Sempiternal by Bring Me The Horizon free essay sample

THIS IS SEMPITERNAL! Haha, if you havent heard the album yet youre missing out. Oliver Skyes has done it yet again. This bone rattling album will certainly shake your core. Not only are the lyrics extremely touching and provocative. The band has multiple albums but honestly this or Suicide Season are what you need. Can you tell from the look in our eyes were going nowhere. My favorite song from Sempiternal is either Can You Feel My Heart or Sleepwalking. The enitre album is just amazing. The screams are very clean and clear this album.I would not recommend this if you are afraid of screaming or heavy guitars though. Its not as heavy as Suicide Silence (R.I.P Mitch Lucker) but its not as light and fluffy as Sleeping With Sirens or Pierce The Veil. Bring Me The Horizon is a mixture of Asking Alexandia, A Day To Remember, Sleeping With Sirens, The Amity Affliction, and Falling In Reverse all in one. We will write a custom essay sample on Sempiternal by Bring Me The Horizon or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They have songs for when you just wanna jam out or when youre sad. If you just got out of a relationship or you just got the person of your dreams to go out with you, they have a song for your occasion. They are by far one of the best bands out there.

Same Sex Parents

Same Sex Parents Free Online Research Papers How do you raise your children? I will never put my child into jeopardy, trouble, or possibly ruin my child’s future. When a child is raised outside of a traditional mother-father family, this is what happens. Dr. James Dobson (founder of Focus on the Family) states, The traditional family, supported by more than 5,000 years of human experience, is still the foundation on which the well-being of future generations depends. With this in mind, do not think that the parents of said child will not be good parents, but just know that love alone does not guarantee a healthy and happy child. Many pediatricians, such as Dobson, agree that a child that has been raised in a homosexual or single parent home will have a much tougher childhood than a child that has been raised in a traditional family (mother-father) home. Gay parents also present several other risks to children. First of all, most insurance companies will not cover partners or their children. These companies do not recognize partners as spouses. Therefore, the child of the partner, and the partner, would not be allowed to be added to an insurance policy. Another reason is that one might be confused as to who holds the legal rights over the child because of the 50 states and Washington DC, only six recognize gay marriage. This means that if the child gets into legal trouble, the court system would not know who is legally responsible. I am not just pointing out the faults of gay parents, but also the faults of single parents. As stated by researcher Sarah McLanahan, â€Å"Children in one-parent families also have lower grade point averages, lower college aspirations, and poorer attendance records.† This happens when the child only has one role model. This role model may be living off of the welfare system, or off of child support. What does that teach our children? So the next time you see a single mother, father, or even a gay couple, think to yourself, â€Å"How are their kids going to turn out?† Remind yourself of the significantly higher dropout, crime, and failure rates of children raised in these families. Think of how things could’ve been different in this child’s life. Research Papers on Same Sex ParentsPersonal Experience with Teen PregnancyEffects of Television Violence on ChildrenComparison: Letter from Birmingham and CritoThe Effects of Illegal ImmigrationStandardized TestingHip-Hop is ArtThe Relationship Between Delinquency and Drug UseInfluences of Socio-Economic Status of Married Males19 Century Society: A Deeply Divided EraGenetic Engineering

European History Essay Example | Topics and Well Written Essays - 1000 words

European History - Essay Example In order to better explain how Orwell changed his view of the Spanish Revolution, this essay will discuss the Spanish Revolution and its manifestations among the civilian and military populations, how Orwell and other political groups viewed the Spanish Revolution at different stages, and how Orwell’s own peculiar biases may have affected his ultimate conclusions. As a preliminary matter, in order to define the Spanish Revolution properly, it is necessary to place it in its historical context. In many ways, the revolution was unexpected by the governing elite; indeed, the Spanish military had calculated that a military coup against the Republican elite would be effective in quelling domestic dissent and reestablishing a firmer sense of order for the civilian population. The political atmosphere was especially tense. What happened instead of a smoothly executed coup was a breaking apart of the country; more specifically, anarchists, communists, and those with socialist leanings mobilized against the military rebels while simultaneously rejecting Republican rule. The immediate result was a decentralization of power in many parts of Spain, particularly in areas influenced by the anarchists. The Spain that Orwell wrote about in Homage to Catalonia, therefore, was a Spain in which different areas of the country were held by the Republicans, by the military Nationals, and by the anarchists. Catalonia, the main subject of Orwell’s work, was firmly in control of the anarchists and like-minded groups. The manifestations were rapid and pervasive; as noted by Orwell, for instance, it was surprising how quickly the common workers had taken control of Barcelona. He described this initial sense of transformation by noting that â€Å"It was the first time that I had ever been in a town where the working class was in the saddle† (1.8). This simple statement assumes much meaning given the fact

