Cultural Determinants of Terrorism Essay

Orchestrated objectives within well-organized terrorist groups suggest that principles of organizational psychology apply to terrorist organizations, under the cultural influence of each one (Borum, 2004). There is much cause for optimism in understanding terrorist organizations, for as Alder and Gunderson (2008) write, â€Å"Luckily, we have learned that global complexity is neither unpredictable nor random† (p. v). The call for research has never been more pressing. Introduction â€Å"Terrorism is an elusive subject, evading precise political, jurisprudential, and cultural definition† (Oliveri, 2008, p. 49). It depends upon the definition of ‘terrorism’. â€Å"With over 100 definitions, this is not an easy task; there is no common understanding of what constitutes ‘terrorism’; no clear and universally acknowledged definition actually exists† (Franks, 2007, p. 2). The definition Munger (2006) proposes that is used for this paper is, â⠂¬Å"Culture is defined as the set of ‘inherited’ beliefs, attitudes, and moral strictures that a people use to distinguish outsiders, to understand themselves and to communicate with each other† (p. 131). The distinguishing characteristic of ‘them’ and ‘us’ is perhaps the fundamental belief generated within cultures that makes terrorism towards others possible. Whether viewed in terms of extremist Muslim culture or right-wing American culture, cultural identity supports the conflict of ideologies. Ward (2008) says, â€Å"Terrorism has taken the academic world by storm† (p. 248). The Psychology of Terrorism only became a legitimate academic study in 1982; â€Å"terrorism is far from a new phenomenon, traceable to the French Revolution and the Nihilists of 19th Century Russia† (Franks, 2007, p. ). Undoubtedly, it goes much further into the annals of history than the 19th Century, â€Å"the concept of terrorism had no meaning in history until the modern era† (Bratkowski, 2005, p. 764). Prior to modernity, terrorism was so much a part of daily culture it was normal behavior, without a specific word for it. In fact, for most of Christendom, â €Å"humankind has always provided a justification for killing and instilling terror in fellow humans† (p. 764). It is only recently that most cultures have placed a label of immorality on selective murder to achieve political or cultural ends. Our species has a protracted history and prehistory of terrorism. One might wonder why terrorism has â€Å"taken the academic world by storm†. Insights from Psychology â€Å"Terrorist violence most often is deliberate (not impulsive), strategic, and instrumental; it is linked to and justified by ideological (e. g. , political, religious) objectives and usually involves a group or multiple actors/supporters (Borum, 2004, p. 17). Since terrorist objectives originate within multinational organizations, principles of organizational psychology apply to all terrorist organizations, under the cultural milieu of the organization in question. What is now certain is that terrorism is not a psychopathological aberration, as was originally thought in psychoanalytical circles (Crenshaw, 1992). Terrorist organizations are composed of clear-headed individuals, often with advanced university degrees. Merari (1991) collected empirical data on suicide bombers, and found that psychopathology is almost never a factor in a terrorist’s profile. In fact, â€Å"prevalence of mental illness among samples of incarcerated terrorists is as low as or lower than in the general population† (Borum, 2004, p. 34). This is a clear indicator that we are dealing with psychologies of organization, and not groups of crazed sociopaths. Survival of the organization, a tenet of organizational psychology, has clear implications for the terrorist mindset (Post, 1989), even though â€Å"research on the psychology of terrorism largely lacks substance and rigor. While cultural factors are important, much study remains. â€Å"Future research should be operationally-informed; maintain a behavior based focus; and derive interpretations from analyses of incident-related behaviors† (Borum, 2004, p. 3). The main problem with such a venture might be that terrorists are not giving interviews or taking surveys. Borum points out that â€Å"there is a broad spectrum of terrorist groups and organizations, each of which has a different psychology, motivation and decision making structure† (p. 5). This further underscores the need to be on guard against the ‘stereotypical terrorist organization’: there is none. In a terrorist organization, â€Å"two key narcissistic dynamics are a grandiose sense of self and ‘idealized parental imago’. If one can’t be perfect, at least one can be in a relationship with something perfect† (Borum, 2004, p. 9). Association with a world figure such as Bin Laden satisfies this need; this can lead us back to US culture: promulgation and amplifying worldwide terrorism, via the news media. Bin Laden often makes the evening news, and every time he does, his ‘world stature’ is elevated, especially in the min ds of his followers. It the name Bin Laden was unknown, how much less effective would al-Qaeda become? Media has some degree of culpability, if not complicity in promulgating terrorism worldwide by providing free publicity to organizations and their cause. According to Paul Marsden (CPM, 2001, p. 1), â€Å"the amount of media coverage devoted to these events, by television networks and newspapers, correlates positively with the rise in subsequent `copycat’ events. This is darkly consistent with the substantial body of evidence for suicide contagion – the idea that suicides beget suicide. † If distraught teenagers copy Columbine style shootings, how much more are suicide attacks from terrorist cells encouraged by watching the evening news? Unintentionally but effectively eulogizing angry teens and terrorists alike hold moral implications for the major news media, which need addressing by society. Organizational Psychology provides some insight: if a culture perceives it is losing its ability to contribute its share to the world stage, conflict will result (Rahim, 1986; Katz ; Kahn, 1978). Considering that entire cultures may feel they are losing their ability to contribute because of intervention of external cultures upon their own culture is likely one requisite to the creation of worldwide terror organization formation. Cultural factors of extremist Muslim society While many in the West view extremist Muslim terrorism as irrational behavior by deranged individuals, â€Å"it is perfectly possible to understand terrorism as a rational decision problem, if we accept the premise that culture matters† (Munger, 2006, p. 132). â€Å"Islamic societies, not exclusively, but perhaps to a greater extent than most other nations, are committed to an idea of the perfectibility of humans in societies, through moral education and imposition and enforcement of moral law (Sharia) based on the Quran† (p. 142). This religious adherence adds a great deal of resistance to compromise from outside cultures, and bolsters the extremist elements within Islamic society. Much of the cultural foundation of extremist Muslim culture is their unique interpretation of the Quran: â€Å"The contemporary terrorist mentality and culture, which are rooted in absolutist, either-or, good-and-evil world views, resist efforts to negotiate. Accommodation, bargaining, and mutually acceptable compromise are not envisioned as possibilities within many terrorists’ mental framework† (Smelser ; Mitchell, 2002, p. 1). It appears that once a terrorist organization is established, the only ways to eliminate it is either when they accomplish their objectives, to destroy them, or to take away their reason to exist, which will allow Skinnerian extinction to follow over time. The ‘destroy’ method is problematic and costly: how does one destroy an ideology? Islamic terrorists are well-connected using technology; their geographic locality is literally everywhere and nowhere. Culturally-attuned uses of information technology† are a major source of cross-cultural influences in the creation and sustaining of terrorist organizations (Bailey ; Grimaila, 2006, p. 534). Terrorist organizations are expert in spreading and sustaining their ideology around the world. Once indoctrinated into a group, people will generally follow orders, no matter how extreme or violent, as long as the individual perceives that the order was issued from the appropriate authority (Milgram, 1965). Cultural influences caused normal students at Stanford to transform into ‘merciless prison guards’; once given the role and the authority, al-Qaeda recruits mold easily to orders from Bin Laden. Not only do they have a physical authority, which relieves their individual conscience from objecting, but also they further believe that Allah Himself sanctions Bin Laden and themselves in their efforts to establish Sharia law throughout the world (Bailey ; Grimaila, 2006). There is substantial agreement that the psychology of terrorism cannot be considered apart from political, historical, familial, group dynamic, organic, and even purely accidental, coincidental factors† (Borum, 2004, p. 22). Borum also states, â€Å"Significant differences [exist] both in, 1) the nature and level of aggression in different cultures, and 2) aggression can be environmentally manipulated; both findings that argue against a universal human instinct [of violence]† (p. 12). Diamond (20 04) argues that environmental influences are paramount in understanding why cultures are the way they are. The Fertile Crescent, once the cornerstone of agriculture, became radically altered once all the forests were clear-cut, leaving mostly a barren desert environment. It is interesting to note that the foundation cultures which harbored the seeds of al-Qaeda all come from this former environmental paradise. Therefore, while culture probably has the most influence on the creation of terrorist organizations in the short term today, environment certainly has a large degree of impact over the long term, and might have a large impact in the short term via militaristic or political manipulation. For many critics, global or ‘hyper’ terrorism has become an ultimate expression of acutely depressed geopolitical chaos† (Ward, 2008, p. 252). Geopolitical chaos produces environments ripe with opportunity for recruiters toward the cause of terrorism. Without addressing and rectifying the chaotic areas of the world, it is highly doubtful, that global terrorism will end. Cultures th at feel oppressed or depraved on the world stage may rise in rebellion against the oppressing culture(s), with or without religious dictate. Muslim culture is producing the lion’s share of high-visibility terrorists in the world today (Borum, 2004). One way to understand Muslim culture as it relates to the creation of terrorism is to look at Hofstede’s dimensions. Generally, Islamic countries have large inequalities of status, forming a small ruling group, and a large ruled group with limited power. Hofstede (2001) shows, those Arab cultures have large Power Distance (PDI) (80) and Uncertainty Avoidance (UAI) (68). When these two Dimensions are combined, it creates a situation where leaders have virtually ultimate power and authority. It is not unusual for new leadership to arise from armed insurrection – the ultimate power, rather than from diplomatic or democratic change† (Borum, 2004, p. 44). Virtually the only method available for the downtrodden in Arab society to express their need for change is by armed insurrection. This is a valuable insight into the cultural creation of Arab-based terr orism, possibly the most important one. Naturally, from the ‘terrorists’ point of view they are not terrorists at all but â€Å"freedom fighters†, fighting with their only available means to enact positive change. Does this mean efforts at establishing democracy in Muslim states are likely to fail? Cultural roots run deep, and are resistant to change by outside cultures (Weiten, 2004), so the question of democracy introduced and established by Westerners is a highly speculative venture. Finally, take the case of a female suicide bomber. It was originally assumed that the young woman who committed this act was â€Å"innocent, ignorant, and of questionable morality† (Brunner, 2007, p. 961). It is difficult for Westerners to imagine otherwise. Subsequent interviews revealed that she was educated, showed no signs of emotional disturbance, and was â€Å"as highly intelligent and more independent than other girls in her society, but still fully within the range of normal† (p. 961). The key point is that she was â€Å"fully within the range of normal†, according to the culture that she grew up within. By not understanding her culture, Western culture had labeled her â€Å"innocent, ignorant, and immoral†, overlooking key factors with which to fully understand why a mentally stable young woman would commit such an act, and more importantly, to be able to deal realistically with the rise of extremist terrorism through a lack of cultural understanding. Cultural factors of the United States There is a cultural precedence of powerful nations to label other nations as ‘evil’: a threat to ‘civilization’ (Ivie, 2005). In the U. S. , â€Å"this is a very old cultural theme, deeply ingrained into the political psyche† (p. 56). This cross-cultural mindset of powerful nations is one part in the creation of terrorists in weaker cultures, a type of self-fulfilling prophecy: the call to destroy the ‘barbarians that threaten democracy’ is an ancient one; Greece and Rome had similar ongoing open-ended campaigns against terrorists, as does the U. S. today (p. 55). The main trouble with an open-ended campaign is that it never ends†¦ another cultural perception that needs adjustment on the world stage in order to arrive at peace in the world. Looking at the cultural history of the US, the ‘savage’ has always been the object of distain and genocide, in order to ‘make way for civilization’ (Ivie, 2005). The genocide of indigenous peoples of the North American continent is well documented, even using biological terrorist tactics of germ warfare; giving ‘gifts’ of small-pox laden blankets to Indians without acquired immunity against devastating disease (Diamond, 1997). Oliverio (2008) writes, â€Å"It was also a matter of common sense that the Aryan race was superior. This taken-for-granted reality of Aryan superiority led to the extermination of millions of American Indians, millions of African slaves bound for America, and countless indigenous cultures throughout the world† (p. 21). Powerful cultures that label weaker cultures as savages are a powerful impetus to the creation of terrorism. It is a recent habit of the American Right to wage war against abstractions (Comaroff, 2007, p. 381). The line between metaphorical and real war, blurred beyond recognition, gives rise to such cultural terms as ‘the war against drugs’, ‘the war against poverty’, ‘the war against illegal immigration’ (Sherry, 1995), and has become the standard of cultural mind-set in America today. Again, the US has a â€Å"militarized world-view extended to declaring metaphorical wars on disease, crime, engaging in ‘trade wars’ with foreign competitors, and fighting ‘culture wars’ with one another† (p. 58). â€Å"Culture wars† is the main point in question: how can peace ever prevail if acts of war against culture prevail? Even the Olympic Games that followed 9/11 became a forum for the core Bush Doctrine (Falcous ; Silk, 2005). How does the reduction of civil liberties fare with the response to terrorism? â€Å"Not allowing college professors to speak out against governmental policies associated with the war on terror† (Crowson ; DeBacker, 2008, p. 296) is one form of right-wing authoritarianism that many Americans think needs implementation. A disturbing trend of loss of personal freedoms that some associate with fascism. Taken as a whole, US domestic and foreign policy regarding oil consumption, and