrophilic; nonpolar; hydrophobic D. polar; hydrophobic; nonpolar ; hydrophilic E. None of the above Correct See Section 2. 2: How Do Atoms Bond to Form Molecules? Points Earned:1/1 Correct Answer:A Your Response:A 3. The pH of coffee is close to 5 and that of pure water is 7. This means that A. coffee is more basic than water. B. water is more acidic than coffee. C. the H+ concentration of coffee is seven-fifths that of water. D. the H+ concentration of water is one-one hundredth that of coffee. E. the H+ concentration of water is one-hundred times that of coffee. Correct See Section 2. 4: What Makes Water So Important for Life? Points Earned:1/1 Correct Answer:D Your Response:D 4. Which of the following statements best describes the difference between an element and a molecule? A. An element is composed of atoms; a molecule is not. B. An element is composed of only one kind of atom; molecules can be composed of more than one kind of atom. C. An element is unstable; molecules are stable. D. Elements always have lower atomic weights than molecules. E. Elements exist in nature only as parts of molecules. Correct See Section 2. 1: How Does Atomic Structure Explain the Properties of Matter? Points Earned:1/1 Correct Answer:B Your Response:B 5. Solid salt, NaCl, is neutral. When dissolved in water, NaCl A. remains as NaCl (does not dissociate). B. dissociates to form Na– and Cl+. C. dissociates to form Na+ and Cl– ions that do not interact with water molecules. D. dissociates to form Na+ and Cl– ions that interact with water molecules. E. does not dissociate, but interacts with water molecules. Correct See Section 2. 2: How Do Atoms Bond to Form Molecules? Points Earned:1/1 Correct Answer:D Your Response:D 6. Why is the pH of a 0. 1 M solution of acetic acid in water higher than that of a 0. 1 M solution of HCl in water? A. HCl is a weaker acid than acetic acid. B. The acetic acid does not fully ionize in water, but HCl does. C. HCl does not fully ionize in water, but acetic acid does. D. Acetic acid is a better buffer than HCl. E. Acetate (ionized acetic acid) is a strong base. Correct See Section 2. 4: What Makes Water So Important for Life? Points Earned:1/1 Correct Answer:B Your Response:B 7. The reactivity of an atom arises from the A. energy difference between the s and p orbitals. B. potential energy of the outermost shell. C. average distance of the outermost shell from the nucleus. D. um of the potential energies of all electron shells. E. existence of unpaired electrons in the outermost shell. Correct See Section 2. 2: How Do Atoms Bond to Form Molecules? Points Earned:1/1 Correct Answer:E Your Response:E 8. Covalent bond formation depends on the ability of atoms to A. share electrons with other atoms. B. donate electrons to other atoms. C. receive electrons from other atoms. D. Both a and b E. All of the above Correct See Section 2. 2: How Do Atoms Bond to Form Molecules? Points Earned:1/1 Correct Answer:A Your Response:A 9. Which of the following structures molecules is incorrect? A. CH3—NH3 B. CH2=CH2 C. CH3—NH2 D. CH3—NH3+ E. CH3—CH3 Correct See Section 2. 3: How Do Atoms Change Partners in Chemical Reactions? Points Earned:1/1 Correct Answer:A Your Response:A 10. What property of water contributes most to the ability of fish in lakes to survive very cold winters? A. Water is cohesive. B. Water has a high heat capacity. C. Frozen water is more dense than liquid water. D. Frozen water is less dense than liquid water. E. Water forms hydrogen bonds. Correct See Section 2. 4: What Makes Water So Important for Life? Points Earned:1/1 Correct Answer:D Your Response:D 1. Water is essential to life. Which of the following physical properties of water affect(s) life in some beneficial way? A. Cohesiveness B. High heat capacity C. High heat of vaporization D. Ice is less dense than liquid water E. All of the above Correct See Section 2. 4: What Makes Water So Important for Life? Points Earned:1/1 Correct Answer:E Your Response:E 12. Which o f the following interactions between atoms is the strongest? A. Hydrophobic B. Ionic C. Covalent D. van der Waals E. Hydrogen bonds Correct See Section 2. 2: How Do Atoms Bond to Form Molecules? Points Earned:1/1 Correct Answer:C Your Response:C 13. Given that Avagadro's number is 6. 02 ? 1023, how many molecules of KCl would there be in 10–13 liter of a 1 M KCl solution? A. 6. 02 ? 1036 B. 6. 02 ? 1010 C. 6. 02 ? 10–10 D. 6. 02 ? 103 E. 6. 02 ? 1013 Correct See Section 2. 4: What Makes Water So Important for Life? Points Earned:1/1 Correct Answer:B Your Response:B 14. For a covalent bond to be polar, the two atoms that form the bond must have A. differing atomic weights. B. differing numbers of neutrons. C. differing melting points. D. differing electronegativities. E. similar electronegativities. Correct See Section 2. 2: How Do Atoms Bond to Form Molecules? Points Earned:1/1 Correct Answer:D Your Response:D 15. Which of the following statements about chemical reactions is false? A. They occur when atoms combine or change their bonding partners. B. Energy may be created or destroyed in a chemical reaction. C. Reactions may go to completion. D. Changes in forms of energy may accompany chemical reactions. E. The products of a chemical reaction are formed from the reactants. Correct See Section 2. 3: How Do Atoms Change Partners in Chemical Reactions? Points Earned:1/1 Correct Answer:B Your Response:B 16. Propane (CH3—CH2—CH3), is considered a nonpolar molecule because A. it does not contain oxygen. B. carbon and hydrogen have similar electronegativities. C. it is a gas. D. it is flammable. E. it forms hydrogen bonds. Correct See Section 2. 2: How Do Atoms Bond to Form Molecules? Points Earned:1/1 Correct Answer:B Your Response:B 17. Isotopes of an element A. are always unstable and radioactive. B. have different numbers of protons. C. have the same atomic weight. D. have different numbers of neutrons. E. have different numbers of electrons. Correct See Section 2. : How Does Atomic Structure Explain the Properties of Matter? Points Earned:1/1 Correct Answer:D Your Response:D 18. An element that contains ten protons and ten electrons is likely to A. form covalent bonds with another element. B. form ionic bonds with another element. C. be chemically inert (stable). D. be radioactive. E. be toxic. Correct See Section 2. 2: How Do Atoms Bond to Form Molec ules? Points Earned:1/1 Correct Answer:C Your Response:C 19. Rank the elements carbon (C), hydrogen (H), oxygen (O), and phosphorus (P) in decreasing order of the number of covalent bonds they usually form. A. C ; P ; N ; O ; H B. P ; O ; C ; N ; H C. P ; C ; N ; O ; H D. P ; C ; O ; N ; H E. P ; C ; O ; H ; N Correct See Section 2. 2: How Do Atoms Bond to Form Molecules? Points Earned:1/1 Correct Answer:C Your Response:C 20. The molecular weight of acetic acid is 60. How many grams of acetic acid would be required to prepare 10 ml of a 0. 001 M (1. 0 mM) solution? A. 6. 0 B. 0. 6 C. 0. 0006 D. 0. 06 E. 0. 006 Correct See Section 2. 4: What Makes Water So Important for Life? Points Earned:1/1 Correct Answer:C Your Response:C

