Company Law Tutorial

Company law tutorial question year 3 Semester1. 1. â€Å"Under the ordinary rules of law, a present company and a subsidiary company, even a 100 per cent subsidiary company, are distinct legal entities and in the absence of an agency contract between the two companies, one cannot be said to be the agent of the other. This seems to be clearly established by the rule in Salomon v. A. Salomon & Co. Ltd. † Critically discuss. 2. â€Å"The principle laid down in Foss v. Harbottle continues to create a significant obstacle to minority shareholder action. Discuss. 3. Layton Co. Ltd. , private company with Articles in the form of Table A, has in its memorandum, the following clauses: â€Å"The objects for which the company is established are: (i) to manufacture, process and distribute computer software and CD Roms; (ii) to purchase and hold property, to borrow or to lend money, and to dispose of funds or property owned by the company; and (iii) to do anything that is in the opinion of the directors necessary to make profits from the use of the assets of the company. † Geoff and Marcia, two of the directors of Layton Co.Ltd. , own approximately 20 percent of the shares in Layton Co. Ltd. Stacy, a director, unbeknown to the board of directors, purports to enter into a contract with High State Developers Ltd. , â€Å"on behalf of Layton Co. Ltd. ,† for the construction of a health spa for stressed executives. In order to secure machinery, Stacy writes to Health Fanatic Inc. , on Layton Co. Ltd. ‘s stationery, offering Health Fanatic Inc. the contract to provide technical training for any staff employed by the spa. Health Fanatic Inc. accepts the offer. Layton Co. Ltd. , now refuses to build he health spa due to a depression in the market and is consequently not in need of Health Fanatic Inc. ‘s services. Discuss. 4. Tamara and Kathy have been conducting business as artefact restorers for several years. In January, 1999, Tamara and Kathy d ecided to incorporate their business. In order to facilitate the building of the registered head office of the company, Tamara purchased land from her grandfather for$50,000. Meanwhile, Kathy executed a contract on behalf of Heritage Ltd. , engaging the services of Sherry, a geology expert, to carry out a geological survey.Sherry submitted a report headed â€Å"subject to confirmation† which stated that the land was suitable for building a multistoried complex and that there was evidence of mineral deposits. In June 2004, Heritage Ltd. was incorporated as a public company with Tamara, Kathy and Bill as its directors. Tamara promptly sold the parcel of land to Heritage Ltd. for $2. 2 million and submitted an invoice for $70,000 for services rendered prior to the incorporation of Heritage Ltd. In April 2005, Tamara, unbeknown to the board, enters into an agreement with Jump Up Inc. or the acquisition of a fleet of trucks. It is customary for Heritage Ltd. to lease trucks as acq uisition is extremely costly. Advise. The capital of Bush Tea Co. Ltd. consists of fully paid up ordinary and preference shares. The governing regulations of Bush Tea Co Ltd. provide as follows: â€Å"17(a) Preference shareholders