Prepare First Speech free essay sample

Since this Is an open talking class, It implies that you will Indeed need to introduce addresses! Since numerous individuals become anxious at this possibility, I like to complete the first right off the bat in the semester. Its like ripping Off bandage: scam it quick to feel less agony. Your Introductory Speech is your first small step into this field. This task is intended to be simple. Its intended to be an approach to get you up before the gathering and accomplishing something for 2-4 minutes, not to be a substantial, burdening task. In this manner, If you find that its extremely hard, youre doing it wrong!Take a full breath, recall Its expected to be basic, and begin once more. Since I need this task to be simple and I need everybody to be on about a similar level, this Is the one discourse in the semester where Im going to give you subjects to browse as opposed to simply letting you pick something all alone. Dont stress, after this one you can discuss any fitting subjects you need, yet for the present, your decisions are constrained to five. Subjects Your first point choice Is known as an ensign discourse. An ensign is likewise regularly called a family crest.In Medieval heraldry, pictures were decorated on an evenings shield or protective layer which spoke to that people character or parentage. A family peak has pictures that tell about a familys history. Dont stress; Im not going to request that you research your ancestry! Rather, for this point, I need you to make your very own escutcheon. To do this, you ought to pick somewhere in the range of 2 and 4 articles that speak to something about you. For example, If I were to make an escutcheon for myself, I would pick a golf club, a bag, and a thrill ride in light of the fact that those speak to three of my preferred pastimes. I love to play golf (however Im not generally excellent at t), I look for any chance to travel, and Im a gigantic crazy ride nut who will go anyplace to ride the best in class ride. You could pick side interests, as I have done, or you may pick an individual or individuals, a pet, something identified with your future profession, and so on. You can pick whatever reveals to us a smidgen about you, what your identity is, and what you like. You dont need to get profound and individual, Just disclose to us some essential, surface-level things about yourself.Since a few people dont Like to discuss themselves, you have different alternatives too. Your second point to decision Is: If you noisy welcome any three individuals to supper, living or dead, anecdotal or non-anecdotal, who might they be and why? Who might you most want to meet and converse with, either from the past or the present? What might you want to gain from them? Since they dont must be living, I could pick Adolph Hitler on t he off chance that I needed to. Since they can be anecdotal, I can pick Bugs Bunny If I need to. They dont must be well known individuals or characters, either.I know somebody who might be at the highest point of my Invitation rundown would be my grandma, who passed on 25 years prior, and Id simply prefer to plunk down and chat with her benefit. You may likewise address what that blend of individuals would resemble at supper. Are Hitler and Bugs Bunny going to get along, or will there be inconvenience? Will my grandma have the option to taken care of Hitler? Your third subject alternative is: on the off chance that you would have been abandoned on a remote location, what three books would you need to have with you? Would you like to engage yourself with fiction? Okay get ready coconuts or How to assemble a pontoon and get off a remote location? At the point when I raise this subject alternative in a live class, understudies regularly moan that they dont read or squeeze a great deal of books, so Im not totally hung up on your picking them, however I might want you pick some type of media, for example, magazines, music, motion pictures, papers, diaries, and so on. Well Just imagine you have a lifetime flexibly of batteries so you can watch those motion pictures or tune in to that music! Your initial three decisions have all been educational sort talks, on the grounds that youd Just be informing us concerning yourself, the individuals youd like to meet, or the books youd like to have.Your fourth theme choice is a powerful one: a business discourse. You can sell us any item or administration. It tends to be an eel item, or you can make up a phony one (and truly, it very well may be amusing and inventive). I realize that numerous understudies I have in class work in deals, and if that is the situation with you, you can sell us the item you sell at work. The main concern is: in the event that you pick this choice, you will probably make us need the item before the finish of your discourse. Remember that it isnt intended to be a TV ad; it should in any case be a legitimate discourse in appropriate discourse format.Your last choice could be either educational or influential, contingent upon how you approach it. It is a discourse about your annoyances. What are the little nit-fastidious things others do that truly drive you up the wall? Is it individuals who bite with their mouth open or neglect to supplant the tissue roll when it runs out? Is it all the awful drivers in Columbia? You could move toward this subject choice in a few distinct manners. You could select a few distinctive annoyances and discussion about each, or you could give a few reasons why one thing is a major annoyance of yours.For example, I once had a lady in class who discussed the three things she discovered generally aggravating at Wall-Mart. Remember that annoyances should be minor aggravations. Something like residential maltreatment, for example, isnt an annoyance, yet a significant social issue! Ideally, you find at any rate one of those theme alternatives engaging. Recollect the task should be simple, so pick the one where thoughts come to you most without any problem. Here and there, upon first hearing the subject decisions one stands apart as THE one youre going to do, yet when you plunk down to compose it you cannot consider anything to say.If that is the situation, attempt another to check whether the thoughts come to you all the more without any problem. You need the composing some portion of this to be simple so that youll have a lot of time to rehearse your discourse before its due. You may likewise think about utilizing a visual guide with this introduction. It is anything but a necessity, yet on the off chance that youre especially anxious about talking, you should seriously think about it for two or three reasons. Initially, having a visual guide may make you less anxious in light of the fact that it gives the crowd another thing to take a gander at for a second instead of you!Second, the visual guide will enable you to recall what you need to state in your discourse. On the off chance that I have a golf club lying on the table, Im not prone to overlook that I need to discuss golf! The visual guide could be a genuine article, an image, a force point slide appear, or whatever might be fitting for the subject youre examining. Composing and Organizing the Speech Regardless of which point alternative you pick, your discourse ought t o contain certain essential components that are available in all addresses that you will introduce in this class.First, the discourse should start with a prologue to lead the crowd in to the principle substance of the discourse. You ought to burn through 10-15% of your talking time setting up the discourse in the presentation and it ought to incorporate in any event these two a speaker first rises up to talk, the crowd is doing a hundred different things as opposed to tuning in. Theyre conversing with one another, staring off into space, perusing, doodling, and who knows what else? Along these lines, your first objective as a speaker is to get the crowd to quit doing those things and to need to tune in to what you need to say.You can achieve this by having a successful consideration gadget as the opening of your discourse. There are a few procedures you can use to attract the crowd. Enticements 1. You could ask the crowd an inquiry, which drives them to take an interest somehow or another. You could pose an expository inquiry that makes the crowd wonder where youre going with the discourse, or you could request a display of support in light of our inquiry, which drives them to truly take part. With the end goal for this to be a powerful gadget, however, you need to ensure its a decent question!If the inquiry has a conspicuous answer, rather than attracting the crowd, youll turn them off For example, I once had an understudy who begun his discourse with what number of you have ever sat in front of the TV? The crowd chuckled and no one lifted their hands. The speaker at that point meekly stated, No, truly. Lift your hand if youve ever sat in front of the TV. The crowds murmured and hesitantly held up their hands. The crowd felt that clearly they had all observed TV previously, and loathed having to really respond to that question, so the speakers enticement reverse discharges. . You could make a quip. Silliness is really a brilliant method to start an introduction. It helps the state of mind and makes the crowd need to hear more. Most speakers report feeling the most apprehensive just before beginning their discourse, so in the event that you can make a decent Quip and get the crowd chuckling, it will assist you with feeling like theyre with you and youll begin to unwind. There are a few gets to this method, however. To begin with, the crowd may anticipate that you should keep on being interesting all through your discourse. Second, you need to ensure its a decent Joke!If you make a Quip, youve got hang tight for giggling written in your notes, nobody snickers, and you can hear the crickets trilling, it will make you progressively apprehensive! 3. You could utilize a citation. In the event that youre picking the individuals you would welcome to supper or the books youd take to a remote location, this could be a decent consideration gadget for you. Pick an amazing citation from one of the individuals or an emotional section from one of your books, and it can assist with setting the state of mind of your discourse. 4. You could offer a stunning expression or give an astounding reality or strategies to start the speech.A astonishing reality about the subject can make the crowd need to hear increasingly about your subject and your exploration. 5. You could utilize a visual guide or physical exhibit to attract the crowd. For example, on the off chance that one of the items youve picked to speak to yourself is something abnormal, it might intrigue the crowd about what youll be talking about.