How to Use the Z.TEST Function in Excel

How to Use the Z.TEST Function in Excel Hypothesis tests are one of the major topics in the area of inferential statistics. There are multiple steps to conduct a hypothesis test and many of these require statistical calculations. Statistical software, such as Excel, can be used to perform hypothesis tests. We will see how the Excel function Z.TEST tests hypotheses about an unknown population mean. Conditions and Assumptions We begin by stating the assumptions and conditions for this type of hypothesis test. For inference about the mean we must have the following simple conditions: The sample is a simple random sample.The sample is small in size relative to the population. Typically this means that the population size is more than 20 times the size of the sample.The variable being studied is normally distributed.The population standard deviation is known.The population mean is unknown. All of these conditions are unlikely to be met in practice. However, these simple conditions and the corresponding hypothesis test are sometimes encountered early in a statistics class. After learning the process of a hypothesis test, these conditions are relaxed in order to work in a more realistic setting. Structure of the Hypothesis Test The particular hypothesis test we consider has the following form: State the null and alternative hypotheses.Calculate the test statistic, which is a z-score.Calculate the p-value by using the normal distribution. In this case the p-value is the probability of obtaining at least as extreme as the observed test statistic, assuming the null hypothesis is true.Compare the p-value with the level of significance to determine whether to reject or fail to reject the null hypothesis. We see that steps two and three are computationally intensive compared two steps one and four. The Z.TEST function will perform these calculations for us. Z.TEST Function The Z.TEST function does all of the calculations from steps two and three above. It does a majority of the number crunching for our test and returns a p-value. There are three arguments to enter into the function, each of which is separated by a comma. The following explains the three types of arguments for this function. The first argument for this function is an array of sample data. We must enter a range of cells that corresponds to the location of the sample data in our spreadsheet.The second argument is the value of  ÃŽ ¼ that we are testing in our hypotheses. So if our null hypothesis is H0:  ÃŽ ¼ 5, then we would enter a 5 for the second argument.The third argument is the value of the known population standard deviation. Excel treats this as an optional argument Notes and Warnings There are a few things that should be noted about this function: The p-value that is output from the function is one-sided. If we are conducting a two-sided test, then this value must be doubled.The one-sided p-value output from the function assumes that the sample mean is greater than the value of  ÃŽ ¼ we are testing against. If the sample mean is less than the value of the second argument, then we must subtract the output of the function from 1 to get the true p-value of our test.The final argument for the population standard deviation is optional. If this is not entered, then this value is automatically replaced in Excel’s calculations by the sample standard deviation. When this is done, theoretically a t-test should be used instead. Example We suppose that the following data are from a simple random sample of a normally distributed population of unknown mean and standard deviation of 3: 1, 2, 3, 3, 4, 4, 8, 10, 12 With a 10% level of significance we wish to test the hypothesis that the sample data are from a population with mean greater than 5. More formally, we have the following hypotheses: H0: ÃŽ ¼ 5Ha:  ÃŽ ¼ 5 We use Z.TEST in Excel to find the p-value for this hypothesis test. Enter the data into a column in Excel. Suppose this is from cell A1 to A9Into another cell enter Z.TEST(A1:A9,5,3)The result is 0.41207.Since our p-value exceeds 10%, we fail to reject the null hypothesis. The Z.TEST function can be used for lower tailed tests and two tailed tests as well. However the result is not as automatic as it was in this case. Please see here for other examples of using this function.