support for oppressive regimes, is set aside in deference to critical scrutiny of individual behavior and the forms of ‘moral lassitude’ associated with a culture of dependency† (Hay ; Andrejevic, 2006, p. 344). So at least part of the U. S. cultural mindset is about securing its own economic interests at the expense of decency and fairness on the world stage. Many people think that the U. S. would never have bothered with Iraq if they had no strategic oil supplies, especially in the Middle East and Europe. This belief can only inflame world tensions further. Understanding cross-cultural inter-dependencies A surprising interdependency, regards the Bush Administration itself. According to Kellner (2004), not only Jihadists are responsible for ‘spectacular acts of terror’, but also both Bush administrations. They deployed â€Å"Manichean discourses of good and evil which themselves fit into dominant media codes of popular culture; that both deploy fundamentalist and absolutist discourses† (p. 41). This is extremely similar to the â€Å"contemporary terrorist mentality and culture, which are rooted in absolutist, either-or, good-and-evil world views, resist efforts to negotiate† (Smelser ; Mitchell, 2002, p. 1). The Bush administration openly declares its refusal to communicate with terrorist organizations or states, which is absolutist. We know that incentives flourish within such organizations (Munger, 2006). Incentives usually take two forms: 1) recruit members that are prone to obey and please within a cultural setting (e. g. collectivist rather than individualist cultures), and 2) â€Å"Create a set of incentives that reward loyalty, by giving access to excludable near-public (â€Å"club†) goods† (p. 131). Mohammed Atta reportedly was â€Å"at a strip club spending a lot of money, shouting anti-American slogans, and left a copy of the Quran before he left† (USA TODAY, 2001, p. 1). This incident seems to have fallen under ‘club goods’ instead of operational funds, because it was the night before the hijackings, and such excessive cash was no longer needed. This says nothing of the influence U. S. culture had on Atta, a devout Muslim going to a strip club, one day before he â€Å"meets Allah†. There is no such thing as a ‘terrorist state’, in the absolute sense. Triandis, Bontempo, Villareal, Asai, and Lucca (1988) have shown that national cultures never equate to individual or subgroup cultures, so while a totalitarian governing body may indeed be a terrorist organization, the general populace can in no way be held accountable for the actions of a few. It is a stereotypical mistake to label an entire country as terrorist. It is important to realize that â€Å"both differences and similarities in behavior occur across and within cultures; psychological processes are characterized by both cultural variance and invariance† (Weiten, 2006, p24). Regrettably, â€Å"quite a few nations are culturally reasonably homogeneous† (Hofstede, 1998, p180), and this may mean that a few nations may be mostly extremist in their outlook. Discourses from the Bush administrations paralleled closely to speeches given by Hitler, Pope Urban II, and others: â€Å"an appeal to a legitimate power source external to the speaker; an appeal to the importance of the national culture under attack; the construction of an evil enemy; and an appeal for unification† (Graham, Keenan, ; Dowd, 2004, p. 213). Kellner (2004) feels that â€Å"the disparity between the vast amount of information freely available to all through multimedia sources, and the narrow vision presented on the major news media via television is a travesty†, and a major cultural factor responsible for the deployments of the Bush administrations’ controlled mass media (p. 61). While arguments that ‘freely available news sources from uncontrolled sources’ might suggest this no longer to be a cultural factor, culture by nature takes time to change, and most Americans probably place more credence in the evening news than the newer Internet sources (Kellner, 2003). Another example of how cross-cultural misunderstandings regularly occur between nations: â€Å"when one cultural message sender transmits information to another culture, chances of accurate transmission are reduced† (Alder ; Gunderson, 2008, p. 72), and when nations or organizations refuse to send information between cultures as both the Bush administration and the al-Qaeda organization currently do, virtually no chance of accurate transmission occurs. Stalemate results and wars go on, indefinitely; clear contributors to terrorism. Perhaps nowhere is the question of terrorism more complex than in the European Union: â€Å"European counterterrorism culture is a difficult concept due to the fact that the regional level of analysis encapsulates a range of different national cultures. Europe has always been a rich mixture of various cultures, and ‘terrorism’ is a culturally charged term† (Rees, 2007, p. 220), hence the difficulty in consensus. Conversely, in China, we could expect to find a unified definition of terrorism under the centralized government (Diamond, 1997). While China is suspect of â€Å"using the post-9/11 discourse of counterterrorism to cloak their own domestic priorities† (Rees, 2007, p. 224), most of their counterterrorism efforts are likely to gain support with the Chinese public as being in the accord of the countries best interest: China being a collectivistic nation. â€Å"Terrorists focus their recruitment where sentiments about perceived deprivation are deepest and most pervasive† (Borum, 2004). This helps us to understand why American involvement in Iraq actually helps create recruitment opportunities for al-Qaeda. Destroyed economies, infrastructure, and family support (via killed family members), create extreme deprivation, desperation to right cultural wrongs, and enrage cultural dictates for retribution (Borum, 2004). It even gives insight into where al-Qaeda might be concentrating recruitment efforts in America. For youth torn between two cultures in a foreign land, identity crisis may result from exposure to the foreign culture, and the chiasm between their parent’s cultures: â€Å"radicalism offers simple answers to the big questions they are grappling with† (Ongering, 2007, p. ). The human tendency to stereotype will easily adapt to simple answers rather than grapple with difficult questions (Weiten, 2004). Extrapolated, it may be easier to recruit a terrorist, than to prevent a person from taking up the cause in the first place. Does cultural pressure on a subgroup help to create violent extremists? Muslim communities in America, â€Å"Not only had their religion being p resented incorrectly, but its adherents were being equated with terrorists† (Baker, 2006, p. 302). Considering the degree that Muslim communities in the Western world are subject to intensified scrutiny, and even unwarranted acts of violence against them by US citizenry (Ward, 2008), a good assumption is that many young Muslims will adapt an extremist ideology in response to cultural threat (Sirin ; Fine, 2007), and some of those extremists will turn terrorist. It seems to be a never-ending spiral escalation of one cultural assault upon the other: the ‘Crusades’ continue†¦ It is a real ‘Which came first, the chicken or the egg? ’ question. Which side began this milieu of cultural attack and counterattack? Perceptions run the gamut: â€Å"The terrorist presents a story of heroism and necessary sacrifice. The counter-terrorist presents a counter-narrative of defiance and vengeance, replacing the image of the martyr with that of inhumanity, even bestiality† (Ward, 2008, p. 254). We reminded again of weaker cultures as ‘savage’, and as we have come to see, cross-culturally, nothing could be further from the truth from both extreme perspectives. Another cultural misunderstanding that may have helped to escalate tensions is the perception that the Muslim community in America did not stand up in unison and denounce the acts of 9/11 as atrocious. This initial silent response interpreted by many Americans as tantamount to condoning such acts of terrorism (Munro, 2006). Paradoxically, this lack of public outcry may have been the result of Muslim culture itself, with the majority of Muslims feeling that it was obvious that they had nothing to do with the attacks, and therefore no reason to take a public stand (Munro, 2006). A form of ‘vigilante counter-terrorism’ develops in American culture, which gives rise to anti-Muslim sentiment and acts of violence (Johnson, 2003). One probable contributing factor is termed: â€Å"Sudden Jihad Syndrome† (Pipes, 2006). The perpetrator, â€Å"for all outward appearances, a young Muslim man, well adjusted to Western society, considered friendly; one day, without warning, he acted out an independent Jihad, which injured nine students† (Pipes, 2006). Such unforeseeable and unpredictable behavior influences non-Muslims to stereotype many Muslims as having the same potential toward â€Å"Sudden Jihad Syndrome†. This of course creates an atmosphere of suspicion and mistrust between cultures: how can you tell who the enemy is just by looking at them? Discussion There is no cultural ‘quick fix’ to this pervasive problem confronting the modern world. â€Å"The general policy approach has to be adaptive, opportunistic, and multisided. The conventional problem-solving logic so attractive in American culture—find a problem and then fix it—is of limited utility, and a longer term, more contextualized approach is necessary† (Smelser et al. , 2002, p. 4). For instance, the Global War on Terror (GWOT) as espoused by the Bush Doctrine includes toppling ‘rogue nations’ as part of the effort to thwart terrorism (Borum, 2004). Focusing on ‘nation rebuilding’ of states, that are otherwise subject to deterrent, rather than on organizations that transcend geographic localities and are not subject to deterrent, is a lack of proper cultural understanding of the issues, and will lead to further cultural misunderstandings. It makes sense that if powerful cultures do not make accusations against weaker cultures not understood, or interfere in the sovereign rights of weaker nations, that a large amount of terrorism will fail to manifest by lack of unwanted cultural impetus from foreign powers. One of the biggest troubles seems to be, that powerful countries can arouse their masses which are â€Å"easily pressed into service to rally the nation, quell dissent and effectively inoculate the public against any alternative perspective† (Ivie, 2005, p. 56), the main point being to limit any alternative cultural perspectives as being legitimate relative to one’s own ‘superior’ cultural perspective. This is error. â€Å"An increasingly militarized culture of fear† (p. 9), such as is dominant in the US today, and which has been developing over many decades, cannot reduce the threat of terrorism in the world. Indeed, Muslim culture dictates that retribution be demanded when a family member is taken. Each errant US bomb inevitably creates more ‘terrorists’ (Borum, 2004), cultural ‘deviants’ are created that never would have existed otherwise. Rumors and hundreds of websites have sprung up claiming that FEMA has erected hundr eds of internment camps on American soil is a disturbing part of the changing culture in America today. A Google search of ‘American internment camps’ will pull up hundreds of unsubstantiated claims of such camps, including specific locations; further highlighting the cultural atmosphere of increasing paranoia. Finally, what can help prevent Muslim youth in the U. S. from taking a violent path? According to Sirin and Fine (2007)â€Å"Research that the successful integration of both one’s own culture and the dominant culture, leads to more positive developmental outcomes†¦whereas marginalization, that is disengagement from both cultures, is associated with mental health problems for immigrant youth† (p. 52). Society certainly would do well to address issues of marginalization, in order to help prevent future â€Å"Sudden Jihad Syndrome† (Pipes, 2006). Conclusion While this paper has focused mainly on US and Muslim extremist involvement, state and non-state respectively, it is important to remember that many other states and organizations exist whic h perpetrate terror. Terror is a two way street, with few exceptions. Perhaps the ultimate defense against terrorism is to understand the cultural and cross-cultural causes of it, and with proper knowledge, address the issues at hand. We must avoid stereotypes at all costs, because â€Å"Nearly all terrorists are extremists, but most extremists are not terrorists† (Borum, 2004). â€Å"Long-term orientation versus short-term orientation† (Franke, Hofstede, ; Bond, 1991) may provide insights into which culture holds greater strength in the GWOT. U. S. culture demands immediate results, and has little tolerance for long term strategies, while extremist Islamic culture is bond by the vision of Mohammed, and is prepared to sacrifice for centuries if need be (Borum, 2004). Fortunately, unnecessary warring between cultures may diminish substantially as one of the biggest single benefits of cross-cultural understanding and application of organizational psychological research (Brislan, 1983). â€Å"It is argued that we now live in an age of ‘hyperterrorism,’ where the nature and scale of terrorism has reached a new level, and that the question of ‘How to deal with international terrorism is quickly becoming the defining issue of our age’† (Ward, 2008, p. 248). It is imperative that we make every effort to understand the cross-cultural determinants of terrorism, regardless of cost. Additionally, â€Å"terrorism is a discourse that affects all our lives, and the collateral argument that terrorism somehow validates the occasional abrogation of so many of our most cherished legal principles, is something that should concern all of us† (p. 249). Hogan (2006) offers: â€Å"Due to the logistical and analytical challenges of cross-national comparisons, studies to date have concentrated largely on single nations† (p. 64). While much work remains, understanding the vast scope of cultural interdependencies that help create terrorism is an extremely complex task yet must be undertaken if we are to come to terms with global terrorism. As Hostede (1998) states, â€Å"constructs are products of the mind with which we attempt to understand and predict human behavior in an infinitely complex world†, and all constructs are flawed to some degree. In an infinitely complex world, we will never entirely eradicate terrorism in its many manifestations. Our best hope to eradicate the bulk of organized terrorism is through scientific understanding and conscientious application of rational solutions, freed from cultural bias. â€Å"Culture lies entirely on the â€Å"nurture† side of the ledger, as against â€Å"nature†, or truly nherited traits† (Munger, 2006, p. 134). Solutions to the specter of terrorism will manifest through understanding and responding to such cultural nurture. This paper has posited that understanding other cultures can help to reduce tensions between cultures, which give rise to terrorism and counterterrorism conflicts. As Munger (2006) points out, â€Å"a shared understanding of something that identifies insiders, and excludes outsiders because they do not share this understanding† (p. 133), is perhaps the fundamental commonality between conflicting sides. If we can short-circuit this exclusionary identity concept, by education and promulgate understanding by either, or both sides, and act upon it with responsible communication between parties, then perhaps modern terrorism as we know it will eventually end. It may take many years, because established terrorist organizations are not open to compromise (Smelser ; Mitchell, 2002), but such efforts may play a large part in helping to prevent future recruitment, and help eliminate the need for terrorist organizations within the cultures that originally spawned them; losing their luster they slowly fade from existence.