Large Scale Manufacturing in Pakistan

Assembled by: Mirza Rohail B http://economicpakistan. wordpress. com/2008/01/27/huge scope producing/The assembling division developed at a normal pace of 8 percent from the sixties to the eighties, yet tumbled to 3. 9 percent during the nineties. This was for the most part brought about by decrease in venture levels because of absence of progression and consistency in approaches. Political unsteadiness lawfulness position in the major mechanical focuses, transport bottlenecks, just as untrustworthiness and insufficient accessibility of intensity gracefully at moderate rates were extra factors pulling down the area. The segment has indicated great recuperation as of late and has developed at a compound pace of 10. 9 percent for every annum during 2001 †05, with Large Scale Manufacturing (LSM) becoming significantly quicker, getting 19. 9% in 2005. The commitment of Large-Scale Manufacturing at essential costs remain at Rs 844 billion as contrasted and Rs 264 billion out of 2000-01, figures from the Census of Large-Scale Manufacturing Industries (CMI) 2005-06 show. LSM commitment to GDP additionally called as Gross Value Added (GVA) at producers’ costs has been evaluated at Rs 912 billion as contrasted and the past Census 2000-01 measure of Rs 280 billion. Political and macroeconomic steadiness, defense of taxes, increment in speculations, improved usage of gainful limit, and development sought after for fabricated items, coming about because of higher fares and customer financing have been the main considerations prompting this development. Huge Scale Manufacturing 1999 and 2000 †1. 5% 2000 and 2001 †11% 2001 and 2002 †3. 5% 2002 and 2003 †7. 2% 2003 and 2004 †18. 1% 2004 and 2005 †19. 9% 2005 and 2006 †8. 7% 2006 and 2007 †8. 6% 2007 and 2008 †5% Evaluation of Large-Scale Manufacturing Industries The commitment of Large-Scale Manufacturing at fundamental costs remain at Rs 844 billion as contrasted and Rs 264 billion of every 2000-01, figures from the Census of Large-Scale Manufacturing Industries (CMI) 2005-06 show. The CMI is directed after like clockwork utilizing the edge of Provincial Labor Departments . It is led by Federal Bureau of Statistics (FBS) as a team with Provincial Directorates of Industries and Bureaus of Statistics (BoS) under the Industrial Statistics Act 1942. The essential cost is the sum receivable by the maker from the buyer for a unit of a decent or administration delivered as yield short any duty payable, and in addition to any appropriation receivable. Enumeration of assembling enterprises 2005-06 shows estimation of creation at Rs 2929 billion portraying an expansion of 165 percent over Rs 1104 billion in CMI 2000-01. LSM commitment to GDP additionally called as Gross Value Added (GVA) at producers’ costs has been assessed at Rs 912 billion as contrasted and the past Census 2000-01 measure of Rs 280 billion. Capital stock or estimation of fixed resources added up to Rs 1147 billion toward the finish of monetary year 2005-06 as contrasted and Rs 428 billion toward the finish of financial year 2000-01. CMI 2005-06 casing was improved utilizing modern registries gave by commonplace directorates of businesses just as consequences of Economic Census 2001 led by FBS. The absolute number of businesses reviewed in CMI 2005-06 was 13,146 foundations. Out of these 6417 foundations provided essential information (contrasted with 4528 units in CMI 2000-01). 2364 foundations were discovered shut and 3213 foundations gave no reaction. The aftereffects of CMI would be foundation for the inevitable modification of Pakistan’s National Accounts. Pakistan Manufacturing Industry Pakistan’s fabricating industry is intensely commanded by food, materials and attire, and calfskin businesses to the JF-17 Thunder degree of more than 50 percent. The portion of materials and its subsidiaries in sends out was as extensive as 67 percent in 2003-04. Other significant portions in assembling incorporate synthetics and pharmaceuticals (15. 2 percent), essential metal industry (7. 7 percent), nonmetallic mineral items (5. 1 percent), hardware (4. 6 percent), concrete (4. percent), cars (4. 4 percent). Vehicles, hardware, concrete, manures and materials have all demonstrated combined twofold digit development during the most recent three years. A significant component of the building area is the degree of capability reflected in neighborhood plan and nearby substance, (with cancellation levels of 80 †100 percent in e lectrical merchandise, 56-89 percent in cars and engine cycles, and 75-100 percent in residential machines). Assembling Statistics Progressive Year Initial information for Jul-Sep FY08 recommended a deceleration in the development of LSM creation to just 6. percent. Further, Large Scale Manufacturing (LSM) development has declined to 5. 57 percent during the initial five months (July-November) of the current money related year because of financial log jam and high loan fees and poor lawfulness circumstance. So also, improved possibilities in transportation and capacity sub-areas on the rear of generally better creation in significant yields, solid commitment by money and protection part and enlarged managerial and guard related spending will offer help to satisfactory degree of development in the administrations segment. These possibilities of the administrations part would be killed somewhat by negative development in the LSM, imports constriction, contracting benefits in the media transmission segment. Driving markers relating to the significant division discount and retail exchange focuses towards a sensible development this sub-area. The focused on development of 4. 1 percent is as of now practically 50% of last year’s real 8. 2 percent. (c) ECONOMIC PAKISTAN

Solving Black Inner City Poverty

FILM QUESTIONNAIRE #2 DUE DATE: 10/8/10 NAME: Solving Black Inner-City Poverty: William Julius Wilson, Films for the Humanities, Inc. , 1994 [30 minutes] 1. What has been the primary driver of the ascent of amassed destitution in the urban ghetto since the 1970s as indicated by Wilson? (4 focuses) Wilson contends that one of the fundamental driver of the ascent of amassed neediness in the urban ghetto since the 1970s is the reality of isolation. During the 1970s poor people, white collar class and high society all lived in similar neighborhoods. This gave the poor more chances to secure positions through communication with the wealthier level of citizens.Nowadays, the less blessed bunch in the ghettos and make their own life-ways, which makes it progressively hard to escape the endless loop. The schools in the area are not satisfactory, there are less chances and they cannot satisfy the ethics and qualities that they might want to, however structure their own. Another central point t o why the poor remain poor is the way that single parent family units have expanded from 20% during the 1970s to 51% today and the battle it is for them to escape the ghetto being what they are.In his book The Declining Significance of Race he further looks at the inquiry; â€Å"Why do neediness and inconsistent open door continue in the lives of such a large number of African Americans? † accordingly, he follows the history and current condition of incredible basic variables affecting African Americans, for example, separation parents in law, approaches, recruiting, lodging, and instruction. He contends against either/or politicized perspectives on destitution among African Americans that either center fault exclusively around social variables or just on out of line basic factors.He attempts to exhibit the significance of comprehension not just the free commitments of social structure and culture, yet additionally how they collaborate to shape distinctive gathering results t hat encapsulate racial disparity. 2. What are a few components of the casual sex code that administers sexual relations in the ghetto? (3 focuses) Wilson fights that there is a â€Å"informal sexcode† inside the ghettos and that the proportion of births among young ladies is expanding. Men gain glory by the quantities of lady friends just as kids they accumulate.And since dark guys are â€Å"unmarriable† when they don't have a vocation to help the family, the ladies end up alone with a few kids. Wilson was one of the first to articulate finally the â€Å"spatial mismatch† hypothesis for the improvement of a ghetto underclass. As modern occupations vanished in urban communities in the wake of worldwide financial rebuilding, and consequently urban joblessness expanded, ladies thought that it was rash to wed the dads of their youngsters, since the dads would not be providers. 3. Wilson advocates widespread sort programs for managing the predicament of the downtown poor.What is implied by all inclusive projects? For what reason would he say he is supportive of widespread rather than race-explicit arrangements? (4 focuses) A Universal Program is a program that tends to all races. Wilson favors Universal projects for the way that no American resident ought to be living in destitution. As of the hour of the meeting 66% of the poor inside the US populace was white. The whites were additionally hit hard by the de-industrialization, not just the dark. Wilson contends that we should talk in Universal terms, about projects that are there to enable all Americans to get a job.The approach to arrive at the poor is by acquainting an elective road with progress, they feel dismissed and not associated with the white center/privileged society so consequently they have made their own circle where they set the standards and where seen relative hardship is high. Where the poor blacks have supported disdain towards the white middleclass for progressing admirably . 4. Wilson himself experienced childhood in a poor family in rustic Pennsylvania. For what reason does he think he had the option to get away from destitution against the chances? (3 points)Wilson experienced childhood in a poor family in provincial Pennsylvania yet at the same time figured out how to get away from destitution since he had a generally excellent good example, to be specific his Aunt Janice. His auntie (with his mom behind her) pushed Wilson to get training and took him on trips, to exhibition halls and gave him books. She got him on his feet and he took over from that point. He was likewise brought up in provincial Pennsylvania and not in a downtown, which is a major distinction. In the downtown you have a feeling of crowdedness, a high pace of wrongdoings, simple access to drugs, and the feeling of being detained, which you don't have in the provincial pieces of the country.This gives you an alternate point of view toward things as per Wilson. 5. In the article we read (â€Å"A Black City Within the White†), Loic Wacquant figures a solid study of Wilson and different defenders of the â€Å"underclass† proposition. What is the essence of his investigate? Do you concur with Wilson or Wacquant? Why? (6 focuses) Wilson contends that the criticalness of race is fading, and an African-American's class is similarly progressively significant in deciding their life chances.Wacquant, then again, contends that a ghetto isn't just an aggregation of poor families or a spatial amassing of bothersome social conditions yet an institutional structure. He brings up that it is the instrument of ethnoracial conclusion and force whereby a populace regarded unsavory and hazardous is without a moment's delay confined and controlled. Moreover, he debates the way that ghettos were ever essentially ruined spots of environmental deterioration and social hardship. He calls attention to that there was †and still are †appearances of a force connect ion between the predominant white society and its subordinate dark caste.I would contend that Wilsons’s contention that the work advertise issues African Americans face today are to a great extent because of deindustrialization and resulting aptitudes bungles. On one hand, African Americans never were particularly reliant on employments in the assembling division, so deindustrialization in itself has not majorly affected African Americans, and that, then again, the relative work advertise accomplishment of inadequately instructed foreigners in the postindustrial period shows that there is no nonappearance of occupations for those ith barely any aptitudes. To me, Wilson advances the demeanor that a people examples and standards of conduct will in general be formed by those with which the individual has had the most incessant or continued contact and communication. To begin with, he appears to contend that outer impacts or differential affiliations are on of the key columns to his hypothesis, besides, the out-relocation of working class minorities, and thirdly, the issue of separation and spatial crisscross †between downtown occupants and spots of potential employment.He additionally ascribed the expanding pace of downtown marriage breaking down to steady conditions of joblessness. I should state that I figure Wilson doesn't give enough accentuation to the job of race. Racial isolation is significantly more vital to the improvement of concentrated destitution and any subsequent neighborhood crumbling than dark working class out-movement, while social class isolation is an undeniable factor, it is eminently escalated when racial isolation is high. Wilson isn't recognizing current prejudicial practices, as I would like to think.

Organizational Knowledge Management and Organizational Culture - Free Essay Example