Robby Gamble Essays (940 words) - Education, Liberal Arts Education

Robby Gamble Essays (940 words) - Education, Liberal Arts Education Robby Gamble Professor Kelly English 1102-024 16 February 2017 Rhetorical Analysis In modern America, many feel that college is to serve as a stepping stone on the path of development, and many believe that college is a bulletproof post-secondary plan that will guarantee a career upon completion, however in many situations that is not the case. In his article "Are Too Many People Going to College? (2008) " , Charles Murray, a W.H. Brady Scholar from the American Enterprise Institute, discusses the flaws of the American post-secondary education sy stem, and refutes common misconc ep t io ns about it to prove too many people are going to college , an d further open a discussion to i mplem e nt change to the American post-secondary education system. Murray's article is divided into 8 sections , in which he tackles different points, but when looking at the work , it can be separa ted into 3 sub arguments : Liberal E ducation, Structural Changes to Residential Colleges , and The Results of Normalizing Bachelor's Degrees. In the liberal education section of Murray's argument , he discusses the importance of liberal education in social development and function in society. Murray believes "Full participation in any culture requires familiarity with a body of core knowledge (Murray 235) ", and "This core knowledge is an important part of the glue that hold the culture together (235) ." Murray's beliefs are based upon E. D. Hirsch Jr.'s book Cultural Literacy: What Every American Needs to Know , in which he suggests the best time to learn this body of core knowledge is during elementary and middle school. Murray discusses the guidelines College Board researchers use to determine "college readiness" to post the question "Should all of those who do have academic ability to absorb a college-level liberal education get one (238)? " In order to answer this question, he exemplifies a young woman in the 98 th percentile of academic ability. Ultimately, he conc ludes that "dealing with complex intellectual material is what students in the top few percentiles are really good at , in the same way that other people ar e really good at cooking or making pottery" Li beral education in college has much depth, and would pose a challenge to students that do not find joy in spending hours reading intellectual works and testing their knowledge of these works. I support Murray's stance on liberal education. His overall argument that liberal education on a collegiate level is not for everyone is accurate, and while a college education in liberal arts may produce more cultured people, the fact of the matter is students are more likely to excel in careers in which they have compassion. Upon completing the liberal education portion of his argument he shifts his focus into the structure of "the Four-Year Brick-and-Mortar Residential College". Murray takes notice of the way advances in technology have altered the structure of colleges. Throughout the history of universities in the United States , proximity has always played a major role . Before the major expansion of the internet in the 1990' s , living at university for four years was a standard method of obt aining the knowledge and social skills necessary to excel not only in a degree program, but also in a career of ch oice. Because of relatively recent advances in technology, the structure of classrooms has changed. Sitting in front of a teacher to intake information is not the only option. We live in a time of flexibility. "The two-year community college and online courses offer more flexible options for tailoring course work to the real needs of [jobs] (242) , " and Murray even beli eves because of technological advances, academic hubs such as a universities library is on the verge of extinction. While some of changes may seem negative " [the advantages of physical proximity] depends mostly on the personality of the scholar (243) ." To conclude his argument , Murray discusses the value of a bachelor's degree . and the results of normalizing bachelor's degrees . Through the last section of his argument Murray exemplifies a high school graduate seeking to be either an electrician or pursue

