Major Roles Of Development Studies Politics Essay

Major Roles Of Development Studies Politics Essay We live in an unequal world: one part of the world is suffering from hunger, poverty, high child mortality rates, mortal diseases and numerous other grave issues; the other part of the world benefits from high income rates, very good health care systems, excellent educational institutions and superior standards of living. Progressively, many international institutions and non-governmental organizations have taken a stand against this inequality and they continuously seek to develop the world into a better place with better standards. These organizations believe they can make a change by supporting underdeveloped countries and by coming up with measures and goals for the whole world in order to try and stop the biggest threats to further development. Development Studies is, in fact, one of the recent and most important branches of political science nowadays. It is through Development Studies that one can understand the tragic imbalance of the world, and come up with solutions to tackl e the issues threatening development. Therefore, research and statistics form a major role in Development Studies; by carrying out specific research, one can identify what is hindering a particular country from further development and what solutions may be applied. Throughout the years, many scholars tried to quantify development and find ways to measure it and undoubtedly the most successful instrument for development existing today is the one named Human Development Index (HDI). While many believe that this is the best system and the best indicator vis-à  -vis global development, some others believe that there is still much more to be done, and that the HDI might still need some adjustments. This paper addresses the issue of development in todays unequal world, as well as presents all the arguments in favour and against the use of HDI as the first and most important tool to measure development. What is Development? Many scholars, politicians and writers use the term development in their studies, talks or books; however, these persons might be using the word in different contexts. For the sake of this essay, it is imperative to give out the definition of the word development as it is going to be used throughout the whole paper. Professor Jeffrey Haynes, successful author and lecturer, defines development as a key dimension of personal life, social relations, politics, economics and culture.  [1]  Development does, in fact, touch many branches of one particular country (economic, social and cultural development); therefore it is made up of various components. Furthermore, Development Studies is a vast and rapidly expanding field of inquiry  [2]  ; as the word itself suggests, development continuously changes it is never static. The components making part of development might increase or decrease throughout the years. It is difficult to set a date to the rise of interest in Development Studies. However, Dr Clark, through his acclaimed book, estimates the origin of awareness in the field of development around the late 1940s and early 1950s  [3]  , when there was an increasing interest in development economics  [4]  . Other scholars, such as Todaro and Smith comment on how the Europeans were unable to reach a certain level of developed economy within their countries a decade or so after, despite the willingness and hard work involved.  [5]   The notion of human development concerns the actual lives and conditions of the citizens of a specific country; Haynes accurately defines human development as a matter concerned with [the] stability, security and citizens relative prosperity.  [6]  Human development treats all of its components on an equal basis, giving them direct value  [7]  . Since development has a vital link with the wealth of a country, this does not mean that it is highly or solely influenced by the national income rates: Human development is about much more than the rise and fall of national incomes. It is about creating an environment in which people can develop their full potential and lead productive, creative lives in accord with their needs and interests. People are the real wealth of nations.  [8]   The importance of global development in the world has gradually increased. Nowadays we know more about development, how to measure it and achieve it. Furthermore, there are numerous organizations and international institutions, such as the UN, who give development a huge significance within their agenda and who continuously give their support to underdeveloped countries and urge the world to support each other out. Measuring Development There can be no improvement in the field of development if proper analysis is not carried out for every single country and region of the world. Good analysis of statistics provides identification of threats to further development and of possible solutions for improvement: The analysis of development goals is part of the analysis of development.  [9]   Therefore, measuring development is a significant step in identifying the development index of a country. The problem still remains on what is considered to be a component in measuring the development of a country. Development indicators can be many: the Gross Domestic Product (GDP) within a country, the Gross National Income (GNI), the life expectancy rate, gross education enrolment rates and more. Many scholars do not agree on what these development indicators should be. There have been numerous conflicting papers written by scholars stating their own opinions on the matter. For example, economist Jan Drewnowski repeatedly states that while economic development indicators contain concrete figures, social development indicators do not possess such precise quantitative results.  [10]  He states that welfare indicators are observable and measurable phenomena and that welfare is not directly measurable, but he also says that although measuring such development indicators might not produce perfect results, it is better than doing nothing at all. Other scholars provide other views; economists Irma Adelman and Cynthia Taft-Morris make a case for a more flexible approach to the measurement of institutional phenomena, which would rely on expert judgment on qualitative rankings.  [11]  12 Throughout the years many scholars and organizations have attempted to come up with an instrument to measure development. Although there is still no existing perfect method of achieving such data, there is one leading collection of data which is continuously cited by organizations and governments alike. This index-list was undertaken by the United Nations Development Programme (UNDP) and is mostly referred to as the Human Development Index (HDI). What are HDR and HDI? The HDI is a result of the Human Development Report (HDR), a report produced every year by the UNDP. The first HDR was published in 1990 while the latest HDR was published last year, marking its 20th anniversary edition.  [13]   Within the report, the UNDP analyses the results of its research in the development field. For example, the 2010 HDR published by the UNDP contained chapters about various branches of development which analyzed either progress or regress on a global level. In the 2010 HDR, one can learn how progress in the health sector has slowed down, while gender differences in the education sector decreased as well. Other examples include the increased (global) levels of education but also the problem of children not learning.  [14]   For better or for worse, the annual HD reports have provided an intrinsic method of measurement of development. One of the highlights of the HDR is undoubtedly the HDI. Most governments, international and national organizations give a lot of attention to the HDI, because it provides a set of ranks and indices attributed to a number of countries in the world.  [15]   The HDI essentially is a figure, ranging from 0 to 1. This is measured by combining indicators of life expectancy, educational attainment and income.  [16]  All countries participating in the HDR are ranked numerically according to this figure. The HDI list in itself is made up of four categories of groups of countries with: very high human development (42 countries in 2010), high human development (43 countries in 2010), medium human development (42 countries in 2010) and low human development (42 countries in 2010)  [17]  . It is through these three basic development indicators that the UNDP was able to produce such a high-quality index: Life expectancy For this particular development indicator, the HDI takes the average life years of a citizen in a specific country during a period of thirty years. For the 2010 HDI, for every country on the list, the life expectancy rate was calculated on the timeframe starting from 1980 till 2010. The minimum value was set at 20 years, whereas the maximum one was set at 83.2 years.  [18]   Education The second development indicator used in the HDI is education, and this is calculated by looking at the average years of schooling of every minor and adult citizen at every level of education.  [19]  This HDI indicator also encompasses the gross enrollment rate of the country; both the people applying for education and the school-leavers are taken into consideration when formulating the education indicator. This indicator, just like the previous one, reflects the regress or progress made in a specific country on a timeframe of thirty years, from 1980 till 2010.  [20]   Income The last indicator for development is income, or the wealth component.  [21]  When carrying out its research and analysis, the UNDP sets the minimum per capita gross national income (GNI) rate at $163 (purchasing power parity PPP) at its maximum income rate at $108,211.  [22]  The minimum rate was actually attained by Zimbabwe in 2008, marking it the lowest income rate in history so far. This income value of $163 means just around 45 cents of income every day.  [23]   It is therefore believed that the key to further development is found in the combination of the above three development indicators. Geometrically, the HDI ranking can be calculated using the following economic formula: HDI = ( 1/3 Life expectancy rate + 1/3 education rate + 1/3 income rate)  [24]   Using this formula, the UNDP was able to create the HDIs of the last twenty years. The following table portrays some results from the 2010 HDI, showing one country from all four categories of the HDI. For every country represented in the table there are the resultant figures of the three main HDI indicators. HDI Rank Country HDI value Life expectancy (years) Mean years of schooling (years) Expected years of schooling (years) GNI per capita (PPP 2008 $) GNI per capita rank minus HDI rank Nonincome HDI value 1 Norway 0.938 81.0 12.6 17.3 58,810 2 0.954 56 Mexico 0.750 76.7 8.7 13.4 13,971 -3 0.785 89 China 0.663 73.5 7.5 11.4 7,258 -4 0.707 169 Zimbabwe 0.140 47.0 7.2 9.2 176 0 0.472 Data source: UNDP 2010 HDI  [25]   As one can clearly see, the leading country in the world with the best possible value was found to be Norway, which attained the HDI value of 0.938. All Norwegian statistics are impressive in all sectors of development. Leading economical countries, such as China and India, do not have such impressive results, with them ranking 89th and 119th respectively. The country ranking last with the worst HDI value in the world is the African country of Zimbabwe, of which statistics contrast severely with those of Norway. In fact, an average Zimbabwean lives up to 47 years and enjoys only $176 GNI per capita. The Arguments in Favour of HDI Since 1990, there have been many scholars and economists who have praised the initiative behind the HDI. In fact, many have considered the HDI as a huge step towards understanding what human development constitutes and what changes are needed. The HDI was first seen as an ideal way to compare one country with another and to find a specific countrys place in the whole world. In fact, this method simplifies the comparison among countries  [26]  , and this can beneficial to all governments in order for them to perform better as countries and states. Consequently, this index is described as instructive  [27]  as its empirical relevance has proved to be very meaningful to [both] UN agencies and governments all over the world.  [28]   Throughout the years, distinguished political scientists have continuously declared that the HDI contributes in terms of multidimensionality  [29]  . Among such scholars, one finds Streeten (1994 and 1995), Desai (1993) and Ul Haq (1998), with the latter saying that HDI can capture many aspects of human life that were not capture before.  [30]   Most positive feedback concerning HDI has been about how the HDI has managed to reflect the human condition in no other way other methods can. The methodology used in HDI has also been described as being relatively simple  [31]  , thus favoring it over other indices such as the Corruption Perceptions Index (CPI) and the Environmental Sustainability Index (ESI); its strength lies in its simplicity: a simple measure is more understandable to the policy-maker and the public.  [32]   The Arguments against HDI The HDI gained a lot of criticism from scholars and economists alike; this chapter will focus on the most famous critiques. Some writers criticized the indicators the UNDP used to measure development and discourage the practice of classifying countries into the three bins,  [33]  while others disapproved of the whole system, labeling it theoretically weak (Srinivasan 1994). Moreover, Amartya Sen was concerned by the difficulties of capturing the full complexity of human capabilities in a single index.  [34]  There are also a few who think that the HDI leaves a lot of questions unanswered and they proposed development indices specific to each and every country (such as an American HDI)  [35]  In fact, the HDI seems to conduct general analysis, ignoring differences.  [36]  37This last argument is also sustained by Hicks.  [38]   The majority of critiques debate on the HDI indicators used. Some of them do not agree on how the UNDP uses these indicators, or on how the UNDP interprets its results. For example, the Task Force on Education and Gender Equality disapproves the use of education enrolment rates, finding them imprecise, and proposes school completion rates instead, defining them a more appropriate indicator of educational output'.  [39]   Some others argue on the lack of HDI indicators. Eric Neumayer believes that there is the need of a greener HDI; he argues that the HDI does not take into account natural resource exploitation and environmental degradation  [40]  Finally, there is also a group of writers (like McGillivray, 1991) who believe that the HDI is redundant, meaning that it provides very little or no insight to its analysis. Conclusion Taking into consideration what has been said on the subject, one cannot deny that the HDI has been influential in bringing forward the concept of development. It has been an impressive advancement from the previous attempts. Using the HDI as the main tool for development presents many advantages for governments, to improve their countries its role has been instructive throughout. However, many critics emphasize the disadvantages of HDI, such as the lack of sufficient insight or efficient indicators. Therefore, one can conclude that while it still stands as the reigning instrument to measure development, the HDI leaves much to be done and that in order to achieve a more efficient result, one has to make amendments the HDI is not [yet] an indicator that can reflect properly the idea that Human Development concept brings in itself.  [41]  

Challenge of Defining a Single Muliticultural Education Essay -- essay

The Challenge of Defining a Single â€Å"Multicultural Education†   Ã‚  Ã‚  Ã‚  Ã‚  As stated in the first paragraph of this article, â€Å"Multicultural education has been transformed, refocused, reconceptualized, and in a constant state of evolution both in theory and in practice.† Multicultural education is always changing. Culture is something that changes on a day-to-day basis. The way our society changes is no one’s hands, but our own.   Ã‚  Ã‚  Ã‚  Ã‚  Multicultural education can be something that is as simple as a change in the curriculum adding new and diverse materials (2nd paragraph). As the world changes our ability to learn should grow. New things happen every day and the only way we can grow from these things is to open our eyes and realize what is going on. Society tackles many different things each day and we never know what’s going to happen until after it does. Entering new things into the curriculum based on current issues is a positive thing in my eyes. Adding to and enhancing the curriculum adds more knowledge to our multicultural views.   Ã‚  Ã‚  Ã‚  Ã‚  In the third paragraph of this article it states that, â€Å"Every student must have an equal opportunity to achieve to her or his full potential.† I agree with this statement fully. If a student is given the opportunity to put his or her all into their work then their work is at its potential. Many teachers prohibit this from happening by picking favorites and underestimating ...