Organizational culture is considered to be a critical factor in building and reinforcing knowledge management in organizations by impacting how members learn, acquire, and share knowledge. But there is no theoretical framework, to explain the effect of organizational culture in initiating knowledge creation, and its sharing and transferring in organizations. This paper endeavours to develop an integrative framework for organizational knowledge management and organizational culture by identifying the conceptual parallels between theories of organizational culture and knowledge creation and conversion frameworks. The integrative framework of organizational culture and organizational knowledge management would not only facilitate organizational learning and lead to the improvement of knowledge management practices but should also facilitate creation of processes to put that knowledge in action. This paper also presents the implications of suggested integrative framework for theory and practice, and directions for future research. Keywords: Organizational culture, Knowledge Management, Competing Values Framework, Knowledge Creation and Conversion Framework In the era of globalization, knowledge creation and knowledge management has become the dominant factor for organizations global competitiveness (Bhagat, Kedia, Harveston, Triandis, 2002), and it is a crucial progenitor to effective organizational performance and success (Nonaka Takeuchi, 1995; Martin, 2000; Popadiuk Choo, 2006). The significance of knowledge creation and management was highlighted by Nonaka (1991) when he noted succ essful companies are those that consistently create new knowledge, disseminate it widely throughout the organization and quickly embody it in new technologies and products. Knowledge management facilitates organizations to actualize the value of human capital (Brown Woodland, 1999). The organizational culture is considered to be a critical factor in building and reinforcing knowledge creation and knowledge management in organization by impacting how members learn, acquire, and share knowledge (Gummer, 1998; (Knapp Yu, 1999; Gupta Govindarajan, 2000; Martin, 2000; Alavi Leinder, 2001). Paradoxically, the organizational culture has also been identified as the main hindrance to successful knowledge management in organizations (Ribere Sitar, 2003; De Long Fahey, 2000; Rastogi, 2000; Bock, 1999; Knapp Yu, 1999). But it is very little known how organizational culture enables or obstructs knowledge creation and knowledge creation and knowledge management in organizations. It i s evident from the research literature that the primary focus of the studies have been to develop frameworks/models and typologies to define and outline the characteristics of organizational culture, for e.g., the Competing Values Framework (Quinn Rohrbaugh, 1983), the Organizational Culture Profile (OReilly, Chatman, Caldwel, 1991), etc. The recent researches in knowledge management have also unambiguously emphasized the intimate relationship between knowledge management and organizational culture (Nonaka Takeuchi, 1995; Davenport Prusak, 2000; as cited in Holowetzki, 2002). But there is no theoretical framework to explain the effect of organizational culture in initiating knowledge creation, and its sharing and transferring in organizations. In addition, recent studies also increasingly recognize that the organizational and social context of learning is a vital aspect of knowledge creation, conversion and transfer (Easterby-Smith, Snell, Gherardi, 1998). Thus, knowledge manag ement is built on augmenting individual participation in communities of practice (Easterby-Smith, Snell, Gherardi, 1998). In other words, as compared to inert reserve of knowledge, the organizational success is more dependent on the active social processes through which knowledge is created, enhanced, renewed, and transferred. Hence, organizations need to foster cultures where their members are promoted to share knowledge in order to gain competitive advantage, but unfortunately they have little understanding of how to create and leverage it in practice (Wenger, 1998). Therefore, further research is needed to understand the relationship between organizational culture and knowledge creation and its management. In this paper, I have endeavoured to extend previous theories by examining the interrelationships between organizational culture and knowledge creation and knowledge management, and develop an integrative framework for organizational culture and knowledge management in orga nizations by identifying conceptual parallels between theories of organizational culture and knowledge creation and knowledge management frameworks. The integrative framework of organizational culture and knowledge management in organizations would facilitate organizational learning and lead to the betterment of knowledge management practices. It should also facilitate creation of processes to put that knowledge in action. This rest of the paper is structured into six sections. In the first section, I have explained the framework for knowledge creation and conversion (Nonaka and Takeuchi, 1995; Nonaka, Toyama, Konno, 2000). In the next section, I have briefly described the Competing Values Framework (Quinn Rohrbaugh, 1983; 1983) and some conceptual modifications to the Competing Values Framework. In the third section, after examining the linkages and interrelationships between Competing Values Framework and knowledge creation and conversion framework, I have developed an integr ative theoretical framework to understand the relationship between creation and management of knowledge in organizations and its culture. I have briefly discussed the theoretical and practical implications of the proposed integrative model in the penultimate section. I have concluded by highlighting the importance of the proposed integrative model, limitations of the present study, and presenting directions for future research. Knowledge Creation and Knowledge Management: A Theoretical Framework Knowledge is a multifaceted concept and researchers have defined it in many ways. Interesting, while the researchers have unanimously agreed about the significance of knowledge, especially with regard to requirement of the organizations to continuously develop new knowledge to compete in the rapidly changing environment, there is no agreement among the scholars and practitioners with respect to the concepts and definitions related to knowledge and knowledge management (King, 2000; Martin, 2000). According to (Davenport Prusak, 2000; as cited in Holowetzki, 2002) knowledge is a fluid mix of framed experience, values, contextual information, and expert insight that provides a framework for evaluating and incorporating new experiences and information. (Davenport Prusak, 2000; as cited in Holowetzki, 2002) further explain that in organizations, knowledge often becomes embedded not only in documents or repositories, but also in organizational routines, processes, practices, and norms. According to Malhotra (1997), knowledge that is contained in the minds of organizational members is the greatest organizational resource. Malhotra (1997) further contends that knowledge management is not only about managing knowledge assets, but also managing the interpersonal and organizational processes that act upon these assets. In a 1998 study, Malhotra further defines knowledge management as a synergistic combination of data and information processing capacity of information technologies, and the creative and innovative capacity of human beings. Rastogi (2000) defines knowledge management as a systematic and integrative process of coordinating organization-wide activities of acquiring, creating, storing, sharing, diffusing, developing, and deploying knowledge by individuals and groups in pursuit of major organizational goals. It is the process through which organizations create and use their institutional and collective knowledge by incorporating organizational learning , knowledge production, and knowledge distribution (Rastogi, 2000). Despite the subtle differences between various definitions, scholars agree that effective and efficient knowledge management is central to the organizational performance and success (Martin, 2000; Nonaka Takeuchi, 1995). In this paper, I define knowledge as justified true beliefs derived from accumulated information (Nonaka, 1994), and knowledge creation as the generation of new knowledge (Argote, McEvily, Reagans, 2003). Knowledge Creation and Conversion Nonakas research (Nonaka, 1994; Nonaka Takeuchi, 1995; Nonaka, Toyama Konno, 2000; Nonaka Toyama, 2003) represents the main theoretical underpinning for understanding how organizational knowledge is created, shared, converted and transferred in present-day organizations. Even though some scholars disapprove of Nonakas work for emphasizing the need to convert tacit knowledge (Tsoukas, 2003) and assuming cultural universality (Glisby Holden, 2003), his research provides an internationally agreed terminology that is used to describe a generalized theory of knowledge creation and conversion to which important divergences can be drawn. Therefore, Nonakas framework (Nonaka, 1994, 2005; Nonaka Takeuchi, 1995; Nonaka, Toyama Konno, 2000; Nonaka Toyama, 2003) has been used in this study to describe the process of knowledge creation and conversion in organizations. Scholars generally categorize knowledge into two types tacit and explicit knowledge (Nonaka, 1994, 2005; Nonaka Take uchi, 1995; Nonaka, Toyama Konno, 2000; Nonaka Toyama, 2003). Nonakas research (Nonaka, 1994, 2005; Nonaka Takeuchi, 1995; Nonaka, Toyama Konno, 2000; Nonaka Toyama, 2003) builds on the difference between explicit and tacit knowledge (Polanyi, 1966; as cited in Walsh, Bhatt, Bartunek, 2009). Tacit knowledge, also known as embedded and sticky knowledge, is subjective and experience based knowledge, which cannot be expressed in works, sentences, number or formulas, etc. (Polanyi, 1966; as cited in Walsh, Bhatt, Bartunek, 2009). This also includes cognitive skills such as beliefs, images, intuition, and mental models as well as technical skills such as craft and knowhow (Polanyi, 1966; as cited in Walsh, Bhatt, Bartunek, 2009). Tacit knowledge is deeply embedded in an individuals actions and experience as well as in his/her ideals, values, or emotions (Nonaka Konno, 1998). On the other hand, explicit knowledge or sometimes called leaky knowledge, is objective and rational, whi ch can be documented and can be distributed to others which includes guidelines, procedures, white papers, reports, strategies and others (Nonaka Konno, 1998; Kakabadse, Kouzmin, Kakabadse, 2001). Although both types of knowledge have distinguishing features between them, they actually complement each other so far as knowledge creation and conversion in organizations is concerned. Explicit knowledge without the tacit insight quickly loses its meaning (Nonaka, Toyama Konno, 2000). However, according to Nahapiet Ghoshal (1998), tacitness may be considered as a variable, with a degree of tacitness being a function of extent to which the knowledge is or can be codified or abstracted. Knowledge may dynamically shift between tacit and explicit over time (Nonaka, Toyama Konno, 2000), but some knowledge will always remain tacit (Nahapiet Ghoshal, 1998). Knowledge is created through a process in which various contradictions are synthesized through dynamic interactions among individu als, the organization, and the environment (Nonaka, Toyama, Konno, 2000; Nonaka Toyama, 2003). Besides, the process of knowledge creation is through a spiral that integrates seemingly two opposing concepts such as tacit and explicit, chaos and order, micro individual) and macro (environment), self and other, mind and body, part and whole, deduction and induction, creativity and control, top-down and bottom-up, bureaucracy and task force, and so forth (Takeuchi Nonaka. 