Solutions for Point of View Essay Topics

Solutions for Point of View Essay Topics Third person point of view has become the most formal of the three, and ought to be utilized in the majority of formal academic writing situations like persuasive and expository essays. Excellent stereotypes may also be harmful and cause new troubles. The Basic Facts of Point of View Essay Topics Finding the most suitable arguments will allow you to prove your point and win. A thesis shouldn't be more than 1 sentence in length. When you've chosen an intriguing subject, you ought to do a research and gather evidence to back up your perspective. It's possible to opt for an intriguing topic from any area of science. Think of what you will discuss in your essay that will help you determine what you need to put in your introduction. Your essay has to be planned in the manner it has a coherent and logical structure. It should be something central to who you are as a person. Don't be scared to let your essay do something similar. The Personal Essay is a distinctive genre which you will likely simply have to write once or, at most, twice in your whole life. Writing an outline before starting drafting your argumentative essay can help you to organize your information more effectively. Students may take a look at the subsequent 15 ideas to get going on their essay assignment. Point of View Essay Topics Secrets That No One Else Knows About The question how to write essay has an easy answer you must recollect all of the information, format a plan and begin writing. Researching the topic will enable you to find out more about what fascinates you, and should you pick something you really like, writing the essay will be more enjoyable. You should also make certain to have in your argumentative essay Ask for clarification. Persuasive essays and argumentative essays are extremely similar to one another. What's important is to divide the paper into the principal topics and many subtopics. Thus, the above told six position essay topics can help you compose a great piece to position essay, but be sure whatever topic you're selecting isn't hard to understand and on which you are in possession of a good expertise, otherwise you won't be in a position to create sturdy arguments. If you wish to deepen in the essay topic, you can select several other sources with detailed details on your essay topic. On the opposite side, obtaining a list of good persuasive essay topics is inadequate. What to Expect From Point of View Essay Topics? If you would like to write a productive argument you must select the point you need to make and the audience that you want to make it to. Pick the incorrect viewpoint and the reader may feel as though they are passing up something, or that they're not connecting with the book's characters. Quite simply, it must help the reader assess what isn't contained i n the remainder of the application with the addition of something entirely new. Don't just tell your reader what you're thinking, DISCOVER what it is you are thinking and be curious about it. You might also attempt sharing your essay with different people and receiving their thoughts. Ideal case scenario is they'll think you're attempting to impress them. When you've collected all of your ideas, be certain to revisit them and discard those which seem useless. One of the greatest methods to change anybody's mind is with an emotional investment. Before you finish working on your essay, you have to make sure you have cited all your sources utilizing the appropriate format. Make certain you have cited all your sources. Take notes as you read your sources. You ought to be able to summarize the source in your words and generate an answer to the source. Inspiration to make your own advertising or media argumentative essay topics isn't difficult to discover. You may use a variety of examples which can be found on the web free of charge. The essay being non-fiction, it's important to bear in mind that the main goal of the form is to convey details about a specific subje ct to the reader. Inside my experience, the very best essays take on an extremely strong voice that talk to a specific individual. It is crucial to get started writing a paper far enough ahead of time to allow yourself a couple days or even every week to revise before it's due. Turn to the outline every time you're losing the point. Sharing a hard time or moment in your life doesn't make you appear weak. Also, it needs to be a road map for the remainder of the Essay writing service reviews you shouldn't explicitly announce what and how you'll be arguing.

National Honor Society Paper - 850 Words

National Honor Society is known for having extraordinary students whom possess strong leadership, constant determination, and also structured character. Though there are various students who have what it takes to become a member of the National Honor Society I feel that I should be one of them. From the beginning of my Freshmen year, I had a strong desire to find my path early in life and choose a career I would like to pursue as time went on. Realizing my passion for shopping was just the beginning, and though most girls all have this love for clothes I saw it differently, and began to explore the fashion industry by researching and reading up on the latest news. The electives I took in 9th grade, which were studio and art and fashion†¦show more content†¦Into 11th grade I pursued this path of taking fashion classes in the city, and took fashion marketing classes in. From all the hard work and determination In these classes through out high school, I was rewarded with high grades, which are hard to obtain in these courses. I also stood out because I was interviewed and placed upon the FIT website itself, under â€Å"who’s in precollege?† (When you apply for a course) which holds the information and pictures of a handful of unique and stylish individuals. All of my fashion experiences as a whole have built me into the hardworking, determined, independent individual I am now and I am very proud that was able to achieve these aspects in order to reach my goal of being apart of the fashion industry. I also feel that this has made me eligible and also worthy of becoming a member of the National Honor Society who’s character will be beneficial towards thisShow MoreRelatedCollege Essay Sample1039 Words   |  5 Pagescommunal, are cared for and dorm rooms have practical living space. 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Not onlyRead MoreCan Having your First Job as a Teenager Really Change your Life? 904 Words   |  4 Pageskeeping a job can be one of the most challenging parts of any teenager’s life, especially while being in school. In the beginning of my sophomore year of high school, I started working as a paid-intern at the Newark Museum. My main duties are to scan papers and library books, post upcoming events on the Newark Museum’s website, give tours throughout the main exhibits of the museum itself, and participate in events held at the Newark Museum, serving nearly 20,000 visitors annually. During the school weekRead MoreNational Honor Society Program Entry Essay1167 Words   |  5 Pageshave maintained a 4.0 grade point average, so I am an incredibly hard-working student. I promise to continue to work hard in order to keep getting straight A’s and that is only one reason I should be chosen to be an official member of the National Honor Society. As the wise John D. Rockefeller once said, â€Å"The most important thing for a young man or woman is to establish credit-a reputation and character.† Character is the mental and moral qualities that are distinctive to an individual. It reflects

Diagnostic Writing in Business Law Free Samples for Students

Question: What is the relationship between Alfred, Beatrice and Coco? Answer: The relationship between Alfred, Beatrice and Coco can be determined through the application of various business management laws and the idea of forms of business. Alfred and Beatrice are business partners in a bookshop business (Luftman 2014). The relationship between Beatrice and Alfred according to the laws under formation of business structures can be classified as partnership. This is because the two individuals share both the losses and profit as well as make decisions regarding the business. On the other hand, the third party who is Coco in this case is a financier to the business as she has got no shares in the business (Aaronson 2011). Though Coco is involved in making of various major decisions in the business, she cannot be regarded as a partner. This is because she is not involved in the sharing of profits and losses within the business. Coco is a fancier to Alfred and Beatrice since the money is given back to her annually payable from sales less outgoing sales rather tha n profit. On the other hand, my answer to this situation would have been different when Coco could be receiving back her money through the generated profit. In a case where Coco would be paid through generated profit the relationship among the three parties would have been different. In such a case the relationship among the three could have been a partnership relationship (Aaronson 2011). This is because in partnership form of business, more than one individual is involved in the business major decision making processes, share profit and losses (Luftman 2014). When an individual in a business receives investment capital inform of profits they are determined as partners. The three could have therefore agreed on the amount Coco would be receiving inform of dividend. References Aaronson, S.A., 2011. Limited partnership: Business, government, civil society, and the public in the Extractive Industries Transparency Initiative (EITI). Public Administration and Development, 31(1), pp.50-63. Luftman, J., 2014. Assessing business-IT alignment maturity. Strategies for information technology governance, 4, p.99

Why is part one of And Still I Rise by Maya Angelou called Touch Me, Life, Not Softly Essay Example

Why is part one of And Still I Rise by Maya Angelou called Touch Me, Life, Not Softly Essay There are four parts to And Still I Rise, by Maya Angelou, the first of which is named Touch Me, Life, Not Softly, and contains eight different poems. Here, I will use these poems to explore the possibilities as to the origins of the title of the first section of the anthology.The touch me part of the phrase can be very ambiguous, as it could signify the way in which there has been physical touching, or being touched in an emotional or mental way, for example, being moved to tears. The latter could then be incorporated into saying the author feels life should affect her deeply, as also illustrated with not softly, which is a theme heavily referred to in this first section.The very first poem of the anthology is A Kind of Love, Some Say, which explores physical abuse within a relationship, and the way the abused partner feels there is still love between the couple, as shown with, Sorry eyes, spoke not/ Of lost romance, but hurt. The idea of life touching people is seen here, as the ph ysical abuse in the poem will surely affect the person in question deeply, not only in life in general, but through all of their future and present relationships. Our relationships with other people are a very large part of our lives, therefore the abused partners life could be said to change forever, as they may find it very hard to trust people ever again, or find it hard to relate to people.In A Kind of Love, Some Say there is also the phrase Love by nature, exacts a pain, showing how Angelou feels life itself makes love hard, in a way that cannot be matched by anything else Unequalled on the rack. This also relates back to the way life touches people, in a way nothing else can.The next poem is Country Lover, looks at the way men can often be seen to be very careless and lack value for women throughout life, as seen with the capital letters used throughout the poem, and the very specific parts of the mans night (Funky blues, High water pants), and then the final line of and anyb odys daughter, which lacks the capital letters or the specific woman in question, instead implying the man does not care who he goes home with, as long as there is someone. As this subject can be linked to all generations of men throughout the world, it strongly reflects how life can touch people, as there are many, many women who will have been affected by a similar situation, and not in a positive way, as they may feel they are lacking importance in life, as the word anybodys implies there is really no significance as to who the woman is. This could deeply affect women, as they may go through life feeling inferior to men and therefore possibly not making as much of themselves as they could.The third poem, Remembrance, focuses on the subject of sex, but rather than the actual act, the more intimate parts of making love, such as the foreplay and the aftermath. However, the title of the poem, Remembrance, also shows how Angelou feels her favourite part of the sexual intercourse is af terwards, when her partner has left, and it is then, only/ then, can I greedily consume/ your presence. This illustrates how she does not feel emotionally stable until this point, and it is at this point she can fully take in the magic of the experience. Sex is another part of life that often deeply affects people in very different ways, for instance, in the way they view the experience, or the way particular sexual encounters have affected them in the past. It is definitely not something that would touch someone softly.Where We Belong, A Duet is the fourth poem, and looks at the way people in the world appear to always be searching for a soulmate, throughout life Then I went to schoolrooms/ And poolrooms/ And half-lighted cocktail bars. Love, of course, plays a major part in everyones life, whether it is the platonic, unconditional or romantic kind, and therefore obviously can affect people very deeply, like with the sex in the above poem, due to past encounters, or the way they v iew love. Again, like sex, love is not a subject to be viewed lightly, as it can be said to affect everything in life.Next we have Phenomenal Woman, which explores the way Angelou and other people view her, and how she feels you do not have to be cute or built to suit a fashion models size in order to be a successful woman in life. Instead, the poet feels it is not what youve got, but what you do with it, for example the fire in my eyes, or the ride of my breasts. Our lives are often much affected by the way we are viewed and also view ourselves, as it can affect everything, from the way we act around certain people, to the way we treat certain situations. Life itself can also affect the above factors, as we are often shaped by the events we experience. This is therefore a strong example of how life can touch someone, not softly.Men looks at the experience of a young girl, through a sexual encounter, possibly viewed as rape or the loss of virginity Shattered./ It is your juice/ Tha t runs down their legs. and how she feels about it; in this case, not very positive, as shown with the aforementioned quote, and also, Your mind pops, exploding fiercely, and Your body has slammed shut. Forever. As mentioned with Remembrance, it is most often experience that shapes who we are and how we feel and react to certain situations. Both the loss of virginity and rape are very serious matters, especially the latter, and so are very likely to affect people in strong ways. Touch me, life, not softly therefore relates to this strongly, as no one who ever as been raped could say it was a light experience or that they have not been touched by it in some way, as it is highly likely to have been a very negative experience.The penultimate poem is Refusal, focusing on the plight of a woman on her death bed, who will not deign to die unless she knows the partner she adores will be with her in her future lives, as she feels he has been in her other lives and lands. I defy my bodys has te is a key phrase of the poem, as the word defy is very strong and shows just how much the woman in question does not want to let go without knowing she will see her greatest love again. Refusal implies that it is not just life that touches us, not softly, but also the people we meet throughout life, as she is so enamoured by her love that she never wants to leave him, even after death, so he has clearly had a very large impact upon her life. The fact that she appears to believe in reincarnation That we will meet again,/ On other worlds some/ Future time undated. shows how she believes her love will prevail all, if she can meet her soulmate again and again in many different lives. Therefore, life can also touch us deeply through the people we are deigned to meet throughout our course upon earth, and the ways in which they affect us.The final poem is Just for a Time, looking at past relationships and how despite not liking reminiscing about past events, the narrator still does thi s and looks at the ways he loved his girl. While the first two stanzas reminisce about the past love, the final stanza explores how the narrator feels now, I dont spill tears/ On yesterdays years/ But honesty makes me say,/ You were a precious pearl. Again, it is often our relationships throughout life that very strongly affect the way we react to and feel about things as we are touched by, not softly.Overall, I believe that the first section of Maya Angelous poetry anthology is called Touch Me, Life, Not Softly as all of the poems mentioned above focus on events and experiences in life that shape us strongly, and imply that life does not let us get away with things easily. However, as Angelou appears to be telling life to do this to her, she is saying, that without life demanding so much from us and affecting us so wholly, we would not be the people we are, and would possibly be not as strong as we are.

