Positive psychology Essay Example for Free

Positive psychology Essay The idea and the purpose behind the field of positive psychology is not to cure patients of mental illnesses but to make a normal persons life more fulfilling and more satisfactory. Positive psychology has to do with human happiness, cheerfulness and an optimistic attitude in life on the whole. This branch of psychology works on strengthening personal resolve and character building. It is essentially a specialized field and a fancy name for what was already being practiced by counselors. In my opinion, adding this branch of psychology demonstrates the growing need for care before cure. Psychologists realize the nature of mental illnesses in this day and age. They are concerned with the rapid increase in the number of patients. Hence in order to keep the rest of the population feeling positive about themselves, psychologists have come to realize that they need to boost the people’s morale to prevent an onset of a mental illness such as depression, which more often than not can easily go unnoticed. Research shows that the phrase, â€Å"laughter- the best medicine†, actually stands true. Laughing, smiling, praising someone on their work and generally feeling satisfied in life rather than unsatisfied and ungrateful are the key elements of positive psychology. If the mind’s happy, the body stays happy. It is the simple application of the ancient concept of the brain controlling the body. For instance when I am at work, instead of constantly worrying about when I will be getting my promotion, if I am happy that I get to work fewer hours than Bob then my positive attitude will actually help me enjoy my work more. Similarly worrying less about silly things like my favorite cookies being out of stock in the market will do wonders for me on the whole. It’ll make me a more relaxed person, someone who is more approachable and someone who can radiate positive energy into the environment around him. It’ll be my way of giving back to the community.

Importance of a Warm Up Essay Example for Free

Importance of a Warm Up Essay A warm up helps to prepare the body for the physical exertion to come. It gently raises your pulse rate and therefore, your cardiac output increases and also your rate of ventilation. Your vasomotor centre makes sure that more blood is being distributed to the working muscles. This combined affect is to increase the amount of oxygen that is delivered to the muscle cells. This helps to reduce the oxygen deficit when you start carrying out the actual activity. A Warm up is very important as it helps to reduce the possible chances of injury. It raises your body temperature in your muscles as there is an increase in the blood flow which raises your body temperature in your muscles, making them more responsive. The elasticity of muscle tissue is increased and more oxygen can be carried to the working muscles. This will help to prepare the body for the activity to come. Throughout a warm up routine, it consists of stretching exercises and this increases your flexibility and so directly reduces the risk of injury. The reason for this is that; a muscle or tendon group with a greater range of motion will be less likely to experience tears when used actively. Stretching also helps to improve recovery and may enhance the participants performance. Additionally, increased flexibility of the neck, shoulders and upper back may improve respiratory function. The nervous system becomes stimulated which makes sure you more alert and aware and therefore it gets you psychologically prepared. This will help to increase your levels of motivation and determination to carry out your dance sessions. The benefit of a warm up is that the muscles torn most frequently from the neglect of a warm up are the antagonists (such as the hamstrings- Semimembranosus, Semitendinosus, biceps femoris) to the strong contracting muscles (such as the Quadriceps- Vastus medialis, Vastus lateralis, Vastus intermedius, rectus femoris). Cold antagonistic muscles relax slowly when the agonists contract, therefore free movement and accurate co-ordination is retarded. At the same time, the force of the contraction of the agonists and the momentum of the moving part exert a great strain on the unyielding antagonists. Without a warm up, this may lead to the tearing of the muscle fibers or the tendons. Stretching exercises I will stretch, moving a joint to just beyond its point of resistance. Flexibility is limited by the joint itself, ligaments and tendons acting upon it. I cannot change the bony structures or the type of joint, but I can stretch the soft tissue surrounding the joint. Neck (Sternocleidomastoid and scalenes) * Turn head to the left, then to the right. * Look up and then down. * 5 Neck rolls to the right and then 5 neck rolls to the left. * Shoulders, back and arms * I will Circle arms 10 times forward, 10 times backward and then rotate arms alternating. This will mobilise my shoulder joint. * I will Stretch my Trapezius by pulling one arm that is kept straight across the chest with your other arm supporting it in its position. This is a horizontal flexion movement. * I will stretch my triceps brachii by flexing my elbow and placing my hand behind my head on by back and my other hand puts pressure on the flexed elbow joint. Wrists and fingers * I will rotate my wrist joints, clap my hands together rapidly and then bend and mobilise my fingers. Hips * I will mobilise my hip joint by placing my hands on my hips and doing 5 hip rotations to the left and then 5 to right. Rotate my hips by raising my leg (with a bent knee so it is at 90 degrees to my body) then I will turn my leg outwards to the side of my body. Spine * I will stretch my vertebral column by crouching down onto my knees and placing my hands on the floor reaching as far as I can. Legs * I will Stretch the Vastus Lateralis, Vastus Intermedials, Vastus Medialis and Rectus Femoris by pulling the ankle with your hand on the same side of the body keeping the knees together while maintaining the correct spine alignment. My hips should be square (I will make sure they do not twist.) If I find it difficult to keep my balance I will hold onto my ear with my other hand and focus. * I will stretch the Semitendinosus, Biceps Femoris and Semi Membranosus by placing one foot in front of the other; bend your back knee while keeping my front leg straight. Raise the hips and lean your body slightly over. After holding this stretch for 10-15 seconds, I will slowly raise the toes of my front foot so that they point towards the ceiling (I will keep my heel firmly on the ground.) Doing this will produce a full stretch down the back of the leg, i.e. Semitendinosus, Biceps Femoris, Semi Membranosus and Gastrocnemius. * I will move my legs apart (wide stance), I will then bend forwards with my hands flat to floor. * Right foot behind left at 90 degrees right leg flexed, left leg straight, bend forward to left foot. Left foot behind left at 90 degrees left leg flexed, right leg straight, bend forward to right foot. * To stretch the Adductors Longus, Brevis and Magnus both feet will be flat on the floor and facing forward. I will lean over to one side keeping the other leg straight, bend the knee at the side you are leaning over to increase the intensity of the stretch. * To stretch my Gastrocnemius I will put one foot in front of the other and bend youre your front knee. The back leg will be kept straight and the rear heel will be kept firmly on the floor throughout the stretch. This stretch is often carried out against a wall. The Gastrocnemius is stretched by flexing your elbows and moving your body weight forward. Stretch forward until you feel a gentle pull in the lower leg. * To stretch the Soleus, the front knee is bent and is pushed towards the ground, while staying over and just in front of the foot. A gentle pull should be felt in the lower one third of the leg. The knee can then be directed medially and laterally to stretch different areas. Ankles * To mobilise my ankle joint I will move the sole of the foot inwards (inversion) and then turn it outwards (eversion). * I will then move the foot downwards (away from the tibia) which is known as plantar flexion and then I will move it upwards (towards the tibia) and this is known as dorsi flexion. This mobilises the Tibialis Anterior, Gastrocnemius and Soleus.