Race in Down These Mean Streets

Qing Xu HCOM 345 Prof. Nava 5/2/12 Race in Down These Mean Streets â€Å"Este es un mundo brillante, estas son mis calles, mi barrio de noche, con sus miles de luces, cientos de millones de colores mezclados con los ruidos, un sonido vibrante de carros, maldiciones, murmullos de alegria y de llantos, formando un gran concierto musical (Thomas, Down These Mean Streets, 1998, p. 3)†, is how Piri Thomas describes his birthplace, East Harlem. The diversity of cultures, the vibrant street life, the passion and conflicts of everyday life and media portrayal in movies such as West Side Story make East Harlem an exciting and mysterious place.But hidden under the dirty faces of the children is the struggle in the search for acceptance and belong, as painfully narrated by Thomas in Down These Mean Streets. In this essay I will analyze how racial identity is constructed through his story and the relationship between racism and social problems such as gangs and crime in a place like East Harlem. Piri Thomas’ parents moved to New York from Puerto Rico during the 1920s before he was born in 1928.Piri reflects upon a hard childhood of growing up in a lower class family at the time of the Great Depression, through the cold winters of New York City, a place whose people Piri’s mother described as having snow in their hearts. But the most difficult thing of all was the racial prejudice that he had to endure because of his black skin and the confusion of his own racial identity caused by his family’s denial of their Afro-Latino heritage. One day, Piri confronted his younger brother Jose, pointing out the hypocrisy of his family’s claim to Whiteness: Jose’s face got whiter and his voice angrier at my attempt to take away his white status.He screamed out strong: â€Å"I aint’t no nigger! You can be if you want to be†¦. But—I—am—white! And you can go to hell! † â€Å"And James is blanco, too? † I asked quietly. â€Å"You’re damn right. † â€Å"And Poppa? † †¦ â€Å"Poppa’s the same as you,† he said, avoiding my eyes, â€Å"Indian. † â€Å"What kind of Indian,† I said bitterly. â€Å"Caribe? Or maybe Borinquen? Say, Jose, didn’t you know the Negro made the scene in Puerto Rico way back? And when the Spanish spics ran outta Indian coolies, they brought them big blacks from you know where. Poppa’s got moyeto blood. I got it. Sis got it. James got it. And, mah deah brudder, you-all got it†¦.It’s a played-out lie about me-us-being white (Thomas, Down These Mean Streets, 1998, p. 145). Piri had always felt that he was being treated differently in the family because of his skin color. He wanted to find a racial identity with which he could feel a sense of belonging. Hoping to find out whether his skin color, his face, his hair made him a black in America even though he’s a Puerto Rican, he joi ned the merchant marines and traveled to the South. He came to accept that he was black after experiencing racism everywhere: on the ship, in restaurants, even in prostitution (Thomas, Down These Mean Streets, 1998, pp. 20-87). Piri’s world came crashing down when his mother died while his father was having an affair with a white woman, whose whiteness fed his father’s insecurity about his own blackness, according to Piri. Piri’s rejection toward whites came to a boiling point and he left home, joined gangs where his companions were black and took drugs. Eventually he went to prison for shooting a policeman. â€Å"Jesus, I thought, I finally shot me some Mr. Charlies. I shot ‘em in my mind often enough (Thomas, Down These Mean Streets, 1998, p. 259),† he wrote.It was the years in prison that gave him time to really reflect and think about who he was and his own worth. In the end of the book he came out of prison back into the neighborhood that he mi ssed so much. He fought hard to resist drugs and violence. Eventually he became a famed writer and a lecturer, and worked to steer troubled kids away from gangs and crimes. Puerto Ricans have historically been discriminated by U. S. institutions. As Angel Oquendo explains in â€Å"Re-imagining the Latino/a Race†, Puerto Ricans arrived in the U. S. as a result of U. S. mperial invasion and colonization of the island. They became one of the most impoverished groups and were â€Å"systematically perceived and treated as a conquered people (Oquendo, 1998, p. 70)† Puerto Ricans could sometimes pass as whites, like Piri’s family did. However, Piri was treated badly by the school, public transportation, workplace and the government. In an interview conducted by Ilan Stavans, he recalled that in the classroom the â€Å"teacher came roaring upon me and said ‘listen, stop talking in that language [Spanish],’ and I said ‘well, I am speaking my motherâ⠂¬â„¢s language.My mother’s from Puerto Rico, I was born in this country,’ and she says ‘well you stop talking that, you have to learn English, you are in America now. ’ (Thomas, Race and Mercy: A Conversation with Piri Thomas, 1996, p. 345)† He also recalled going to the South with his friend Billy on a bus. The driver ordered all colored people to go sit in the back. When Piri tried to tell the driver that he was Puerto Rican, the driver said, â€Å"I don’t care what kind of nigger you are† and reached his hand into his side pocket.To avoid the risk of being killed, he quietly went to the back of the bus (Thomas, Race and Mercy: A Conversation with Piri Thomas, 1996, p. 351). In a chapter of his book titled â€Å"How to Be a Negro without Really Trying,† Piri recalls another occasion where he and his fair skinned friend Louie went to a job interview for a sales position. The company hired Louie instead of him. â€Å"I didnâ₠¬â„¢t feel so much angry as I did sick, like throwing-up sick,† Piri’s hatred started growing and he started to think of himself as black. â€Å"Later, when I told this story to my buddy, a colored cat, he said, ‘Hell, Piri†¦ a Negro faces that all the time. ‘I know that,’ I said, ‘but I wasn’t a Negro then. I was still only a Puerto Rican. ’ (Thomas, Down These Mean Streets, 1998, p. 108)† When Piri and his mother applied for Home Relief, he hated the condescending and suspicious attitude of the government officials. The fact that Piri was perceived as black even though he was a Latino and that he was the only that received all the prejudice out of all his siblings, shows that U. S. society perceives all races in Black-White terms. According to Oquendo, this racial dualism is due to the prominent history of slavery and discrimination of people of African ancestry.He explains that the division of white Puerto Ricans and black Puerto Ricans is non-existent in Puerto Rico. Modern Puerto Rican society emphasizes its African heritage (Oquendo, 1998, p. 63). Berta E. Hernandez-Truyol explains that all Puerto Ricans share the same identity: â€Å"I grew up in Puerto Rico†¦ We were big and small, brown-eyed and blue-eyed, blondes and brunettes, but one significant factor we shared was that we were all de Borinquen. Sure, we were diverse peoples, but we were all united—we were all boricua (Hernandez-Truyol, 1998, p. 381). Because of the different social context in the U. S. , Piri were perceived differently from his siblings, which dramatically altered the course of his life. Perhaps the process of Piri becoming black can be best explained by Ian F. Haney Lopez’s theory on the social construction of race. He argues that an individual’s racial identity is constructed by interplay of chance, context, and choice. By chance he means the morphology and ancestry of a person which are not chosen by the person, i. e. skin color. Piri’s morphology is the foundation of his search of racial identity.When his family moved to Long Island, the white children at his school taunted him for trying to pass as Puerto Rican because he couldn’t pass as white. By context, Lopez means â€Å"the social setting in which races are recognized, constructed, and contested (Lopez, 1998, pp. 9-11). † Piri has ancestral ties to three continents: Europe, Africa, and America. Therefore to conclude that Piri is Black is unreasonable. However, in the social context of America, skin color is mostly directed associated with race. President Obama, Tiger Woods are both widely perceived to be Blacks, even though only a portion of their blood is Black.Same thing happened to Piri. Lopez further explains that morphology