Case Study Analysis Ppaer Essay

Introduction A number of problems were made during the recent hiring process. This case Study is an attempt to identify and recommend ways to improve this process. From the information that has been obtained, I believe that a lack of employee experience and a lack of prior planning and follow up resulted in a failure to accomplish all the task necessary to hire the new employees in a timely fashion. ?Background Carol Robins, a new campus recruiter for ABC, Inc. , in early April he was able to hire 15 new trainees who were destined to work for Monica Carrolls,  the operations supervisor. From the interviews that were conducted, it appears that Carl was unable to accomplish all of the tasks necessary so that the new hires could begin work. These tasks included documentation, drug testing, material preparation for the orientation, and facility scheduling. Monica Carrolls did contact Carl on May 15 concerning his process with the hiring process. Other employees had failed to keep the paper copy of the master orientation manual current so that it can be quickly copied. Another factor appears the rapid expansion of the company. Alternatives With more than one problem a major focus on a number of different Solutions, such as, Prior planning by Carl could have eliminated some of the issues; however, Carl’s in experience would probably still have resulted in there being some problems. The company has failed to provide relatively inexperienced employees, like Carl, with comprehensive procedures and job practices. Under the topic of supervision, Monica Carrolls could have made contact more often with Carl. But her job, as operations manager, does not include his supervision. Another solution to the supervision problem could be to increase the staff in the human resources department. However, on examination this does not appear to be the most efficient solution due to the increased costs. Another solution would be to maintain the master â€Å"New Employee Orientation† manual in electronic format. Having the manual in electronic form allows for easy updating of the policy and procedures, and prevents inadvertent loss or damage to that document. This method is cost effective and easily implemented. ?Proposed Solutions. A â€Å"New Employee Checklist† will be created with all pre-employed tasks listed on it. ?The â€Å"Employee Orientation† manual will be maintained in an electronic format. ?Some of the pre-employment tasks will become the responsibility of the potential employees to accomplish. Potential employees will report when the tasks have been completed. A member of the human resource staff will confirm that the task has been completed correctly. ?Employees like, Carl Robins, will be required to submit weekly reports detailing the current status of all potential employees. ?Recommendations New employees are the only way the work of this organization gets accomplished. Everyone efforts to sustain the continued growth and profits of this company cannot be ignored. With the continued growth of the company the proposed solutions that the employee will make on that day may need to be modified as the company becomes larger. I would recommend that a periodic review of the hiring process; looking for ways to improve it. And also a review should be done on an annual basis.