Blair is becoming Bush essays

Blair is becoming Bush essays The argument that the prime minister is becoming more like the president is based on the prime ministers desire to be separated from his government. This is how the American system works the president is in charge but must use the supreme court or house of representatives who may be run by a separate party to the president, however the prime minister is the same party as the majority in the house of commons so has complete control as his party must tow the line. By detaching himself from his party and parliament he is seen more as a leader of the nation rather than his party. In some cases this allows other ministers to take the public blame for certain decisions. In recent year Blair has greatly increased the size of his staff in ten Downing Street. This has made Downing street more like the white house in terms of independent administration. The increased growth in number 10 places natural limits on his powers and is seen more as a sign of weakness than power a number of PMs have been unable to deliver as much as they would have liked. Margaret Thatcher had around 100 staff; John Major raised this to 150 but Tony Blair has a staff of nearly 300. The Pm has reduced the length of cabinet meetings. Most cabinet meetings are reduced to 45 minutes. They are mainly used to finalise decisions, which have already been sorted by ministers or in one of Tonys bi-laterals. These meetings allow Tony more control over his ministers and hence the party. It is almost impossible to overpower Blair in these meetings, which allows him to be omnipotent in the matters discussed. The only man who is able to voice his opinion is said to be Gordon Brown who Blair must listen to in terms of his experience and his following and respect in the party. This solitary, Presidential style was seen in the recent Iraq conflict where the PM addressed the nation from his office which is the way in which presidents in Am...

How to Get Out of the Sophomore Slump

How to Get Out of the Sophomore Slump In your sophomore year in college? Feeling uninspired and unmotivated? You just might be in whats known as the college sophomore slump. For most students, its what happens during your second year of college: youre over the excitement of your first year but not close enough to graduating yet to be focusing on life after college. So whats a college student to do in the meantime? Take a Class for Fun You might be feeling slumpish because you are having to take tons of prereqs before you can get into the nice, meaty courses required for your major. Or you may not even be sure what to major in. Either way, add a little spice to your routine by taking a class just for fun. It can be yoga, ballet, an art class, or anything thats out of the ordinary for you. Join a New Club or Organization Your first year in school, you were probably so busy adjusting to life as a college student that your time management skills were shall we say less than stellar. But now that you know the ropes, join a new club or organization that will provide you with a creative outlet and something enjoyable to do each week. Get Involved in Student Government Even if youve never done student government before, see if you can represent your residence hall, your academic class, or even a constituency you belong to (like transfer students, for example). It can be a great way to keep you motivated to talk to other students, stay on top of current issues, and develop some leadership skills. (Not to mention that it looks good on your resume.) Volunteer on Campus No matter where you go to school, chances are that there is some kind of volunteer program you can join. See who needs volunteers this year and you just might end up motivating yourself along with others. Volunteer in the Local Community Maybe a change of scene is more whats needed. If so, see what volunteer options are available in your local community. Mentor First-year Students You just might be in the sophomore slump because you are doing well in college which means that perhaps you can be a good role model for incoming first-year students who need some guidance about adjusting to college life. See if your school has a mentoring program you can join and if not, see about starting one yourself! Get a Fun Job On Campus True, most students work in college for the money. But if you need to mix things up a little, this can be a great way to still get income while also enjoying yourself. Work in the campus coffee shop, at the theater, or in any other avenue that offers a fun, engaging environment. Get a Fun Job Off Campus Perhaps you do need a change of scene from your campus but dont have the time to volunteer. Try to combine both your financial needs and your need for change into an off-campus job that is interesting and something new. Get Involved Politically What are local politics like near your school? Can you volunteer on someones campaign? Join a national campaign for a person or an issue you care about? Become involved in a movement for a cause that is near and dear to your heart? Start Planning a Great Trip Sophomore year can be a little challenging because there often isnt one big thing to look forward to. So why not create your own highlight of the year? See what your options are for planning a fun trip over Thanksgiving break, winter break, spring break, or even a long weekend coming up. It just might do the trick of getting you out of your sophomore slump and back into your normal groove.

Swot Analysis for my writing Essay Example | Topics and Well Written Essays - 500 words

Swot Analysis for my writing - Essay Example   My writing faces a number of weaknesses, which act as a drawback to providing quality content on most occasions. Firstly, I frequently make several spelling mistakes in my writing, with a relatively slower pace in solving the problem. Use of vocabulary has also been a weakness, as the majority of my writing lack an adequate vocabulary to match the great content I usually present. Another weak element in my writings is the use of relatively long sentences that sometimes make it difficult for the reader to fully understand my desired information. Incorrect grammar structure has always been a major drawback to my writings, which are usually attributed to engaging in writing when not of what to write. Opportunities In order to improve my areas that I am weak in my writings, I need to embark on an extensive use of various elements essential for providing excellent writing skills. Firstly, I should make more thorough use of the English dictionary. The internet is another crucial resource I should increase its use in order to achieve better skills of writing. Additionally, effectively following writings of teachers can generally improve my writings, as they provide easier and detailed guides that can positively help me out. Another helpful option that can act as an effective tool in improving my writing experience is the extensive use of the Writing Center, since its platform that aids many students to provide quality writings. Lastly, I should make more frequent consultation with our instructor while at school or online.

CASE STUDY QUESTIONS Essay Example | Topics and Well Written Essays - 1250 words

CASE STUDY QUESTIONS - Essay Example Economists assume that price is the most important influence on the amounts of any products or services purchased. Apart from price, economists explained that there are many other factors like consumers’ taste, numbers of consumers in the market, consumers’ income, price of related goods etc that also influence the amounts of goods or services purchased (McConnell and Brue, 2004, p. 42- 43). These factors are generally referred as determinants of demand. A person’s taste, preferences and opinions of the product or service consumed are some of the basic determinants of how much a consumer buys them. At higher price of the product or service, the consumer generally economizes and reduces quantity purchased. Similarly, as consumers’ income increases, the consumer is generally found to be buying more of many products and services in the market (Pugel, 2003, p. 19). When it comes to the case of tourism of Guam, 85% of the total tourists are from Japan and the n umbers of visits to Guam from Japan have been decreased in recent years. Demand for tourism can also be a function of consumers’ income, price of the service or price of competing goods. ... 81). As far as consumers’ income is considered to be a main determinant of the tourism to Guam, the price of tourism in relation to three different components are to be analyzed. These three components are cost of transportation, living cost in Guam and exchange rate. When more consumers are to travel to Guam, their relative spending on transportation and living would likely to increase. Similarly, they may have to spend more on exchanging currency too. In order to attract more customers to Guam and increase travelling to Guam, it is recommended that cost of transportation between Guam and Japan must be discounted or the government has to promote tourism through some seasonal programs. As a government policy maker, it is also recommended that cost of living, especially for those who visit Guam from Japan has to be adjusted in order to attract more visitors from Japan. If government fixes a specific fixed exchange rate between US Dollar and Japan’s Yen for the Japanese t ravelers to Guam, the expenditure issues that Japanese concern in relation to the exchange rate can also be solved and thus to increase numbers of travelers from Japan to Guam. A number of political and social factors have also caused decrease in travelling to Guam. The downward trend in Guam’s tourism has been caused by Japan’s sluggish economy and some political events like Gulf War in 1991, Typhoon Omar and Earthquake rated 8.1 in 1993, Korean airline crash in 1997, Asian crisis in 1998 etc (Dougan, 2007, p. 80). Japanese were choosing Guam for tourism for several reasons like beautiful beaches and safety in Guam. Safety in beaches, resorts and hotels should be

Tell Me About Blood Essay Example for Free

Tell Me About Blood Essay 1)What is the significance of a lower-than-normal hematocrit? What is the effect of a bacterial infection of the hematocrit? Can cause bleeding destruction of red blood cells causing sickle cell anemia and an enlarged spleen it can also cause decreased production of red blood cells which in turn can cause cancer and bone marrow suppression. Nutritional problems as well as over hydration are caused by lower-than-normal hematocrit levels. Bacterial infection may lower your hematocrit levels. 2)Compare the development of lymphocytes with the development of the other formed elements. Lymphocytes and other formed elements are developed from pluripotent stem cells. The pluripotent stem cells generate myeloid stem cells and lymphoid stem cells. Lymphoid stem cells begin development in the red bone marrow, but some are completed in the lymphatic tissue, where they give rise to lymphocytes. Myeloid stem cell begins and complete their development in the red bone marrow and give rise to red blood cells, platelets, basophils, monocytes, neutrophils, and eosinophils. 3)What is erythropoiesis? Which factors speed up and slow down erythropoiesis? Erythropoiesis is a process in which red blood cells are produced. It is stimulated by decreased O2 in circulation, which is detected by the kidneys which then secrete the hormone erythropoietin, increased level of physical activity can also cause an increase in erythropoiesis. It slows down when there is sufficient oxygen carrying capacity of the blood. 4)Explain what would happen if a person with type B blood were given a transfusion of type O blood. Nothing would happen type O is a universal donor. 5) References Li, W., Wang, J., Long, R., Su, G., Bukhory, D., Dai, J., Wang, Z. (2014). Novel Antibody against a Glutamic Acid-Rich Human Fibrinogen-Like Protein 2-Derived Peptide near Ser91 Inhibits hfgl2 Prothrombinase Activity. Plos ONE, 9(4), 1-13. doi:10.1371/journal.pone.0094551 Sreenivasamurthy, S. K., Dey, G., Ramu, M., Kumar, M., Gupta, M. K., Mohanty, A. K., Keshava Prasad, T. S. (2013). A compendium of molecules involved in vector-pathogen interactions pertaining to malaria. Malaria Journal, 12(1), 1-7. doi:10.1186/1475

Stereotypes in the Film The Matrix Essay -- Movies Film Feminist Pape

Stereotypes in the Film The Matrix The purpose of this paper is to expose some of the stereotypes present in the film The Matrix, directed by Andy and Larry Wachowski. In order to accomplish this we shall see that although The Matrix is considered to be a film about rebellion, it contains several stereotypical portrayals, which actually make it a film that supports the status quo. We shall also see that the African American characters in The Matrix (the Oracle, Tank, Dozer, and Morpheus) are all depicted in the stereotypical servant roles. Furthermore, the women (Trinity and Switch) in this film are portrayed stereotypically; that is, they are either reduced to a caring/nurturing role or they simply help make up the background (they do not have a voice). Finally, Morpheus’ initial power and leadership is stripped away leaving him to play the stereotypical supporting and buddy role. The Matrix is considered by many people to be a cyberpunk triumph. Declan McCullagh from wired.com writes: "When Neo/Reeves wakes up from his VR slumber and unplugs from The Matrix, he joins a ragtag band of rebels led by the charismatic Morpheus (Lawrence Fishburne). Their plan: To overthrow the artificial intelligences that have robbed humanity of reality" (McCullagh). Entertainment weekly also sees The Matrix as a movie about rebellion against oppression: "Neo is, of course, The One, the prophesied leader of the oppressed who will lead the people of Zion (an underground city populated by the last free humans) from bondage--but only if he can believe in himself and trust in the power of love" (Bernadin). Therefore, although the film appears to send a revolutionary message of a rage against ‘the machine’ or the matrix and its oppression, ... ...premacy should be the starting point of a renewed movement for racial justice" (hooks 118). Works Cited Bernardin, Marc. "The Matrix" 1999. <http://www.ew.com/ew/review/video/0,1683,846,matrix.html> (14 Apr. 2000) [address has moved to: <http://www.ew.com/ew/article/review/video/0,6115,270871~2|7696||0~,00.html> link updated by Dr P. 30 Oct 2002] hooks, bell. Killing Rage Ending Racism. New York: Henry Holt, 1995. McIntosh, Peggy. "White Privilege: Unpacking the Invisible Knapsack," in Race, Class, and Gender in the United States, ed. Paula S. Rothenberg. New York: St. Martin’s Press, 1998. McCullagh, Declan. "The Matrix: A Cyberpunk Triumph." Wired News. April 02, 1999. <http://www.wired.com/news/news/culture/story/18932.html> Wolf, Naomi. The Beauty Myth. How Images of Beauty are Used Against Women. New York: William Morrow, 1991.