2004) Figure 1: Knowledge created through a spiral Source: Nonaka, Toyama, Konno (2000) Nonaka and Takeuchi (1995) have identified four distinct processes socialization, externalization, combination and internalization (SECI) by which new knowledge is created through conversion between tacit and explicit knowledge. Nonaka, Toyama, Konno (2000) have further extended the SECI process and proposed a more detailed framework consisting of two more elements, which explains how organizations create knowledge d ynamically. These two elements are ba, the shared context for knowledge creation; and knowledge assets the inputs, outputs, and moderator of the knowledge-creating process (Nonaka, Toyama, Konno, 2000). The SECI process: four modes of knowledge conversion According to Nonaka and Takeuchi (1995), an organization creates knowledge through the interactions between explicit knowledge and tacit knowledge, and the interaction between the two types of knowledge is known as `knowledge conversion. The basic concept underlying the SECI process is that the knowledge is first created with in the individuals, which is then transmitted to other organization. The approach underlying Nonaka and Takeuchi (1995) model is that knowledge conversion is a social interaction between individuals and not confined within an individual. Figure 2 provides a conceptual diagram of the four modes of knowledge conversion. Figure 2: Conceptual diagram of the SECI process Source: Adapted from Nonaka Takeuchi (1995) Socialization is a process where individuals share experiences with each other, which also includes creation and sharing of mental models, world views, and mutual trust (Nonaka and Takeuchi, 1995; Nonaka Konno, 1998). Socialization also occurs beyond organizational boundaries. Firms often acquire and take advantage of the tacit knowledge embedded in customers or suppliers by interacting with them (Bojnord Afrazeh, 2006). Externalization characterizes the conversion of tacitly held knowledge, such as specialized knowledge held by customers or specialists, into an explicit, readily understandable form (Nonaka Konno, 1998; Nonaka, Toyama, Konno, 2000). The conversion of tacit knowledge into explicit knowledge helps it to be crystallized and being shared by others, which becomes basis for creation of new knowledge (Nonaka, Toyama, Konno, 2000; Byosiere Luethge, 2004). The successful conversion of tacit knowledge into explicit knowledge depends on the sequential use of metaphor, analogy, and model (Nonaka, Toyama, Konno, 2000). The above two modes, which use tacit knowledge as an input, represent exploration processes (Popadiuk Choo, 2006). The other two modes of knowledge creation, which employ explicit knowledge as an input, represent exploitation processes (Popadiuk Choo, 2006). Combination is the next stage where existing explicit knowledge is articulated, shared, and reconfigured into more complex and systematic sets of explicit knowledge (Nonaka and Takeuchi, 1995; Nonaka Konno, 1998; Nonaka, Toyama, Konno, 2000; McIntyre, Gauvin, Waruszynski, 2003). This process is facilitated by large-scale databases and computerized communication networks (Nonaka, Toyama, Konno, 2000). Finally, the internalization mode is the process where explicit knowledge is embodied and internalized through knowledge interpretation and is converted into tacit knowledge (Nonaka, Toyama, Konno, 2000; Byosiere Luethge, 2004). When knowledge is internalized to become part of individuals tacit knowledge bases in the form of shared mental models or technical know-how, it becomes a valuable asset ((Nonaka, Toyama, Konno, 2000). This tacit knowledge accumulated at the individual level can then set off a new spiral of knowledge creation when it is shared with others through socialization (Nonaka, Toyama, Konno, 2000). Instead of progressing in sequential stages, these four modes represent essential components of an optimal spiral of knowledge creation, which amplifies knowledge created by individuals and crystallizes it as a part of the knowledge network of the organization (Nonaka, 1994). Ba: shared context in motion for knowledge creation Contrary to the Cartesian view of knowledge, which emphasizes the absolute and context-free nature of knowledge, Nonaka (1994) and Nonaka, Toyama, Konno (2000) assert that the knowledge-creation is basically a rational process, which requires ba  [1]  or shared context. Ba is the key in knowledge creation, generation and regeneration as it provides the energy, quality, and place to perform the individual conversions and to move along the knowledge spiral (Nonaka Konno, 1998). Ba, however, does not essentially mean a physical space; it, in fact, means a specific time and space (Nonaka, Toyama, Konno, 2000). The key idea in understanding ba is interaction among those who share the context, and such interactions consequently results in knowledge creation (Nonaka, Toyama, Konno, 2000). There are two dimensions of interactions: one dimension characterizes whether the interaction takes place individually or collectively, and the other dimension characterizes whether the intera ction takes place through face-to-face contact or virtual media such as books, manuals, e-mails, etc. (Nonaka, Toyama, Konno, 2000). Ba is classified into four types on the basis of the dimensions of interactions: (i) originating ba, (ii) dialoguing ba, (iii) systemizing ba, and (iv) exercising ba (Nonaka, Toyama, Konno, 2000). While the relationships between each single ba and conversion mode is not exclusive, each ba offers a context for a specific step in the knowledge-creation process. Originating ba is a place, which primarily offers a context for socialization where individuals interact face-to-face and share their experiences, feelings, emotions and mental models, which are important elements in sharing tacit knowledge (Nonaka Konno, 1998; Nonaka, Toyama, Konno, 2000). Originating ba is the place where care, love, trust, and commitment emerge, which forms the basis for knowledge conversion among individuals (Nonaka Konno, 1998). Dialoguing ba is place where collective and face-to-face interactions take place during which individuals mental models and skills are shared, and converted into common terms, and expressed as concepts (Nonaka Konno, 1998). Thus, dialoguing ba primarily offers a context for externalization (Nonaka Konno, 1998; Nonaka, Toyama, Konno, 2000). Systemizing ba is a place which mainly offers a context for combination where existing explicit knowledge can be relatively easily transmitted to a large number of people in formal form such as through on-line or network modes of communication, groupware, documentation and databanks, which actually offers a virtual collaborative environment for the creation of systemizing ba (Nonaka Konno, 1998; Nonaka, Toyama, Konno, 2000). Exercising ba is a place where individual and virtual interactions takes place which facilitates individuals embodying explicit knowledge that is communicated through virtual media, such as written manuals or simulation programs (Nonaka Konno, 1998). Thus, ex ercising ba primarily offers a context for internalization (Nonaka Konno, 1998; Nonaka, Toyama, Konno, 2000). The SECI process of knowledge creation and conversion and the characteristic of ba can be mapped together (Figure 3). Figure 3: The SECI process of knowledge creation conversion and types of interaction of ba Source: Adapted from Nonaka, Toyama, Konno (2000) Knowledge assets According to Nonaka, Toyama, Konno (2000), knowledge assets, which are the inputs, outputs, and moderating factors of the knowledge-creating process, are extremely critical to the knowledge-creating processes. For example, trust among organizational members is created as an output of the knowledge creating process, and at the same time it moderates how ba functions as a platform for the knowledge-creating process. For proper understanding of how knowledge assets are created, acquired, and exploited, Nonaka, Toyama, Konno (2000) have categorized knowledge assets into four types: (i) experiential knowledge assets, (ii) conceptual knowledge assets, (iii) systematic knowledge assets, and (iv) routine knowledge assets. Experiential knowledge assets consist of the shared tacit knowledge, which is built through shared hands-on experience amongst the members of the organization, and between the members of the organization and other stakeholders (Nonaka, Toyama, Konno, 2000). Often be cause of tacit nature, the experiential knowledge assets are difficult to comprehend, evaluate or trade. In addition, if these assets are difficult to imitate, they are a source of sustainable competitive advantage to a firm (Nonaka, Toyama, Konno, 2000). Conceptual knowledge assets consist of explicit knowledge expressed through images, symbols and language (Magnier-Watanabe, 2009). They are the assets based on the perceptions held by members and other stakeholders of the organization, for e.g., brand equity is a notion perceived by customers, and designs are notions perceived by the members of the organization (Nonaka, Toyama, Konno, 2000). Since conceptual knowledge assets are tangible, they are easier to comprehend as compared to experiential knowledge assets (Nonaka, Toyama, Konno, 2000). Systemic knowledge assets consist of systematized and packaged explicit knowledge, such as explicitly stated technologies, product specifications, manuals, and documented and packaged infor mation about customers and suppliers (Magnier-Watanabe, 2009). Other examples of systemic knowledge are legally protected intellectual property rights such as patents, geographic indications, trademarks, etc. Since these assets are tangible, visible and easily comprehensible, they can be transferred relatively easily (Nonaka, Toyama, Konno, 2000). Routine knowledge assets consist of the tacit knowledge that is routinized and embedded in the actions and practices of the organization, for e.g., know-how, organizational culture, organizational routines for carrying out the day-to-day business of the organization, etc. (Nonaka, Toyama, Konno, 2000). Through continuous exercises, certain patterns of thinking and action are reinforced and shared amongst organizational members (Nonaka, Toyama, Konno, 2000). These four types of knowledge assets form the basis of the knowledge-creating process, and since knowledge assets are dynamic, new knowledge assets can be created from existing knowl edge assets (Nonaka, Toyama, Konno, 2000). The four categories of knowledge assets correspond with the four modes of SECI knowledge creation and conversion processes (Figure 4). Figure 4: SECI knowledge conversion process and knowledge assets Understanding Organizational Culture: Competing Values Framework In the past few decades, the concept of organizational culture has gained wide acceptance as a way to understand human systems and it has been studied from a variety of perspectives ranging from disciplines such as anthropology and sociology, to the applied disciplines of organizational behavior, management science and organizational commitment (Naicker, 2008). The contemporary definition of organizational culture includes what is valued, the dominant leadership style, the language and symbols, the procedures and routines, and the definitions of success that characterizes an organization (Schein, 1992; Cameron Quinn, 1999; as cited in Berrio, 2003). Organizational Culture represents the values, underlying assumptions, expectations, collective memories, and definitions present in an organization (Schein, 1992; Cameron Quinn, 1999; as cited in Berrio, 2003). Several scholars have developed integrative frameworks of organizational culture (Allaire Firsirotu, 1984; Schein, 1985, 1992; Ott, 1989; Martin , 1992; as cited in Zhou-Sivunen, 2005; Hatch, 1993), but there is hardly any consensus with regard to a general theory of organizational culture (Zhou-Sivunen, 2005). I have, however, used the Competing Values Framework (CVF) in this paper to develop an integrative framework as it is one of the most significant and extensively used models for constructing the profile of an organizations culture (Cameron and Quinn, 1999). The Competing Values Framework was initially based on research to identify indicators of organizational effectiveness  [2]  (Quinn Rohrbaugh, 1983). The basic framework consists of two dimensions: one dimen ­sion differentiates an emphasis on flexibility, discretion, and dynamism from an emphasis on stability, order, and control; and the other dimension differentiates an internal orientation with a focus on integration, collabo ­ration, and unity from an external orientation with a focus on differentiation, competition, and rivalry (Cameron Quinn 1999). While one continuum ranges from versatility and pliability on one end to steadiness and durability on the other end, the other continuum ranges from cohesion and consonance on the one end to separation and independence on the other (Cameron, n.a.). Quinn and Rohrbaugh (1983) pointed out that these two sets of competing values are recognized