Disability laws of the united states Essay Example | Topics and Well Written Essays - 1000 words

Disability laws of the united states - Essay Example To combat this lack of information, it is necessary to illuminate the incidence and prevalence of the disease to help educate the business owners about its impact on their own concerns. By enumerating the effectiveness of policies and programs that are currently in place as well as the laws and regulations requiring such programs, employers may be able to identify gaps and shortfalls in their current procedures. For many business owners, especially small business owners, the idea of adding one more responsibility to an already overflowing plate in terms of caring for employees seems a little daunting. However, studies conducted over the past 25 years regarding the spread of HIV and AIDS has proven that â€Å"where business, government and populations work together, the spread of HIV and AIDS can be slowed and infections reduced† (Roedy quoted in Bloom et al 2006). ... their workplace will be affected nor have those in less concerned countries, such as the United States, worked to establish formal policies within their organizations to address the issue. Even the small companies are required to follow some basic rules and guidelines drafted by the state to protect those with HIV and AIDS as well as to help prevent the spread of these illnesses among the greater population. All businesses are required to comply with state and federal civil rights laws that often apply to those suffering with HIV or the AIDS infections. These include Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. â€Å"The Americans with Disabilities Act of 1990 (ADA) prohibits discrimination against people with disabilities. Under the law, persons with HIV infection are entitled to the same rights and opportunities as persons with other communicable diseases† (Disabilities Act, 1992) In addition, employers are expected to make reasonable accommodations so that people with disabilities, including those with HIV/AIDS, are able to remain employed and productive for as long as they can possibly perform the essential functions of their jobs. This could include the assignment or reassignment of job duties, allowing employees to work at home on a temporary basis, allowing both paid and unpaid leaves of absences and accommodating a flexible work schedule. Jane Hodges (2004) indicates the ILO (International Labor Organization) recommendations to member states also include a ban on dismissal based on HIV/AIDS until the individual becomes medically unfit to carry out adapted work, a prohibition of non-consensual pre- and post-employment testing, legislation for the prevention and containment of transmission risks, training

Reasons for pursuing this graduate degree (LL.M), where you plan to Personal Statement

Reasons for pursuing this graduate degree (LL.M), where you plan to practice in five years, and the contributions you hope to make to the legal profession - Personal Statement Example Currently, I am working at HSBC securities (USA) INC, debt capital markets, at the transaction management desk. Part of my duties include, documenting analyses for Latin America companies both high yield and investment grade companies that come to the U.S market in debt offering. This assignment has given me valuable insights on law firms, as I get to interact with the best law firms around the World. In my role, am royal to my customers, and I maintain a great relationship with the best law firms around the world. With no doubt; certain assignments have been demanding in the law firm such as providing efficient and accurate service to financial institutions. Following this, I have evaluated the need to pursue LLM programs. The reason for pursuing this program is to improve my knowledge while analyzing us documents, and provide accurate and efficient services to financial institutions in my professional. It borne in mind; education lays a strong foundation to our skills, talents, and abilities. In my career, I would like to achieve more in the future. Indeed, I intend to transform my legal profession with my skills and abilities by providing efficient services to financial institutions. My skills in Banking, finance law, and corporate will enhance a strong foundation in my career. While working in the law firm, my knowledge on law firm has increased, giving me a better understanding on areas I need to improve. At this point, I evaluated the need to have adequate knowledge, skills, and abilities that would be helpful in my career. Pursuing the course in New York will be an added advantage since I would like to impact the US law firms with my skills. The knowledge acquired will be considerable in any other country such as Brazil. In five years, I want to have transformed law firm in the United States, and in my country Brazil. As mentioned earlier, I have learnt a lot on my current job. I have analyzed and examined diverse ways that would improve