Touch Football Analysis Essay Essays

Touch Football Analysis Essay Essays Touch Football Analysis Essay Essay Touch Football Analysis Essay Essay Touch football involves the usage of all three energy systems which are the ATP-CP system. Lactic Acid system and the Aerobic system. ATP shops are to the full replenished after 2-3 proceedingss or 50 % can be replenished after 30 seconds. The ATP-CP system is anaerobiotic which means there is no O nowadays and is a consequence of the dislocation of creatine phosphate. It is preponderantly used in activities which are high strength and last for up to 10 seconds. There are no fatiguing by merchandises nevertheless ATP production is really limited. The lactic acid system is besides anaerobiotic nevertheless it lasts for around 90 seconds. It is the consequence of glucose being converted into lactic acid. Lactic acid is a fatiguing by merchandise that builds up in the organic structure after vigorous exercising and which force an jock to decelerate or halt their activity. The concluding energy system is the aerophilic system. This is the production of energy from the dislocation of saccharides and fats utilizing O. This system is used for low strength activities of a long continuance. The bi-products of this system are H2O. C dioxide and heat nevertheless they are non tiring which is why the aerobic system is efficient for long continuance and endurance events. A game of touch requires the usage and interplay of all three energy systems ; ATP-CP. Lactic Acid and Aerobic systems. The organic structure at the same time uses an energy system as there are many accomplishments in touch that are of different strengths and continuance. For approximately the first 2 proceedingss of the game. the strength is submaximal as participant 1 is acquiring into place. It can be seen on the bosom rate proctor graph that there is a little addition in bosom rate bespeaking a little addition of strength from walking to a visible radiation jog which can be shown in the tabular array. The organic structure is able work aerobically at this point as there is sufficient O to run into the demands of the activity. The bosom rate proctor shows at point A that there is a steep slope of participant 1’s bosom rate. This was caused by a series of contrivances. dashs and side which increased the bosom rate at 3 proceedingss into the game. As these activities are of a higher strength and in such a short infinite of clip. it creates an O shortage. Because of this O shortage. the organic structure has to now use the ATP-CP system. However. the ATP-CP system is merely fleeting. enduring for 10 seconds. and therefore its shop becomes largely used up. The lactic acid system so becomes the more dependent energy system. 5 proceedingss into the game the bosom rate graph shows a little tableland which indicates that participant 1 was working at maximum strength. It is merely possible to work near to this threshold for a limited clip therefore strength must drop doing the bosom rate to take down. Player 1 was involved in a series of dashs. contrivances and side stepping every bit good as playing the ball and passing. These are all high strength activities which have caused the addition of bosom rate on the graph. After the first 5 proceedingss of the game. participant 1 is substituted away. At this point. Excess Post-Exercise Oxygen Consumption ( EPOC ) takes topographic point. EPOC allows the aerophilic system to refill ATP-CP shops and resynthesises lactic acid. The first phase of EPOC is called alactacid and restores ATP-CP. This procedure happens rapidly in merely 30 seconds and is of import as the ATP-CP system is really of import in a game of touch. After being substituted back on. participant 1 will hold had full shops of ATP-CP. The same can be said for points C and D nevertheless at point D. exercice has ceased and a full EPOC can take topographic point. The first phase of EPOC is the alactacid constituent which involves the Restoration of ATP and CP shops and O. This procedure takes 2-3 proceedingss. The 2nd portion is the Lactacid constituent and involves the remotion of lactic acid and refilling of animal starch. Full recovery may take up to 90 proceedingss. A warm down should hold been done by the jock to rush up the remotion of lactic acid every bit good as forestalling blood pooling. leting skeletal musculuss to oxidize and to maintain blood circulation elevated. 4: There are legion tactics used in touch football to out play the other squad which can be done by using each of the three energy systems. . Many of these tactics involve utilizing the cognition of the energy systems to an advantage. One maneuver used by many squads is to run at the same guardian invariably while assailing so that. that participant will go exhausted and as a consequence. will non be able to run as fast or acquire back into place in clip. This will open up spreads in the other team’s defense mechanism line and will make an country for a squad mate to run through. By pin indicating one participant they will hold to run backwards for a few dramas which will last for over 10 seconds and as a consequence the participant will hold depleted their ATP-CP system. This doesn’t let the guardian to refill ATP-CP shops before each touch. coercing them to preponderantly utilize their lactic system to synthesize energy. The Lactic acid system produces the tiring byproduct lactic acid which causes the participant to pall. As a consequence the guardian will non be able to react as rapidly and make a spread in the defensive line that the herd can run through. After executing a maximum attempt as a herd. participant 1 should be shifted to the flying where less intense and frequent activity occurs. This is where positioning becomes a great tactic and will let for the aerophilic system to be predominately used to reconstruct ATP-CP every bit good as resynthesise lactic acid. Following this. participant one should be substituted off to let ATP-CP shops to refill 50 % . Another great maneuver is to utilize the replacements sagely. When doing a replacement it is smarter to do the alteration when your squad is assailing to avoid any defensive spreads for the other squad to run through. While in an assaultive drama. the participants that are fatigued should float closer to the bench so that speedy permutations can be made. A tactic would affect altering 3-4 participants at one clip to hold a rested squad on the field and to besides confound the oppositions as to who they are supporting. The participants that have merely been rested should hold a full ATP-CP system which is good to rule the drama. 5: Touch involves the combination of many fitness constituents. nevertheless. it is clear from set abouting a game’s analysis that some have more of an impact on the game than others. Agility is defined as the ability to alter way rapidly and accurately while keeping balance which is decidedly a chief facet of the athletics. A GPS tracker was placed on a pupil to map his running during a touch game and the consequences show many crisp bends and running that isn’t in a consecutive line. It is clear from the map of the tracking device that legion crisp alterations of waies were required during the game. There were a sum of 10 contrivances. 12 dashs and 16 occasions where participant 1 had to side measure. All of these accomplishments required some signifier of sudden alteration of way. It is an indispensable portion of touch to be able to forge one way. doing your opposition to switch their Centre of gravitation. and so rapidly alter way into a spread. Besides. dodging and weaving in between participants is necessary. Speed is defined as how rapidly a organic structure portion can be put into gesture or the velocity of contraction. This is necessary in touch football as a batch of fast motions and sprinting is required to maintain up with drama. to run past oppositions or gimmick oppositions. The game is played at a fast gait to seek and catch the guardians out of place or off guard and to do it easier to acquire past them. Cardio-respiratory endurance is a cardinal constituent to the game of Touch as it is the capacity of your bosom. blood vass and lungs to work expeditiously to present O during uninterrupted activity. Age. genetic sciences. and physical conditioning all play a function in an individual’s cardiorespiratory endurance. With an enhanced ability to take in O and present it to working musculuss. the musculuss are able to go on activity longer without weariness. 6: Cardio-respiratory endurance is of import in many athleticss and is something that many jocks should better. Two developing methods that could be used to better this are Fartlek and Interval preparation. Both manners of preparation are utile and specific to many squad athleticss including touch football as they are similar to the type of work done in a game. Interval developing involves jumping periods of activity with periods of remainder and can be categorised by short. intermediate or long interval preparation. Short interval preparation develops power. intermediate develops lactic acerb tolerance and long develops aerophilic power. To aim the ATP-CP system the work to rest ratio should be 1:3/1:25. to aim the Lactic acid system it should be 1:2/1:3 and for the aerophilic system it should be 1:1. Fartlek preparation is considered to be a mixture of interval and uninterrupted preparation. This is achieved by making a uninterrupted activity and integrating random explosions of velocity or addition of strength. Both types of preparation should integrate the preparation rules which include progressive overload. fluctuation. specificity. individualism. recovery. decreasing returns. frequence. continuance. strength and reversibility. Progressive overload is the construct of gradual increasing the demand to do betterments. If the preparation burden remained unchanged. no farther betterments in fittingness would happen. This can be applied to fartlek preparation and interval preparation by increasing the figure of times an activity is done or at what strength it is done. For illustration if the fartlek preparation was to ramble on for one minute and dash for 5 seconds. the spring can be increased to 10 seconds. In interval developing the repeats could be increased. Variation should be included into both developing methods to non merely do betterments in fittingness. but to besides to guarantee the jock remains psychologically focused and motivated. To guarantee maximum betterment is achieved by the person. all rules should be considered when making a preparation plan.