and ancestry are constant, but context is inconstant and unstable and shifts in time and space. Nevertheless, context gives interpretation to morphology and ance stry, such as a person’s dark skin makes him/her Black. In Puerto Rico, Piri’s family was neither Black nor White; they suffered no prejudice based on their skin colors. But the social structure of race in New York in the 1930s is based on the racial dualism, which forced Piri and his family to define them as either Black or White.As a result, Piri believed that he and his family were black biologically. However, he was not black because of his features but because of the interpretation of these features by the racial ideology of his society. Moreover, social ideology of race changes from place to place, as evident in his travel from â€Å"Spanish Harlem, where he was Puerto Rican, to Long Island, where he was accused of trying to pass, to the South, where he was Black (Lopez, 1998, p. 12). † Finally, the last component of racial construction is choice, which means whether a person accepts the meanings of his morphology and ancestry given by the context.Piriâ₠¬â„¢s father not only shared the same social context with Piri, he also shared the same skin color and features. However, he chose to be white, like his son Jose. Lopez explains that choices about racial identity are heavily influenced by racial prejudice and hatred, as revealed in Jose’s claim to be White: â€Å"I ain’t black, damn you! Look at my hair. It’s almost blond. My eyes are blue, my nose is straight. My motherfuckin’ lips are not like a baboon’s ass. My skin is white. White, goddamit! White (Lopez, 1998, p. 14)! † The social problems that Puerto Ricans face include poverty, gangs and crimes.The â€Å"presumed solutions† to these social problems would be welfare programs, education, more law enforcement patrolling the Barrio, etc. However, new problems will arise with each of these solutions. If we provide more welfare to the Puerto Ricans, it would further drain the national budget, which is already tight in the current eco nomic situation. It would also anger many nativists who are opposed to immigration, especially whites with lower economic status, because they might fear that the Puerto Ricans are taking their resources.There are already many voices accusing the Latino immigrants of coming to their country and sucking up all their welfare. Education definitely helps prepare a more skilled work force, which means more income for the Puerto Rican households. However, with the current budget cuts, increased financial aid to Puerto Rican students will likely be met with opposition from the rest of the population. The DREAM act which allows alien students to obtain financial aid in college has already been met with opposition arguing that the aliens would take away educational funds that could be awarded to native students.Granting more aid to Puerto Rican students will probably be met with the same opposition. However, education does serve as an important tool to pull a community out of poverty. Gangs not only create violence and crime in a community, but their culture is harmful to the vital institutions of society such as the family, the church, the school, and the government. In â€Å"Beating the Barrio: Piri Thomas and Down These Mean Streets†, James B. Lane states that â€Å"The social disorganization of the ghetto bred cynicism, hatred of authority, confused identity, inability to defer pleasure, and violent impulsiveness (Lane, 1972, p. 17). † Piri, tormented by racial prejudice and confused identity, leaved his family to be on the streets because he found a stronger sense of belonging there. So do countless number of kids in the present. To Piri religion seemed an obligation. He hated school and resented government. Although gangs like the ones Piri was in are harmful to the society, villanizing them will only make matters worse. MS-13, the biggest gang in the world, started with a couple persons but grew so much partly because police cracked down on them an d sent them back to El Salvador; many of them were born and raised in the U. S. which made them more organized and bigger. That policy only aimed to remedy the problem but failed to address the root of the problem: how the kids joined the gang. We need to recognize that criminals weren’t born criminals. Many gang members are victims of racism and oppression. Racism plants a seed of hatred in each of its victim, as in Piri’s case: â€Å"A big hate of everything white grew inside of me. I was scared of the whole fucking world (Robinson). † This hatred eventually led him to shoot a white cop. It is also no surprise that he had no interest in school and government, where he encountered racism.Gangs also provide protection for the oppressed, give them strength to fight back the authority that oppresses them, and give them a sense of belonging. In order for there to be no gangs, racism must be eliminated. In order for racism to be eliminated, everyone, kids and adults , need to be educated about racism in contemporary society, because racism starts in the mind. Schools need to make it mandatory for students to learn how racism starts, the social structures that breed racism in our society and all the ways that racism affect different ethnic groups today.Piri Thomas had a good idea of what needed to be taught to children: Children become what they are taught or not taught. For thousands of years we have heard propaganda about white supremacy and â€Å"might makes right. † Because if you conquer people by might, strip away their education, their beliefs, their culture, and their land, then in two or three generations their children will be in the dark ages again. We had very bright minds when we first went into their schools, because children are not born stupid.The world has no right to judge intelligence by the color of one’s skin†¦ this is the struggle that we have had to wage, to allow all the colors to express their humanity through literature and the other arts to learn from each other, as a people, for we are not only geographic locations, colors, sexes, or preferences. We are earthlings who share a common bond—our humanity (Thomas, Race and Mercy: A Conversation with Piri Thomas, 1996, p. 352). It’s because of the lack of awareness and ignorance that racism is still so prevalent today.There needs to be more representatives for under-represented groups such as Puerto Ricans in the political arena who could voice their needs. Puerto Ricans should be given voting rights in the general elections, since they are citizens of the United States. Puerto Ricans can also empower themselves through strengthening their identity as a whole. Oquendo suggests that â€Å"just as African Americans seek to base their self-understanding on their resurrection from slavery, Latino/as should trace their identity back to their resurrection from imperialist conquest (Oquendo, 1998, p. 70). Indeed, Puerto Rica ns and other Latino groups have proven to be resilient peoples with a great deal of stamina to live in their harsh environments while keeping their dignity. Oquendo also suggests that Latino/as should use Spanish as a source of support for Latino/a identity, since Spanish is their shared heritage. I agree with Oquendo. Language is the central part of a cultural heritage, if they all speak the language that their mother and grandmother speak, they can be closer to their roots and thus secure a sense of belonging. It is important for Puerto Ricans in the U. S. o know their homeland and its culture in order to have a stronger identity. Piri said in the interview that he was not recognized in Puerto Rico because he didn’t write in Spanish, and â€Å"the only reason why I knew of Puerto Rico is because I sat in the corner and listened to the grown-ups speaking about places like Fajardo, Bayamon†¦ I finally went to Puerto Rico when I got out of prison at the age of thirty-two . My God, as that wall of green humidity enveloped me, it was like I was entering into my mother’s arms (Thomas, Race and Mercy: A Conversation with Piri Thomas, 1996, p. 347). Through speaking Spanish, different Latino groups can relate to each other, which can be a source of support. He suggests that Spanish be brought to adult schools, unions, church organization, prisons and rehabilitation programs, so that