dilemmas in the organizational literature. The two dimensions of the Competing Values Framework form four quadrants, each one representing a distinct set of organi ­zational and individual factors which guide organizational tasks of environmental management and internal integration (Cameron Quinn 1999). It is noteworthy that these four models represent opposite or competing assumptions (Cameron Quinn 1999). Each dimension highlights a core value that is opposite from the value on the other end of the continuum, i.e., flexibility versus stability, internal focus versus external focus. The dimensions, therefore, produce quadrants that are also contradictory or competing on the diagonal. Quinn and Rohrbaugh (1983) named the four quadrants as four models: human relations model (upper left quadrant), open system model (upper right quadrant), rational goal model (lower right quadrant), and internal process model (lower left quadrant). The four effectiveness criteria models in the Competing Values Framework are also called four organizational culture types (Cameron Quinn 2006; as cited in Yu Wu, 2009). Based on former organizational culture studies in the literature, these four culture types were termed as Clan, Adhocracy, Market, and Hierarchy, respectively (Cameron Quinn 2006; as cited in Yu Wu, 2009). The characteristics and implications of each culture type are summarized as below. The clan culture (upper left quadrant), referred to as the human relation perspective, is characterized by values that highlight internal, organic focus and flexibility (Cameron, Quinn, DeGaf f, Thakor, n.a.). The emphasis is on information sharing, teamwork, collaboration, talent management, empowerment, interpersonal relationships, and participative decision-making (Cameron, n.a.). Members are part of a common social system or clan and are bonded together through the development of a sense of affiliation and belonging (Cameron Quinn, 1999; Cameron, Quinn, DeGaff, Thakor, n.a.). According to Wilkins Ouchi (1983), the growth of clan culture is encouraged by conditions such as a relatively long history and stable membership, absence of institutional alternatives, frequent interactions among members, etc. The adhocracy culture (upper right quadrant), referred to as the open systems perspective, is characterized by values that highlight external, organic focus and flexibility (Cameron, Quinn, DeGaff, Thakor, n.a.). The emphasis is on innovation, creativity, articulating future vision, adaptation, transformation change, growth, entrepreneurship, external support, and resource acquisition (Cameron, n.a.). Members are part of adjusting adhocracies and are bonded together through being motivated, enthused and challenged (Cameron Quinn, 1999; Cameron, Quinn, DeGaff, Thakor, n.a.). The adhocracy culture is like a temporary institution, which is dissolved or which ceases to exist whenever the organizational tasks are ended, and reemerges quickly whenever new tasks arise (Yu Wu, 2009). The adhocracy culture is frequently found in such industries as filming, consulting, space flight, and software development, etc. (Yu Wu, 2009). The market culture (lower right quadrant), denoted as the rational goal perspective, is characterized by values that highlight predictability, external focus, and control (Cameron, Quinn, DeGaff, Thakor, n.a.). The emphasis is on competitiveness, fast response, decisiveness, productivity, goal clarity, driving through barriers, efficiency, and goal achievement (Cameron, n.a.). Members are part of market type organizatio ns and are united together through goal orientation and competition (Cameron Quinn, 1999; Cameron, Quinn, DeGaff, Thakor, n.a.). Instead of focusing on the internal management, the emphasis of market culture is on the businesses/dealings/communications with the environment outside the organization instead of on the internal management (Ouchi, 1979; 1984; Yu Wu, 2009). The organizational goal is to earn profits through market competition (Ouchi, 1979; 1984). The hierarchy culture (lower left quadrant), referred to as the internal process perspective or hierarchy culture, is characterized by values that highlight predictability, control, and internal focus (Cameron, Quinn, DeGaff, Thakor, n.a.). The focus is on routine and predictable work processes, structuring, documentation, assessment and measurement, centralization, controlling processes, stability, efficiency improvement, and continuity (Cameron, n.a.). In organizations typified by hierarchical culture, members are united together through internal controls mechanisms such as rules, guidelines, policies, and procedures (Cameron Quinn, 1999; Cameron, Quinn, DeGaff, Thakor, n.a.). These organizations have clear organizational structure, standardized rules and procedures, strict control, and well defined responsibilities (Weber, 1947; as cited in Yu Wu, 2009). In the real world, organizations are rarely typified by a single culture type; an effective organization may need to perform well on all four sets of criteria, and the organizations having all the four quadrants adequately represented are considered to be balanced and perform well (Yu Wu, 2009). Leaders in such organizations are able to balance inconsistent and competing demands, suggesting that high performance requires concurrent mastery of seemingly contradictory or paradoxical abilities (Yu Wu, 2009). In contrast, cultures considered imbalanced tend to underline values linked with rational goals (market) and internal process (hierarchy ) cultures at the expense of values that characterize other cultures, thereby resulting in comparatively poor organizational performance (Denison Spreitzer, 1991; Yeung, Brockbank, Ulrich, 1991). Though organizations have propensity to develop an overriding organizational culture over time as the organization adapts and responds to the challenges and changes in the environment (Cameron Quinn, 1999), at any given time there are likely to be tradeoffs between the criteria (Yu Wu, 2009). Quinn Cameron (1983) suggested that organizations are often confronted with contradictory functional requirements that are linked with the formation of mutually antagonistic arrangement that function to meet these requirements. Furthering this contention, they also suggested that at certain thresholds, these conflicts might become particularly overstated; often resulting in major reconfigurations of the coalitional structure (Quinn Cameron, 1983). Nevertheless, ignoring the criteria in any of the models would tantamount to have an incomplete view of organizational performance (Quinn and Rohrbaugh, 1983). Though the Competing Values Framework provides a comprehensive model for organizational culture analysis, of late some researchers are of the view that the two dimensions do not encompass all the possible dimensions of organizational culture, for example, one important dimension critical for sharing created and converted knowledge and knowledge management in organizations is an ethical and trusting culture (Brown Woodland, 1999; Rastogi, 2000; Curry Stancich, 2000). Sincerity and honesty and a an extremely high degree of mutual trust culture are basic cultural values for knowledge management in any organization (McDermott ODell, 2001). Since sharing of knowledge is an unnatural act, in an absence of climate of munificence and mutual trust among the members of the organization, knowledge sharing will be diminished (Brown Woodland, 1999; Rastogi 2000; Curry Stancich, 2000). The members of organization avoid sharing of knowledge or sharing of expertise for fear of becoming redundant (McDermott ODell, 2001). Members of an organization, who have the fear of unjust or disrespectful treatment, or who do not have other means of power and authority, often use knowledge as a control and defense mechanism to maintain their relevance and importance in the organization (Brown Woodland, 1999). Thus, a climate of mutual trust, compassion and concern for others in an organization is essential prerequisite for sharing of knowledge (VonKrogh, 1998; Nonaka Konno, 1998; Brown Woodland, 1999; Rastogi, 2000). Though the Competing Values Framework very effectively captures internal versus external focus or flexibility versus order, none of its four quadrants specifically address and capture the important values of ethics and trust. I, therefore, assert that so far as knowledge creation and conversion is concerned through sharing mechanism, regardless of the i nternal/external focus or flexibility/order values, ethical and trusting culture is a predominant concern for all members of an organization. Therefore, in addition to the dimensions of the Competing Values Framework, i.e. internal versus external focus or flexibility versus order, I have used the dimension of ethics and trust in this paper as this study would be inconsistent without the third dimension highlighting the significance of the culture for ethics and trust for knowledge creation and conversion in organizations. The conceptual illustration of the modified Competing Values Framework with the dimension of ethics and trust is illustrated in Figure 5. Figure 5: Modified Competing Values Framework with Ethical Culture dimension Source: Adapted from Quinn Rohrbaugh (1983) and Ruppel Harrington (2001) Integrating Knowledge Creation and Conversion Framework with the Modified Competing Values Framework According to (Davenport Prusak, 1997; as cited in Holowetzki, 2002), environment plays a critical role in the creation, conversion and transfer of knowledge in organisations as it facilitates communication, examination and experimentation. As discussed earlier, the context or ba in which knowledge is shared generated/created, and utilized provides the energy, quality and place to perform the individual conversions and to move along the knowledge spiral (Nonaka, Toyama Konno, 2000). The integration of Nonaka, Toyama Konnos (2000) Knowledge Creation and Conversion Framework with the modified Quinn Rohrbaughs (1983) Competing Values Framework gives an opportunity to expound the effect of organizational culture in the knowledge creation and conversion process. It is important to appreciate that several conceptual similarities underpin the two frameworks: both present analytical models, which endeavor to explain organizational effectiveness. While the Competing Values Framework a ttempts to explain organizational effectiveness in terms of the deep structure of organizational culture (Quinn Rohrbaugh, 1983), the Knowledge Creation and Conversion Framework endeavours to explain that the creation, conversion and transfer of knowledge is fundamental to organizational effectiveness (Nonaka, Toyama Konno, 2000). Additionally, both the frameworks endeavour to capture the dynamic processes linked with internal operations and the organizational interactions with the external environment. Besides, both the frameworks also recognize that for effective organizational performance, members of the organization are required to balance conflicting and competing demands. For instance, the Competing Values Framework proposes that high performance requires concurrent adeptness of seemingly opposing or inconsistent capabilities (Yu Wu, 2009). Similarly, the Knowledge Creation and Conversion Framework suggests that knowledge is created in a spiral that integrates seemingly opp osing concepts such as order and chaos, micro and macro, part and whole, mind and body, tacit and explicit, etc. (Nonaka, Toyama, Konno, 2000). The Competing Values Framework also entails that improvement and development of capabilities to successfully fulfill the competing roles required in all the four quadrants is a must for an effective managerial leadership (Denison Spreitzer, 1991). Similarly, though the Knowledge Creation and Conversion Framework suggests a sub-sequential process of knowledge conversion, all four modes envisioned in the framework are envisaged to function concurrently in a spiral of knowledge conversion (Nonaka, Toyama Konno, 2000; Byosiere Luethge, 2004). The fundamental hypothesis which underlines both the frameworks is the significance of human relations and socialization processes for knowledge sharing. The Competitive Values Framework lays emphasis on the significance of managerial leadership behaviours, which develops sense of affiliation and tru st and belongingness in a common social system or clan culture to facilitate information sharing (Cameron Quinn, 1999). Similarly, socialization processes in the