Transnational Corporations Essay Example | Topics and Well Written Essays - 3000 words

Transnational Corporations - Essay Example Basically, TNCs' aggregate yearly sales would correspond to or are greater than the annual gross domestic product (GDP) of most countries. A classic example would be Itochu Corporation's sales which exceed the gross domestic product of Austria, while those of Royal Dutch/Shell run parallel with Iran's GDP. Together, the sales of Mitsui and General Motors are greater than the GDPs of Denmark, Portugal, and Turkey combined, and US$50 billion more than all the GDPs of the countries in sub-Saharan Africa (UNCTAD 1994). Because of their considerable size, TNCs are likely to control and dictate in industries where output and markets are oligopolistic, or converged in the hands of a comparatively small number of firms. The top five car and truck manufacturers are responsible for nearly 60% of motor vehicles' global revenues. The five leading oil companies account for over 40% of the industry's world market share (The Economist 1993). TNCs' operations cover the whole world; however, they are based for the most part in Western Europe, North America, and Japan. The Swiss electrical engineering giant ABB has facilities in 140 nations, while Royal Dutch/Shell digs up for oil in 50 countries, conducts refining activities in 34 homelands, and markets its products in 100 nation states. Offices of the US food processing firm H.J. Heinz cover six continents and Cargill, the US's largest grain company operates in 54 countries. Britain's major chemical firm ICI has manufacturing operations in 40 nations and sales affiliates in 150 countries (Hoover 1993). The term transnational corporation means a "for-profit enterprise" which is explicitly identified by two salient features -- 1) engages in enough business activities -- including sales, distribution, extraction, manufacturing, and research and development -- outside the country of origin so that it is dependent financially on operations in two or more countries; 2) management decisions are made based on regional or global alternatives (Hadari 1973). In essence, transnational corporations are recognised as prime components of capitalism and a most important conduit of globalisation. Globalisation, TNCs and Host Governments In this age of frenetic globalisation, the transnational corporation is indisputably the free markets' first-class and "untouchable" agent. Economically, these corporate giants dwarf the resources of many developing countries and evidently such status can be attributed to its extraordinary capacity and swift faculty to create wealth. Dubious however, is its reputation as an economic distributor, as a democratic contributor, and as a supporter of human rights in general (Letnes and Westveld 2004). These issues are specifically debatable in developing countries where some view the transnational corporation as a vehicle of development while others see it as nothing but a neo-colonial tool of exploitation. Interaction is Motive-Dependent In the face of contradictory motivations and intentions and the fact that TNCs overshadow many of the smaller economies in bargaining power (Evans 1985, 216-21; Walters and Blake 1992, 124), TNCs engage in positive dialogues with host countries economic and social conditions (especially in the sphere of human rights) -- out of either a genuine sense of social responsibility or out of respect for the market force of the spotlight phenomenon