Diversity – Gender and education Factors such as ethnicity, economic status and gender can affect educational outcomes

Factors such as ethnicity, economic status and gender can affect educational outcomes (Hughes, 1991). The 1944 Education Act promotes equality for children in school. In spite of this, it has been suggested that girls persistently tend to have different educational outcomes from boys (Hughes, 1991). There are many complex explanations linked not only to the educational process throughout history but additionally to social influence. The way in which children create their gender roles has an impact on the way they identify themselves and others. Stereotyping can impact on the way practitioners view children and can lead to discriminatory practice. It is vital to consider the hidden curriculum for unintentional signs of discrimination. Knowledge of legislation and initiatives that protect children's rights to an education irrespective of difference is of significance. As is the ways in which practitioners can promote equality. Through the use of key texts and the theories of experts it is possible to comprehend the impact that gender can have on learning and development. In the nineteenth century characteristics such as class, race and gender were detrimental factors which decided the form of education a child received. Hughes (1991) suggests this is due to the educator's role being to ensure each individual would be equipped to fulfil their predetermined role. Early attempts at access to education for all were frowned upon by those in power, fearing that the ‘the masses would get ideas above their station' (Hughes, 1991, P. 9). Schooling for girls was seen in relation to their domestic role. It was also considered that girls needed to conserve their energy for childrearing rather than mental activity (Hughes, 1991). Upper-class males attended private and independent schools, where they were moulded to become the elite. Their sisters however, though still received an education, were taught at home. Society's views on education differed for boys and girls at all social levels (Hughes, 1991). According to Charles (2002) the education system was designed to prepare children for adult life, which was gender as well as class segregated. The 1944 Education Act was centred on equality of opportunity. This involved for the first time, compulsory education for all that was free until the age of fourteen. However, inequality referred heavily to class disadvantage (Charles, 2002). The curriculum became gendered with the view that girls would concentrate on the ‘domestic subjects' while boys would practice the ‘technical subjects' (Charles, 2002). However, there has been much debate as to the reason for suggested differences in educational outcomes relating to gender. Yeo and Lovell (1998) suggest that females attain better outcomes in primary education, with emphasis in literacy and language. They state that research conducted in the 1990's suggests girls are motivated, ambitious and interested in long term education. In contrast boys were seen as low in motivation, self-esteem and concentration. One suggested explanation being the introduction of equal opportunity initiatives to encourage girls to pursue subjects previously associated as ‘male dominated'. Practitioners were also encouraged to increase awareness of methods to enhance girl's interest in education. According to Yeo and Lovell (1998) these changes were directly influenced by the transformation in the labour market, from being male dominated to increasingly more equal. As a consequence, it seems that boys are now underachieving in school. However, Skelton and Francis (2003) suggest the cause for this apparent difference in attainment is not straightforward. According to Charles there is evidence to suggest that this is not a new theory. Relating back to the 11+ exam, in which girls needed a higher score than boys to gain entry into grammar school. Skelton and Francis (2003) suggest that the view that ‘boys are underachieving' is now being challenged. They suggest the gap between boys and girls in standards of literacy, english and modern languages remains large. Nevertheless, SAT's (Standardised Assessment Tests) results show that boys and girls are showing increased performance on a yearly basis (Skelton and Francis, 2003). However, it is not only a case of boys versus girls. Not all boys ‘underachieve' and not all girls are ‘high flyers' (Skelton and Francis, 2003). There are class and ethnicity influences to consider (See Appendix One). Feminist research claims that it is the way boys construct their gender roles that ultimately leads to their dissociation from subjects traditionally determined as feminine such as literacy. However, many non-feminist commentators suggest that the high proportion of female teachers at primary level is responsible for boys learning needs being overlooked. Their suggested solution to the gender gap is to increase the number of male primary school teachers to provide positive role models linked with education. According to Skelton and Francis (2003) there appears to be no evidence to suggest that boys will perceive male teachers in a positive light, or that this will impact on their achievement. It has only been since 1975 when education was included in the Sex Discrimination Act that gender equality in schools has been highlighted (Nixon, 2005). However, the process in which children construct their gender roles is thought to be highly complex suggesting that equality between boys and girls is still being considered (Skelton and Francis, 2003). The nature, nurture debate surrounding individual differences in areas such as gender has affected equality in education (Hughes, 1991). It is fundamental to distinguish between ‘sex' and ‘gender'. According to Cole (2005) a persons ‘sex' is related their biological make up. Gross (2005) states that sex and ethnicity are viewed by some as biological factors which can determine levels of intelligence and attainment in school. However, there are environmental issues to consider with reference to socialisation leading to ‘gender' roles (Charles, 2002). Numerous surveys have suggested that boys and girls are treated differently from the day they are born (Hughes, 1991). Oakley (1972, as cited in Charles, 2002) argues that there are too many variations in gender roles for the social differences between males and females to be innate. According to Charles (2002) parenting in Britain is still gendered, with fatherhood being associated with the role of supporting the family financially and motherhood with caring. As a consequence Hughes (1991) believes that many children have a clear understanding of what it may mean to be a boy or a girl, and the expectations which are attached to this. For example, Belotti (1975, as cited in Hughes, 1991) suggests that boys learn to suppress their emotions, a consequence of believing that it is not acceptable for boys to cry. This power over construction of values and beliefs has a direct influence on how children identify themselves and others. Siraj-Blatchford (2001, P. 96) suggests ‘every adult and other child has the power to affect each child's behaviour, actions, interactions, learning outcomes and beliefs'. Therefore, influences can come from parents, siblings, peers, educational settings but also the media. This view is backed by Bronfenbrenner's (1979) ecological model which shows how the environment can influence a child's development (Feinstein et al, 2004). Feinstein et al (2004) suggests education has a significant role to play in influencing the factors which can affect children's attainment. Bandura's (1977) social learning theory suggests that children can learn indirectly through observation and imitation of others (Walkup, 2004). Therefore, children may relate to the way others whom they identify with are treated in society. In the process of developing an identity, children can distance themselves from others they deem as different to them or their ‘group' (Siraj-Blatchford, 2001). Kenway (date unknown, as cited in Bond, 2000) suggests that it is not until the age of seven that children view their gender as fixed. Younger children can believe certain activities or behaviour will dictate their gender (Bond, 2000). Siraj-Blatchford (2001) believes without challenge to this way of thinking, children may carry on believing in stereotypes such as, ‘only boys play football and only girls read books'. If children are left to believe in negative images which they relate to their identity, they can become self-fulfilling (Siraj-Blatchford, 2001). Willan at al (2004) suggests it is the practitioner's responsibility to understand and implement legislation to promote equality. The Humans Rights Act 1998 prohibits discrimination in the United Kingdom under the European Convention on Human Rights. The Children Act 1989 (2004) also emphasises the rights of children in society to equal opportunities and protection from unfair treatment through discriminatory practice (Wilan et al, 2004). Internationally, these rights are addressed by the United Nations Convention on the Rights of the Child (1989). The Education Act (1988) then provides the legal framework for equality in schools. This protection for children must be implemented appropriately to provide equality and inclusion (Wilan et al, 2004). There has been an increased awareness in gender stereotyping since the Sex Discrimination Act was updated in 1986. The National Curriculum states that practitioners ‘should be aware of the requirements of equal opportunities legislation that covers race, gender and disability' (DfEE/QCA, 1999, P31). Malik (2003) suggests that without equality of opportunity there cannot be provision of quality early childhood education. To ensure that discriminatory practice does not transpire it is essential for practitioners to consider their own beliefs and values (Willan et al, 2004). In order to promote equal opportunities practitioners need to become aware of and deconstruct their own stereotypical thinking (Wilan et al, 2004). Malik (2003) suggests that stereotyping in a negative way can damage children's perceptions of themselves and others, denying them the chance to fulfil their potential. Stereotyping can lead to prejudice through preconceived ideas, it is this type of attitude that that often results in discriminatory practice (Malik, 2003). Haberman (1995, as cited in Cole, 2005) suggests that practitioners can follow five concepts order to overcome prejudice (See Appendix Two). It is through awareness of differences in people or groups that stereotyping, prejudice and discrimination can occur. However, it is also through valuing difference that inclusion and equality can be promoted (Malik, 2003). Malik (2003) suggests all children are different, not just through gender, social class or ethnicity but in every way. Individuality must be valued and encouraged. It is through developing this ethos in an educational setting that children can be taught to perceive difference as their own uniqueness but not their value (Malik, 2003). The National Curriculum details the promotion of self-esteem and emotional well-being as significant for children to value and respect themselves and others (DfEE/QCA, 1999). According to Maslow (1954, as cited in Bentham, 2002) self esteem is required before the process of learning can develop. Jean Piaget (1886-1980) states that children learn from their environment and through their own experiences (Walkrup, 2004). Therefore, the environment can be used to provide positive images of role models to children, through books, posters, equipment, role play areas, dressing up clothes and other resources. Children should be offered a wide range of activities and organisation for group activities by sex should be avoided (Skelton and Francis, 2003). Adults in the environment must be aware of appropriate communication to promote inclusion, but can also provide challenges to discriminatory behaviour in children by providing examples of equality. Lev Vygotsky (1896-1934) believed that children learn through social interactions, and Bruner (1983) suggests learning can be developed through scaffolding (Walkrup, 2004). Therefore, it may be useful to invite visitors into the setting, to show diversity in the community, and to promote partnerships with parents(Rice, 2005). The Centre for Studies on Inclusive Education (CSIE, 2000 as cited in Rice, 2005, P. 76) suggests that educational settings should not see diversity as a problem but as ‘a rich resource to support the learning of all'. However, practitioners should be aware of conflict between anti-discriminatory practice and the beliefs and values of the family (Hughes, 1991). According to Hughes (1991) it is important to incorporate equal opportunities and inclusion in planning the curriculum to ensure that it is fully integrated. The National Curriculum states that inclusion should be implemented right across the curriculum, guaranteeing a full and rounded entitlement to learning for all children (DfEE/QCA, 1999). However, not all discrimination is intentional. The ethos of a setting can influence equality through the hidden curriculum. Policies setting out strategies and practice that reflects the aim of the setting as a whole to promote inclusion will assist in creating and equal ethos (Jones, 2004). Principles of good practice should be considered as a fundamental aspect of working with young children (Malik, 2003). The Key Elements of Effective Practice (KEEP) as outlined in the Primary National Strategy suggests practitioners can work with children and their families in a sensitive, positive and non-judgemental way (DfES, 2005). This can be achieved through knowledge of six areas considered key for effective practice (See Appendix Three). Clark et al (1990, as cited in Jones, 2004) suggests learning and growth can aspire through an interaction between policy and practice. CSIE (1999, as cited in Jones, 2004) suggests policies can be developed through six key areas (See Appendix Four). In providing children with an environment which promotes understanding, acceptance and respect for others, practitioners are creating a more tolerant and positive society for the future. Therefore, directly challenging inequalities that are prevalent today (Malik, 2003). According to Malik (2003) good practice means providing equal opportunities through applying responsibilities as a practitioner to support legislation, policy and codes of practice. The National Curriculum sets out clear guidelines for inclusion by giving all children the opportunities they need to achieve. The Foundation Stage Curriculum for three to five year olds also regards equal opportunities as highly significant (QCA, 2000). Providing constructive gender role models at the earliest opportunity will promote positive images for children. The importance of equal opportunities is a top priority for early years education therefore it is not left to chance. Ofstead (Office for Standards in Education) is the regulatory body for early years provision, care and education in England. It is their duty to enforce legislation and to guarantee that children are safe well and cared for in their setting. Ofstead also to ensure that children are offered activities which will provide them with learning opportunities (Kay and MacLeod-Brudenell, 2004). Early Years Development and Childcare Partnerships (EYDCP) work with agencies providing care and education for children from birth to five years. Their role is to ensure that all children have positive opportunities to fulfil their potential. The Every Child Matters initiative is seen as key by EYDCP in ensuring that all children have the chance to be happy, healthy and successful (Walker, 2006). The view that girls achieve higher in education than boys is much debated. The way in which gender roles are constructed and the process of socialisation is highly complex and is still being considered. In view of this, it is fundamental to understand that differences in educational outcomes focused on gender also have class and ethnicity elements to consider. However, it is understood that in order for practitioners to promote equality and challenge discriminatory ideology, it is first imperative to identify and deconstruct any negative stereotypical thinking. All children are at risk of inequality, intervention is necessary to promote inclusion and provide equal opportunities and chances for all children. Equality can be promoted through the curriculum hidden and overt and should be included within planning. The environment can be used as a resource for providing positive role models. However, it is important to understand the conflict between challenging discrimination and family values so as not to undermine the role of parents and carers. Supporting self-esteem through valuing and encouraging diversity can lead to better educational outcomes and will challenge discriminatory practice in society. It is the practitioner's role to implement legislation and equal opportunity initiatives to protect children's rights. It is through incorporating elements of good practice and legislation that equality can be promoted in an educational setting. Therefore ensuring that access to quality education is not determined by gender, class or ethnicity.