shall receive a cumulative preference dividend of 5% half yearly; and (b)Two votes shall be attached to each preference share issued. † Due to an outbreak of the Pink Mealy bug disease, the production of bush tea has dramatically declined.The board of directors of Bush Tea Co. Ltd. proposes to alter clause 17(a) of the governing regulations to reduce the preference dividend from 5% to 2% and to move a resolution to increase the voting rights of ordinary shareholders. Advise the preference shareholders. 5. In 2001, Mr. Ingenious decided to build condominiums on a parcel of beach front property which he had purchased in 1996 for $40,000. On March 26th, 2001, Mr. Ingenious instructed Mr. Safe Guard, an attorney-at-law, to incorporate a company to be ca lled Beach Haven Ltd. to manage the condominiums. Immediately after leaving Mr.Safe Guard's office, Mr. Ingenious entered into an oral agreement on behalf of Beach Haven Ltd. with Fast Seal Cement Ltd. for the supply of building blocks for the construction of the condominiums. The company, Beach Haven Ltd. , was eventually incorporated, in January, 2002. Its board of directors consists of Mr. Ingenious, Mr. Deke, Ms. Peta-Gaye and Ms. Jayanti. At the directors' meeting of February, 2002, the board of directors resolved to purchase the beach front property from Mr. Ingenious for $1million. Unfortunately, due to a slump in the real estate market Beach Haven Ltd. s profits declined significantly. It has been discovered that, prior to incorporation, Mr. Ingenious contracted with Wire Steel Inc. , signing on behalf of Beach Haven Ltd. , for the supply of 12 tons of high-tension steel at a price well above the market price. Mr. Deke, in March, 2003, hired his girlfriend, as a consultant, for $10,000 per month without board approval. The cement blocks purportedly purchased on Beach Haven Ltd. ‘s behalf are discovered to be of inferior quality. Advise Beach Haven Ltd. 6. Sashawa Enterprises Ltd. (SE Ltd. ) is a public company incorporated in Jambah.The Articles of Association of SE Ltd. are in the form of Table A. The objects clause of the Memorandum of Association contain the following provisions: (a)To carry on the business of the manufacture of textiles and clothing apparel; (b)To borrow money; (c)To do all such things which in the opinion of the directors may be conveniently carried out by the company. In January, 2001, Michael and Midge, two directors of SE Ltd. , contracted with Caribbean Construction Ltd. to build a coffee shop on premises adjacent to the corporate headquarters of SE Ltd. To finance this project SE Ltd. orrowed $5 million from Careless Bank Ltd. This loan was approved quickly, since Careless Bank Ltd. was a long standing customer of SE Lt d. and Careless Bank Ltd. was satisfied of Caribbean Construction Ltd. ‘s credit worthiness. After the events of September 11th, 2001, the profits of SE Ltd. declined considerably. SE Ltd. is no longer interested in constructing the coffee shop and is refusing to pay both Caribbean Construction Ltd. and Careless Bank Ltd. Nevertheless SE Ltd. is desirous of donating $12 million dollars to the International War Relief Fund. Discuss.