Public Policy Agenda Essay Example | Topics and Well Written Essays - 4500 words

Public Policy Agenda - Essay Example Agenda setting mark the primary step towards finding solutions to life problems. Evidently, the world is full of many public problems. This ranges from social challenges, public intrusion to health complications. All these challenges require both human intervention and political interception; however, in many instances viable answers fail to appear. In such instances, agenda setting remains the most viable option for solutions. Many organizations within or outside the government rely on agenda setting for solutions. Agenda setting is the ability to prioritize issues based on importance. The prioritization and opportunity cost incurred during decision make agenda setting a key recipe in public problems. It, however, is important to note that agenda setting does not give an overall look at a public problem but an integrated approach. Notably, the government has a sole role of providing and guaranteeing services for the public both at the present and the future. In many instances, some problems fail to appear in the government’s radar due to many reasons. To start with is the fact that government decisions are based on importance, priority and magnitude of problems. As a result, diseases that affect a limited magnitude of people cannot get attention as compared to a serious disease that spread and affects many people. In addition, government decisions and agenda setting remain based on interest and economic benefit various decisions derive to the public. A feeder road within the village cannot be considered before tarmacking a road leading to an industrial area. As a result, the feeder road may not appear or acquire the government’s attention although it is a problem. There are different kinds of agendas based on role, arrangement and results. Traditional agenda according to the Roberts rule of order puts items in order

Vocational Ministry Paper Research Example | Topics and Well Written Essays - 1500 words

Vocational Ministry - Research Paper Example This good progress has suffered in recent times however, from a growing lack of funds to provide the extra accommodation and equipment that these students need. Financial crisis at Federal government level has seen budgets cut, while schools have to jump over more and more complex hurdles to achieve compliance with any number of new rules. This paper explores this issue of the lack of funding for special educational needs, showing how students’ theoretical rights are not being respected, and what the consequences of this are. It examines the reasons why funding is not forthcoming, and what responses have already been tried. Finally it suggests a creative Christian response to the problem through building closer local linkages between churches and schools. The theoretical rights of students with special needs Most people, if asked directly what they think of special needs education, would support the idea that children should be educated according to their actual needs. There i s no problem with the idea of providing this service and all public schools no doubt have every intention of delivering this to best of their ability. There is, an issue, however, which colors the debate on how best to deliver the rights that children with special needs have for an education tailored to their specific situation: â€Å"Many of the debates circulating around the concept of inclusion focus less on the children and more on ideology, legal issues or practical ramifications involved. At the heart of much of this discussion lies the issue of money: to what extent is special education defined, or even driven, by financial considerations?† (Osgood, 2008, p. 127) The tighter the financial situation is, the more people push special needs to the edge, and this is the problem that needs to be addressed. The actual deficit in the delivery of students’ rights It is very difficult to measure the extent of student special educational needs, or the level of the gap betw een what is required and what is actually delivered. One of the reasons for this is that the definition of this category has not been constantly applied over time and across the different states of America. Other reasons include the fact that some special educational needs are more difficult to identify than others, and some vocal pressure groups demand more resources for selective types of educational need (Farrell, 2012). In my experience there is a good system in place for special needs, but the biggest problem is caused by delays in moving from one stage of the process to the next. If a student is diagnosed as needing a particular intervention, or access to particular accommodation, or tuition from a particular member of staff, very often there is simply not the capacity to provide what everyone agrees is necessary. The aspirations of the system cannot be delivered because the funds are capped but the student diagnoses are not. Consequences of the lack of resources for students and for schools The consequences of the lack of resources for students can be very serious indeed. Students only have a limited amount of time in each grade, and every week that passes while they wait for whatever service they need is a precious learning opportunity that has been lost. I have witnessed many parents in tears because schools cannot provide their child with suitable

Article Critique Example | Topics and Well Written Essays - 1500 words

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Workplace Human Resource Essay Example | Topics and Well Written Essays - 2250 words