the adult population can learn, too (Oquendo, 1998, pp. 70-71). It’s also vital that children living in the Barrio know their own value and realize their potential. In the video Every Child is born a Poet: Life and Work of Piri Thomas, it shows Piri working with teenagers in a juvenile hall inspiring them to express themselves and find their values through poetry.It also shows testimonials from local youths telling stories of how Down These Mean Streets had helped them find their identities and connect with their neighborhood (Robinson). There should be social w ork agencies and after-school programs geared towards teenagers helping kids find passion in learning and keep them away from the streets. Piri Thomas’ memoir is not only a testament to the harsh life of immigrants growing up in the United States and the dangers of racism; its wisdom teaches us all of the importance of identity and heritage.Its lessons will benefit generations to come. Works Cited Hernandez-Truyol, B. E. (1998). Bringing International Human Rights Home. In R. Delgado, & J. Stefancic, The Latino/a Condition (p. 381). New York and London: New York University Press. Lane, J. B. (1972). Beating the Barrio: Piri Thomas and â€Å"Down These Mean Streets†. The English Journal. Lopez, I. F. (1998). Chance, Context, and Choice in the Social Construction of Race. In R. Delgado, & J. Stefancic, The Latino/a Condition (pp. -11). New York and London: New York University Press. Oquendo. (1998). Re-imaginning the Latino/a Race. In R. Delgado, & J. Stefancic, The Lati no/a Condition (p. 70). New York and London: New York University Press. Robinson, J. (Director). (n. d. ). Every Child is Born a Poet: Life and Work of Piri Thomas [Motion Picture]. Thomas, P. (1996, Autumn). Race and Mercy: A Conversation with Piri Thomas. (I. Stavans, Interviewer) Thomas, P. (1998). Down These Mean Streets. New York: Vintage Books.

Essay on Racism - 583 Words

What is Racism? nbsp;nbsp;nbsp;nbsp;nbsp; Racism is one of those unusual things which seem to escape the understanding of clear and to the point definition. Racism is a system of racial discrimination and prejudice. The concept of race as classifying people can be seen as misleading people and prejudicial as far as it’s involved in the quality of human life. The term race has been quite confusing because of its four principle connotations. 1. Physical anthropologists have called races the various subspecies of the human race characterized by certain phonotypical and genotypic traits. 2. Laymen have profusely used the word race to describe a human group that shares certain cultural characteristics such as language or religion. 3.†¦show more content†¦Racism is never pushed to the side. For example when a white law school student at Georgetown reported that black students were not as qualified as white students, it made a big controversy about racism. If the student would have murdered some one it would have caused less attention. Racism is an obsession. Universities are always on top of it, newspapers and politicians reject it, churches are against it, and America is strained with it. nbsp;nbsp;nbsp;nbsp;nbsp;Insurance Fund of New York made a company pamphlet in which she explains that all whites are racist and that only whites can be racist.(Thomas Jackson, What is Racism? PublishedAlthough some blacks and liberal whites acknowledge that non – whites have been forced into it as self defense because of centuries of white oppression. What would be called racism when done by whites is thought to be normal when done by any one else. The opposite is also true. nbsp;nbsp;nbsp;nbsp;nbsp;At a few college campuses, students that disagree with affirmative action have set up a student union for whites, analogous to those for blacks, Hispanics, etc, and have been accused of being racists. Today, one of the favorite slogans that define the unorganized quality of American Racism is â€Å"celebration of diversity†. People have begun to realize that â€Å"diversity† is always achieved at the expense of whites, and never the other wayShow MoreRelatedRacism : Racism And Racism1544 Words   |  7 PagesTo understand whether or not racism is learnt, we first have to divulge into the nature of racism. It is usually assumed that racism has been a part of civilisation since civilisation started, that it is embedded into how people work and that no matter what, it will always exist. Another assumption is that racism derives from the capitalism of the slave trade by white elitist men seeking to dehumanize people for economic gain, and used raci sm as a way to mask their financial motives to justify enslavementRead MoreRacism : Racism And Racism1003 Words   |  5 Pagesracism: Racism-â€Å"the belief that all members of each race possess characteristics or abilities specific to that race, especially so as to distinguish it as inferior or superior to another race or races.† Imagine, 5 black men. Singing a church song still faithful for hope. Chained and cuffed together. Flies follow them as they walk by in the dry hot desert. With the white oppressor behind them yelling nasty words that poison their brain. Yet they still sing and wait and keep faith. In some statesRead MoreRacism : Racism And Racism953 Words   |  4 PagesRacism in America â€Å"Racism is a refuge for the ignorant. It seeks to destroy. It is the enemy of freedom, and it deserves to be met head-on and stamped out.† - Pierre Berton Racism is the unjust hate for any people who are simply different for a various array of reasons. It is all around us and always will be, but that does not give us the right to be passive on the subject. This discrimination against culturally diverse people is hurting our â€Å" land of the free†, one racist remark at a time.Read MoreRacism : Racism And Racism1181 Words   |  5 PagesThis issue of racism is popular by name but tends to be sugar coated by the way people see it. In order to truly understand racism you need to take a bite into the topic in order to get a taste of what it is really like. Racism comes in many different forms and can be seen many different ways. But why even care about racism at all? Why does it even matter? One would think that with such a harsh background regarding racism in America it would no longer exist in society today. But sadly that is notRead MoreRacism : Racism And Racism989 Words   |  4 PagesRacism in America Racism discrimination has been one of our society’s most horrible social problems. In the words of the famous Martin Luther King judging an individual by the color of their skin rather than the content of their character can be a very dehumanizing experience that can have lasting effects on an individual life. Racism in America has not come to a cease. Racism promotes negative personal relations between people of different cultures. I believe slavery started around the 1500sRead MoreRacism : Racism And Racism996 Words   |  4 PagesCovert Racism Introduction Racism; ‘the belief that races have distinctive cultural characteristics determined by hereditary factors and that this endows some races with an intrinsic superiority over others’ (Collins English Dictionary 2012) and thus leading to ‘abusive or aggressive behaviour towards members of another race on the basis of such a belief’ (Collins English Dictionary 2012). Over time, racism has transformed from a blatant and overt form into a passive style of prejudice and discriminationRead MoreRacism : Racism And Racism1094 Words   |  5 PagesRacism has been an issue that has caused controversial debates for years. It is a topic that stirs up lots of emotions within people and continues to be an argument for all. When there has been a shooting between a white and a colored or a cop and a colored person, people blame it on racism. They state that since the white cop shot the black man it simply means the cop was racist. Then the people want to speak that justice needs to be served and the cop needs to be put in prison or released fromRead MoreRacism : Racism And Racism1751 Words   |  8 PagesRacism Social Justice Topic Issue Corbin Metz H R – 3013 University of Oklahoma Racism Social Justice Topic Issue Today in our society, racism is a very popular social justice topic issue, which affects many of the lives of those around us on a daily basis. Individuals as well as organizations and institutions