Fast Food Essay

Fast food is the term given to food that can be prepared and served very quickly. While any meal with low preparation time can be considered to be fast food, typically the term refers to food sold in a restaurant or store with preheated or precooked ingredients, and served to the customer in a packaged form for take-out/take-away. The term â€Å"fast food† was recognized in a dictionary by Merriam–Webster in 1951. Outlets may be stands or kiosks, which may provide no shelter or seating, or fast food restaurants (also known as quick service restaurants). Franchise operations which are part of restaurant chains have standardized foodstuffs shipped to each restaurant from central locations. Defination of Fast Food ?Food that can be prepared and served very quickly ?Any meal with low preparation time can be considered ?Food sold with preheated or precooked ingredients. The first fast food restaurants originated in the United States with A&W in 1916 and White Castle, founded by Billy Ingram and Walter Anderson in Wichita, Kansas in 1921, is generally credited with opening the second fast food outlet and first hamburger chain, selling hamburgers McDonald’s and KFC are multinational corporations with outlets across the globe. The United States has the largest fast food industry in the world, and American fast food restaurants are located in over 100 countries. Approximately 2 million U. S. workers are employed in the areas of food preparation and food servicing including fast food in the USA. Famous Fast Food Brands From America (TOP 10) LINK: http://cuclife. com/famous-brand/Fast-food/list_711_1. html (Photo Use) 1. Burger King 2. Burger King 3. Taco Bell 4. Arby’s 5. Wendy’s 6. White Castle 7. Kentucky Fried Chicken 8. Pizza Hut 9. Chick-fil-A 10. Subway History of Fast Food Culture Significant Events in the US Fast Food Industry 1916: The first low-cost limited menu high-speed hamburger restaurant called White Castle opens in Wichita KS. 1921: White Castle opens its first restaurant selling hamburgers for 50 cents. 1940: The first McDonald’s store Established. 1951: The term fast food is recognized in the Merriam-Webster Dictionary. 1967: McDonald’s opens its first restaurant outside the United States 1971: The first Starbucks store opens in Seattle 2002: McDonald’s cuts back on trans fat on its French fries by 48%. 2005: McDonald’s mascot Ronald ranks 2nd in the top-10 advertising icons of the 20th century. 2006: According to an estimate, Americans spend nearly $142 billion on fast food. Development of Fast Food Industry Restaurants have been around in some form for most of human civilization. But they usually catered to travelers. As far back as ancient Greece and Rome, inns and taverns generally served food to people who had a reason to be away from home. This trend continued until relatively recently. Although taverns and coffee houses were popular places to gather and share beverages in the 17th century, the idea of eating out for fun didn’t take off in Western society until the late 18th century. Although McDonald’s was the first restaurant to use the assembly-line system, some people think of White Castle as the first fast-food chain. White Castle was founded in 1921 in Wichita, Kansas. At the time, most people considered the burgers sold at fairs, circuses, lunch counters and carts to be low-quality. Many people thought hamburger came from slaughterhouse scraps and spoiled meat. White Castle’s founders decided to change the public’s perception of hamburgers. They built their restaurants so that customers could see the food being prepared. They painted the buildings white and even chose a name that suggested cleanliness. White Castle was most popular in the American East and Midwest, but its success helped give hamburger meat a better reputation nationwide. So, like cars, White Castle played an important part in the development of fast food. The McDonald brothers opened their redesigned restaurant in 1948, and several fast-food chains that exist today opened soon after. Burger King and Taco Bell got their start in the 1950s, and Wendy’s opened in 1969. Some chains, like Carl’s Jr. , KFC and Jack in the Box, existed before the Speedee Service System, but modified their cooking techniques after its debut. McDonald’s, which started it all, is now the world’s largest fast-food chain. According to the National Restaurant Association, American sales of fast food totaled $163. 5 billion in 2005. The industry is growing globally as well. Total sales for McDonald’s grew 5. 6 percent in 2005, and the company now has 30,000 franchised stores in more than 120 countries. However, McDonald’s – and fast food in general – does not always get a welcoming reception around the world. McDonald’s restaurants have been attacked in several countries, including the United States, China, Belgium, Holland, India, Russia, Sweden and the U. K. Protestors have accused McDonald’s and other chains of selling unhealthy food, marketing aggressively to children and undermining local values and culture. Reason why the Fast Food Industry can be so Successful ?Cheap ?Fast (Convenience) ?Tasty ?Change in lifestyle (Working Long Hours, Busy Life, Rapid Paces) ? Child-Friendly Atmosphere (E. g. Toys) ?Franchising Scheme (E. g. McDonald’s) Variants: How the fast food culture in America influence the whole world.