Lab report (Should we mine this ore) Example | Topics and Well Written Essays - 750 words

(Should we mine this ore) - Lab Report Example The experiment results proved that absorbance is proportional to the concentration. In relation to these, the experiment is related to Beer-Lambert Law which is the Beer-Lambert Law (A= Æ bC) is a combination of molar absorptive (e), sample concentration(C), solution thickness (b), absorbance (A). In this experiment, a standard curve was applied to determine and express the relationship between two quantities. In this case, the essay data is plotted to determine the concentration of the given substance .The Beer-Lambert Law can prove that the solution’s concentration is directly proportional to the solution’s absorbance. The Beer-Lambert Law is expressed as below: Furthermore, Absorbance= -log (%T) +2 is as well referred to as Beer’s Law. Percent transmittance and absorbance on the other hand was as well considered in this experiment. Absorbance represents the logarithmic measure of the level of light absorbed at a given wavelength as light passes through the solution. Furthermore, matter and light interaction also enabled us to further understand the basics of the lab experiment. Through Louis de Broglie theory and quantum physics, it is noted that matter and light interact through transmission, emission, reflection and absorption. Through data collection from multiple experiment trails, it can be employed to determine the percent transmittance. By definition, the percent transmittance is the intensities ratio of light through a medium to the initial light intensity. It can as well be employed to determine the relationship between the wavelengths and intensity passing through the solution. Percent transmittance is expressed as below: To determine the best acid to use from the analysis of the provided acid with the ore, firstly, 6M of the 3 acids and 3M of one acid were used to make 4 solutions with Cu (NO3)2.3H2O.In this case, 3M and 6M represented very strong acid concentration. The Cu(NO3)2.3H2O amount used that

The Fate of Taamail's Export Assignment Example | Topics and Well Written Essays - 3000 words

The Fate of Taamail's Export - Assignment Example The World Trade Organization (WTO) regulatory context relevant in this case goes back to the Generalized System of Preferences as established under the Enabling clause of the GATT, allowing for the preferential treatment of the developing countries over their developed counterparts in matters of trade relationships (EC, 2004). The relevant legal issue is whether the recent change in the Generalized System of Preferences (GSP) as developed by Solia are in violation of Article I and Article III of the GATT of 1994. The most relevant legal issue in this case, however, is the existing inconsistency between the provisions of Article I: 1 of the General Agreement on Tariffs and Trade 1994 (GATT 1994), as required to apply to all the members of the World Trade Organization, and the Enabling Clause as implemented by the member states of the GATT. The provisions of Article I: 1 of GATT 1994 requires that any preferential treatment in relation to tariffs that is offered to one of the member states should â€Å"immediately and unconditionally† be accorded to all the other members in relation to similar products and other associated trade measures (GATT, 1979). On the other hand, the Enabling clause of the GATT provides for preferential treatment of some nations over the others in relation to similar products and associated trade measures, based on certain considerations and requirements for fulfillment of assigned conditions under their specified Generalized System of Preferences (Mckenzie, 2005) . Nevertheless, the applicability of the Generalized System of Preferences as provided under the Enabling clause of the GATT should be subject to authorization, and subsequent WTO waiver of Article I: 1 of GATT for a specified period of time (Gowa & Hicks, 2012).

Human Relations at Work Essay Example | Topics and Well Written Essays - 1750 words

Human Relations at Work - Essay Example The way the two executives handled the problem had a significant implication in their leadership styles, especially that of Michael Dell. Since the problem originated from his individual personality, it was something that he had to address within himself and communicate to all the people in the company. To admit their own weaknesses before tens of thousands of Dell employees in their pursuit to elevate the level of the company’s overall morale, Dell’s and Rollin’s behaviors made them quality to what had been coined as transformational leaders.A transformational leader, as Stephen Robbins had defined it in his book Organizational Behavior, is â€Å"another type of leader who inspires followers to transcend their own self-interests for the good of the organization, and who is capable of having a profound and extraordinary effect on his or her followers (2005, 343).† By admitting their weaknesses, Dell and Rollins transcended their self-interests in order to address the sagging morale in Dell, Inc, which had caused a turn around within the company.According to an article published by the Capital University of Economics and Business in China on Michael Dell’s transformational leadership, â€Å"as a successful leader, he must have strong self-consciousness. He must know what he doesn’t know and face up his disadvantages. He should learn from mistakes and borrow others talent he needed (CUEB.edu.cn).†In 2003, Dell had announced its most ambitious global target of USD 62 billion by 2006 (Interaction Associates 2005, 1).

Lost in Translation Essay Example | Topics and Well Written Essays - 500 words

Lost in Translation - Essay Example In the excerpt provided, Hoffman describes her journey from Europe to North America, the influx of emotions and the kind of experience it was. She puts into perspective what she gained, what she lost, her regrets and her way forward from there. She felt traumatized at the plight of leaving behind her place of childhood and was over-whelmed with an influx of deep emotions as she stood on the deck of her boat. As claimed in the text â€Å" †¦.I feel that my life is ending†¦and I want to break out, run back, run toward similar excitement, the waving hands, the exclamations. We cant be leaving all this behind† She felt that a very crucial chapter of her life and of her own existence is being taken away from her, is slipping from her hands and she is in no mood to let it slip. No matter how traumatic her experience was in Cracrow, she yet holds the streets of her childhood, her friends and all her memories very dear to her. As put in the expert regarding her feelings on e migration ..† It’s a notion of such crushing, definitive finality that to me it might as well mean the end of the world. â€Å" She felt nostalgia engulfing as if the last moments of the best of her life went flashing past by her as the Polish national anthem was played before the ship left. That must have been a very engaging moment for her. She not only had to counter the feeling of leaving behind a very important part of her life but had to suffice it with the feeling of sadness and longiness.