widely commit the act of racism and these issues are embedded in their policies, procedures, and practices (Calgary). The first signs of racism beginning to arise in the worldRead MoreRacism : Racism And Racism1971 Words   |  8 PagesRacism has come to be a very important topic in today’s society. Many are talking about the injustices when it comes mostly when it comes to African-Americans and Caucasians in authority. Many have deemed the incidents of Trayvon Martin, Freddie Gray, Sandra Bland, Walter Scott, Akai Gurley, Tamir Rice, the Spring Valley High School video, and even the Charleston Shooting to name a few as reactions to racism. Out of the people talking about these events, only a few really know the meaning of racismRead MoreRacism : Racism And Racism2243 Words   |  9 PagesRacism, a topic which has become especially touchy in modern times. It is quite clear that racism is alive not only in the United States, but across the globe. Though the topic is widely talked about, nobody really does anything to stop it. People will be quick to elaborate on the fact that it should be stopped, then make no changes themselves. Yet do they truly understand the concepts of racism and what it really means to be racist? Granted everybody understands that it is racist to hate a group

Life Along the Silk Road Essay - 1425 Words

Life Along The Silk Road During the outward-looking rule of Chinas Tang dynasty (seventh-ninth century C. E. ), sophisticated people in northeastern Iran developed such a taste for expensive, imported Chinese pottery that they began to imitate it in great quantity for sale to people who could not afford the real thing. And in northern China there was a vogue for beautiful pottery figurines of camels laden with caravan goods or ridden by obviously non-Chinese merchants, musicians, or entertainers. Non-Chinese camel figurines found in Mesopotamia carry loads that duplicate the distinctive appearance of the loads on the Chinese figurines. So it is clear that by the time of the rise of Islam in the seventh century, contact across the Silk†¦show more content†¦Ã¢â‚¬Å"†¦these [camels] protectors of the hot winds with their fur†¦Ã¢â‚¬  and â€Å"†¦foretellers of gust winds as they stuck their snouts in the sand whenever a gust of wind picked up †¦Ã¢â‚¬  (Whitefield 146). Camels afford us one glimpse of how this system came into being. The two-humped or Bactrian camel was native to central Asia and Iran and was used as a domestic animal from at least the third millennium BCE. onward. The one-humped camel was native to Saudi Arabia. Physically the two species share resistance to thirst and to hunger, which probably explains the survival of both of these comparatively defenseless species in regions too arid or barren to support many predators. They differ, however, in their resistance to heat. The two-humped camel has a long, shaggy coat during the winter and molts in the spring; one-humped breeds have much less hair in their torrid native climate of Arabia (Oliver). It is reasonable to assume that two-humped pack camels were used from the beginning by travelers along the Silk Road. Once they got to Mesopotamia, however, they must have suffered terribly from summer heat. Yet summer was the most likely time of arrival because the several-month journey from northern China usually began in the fall, when the camels were in best condition after a summer of grazing (William/ Spielvogel 251). Of course, it must have been evident to traders that Mesopotamia had its own camel, the one-humped animal herded inShow MoreRelatedEssay on Life Along the Silk Road1306 Words   |  6 PagesSusan Whitfield writes Life along the Silk Road based on character stories occurring between the eight and tenth century, all living at different times. She writes this history for several reasons. First, she writes it to change the negative perception of the history of Central Asia that we know through the annals of its neighbors. By explaining the history of the region through the eyes of its own occupants, it rids the history of any distorted views from neighboring civilizations. She uses theRead MoreLife Along The Silk Road By Susan Whitfield1345 Words   |  6 PagesIris Huang Yan Liu History 181: Asian Civilizations 1 24 October 2017 No peace without a princess In the book, Life along the Silk Road by Susan Whitfield, accounts of individuals living along the Silk Road were reconstructed to provide readers the personal experiences each faced. Focusing on The Princess’s Tale chapter, it tells a story of a woman named Taihe, an imperial princess, who was chosen to fulfill a promise to a Uygur khagan. It was tradition to send off a princess to another kingdomRead MoreContinuity and Change-over-Time: Silk Road Trade 200 B.C.E.-1450 C.E.847 Words   |  4 PagesThe Silk Road is a trading route on the continent of Eurasia that stretches from the vast coast of China all the way to Eastern Europe. The trade route was at its greatest use from 200 B.C.E. to 1450 C.E. The society that began the Silk Road was the Han Dynasty in China in approximately 200 B.C.E. The Han Dynasty facilitated trade in the east, while the Roman Empire facilitated trade in the west and in Europe. The two empires traded many goods, as well as cultural aspects of each society’s way ofRead MoreIndian Ocean and Silk Road Trade857 Words   |  4 PagesWhile the Indian Ocean and Silk Road were different as trade networks with respect to the spread of Religion and the process of travel, they were similar in terms of the spread of disease through trade. The Indian Ocean and Silk Road as trade networks were different in terms of the spread of Religion. Along the Indian Ocean trade network, Islam was spread. This happened through Indian merchants who brought Brahmin priests, Arab merchants who brought Muslim scholars and Christian merchants whoRead MoreEssay about The Silk Road1186 Words   |  5 PagesThere are specific events in every person’s life that he or she will identify as defining moments that contributed to where they are currently of who he or she is a an individual. These events can either be major turning points, or simply affirmations of a current belief that played a key role in the current living environment. This idea of a person having key situations in life can also be applied to events or systems such as the Silk Road. The Silk Road was one of the largest international collaborationsRead MoreSilk Road1687 Words   |  7 PagesThe Silk Road was a trade network the connected the East to the West on the Eur asian continent. This trade included both overland and maritime routes. The central Asian kingdoms and peoples became the nexus point for much of this trade which lasted from the 3rd century B.C.E. to the 15th century C.E. Many products and other cultural expressions moved along the Silk Road and diffused among various kingdoms along it. In breaking down and separating the patterns of interaction that occurred along theRead MoreBuddhism From India And China1689 Words   |  7 Pages Buddhism’s history date back to the first century, but Buddhism’s popularity then was not as popular that it is today to the millions of devotee’s practicing. This research paper will argue how Buddhism from India spread to China by using the Silk Road as a critical bridge and also for change and continuity for the religion that came from India and traveled to China. Buddhism is a religion that is based on teachings it does not have a single God or many gods that are typical found in most religionsRead MoreGreat Wall of China Essay example1375 Words   |  6 Pagesattacks, but this changed the political systems and military policies of their strategy. The Great Wall of China is expressively important because it also developed a nationwide cultural influences. Cultural influences can change a nation’s way of life. 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The Silk Road was an ancient network of trade routes and oasis cities that ultimately linked the East and West via commercial, cultural, technological, political and many other exchanges. In its height, the route extends over 100,000 kilometers (6,400 miles): stretching from China, to its furthest east, to the Roman Empire, to its furthest west. The exchange between the two sides on Silk Road have

How Far Do You Agree That Hitler’s Regime Was a ‘Consensus...