Mne Challenges in Emerging Markets Essay

International business and global innovation Individual report 1. Please discuss MNEs challenges in emerging markets? How can MNEs solve these? First of all, I would like to mention that It would be hard to describe challenges in emerging markets of the whole world, because question either can be roughly generalized or otherwise requires deep and wide research which is not the case right now. That’s why in my discussion I would like to stop on one country – Russia. The Russian economy is growing by 7. 7 per cent per year, supported by the soaring price of oil. But with stories about government corruption and mobsters, how attractive is the country for the more entrepreneurial-sized business? I would like to discuss some of the challenges most companies face while entering this emerging market. I would like not to talk in details about common problems and stereotypes which are often mentioned about Russia, amongst those I already noticed are high level of corruption, gangsters and seemed political instability. And one thing I would like to mention first is a labor problem. Management in Russia is faced presently with two major issues in the labor force: the battle for highly qualified specialists and the cost-to-productivity ratio. The battle for top specialists has become extremely rough in the recent time. Recruiting companies are very busy these days with headhunting. Professionals already receiving top salaries at multinational corporations are being stolen away, often by Russian majors, attracted by dramatic salary increases. It used to be that the professional would look at these offers with skepticism, questioning the reputation or stability of most Russian companies. Nowadays, these people do not worry as much and instead look at the cost-of-living, which is also rising dramatically, especially in major cities among which are Moscow, Saint Petersburg, Yekaterinburg and many others. The situation has gotten so bad that many companies are afraid to let their specialists be quoted in articles or to send them to conferences or other events where headhunters or competitors may be looking around in search for their next pray. It would be impossible for me not to notice the other side of this process which is the fact that labor market has become â€Å"spoiled.Salaries are steadily increasing but productivity levels are not. At the current salary levels, business owners and management are becoming increasingly sensitive to productivity levels and attempting to demand more work ethic and more productivity from their highly paid employees. At the same time, there is very little choice in the current market. More and more foreign-owned companies in partic ular seem to be looking more closely at hiring and importing foreigners, now that Russian salaries are roughly on par with those of foreigners in many sectors. Foreigners coming from countries known for higher productivity levels and initiative are especially attractive – minimally in the hopes that they can set an example. Young foreigners eager to gain experience in Russia’s developing market, are finding work – particularly in sales, client relations, business development, and marketing. So, generally it can be summed up that finding qualified local partners and employees is a difficult process. The pool of managers who understand Western accounting and business practices remains limited, as well as the pool of qualified, experienced Russians proficient in English. Another big challenge and â€Å"nightmare† for most foreign-owned companies operating in Russia is lease rates for commercial real-estate. It’s avoided by most foreign-operated Class A properties, but the situation is quiet bad in most of it’s sector lower. It is the rare landlord who fulfills most of his side of the contract. Moreover, rental contracts in Russia are usually biased toward the landlord. As a result foreign companies often find themselves looking for a new place. However, finding a better situation can be extremely difficult in Russia’s current real estate market. Centrally located, Class A property can run $USD 2000 and more per square meter per year. Bidding wars are not unusual and most other classes of property are seeing equal pressure. These are two challenges which I would like to point out, apart from that I’d like to briefly mention other challenges: * Government bureaucracy, poorly established rule of law and corruption affect such areas as establishing a business, tax collection, dispute settlement, property rights, product certification and standards, as well as Russian Customs clearance.Adequate financial resources for Russian buyers still remain a problem, but it is not as acute as it was in years past. There are more foreign banks operating in Russia and more cash circulating within the economy due to the Russian oil and gas boom. * The Russian government continues to use its oil and gas resources to increase the states’ ownership in certain strategic industries and companies. So it is not completely clear to forei gn companies which sectors are open to them for investment without Russian majority partners. The Russian Government continues its work on defining what are Russia’s strategic sectors. And after I stated challenges I must answer the second part of the question which is how to overcome these challenges. And in my view, a fundamental consideration must be there as a major phase of preparation if someone is going to go into Russia. This preparation involves surrounding company’s branch with reliable people, having an adequate concept of what is to be done and a well-defined strategy plan. You also need the necessary investment capacity and time arranged to follow this way. 2. You are expatriated to work in an emerging market (e.India or Brazil) What capabilities do you need? What and how can firm provide you for the expatriation in emerging markets? (Maybe take one country as example) I think generally company must have an on-going business processes with the country, otherwise the necessity of having employees overseas is indistinct. There can be several cases when headquarters would need their employee to be expatriated to the subsidiary or partner company, f or example:* Company knowledge and experience diffusion or sharing; * Leader position in one of the overseas branches;Emerging market opportunities opened etc. Brazil is a great example of an emerging market. And if life will propose the opportunity for me to work there, I think I’d take it with great pleasure. Of course, there’re certain capabilities I must possess to take this kind of job opportunity: * Particularity of doing business in Brazil is that a potential Brazilian partner is essentially looking for two things: someone they like and trust as well as someone who is competent in business. The most important of these is to build a strong relationship first which will then naturally lead to trust. Time must be invested in getting to know people on a personal level in order to allow for open and honest discussions in business. So, naturally, the environment will require from me to be a trustworthy, sophisticated person with a clear understanding of benefits and goals. * Another point Brazilians usually comment on is the tendency of European and American business people to â€Å"get straight down to business†. This can be seen as offensive and even aggressive. It is good practice to indulge in small talk whether it is asking about their children or chatting about the latest news or football (soccer) results. This interesting feature of business ethics will require from me a positive, easygoing attitude at all times. * Despite Brazil poses as an emerging, fast-growing market English proficiency still remains low levels especially in the social sector and in the matter of daily life. So in my understanding extradition to Brazil will be more effective with readiness to learn Portuguese at least until the level which will allow me to be independent on the matter of daily life, e. g. survival level of it. * Apart from all of that, I should have a clear view of business ethics and interpersonal relationship customs in Brazil. One of the important things is that I will have to be ready for a total change of values and concepts in any part of business and social life. In fact, that rule can be applied to all of cultures. In Rome act like a Roman.

Selecting Employee

Learn how to select and hire the best employees for your open positions. Selection and evaluation techniques are explored that help you pick among qualified candidates. Employee selection processes are critical to hiring a superior staff. Learn to improve your employee selection methods. 10 Tips for Hiring the Right Employee Top Ten Tips for Selecting and Hiring the Right Employee Hiring the right employee is a challenging process. Hiring the wrong employee is expensive, costly to your work environment, and time consuming. Hiring the right employee, on the other hand, pays you back in employee productivity, a successful employment relationship, and a positive impact on your total work environment. Hiring the right employee enhances your work culture and pays you back a thousand times over in high employee morale, positive forward thinking planning, and accomplishing challenging goals. This is not a comprehensive guide to hiring an employee. But, these are key steps to hiring the right employee. 1. Define the Job Before Hiring an Employee Hiring the right employee starts with a job analysis.  The job analysis enables you to collect information about the duties, responsibilities, necessary skills, outcomes, and work environment of a particular job. The information from the job analysis is fundamental to developing the job description for the new employee. The job description assists you to plan your recruiting strategy for hiring the right employee. Job HiringEasy Search & Posting: AyosDito Free Job Posting, No Sign Ups! www. AyosDito. ph Interview Strategy GuideGet a Free interview strategy for HR professionals. hr. mcleanco. om/interview-guide Employment ScreeningInternational Background Checks No hidden fees or minimum orders 2. Plan Your Employee Recruiting Strategy With the job description in hand, set up a recruiting planning meeting that involves the key employees who are hiring the new employee. The hiring manager is crucial to the planning. At this meeting, your recruiting strategy is planned and the execution begins. Teams that have worked together frequently in hiring an employee can often complete this step via email. 3. Use a Checklist for Hiring an Employee  This checklist for hiring an employee will help you systematize your process for hiring an employee. Whether it's your first employee or one of many employees you are hiring, this checklist for hiring an employee helps you keep track of your recruiting efforts. The checklist for hiring an employee keeps your recruiting efforts on track and communicates progress to interested employees and the hiring manager. 4. Recruit the Right Candidates When Hiring an Employee You can develop relationships with potential candidates long before you need them when hiring an employee.  These ideas will also help you in recruiting a large pool of candidates when you have a current position available. The more qualified candidates you can develop when hiring an employee, the more likely you are to locate a qualified potential employee. Read on to discover the best ways to develop your talent pool when hiring an employee. 5. Review Credentials and Applications Carefully The work of reviewing resumes, cover letters, job applications, and job application letters starts with a well-written job description.  Your bulletted list of the most desired characteristics of the most qualified candidate was developed as part of the recruiting planning process. Screen all applicants against this list of qualifications, skills, experience, and characteristics. You'll be spending your time with your most qualified candidates when hiring an employee. And, that is a good use of your time. 6. Prescreen Your Candidates The most important reason to prescreen candidates when hiring an employee is to save the interviewing and selection committee time.  While a candidate may look good on paper, a prescreening interview will tell you if their qualifications are truly a fit with your job. Additionally, in a prescreening interview, you can determine whether their salary expectations are congruent with your job. A skilled telephone interviewer will also obtain evidence about whether the candidate may fit within your culture – or not. 7. Ask the Right Job Interview Questions The job interview is a powerful factor in hiring an employee. The job interview is a key tool employers utilize in hiring.  The job interview questions asked are critical in magnifying the power of the job interview to help you in hiring the right employee. Interview questions that help you separate desirable candidates from average candidates are fundamental when hiring an employee. Job interview questions matter to employers. Here are sample job interview questions. 8. Check Backgrounds and References When Hiring an Employee Effective background checks are one of the most important steps when hiring an employee. You need to verify that all the presented, sterling credentials, skills, and experience are actually possessed by your candidate.  The background checks must include work references, especially former supervisors, educational credentials, employment references and actual jobs held, and criminal history. Other background checks when hiring an employee, such as credit history, must be specifically related to the job for which you are hiring an employee. 9. Extend a Job Offer The job offer letter is provided to the candidate you have selected for the position. Most frequently, the candidate and the organization have verbally negotiated the conditions of hire and the job offer letter confirms the verbal agreements about salary and benefits.  The more senior the position, however, the more likely the job offer will turn into a protracted negotiation about salary, benefits, employment termination, bonus potential, severance pay, stock options, and more. 10. Use Effective Employment Letters These sample employment letters will assist you to reject job candidates, make job offers, welcome employees, and more when hiring an employee. Use these sample employment letters to develop the employment letters you use in your organization when hiring an employee. New Employee Orientation: Employee Onboarding New employee orientation is the process you use for welcoming a new employee nto your organization. New employee orientation, often spearheaded by a meeting with the Human Resources department, generally contains information about safety, the work environment, the new job description, benefits and eligibility, company culture, company history, the organization chart and anything else relevant to working in the new company. New employee orientation often includes an introduction to each department in the company and training on-the-job. New employee orientation frequently includes spending time doing the jobs in each department to understand the flow of the product or service through the organization. Tips for a Better New Employee Orientation When we orient new hourly (non-exempt) employees, we provide a standard HR couple of hours on policies, procedures, company history, goals, culture, punching in and work rules. We give a company tour and hourly employees then train and cross-train on the job. Managerial and salaried (exempt) employees participate in an orientation that is custom-designed for them. It includes the above information that is received by all employees. Additionally, their orientation may last one to two weeks and it enables them to meet the whole organization, their direct reports and more. They should leave this orientation with a clear picture of the organization, its challenges, its goals and their opportunity to assist with progress. It is challenging to make sure salaried employees have the chance to do the orientation while also beginning their new job. Neither can be put on hold. My current new director spent the morning helping to write an RFP for a potential customer rather than attending his scheduled meetings. This is okay, but I don't want his orientation to get off track. It provides fundamental information he needs to succeed in this organization. From an HR perspective, this may not be ideal for making sure he gets the organization overview, but it is ideal for helping him integrate quickly into the working business of the company – and that's the point. Right? The best orientation I have ever known was instituted at Edgewood Tool and Manufacturing. Every manager who hired a new employee was required to write a 120 day orientation for the new employee. It involved one action a day. Actions included meeting the Director of Quality, calling on a customer and having lunch with the CEO. You can bet that new employee was thoroughly welcomed and integrated into the organization after 120 different orientation events. Orientation and Training of New Employees New employee orientation effectively integrates the new employee into your organization and assists with retention, motivation, job satisfaction, and quickly enabling each individual to become contributing members of the work team. New Employee Welcome Letter-A welcome letter to a new employee who has accepted your job offer confirms the employe's decision to accept the position. The welcome letter helps the new employee feel wanted and welcomed. Depending on the goal of your new employee welcome letter, these sample welcome letters will give you a template. See sample welcome letters for new employees. Onboarding-Onboarding is the process of acquiring, accommodating, assimilating and accelerating new team members, whether they come from outside or inside the organization. Effective onboarding of new team members is one of the most important contributions any hiring manager or HR professional can make to long-term success. Onboarding done right drives new employee productivity, accelerates results, and significantly improves talent retention. Yet few organizations manage the pieces of onboarding well. Purposes of Orientation Employers have to realize that orientation isn't just a nice gesture put on by the organization. It serves as an important element of the recruitment and retention process. Some key purposes are: * To Reduce Startup Costs: Proper orientation can help the employee get â€Å"up to speed† much more quickly, thereby reducing the costs associated with learning the job. To Reduce Anxiety: Any employee, when put into a new, strange situation, will experience anxiety that can impede his or her ability to learn to do the job. Proper orientation helps to reduce anxiety that results from entering into an unknown situation, and helps provide guidelines for behavior and conduct, so the employee doesn't have to experience the stress of guessing. * To Reduce Employee Turnover: Employee turnover increases as employees feel they are not valued, or are put in positions where they can't possibly do their jobs. Orientation shows that the organization values the employee, and helps provide the tools necessary for succeeding in the job. * To Save Time for the Supervisor: Simply put, the better the initial orientation, the less likely supervisors and co-workers will have to spend time teaching the employee. * To Develop Realistic Job Expectations, Positive Attitudes and Job Satisfaction: It is important that employees learn as soon as possible what is expected of them, and what to expect from others, in addition to learning about the values and attitudes of the organization. While people can learn from experience, they will make many mistakes that are unnecessary and potentially damaging. The main reasons orientation programs fail: The program was not planned; the employee was unaware of the job requirements; the employee does not feel welcome. Employee orientation is important – orientation provides a lot of benefits, and you can use feedback to make your orientations even better. Use Training and Development to Motivate Staff Building Your Employee Training and Development Program Want to keep your staff motivated about learning new concepts? The quality and variety of the employee training you provide is key for motivation. Reasons for employee training range from new-hire training about your operation, to introducing a new concept to a workgroup to bringing in a new computer system. Whatever your reason for conducting an employee training session, you need to develop the employee training within the framework of a comprehensive, ongoing, and consistent employee training program. This quality employee training program is essential to keep your staff motivated about learning new concepts and your department profitable. Essential Components of Employee Training Programs A complete employee training program includes a formal new hire training program with an overview of the job expectations and performance skills needed to perform the job functions. A new hire training program provides a fundamental understanding of the position and how the position fits within the organizational structure. The more background knowledge the new associate has about how one workgroup interrelates with ancillary departments, the more the new associate will understand his or her impact on the organization. Another aspect of a comprehensive employee training program is continuing education. The most effective employee training programs make continuing education an ongoing responsibility of one person in the department. This is an important function that will keep all staff members current about policies, procedures and the technology used in the department. New Hire Training A solid new hire training program begins with the creation of an employee training manual, in either notebook format or online. This manual acts as a building block of practical and technical skills needed to prepare the new individual for his or her position. In order for the department to understand current policies and procedures, a manager must ensure the department manuals or online employee training are kept current. This includes any system enhancements and / or change in policy or procedure. In addition, keep the user in mind when designing training manuals or online training; keep the employee training material interesting for the learner. Use language that is not â€Å"corporate† and include images and multi-media. Much of this employee training and reference material belongs online these days in a company Intranet. But, if your organization is not ready to embrace the online world, keep the manuals up-to-date and interesting. When possible, in computer training, incorporate visual images of the computer screen (multi-media screen capture) to illustrate functions, examples, and how tos. On the Job Training Another form of new hire training includes having the new associate train directly next to an existing associate. Some call this On the Job Training (OJT) or side-by-side training. This type of employee training allows the new associate to see first hand the different facets of the position. Also, OJT allows the new hire the opportunity to develop a working relationship with an existing associate. This type of employee training reinforces concepts learned in the initial training and should be used to reinforce and apply those same learned concepts. Continuing Education in Employee Training A continuing education program for a department is just as important as the new hire training. When training a new associate, I have found that they will only retain approximately 40 percent of the information learned in the initial training session. Therefore, a continuous effort must be placed on reminding the staff about various procedures and concepts. This continuing education can be formal or informal. (The author’s preference is always with a more informal approach. ) The formal, or traditional approach, to employee training often includes a member of management sending a memo to each associate. The informal, and often more appealing approach to a visual learner, is to send a one-page information sheet to staff. This information sheet, called a training alert, should be informative and presented in a non-threatening manner. Therefore, if the policy or procedure changes, the informal approach would better prepare the department to receive this presentation. New Employee Training – Is It Worth The Investment Getting off on the right foot Many companies provide some sort of introductory training or orientation for most of their new employees. It may take the form of an older employee assigned to show the new employee â€Å"the ropes. † Or it may be left to the HR department or the individual's new supervisor to show them where the coffee pot is and how to apply for time off. Many organizations, especially in government and academia, have created new employee training that is designed, exclusively or primarily, to provide mandated safety familiarization. Yet some companies in highly competitive industries recognize the value in New Employee Orientation (NEO) that goes much farther. They require several weeks or even months of training to familiarize every new employee with the company, its products, its culture and policies, even its competition. There is a measurable cost to that training, but is it worth it? Let's look at some of the issues. Some Background Facts The technology in the workplace is changing very rapidly and companies that can't keep up will drop out of competition. A survey by the Ontario (Canada) Skills Development Office found 63% of the respondents planned to â€Å"introduce new technology into the workplace that would require staff training. A third of the respondents included â€Å"improving employee job performance† and â€Å"keeping the best employees† as desired outcomes. The American Society for Training and Development (ASTD) reports that less than $1500 per employee was spent for training in 1996. The largest part of that (49 percent) was spent for technical and professional training. Only two percent was spent for New Employee Orientation and three percent on quality, competition and business practices training.