Positivism Theory Essay

Positivism, (also referred to as ‘empiricism’) is often used to indicate that this approach to understanding criminality is scientific. The term ‘positivism ‘ (or in its more sophisticated form â€Å"Logical Positivism†) is often used to refer to an approach that asserts it utilizes science or the scientific method (their version of science) to understand the causes of criminality and thus the solutions to solving it. Positivism is an epistemological position or a theory of knowledge which assets that science is based upon theories that have been induced from and only from empirical evidence or the evidence of the senses (hence the term ‘empirical’ or that which can be experienced by the senses). Positivists reject any evidence that cannot be objectively experienced or observed such as that derived from tradition, faith, magic, religion, philosophy or any other form of knowledge or belief that does not have an empirical basis. Thus they want to explain criminal behaviour by reference to causes that can be observed or measured. Causes have to be material and observable – biological positivists look at biological observables such as anatomical abnormalities, identifiable genetic or gene patterns, bodily movements etc. Psychological positivists will also look at biological observables but will add behavioural factors, child rearing practices and brain abnormalities that cause identifiable behaviour outcomes. Many modern scientists have virtually discredited positivism in favour of what we call the hypothetico-deductionist approach or a falsficationist approach. This approach begins with theoretical conjectures (or hypotheses) and then seeks to prove or disprove them by means of empirical evidence. However, whatever the differences in method both positivism and hypothetico-deductionism seek empirical evidence for their theoretical positions. Implicit in these approaches is the idea that the scientist is an objective disinterested observer of natural events with no preconceptions about them. In the case of physics these natural events or laws are said to be found in nature itself as, for example, in the study of such phenomena as the movement of the planets around the Sun, the effect of gravity on the tides and the phenomenon of the seasons created by the movement of the Earth around the Sun. In these cases the object of study is seen as governed by universal natural laws which the scientist has to discover. When this approach is applied in the human or social sciences we have to understand our object of study (i. e. human beings or societies) as also governed or regulated by rules that the scientist has to discover. Thus Biological Criminologists will use data from such sources as twin studies, family studies, genetic patterns, biochemical aspects and so on – anything that can be studied by means of ‘objective’, methods and which may throw up some biological explanation of that behaviour or a principle or a law that explains that behaviour. It follows that in positivist criminality, ‘criminals’ are identified as certain kinds Of human beings who are governed by events or natural phenomena that have been set in place by something external to them and, in a sense, beyond their control. Thus ‘criminals’ do not make decisions about their criminal behaviour they are, as it were, caused to behave in this way by factors that operate in a sense, ‘behind their backs’. Thus, so-called abstract views of human nature such as that they are rational and use reason in making choices about their actions have to be discarded as a cause of behaviour in favour of non-rational causes such as determination by such things as biological inheritance or forms of social conditioning or, in many cases, a combination of both (as in Eysenck). Positivists aim is to identify those with criminal tendencies – or those already classified as criminals and use them as their data base. Their goal is to ascertain what has caused their criminality and then to look for ways of ‘correcting’ such criminality or, even better, to ascertain those with tendencies for criminality (before hopefully they commit a crime) and to put some preventative measures in place. Biological positivists generally look for biological causes generally in genetic inheritance. A well know example is that of ‘Klinenfelter’s Syndrome’ where a study of known criminals identified was said to be an extra ‘y’ chromosome.

Teaching foreign language through drama in education-portfolio entry Essay

Teaching foreign language through drama in education-portfolio entry - Essay Example These aspects present the advantages of using drama when teaching foreign languages (BRÄUER, 2002, p.72). Improvising entails applying imagined situation to develop spontaneous interaction. It is essential when teaching language because it enables students to develop creativity, builds confidence to interact with each other and with the instructor, promotes communication, makes the lesson enjoyable as it allows them to relax and have fun, and improves debate and public speaking skills (BYRAM &FLEMING, 1998, p.57). Role playing is one of the major themes in teaching as the student acts as someone else in the context of drama. Role playing is essential because it creates empathy and understanding as one is able to reflect a given issue from the perspective of others. It develops skills related to coping with conflicts and conflict management through team work. Through role playing, it is easier for students to undertake assignments that need creative and critical thinking such as news reporting (WINSTON, 2011, p.51). This aspect of instructing languages utilizes role play and improvisation to come up with a dramatization that is aimed at a specified audience. When teaching language, play building is useful in enhancing teamwork among students, enables students to develop a sense of belonging especially when there is an inclusive learning process, promotes negotiation skills especially in matters related to consensus building, and can be used in lessons involving presentations (BYRAM &FLEMING,1998,p.77). These arts are vital in developing creativity among language students. Students develop superb literary skills in different arenas of literature. Further, they will have sharp skills in story telling, which is essential in languages such as mastering spoken English. In addition, they are useful in developing comprehension

Principle of Mental Health Nursing Essay Example | Topics and Well Written Essays - 1000 words