Workplace Human Resource - Essay Example Hence, this department is only responsible for managing the existing employees within the business. Credit Union Bank has a corporate HR department responsible for the implementation and development of different aspects of human resource management, including hiring, talent management, change management, organizational performance, learning and development, employee engagement, benefits, compensations, diversity and inclusion, employee relations, and so forth, However, the local branch I work for has its local HR department. Basically, the HR department in my branch of the bank is responsible for the same things the corporate one is. However, of course, the amount of work and the scale of responsibilities differ significantly. While the corporate department is more focused on the long-term goals of the whole chain of banks, the local HR department in my branch is more concerned about such aspects of work as getting the best-fit candidates for vacant positions, keeping under control the relationships between the employees in the workplace, giving feedback on the achievements and performance of the employees, and designing compensation and bonus systems. Since the branch I work for is relatively small, the local HR department is represented by one single person. Regardless of the fact that our bank branch is not big, to my point of view, it is hardly possible for one person to cover all the responsibilities and duties an HR manager is supposed to cover. Proceeding from this, it becomes clear why some HR-related problems regularly occur in my workplace.

Religion in Society Essay Example | Topics and Well Written Essays - 750 words

Religion in Society - Essay Example It is important to note however, that the sociology of religion should not be confused with the philosophy of religion as the latter does not look into the claims of religious beliefs. Since not all religions are the same, one will always find religion in some way, shape, or form even in the most primitive of human societies. It is become of these various forms of religion that sociologists have recognized the need to study its relation to the development of our society in general (Crossman, Ashley, â€Å"Sociology of Religion†). Therefore when one speaks of the study of the sociology of religion, he means the study of the religion as a belief and social institution. The study of religion in relation to our society is quite important because religion is not merely an individualized belief system, it is one of the oldest standing social institutions around. It is a method that helps shapes the society that we live in by offering a specific social pattern for those with the same beliefs to follow. The reason that these people follow specific teachings and learning from the religion is because religion seeks to answer some questions that man has about his existence and his role in society. It is this gray area of religion that has sociologists asking questions about it. Questions such as (Crossman, Ashley, â€Å"Sociology of Religion†): How are religious beliefs and factors related to other social factors like race, age, gender, and education? How are religious institutions organized? How does religion affect social change? What influence does religion have on other social institutions, such as political or educational institutions? By understanding how religion has a direct effect on our society, sociologists can further understand the mindset of a society that is based upon a belief system that varies far and wide in relation to its population. They come to unravel the secrets of human society in relation to religious beliefs and organizations that manages to influence social change when necessary. However, unlike regular sociology, religious sociologists do not use mathematical or statistical data for their interpretation. Rather, they base their studies upon interviews with religion members, organizational leaders, and observation of vari ous religious services. Due to the many choices afforded to individuals in terms of religious freedom, it is important to understand the individual rational behind a person's choice of religion. This freedom of choice is believed to be based upon the Rational Choice Theory. By definition, the rational choice theory is based upon the belief that (Hak, Durk H. â€Å"Rational Choice Theory†): Scientific (macro)problems have to be solved at the level of individuals (acting purposively). The hard core consists of an empirical generalization—some would say axiom—stating that individuals choose the most efficient means as they perceive them for the attainment of their goals. Individuals, because of human nature, make a rational trade-off between costs and profits. Costs and rewards are both material and immaterial, and also are personal and situational. In relation to religion, the rational choice theory is a highly and heatedly debatable topic. This is because religio us point of views pertaining to the rational choice theory need to leave room for personal preferences and individual choices (Hak, Durk H. â€Å"Rational Choice Theory†). With religion viewed as a system of compensating for the shortcomings of people, the rational

Article Critique Example | Topics and Well Written Essays - 1500 words

Critique - Article Example To be specific, the study concentrates on the girls’ accounts of their enculturation into secrecy. These accounts have pertinent value as they disclose how the girls treated secrets as social objects and often depersonalized secrets when using them as social currency. Merten also points out that â€Å"using secrets to shape friendship and enhance social position was part of the larger process whereby secrecy became a vehicle for developing subjective reason and an exchange perspective among these girls.† (Merten, 1999). The study, therefore, specifically concentrates on relating secrecy with enculturation and the findings have immense value in a deeper understanding of the concept of secrecy. The research is undertaken to develop competencies in evaluating qualitative research; develop analytical skills, the approach is investigative, and the result of the study is that the findings are not logical and satisfactory. The research has been conducted in a suburban community near Chicago at junior high school and interviews with 83 female students and 77 male students provided the data for the study. The purpose of the interviews was to find out the various aspects in the lives of the participant students and the importance of events and relationships in their lives. The observational field notes along with the findings of the interview were used to make the investigation in the study. The relevance of the interviews which were open-ended and informal in style was great in making the ultimate conclusion of the research. The accounts of the girls concerning their experience with secrets in their lives were not the result of a natural dialogue. The accounts by the girls, thoug h were mainly influenced by the peers, could give a complete idea about the various aspects relating to secrecy. Throughout the analysis carried out in the research, the methodology had a pertinent role in the findings of the study. The strategy