Is painting relevant in the contemporary art world Essay

Is painting relevant in the contemporary art world - Essay Example The essay "Is painting relevant in the contemporary art world" discusses the relevance of the painting to the contemporary art world. This medium is painting. Although painting has continually reinvented itself throughout modern history (from the Renaissance to Modernism), it has slowly fallen out of the spotlight in major art competitions as technique has regressed behind the initial idea and aesthetic quality of a particular piece. Despite this, art in general has the innate ability to transform itself continuously and fluidly throughout the course of history in the western world. â€Å"We can see the destruction and de-construction of painting throughout the progression of movements that we have endured over the past 80 years† (Pearce). But is painting dead in today’s art world? Painting is constrained by numerous limitations which the artist is confined to work within. A painting lacks motion, is bounded by only two-dimensions and is confined by space, size and mobi lity, as the work is restricted by the choice of canvas. Because or despite these limitations, contemporary artists have taken a drastically different approach to painting. â€Å"Fast-forward to today’s modern art scene, where young British artist Damien Hirst can knock out ‘spin paintings’ – haphazard blurs of color scattered from a stepladder – in a matter of hours, and then sell them for $18,000. While he at least put paint on canvas, Hirst’s most famous pieces are light years away from the brush work of the old masters†.

Social Activism and Taiwan Sunflower Movement Essay - 4

Social Activism and Taiwan Sunflower Movement - Essay Example The movement also served to advance Taiwan democracy by allowing the country’s citizen to decide on issues affecting them. The movement revitalized the civil society of Taiwan and renewed the hope of Taiwan nationalities that had lost their hope. In addition, it united other Activists to a common cause who previously fought each other. Another indication of success was the fact that the sunflower movement became the primary focus of various international academic conferences. The issue of the protest kept on recurring in a number of activism discussion. It was argued that it effects would likely outlive its presence in the mainstream media (â€Å"Was Taiwan's Sunflower Movement Successful?†). Student protesters who incited the masses to occupy the Taiwan legislature led the movement. In addition, 54 civic groups and a number of Non-Governmental Organization took part in the protest Thousands of Taiwanese showed their support and, as a result, it made headlines in the major news outlet. The movement was nothing like the Arab spring or other regime change movement. The students did not demand a regime change; they only asked the politicians to respect the public opinion. The public was against the government efforts to increase the ties with China. The movement was characterized by ideological speeches from various student leaders. The movement was named a sunflower movement by the Taiwanese media. The sun symbolizes people’s hopes for brighter days devoid of China economic influence in Taiwan. The tolerance showed by the Taiwanese police towards the protest was commendable as long as it remained a peaceful protest. The social media and the international media were a buzz with the activities of the protest. Songs, banners, vigils, and protest also characterized the Sunflower movement. The student protestors marched through the streets carrying banners and chanting Occupy Parliament. Following the student  occupation of the Taiwan parliament, riot police evicted them out forcefully.  

A press kit about Intensive English Program (IEP) at Western Assignment

A press kit about Intensive English Program (IEP) at Western Washington University (WWU) - Assignment Example Pitch letter Western Washington University ‘Western Front’ [Date] Karen Smith Communications Facility 255 Western Washington University (360) 650-3252 Dear Ms. Smith, On November 11, 2013 Open Doors – an Institute for International Education published a report indicating the drastic rise in the number of international students at colleges and universities across the United States with most of the growth driven by students from non-English speaking countries i.e., China and Saudi Arabia, for the 7th consecutive year. The Western Washington University currently houses 63 international students from over 15 countries including Libya, Mexico, Saudi Arabia, Senegal, Russia, Germany, Italy, Venezuela, Columbia, South Korea, China, Taiwan, Thailand, Kuwait, and Japan. Such influx of international students is indicative of a trend that demands a supportive framework in the form of a formal educational / training program tailored to suit the English language needs of such students. The Intensive English Program at the WWU (Western Washington University) in Bellingham is designed especially for international students offering a mix of educational and non-educational programs for students as well as professionals. This program would benefit not only the prospective students planning to enrol in graduate and post-graduate courses but also those intending on learning English purely for business and / or social communication purposes. The program aims to welcome all international applicants including those who do not meet the university's English language requirement and offer appropriate courses for preparation. The IEP promises to open a world of possibilities for all those aspiring to learn the English language from a group of well-qualified and dedicated staff with impressive professional achievements in the field of language teaching. The process of application is relatively easy and does not require the submission of IELTS or TOEFL test scores. Evan Ryan - Assistant secretary of State for Educational and Cultural Affairs stated that "International education promotes the relationship building and knowledge exchange between people and communities in the United States and around the world that are necessary to solve global challenges". An English language program such as the IEP is a step forward in that direction. The Western Front has had an impressive history of catering to its vast student community and has consistently been a source of vital information for them for over 3 decades now. We are sure that the readers of The Western Front would want to access more information about IEP and we look forward to addressing all their queries and concerns in whatever we can. Please do feel free to contact - [include name here], principal / co-ordinator [of the program] at [insert phone number here]. For further information about the program, and other related issues we invite you to explore our website at: [insert link here] or contac t us directly at: [insert email here] for an opportunity to discuss it further. Regards, [Name] [Phone Number] [Organization] 2. Press Release The Bellingham Herald 1155 N. State St., Bellingham, WA 98225 Celebrating 30 glorious years of one of the most popular and highly successful educational programs – the Intensive English Program, offered at the country’s best learning institutions- The Western Washington University, Bellingham. The Intensive English Program offered at the Western Washington University's Bellingham campus offers a variety of programs aimed at regular and degree program students with at least 23 hours of instruction per week. WASHINGTON, Date: _ _/_ _/ _ _ _ _ There has been a steady rise in the number of international students in colleges and universities across United States. In the academic

Food Legislation is an Effective Way to Protect Public Health Discuss Essay

Food Legislation is an Effective Way to Protect Public Health Discuss - Essay Example Childhood obesity is growing concern amongst the other public health issues. Research shows that obesity is responsible for several other ailments and disorders such as diabetes, cardio vascular diseases and heart attacks. Hence controlling obesity from the very early years is an important thing to be ensured by the government of a nation. Obesity is spreading fast as a symptom of health crisis. It is a significant problem for mostly the developed nations but the developing countries are also catching up. Three of the G20 countries have an obesity rate above 30 percent. These are United States with 46.5 percent of its inhabitants suffering form obesity, Argentina with 37.6 percent and Mexico with 35.5 percent. Across the world above one billion adult populace are obese and the obesity rates have risen three fold or beyond in areas of North America, East Europe and the Middle East mainly due to lack of proper nutrients and reduced level of physical activities. Seven among the G20 nati ons have obesity rates lying above 25 percent. These comprise Saudi Arabia (29.7 %), â€Å"Australia (28.8 %), Canada (25.6%) and the United Kingdom (25%)† (The Globalist, 2010) In 2008, the BMI benchmarks were reviewed in England and following this revision, obesity amongst 2-15 years old children increased from 11 to 17 percent for boys and from 12 to 15 percent amongst girls (19). The 5-DAY program in UK has been proven to be an effective preventative way of improving both diet and nutrition amongst the population. Amongst those who follow this 5-DAY program, women (29 percent) comprised a greater share than men (25 percent). The survey also revealed that consumption increased in proportion to age. The group taken between 16 to 24 years of age comprised of 18 percent men and 21 percent women consuming the 5 portions intake of fruits and vegetables while the percentage for men and women are 32 and 36 percent respectively for the age group ranging from 55 to 64 years. Consid ering children aged between 5 to 15 years, one in five boys and girls were able to meet the government’s prescribed goal for consumption of a minimum of five serving size of fruits and vegetables. Fresh fruits were more commonly taken in these portions. The consumption of fruits was observed to decrease with increase in age (Craig, Mindell and Hirani, 2008, p.19). Now, obesity, especially in children is a problem, which needs to be controlled solely through a proper diet. Inclination towards fast food at the individual and the family level has mostly resulted in this problem. Often it has been observed that obesity, which develops in the childhood, tends to continue throughout life unless the eating habit and monitored at this stage. This makes childhood obesity an issue to be dealt with the help of regulation on food covering various aspects. Childhood obesity Over the past 30 years, the occurrence of plump children is identified as those having a body mass index (BMI) more than the 85th percentile for age and gender have tripled. Above 30 per cent of toddlers in the United States are plump or obese (BMI > 95th percentile). Childhood plumpness results from a malfunction of the body’s self-dictatorial system to adapt to environmental controls characteristic of the person’s genetic backdrop. Various aspects in the process of the multifaceted

Book Report Format Essay Example for Free

Book Report Format Essay Topic Format: I.Introduction a.Answer the following questions about the story: i.What is the books plot? (provide a short summary) ii.What is the authors name and personal background? iii.Which other books or stories have they written or co-written? iv.Why did you choose this book? v.Upon finishing it, did the book meet your expectations? II.Body a.Explain the following parts of the story: i.Exposition oWhat are the setting, location, and time period of the story? oWho are the main characters of the book? oWhat is the initial mood of the story? ii.Conflict oWhat is the main problem(s) facing the main characters? oHow does the initial problem(s) increase over time? iii.Climax oWhat event(s) is the highest dramatic point of the story? oWhat is the significance of this event(s)? iv.Resolution oHow are the main characters affected by the climax? oHow does this aftermath propel the story towards its conclusion? v.Conclusion oWhat is the fate of the main characters? oHas the main problem been fully resolved? oAre there any lingering issues left behind (loose ends)? III.Conclusion a.Present your final thoughts about the story: i.What did you like best about the book? ii.What did you like least about the book? iii.What is your favorite scene from the book? iv.What is your overall opinion of the book? v.Would you recommend this book to a friend? Why or why not? Deductions: oNot typed / -5 pts oNo title page / -5 pts oNo standard / -5 pts oSeveral spelling or grammar errors / -5 pts oNumerous spelling or grammar errors / -10 pts oNot in MLA format / -5 pts oNot in proper topic format / -10 pts oMissing a topic section / -10pts oIncomplete papers / no grade