Principle of Mental Health Nursing - Essay Example Fluctuations ranged from elation or sadness and are influenced by a number of biological, medical or social factors including work, family, and social responsibilities. People normally behave this way; however, when mood fluctuations become chronic and overwhelming that it already affects the activities of daily living, this becomes a clinical disorder. This is the case that happened to Simon Smith, a 49-year-old married man who was diagnosed with clinical depression five months ago after experiencing a number of unfortunate life events over the last eight months. According to the World Health Organization (WHO) (2012), clinical depression or simply depression refers to a common mental disorder that presents with depressed mood, loss of interest or pleasure, feelings of guilt or low self-worth, disturbed sleep or appetite, low energy, and poor concentration which can become chronic or recurrent and lead to substantial impairments in an individual's ability to take care of his or her everyday responsibilities (n.p.). Clinical depression is apart from temporary feelings of sadness, confused thinking, and somatic complaints. General practitioners, nurses, and other members of the health care team play a crucial role in the early recognition and treatment of Mr. Smith’s clinical depression using the appropriate assessment tools and interventions that is client-centered and based on the current evidences. Initial Assessment To identify the triggering factors that cause imbalances in the mental state of Mr. Smith and to identify the diagnosis and severity of depression, a psychiatric mental health nurse should conduct a comprehensive psychiatric/psychosocial assessment. Psychosocial assessment includes getting the patient history and evaluation of patient’s mental and emotional status (Varcarolis, 2011, p. 5). It also includes assessment of the triggering factors that led Mr. Smith to develop clinical depression. Triggering factors of depression are neg ative events or situations which play a vital role in the initial and persistent development of depression, examples of which include early loss, trauma, abuse, disruption of relationships, and other negative experiences (Moore and Garland, 2003, p. 52). In Mr. Smith’s case, the triggering factors of depression are his mother’s diagnosis of Alzheimer’s disease, niece’s admission to an Assessment Ward, son’s diagnosis and treatment of acute myeloid leukemia, involvement in a car crash with National trust property pressing for compensation, and difficulties with the insurance company. Meanwhile, standardized diagnostic tools also assist both the general practitioner and the nurse in identifying the signs and symptoms, diagnosis, and severity of clinical depression. The International Classification of Diseases (ICD), 10th Revision and the American Psychiatric Association’s (APA) Diagnostic and Statistical Manual of Mental Disorders, Fourth Edit ion: DSM-IV-TR guide psychiatric practitioners in the diagnosis of mental disorders. In the APA criteria for major or unipolar depression, Mr. Smith should have at least four or more signs or symptoms listed in the criteria for a period of two weeks to meet the diagnosis of clinical depression (APA, 2000, p. 349; Patel and Jakopac, 2012, p. 138) while in the ICD-10, Mr. Smith should demonstrate specific number of

Article critique Research Paper Example | Topics and Well Written Essays - 750 words

Article critique - Research Paper Example The observed rate of response was 56.7% this is still a great rate in practical situations (Rambur, et al, 2005). The responses also imply on the percentage of the individuals interested towards a subject of study. The response rate in regards to the number of nurses who were engaged in the research even concentrates the research in a greater degree. The conduction of research in this manner would be logical since the report manifests the most critical aspects that meet perfect conditions of the research even more profound. In order to be specific, I would have applied the similar methods as to those employed in this research. However, i would concur with other researchers and scholars who target highest degree of precision to manifest critical practicality. By mentioning this, it does not mean that the research is not practical in nature nonetheless; a more precise work is significant. The sampling method involved in this research contained census and different stages’ approa ch. Sequential questionnaires used in different intervals for instance, six months, eighteen months and three years were significant in availing accurate outcomes in different seasons. This ensured the consideration of effective flexibility in the study. The calculations made based on the actual components of satisfaction allow a substantial precision since there is no chance for the occurrence of greater impact errors. Pay is an exceptional aspect in the determination of satisfaction of workers therefore; assigning a single component of satisfaction to evaluate it is a wise decision without any dispute (Rambur et al, 2005). The research feasibility depends on the overall coverage of the research ranging from the strategy stipulations as well as the recommendations. The survey is relevant since it is accurate in outlining the correct aspects of nursing to be evaluated. The design brings methods utilized, the findings revealed from the employed models throughout the evaluation proces s, the conclusions highlight whether the projected objectives are obtained. The background outlines the elaboration on the subject as well as its relevance for study. The debate concerning the education in nursing postulates the relevance in the time of education with the associated benefits and hence the satisfaction (Rambur et al, 2005). The chosen tools for application are streamlining to the expected results since the subjects are clearly outlined. The tools pose an effective coincidence with the variables, retention as well as their effects. The interrelationship between job satisfaction, turnover and education reveal the association of the fundamental variables in the case and hence the rationale of the study. Limitations that are consequential in this research provide opportunities for the succeeding studies to base their objectives and the considerations for the hypotheses. It is feasible that the rate of return for investment in education is proportional to the additional y ears of schooling. Similarly, education has costs, both direct and indirect. Consequentially, the break-even point for persons with bachelor’s degree is extra into a person's profession than is that with smaller education (Rambur et al, 2005). The design is appropriate however, there is imperfection experienced at some points which are evident but minor. The design following a chronological order of events with smooth transitional points from one stage to the next determines the design’