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

We Need Tough Laws to Protect the Environment Essay examples -- Enviro

With Adam Smith and Milton Friedman among its illustrious fathers, the theory of the free market is a widely accepted and respected one today in America. It advocates the concept of a market as a self-regulating entity. By the working of natural principles such as free competition, consumer sovereignty, and maximization of the individuals' self-interest, the market is able to decide the allocation, utilization, and distribution of resources most fairly and efficiently. This characteristic of the market, known as the "Invisible Hand", is constantly hailed as one of the most imperative mechanisms of a capitalistic economy. At the same time, it is recognized that the free market does have its few but important limitations, the most notable of which are the natural emergence of monopoly, the existence of positive and negative externalities, the need for public goods that would not be provided by the market. Such instances necessitate the interference from institutions outside of the market, most commonly the government. The degradation of the earth's environment belongs to the last two groups of market failure types. Most proponents of the free market acknowledge that a clean environment can be considered as a public good because it defies the exclusionary principle; and that conversely, environmental degradation is a negative externality. Thus, a certain reasonable degree of outside intervention is required for the cause of environmental protection. The definition of this "reasonable level of outside interference" may vary depending on personal beliefs, but generally it can be characterized as "the less, the better." Private organizations' efforts are emphasized and preferred to governmental regulations and restrictions. Even w... ... Environmental Racism. Crisis in American Institutions. Edited by Jerome H. Skolnick and Elliot Currie. Allyn and Bacon. 2000. Commoner, Barry. "Why We Have Failed." Crisis in American Institutions. Edited by Jerome H. Skolnick and Elliot Currie. Allyn and Bacon. 2000. "Free Market Environmentalism". Edited by Robert Knautz. Policy Spotlight. Volume 1. Number 5. May-June 1997. Gelbspan, Ross. The Heat Is On. Crisis in American Institutions. Edited by Jerome H. Skolnick and Elliot Currie. Allyn and Bacon. 2000. Inter Press Service. "Big Corporations are Getting Bigger and Personal". December 4, 2000. March 5, 2001. "Origins of Fossil Fuel Disinformation Campaigns". The Heat Is Online. March 5, 2001. Snell, Bradford Curie. "American Ground Transport". Transport. 1973. Ideas & Institutions in American Society Course Reader, New York University. Spring 2001.

Project Management and Coffee Shop Essay

Mission/ Purpose We are A coffee Shop aim to achieve consumer satisfaction by providing fresh brew coffee and teas at guarantied the best prices. We strive to provide a comfortable and welcoming atmosphere. In addition, we will try to preserve our reputation of providing an excellent quality of coffee. SOW The coffee shop project contains a few renovations to an old building. It is my idea to create a vintage cafà © with hopes of attracting tourists as well as locals. I hope that the idea of a vintage cafà © in the hustle of the city attracts people as well as provides them with a sense of ease and relaxation. The renovation ideas include adding new, small, dim lights throughout the ceiling, repainting the walls, the addition of darkly colored wooden floor, purchasing and hanging up vintage style pictures and memorabilia. The use of small round tables and country styled chairs. We hope to renovate a new central air system. The project will start on the 5thof January and Finish by the 26th of February. This project will include a contingency of 50%. A project management team will be assigned to manage all renovations. Objectives In our efforts as a coffee shop the objective is to provide a unique project to a community that is located only minutes from all major subway and bus stops and has many openings in the busiest location throughout the five boroughs. Business Need We are in the business of clearly understanding our project requirements and this includes choosing coffee shop activities that enable my team to accomplish true desire, while monitoring performance during and at the end of the project. We the coffee shop are focusing on meeting real needs so therefore this project main goal is to establish itself in multiple locations throughout the state and eventually throughout the country to reach an overall goal of customer satisfaction as well as a prosperous business. Project Manager and Stakeholders Project leader is no other than Earnesto the stakeholders of this project are the satisfied consumers. Milestones The Key milestones of the coffee shop are to establish its renowned name through at least Five locations throughout the state; Twenty locations throughout the tri-state area; and possibly forty locations throughout the country. Budget The order-of-magnitude budget for this project is to improve our efficiency by 30 percent. Budget cont. (Monthly) Legal/ administrative fees $20,000.00 Renovations (painting, flooring, etc) $50,000.00 Contingency Allowance (Plan A) (20%) (Plan B) $25,000.00 $15,000.00 Business Insurance $15,000.00 Supplies (cups, coffee, stirrers, coffee makers, blenders, cash registers, $10,000.00 Staff Payment $5,000.00 Total Budget $140,000.00 User Acceptance Criteria/Quality The minimum success criteria as defined by the key stakeholders are to assure that our customers are always satisfied with their orders from our business, as well as the locations, set up and environment of the business. High-Level Project Assumptions A constant flow of customers in addition to first time customers will enable us to assume that we are conducting and carrying our business successfully. High-Level Project Constraints  Limiting factors that affect the project is ensuring that the majority of our customers enjoy our brews and blends with different selections of coffee as well as our dà ©cor and arrangement of the facility. We must cater to the public’s desire and keep up to date in order to progress as a business. Exclusions and Boundaries Boundaries of the project include making sure that we have appropriate and professional staff; That our overall interior and exterior design is attractive, that the staff is welcoming, customer satisfaction, etc. Major Risks The Risks affecting the project is that we must set up the next branch of the coffee shop in an area where we are sure that we will profit the most because if we set up in an unsuccessful area we may not profit which ultimately will risk the progression of our business.