Frances Perkins and the Triangle Shirtwaist Fire

Frances Perkins and the Triangle Shirtwaist Fire A wealthy Bostonian who had come to New York for a Columbia University graduate degree, Frances Perkins (April 10, 1882 - May 14, 1965) was having tea nearby on March 25 when she heard the fire engines. She arrived at the scene of the Triangle Shirtwaist Factory fire in time to see workers jumping from the windows above. Triangle Shirtwaist Factory Fire   This scene motivated Perkins to work for reform in working conditions, especially for women and children. She served on the Committee on Safety of the City of New York as executive secretary, working to improve factory conditions. Frances Perkins met Franklin D. Roosevelt in this capacity, while he was New York governor, and in 1932, he appointed her as Secretary of Labor, the first woman to be appointed to a cabinet position. Frances Perkins called the day of the Triangle Shirtwaist Factory Fire the day the New Deal began.

11 Things You Must Avoid During SAT Practice Tests

Things You Must Avoid During SAT Practice Tests SAT / ACT Prep Online Guides and Tips Are you preparing for the SAT by taking practice tests? Awesome! You’re on the right track! How can you ensure that you’re getting the most out of each practice test you take? You need to make sure you’re taking each practice test underrealistic testing conditions. What’re you doing (maybe subconsciously) that’s ruining your realistic testing conditions? #1: Not Timing Yourself You need to stick to the exact timing of the SAT.If you’re not following the timing, you’re not going to be prepared the day of the test.You need to time yourself on your SAT practice tests so that you get used to the pacing of the test. It’s like training for a marathon. Don’t show up to a marathon without timing your practice and expect to place!The SAT is amarathon. Time yourself. Get used to the pace, so you don’t have issues on test day! Not sure the exact time you’re allowed for the SAT?On the SAT, the time allowed for each section is listed on the first page of that section of the practice test. See below: If you want more guidance, thencheck out our guide to SAT timing. #2: Using Your Phone But, Dora, you just said to time myself, and if I can’t use my phone, how do I time myself?I recommend that you use a watch instead of a phone.If you get used to timing yourself with your phone, you may feel lost the day of the test when you’re not allowed to use your phone. (NOTE: you’re not allowed to have your phone out at all during the test even during breaks). Instead, buy a cheap watch such as this one which you would be able to use the day of the test.Start using it during your practice so that you get used to pacing yourself with the watch. What if I use my phone in airplane mode?Don’t do it!Yes, it’s better than using your phone not in airplane mode, but you’ll still have the same issue: you’ll be so used to relying on your phone to pace yourself that you may feel confused using a normal watch/clock the day of the test. What if I’m using my phone as my calculator?No!!!Your phone will not be permitted the day of the test, so make sure you buy yourself an approved calculator and use it during your SAT math calculator section practice, so you get used to it. #3: Using Your Calculator On All Sections Speaking of calculators, remember that you’re only allowed to have your calculator out for one part of the test: the SAT math calculator section.You can’t have your calculator out for the Reading, Writing, or non-calculator Math test.During your practice, you should only use your calculator on the one math section that allows you to use a calculator. Do not use your calculator on the non-calculator math section.You need to practice your mental math so that you’re prepared to do mental math the day of the test.If during your practice, you use your calculator instead of your brain, you’ll be tempted to do so the day of the test. #4: Watching TV, Listening to Music, and/or Wearing Ear Plugs For some students, watching tv and/or listening to music while you take your practice test will serve as a distraction, making them score worse because they can’t concentrate.For other students, watching tv and/or listening to music can serve as an aid, helping them maintain their focus, artificially increasing their score.Either way, you cannot have the TV on nor music playing during your practice tests.You need to get used to taking the test in a quiet environment. That being said, do not wear ear plugs during your practice.Some students like ear plugs because it cuts out all background noise.However, the College Board does not allow the use of ear plugs during their tests.You need to get used to hearing background noise while you take the test because on your test day, you’ll have background sounds of paper rustling, pencils scratching, erasers rubbing, and more. Not during practice tests! #5: Eating and/or Drinking You will not be allowed to eat or drink during the test.You’ll be allowed to eat and drink outside of your testing roomduring the scheduled breaks. Don’t eat or drink while taking practice tests (exception: you can eat and drink during the break).This may sound silly, but it is important.If you're trying to eat and test at the same time, that can be a problematic distraction. Also, your body gets an energy boost when you have a snack or drink water.If you eat and drink non-stop during your practice, you’ll likely get an energy boost, and the test may seem â€Å"easier.†Then, the day of the test you might be surprised when the test seems â€Å"longer† and â€Å"harder† because you don’t have the added energy from the food and drink. As I’ve said, the SAT is amarathon.Train for the SAT as such.During your practice, only grab food or drinkduring the scheduled breaks. #6: Taking Unscheduled Bathroom Breaks Just as you won’t be allowed to eat or drink during the test, you also won’t be allowed to leave the room to go to the bathroom during the SAT.You’ll have to wait to go to the bathroom until the schedule breaks.Practice this during your practice tests. You need to get used to only using the restroom during the scheduled breaks.The last thing you want on your test day is to be thinking about how badly you need to pee while trying to take the test. I highly recommend using the restroom immediately before the test begins (or you start your practice test). #7: Not Sitting at a Desk Where you take the test is important, don’t sit on your couch or your bed!You need to get used to sitting upright.If you lounge on the couch or bed while taking your practice tests, you might feel thrown the day of the test when you’re put in a new, uncomfortable desk. Set up your practice test environment like the actual SAT test environment.Sit at an empty desk or table with nothing on it other than your practice test booklet, pencils, erasers, and calculator (when allowed). NOOOOOO! #8: Splitting the Test Over a Few Days Remember how I said the SAT is amarathon?Well, runners aren’t allowed to split up a marathon across several days.You need to practice sitting for full-length SAT tests.While you might not have 4 hours every day to sit for a full-length practice test, you need to make sure you sit for at least two full-length practice tests before you take the real SAT. On the days where you cannot sit for a full-length practice test, you should, at least, complete a full section of the test.For example, sit for the full 25-minute non-calculator math section without taking any breaks.The same rules mentioned in this article apply when you sit for just one section of the test: no food/drink, no music/tv/ear plugs, etc. #9: Not Bubbling In It’s easy to forget about the scantron and just to circle the answers in your practice test.However, using a scantron can be confusing, so you don’t want your first time using one to be on the day you take the SAT/ACT. During your practice tests, practice bubbling in answers as you work through your practice test.You want to get practice bubbling in so that you don’t accidentally bubble in wrong answers the day of the test.If you have time, I recommend double checking your scantron answers with your booklet answers at the end of the section, so you make sure you didn’t accidentally bubble any incorrectly. #10: Using Pen Since you need to practice bubbling in, you also need to practice using a pencil and eraser!You’re required to use a pencil on the SAT. NOTE: You cannot use a mechanical pencil. You can only use a regular #2 pencil. I recommend bringing at least 3 sharpened #2 pencils with you to your test center. Also, you should have a basic pencil sharpener and a big eraser. Take your SAT practice tests using these supplies.The day of the SAT you want to walk into your test center feeling confident and comfortable.To do that, you need your practice to mimic the real testing environment as much as possible!Get used to having these supplies on your desk. Get used to sharpening a broken pencil with your hand sharpener! If you’re anything like me, any little issue can spike your nerves during a big test.Practice with pencils, erasers, and a pencil sharpener, so you don’t get nervous using them the day of the test. Get your pencils ready! #: Using Any Support Material Do not use any extra materials during your practice tests.As I’ve mentioned, the day of the test, you won’t be allowed to have anything on your desk except for your test booklet, pencils, erasers, pencil sharpener, and your calculator (only during the calculator math section).Only use those materials during your practice! Do not use a formula cheat sheet (other than what’s provided in the SAT math section if you’re taking the SAT), and do not use a dictionary to look up words!During the test, you will not be able to use any outside resources, so do not incorporate them into your practice. If there are words you don’t know during your SAT practice test, try to figure out what they mean by using context clues(use the words around that word to figure out what the word means).Try your best to answer the questions without looking the word up.Circle the words you don’t know so that after you finish your practice test, you can easily find those words and look them up in a dictionary. Summary: How to Get Realistic Practice All of the above can be summarized simply: obey the rules of the test during your practice!Realistic practice will prepare you the best to ace the test and make you feel confident and comfortable the day of the test. Still unsure of how to get realistic practice? Check out our guide to making your practice test just like the real thing. What’s Next? Not sure whether the SAT or ACT is right for you? Let’s help you pick the right test for you! Not sure where you’d like to go to college? Figure out how to find your target school. Interested in attending Harvard or another Ivy League school? Check out our guide to getting in! Want to improve your SAT score by 160 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