Is Sex Education Beneficial or Harmful to Teenagers Essay

Is Sex Education Beneficial or Harmful to Teenagers - Essay Example In addition to all this, there is an impulsive drive within the teenagers to engage in forbidden adequate notwithstanding the absence of wisdom and guidance. As a result more harm than good can be done. Opponents of sex education argue against sex education by claiming that this type of education opens kids to ideas that they had not thought about before. They start fantasizing about instead of letting it go by and let things take its own natural course. They start wondering about it, start thinking about its consequences and start treating it as an exception to the norms of the world. As a result, they can become more vulnerable to poor choices regarding sex, poorer than what they would have taken without being informed. A lot of parents also argue against sex education. They feel that sex education takes away the responsibility from the family. At the end of the day, it is the parent’s job to raise their children and the onus is on them how they want to educate their children about sex education. Educating their kids on sex education triggers a bond between them and their children which is lost if the kids assume that school will teach their kids. By education about sex, ma ny opponents feel that schools try to step into the shoes of the family. Sex education can be very healthy for teens. It offers them guidance and prevents teenage pregnancies.

Question Personal Statement Example | Topics and Well Written Essays - 250 words

Question - Personal Statement Example in the environment both in and out of class but hope to stretch more especially out of class so as to fit in the diverse student body and learn from the challenge of diversity so as to as to graduate as a world citizen. As part of the my growth and student life, I have come to appreciate the importance of giving equal opportunities to all people despite of the social class, ethnicity of origin. Having come from China and studied mostly out of my home country, I came to experience instances where opportunities for instance to lead in student organisations could be denied to me because largely because of my origin. In order to overcome the situation I stood high and rose against discrimination of any kind, proved my ability to both teachers and fellow students hence finally won the confidence of both. This is a strength I will be carrying with me to Delaware. One accomplishment that has taken a great deal of my time and effort was learning a second language, fitting in a new learning environment and keeping the pace of native students. As a foreign student in America, I have encountered challenges to do with communication and as such had to put a lot effort towards overcoming the same. My motivation has always been never giving up my academic success and thus I became a friend of teachers as well as other students who assisted me a great deal in learning the new language. Being close to teachers and being able to quickly befriend other students was quite helpful as I was able to overcome the fear of being laughed

English Essay Confessions of an Economic Hit Man

English Confessions of an Economic Hit Man - Essay Example After having left his job he wrote this book and is nowadays ahead of the movement that proclaims the increase of social, economic and ecological responsibility of businesses. After leaving his job as an economic hit man, Perkins founded the Independent Powers System, Inc. in1980 – a company in a very risky sphere – and later became the defender of the aboriginal rights in Amazonia, published several books on social responsibility, founded several non-profit organisations, among which is a famous Dream Change Coalition that, on the one hand, inspires people to achieve their goals, and on the other – invites them to be extremely careful about how their lives influence the rest of the society and our planet in the whole. All these facts make it obvious that Perkins is sincere in his book, and that it is not a purely PR campaign designed to turn attention to himself but truly precious confessions that make people aware of the crimes performed against the global community by certain structures and separate people. After all, it was not before the September 11, 2001 attacks that John Perkins decided to write about his activity as an econom ic hit man, disregarding all the threats that he had to face. Perkins was firm in his decision to share his knowledge about the contribution of the USA government and multiple global corporations into making these tragic events possible. According to John Perkins, the â€Å"help† that the corporations and other organisations promised to the third-world countries, eventually turned out to be a disaster for people in these countries. Being an economic hit man, John Perkins travelled all over the world and took part in dramatic events of the modern history, including the money washing in Saudi Arabia, the defeat of the Iran Sheikh, the death of Panama President Omar Torrijos, and many others. In his