Definition of School Essay

Definition of School Essay Definition of School Essay Children have been going to school for years and years now. The school that people think of and what it really is today has changed completely. When school comes to mind you think of kids going to school and getting an education. The safety of your children and knowing that they could go to school and you would be able to see them again when they return home. I am sure that every parent dreams of there child going to school and someday graduating and going onto college to make a better life for themselves. Another is drugs, I bet those were not big in schools twenty years ago. Well now the definiton of school has completely changed and nothing is the same. Now in schools there is a high rate of crime and drugs. Kids are doing drugs in school at such a young age now. I graduated in 2009 and I remember kids getting busted for some of the most stuipd things that you could ever think of. Kids were â€Å"snorting† house hold chemicals or even super glue to get a high, then they wou ld bring it into school and get other students to try it in the bathrooms on breaks or at lunch. You also have the typical drugs like marijua and perscription pain killers are being brought to school by student who are even as young as the seventh grade. Kids are also bringing alcohol to school and trying to drink it throughout the day and sharing with other children. The drugs and drinking in the public school systems has changed so much. Now schools are having to do random lock downs and bringing in police dogs and having the school searched for all of the substances in the school. I tell my parents about what I saw in school and they never ever thought of that happening and said how much school has changed in the twenty years they have been out of school. Bullying has always happened in school but now it has come to an all time high. Kids are getting bullied so bad that children are now taking matters into there own hands, not being able to get the help that they need and taking there own lives because of kids at school. Also they would take matters into their own hands in a different way and bring weapons to school and try and kill the other student or students who are bullying them. I know that when I went to school students always just wanted to fight and coming from a good quite community I still could not believe that this was happening. The family of a Flour Bluff teen who killed himself after being bullied will never be able to see their son graduate. They say its only brought more painful memories of what Teddy Molina experienced before his death. Teddy shot and killed himself April 1, 2012, just one month after he withdrew from the Flour Bluff School District because of bullying . Since then, his family has been advocating awareness on bullying (Reyes). They found some letters written by Teddy talking about the bullying they blame on their son's death. Kids are mean and now with all of the stigmas you have out in society today it is making kids crazy. If you come to school and you are not up to date on the latest trends and what is cool you are profiled by all the other students. In school you have many different groups like cool kids, jocks, nerds, band geeks, theatre group and all sorts of other groups and if you don’t fit into that group they just completely ignore everyone outside of the groups. I know that these types of groups have always been in high schoo,l but the attitudes have changed and the actions. Now they are bullying other people who are not part of there group and a life ends up having to be taken, something that people would never think would happen. Schools now are trying to educate students and staff on bullying and what to be able to do if you see bullying or the one being bullied. Some of the activies now to show students about this issue is internet research to look up the different types of bullying, how to prevent it, and show kids how to be able to respond. Presentations are now given in school such as role

Being Digital essays

Being Digital essays The best way to appreciete the metris and consequences of being digital is to reflect on the diffrence between bits and atoms (p:11)says Negroponte. A bit is the smallest part of the information and composed of 0 and 1. To digitize any information it needs to be writen in 1 and 0. Being digital means you can deliver a signal without any sound of hiss or television snow. So those kinds of errors are eleminated by being digital. If all media is digitalized then all bits will be mixed such as multimedia. And also a new kind of bit will be born which will inform us about other bits. Thre is a consept like bandwidth which means the capacity to move down the information in a given channel. The copper, the fiber and the wave are the most important medium to transmit the information. The copper has a low bandwidth when we compare with fiber. The capacity of fiber is infinite. The wave (ether), is assumed as infinite however we all know that with cordless telephones many problems occures. The adventage of the fiber is; it is easy to make the maintenance and such reasons.The only adventage of the copper is seen while delivering power. For example telephone companies are proud of not to be cut the telephone lines while an electric power is lost. If its been of fiber, than an extra generator must be used to make the connection. And this would mean they need special maintenance and attention. There are many saying like, we should use high bandwidth because we got it. However this is not realistic. There are natural lows of bandwidth. The more new ideas and creativity, meant the more awailable entertainment. To transmit information, as it is mentioned bits are importent. Bits are like the shortcuts in order to make th information meaningful. For example, a few digits call up the whole story. Some bits are more importtant than others. And also bits are not only more important but also have a diffrent val...