High School Model Research Paper Example | Topics and Well Written Essays - 1000 words

High School Model - Research Paper Example (http://www.mdrc.org/publications/388/overview.html) Ninth Grade Success Academy: Form groups or teams up to 180 first year students with their teachers (four or five) to create their own program and schedule, which has its own faculty and management team. Catch-Up Curriculum and Extra Help: Catch up curriculum include math and English classes for those who are weak prior to preparation. The extra help consists of seminar and extra course which are usually held on summer , Saturday and after hour class. Twilight School: An alternative after-hours program is conducted in the building for students who have serious attendance or discipline problems or who are entering the school from prison or suspension from another school. Technical Assistance: Technical assistance from TDHS organizational and instructional facilitators ranges from 10 to 40 days per year, depending on local circumstances, and costs between $10,000 and $50,000. In addition, the school must fund the full-time program facilitator (or 0.5 FTE if two schools in a district are implementing). This typically costs between $60,000 and $80,000. Professional Development: The school must fund one to two teachers from the local district who serve as curriculum coaches. English and math teachers will need to receive the local rate for attending up to 25 hours of professional development. Curriculum Materials: The cost of texts and materials for 500 ninth-graders taking Transition to Advanced Mathematics, Strategic Reading, and Freshman Seminar courses is approximately $35,700 the first year and $17,000 the second year. For upper grade English classes, Partner Discussion Guides and student worksheets for Student Team Literature are

The differences between macroeconomics and microeconomics Essay

The differences between macroeconomics and microeconomics - Essay Example For example, the objective of study microeconomic theory is to understand the factors related to the optimal allocation of resources whereas, the objective of macroeconomics is to study the factors related to employment and development of scare resources in the economy. Although microeconomics objective is to focus on individual units in the economy and macroeconomics objective to focus on entire economy, both of these fields are contributing to the study of economy and individual behaviours in the economy. The difference between microeconomic theory and macroeconomic theory is that microeconomics focuses on the economic behaviours of individuals including business firms, consumers and resources owners whereas, macroeconomics focuses on economy as a whole and deals with aggregate levels of output, economy, national income and prices (Salvatore, 2006, pp.8). According to Professor G. Thimmaya (cited in Jain & Khanna, 2010) the core difference between the two fields is that price is th e major determinant of problems in microeconomics whereas, income is the major determinant of problems in macroeconomics. In other words, the decisions taken in microeconomics are primarily based on price such as factors of production whereas, the decisions made in macroeconomics are based on income such as total consumption and total investments. Wessels (2006, pp.101) argues that in macroeconomics, the economy is studied as a whole whereas in microeconomics, the economic actions of people including individual firms and the individual households are studied. Wessels explains the difference between the two branches of economics. He argues that if in microeconomics the function of... This essay presents a modern theoretic analysis of the differences and similarities between microeconomics and macroeconomics. Various differences between macroeconomics and microeconomics are identified in the essay however; the primary difference is related to aggregation and objective of the two fields. Both these fields are strong interrelated and concepts and theories of microeconomics are necessary to study concepts in macroeconomics. Economics is the examination of mankind in the normal business of life; it analyses the actions of individuals and society which are closely associated with the achievement and utilisation of needs of well-being. The two branches of economics are microeconomics and macroeconomics. These two fields differ in their scope and objective. The core difference between the two fields is that price is the major determinant of problems in microeconomics whereas, income is the major determinant of problems in macroeconomics. Both subjects have different objectives. The objective of study microeconomic theory is to understand the factors related to the optimal allocation of resources whereas, the objective of macroeconomics is to study the factors related to employment and development of scare resources in the economy. Microeconomics and macroeconomics are substantially related with each other. Major chunk of modern macroeconomics theory involves the applications of microeconomics because the aggregate outcomes in macroeconomics are usually rooted from the decision making theories of consumers and firms

News of the week (responses) Assignment Example | Topics and Well Written Essays - 250 words

News of the week (responses) - Assignment Example On top of that I have also seen people who are mentally ill because of marijuana. Although I like the point where he says that comparing alcohol with marijuana is setting the bar too low. This is because I have seen people who alcohol has ruined their families completely and some of them have died. In connection to this, marijuana should be considered as lethal as any poison. Opinion. For a long time the Taliban militia group have caused instability in Afghanistan. I believe the government is in the right direction, by trying to achieve an alternative solution to the problem. Although, it is not good to encourage negations with militia group unless in extreme situations. In connection to this, it is important that a permanent solution be found to resolve the issue. Ahmed, Munir. â€Å"Pakistani officials hold direct talks with Taliban†. Chicago Sun –Times March 26, 2014. Web. 31 March, 2014. Hamn, Trent. â€Å"4 Ways to Lower Your Home Energy Bill This Spring† March 25, 2014. Web. 31 March, 2014.