Interviw with nurse in indiana state university health center Assignment

Interviw with nurse in indiana state university health center - Assignment Example The stage involves developing a comprehensive job description for the nursing position and formulating a hiring procedure. These two crucial aspects are outlined in detail in the subsequent sections. The eligible candidate will oversee maintenance of accurate and complete patient reports, as well as, medical records. The nurse will also be responsible for adjusting patient treatment regimen on the basis of respective patients’ condition and response to treatment. Further responsibilities include observing, recording and reporting changes in patients’ state while supervising and directing healthcare personnel with fewer skills in medicine. The nurse will also be expected to consistently monitor patient characteristics, including dietary, physical and physiological aspects, and to prepare patients for examinations by doctors or other medical specialists. The nurse will also shoulder the task of offering advice to individuals, families and groups on subjects like health education, disease prevention, and childbirth thus aiding in the development of suitable health improvement programs. The process of hiring provides an organization with a unique opportunity to align staff members’ skills with initiatives that foster growth. Proper planning and evaluation of the hiring process is, therefore, instrumental to the achievement of this success. The first step involves formulating interview and reference questions, as well as, criteria for interview assessment. The second stage in the hiring process entails development of a recruitment strategy, which would allow the hospital to map out a plan to attract and select the most competent candidate for the nursing position. The third step in the hiring process involves selection of a search committee. This group, equipped with the interview and reference questions, as well as, candidate assessment criteria, will ensure that

Is the American presidency too powerful Why or why not Essay

Is the American presidency too powerful Why or why not - Essay Example A president has the constitutional power to either assent or dissent a bill that has been approved by the Congress. The president acts as the last ‘process’ through which a bill passes before being adopted as a law. All the citizens in America are governed by the same standard laws and, apparently, they are under the spell of the presidency. Despite the Congress having similar powers of revoking a presidency’s initiative, it is the Congress that is constitutionally required to make laws. Intrinsically, the presidency has trivial contravention in the making of laws (Lowi 2012, p.177). Moreover, the presidency is better positioned if its party dominates both houses. The presidency’s influence in the appointment of the bureaucratic positions is a vital element. In order to mitigate the conflicts of opinion in between the presidency and the Agencies, the presidency can appoint his top supporters into the bureaucratic appointments. In essence, the presidency will be commanding power through the automatic support that is anticipated from his supporters in the bureaucracy (Lowi 2012, p.195). The support grants his excessive powers. Even with least congressional and public support, the presidency’s powers are still a notch higher. The presidency has the option of expanding the roles of the direct presidential governance and executive orders. Similarly, the presidency has the capacity to increase the control of the White House over the federal the bureaucracy (Lowi 2012, p. 195). This tactic of power works in the presidency’s advantage by enabling it influence the decisions of the bureaucracy, indirectly Executive agreements are excessive powers granted to the presidency. In the normal diplomatic powers of the presidency, more than two-thirds of the senate is required to have vote for a treaty before it becomes legally practicable. However, in executive agreements, there is neither regulation nor restrictions encountered by the presidency