Sociological imagination Essay Example | Topics and Well Written Essays - 750 words

Sociological imagination - Essay Example People see themselves merely as recipient of society rather than recognizing their dual roles as both creators and receivers of the artifacts of society and socialization. The film â€Å"A Better Life† demonstrates many of these characteristics. Its main characters, Carlos, and undocumented immigrant, who buys a friend’s gardening business only to have its main asset (a truck), only to have it stolen, and Luis, seem to only be able to brave the struggles that are thrown at them every day without being able to act to change the systems that oppress them. The film makers, thus, fall into the trope of creating victims of society and socialization, without giving them agency to actually be a force for change in the social fabric. The film â€Å"A Better Life† is certainly a heart rending story, with people working incredibly hard just to make ends meet, and who face an unfair system that tilts their struggle for life against them. One of its main problems, whoever, i s that it does not give its characters a great deal of agency beyond simply responding to one crisis after another – reacting to the things that are presented of them. This trope begins from the very opening of the film, when Carlos is (apparently for the nth time) offered his partner’s gardening business. He faces a choice foisted on him from outside circumstance: to buy or not to buy? When he hires someone who then steals his car, he likewise faces choices on how to deal with it, and eventually decides to steal the car back. Finally, when pulled over and deported, he has a choice of remaining in Mexico or of trying to get back in to America, and he chooses the latter. This sequence of outside crisis is certainly how many people imagine their lives, noticing only what Mills calls the â€Å"millieux† around them, that is, their circumstances, without recognizing that they have a part in shaping those circumstances. This is not at all to seem critical of the char acters – that they should be doing more to give themselves a better chance at life. This issue is the film plays into a problem with the way people imagine themselves in the world with being solely the receivers of society and culture, rather than the creators and recipients of it. This film could have been better if the main characters at least recognized that they had some ability to shift the dynamics that were occurring, and that if many people like them made likewise changes then long lasting, changes for the better could actually occur. As it currently stands, the film tells the story of a valiant fight against a society that stacks the deck against much of its own population, but is not critical of the dynamic and trope of the individual responding to crisis foisted upon them by an outside, distinct society that they have no role in creating. â€Å"A Better Life† is certainly a good film outlining many important issues in sociology, such as oppression, the inter action between race and culture, the situation of immigrants and acculturation to new cultures and so on. Yet it falls into a trap that is very easy to stumble in to,

None Assignment Example | Topics and Well Written Essays - 750 words - 2

None - Assignment Example If any of the students is found hurting emotionally for several days because of a failure, a rejection, a bad mood, or any other reason, it means the student has got a psychological wound. And, it needs to be treated with emotional-first-aid techniques. Therefore, the method for emotional first aid is required to improve the teaching practices because it helps to analyze and treat the emotional pain of the students (Lunenburg & Ornstein, 2011). 3. Being an educator it is necessary that before giving emotional first aid to the students the technique should be practices for personal emotional hygiene. In order to improve the personal emotional hygiene, few steps can be taken for the emotional hygiene. These steps include: Attention towards the emotional pain, protection of the self-esteem, control over the negative thoughts, control over emotional bleeding, and knowledge about the impacts of physical wounds. Teaching also gives experience and ideas about the wide range of emotions and emotional pain. Thus, after personal emotional hygiene the steps should be practiced during teaching (Blase & Kirby, 1992). 1. A health-care professional Nadine Burke Harris stated childhood trauma and its impacts on life in long term. Herein, it should be noted that this is an important thing that must be considered by an early childhood educator. The reason is that the incidents that happen with any child in early age leave its footprints on the mind. These impacts are stronger than it could be in any age group. It is the reason due to which it is suggested that the childhood traumas should be handled and taken seriously to avoid the possible attitude problems in children. These childhood traumas impact on the cognitive approach to the children and it changes the behavior of the children. Therefore, the idealistic approach or practice for an early childhood educator is that these children who have been through any