Knowledge Creation and Conversion Framework (Nonaka, Toyama Konno, 2000) are essential for tacit knowledge accumulation. Thus, both frameworks acknowledge that even in organizations with well-developed knowledge management systems, people need collaborations with others to provide answers to problems. The Competitive Values Framework and the Knowledge Creation and Conversion Framework both recognize that such informal interactions among individuals facilitate shared experiences to influence organizational effectiveness and knowledge generation, conversion and transfer. The open systems perspective in the Competing Values Framework, characterized by flexibility, innovation, transformation change, growth and creativity, and based on the improvement of external relationships, is similar to the externalization processes co ncerning the conversion of tacit to explicit knowledge in the Knowledge Creation and Conversion Framework. Takeuchi Nonaka (2004) suggest that externalization occurs when individuals use discursive consciousness and try to rationalize and articulate the world that surrounds them. The tacit knowledge produced by the externalization processes should be concretized and shared with others to create new explicit knowledge (Byosiere Luethge, 2004). In this case also, equivalent concepts are apparent as proposed in the open systems culture and the externalization processes which acknowledge the importance of providing opportunities for innovative manifestation by individuals. The market culture perspective in the Competing Values Framework is based on rational goals which lay emphasis on competitiveness, fast response, decisiveness, productivity, goal clarity, efficiency, and accomplishment. The clarity in the direction enables the individuals in the organization to easily comprehend about how their hard work have as significant impact on the organizational effectiveness and performance. In the same way, in the combination mode of Knowledge Creation and Conversion Framework, rationalism is referred to as an effective method to combine, edit, and break down explicit knowledge to operationalize corporate knowledge (Nonaka Toyama, 2003). Thus, the market culture in the Competing Values Framework and the combination mode in the knowledge creation and conversion framework are conceptually consistent as far as appreciation of the significance of acquiring, operationalizing, synthesizing, and disseminating knowledge through the conversion of explicit to explicit knowledge is concerned. The hierarchy culture perspective in the Competing Values Framework focuses on the internal processes of an organization and lays emphasis on assessment and measurement, documentation, controlling processes, stability, routinization, structuring, centralization, efficiency improvemen t, continuity, and control (Cameron, n.a.). The hierarchy culture perspective lays emphasis on development of work routines and practices because it facilitates individuals to modify knowledge to solve practical problems. The focus on the internal processes and emphasis on routine, rules and regulations are similar to the internalization mode in the Knowledge Creation and Conversion Framework where knowledge is applied in practical situations and becomes the foundation for new routines (Nonaka Toyama, 2003). The process involves the conversion of explicit into implicit knowledge through information management, assessment and measurement, documentation, controlling processes, stability, routinization, structuring, centralization, efficiency improvement, continuity, and control (Nonaka, Toyama Konno, 2000). Therefore, the internal process perspective in the Competing Values Framework and the process of internalization in the Knowledge Creation and Conversion Framework has significan t theoretical similarities, which acknowledges the significant of knowledge homogeny. In addition to mapping various dimensions of the Competing Values Framework with the corresponding modes of the Knowledge Creation and Conversion Framework, the ethical and trusting culture has an overarching concern for all members of the organization. Hence, the ethical culture dimension is common to all, regardless of the internal/external focus or flexibility/order values or the modes of the knowledge creation and conversion process. Unless the environment of mutual trust, compassion and concern for others persists in an organization, creation, conversion and sharing of knowledge will not take place in the organization. These assertions are consistent with findings of the earlier studies (Orlikowski, 1993; Inkpen, 1996; Tsai Ghoshal, 1998). Thus, organizations that encourage compassionate and trusting climate are more likely to create, convert, share and manage knowledge successfully. Figur e 6 presents an illustrative representation of the integration of the two frameworks: The Organizational Knowledge Management Framework. Figure 6: The Organizational Knowledge Management Framework Source: Adapted from Gray, J. H. Densten, I. L. (2005) Theoretical and Managerial Implications Exploring and understanding the relationships between characteristics of organizational culture and knowledge management in an organization has numerous theoretical as well as managerial implications. Integrating the modified Competing Values Framework with the Nonaka and Takeuchis (1995) Knowledge Creation and Conversion Framework may improve our understanding of the social processes, which determine organizational effectiveness. The integration of the two models complement each other: while the Knowledge Creation and Conversion Framework offers a theoretical framework for knowledge management in organization and proposes that the processes take place concurrently within an organization, the modified Competing Values Framework underlines the significance of managing with intricate and competing demands. The integration of both the models may help members of the organizations to understand the intricacy of knowledge management systems where numerous functions are being undertaken a t the same time. Building on the Nonaka and Takeuchis (1995) Knowledge Creation and Conversion Framework and supplementing it with the modified Competing Values Framework having a fifth ethical value dimension could improve our comprehension and appreciation of managerial leadership behaviour that enables knowledge management. Denison, Hooijberg, Quinn (1995) suggest that less effective managers, who focus more on roles linked with rational goals and internal process cultures and overlook roles linked with human relations, may cause adverse consequences for knowledge management resulting in poor organizational performance. (Nonaka Takeuchi (1995) also contend that less effective managers would be constrained to use a narrow range of knowledge creation and transfer modes and that their lack of focus on roles related with human relations and open systems may be linked with poor socialization and codification or externalization of knowledge as conceptualized by Knowledge Creation and Conversion Framework which would ultimately result into poor conversion of tacit knowledge to explicit knowledge. Buttressing this assertion further (Boal Whitehead, 1992; as cited in Tuttle, 1997) contend that managers who perform only a few roles would likely to fail, except in extremely stable and secured environment. Thus, ineffective managerial leadership and the related restraining knowledge management processes are the reasons for which some organizations may find difficult and struggle to survive in unstable and turbulent environments. Expounding the managerial leadership roles which helps in the growth of a knowledge-generating/creating and sharing culture could have significant connotations for organizational change and development. Leaders face enormous challenges as the harbingers of change in bringing about organizational development. This process has been portrayed as endeavouring to move deep-rooted bureaucracies and control systems in the direction of human r elations and task achievement in order to adjust to the environment (Denison Spreitzer 1991). The development of the integrative framework by combining the modified Competing Values Framework and the Knowledge Creation and Conversion framework would help in identification of suitable managerial leadership roles. The integrative framework underpins the criticality of the ethical values prevalent in the organization, and suggests that the organizational leaders should strive to develop an environment of openness, honesty, mutual trust, compassion and fairness in the organization to facilitate sharing of knowledge among the members of the organization. The proposed Organizational Knowledge Management Framework should be used as a foundation for managerial leadership development, which would help leaders to intentionally and purposefully select behaviours to optimize knowledge creation, conversion and transfer, which underline the most critical aspect for successful organizational c hange. Additionally, the proposed framework could aid in the analysis of insufficient knowledge management processes, for e.g., where a culture of knowledge hoarding  [3]  creates hindrances in knowledge sharing (Hurley Green, 2005; Ardichvili, et. al., 2006). Such a situation is not uncommon in an extremely competitive organization, which aggressively focus on a market culture (Hurley Green, 2005). Conclusion The Competing Values Framework originally emerged from empirical research to explain the intricate and paradoxical nature of organizational effectiveness. The Nonaka and Takeuchis Knowledge Creation and Conversion Framework endeavoured to elucidate knowledge creation and conversion in organizations. Integrating the two frameworks the Competing Values Framework with an additional dimension of ethical culture and the Knowledge Creation and Conversion Framework can provide the means to comprehend how organizational culture impels or improves the expansion of organizational knowledge. The limitation of this paper is that while developing this integrative framework, it has ignored the shortcomings in Nonaka and Takeuchis Knowledge Creation and Conversion Framework, which recognizes that the capacity for corporate action depends on ideas and beliefs as much as on scientific knowledge, but its subjectivism tends towards a dangerous relativism because it makes justification a matter o f managerial authority, and neglects to consider how scientific criteria relate to corporate knowledge (Essers Schreinemakers, 1997). Besides, Knowledge Creation and Conversion Framework also fails to recognize that the commitment of different groups to their ideas and the resulting need to resolve this conflict by managerial authority cannot augur good for ingenuity and innovation (Essers Schreinemakers, 1997). Moreover, the Knowledge Creation and Conversion Framework also neither explains how new ideas are produced nor explains how depth of understanding (necessary for expertise) develops (Bereiter, 2002; as cited in Gourlay, 2006). In view of the above limitations, further theoretical conceptualization is required not only to elucidate the processes by which tacit knowledge becomes explicit but also to provide explanation for the shortcomings in the Knowledge Creation and Conversion Framework. More importantly, such conceptualization could provide the foundation for the iden tification of the conceptual, interpersonal, and technical skills that managers and leaders require facilitating knowledge management. Nevertheless, the proposed integrative framework provides an elegant conceptual model with an integrated set of techniques and tools to understand the linkages between organizational culture and knowledge management in an organization. I, however, do not claim universal applicability or generalizability of the proposed integrative framework; it only suggests a possible diagnostic or normative prescription. The proposed integrative framework may be used to do conduct further empirical studies whose results will provide clearer evidence with regard to the nature of normative statement implied by the proposed integrative framework. In conclusion, by suggesting the integration of organizational culture and knowledge management theory, I expect to develop organizational interventions facilitating improved knowledge management, to promote development of theory, and to encourage further empirical research into these very important facets of organizational behaviour.