Music and Racial Formation in Leroi Jones’ Essay Example for Free

Music and Racial Formation in Leroi Jones’ Essay In many ways, music is inseparable from culture. In the context of those cultures that have been dominated and marginalized by others, music takes on a special significance. Leroi Jones’ Blues People fit into the framework of trying to understand the role that music plays in the cultural lives of people who belong to displaced communities. In his book, he identifies the ways in which genres in music culture develop, which may be linked to Omi and Winant’s (1994) conception of racial formation. As Omi and Winant (1994) observed in their seminal theory on racial formation, â€Å"We define racial formation as the sociohistorical process by which racial categories are created, inhabited, transformed, and destroyed† (p. 55). The authors debunk the accepted notions that race is either biological or an illusion, suggesting instead that it is a distinctly sociological phenomenon. Race is also identified as based on a power hierarchy, definable in terms of â€Å"the pattern of conflict and accommodation which takes place over time between racially based social movements and the policies and programs of the state† (p.78). This model of racial formation may be applied to Jones’ text, particularly in terms of their assertion that â€Å"racial formation is a process of historically situated projects in which human bodies and social structures are represented and organized† (pp. 55-56). In Blues People, the author examines how the process of being enslaved affects the people of Africa, situating the racial conflict in terms of geographical as well as historical contexts. Jones’ thesis rests on the concept of difference. He outlines the manner in which the slavery of Africans in America was different from other kinds of slavery. An important point that Jones raises is that slavery was prevalent in Africa as well, long before the whites arrived. He likens the process to the way in which the Greeks treated their slaves, showing us that in every other system of slavery, the enslaved people were allowed to retain their sense of cultural identity, but not so in the case of African slaves on the American plantations: Melville Herskovits points out, â€Å"Slavery [had] long existed in the entire region [of West Africa], and in at least one of its kingdoms, Dahomey, a kind of plantation system was found under which an absentee ownership, with the ruler as principal, demanded the utmost return from the estates, and thus created conditions of labor resembling the regime the slaves were to encounter in the New World. † But to be brought to a country, a culture, a society, that was, and is, in terms of purely philosophical correlatives, the complete antithesis of ones own version of mans life on earth that is the cruelest aspect of this particular enslavement. (p. 1) As Jones points out, it was extremely difficult for Africans, who later became â€Å"African-Americans,† to retain a sense of cultural identity in a foreign culture that refused to give any validity to something it did not understand. According to Omi and Winant, racial formation may also be linked to the â€Å"the evolution of hegemony, the way in which society is organized and ruled† (p. 56). In such a hegemonic society driven by concepts of hierarchy and social superiority, the identity of a marginalized class may become problematic. Jones opines that music such as jazz and blues was in some ways the only medium through which Africans could try and retain a sense of who they were. In this context, the integration of music into their existence as slaves allowed Africans to retain a sense of the past, and also come to terms with the effect that the process of being enslaved had had on their psyches. Cultural domination was an insidious process of identity-negation, and music culture was one of the prominent ways through which the enslaved people could enable themselves to survive within a hostile foreign culture. In Blues People, an interesting aspect of performance is brought in when the author shows us a ‘typical’ American reaction to the African native in the form of an excerpt from the actress Frances Anne Kemble’s Journal of a Residence on a Georgia Plantation: The only exception that I have met with yet among our boat voices to the high tenor which they seem all to possess is in the person of an individual named Isaac, a basso profundo of the deepest dye, who nevertheless never attempts to produce with his different register any different effects in the chorus by venturing a second, but sings like the rest in unison, perfect unison, of both time and tune. By-the-by, this individual does speak, and therefore I presume he is not an ape, orangoutang, chimpanzee, or gorilla; but I could not, I confess, have conceived it possible that the presence of articulate sounds, and the absense of an articulate tail, should make, externally at least, so completely the only appreciable difference between a man and a monkey, as they appear to do in this individual ‘black brother. ’ (pp. 2-3). The actress’ biased and judgmental perception of the natives places them in such a position as not to be considered human at all. Interestingly, she examines their tones of voices as indicative of the degree to which they are ‘human,’ or not; they all have voices of a high tenor. She says this is the manner that one might say that all dogs bark, or all lions roar. Language is almost completely redundant in this context. Unable to understand the languages of Africa, Kemble contents herself with ruminating on the tones in which the foreigners speak. The ‘exception’ to the other slaves is determined by Kemble on the basis of the fact that he has a bass voice, while the others use higher tones of voice. Even in this exception she says that it is only the absence of a tail that reluctantly, albeit wonderingly, forces her to accept that he is a human being and not an animal. Even under this extreme racial perspective, it is the musical tones of voice that the actress and performer relies upon to make her judgments.

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