How far do you agree that Hitler’s Regime was a ‘consensus dictatorship’? A consensus dictatorship is on that suggests Hitler’s regime was surrounded by a general agreement. This would mean that the majority of the German public were in cooperation with the Nazi regime and agreed with both the enforced and promoted concept of the regime. Hitler had mainly achieved this by trying to ‘ win over the hearts and minds of all non-Jewish Germans’ this would mean he would have the majority of the Germans citizens on his side. However, it is also suggested that many of the people had only consented due to fear which can be inferred from source 5 that it was the methods of the Nazi apparatus of terror that had led to the people conforming.†¦show more content†¦The public voluntarily had given in the names of Jews to the Nazis due to jealousy and terror imposed on them by the Nazi’s which suggests that the terror apparatus used on civilians was effective and the public were forced to conform to the dictatorship but overall most peo ple acted towards their own benefit and the countless denunciations which included false accusations indicate that the regime was a consensus dictatorship. On the other hand, the opposition faced by the Nazi regime is evidence that the Nazi Regime was not a consented one. In Source 5 it mentions the political opponents being detained in the concentration camps but even with this sort of mass terror of demolishing the left there was signs of opposition against the regime. The fact that there were low-level resistance jokes around shows the Nazis were unpopular. People were trying to pick holes in the system rather than just accept it. People were trying to spread the word. This also indicated the fear people had of Hitler and it was this fear that forced the people to conform. The Church although having an agreement with Hitler called the concordat had stood against the regime a number of times. For example, Bishop von Galen of Munster had stood against the euthanasia programmes. There was also opposition from the youth, an example the swing kids, they expressed their individuality by wearing their hair long and listened to jazz. But mos t opposition and resistance was only involvedShow MoreRelatedThe Nazi Regime Depended More on Its Broad Popularity Than on Terror in the Years 1933-1939. How Far Do You Agree with This Statement?1233 Words   |  5 PagesThe Nazi Regime Depended More on its Broad Popularity than on Terror in the Years 1933-1939. How Far Do You Agree With This Statement? It can be argued that in order for the Nazi Regime to have stayed in power, it was essential that they maintain high popularity. On the other hand, though popularity is needed, it can be debated that the use of terror was a more important aspect to the regime as it ensured that the German people would not question or speak out against the regimes policy and actionsRead MoreNew World Order in Conspiracy Theory13987 Words   |  56 Pagesorganizations. Numerous historical and current events are seen as steps in an on-going plot to achieve world domination through  secret political gatherings  and decision-making processes.[2][3][4][5][6] Prior to the early 1990s, New World Order  conspiracism  was limited to two American countercultures, primarily the  militantly anti-government right, and secondarily  fundamentalist Christians  concerned with  end-time  emergence of the  Antichrist.[7]  Skeptics, such as  Michael Barkun  andChip Berlet, have expressedRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesrecession of 2008) when one could quite plausibly argue that a new era had begun. A compelling case can be made for viewing the decades of the global scramble for colonies after 1870 as a predictable culmination of the long nineteenth century, which was ushered in by the industrial and political revolutions of the late 1700s. But at the same time, without serious attention to the processes and misguided policies that led to decades of agrarian and industrial depression from the late 1860s to the

Project Resource Planning

Question: Discuss how the effective project manager or management is effective in integrating all the important skills that is required for good project management. Answer: Introduction Project management is a tool or a process that develops and executes the skills, knowledge and experience to achieve the goals and objectives of the project or the organization as a team. It involves working as a team to achieve one common goals and objective of the firm or the organization. Project management requires high technical skills. Effective project management also requires refined interpersonal skills and leadership skills to ensure that the projects that are being developed and executed to ensure that people are able to achieve objectives of the projects (Verzuh 2015). The author addresses the important skills and characteristics that are required for an effective project management. This includes both the technical skills and soft skills. The report also discusses how the effective project manager or management is effective in integrating all the important skills that is required for good project management. This includes the leadership skills like tam building, motivati on, conflict management, relationship building and other skills (Burke 2013). Qualities of an effective project manager Project manager is a person that is responsible to manage the project management so that they are able to achieve the set goals and objectives. Project manager is responsible for overall execution and planning of a particular project. Each project has new challenges attached to it so it is essential for the project manager to have qualities and skills that are required for effective project management. An effective project manager is the one that have right combination of skills, knowledge, experience, and personality. It is the skills and diplomacy that will help in effective project management (Barry 2015). The top qualities that an effective project manager should have are as follows: Good communication skills- the most important skill for effective project management is that he/she should be a good communicator. Poor communications can have a negative effect as it may cause misunderstanding and distortions especially when a large team is to be managed. Project manager should have clear communications, goals, responsibility, feedback, performance and expectations. A good communication helps in setting a good guideline for the project management (Bredillet et al. 2015). Effective leadership skills- project management requires dealing with large teams. Hence the project manager should have good leadership skills so that it is able to handle the large team effectively. It is essential for the managers to motivate employees and improve the team performance to achieve the organizational goals. Good decision making- project managers have the responsibility of making tough decisions at every stage of the process or operation. The project manager should have good decision making skills so that it is able to make effective decisions to solve the challenges that it face. It is essential for the project manager should thin quickly and react effectively (Chipulu et al. 2013). Set goals and visions- planning is the most essential step in effective project management. Building a clear picture of the direction to which they are to head is essential. Visionaries thrive on change and being able to draw new boundaries. Vision helps the stakeholders believe that they have real stake in the project. The main skill that the project manager should be possessing is that they should have the opportunity of exploring vision for the organization. Effective project managers should be