Student Learning Outcomes Business Law - 1535 Words

Derek Sowers Business 2 40307 Fall 2014 College of Alameda 11/30/2014 Student Learning Outcomes: Business Law The American law system is loosely based on a system of principles of right and wrong. U.S. case decisions are combined with the common law system to form what we know as law. The common law and statutes can be applied directly to businesses and business transactions. Although civil law codes can be found throughout the individual states law codes; the predominate system of codes is the common law system. The essence of law is a body of rules and traditions that govern the conduct of businesses and business transactions. United States law has its roots in the British system of common law. British common law was derived from the writs issued by English royalty each writ specifically tailored to a specific infraction. Sir William Blackstone is credited with defining the British common law as a large set of cases. The United States has combined the principles of the common law British system with statutes issued by various courts to establish a se t of rules known in America as The Law. While common law does rely on some statutes, it is predominately based on precedent. Precedents are judicial decisions that were made prior to the current case and are referenced in current cases to determine guilt or innocence and meter out the punishment. Precedents reflect society’s perception of certain activities and apply a moral code to those activities, such as stealing orShow MoreRelatedDevry University s Strategy And Culture1011 Words   |  5 Pageseducation by preparing students to be innovative, keep up with the needs of the market, and to be a part of making a difference in the world. There are roughly 10,062 DeVry University employees ranging from Instructors, Professors, Student Finance Advisors, Admissions Advisors, Career Service Advisors, Registrars, Deans, Campus Presidents and many other positions to assist in the overall operations of the Institution. â€Å"The mission of DeVry University is to foster student lea rning through high-qualityRead MoreEssay about Traditional Learning Content1378 Words   |  6 Pagesadult to empower learning. An adult’s social role is related to the readiness of the adult to learn. Adults are more problem centered as they mature. Motivations for adults are internal rather than external and adults need to know why they need to learn (Merriam et al., 2007, p. 84). It is important for adults to learn and teachers to aid in the success of each student, so the adult learner can feel accepted, respected and supported. The learning bond between the teacher and student evolve at thisRead MoreThe Community Of Inquiry Framework804 Words   |  4 Pagesfacilitate meaningful online learning through three interdependent elements: Teaching presence, social presence and cognitive presence (Garrison, Anderson, Archer, 2001). Teaching presence in the community of inquiry would appear to be a core to establishing and maintaining social and cognitive presences (Garri son, Cleveland-Innes, Fung, 2010). And teaching presence through the design, facilitation and direct instruction categories are crucial for deep and meaningful learning and as such it plays aRead MoreGraduation Speech : Alma College999 Words   |  4 Pagesthey welcome students of all religious backgrounds. Alma College offers students their unique four-year graduation promise, which is called the Alma Commitment, which pledges that students who meet their program’s requirements and cannot graduate in eight terms will not have to pay for their ninth term. The college also pledges that all students will have opportunities to participate in special programs, like internships, study abroad semesters and research fellowships. Each student that is acceptedRead MoreErp Training With A Web Based Electronic Learning System : The Flow Theory Perspective1480 Words   |  6 PagesIntroduction This case study report evaluates the chosen article titled, â€Å"ERP training with a web-based electronic learning system: The flow theory perspective† by Duke Hyun Choi, Jeoungkun Kim, and Soung Hie Kim; published in International Journal of Human-Computer Studies. I selected this article for critical review seeing that modern technology contributes to a favorable outcome of a business. Having a background of information technology, I have gained interest on the importance and success of end-userRead MoreIncommendations1292 Words   |  6 Pagesthat providing funds for impressive business plan from young entrepreneurs. This program should provide sufficient funds require for young entrepreneurs to start business, without requiring them to provide guarantee. The most common obstacle faced by the young entrepreneurs is limited offer from government or informal institutions that help providing finance, which often requires complex procedure. For young entrepreneurs, it will be very hard to grow their business when they only rely on their personalRead MoreConsequentialism, Non- Consequentialism, Virtue Ethics and Care Ethics1742 Words   |  7 PagesUtilitarianism. Egoism Egoism considers the best outcome for the decision maker. From an egoist perspective the most favourable outcome for the teacher to do is minimise the stress and conflict of possible outcomes in his/her life. It is therefore in the teachers’ best interest to not upset the principle, to align a similar view to her and not accept the offer of further promotion of funding. Altruism Altruism perspective looks at the outcomes best for everyone excluding the decision makerRead MoreThe Perkins Act1710 Words   |  7 Pageswhat people might think, our education deserved some major changes in the ways technical education was being taught. By reading the historical and present legislation of technical education prior 1960, we end up discovering the articulation and the learning about federal technical legislation. Furthermore, it is essential to learn how this changing legislation, based on social and economic needs of the country, helped influence and shape technical education. In fact, in response to their responsibilityRead MoreSpecial Education Policy. Morgan Gill. Grand Canyon University.1284 Words   |  6 Pagesa student’s educational success. All having positive and negative outcomes, some of these changes impacting education include the National Institute of Child and Human Development, Education for All Handicapped Children Act, No Child Left Behi nd Act, and Individuals with Disabilities Act. The reforms listed above will be discussed individually and reflect on the positive and negative outcomes of the educational system and students’ it services. Implications to continue improvement of reform in theRead MoreA Short Note On External Mentorship For Employers1451 Words   |  6 PagesThree or more years of professional experience in the related field of student study or industry that aligns with program learning outcomes ïÆ'Ëœ Expertise in any of the following areas: o Leadership o Communication Skills o Strategic Decision Making o Organization Skills o Resource Management How to Apply Complete the _______________________ form and send to: Marci Trevino, M.A. Internship and Mentorship Program Chair Business Development and Industry Relations Manager Fremont College 3440 Wilshire

Chinua Achebe s Things Fall Apart Essay - 1213 Words

Chinua Achebe is a Nigerian writer, poet, professor and critic born in Ogidi, Anambra a Igbo village in Nigeria. Achebe is the first author that illustrates the European colonization from the viewpoint of an African in his novel, Things fall Apart. The novels Achebe writes addresses the issues facing Nigeria in the 1890’s. The main issue in this novel is the clash between the traditions and culture of the native Umuofians and the forceful colonization of the missionaries. One of the main points in African Diaspora is to discuss the effects of European colonization around the world. Achebe’s work emblematizes the effects of European invasion in his community. The teachings of African Diaspora and the teachings in Achebe literary work coincide with one another. This novel is one of the most influential piece of literature for African Americans to learn about their history, Achebe uses characters, setting, writing style, and a dramatic plot to liberate minds from European claims of Africans uncivilization. Things fall apart is set in 19th century Nigeria and highlights pre and post colonial imperial era. The novel is first published to â€Å" present a complex, dynamic society to a western audience who perceived African society as primitive, simple and backward† (Achebe). The novel showcases the impact of European missionaries invasion of his igbo village along with the change that erupted within the society as a result of the invasion. The aim of this novel is to educateShow MoreRelatedChinua Achebe s Things Fall Apart1719 Words   |  7 PagesThings fall apart is a classic novel written around the turn of the century, the novel focuses on the protagonist who we can also call a hero, Okonkwo. Okonkwo is a wealthy and respected leader within the Igbo tribe of Umuofia in eastern Nigeria. Strong individual with a passionate belief in all the values and traditions of his people. Chinua Achebe presents Okonkwo as a particular kind of tragic pro tagonist, a great man who carries the fate of his people. Okonkwo is a man who is inflexible andRead MoreChinua Achebe s Things Fall Apart1033 Words   |  5 PagesIntroduction Chinua Achebe is a famous Nigerian novelist in worldwide. Things fall apart is Chinua Achebe’s first novel published in 1958, the year after Ghana became the first African nation to gain independence. And this novel is one of the first African novels to gain worldwide recognition. (Phil Mongredien, 2010) This novel presents people a story of an African Igbo tribal hero, Okonkwo, from his growth to death. The fate of Okonkwo also indicates the fate of Africa caused by the colonizationRead MoreChinua Achebe s Things Fall Apart883 Words   |  4 Pagesdehumanize the native population and convince themselves that they are helping. Chinua Achebe’s book Things Fall Apart attempts to correct these misguided views of African societies by portraying a more complex culture that values peace, and the art of conversation. Achebe also tries to portray the idea that not all European people they come in contact with are aggressive, and misconstrued in their view of the African societ ies. Achebe tries to show us the value of his society through repeated views into conversationsRead MoreChinua Achebe s Things Fall Apart1410 Words   |  6 PagesTeddy Manfre Ms. Blass ENG 209-001 April 24, 2017 Things Fall Apart In 1958, Chinua Achebe a famous Nigerian author publishes one of his most famous novels Things Fall Apart. The novel takes place in a Nigerian village called Umuofia. During the time that this novel is published Nigeria is being criticized by the Europeans for being uncivilized. In response, Achebe uses his brilliance in this novel to express the valued history of his people to his audience. His focus in the novel is on the pre-colonizedRead MoreChinua Achebe s Things Fall Apart1015 Words   |  5 PagesIn his novel Things Fall Apart, author Chinua Achebe utilizes his distinctive writing style in order to accurately capture the culture and customs of the Igbo people despite writing his story in a foreign language. Five aspects of Achebe’s style that make his writing unique is the straightforward diction present in dialogue, the inclusion of native parables convey Igbo life authentically, the inclusion of native Igbo words and phrases, detailed descriptions of nature and the usage of figurative languageRead MoreChinua Achebe s Things Fall Apart1702 Words   |  7 PagesTitle: Things Fall Apart Biographical information about the author: Chinua Achebe was born in Nigeria in 1930. He had an early career as a radio host, and later became the Senior Research Fellow at the University of Nigeria. After moving to America, he became an English professor at the University of Massachusetts, Amherst. Achebe has won numerous awards for his poetry and fiction, including the Man Booker prize and Commonwealth Poetry Price. He currently teaches at Bard College. Author: Chinua AchebeRead MoreChinua Achebe s Things Fall Apart Essay1347 Words   |  6 PagesCulture is an Important Element of Society Chinua Achebe is the author of when Things Fall Apart while Joseph Conrad authored Heart of Darkness. Conrad and Achebe set their individual titles in Africa; Achebe is an African writer whereas Conrad is Polish-British. The authors draw strength from their backgrounds to validity the authenticity of their fictional novels. Conrad writes from his experiences in the British and French navies while Achebe uses his African heritage. The theme of culture isRead MoreChinua Achebe s Things Fall Apart1248 Words   |  5 PagesChris Lowndes Ms. Cook A.P.L.C. 21 October 2015 We Are Family: Hardships in One s Family in Things Fall Apart Specific attributes correlate with each other to help create or not create the ideal strong family. However, through those attributes arise conflicts and major disputes. This issue of trying to achieve and create a strong family is of immense importance in one’s life, especially in Chinua Achebe’s, Things Fall Apart, a milestone in African literature. For instance, the father leaves his legacyRead MoreChinua Achebe s Things Fall Apart Essay1682 Words   |  7 Pagescertain degree of the priest class, libation, holidays, creation stories, divine systems of punishments and rewards. In the novel, Things Fall Apart, written by Chinua Achebe, is a story of tragic fall of a protagonist and the Igbo culture. Achebe demonstrates different examples and situations of where an African culture, in the instances of tribal religions, did certain things because of their tradition is and the way they developed into. African cultures pondered life mysteries and articulated theirRead Mo reChinua Achebe s Things Fall Apart1314 Words   |  6 PagesChinua Achebe masterpiece â€Å"Things Fall Apart† (1959) is the classic story of Okonkwo, a young man who strives to be revered by his village and family but because of his own internal character flaws meets his own demise. In the Igbo culture, family traditions are an important narrative throughout the novel. Okonkwo, the protagonist character of this story, begins with many attributes of what would be concluded as a hero with his cultural society. He is hard working, a material provider, feared and