Preventing Conflicts And Disputes As A Project Manager

Preventing Conflicts And Disputes As A Project Manager Project management is an important aspect of an organization and a main factor for successful completion of a project. In todays changing times tools such as project management, if used properly can provide a useful way for organizations to manage that change effectively. Managing construction projects is a complex undertaking. The quality of a project is the result of many factors the quality of Project Manger is one such factor. Project manager make things happen on a project. A project needs a good planning, organization management which would bring out the maximum benefits for the organization and this can be only achieved by a good leader-Project manager. Another area which needs a lot of attention in an organization is conflicts disputes. Conflict is an inevitable aspect of an organization. It can be destructive as well as functional and it depends on the project manager to resolve the conflict in a manner so that it does not lead to the loss for an organization. There have been many past studies on project success factors affecting project success. These include Project managers competence, control systems responsibilities, selection of teams, politics, contracting solving of conflicts, proper allocation of resources etc. Effective project management begins with selecting and prioritizing projects that support the firms strategy and mission. Project managers have to plan and budget projects as well as orchestrate the contributions of others. Social-skills, decision making skills, problem handling skills, opportunities recognizing skills, and management of conflicts are certain personal attributes of a project manager affecting p roject success. The main aim of study is to find different attributes of a project manager which would help in overcoming all the challenges faced while working on a project as this marks the success of any organization. Project manager plays a very important role in a successful working of any organization and the aim of this study is to deeply study all those attributes which a project manager must have to become a good leader who can manage his team well extract maximum benefits out of them within the limits of time, money resources. Projects are inherently uncertain face unexpected events, from small changes to unforeseen changes like conflicts within organization, with the client, resource unavailability, etc. Project Manager forms a link between the top management the other employees so it is the responsibility of the project manager to maintain a good balance between both. The conflict can arise in top management as well as other employees. The aim of the study is to see how project manag ers respond to such events. As this forms a major reason for the success of any organization, the aim is to give an in depth study of these characteristics of a good project manager which is profitable for all the organizations draw a critical relationship between the Project Managers managerial attributes, the use of key project management principles, practices project performance. The study would also recommend some methodological processes, conceptual frameworks, experiments, experiences some conclusions drawn from various studies done in various companies compare contrast them with previous studies to attain a broad analysis for successful working of a project manager his role in successful completion of a project within the given constraints. Initially the study would examine what a project is, what project management is and what is the role of a project manager. Then the study would examine the causes, types effects of conflict followed by the ways they can be resolved the role of Project manager in conflict resolution. SEARCH STRATEGY The search strategy starts with an aim objective in mind. The aim the objective of present study are as follows: AIM: To study the roles responsibilities of an effective Project Manager analyze what attributes of a Project Manager are required to resolve different conflicts in an organization. OBJECTIVES: To define Project Project Management. To define the roles responsibilities of an effective quality Project Manager. To define conflict, examine its causes, types, core processes effects in an organization. To examine what attributes of a Project Manager are required to manage Conflict effectively. The key words used in the study include: Project, Project Management, Project Manager quality, Project manager roles, Unexpected events, Conflict, Conflict Management, work performance of Project Manager, Managerial attributes, Project Performance, Power, Politics, organizational politics, leadership, communication, motivation, managing project teams, project stakeholders, project life cycle. These words are relevant for the search because they cover the required objectives of the study. They help in finding the appropriate journal papers, links or other information regarding the different aspects of a project, project management, Project manager, conflict conflict management by a project manager. These words help in finding information that can describe the overall aim objectives of the study. The other sources of information include: Search engine used: Science direct, Scopus, Google Scholar, Engineering Village. Other sources: Project Management: the managerial process 4e by Gray Larson. Business Psychology Organizational Behavior by Eugene McKenna. Commercial Management of Projects defining the discipline by Dawid Lowe with Roine Leiringer. Industrial Organizational Psychology by John B. Miner. www.ogc.gov.uk www.apm.org.uk REVIEWS OF FOUR JOURNAL PAPERS: Project Quality project managers: This journal paper Project Quality Project managers- http://tinyurl.com/24d9ue8 emphasizes on the fact that a successful project requires sound project management practices and for any project management system to be effective, a project must be managed by a project manager who exhibits high quality managerial attributes. The research discussed in the paper is sponsored by the Construction Industry Institute. The main purpose of the paper is to confirm the critical relationship between the use of key project management principles, practices project performance. The paper emphasizes on the effective project management practices their use by project managers at all levels during a project life cycle. The paper argues that the relationship between a Project Managers managerial attributes project success is indirect. The project performance is affected by the effective application of project management principles by a project manager. Further the paper also argues that the high quality managerial attributes are an equally important contributor to project success and commensurate with high quality technical skills. The paper presents the key principles recommended practices such as strategic project organizing, design effectiveness, project control management of quality articulated by the Construction Industry Institute (CII) the Business Roundtables Construction Industry Cost Effectiveness (CICE) project. They are believed to have the strongest effect on project performance. The paper clearly defines the objectives scope of the research. The data does not only give theoretical results but also provides empirical support by acquiring data through detailed questionnaire developed to survey 400 construction companies where the respondents provide individual views based on their experiences on projects in the heavy engineering, building industrial construction sectors. This paper also provides strategies to improve project manager effectiveness. This helps in deeper understanding of the managers ability to consistently produce project success. However this paper considers only the aspect of project Manager as the factor for project success. Project success could be assessed not only on project management techniques but also on other external factors. The Project Manager must also allow the client to take equal responsibility of the project. It is important to determine the expectations importance of each customer in the project by the project manager as t his also marks one of the factors for successful running of project. [1,2] Along with leadership skills there is also a need of emotional competencies and as the project managers progress they need to enhance their leadership competencies particularly developing the emotional dimensions. [3] This paper also does not examine the working environment affecting the performance of project managers. This is important not only for determining the success of a project, but also in continual of the good performance of project managers. [4] The research done by CII CICE indicates that the critical factor to project success is the quality of a Project Manager. Managing construction projects is a complex undertaking requires many factors. The quality of Project Manger is one such factor. Project Manager needs to stress different attributes at different times over the life of a project to make the project successful. Many Project Managers are perceived to lack the requisite managerial skills so new strategies such as increased pre appointment training, mentor system, careful selection of potential project managers etc are suggested to improve the quality of an effective Project Manager. 2) Conflict its management: This journal article http://tinyurl.com/37skcfr presents a detailed analysis of conflict its management by disputants themselves or by third parties such as Project Managers, mediators etc. The paper first examines the causes, core processes effects of conflict subsequently probes into conflict escalation de-escalation, context conflict management. In the end the paper also concludes some suggestions for future research provides recommendations for practicing managers. The article highlights the issues by reviewing certain scholarly reviews of the conflict literature which have already been published. The major purpose of the article is to draw attention towards the inevitable unanticipated nature of conflict and how these can be managed by disputants or by third parties such as Project Managers who play an important role in conflict management. The article defines conflict as a process where one party perceives that its interests are being opposed or negatively affected by another party. It then goes onto explain the causes of conflict like individual characteristics, inter-personal factors, communication, behavior, etc. It explains the effects of conflicts on individuals organization subsequently determines the concept of conflict escalation de-escalation. It then unfolds the conflict context which has been approached from 4 different perspectives: (i) A description of the conflict setting, (ii) A reference to the independent variables, (iii) The environment in which the conflict is embedded (iv) The structural level or paradigm of the conflict. The article then explores the role of disputants in managing conflict such as Perspective (establish co-operative goals, note the alternatives etc), descriptive ( agree to symbols of defeat, compromise, convert the opponent etc) the role of third parties such as Project manager tactics (adopting appropriate leadership styles, group-discussions, encouraging negotiations etc), mediation, arbitration, conciliation recapitulation. The article helps in deeper understanding of all the phases of conflict, its inevitable nature, its effects causes. It not only explains the conflict phases , its management but also gives research managerial suggestions for future references. The suggestions provided though are beneficial for the practicing managers but should have been more detailed provide with examples to help in clear understanding of the point. It is important to identify five modes of conflict resolution such as confronting, compromising, smoothing, forcing avoiding. [5] This article does not mention any cognitive analysis. Cognitive analysis approach( identifying conflict domain, generation of conflict cases, exercise of judgment, analysis of result cognitive feedback) identifies cognitive difference between the parties as the main source of conflict which needs to be taken care by a Project manager.