Religion in Society Essay Example | Topics and Well Written Essays - 750 words

Religion in Society - Essay Example It is important to note however, that the sociology of religion should not be confused with the philosophy of religion as the latter does not look into the claims of religious beliefs. Since not all religions are the same, one will always find religion in some way, shape, or form even in the most primitive of human societies. It is become of these various forms of religion that sociologists have recognized the need to study its relation to the development of our society in general (Crossman, Ashley, â€Å"Sociology of Religion†). Therefore when one speaks of the study of the sociology of religion, he means the study of the religion as a belief and social institution. The study of religion in relation to our society is quite important because religion is not merely an individualized belief system, it is one of the oldest standing social institutions around. It is a method that helps shapes the society that we live in by offering a specific social pattern for those with the same beliefs to follow. The reason that these people follow specific teachings and learning from the religion is because religion seeks to answer some questions that man has about his existence and his role in society. It is this gray area of religion that has sociologists asking questions about it. Questions such as (Crossman, Ashley, â€Å"Sociology of Religion†): How are religious beliefs and factors related to other social factors like race, age, gender, and education? How are religious institutions organized? How does religion affect social change? What influence does religion have on other social institutions, such as political or educational institutions? By understanding how religion has a direct effect on our society, sociologists can further understand the mindset of a society that is based upon a belief system that varies far and wide in relation to its population. They come to unravel the secrets of human society in relation to religious beliefs and organizations that manages to influence social change when necessary. However, unlike regular sociology, religious sociologists do not use mathematical or statistical data for their interpretation. Rather, they base their studies upon interviews with religion members, organizational leaders, and observation of vari ous religious services. Due to the many choices afforded to individuals in terms of religious freedom, it is important to understand the individual rational behind a person's choice of religion. This freedom of choice is believed to be based upon the Rational Choice Theory. By definition, the rational choice theory is based upon the belief that (Hak, Durk H. â€Å"Rational Choice Theory†): Scientific (macro)problems have to be solved at the level of individuals (acting purposively). The hard core consists of an empirical generalization—some would say axiom—stating that individuals choose the most efficient means as they perceive them for the attainment of their goals. Individuals, because of human nature, make a rational trade-off between costs and profits. Costs and rewards are both material and immaterial, and also are personal and situational. In relation to religion, the rational choice theory is a highly and heatedly debatable topic. This is because religio us point of views pertaining to the rational choice theory need to leave room for personal preferences and individual choices (Hak, Durk H. â€Å"Rational Choice Theory†). With religion viewed as a system of compensating for the shortcomings of people, the rational

Organic Food Market in Hong Kong - Environmental Scan Essay Example for Free

Organic Food Market in Hong Kong Environmental Scan Essay ?Global trend of organic food In 1950s, consumers are starting to aware of organic product and in 1970s to 1980s, organic sector start to develop, e. g. set up regulation and certification around the world. In 1990s, the organic food market has a sharp growing, expanding at 20% a year. In 2006, the sales of organic baby food were increased 21. 6%. There are also has dramatically increase in variety, availability and decreasing the cost of organic food. ?Local trend of organic food. At the end of 1980s, there were many cases happened in Hong Kong that poisonous crops which are contaminated with pesticide, people in Hong Kong raise their awareness of health. Until 1990s, Organic foods have been selling in Hong Kong, most of them are imported from North America, Australia, New Zealand, Europe and Japan. In the few years ahead, consumption of organic food is increasing. In 2000s, the local market has a strong demand on fresh organic foods. International Trade Centre (ITC ) done a set of survey and observed some trends of Hong Kong. For example, there are more convenience organic food such as pre-packed organic salads; some public canteens and catering buy more organic food; provision of organic products with biodegradable packaging. Major competitor In Hong Kong, there are three major type of retail shops is selling organic food. First type is supermarket, e. g. Park n’ shop and Welcome are two major chains. Second type is department stores, e. g. Citysuper, Seibu, Jusco, Sogo. Third type is specialty healthy food shops, around 50 to health food shops selling organic, health and diet-supplement foods. Consumer ?General type of consumer Hong Kong Organic Resource Centre (HKORC) release the result of a survey on 7 Jan 2005, it shows that 30% of the respondents had purchased organic foods. It also shows us the people who are interested in buying organic food are high education qualification, executives, managers or professionals, and they are usually with a higher total household income, married and/or with children. The meaning of organic food in consumer view In Hong Kong people’s mind, â€Å"organic food† has the similar meaning as â€Å"healthy food†, they also care about the nutritional value and image of the product. The best selling of organic foods in Hong Kong are baby food, rice cake, grains, fruit juice and breakfast cereals, so we can see Hong Kong people are more health-conscious now.

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