Religion and Love in Mexico Essay Example For Students

Religion and Love in Mexico Essay Marriage in Colonial Mexico: Patriarchy and EconomyIn To Love, Honor, and Obey in Colonial Mexico, Patricia Seed argues that the Bourbon Century drastically changed the view of marriage in New Spain. She suggests that the emphasis on virtue and free will in marriage gave way to a new quasi-bourgeois family unit based upon status and patriarchal control. While this is true for the elite of eighteenth century New Spain, this could not have spread to the urban or rural poor. They did not have an overwhelming emphasis on economic prosperity or status and did not have a necessity for strict patriarchal order.The Bourbon order prompted changes in family structure. From the outset, there was a stringent focus on patriarchy and male dominance. Marriage was a decision not left for the to-be-married to decide out of love and desire, but an issue with which the entire family, especially the father, was involved. Instead of marriage being simply an expression of the mutual feelings of man and woman, it was a system of social and economic status in which the honor of patriarchal lineage was at stake. Children and parents alike had distinct visions of social moralities, but those of the father prevailed. This was the change, as described in Seeds text, of the Bourbon century in New Spain. However, this change was not fully encompassing. The urban and rural poor would not be affected nearly as much by patriarchal domination or the evolving status of honor. As social hierarchy began basing itself more upon economic ideas, New Spains poor population became increasingly disenfranchised. Members of the upper class were responsible for the elevated value of status. It was the fathers of well-off families in New Spain that were encouraged to marry honorable spouses as to not bring dishonor to the family name. The daughter of an elite family would be prodded to marry and an elite man simply because of his honorable status, not his honorable sense of rectitude or moral consciousness. The church was once a sanctuary to marry those who felt bonded by an unworldly devotion, but now the church served as administrator for the will of elite patriarchs. The lower class, being void of elites, the high status of honor, and overbearing patriarchy was exempt from this defiling of sanctity. For the urban and rural poor there was no vested interest in retaining status. They were at the bottom of what had become the class system of eighteenth century colonial Mexico. It is because of this that marriages among the lower classes perhaps remained graceful and sacred. Not tainted with economic avarice, poor children were most likely free to marry not bound by their fathers ulterior agenda. On the other hand, there was still a system of patriarchy present within the lower tiers and it may have had some influence over marital decisions. That is, perhaps lower class fathers were more interested in the virtue of honor instead of the status. Perhaps the church was seen within poor circles as a holy venue for the uniting of devotion and not as means for elite domination. While Seed does not discuss it, maybe the Bourbon century reforms leading to the economic elitism and patriarchal oversight of marriage did not affect the poor sector in the least. Not only did they not subscribe the ideas of honor-as-a-status, but they barely thought about it. Bourbon rule did propagate a change in the ideas of love, honor, and marriage in colonial Mexican society. Patricia Seed argues this in her book and cites substantive examples within the elite families of Mexico City. What she does not examine is the role urban and rural poor played in this change. Given the motives for the elites transition of the church and of the sanctity of marriage economic status, it should be asserted that the lower classes were not treated similarly and did not view or interpret honor and religion in the same fashion. .u084efe22ff9394fc70953f9d29fd5e0f , .u084efe22ff9394fc70953f9d29fd5e0f .postImageUrl , .u084efe22ff9394fc70953f9d29fd5e0f .centered-text-area { min-height: 80px; position: relative; } .u084efe22ff9394fc70953f9d29fd5e0f , .u084efe22ff9394fc70953f9d29fd5e0f:hover , .u084efe22ff9394fc70953f9d29fd5e0f:visited , .u084efe22ff9394fc70953f9d29fd5e0f:active { border:0!important; } .u084efe22ff9394fc70953f9d29fd5e0f .clearfix:after { content: ""; display: table; clear: both; } .u084efe22ff9394fc70953f9d29fd5e0f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u084efe22ff9394fc70953f9d29fd5e0f:active , .u084efe22ff9394fc70953f9d29fd5e0f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u084efe22ff9394fc70953f9d29fd5e0f .centered-text-area { width: 100%; position: relative ; } .u084efe22ff9394fc70953f9d29fd5e0f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u084efe22ff9394fc70953f9d29fd5e0f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u084efe22ff9394fc70953f9d29fd5e0f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u084efe22ff9394fc70953f9d29fd5e0f:hover .ctaButton { background-color: #34495E!important; } .u084efe22ff9394fc70953f9d29fd5e0f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u084efe22ff9394fc70953f9d29fd5e0f .u084efe22ff9394fc70953f9d29fd5e0f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u084efe22ff9394fc70953f9d29fd5e0f:after { content: ""; display: block; clear: both; } READ: New Terror Essay Perhaps urban and rural poor still held honor as a virtue in high esteem and were not affected by the changing views of society. Perhaps there was a complete Urban Elite Bias.

Using Essay Examples For Your College Essay

Using Essay Examples For Your College EssayMany students want to know how to select essay examples, but are afraid to ask questions because they don't know what an example is. A sample essay is nothing more than a description of your argument in your own words. These can be hard to come by though, especially if you are writing for an essay test or for a reader who is not an expert on the topic.There are many sample essays online that have been created by other writers. By taking a little time to find these you will have all the evidence you need to compare and contrast your own writing. While these are not a requirement, they can give you a sense of the kinds of essays that are likely to be used in a final exam. You should always remember that the author of the paper is looking for a new and fresh perspective on a particular topic.Essay examples are usually short paragraphs that explain your idea in a few words. Some examples are useful enough to let you know that they would work for your own essay, while others may need a little more explanation. The good ones will be useful enough to give you an idea of what it would look like when you are writing an essay about the topic.It is very important to note that if you want to create a final product that will get you into a good college, then you should have a sample essay prepared as a guide. Having one sample ready for you to copy and use will make it much easier to find the information you need without feeling rushed. In addition, these can be helpful when you are doing research on a particular topic.If you are trying to find some samples on a more interesting topic, there are sites available that allow you to search for them by topic or by type of paper. Some examples may even be free, although these tend to be on subjects that most students already know something about. That being said, these will still be useful, especially if you are writing for a class or trying to research an idea.Although essay examples ar e not required, having some of them available at your fingertips is always helpful. You should always feel confident in the ideas you put forth in the classroom. Having some 'proof' or evidence that you have worked through an idea before can also help you feel more confident about your paper.Essay examples are valuable, and it is important to make sure that you are using them correctly. Some examples may not be up to date and current, and it is not necessary to copy them word for word. Make sure that you study the examples to see how the essay would sound and to see if the writer has picked up a basic idea from it.Lastly, remember that by using essay examples, you will also be teaching yourself. They are very useful tools to get you started on an interesting topic. For this reason, you should always make sure that you are using them correctly and that you are comfortable using them for your own paper.

The New Fuss About A Conclusion Sentence

The New Fuss About A Conclusion Sentence How to Choose a Conclusion Sentence At exactly the same time, you don't need to just re-write main points, because such conclusions are rather banal. Choice A isn't the right answer as it says something that isn't mentioned in any respect in the passage. The best method is to stay as straightforward as you can. The Fight Against a Conclusion Sentence Before it is possible to write a productive conclusion paragraph, you will need to comprehend its objective. An effective conclusion is thorough and elaborative, it gives a clear and robust idea regarding the whole text. How to initiate a conclusion for an argumentative essay is not the same issue. So, many do not even pause to consider the value of a conclusion. Still, you've got to bear in mind the key goal of a conclusion. Make certain that this component of the conclusion is concise and clear. The last matter to observe is the way to compose a conclusion for an expository essay. A Startling Fact about a Conclusion Sentence Uncovered As you already know, a conclusion really isn't the part in which you offer new details about it. Along that identical line, you may make an enthusiastic statement, assuming that you then back this up! The objective is to take a particular position on the subject. To begin with, someone has to get a research question they want answered and a small background knowledge on the topic. Any conclusion includes a couple elements, so you may choose various approaches based on your agenda and the paper type. So once you say the pledge each morning you really can understand why you say it and the reason why we look at our nation's flag once we say the pledge. When time is tight, it's very good to have a way to begin quickly. At exactly the same time, you need to remember that the type of your work (and your conclusion, as a consequence) will mostly rely on the kind of paper you're working on. New Ideas Into a Conclusion Sentence Never Before Revealed Since you can see, how to begin a conclusion in an essay, research paper or any other academic assignment isn't precisely a precise science there are a lot of methods to create use of, and the result will mostly depend on you, as a paper writer. To synthesize effectively, you will need to reveal your readers how everything that you put in your research paper fits with each other to create a cohesive whole. Even though it is occasionally treated as a roundup of each one of the bits which didn't fit in the paper earlier, it deserves better treatment than that! The ideal structure for a research paper comprises an introduction and a conclusion that are linked to one anot her. The Debate Over a Conclusion Sentence If you've ever written an essay, and the majority of people have, you understand how hard it can be to start! You might also need to begin with a question to receive your audience considering your topic, or an observation which they can relate to, or an intriguing actuality that gets them interested. Failing to realize it is utilized to close the last thoughts on a subject is a standard mistake many writers make. If your first two or three sentences aren't interesting, and don't effectively explain why it is you are writing your essay, your audience will likely not want to keep reading your essay. There are several cheap customized essay writing companies. If for instance, you're writing a comparatively short, 5-page assignment, you may use any of the techniques described above. For instance, if you start by describing a scenario, you can end with the exact same scenario as proof your essay is useful in developing a new comprehensio n. When you've restated the subject of the research, you've got to restate your thesis statement. Including a strong conclusion at the conclusion of the writing leaves a potent effect on the readers. The conclusion sentences should supply the reader an awareness of completion or closure. It is the most critical part of an assignment, essay, or a speech. The period conclusion denotes the end component of a bit of writing. It's possible for you to locate a superior essay writing company to steer you through the essay writing process. How to begin a conclusion in an essay will mostly depend on the kind of essay you're working on. You may want to amplify the principal point of an essay or set it in a different perspective for setting a bigger context. Ending an essay with similar scenario might help to demonstrate your point and make a better understanding. a Conclusion Sentence: No Longer a Mystery A conclusion stipulates some last judgments on the most important subject of the text and terminates a topic on a rational point. Generally speaking, you won't find obvious indicators but you will often be in a position to set up the relationships between a number of the statements. Quite simply, the better part of the Discussion and Conclusions sections ought to be an interpretation of your results. These examples will function as a guide when they're creating their own text. The remaining sections are different based on the kind of assignment. The very first sentence presents an overall rule that says that something will occur whether a condition is met, and the second sentence states that there's a particular situation where that condition was met. It's possible to use a concluding sentence to state how you'd like to find things change later on. On the opposing side of this paper, write the qualities of a good concluding sentence. You will need to create a great conclusion sentence so that you are able to write the very best conclusion. A concluding sentence shouldn't be too long or too short. Writing a concluding sentence can be more challenging than you understand. A concluding sentence is utilized to signal your paragraph is coming to a finish. So, it's well worth putting in the very last dregs of your intellectual energy to develop a convincing conclusion. Your conclusion isn't where to introduce anything new. Once you have produced the introduction and body part, it's time to consider the conclusion. How to initiate a conclusion is simply half of the offer. A concluding sentence ought to be an overview of the preceding discussion, not incorporate any new details. Then, the paragraph must offer evidence that supports that claim. Your very first paragraph clearly indicates the point of your essay. Conclusion paragraphs can be difficult to write, but a crystal clear conclusion can sum up your key points and leave your reader with a very clear sense of what things to take away from your general essay.