[6] An awareness of the potential approaches to conflict resolution and the understanding of their consequ ences can provide project managers with a invaluable set of tools to create an optimal work environment. The article concludes that a conflict is self-generating inevitable in an organization. The conflict process is dynamic, self-perpetuating constantly changing: like effects become causes; original causes may disappear; new causes arise; the number of parties change etc. This makes conflict management a difficult target. Project Manager plays an important role in recognizing conflicts managing them as and when required. Conflict is prevalent cannot be recognized at all times so its management requires a lot of efforts. The challenge for organizational leaders and project managers is to try to maintain the right balance and intensity of conflict in project management. By utilizing project management principles, understanding the dynamics of conflict, and learning approaches to conflict resolution, managers will be able to establish an environment in which creativity and innovation is encouraged and project goals are accomplished. [7] 3) The Titanic sunk, so what? Project manager response to unexpected events. The journal article http://tinyurl.com/364k9rb studies the responses of Project manager to unexpected events during a project life cycle. This paper stresses on the point that unanticipated events are inevitable in a project the project success depends on the responses of the project manager to such events. This paper explores the gap between the practice success by defining three elements namely: Event, Response the perceived success. The article compares contrasts the successful unsuccessful responses to draw attention on successful practices. As responding to unexpected events is a fundamental function in project management, an analysis of 44 unexpected events faced by 22 experienced Project Managers in defense defense related organizations was conducted in the given study. The participants were asked to think of significant unforeseeable events during the project which took them by surprise or were unknown or unpredicted their responses were recorded to such events. The research was designed using a grid to unfold the differences between successful unsuccessful responses to unexpected events from the perspective of a project manager. The results found that some participants had difficulty in identifying unknown-unknowns ( circumstances, events outcomes that were not identified in the first place) from known-unknowns ( circumstances, events or outcomes that have been identified as possibly existing, but do not know whether they will take place or not). The ability to identify possible risks reflects the experience of the participants. The main purpose of the paper is to draw the importance of unexpected events during a project which many times are just neglected by Managers to study their responses in such events. These unexpected events threaten the viability of a project. The study carried on groups organizations looked at the behavior of individuals during crisis like situation. An Adapted Repertory Grid (RepGrid) method was used to explore the unexpected events their responses. The data was collected in three steps namely: discussion on each event to derive an overview of what happened in each event, response monitoring finally evaluation of the internal validity of data. The study revealed that successful responses were organic based on three pillars: A responsive functioning structure at organizational level, good interpersonal relationships at group level competent people at the individual level. The study gives an idea of responses to unexpected events their evaluation as success or failure. Certain studies suggest that conflict develops not only in environmental circumstances but in the styles used by individuals when confronted with a conflict. The manner in which a person responds to organizational decision and uncertainty will influence the responses of others and the individuals work experience. [8] But this has again beeen contradicted by concluding that a Project managers previous experience has a minimal impact on the projects performance whereas the size of the previous managed project does affect the managers performance.[9]. However some researchers found no relationship between project success project size. [10] The results conclude that the successful responses to unexpected events lie within the three pillars: Responses functioning structure, Good interpersonal relations Competent people. Simple, responsible functioning structures are highlighted by the study participants as fundamental pillars of success. The analysis suggests that there is a need to refrain from merely adopting a process based approach to predict all possible events. It should be understood that the combination of structure, people, relationship are more likely to enable a successful response to an unanticipated event. The result emphasizes to focus on behavioral aspects of project management further draws attention on successful unsuccessful responses of project managers to such events. 4) Understanding the role of politics in successful project management: This journal paper http://tinyurl.com/2va3ass links the ability of project manager other key players in an organization to understand the importance of organizational politics which is one of the major factors of conflict as a sign towards successful project management. Politics is most often regarded as damaging but common experiences acknowledge that politics often one of the prime moving forces within any organization for better or worse. The main purpose of this paper is to draw attention towards the role of politics in successful project management identifying ways in which Project managers can use politics in a positive effective manner. It focuses on the point that Project Management politics are inextricably linked. Successful managers are those who understand that their job consists of more than simply being technically managerially competent. Power politics is rarely addressed in project management but it needs to be understood that their presence is ubiquitous their impact is significant. The paper points to three modes of power: Authority, Status influence illustrates that these are the key problems faced by Project Manager in attempting to develop their projects in organizations. The paper explains the implications of project politics stresses that a Project Manager needs to acknowledge politics as a fact of organizational project life. It focuses on the fact that it is important to learn to cultiv ate appropriate political tactics as they decide whether it is healthy or unhealthy give characteristics of political behavior like underlying attitudes, techniques etc. Politics if not handled on time may lead to conflicts within the organization so a Project manager needs to acknowledge politics and manage it accordingly. The article suggests some measures to be adopted by Project manager such as the need to employ certain tactics such as conduct performance appraisals on their project team subordinates as it helps in sending a clear message throughout the members that the projects are valuable project contributions among team members will be remembered rewarded. The Project Manager needs to learn the art of influencing by developing a reputation as an expert, and also suggests a Project Manager to develop good negotiating skills recognize that conflict is a natural side effect of project management. These tactics as suggested can help Project managers in dealing with politics hence would prevent conflict within the team. This article gives a good understanding of politics which generally is neglected by Project managers. Organizational politics is one of the important factors responsible for conflicts in an organization but this factor many times is neglected. Conflict if avoided can lead to difficult situations. . Managers at all levels of an organization should be attentive to enhancing employee perceptions of organizational justice in order to encourage the use of more cooperative styles for organizational conflict management.[10] There needs to be more emphasis on project team relationship as it can be one of the causes of politics and hence can lead to conflicts. Unwillingness to cooperate is one of the major reasons for failed teams leading to conflicts Hence, successful project completion depends to a large extent on members being able to work together effectively.[4] This article helps to draw attention towards the importance of politics provides effective project implementation techniques w hich may help in avoiding conflicts arising from politics. But it does not provide any empirical data proving the theories mentioned. The paper concludes that politics and project management are interlinked a project cannot be run without understanding politics. Politics is not necessarily evil but depends on how it is used that decides its effect. Managers do not understand the importance of politics many times but they need to understand that politics is ubiquitous; that is it operates across organizations functional boundaries.. Successful Project Managers are aware that politics, if used judiciously can have an extraordinary positive impact on the implementation of their projects.. SUMMARY: The journals provide a clear understanding of project, project management, roles responsibilities of a project manager, conflicts unexpected events in an organization the ways in which a Project manager could successfully manage them. All the journals focus on one point which is that a successful Project Manager requires a sound project management practices for any project management system to be effective, a project must be managed by a Project Manager who exhibits high quality managerial attributes knows to handle unanticipated situations in a project life-cycle. The research sponsored by the CII( Construction Industry Institute) in the first paper-Project Quality Project Manager highlights the importance of a quality Project Manager as one of the basic factors required for the success of a project. The paper specifies some suggestions to improve the Project manager effectiveness such as increased pre-appointment training, Establishing a mentor system, careful selection of potential Project Manager etc. The second journal article-Conflict its Management presents a broad analysis of conflict its management. This article stresses on the fact that conflict is inevitable in an organization can be handled by disputants themselves or by third parties such as Project Manager. Again this article stresses on the importance of the managerial qualities required in a Project Manager to handle conflict effectively. It provides suggestions for Project Managers to overcome conflict. These include: Project Manager should not always avoid conflict, should identify the issues carve them down to manageable set etc. Both the journal papers suggests that an effort needs to be made to identify develop key management skills that may be unique to the project management environment. The third journal -Project Managers response to unexpected events opines that projects can face unexpected events studies how Project Managers respond to such events. The article examines some events but found that human behavior issues predominantly led to failure while all other types of events could be managed either successfully or unsuccessfully. It identifies three pillars on which success response was dependent: Response functioning structure(high degree of freedom, rapid decision making implementation etc); good interpersonal relationship( Engagement with stakeholders, communication relationship between people involved) competent people( competence of leader team, behavior including self awareness ability to deal with stressful situations). The fourth journal paper- Understanding the role of politics in project management identifies organizational politics as one of the causes of conflict reveals that successful project management is linked to the ability of a Project Manager to understand its importance to make it work for project success. It states that project politics are interlinked it is up to what Project managers do depends on their ability to effectively manage not only the technical aspect of their job but also the behavioral side as well. It also focuses on the behavioral issues which need to be effectively handled by a Project Manger by understanding the dynamics of conflict process by learning to cultivate appropriate political tactics. It can be summarized that a project is an endeavor undertaken to meet specified goals objectives is usually constrained by time, scope budget. The discipline of planning, organizing managing resources to bring about the successful completion of such goals objectives during a project is known as Project management. A project manager is vital indispensable in any project. It is the Project manager who is accountable for accomplishing the objectives goals during a project life-cycle. The key project manger responsibilities include clear attainable project objectives, building the requisite environment, managing all the constraints of project, managing all unexpected events during a project such as conflicts etc. The quality of Project Manager is critical to achieving project success. Project Managers should emphasize different attributes at different stages of a project to be more effective. A project manager needs to understand that projects are inherently uncertain should be ready to manage them by understanding their importance make them work for project success. Proper skills in dealing with conflict can assist project managers and other organization members to handle and effectively resolve conflicts which can lead to a more productive organization as a whole. Using Project management principles and applying them gives the project manager the ability to establish success measures, incorporate quality principles, resolve conflicts and unexpected events, address future risk before becoming a problem, work within the scope of the project etc. The Project manager must have a combination of above average leadership human relations skills and administrative experience. Project performance is affected by the effective application of project management principles by a project manager. An effective Project manager should be capable of making decisions, communicate actions eliciting the commitment of team members. An effective Project Manager needs to diagnose conflict manage it by various methodologies such as improving communication, encourage joint responsibilities, create new alternatives, instill a co-operative, problem solving attitude between the conflicting groups. Successful project manager understand that project management skills if used judiciously can have an extra-ordinary impact on the successful implementation of their projects. Great successful organizations have always believed in idea generators executors for overall excellence. Project Manager is expected to have both qualities and the ability to handle all events during the course of a project. Effective instrumental leadership abilities initiatives have always lend a Midas touch to the organization. Since the aim of the study to be done is to analyze Project Managers roles and responsibilities and define attributes required in a Project Manager to prevent conflict during a project life cycle, these journals help in supporting the fact that Project Managers are one of the important factors required for project success. These journals define the various conflicts, its causes and explore the characteristics required in a Project manager to overcome unexpected events during a project. This would help in the further study of the current research and help in achieving the objectives of the research.