visionary in nature (Hodgson and Paton 2016). Technical knowledge- project manager should also have a good technical knowledge to handle the technical tools and subject of the project. Sound technical knowledge helps in solving the problems that may crop up during the implementation stage. It also helps the manager take strategic decisions. Technical knowledge and skills is as essential as the soft skills for effective project management (Kerzner 2013). Problem solving skills- the project manager should have effective problem solving skills in order for effective team management and project management. There are various problems that may arise during effective project management. But it is essential for manager to handle them effectively in order to accomplish the set goals and objectives. Team building- effective project management requires the team to work in unity. For this the project manager requires good management of team building. The team manager should have skill to realize the positive aspects of the team members so that it can be used effectively for the planning and execution of the project. Enthusiastic- the project managers should be enthusiastic about the project and should have positive attitude towards work. Effective project manager should have a can do attitude so that they can inspire others as well with their positive attitude. Enthusiastic leaders are committed towards their goals (Medina and Francis 2015). Empathetic- empathetic nature of the project managers helps them gain support. It includes showing care and support to the members of the team and understand theory problem. It also includes understanding the needs of the stakeholders and other team issues. This helps in building an effective project management. Pragmatic- the other skill that is required for effective project management is being pragmatic. A good manager is the one that focuses on the getting the work done with the resources that is available to them. An effective project manager is the one that analyzes the problem to its core and then progresses with the project (Nixon et al. 2012). Thrive under pressure- It is essential for the project managers to work under a situation where they have capability to thrive under pressure. A project manager should be calm and have a balanced state of mind so that they dont indulge in negative thoughts. Good negotiation skills- a project manager should have the skill to negotiate with its team members. This skill is required to bridge the gap that arises due to differences in the opinion of the team members. It is essential for the project managers to settle the issues that arise due to conflict through effective negotiations (Kerzner 2013). Ability to delegate tasks- a project manager should trust its team as it reflects in the actions of the team and its members. The work of the project should be done as a team. This helps in building a trust and makes the team strong. Integrity- a project manager should be honest, loyalty and integrity. The actions of the managers greatly influence the team members. Hence it is essential for the project manager should set positive and influencing actions to motivate its members for an effective project management. It is also essential for the project manager should practice what they preach. Organized and efficient- an effective project manager should be organized and efficient. They should have an excellent time management skills. It is essential for the project manager to be punctual and meet the deadlines. The project manger should have a skill to find alternate solutions to the problems and abandon the strategies that is not working (Brealey et al. 2012). Experienced and knowledgeable- the project manger should be experienced as the experiences helps the managers tackle nay problem they face. The experience and knowledge that the project posses help the manager earn respect and authority from its team members. The approach of the manager should be logical. Competent- am effective project manager should be competent and good in its working. It is essential to maintain the flow of work and create a win situation in order to achieve the target (Bauer et al. 2014). The main skill that is essential for effective project management is good communication skill. A project manager should analyze the qualities that are needed for effective project management and incorporate it in its personal life. This can be done by attending proper training sessions and development. A project manager should be confident and honest. A good personality trait helps the manager gain respect and popularity among it team members. It is not easy to be a good project manager as project management requires high technical skill set along with soft skills. A project manager should have the ability to manage the risks. Effective project management requires proper planning and execution of the work in order to achieve the set goals and targets of the project. A project manger should be inspiring in nature so that they are able to motivate the team members and its employees. Change is the main factor and an effective project manager should be the one that can accept the change (Ahmad et al. 2013). Conclusion Project management is an approach that requires great planning and execution. For this the project manager should have good skills. Proper integration of the skills helps the manager and its team achieves the set organizational goals and targets. The main skill that is required is good communication skills and confidence. The project manager should be able to handle the challenges and issues confidently. Relationship building and a good leadership skill are the essential characteristics. It is essential for the project manager to not only have technical skills but soft skills as well in order to accomplish the set goals and targets. References Ahmad, S., Mallick, D.N. and Schroeder, R.G., 2013. New product development: impact of project characteristics and development practices on performance.Journal of Product Innovation Management,30(2), pp.331-348. Barry, T.R., 2015. Top 10 qualities of a project manager. Bauer, B.J., Richardson, T.M. and Marion Jr, J.W., 2014. Project Manager Management Competencyvs.Technical Competency. Which is more important to overall project management success?.International Journal of Engineering Research and Applications,4(4 (Version 1)), pp.269-273. Brealey, R.A., Myers, S.C., Allen, F. and Mohanty, P., 2012.Principles of corporate finance. Tata McGraw-Hill Education. Bredillet, C., Tywoniak, S. and Dwivedula, R., 2015. What is a good project manager? An Aristotelian perspective.International Journal of Project Management,33(2), pp.254-266. Burke, R., 2013. Project management: planning and control techniques.New Jersey, USA. Chipulu, M., Neoh, J.G., Ojiako, U.U. and Williams, T., 2013. A multidimensional analysis of project manager competences.IEEE Transactions on Engineering Management,60(3), pp.506-517. Hodgson, D.E. and Paton, S., 2016. Understanding the professional project manager: cosmopolitans, locals and identity work.International Journal of Project Management,34(2), pp.352-364. Kerzner, H.R., 2013.Project management: a systems approach to planning, scheduling, and controlling. John Wiley Sons. Medina, A. and Francis, A.J., 2015. What Are the Characteristics That Software Development Project Team Members Associate With a Good Project Manager?.Project Management Journal,46(5), pp.81-93. Nixon, P., Harrington, M. and Parker, D., 2012. Leadership performance is significant to project success or failure: a critical analysis.International Journal of productivity and performance management,61(2), pp.204-216. Verzuh, E., 2015.The fast forward MBA in project management. John Wiley Sons.