Effect of Knowledge Transfer on Organisational Learning

Effect of Knowledge Transfer on Organisational Learning Acknowledgements I would like to express my thanks and appreciation to my supervisor Dr Zahra Salimi, for her valuable pragmatic advice and outstanding guidance during this research. Im particularly thankful to all my staff for their constant support from frome work viewpoint that has allowed me to complete this research. Many thanks to Papyrus organisation, management and employees who have participate. Finally, I would like to thank my wife Nashmeel who has been extremely supportive and patient during the time of my studies, this is dedicated to her and my boys Ayman, Shkar, and Ahmad. INTRODUCTION: The concept of knowledge management has attracted widespread interest and has been the subject of study from numerous practitioners and researchers over a long period of time. There is strong believes among world business that knowledge management is one of the most important factor for success of organisations, Romer, (1993). Therefore as individuals fail to gain employment within both formal and informal sectors, the idea of having ones own business becomes more competitive and attractive (Aderemi et al.2008). Business leaders and managers within the printing industry for example, face an increasing threat from the growing capabilities of the internet (and its related technologies) and their influence on how traditional business models find an alternative strategy for their business operation. (Andrew,1998) cited in, Cope and Freeman, 2002, p. 183). Managements of organisations are constantly looking for thebest ways to achieve better results and performances. In recent years the n ature and sources of organisational knowledge transfer within international business have received a great deal of interest, mainly due to the huge impact thatknowledge transfers make in anorganisations competitive advantage, thereby knowledge transfer can be the establishment for peoples relation. Roberts, (2000) hence organisational knowledge becomes the main focus of thought for many business practitioners and academic researchers, Harrison (2009). This research serves to explore the process of knowledge management level within Papyrus Design, and to offers recommendations to improve the level of transfer of knowledge between the organisations employees and its affect on organisational learning and performance. The aim of this study however is to concentrate on the adoption and use of knowledge management approaches and how these have contributed to the effectiveness and efficiency of the knowledge management process in establishing different approaches which can be adopted at Papyrus Design. Today the contexts of using Knowledge transfer within an organisation are very important and popular, there are many driving forces behind these popularities and can be explore some of those factors. Firstly, the interest of organisations in the development of knowledge management and learning of employees. Secondly, the requirement for existing methods of learning transfers knowledge to match the need of continuous development of knowledg e management for employees. Thirdly, the need for flexibilitys need in terms of the employees knowledge development process and learning. The Papyrus Design organisation is one of the most dynamic and trendy organisations in the North West of England. Based in Manchester and established 15 years ago, the company have over 35 employees. The main productions company is printing and marketing advertisement, the companys management structure is control management style The control management style is not helpful to learning organisations feature thats necessary to improve organisational learning, there is main manager for all departments and each department have their own manager which are the Design department and the Production department its include finishing and packing sections. Strategic significance of the research: The area to be investigated is the level of transfer knowledge inside the organisation and how this affects organisational learning. The fact that motivated author was in what extent knowledge management system existing within Papyrus Design, This raised the matter of whether the knowledge transfer is already exist but however not been well established and formulated, and to clarify the importance of advantage and opportunity of knowledge transfer among employees inside organisation. And how the organisations can be beneficial from using knowledge transfer system? The investigation outcome of existing knowledge management system within SMEs in North West of England showing that majority of them does not have the knowledge management system. Moreover the results of research presents on the extent to which knowledge management approaches were being used within UK by SMEs. The main finding is that SMEs are generally not aware of how knowledge transfer possibly be create by using of know ledge management system, Koh and Maguire (2004). Learning organisation is an organisation skilful at generating, achieving and transferring knowledge, and adapting its performance to reflect new knowledge such as organisations can transfer knowledge successfully from one part to another and hence they are much more creative and will have a greater chance in surviving than those that do not adapt. Generally an organisation can recognise extraordinary increases in performances during knowledge transfer; however successful knowledge transfer is not easy to achieve. (Argote, et .al, 2000, cited in ,Chauvet , 2003). Organizational learning its a way to the process of developing performance to better knowledge and understanding. (Fiol and Lyles, 1985, p.803) This approach is showing that organisation better with long-term results, Organisational learning is a long-term activity that can create competitive advantages over time and need managements consideration constantly. Every organisation should be able to learn; some of them learn better than others and can survive whilst at the same time are the successful learners, but the ones that do not succeed in learning will, in the end, disappear.(Easterby-Smith,et.al, 2004). The difficulty in knowledge transfer in organisations rise above the individual rank to take in transfer at higher levels of analysis, such as the group, product line, department, or division. For instance, one manufacturing team can learn from other departments on how to better collect a product, or a geographical division may learn a different approach to product aim from its partner in another division. We can measure knowledge transfer by the changes in performance and knowledge. when one sector becomes affected by another in an organisation therefore we can understand that knowledge transfer is happening. The conclusion is, organisation knowledge transfer shows itself by changes in the learning knowledge or performance at the time of units recipient. Furthermore, the strategic importance of this research can help strengthen the PAPYRUS DESIGN in the way of clarify any strength, weakness and opportunities and can suggest recommendation which help new employees learning. By giving attention to those the research objectives were summarised as the following shows: The research aim and objectives:  § To investigate the level of knowledge transfer within Papyrus Design organisation.  § To propose recommendation how knowledge management improve organisational performance Literature Review: Knowledge Management Knowledge management concept been put dawn as most recent development in management study (Easterby-Smith and Lyles 2005).and suggestion by( Hansenal ,1999) that knowledge management always been used by organisations however but not on purpose or systematic approach .Knowledge management during the 1990s becomes very popular by (Nonaka and Takeuchis,1995) Regardless of its popularity there will be still a level of confusion in term of defining knowledge management (Cong and Pandya, 2003; Vera and Grossan, 2005). Three topics been identify within knowledge management study by Scarborough and Swan (2005), literature; performance improvement, , describing managing knowledge as resource strategy and the storage and process of knowledge .Knowledge management been summarise by Vera and Grossan (2005) as â€Å"managed learning† and assumption will result a positive effect on performance , the theories and concept of knowledge management are prescriptive in the matter of what can be doing by organisation in order to manage knowledge. Organisational learning conversely is showing as resource can provide the study and regarding competitive advantage is concerned about the process of the way knowledge is developed, created ,transferred and shared (Argote and Ingram, 2000; Nonaka and Takeuchi, 1995; Pisano, 1994; Szulanski, 1996), the other view about organisational knowledge is partly stored inside peoples as sort of skills, personal ability and experience , and some other parts into the organis ation in the appearance of regulations ,rules and standards (Weick and Roberts 1993). Therefore can provide some definitions for knowledge management as below: Van der Spek and Spijkervet (1997 p43) The explicit control and knowledge management inside organisation meant to reach objectives of the company. OLeary (1998 p34) the proper way of management of knowledge helping creation, reprocess and access of knowledge, using advanced technology properly. Bassi (1999 p424) the creating process, using and capturing knowledge in order to improve organisational performance. Liebowitz and Wilcox (1997 pi) the organisations ability to manage, value, store and distribute knowledge. Cong and Pandya (2003 p27) the organisations ability to use their collective knowledge during knowledge generations process, exploitation and sharing allowed by technology to reach their objectives. its widely recognized that knowledge has two types ; explicit, (in this type knowledge has at minimum been â€Å"captured† and expressed and has perfectly been â€Å"codified†, that is , structured, documented and disseminated) , tacit ( this types of knowledge is living in individuals heads or â€Å"muscle memory† and its possible to be destined to stay there), Lynne ( 2001). Through processing of education, socialization and learning can knowledge to be transferred (Roberts J, 2000). Knowledge transfer in organizations is the process through which one unit (group, department, or section) getting affect by the experience of another. (Argote, L Ingram P, 2000). The establishment and transfer of knowledge within an organisation it has developed crucial factors in an organisations success and competitiveness. It is important to understand what does knowledge transfer mean? (Major and Cordey-Hayes, 2002, p. 422) cited in(Syed-Ikhsan S, Rowland F,2004) suggesting tha t Transfer of knowledge is a transportation of knowledge from one position, individual, ownership, etc, to another one, furthermore, there must be involvement of two or more parties and the ground for foundation and destination same time. Normally when something is transferred, someone benefits from it and someone else will lose as a result. However knowledge which is considered as intangible resources is different from tangible sources, because tangible resources expect the value to be reduced when they are used, therefore when someone transfers their knowledge, they will not lose it. As a result knowledge will grow therefore individual shares the knowledge they have (Syed-Ikhsan and Rowland, 2004). Knowledge transfer is the process during the affectation of one group member by the experience of another group, usually knowledge transfer can show itself during changes of performance or knowledge of the units recipient. Knowledge sometime can showed similar to product something out there, its possible searched out, obtained ,measured ,codified and distributed across the firm , knowledge can also be view as a process, ,rising from within the people but intimately formed by relations with other peoples. However we can see knowledge as dynamic because knowledge changes when peoples interpretation of the world around them changes (Harrison R, 2009). The organization that can transfer successfully production development mad at one organization to another will be more creative than its counterparts who are unsuccessful at knowledge transfer (Goodman Darr, 1996) cited by (Argote L, 2005). Its helpful to look at some of authors view to find out what means to them knowledge management, and why they believes that knowledge cannot be managed? can be began with the â€Å"founding fathers† of the concept, possibly the founding father- Karl Erik Sveiby, in 1990 ,wrote about subject his first book under the title, Kunskapledning in Swedish (Sveiby, 1990). Generally researchers within academic field and teachers not need to be â€Å"stuck with† whatever unsuccessful to resist to rigorous analysis, but its fascinating can see the founders of â€Å"knowledge management† is unhappy with the term However the following are much more individual views: I dont believe knowledge can be managed. Knowledge Management is a poor term, but we are stuck with it, I suppose. Knowledge Focus or Knowledge Creation (Nonaka) are better terms, because they describe a mindset, which sees knowledge as activity not an object. A is a human vision, not a technological one. (Sveiby, 2001. Cited in Wilson, 2002). One of the first one to write about the â€Å"knowledge society† and â€Å" knowledge economy† concept Drucker,(1969) and argue about the idea that knowledge can be managed. Drucker, scoffs at the notion of knowledge management. â€Å"You cant manage knowledge â€Å" he says, 2knowledge is between two ears, and only between two ears† To that extent, Drucker says its really about what individual workers do with the knowledge they have. When employees leave accompany, he says, their knowledge goes with them, no matter how much theyve shared. (Drucker, 1969. Cited in Wilson,2002). Types of Knowledge: Knowledge can be recognized as two types: tacit knowledge and explicit knowledge (Polyani, 1966). Polyani argues that tacit knowledge its something belong to personal but is still stay as a personified when the meeting happen between the people and culture he belong to, (Polanyi,1962, 1966) . the point of Polanys concept about â€Å"tacit† is means â€Å"hidden† tacit knowledge is means hidden knowledge, hidden even from knowers consciousness, this is the grounds Polanyi have the expression â€Å"We know more than we can tell† this expression even used by those they mis-use the concept and they believe this hidden knowledge , unreachable to the consciousness of knower, and in some ways can be captured.( Wilson,2002). Tacit knowledge has two dimensions; first one is technical dimension, which is cover the type of informal personal skills or crafts often referred to as (know-how). Second one is the cognitive dimension; it based of values, beliefs, ideals, schemata, and mental models (James et. al, 1999-2000). Tacit knowledge is where people have the knowledge in their minds; it is very difficult to transfer or share with other people. Tacit knowledge is considered as very personal and strongly rooted from peoples ideas, experiences, values and emotions. The technical part is indicating with specific capability and skill it has been developed (Nonaka and Takeuchi 1995), Tacit knowledge is useful knowledge can be using it to perform a task, and this type of knowledge is used as a method in order to handling whats been concentrate on (Sveiby, 1997, p. 30). Therefore tacit knowledge within business context is: action-oriented, practical, context-linked, experience-based and personal, but the work done by tacit knowledge has to be examined for strength ,quality, and reductions in term of product costs . however , there are many argument within literature see that tacit knowledge is which diced to what degree businesses within global economy and turbulent market will be competitive (Nonaka Takeuchi, 1995; Spender Grant, 1996; Sweeney, 1996; Teece, Pisano, Schuen, 1997). Furthermore tacit knowledge has a personal quality and is hard to take out from the individuals mind thereby making it difficult to transfer and communicate. This type of knowledge is deeply rooted in action, commitment and involvement in a particular context (Nonaka, I. and Takeuchi, H. 1995). Explicit knowledge is codified and can be precisely and properly expressed. It is much more formal and efficient, possible to communicate and easy to transfer. This type of knowledge has been described by individuals and assumed that it isuseful knowledge of individual within the firm. This kind of knowledge is likely more specific and objective, connecting to past activities (Nonaka, I. and Takeuchi, H. 1995). Explicit knowledge is emphasised more, both in literature and practice, therefore this type of knowledge can be passed on across people formally and easily. Cook and Brown (1999) challenging that by knowing tacit and explicit knowledge only are not enough to completely understand the knowledge concept , they see the knowledge idea have to be added to the response what someone really knows. As tacit and explicit knowledge overcomes by individuals, knowing it will be about â€Å"practice† and interconnect with the physical and social world. Mainly knowledge concern with cognitive function such as facts and skills (know what) as more knowledge concern by knowledge of behaviour as action (know how) (Vera and Grossan 2005). The other fact referring to knowledge is practical as it seats more emphasis on individual actually putting knowledge within practice instate of just its transfer, creation and storage. Brown and Duguid (1998). However they suggesting that the core capability of organisations needs the knowledge (know how) to place knowledge (know what) within practice. Cook and Brown (1999) also suggesting put the factors of knowle dge and knowing inside learning perspective by proposing they are learning processes content , that learning is a change within knowledge and knowing, it will result in changes to individuals behaviour and cognition. The use of Knowledge Organisational learnings most important consideration is how the knowledge used Nutley and Davis (2001 p36) they suggesting that present and past management of knowledge is the organisational learnings important part. Organisational learning concerning also about adaptation and building of knowledge (Stonehouse and Pemberton 1999), has been confirmed that one of the most important role about peoples learning is showing the way to organisational knowledge (Pemberton and Stonehouse 2000). Nonaka and Takeuchis (1995) .Knowledge creation model offers an understandable view about the organisational learning impact on knowledge management, clarifying the development of knowledge transfer among peoples, group, inter-organisational levels and organisation. However Alder et al (1999) recommend the role of management is to create best environment for learning that can help individuals and organisations interactions in order to build and share knowledge. This needs from organisations to provide a processes or system available in order to obtain knowledge to change or developing â€Å"the organisations that purposely search for developing organisational learning are most of the time describe as learning organisations† (Nutley and Davies 2001 p36). The concept of learning organisations was seeing as an important element to organisations capability to deal with continuous (Dixon 1994). Despite the growing attention within organizational learning. Those organisations are competent learners are described as â€Å"learning organisations†, Garvin (1993) defined a learning organisation as â€Å" an organisation acquiring, skilled at creating, and transferring knowledge, and at modifying its behavior to reproduce new knowledge and insights . Organisational learning viewed by most scholars as a development, a cognitive enterprise which over time unfolds .but they different on other matters which is more important, there are some they believes that change of behavioural is necessary for learning(Fiol and Lyles 1985), but there are others believe new ways of thinking it will be enough (Huber, 1991), and some others emphasizing that tangible market , the information process systems i.e.,( dissemination and information generation ) as a instrument during which learning should happen (Sinkula, 1994), the others suggests the need for shared organizational visions, share d mental models, and open-minded approaches in order to solve the problem (Senge,1990, 1992) Sinkula J. Baker W. Noordewier T. 1997. Journal of Academy of Marketing Science. Volume Learning Organisations Senge suggesting that learning organisation is the one continually peoples are develop their ability in order to gain the result they actually wish to and learn how to perform and learn together in best way (Senge,1990). This definition is more relaying on culture inside organisations and motivated people to learn. Garvin (1993 p.80) clarifying learning organisation as the one is acquires, creates, and transferring knowledges and adapting its behaviour in order to responses to new knowledge and insights. After this argument can summarised as fallowing:  § There is clear link between organisational learning and knowledge management.  § There is a link between learning process and process of knowledge creation.  § In order to occur organisational learning its require from organisation to develop system and structures that support peoples learning but also encourage the process of social learning and as a result the subsequent creation, capturing and sharing of knowledge.  § The establishing system is needed for organisation to use and store acquired knowledge as a main capability therefore this helps its adaptation, development and change. There are some arguments suggesting that there must be difference be made between organisational learning and individual. Although learning of individuals is important to organisations , simply the organisational learning is not the sum each persons learning .organisation its different than individuals, maintain and develop learning system that not just affect directly their members. However they pass on to others by way of organization histories and norms. (Lawrence Dyer, 1983; Martin, 1982; Mitroff Kilmann, 1976) . Hedberg(1981) suggesting that organisational learning although happens through individuals, organisations dont have brains as a human being , however but they have memories and cognitive systems. as individuals developing their personal habits, personalities, and beliefs over the times , organizations developing ideologies and world views. organizations members come and go, changes leaderships , but the memories of organizations protecting the mental maps, certain behav iours, values and norms over time . Models for Learning Organisations: Argyris (1976) suggested a theory of double loop learning which is appropriate to learn how to change underlying assumptions and values. The main theorys concentration is on problem solving that are ill-structured and complex and which change as problem-solving progress. Argyris and Schon (1978) present models for learning organisations, stand on single and double-loop learning, those types of learning have been used within organisations and recognised as adaptive and generative learning as pointed out by Senge (1990). Single-loop learning occurs when noticing errors and correcting it whilst organisations continue with their current polices and goals. Single-loop learning is the most common form of learning within firms; Senge (1990) describes this type of learning as ‘coping. The theory of Double loop outlined by Argyris Schon (1974) and is based upon (theory of action) perspective , this point of view evaluates from human beings realitys viewpoint as actors. Change in behsvi or, values, leadership and help others. Generally there are four necessary steps in processing of learning action theory:  § Finding of espoused and theory-in-use.  § New meanings invention.  § New actions production.  § Generality of results. Double loop learning involve making any of those steps applying to itself , assumptions underlying current outlooks in double loop learning are hypotheses and questioned about publically testing behavior. The double loop learnings last result should be improving of decision-makings effectiveness and enhanced acceptance of mistakes and failures. Can single-loop learning be compared with becoming affective more at what already youre doing? Whereas double-loop learning is about searching the efficiency of the target. Or in other word (single-loop learning is making things correct, while double-loop learning is making the correct things). Double-loop learning is not just related to ability of pointing and correcting errors, but also in questioning and adapting existing norms. Double-loop learning is capable of changing anorganisations knowledge base, its activities or routines. This type has also been describes by (Senge, 1990) as higher-level learning (or type of learning that can expand the capabilities of an organisation) and strategic learning. Deutero-learning occurs when the organisations are capable in carrying out single-loop and double-loop learning. It is not possible for the first two types of learning to occur if the organisations are not aware that learning should happen; however awareness of ignorance encourages learning (Nevis,1995). There is another matter regarding whats exactly controlling the process and in what extent these types of learning within organisations should occur , the main aims of double-loop learning is to challenge the question and norms, this type of learning if effectively not controlled and managed can lead to disorganisation and disharmony, that will resulting in failure to reach the goals of organisations, generally the organisational learnings key part is to improving performance or efficiency of organisations. as a result double-loop learning then require to happen within limited time , which might change within organisation according to the levels inside organisation . A primary weakness within this model is its concentrating learning of individuals. there is no any explanation or clarifying and to offer how learning of individuals is leads or connected to organisational learning. Majority models or theories of organisational learning are concentrating on the organisations individual activities, which ends to ‘individual action bias (Huysman 1999).these likely over look the playing role by institutional forces, structural conditions ,culture, history and organisational values and norms. Double-loop and Deutero Learning focuses onwhy and how to change the organisation, whereas single-loop learning is looking at the change and accepting it with no questioning underlying assumptions. However single and double-loop learning recognized as focusing too deeply on problem based learning. Another idea of organisational learning being processing constantly is Learning Cycle model. Developing new skills and ability of effectiveness is not dependent on proper training only, but also about taking experience from day to day work. However learning is a continuing process which may be seen as a cycle of ongoing development. It is dependent on our favourite particular stage of this cycle we are relaxing with. We can start learning wherever within the cycle, reliance which way you learn (Dixon N M, 2000). In order for learning to occur one has to complete the cycle; however one must not cross the cycle but go around it. Therefore the learning cycle may apply to both a specific and a general level. There are four process stages that the learning cycle has to present for learning to happen Argyris and Schon (1978): Feeling: Learning from a particular knowledge and relating it to individuals; this can be sensitive to other peoples feeling. Watching: Examining the information before making a decision; should be viewing the situation from different perspectives. Thinking: Making connections between logical experience and ideas, and reacting to how these logical analyses attach and understand with other ideas or different situations. Doing: Capability of making things happen by taking necessary action or influence people as well as taking a risk. The Learning Cycle is attaching in a methodical understanding of learning theory. even though Robert Karplus is in general conceder of this model of instruction as the father , its linked go back to the learning theories development of Piaget. To some extent more models theoretical discussion as below provided in more psychological conditions. Piaget (1964) recognized four main aspects which he thinks applicable to cognitive reasoning abilities development. The factors are: Maturation students must be physically developed and biologically mature and therefore be able of controlling physically inside their environment. Experience students past tangible experience and the capability to remember these experiences are significant for additional development. Piaget draw two kinds of experience: Physical Experience (drawn straight from objects) and Logical- Mathematical Experience (drawn with actions which influence objects). Social Communication students have to have capablility of communicating information through oral language and written . Equilibration for cognitive growth, students should be complete a state of cognitive challenge where their existing the operations of mental are not sufficient. The accommodative development (called equilibration) by which dealing student with this new information will affecting cognitive growth. Knowledge Creation: The significance of organisation knowledge creation in recent years as a corporate resource has created substantial attention. Many views consider knowledge creation as an important aspect of organizational learning. Knowledge creation is an increase development of interactions between tacit and explicit knowledge, the interactions among those types of knowledge will result to the new knowledges creation (James et. al, 1999-2000)The process of knowledge-creating is necessarily context-specific in space, time with others relationships (Nonaka and Toyama, 2003).There are arguments suggest that whilst developing new knowledge by individuals happen the organisation can play an important role in articulating and amplifying that knowledge, therefore the development of theoretical framework can provide an analytical view on the element dimensions of knowledge creation. There are two theories of organisational knowledge creation developed by Nonaka and his colleagues. The first one is episte mological dimension, which is the site of â€Å"social interaction† between tacit and explicit knowledge, and therefore knowledge is transformed from one type to another and new knowledge is produced. The second one is â€Å"ontological† dimension, which describes the way from individual to inter-organizational knowledge through group and organizational levels. However during this process an individuals knowledge is improved and crystallized as an element of the knowledge network of an organisation and this process is described as â€Å"spiral†. Nanaka and Takeuchi (1995) suggest that organizational learning results from a process in which individual (tacit) knowledge is transferred upwardly to the organisational level. This development is considering spiral of knowledge conversion come from tacit to explicit. There are some views which suggest that the explicitness of organisational knowledge creation came from exchanges between tacit and expl Effect of Knowledge Transfer on Organisational Learning Effect of Knowledge Transfer on Organisational Learning Acknowledgements I would like to express my thanks and appreciation to my supervisor Dr Zahra Salimi, for her valuable pragmatic advice and outstanding guidance during this research. Im particularly thankful to all my staff for their constant support from frome work viewpoint that has allowed me to complete this research. Many thanks to Papyrus organisation, management and employees who have participate. Finally, I would like to thank my wife Nashmeel who has been extremely supportive and patient during the time of my studies, this is dedicated to her and my boys Ayman, Shkar, and Ahmad. INTRODUCTION: The concept of knowledge management has attracted widespread interest and has been the subject of study from numerous practitioners and researchers over a long period of time. There is strong believes among world business that knowledge management is one of the most important factor for success of organisations, Romer, (1993). Therefore as individuals fail to gain employment within both formal and informal sectors, the idea of having ones own business becomes more competitive and attractive (Aderemi et al.2008). Business leaders and managers within the printing industry for example, face an increasing threat from the growing capabilities of the internet (and its related technologies) and their influence on how traditional business models find an alternative strategy for their business operation. (Andrew,1998) cited in, Cope and Freeman, 2002, p. 183). Managements of organisations are constantly looking for thebest ways to achieve better results and performances. In recent years the n ature and sources of organisational knowledge transfer within international business have received a great deal of interest, mainly due to the huge impact thatknowledge transfers make in anorganisations competitive advantage, thereby knowledge transfer can be the establishment for peoples relation. Roberts, (2000) hence organisational knowledge becomes the main focus of thought for many business practitioners and academic researchers, Harrison (2009). This research serves to explore the process of knowledge management level within Papyrus Design, and to offers recommendations to improve the level of transfer of knowledge between the organisations employees and its affect on organisational learning and performance. The aim of this study however is to concentrate on the adoption and use of knowledge management approaches and how these have contributed to the effectiveness and efficiency of the knowledge management process in establishing different approaches which can be adopted at Papyrus Design. Today the contexts of using Knowledge transfer within an organisation are very important and popular, there are many driving forces behind these popularities and can be explore some of those factors. Firstly, the interest of organisations in the development of knowledge management and learning of employees. Secondly, the requirement for existing methods of learning transfers knowledge to match the need of continuous development of knowledg e management for employees. Thirdly, the need for flexibilitys need in terms of the employees knowledge development process and learning. The Papyrus Design organisation is one of the most dynamic and trendy organisations in the North West of England. Based in Manchester and established 15 years ago, the company have over 35 employees. The main productions company is printing and marketing advertisement, the companys management structure is control management style The control management style is not helpful to learning organisations feature thats necessary to improve organisational learning, there is main manager for all departments and each department have their own manager which are the Design department and the Production department its include finishing and packing sections. Strategic significance of the research: The area to be investigated is the level of transfer knowledge inside the organisation and how this affects organisational learning. The fact that motivated author was in what extent knowledge management system existing within Papyrus Design, This raised the matter of whether the knowledge transfer is already exist but however not been well established and formulated, and to clarify the importance of advantage and opportunity of knowledge transfer among employees inside organisation. And how the organisations can be beneficial from using knowledge transfer system? The investigation outcome of existing knowledge management system within SMEs in North West of England showing that majority of them does not have the knowledge management system. Moreover the results of research presents on the extent to which knowledge management approaches were being used within UK by SMEs. The main finding is that SMEs are generally not aware of how knowledge transfer possibly be create by using of know ledge management system, Koh and Maguire (2004). Learning organisation is an organisation skilful at generating, achieving and transferring knowledge, and adapting its performance to reflect new knowledge such as organisations can transfer knowledge successfully from one part to another and hence they are much more creative and will have a greater chance in surviving than those that do not adapt. Generally an organisation can recognise extraordinary increases in performances during knowledge transfer; however successful knowledge transfer is not easy to achieve. (Argote, et .al, 2000, cited in ,Chauvet , 2003). Organizational learning its a way to the process of developing performance to better knowledge and understanding. (Fiol and Lyles, 1985, p.803) This approach is showing that organisation better with long-term results, Organisational learning is a long-term activity that can create competitive advantages over time and need managements consideration constantly. Every organisation should be able to learn; some of them learn better than others and can survive whilst at the same time are the successful learners, but the ones that do not succeed in learning will, in the end, disappear.(Easterby-Smith,et.al, 2004). The difficulty in knowledge transfer in organisations rise above the individual rank to take in transfer at higher levels of analysis, such as the group, product line, department, or division. For instance, one manufacturing team can learn from other departments on how to better collect a product, or a geographical division may learn a different approach to product aim from its partner in another division. We can measure knowledge transfer by the changes in performance and knowledge. when one sector becomes affected by another in an organisation therefore we can understand that knowledge transfer is happening. The conclusion is, organisation knowledge transfer shows itself by changes in the learning knowledge or performance at the time of units recipient. Furthermore, the strategic importance of this research can help strengthen the PAPYRUS DESIGN in the way of clarify any strength, weakness and opportunities and can suggest recommendation which help new employees learning. By giving attention to those the research objectives were summarised as the following shows: The research aim and objectives:  § To investigate the level of knowledge transfer within Papyrus Design organisation.  § To propose recommendation how knowledge management improve organisational performance Literature Review: Knowledge Management Knowledge management concept been put dawn as most recent development in management study (Easterby-Smith and Lyles 2005).and suggestion by( Hansenal ,1999) that knowledge management always been used by organisations however but not on purpose or systematic approach .Knowledge management during the 1990s becomes very popular by (Nonaka and Takeuchis,1995) Regardless of its popularity there will be still a level of confusion in term of defining knowledge management (Cong and Pandya, 2003; Vera and Grossan, 2005). Three topics been identify within knowledge management study by Scarborough and Swan (2005), literature; performance improvement, , describing managing knowledge as resource strategy and the storage and process of knowledge .Knowledge management been summarise by Vera and Grossan (2005) as â€Å"managed learning† and assumption will result a positive effect on performance , the theories and concept of knowledge management are prescriptive in the matter of what can be doing by organisation in order to manage knowledge. Organisational learning conversely is showing as resource can provide the study and regarding competitive advantage is concerned about the process of the way knowledge is developed, created ,transferred and shared (Argote and Ingram, 2000; Nonaka and Takeuchi, 1995; Pisano, 1994; Szulanski, 1996), the other view about organisational knowledge is partly stored inside peoples as sort of skills, personal ability and experience , and some other parts into the organis ation in the appearance of regulations ,rules and standards (Weick and Roberts 1993). Therefore can provide some definitions for knowledge management as below: Van der Spek and Spijkervet (1997 p43) The explicit control and knowledge management inside organisation meant to reach objectives of the company. OLeary (1998 p34) the proper way of management of knowledge helping creation, reprocess and access of knowledge, using advanced technology properly. Bassi (1999 p424) the creating process, using and capturing knowledge in order to improve organisational performance. Liebowitz and Wilcox (1997 pi) the organisations ability to manage, value, store and distribute knowledge. Cong and Pandya (2003 p27) the organisations ability to use their collective knowledge during knowledge generations process, exploitation and sharing allowed by technology to reach their objectives. its widely recognized that knowledge has two types ; explicit, (in this type knowledge has at minimum been â€Å"captured† and expressed and has perfectly been â€Å"codified†, that is , structured, documented and disseminated) , tacit ( this types of knowledge is living in individuals heads or â€Å"muscle memory† and its possible to be destined to stay there), Lynne ( 2001). Through processing of education, socialization and learning can knowledge to be transferred (Roberts J, 2000). Knowledge transfer in organizations is the process through which one unit (group, department, or section) getting affect by the experience of another. (Argote, L Ingram P, 2000). The establishment and transfer of knowledge within an organisation it has developed crucial factors in an organisations success and competitiveness. It is important to understand what does knowledge transfer mean? (Major and Cordey-Hayes, 2002, p. 422) cited in(Syed-Ikhsan S, Rowland F,2004) suggesting tha t Transfer of knowledge is a transportation of knowledge from one position, individual, ownership, etc, to another one, furthermore, there must be involvement of two or more parties and the ground for foundation and destination same time. Normally when something is transferred, someone benefits from it and someone else will lose as a result. However knowledge which is considered as intangible resources is different from tangible sources, because tangible resources expect the value to be reduced when they are used, therefore when someone transfers their knowledge, they will not lose it. As a result knowledge will grow therefore individual shares the knowledge they have (Syed-Ikhsan and Rowland, 2004). Knowledge transfer is the process during the affectation of one group member by the experience of another group, usually knowledge transfer can show itself during changes of performance or knowledge of the units recipient. Knowledge sometime can showed similar to product something out there, its possible searched out, obtained ,measured ,codified and distributed across the firm , knowledge can also be view as a process, ,rising from within the people but intimately formed by relations with other peoples. However we can see knowledge as dynamic because knowledge changes when peoples interpretation of the world around them changes (Harrison R, 2009). The organization that can transfer successfully production development mad at one organization to another will be more creative than its counterparts who are unsuccessful at knowledge transfer (Goodman Darr, 1996) cited by (Argote L, 2005). Its helpful to look at some of authors view to find out what means to them knowledge management, and why they believes that knowledge cannot be managed? can be began with the â€Å"founding fathers† of the concept, possibly the founding father- Karl Erik Sveiby, in 1990 ,wrote about subject his first book under the title, Kunskapledning in Swedish (Sveiby, 1990). Generally researchers within academic field and teachers not need to be â€Å"stuck with† whatever unsuccessful to resist to rigorous analysis, but its fascinating can see the founders of â€Å"knowledge management† is unhappy with the term However the following are much more individual views: I dont believe knowledge can be managed. Knowledge Management is a poor term, but we are stuck with it, I suppose. Knowledge Focus or Knowledge Creation (Nonaka) are better terms, because they describe a mindset, which sees knowledge as activity not an object. A is a human vision, not a technological one. (Sveiby, 2001. Cited in Wilson, 2002). One of the first one to write about the â€Å"knowledge society† and â€Å" knowledge economy† concept Drucker,(1969) and argue about the idea that knowledge can be managed. Drucker, scoffs at the notion of knowledge management. â€Å"You cant manage knowledge â€Å" he says, 2knowledge is between two ears, and only between two ears† To that extent, Drucker says its really about what individual workers do with the knowledge they have. When employees leave accompany, he says, their knowledge goes with them, no matter how much theyve shared. (Drucker, 1969. Cited in Wilson,2002). Types of Knowledge: Knowledge can be recognized as two types: tacit knowledge and explicit knowledge (Polyani, 1966). Polyani argues that tacit knowledge its something belong to personal but is still stay as a personified when the meeting happen between the people and culture he belong to, (Polanyi,1962, 1966) . the point of Polanys concept about â€Å"tacit† is means â€Å"hidden† tacit knowledge is means hidden knowledge, hidden even from knowers consciousness, this is the grounds Polanyi have the expression â€Å"We know more than we can tell† this expression even used by those they mis-use the concept and they believe this hidden knowledge , unreachable to the consciousness of knower, and in some ways can be captured.( Wilson,2002). Tacit knowledge has two dimensions; first one is technical dimension, which is cover the type of informal personal skills or crafts often referred to as (know-how). Second one is the cognitive dimension; it based of values, beliefs, ideals, schemata, and mental models (James et. al, 1999-2000). Tacit knowledge is where people have the knowledge in their minds; it is very difficult to transfer or share with other people. Tacit knowledge is considered as very personal and strongly rooted from peoples ideas, experiences, values and emotions. The technical part is indicating with specific capability and skill it has been developed (Nonaka and Takeuchi 1995), Tacit knowledge is useful knowledge can be using it to perform a task, and this type of knowledge is used as a method in order to handling whats been concentrate on (Sveiby, 1997, p. 30). Therefore tacit knowledge within business context is: action-oriented, practical, context-linked, experience-based and personal, but the work done by tacit knowledge has to be examined for strength ,quality, and reductions in term of product costs . however , there are many argument within literature see that tacit knowledge is which diced to what degree businesses within global economy and turbulent market will be competitive (Nonaka Takeuchi, 1995; Spender Grant, 1996; Sweeney, 1996; Teece, Pisano, Schuen, 1997). Furthermore tacit knowledge has a personal quality and is hard to take out from the individuals mind thereby making it difficult to transfer and communicate. This type of knowledge is deeply rooted in action, commitment and involvement in a particular context (Nonaka, I. and Takeuchi, H. 1995). Explicit knowledge is codified and can be precisely and properly expressed. It is much more formal and efficient, possible to communicate and easy to transfer. This type of knowledge has been described by individuals and assumed that it isuseful knowledge of individual within the firm. This kind of knowledge is likely more specific and objective, connecting to past activities (Nonaka, I. and Takeuchi, H. 1995). Explicit knowledge is emphasised more, both in literature and practice, therefore this type of knowledge can be passed on across people formally and easily. Cook and Brown (1999) challenging that by knowing tacit and explicit knowledge only are not enough to completely understand the knowledge concept , they see the knowledge idea have to be added to the response what someone really knows. As tacit and explicit knowledge overcomes by individuals, knowing it will be about â€Å"practice† and interconnect with the physical and social world. Mainly knowledge concern with cognitive function such as facts and skills (know what) as more knowledge concern by knowledge of behaviour as action (know how) (Vera and Grossan 2005). The other fact referring to knowledge is practical as it seats more emphasis on individual actually putting knowledge within practice instate of just its transfer, creation and storage. Brown and Duguid (1998). However they suggesting that the core capability of organisations needs the knowledge (know how) to place knowledge (know what) within practice. Cook and Brown (1999) also suggesting put the factors of knowle dge and knowing inside learning perspective by proposing they are learning processes content , that learning is a change within knowledge and knowing, it will result in changes to individuals behaviour and cognition. The use of Knowledge Organisational learnings most important consideration is how the knowledge used Nutley and Davis (2001 p36) they suggesting that present and past management of knowledge is the organisational learnings important part. Organisational learning concerning also about adaptation and building of knowledge (Stonehouse and Pemberton 1999), has been confirmed that one of the most important role about peoples learning is showing the way to organisational knowledge (Pemberton and Stonehouse 2000). Nonaka and Takeuchis (1995) .Knowledge creation model offers an understandable view about the organisational learning impact on knowledge management, clarifying the development of knowledge transfer among peoples, group, inter-organisational levels and organisation. However Alder et al (1999) recommend the role of management is to create best environment for learning that can help individuals and organisations interactions in order to build and share knowledge. This needs from organisations to provide a processes or system available in order to obtain knowledge to change or developing â€Å"the organisations that purposely search for developing organisational learning are most of the time describe as learning organisations† (Nutley and Davies 2001 p36). The concept of learning organisations was seeing as an important element to organisations capability to deal with continuous (Dixon 1994). Despite the growing attention within organizational learning. Those organisations are competent learners are described as â€Å"learning organisations†, Garvin (1993) defined a learning organisation as â€Å" an organisation acquiring, skilled at creating, and transferring knowledge, and at modifying its behavior to reproduce new knowledge and insights . Organisational learning viewed by most scholars as a development, a cognitive enterprise which over time unfolds .but they different on other matters which is more important, there are some they believes that change of behavioural is necessary for learning(Fiol and Lyles 1985), but there are others believe new ways of thinking it will be enough (Huber, 1991), and some others emphasizing that tangible market , the information process systems i.e.,( dissemination and information generation ) as a instrument during which learning should happen (Sinkula, 1994), the others suggests the need for shared organizational visions, share d mental models, and open-minded approaches in order to solve the problem (Senge,1990, 1992) Sinkula J. Baker W. Noordewier T. 1997. Journal of Academy of Marketing Science. Volume Learning Organisations Senge suggesting that learning organisation is the one continually peoples are develop their ability in order to gain the result they actually wish to and learn how to perform and learn together in best way (Senge,1990). This definition is more relaying on culture inside organisations and motivated people to learn. Garvin (1993 p.80) clarifying learning organisation as the one is acquires, creates, and transferring knowledges and adapting its behaviour in order to responses to new knowledge and insights. After this argument can summarised as fallowing:  § There is clear link between organisational learning and knowledge management.  § There is a link between learning process and process of knowledge creation.  § In order to occur organisational learning its require from organisation to develop system and structures that support peoples learning but also encourage the process of social learning and as a result the subsequent creation, capturing and sharing of knowledge.  § The establishing system is needed for organisation to use and store acquired knowledge as a main capability therefore this helps its adaptation, development and change. There are some arguments suggesting that there must be difference be made between organisational learning and individual. Although learning of individuals is important to organisations , simply the organisational learning is not the sum each persons learning .organisation its different than individuals, maintain and develop learning system that not just affect directly their members. However they pass on to others by way of organization histories and norms. (Lawrence Dyer, 1983; Martin, 1982; Mitroff Kilmann, 1976) . Hedberg(1981) suggesting that organisational learning although happens through individuals, organisations dont have brains as a human being , however but they have memories and cognitive systems. as individuals developing their personal habits, personalities, and beliefs over the times , organizations developing ideologies and world views. organizations members come and go, changes leaderships , but the memories of organizations protecting the mental maps, certain behav iours, values and norms over time . Models for Learning Organisations: Argyris (1976) suggested a theory of double loop learning which is appropriate to learn how to change underlying assumptions and values. The main theorys concentration is on problem solving that are ill-structured and complex and which change as problem-solving progress. Argyris and Schon (1978) present models for learning organisations, stand on single and double-loop learning, those types of learning have been used within organisations and recognised as adaptive and generative learning as pointed out by Senge (1990). Single-loop learning occurs when noticing errors and correcting it whilst organisations continue with their current polices and goals. Single-loop learning is the most common form of learning within firms; Senge (1990) describes this type of learning as ‘coping. The theory of Double loop outlined by Argyris Schon (1974) and is based upon (theory of action) perspective , this point of view evaluates from human beings realitys viewpoint as actors. Change in behsvi or, values, leadership and help others. Generally there are four necessary steps in processing of learning action theory:  § Finding of espoused and theory-in-use.  § New meanings invention.  § New actions production.  § Generality of results. Double loop learning involve making any of those steps applying to itself , assumptions underlying current outlooks in double loop learning are hypotheses and questioned about publically testing behavior. The double loop learnings last result should be improving of decision-makings effectiveness and enhanced acceptance of mistakes and failures. Can single-loop learning be compared with becoming affective more at what already youre doing? Whereas double-loop learning is about searching the efficiency of the target. Or in other word (single-loop learning is making things correct, while double-loop learning is making the correct things). Double-loop learning is not just related to ability of pointing and correcting errors, but also in questioning and adapting existing norms. Double-loop learning is capable of changing anorganisations knowledge base, its activities or routines. This type has also been describes by (Senge, 1990) as higher-level learning (or type of learning that can expand the capabilities of an organisation) and strategic learning. Deutero-learning occurs when the organisations are capable in carrying out single-loop and double-loop learning. It is not possible for the first two types of learning to occur if the organisations are not aware that learning should happen; however awareness of ignorance encourages learning (Nevis,1995). There is another matter regarding whats exactly controlling the process and in what extent these types of learning within organisations should occur , the main aims of double-loop learning is to challenge the question and norms, this type of learning if effectively not controlled and managed can lead to disorganisation and disharmony, that will resulting in failure to reach the goals of organisations, generally the organisational learnings key part is to improving performance or efficiency of organisations. as a result double-loop learning then require to happen within limited time , which might change within organisation according to the levels inside organisation . A primary weakness within this model is its concentrating learning of individuals. there is no any explanation or clarifying and to offer how learning of individuals is leads or connected to organisational learning. Majority models or theories of organisational learning are concentrating on the organisations individual activities, which ends to ‘individual action bias (Huysman 1999).these likely over look the playing role by institutional forces, structural conditions ,culture, history and organisational values and norms. Double-loop and Deutero Learning focuses onwhy and how to change the organisation, whereas single-loop learning is looking at the change and accepting it with no questioning underlying assumptions. However single and double-loop learning recognized as focusing too deeply on problem based learning. Another idea of organisational learning being processing constantly is Learning Cycle model. Developing new skills and ability of effectiveness is not dependent on proper training only, but also about taking experience from day to day work. However learning is a continuing process which may be seen as a cycle of ongoing development. It is dependent on our favourite particular stage of this cycle we are relaxing with. We can start learning wherever within the cycle, reliance which way you learn (Dixon N M, 2000). In order for learning to occur one has to complete the cycle; however one must not cross the cycle but go around it. Therefore the learning cycle may apply to both a specific and a general level. There are four process stages that the learning cycle has to present for learning to happen Argyris and Schon (1978): Feeling: Learning from a particular knowledge and relating it to individuals; this can be sensitive to other peoples feeling. Watching: Examining the information before making a decision; should be viewing the situation from different perspectives. Thinking: Making connections between logical experience and ideas, and reacting to how these logical analyses attach and understand with other ideas or different situations. Doing: Capability of making things happen by taking necessary action or influence people as well as taking a risk. The Learning Cycle is attaching in a methodical understanding of learning theory. even though Robert Karplus is in general conceder of this model of instruction as the father , its linked go back to the learning theories development of Piaget. To some extent more models theoretical discussion as below provided in more psychological conditions. Piaget (1964) recognized four main aspects which he thinks applicable to cognitive reasoning abilities development. The factors are: Maturation students must be physically developed and biologically mature and therefore be able of controlling physically inside their environment. Experience students past tangible experience and the capability to remember these experiences are significant for additional development. Piaget draw two kinds of experience: Physical Experience (drawn straight from objects) and Logical- Mathematical Experience (drawn with actions which influence objects). Social Communication students have to have capablility of communicating information through oral language and written . Equilibration for cognitive growth, students should be complete a state of cognitive challenge where their existing the operations of mental are not sufficient. The accommodative development (called equilibration) by which dealing student with this new information will affecting cognitive growth. Knowledge Creation: The significance of organisation knowledge creation in recent years as a corporate resource has created substantial attention. Many views consider knowledge creation as an important aspect of organizational learning. Knowledge creation is an increase development of interactions between tacit and explicit knowledge, the interactions among those types of knowledge will result to the new knowledges creation (James et. al, 1999-2000)The process of knowledge-creating is necessarily context-specific in space, time with others relationships (Nonaka and Toyama, 2003).There are arguments suggest that whilst developing new knowledge by individuals happen the organisation can play an important role in articulating and amplifying that knowledge, therefore the development of theoretical framework can provide an analytical view on the element dimensions of knowledge creation. There are two theories of organisational knowledge creation developed by Nonaka and his colleagues. The first one is episte mological dimension, which is the site of â€Å"social interaction† between tacit and explicit knowledge, and therefore knowledge is transformed from one type to another and new knowledge is produced. The second one is â€Å"ontological† dimension, which describes the way from individual to inter-organizational knowledge through group and organizational levels. However during this process an individuals knowledge is improved and crystallized as an element of the knowledge network of an organisation and this process is described as â€Å"spiral†. Nanaka and Takeuchi (1995) suggest that organizational learning results from a process in which individual (tacit) knowledge is transferred upwardly to the organisational level. This development is considering spiral of knowledge conversion come from tacit to explicit. There are some views which suggest that the explicitness of organisational knowledge creation came from exchanges between tacit and expl