Literature Review of Data, Information, Knowledge and Wisdom

Literature Review of Data, Information, Knowledge and Wisdom 2.5 Why Knowledge management is so important? Knowledge as a resource causes huge misunderstanding for economists, because unlike the physical commodities, it is the only resource which increased returns as it is used rather than reduced or diminished over time (Clarke, T. 2001). Knowledge may be costly to generate but there is modest cost to diffusion. Massa, S. Testa, S. (2008) believed that the determinants of success of organizations, and nationwide economies as a total, is ever more dependent upon their efficiency in assembling and utilizing knowledge. Accordingly to Malhotra, Y. (2000) knowledge has turn into a key production factor; though the monetary accounts are still leading by conventional factors of production, including buildings and machinery. The idea of knowledge flowing to where it is most needed is the critical point and it should not flow only from the top down, but flow in all ways in an organization, (Davenport, T. Prusak, L. 2000). Davidson, C. Voss, P. (2004), Lin, L. Kwok, L. (2006) claimed that know ledge is no longer a source of power; it is knowledge sharing that counts in the knowledge economy but author like Kakabadse, N. et al., (2003), viewed knowledge itself is power. Creation and codification of knowledge do not necessarily lead to performance improvement or value creation. Value is generated only when knowledge is allocated all the way through in an organization and linked where it is needed (Chena, C Huang, J. 2007). It is not sufficient to have smart people in the organization. Instead, the key is to create systems that tap into the knowledge, experiences, and creativity of your staff, your customers, your suppliers, and even your competitors. Knowledge strategy needs to be concerned with the quality of information, not the quantity; and with the timeliness of information delivery, not its speed. Smart systems are excellent but smart people are superior. Despres, C. Chauvel, D. (1999) identified that knowledge management occurs on three ends: the individual, the team and the organizational. 2.6 Framework for knowledge approaches Knowledge management is linked to diverse business fields and it has always been entrenched in the individual behavior. It is not all about creating an index or register that detains the whole thing that anyone ever knew. Collison, C. Parcell, G. (2004) suggested that it is about maintaining track of those who know the procedure, techniques and fostering the culture and technology that will get them talking. It is challenging to understand the nature of knowledge and the way it is managed. Also the management approaches towards knowledge management is varied. Knowledge can be created from re-describing and re-labeling the past knowledge, it also created from connecting people (the relationships) and connecting technologies (networks). This might be flexible social or stiff technical networks. These discussions vibrate with the managerial paradox of developing organizational performance via rigid or free control systems and this was interpreted in the following model adopted from Arm istead, C. Meakins, M. (2002) for describing four approaches to knowledge management stand on whether it is in an organizational or an individual context, and whether knowledge management is imposed or empowered by managerial approaches. Armistead, C. Meakins, M. (2002) Figure No: 2.3 Framework for knowledge approaches Imposition is linked with bureaucracy, structured and controlled systems and attempts to codify all aspects of knowledge. It might expect such perceptions to be more inclined to explicit rather than tacit knowledge. In contrast, Empowerment recognized the potential in the social and individual for knowledge creation and sharing, in which the tacit as much as the explicit aspect of knowledge is engaged. The authors considered that managers are likely to be concerned with knowledge at an individual and organization level and with particular approaches to managing knowledge. Consequently they proposed a managerial framework which uses the constructs of imposed and empowered as one axis and the individual and the organization as the other. Prescribed recommends a official approach to knowledge and its management at an  organizational level. It might see technology set up widely to detain, store up and  guard knowledge. Compliance means individual engage in knowledge activities through contract and  regulation. Resources are distributed via prescribed performance management  processes. Adaptive engages with the informal within the social fabric of the organization in  the logic of communities of practice and the self-management of teams. Self-determination supports individuals to get responsibility for their part to  learning in the knowledge creation and sharing processes. From the above management paradox of how the knowledge is manage at an organizational and individual context. There is another well known model, called SECI or knowledge spiral model. The model did not only described that how the knowledge is managed but it also explained the overall knowledge creation process. 2.7 SECI Model In 1995, (Nonaka, I. Takeuchi, H. 1995) introduced their SECI model, which stands for Socialization, Externalization, Combination and Internalization. The purpose of this model is to offer an understanding of how organizations create knowledge and formalize organization processes which are mostly tacit in nature. It further provides an understanding of knowledge sharing, its management and application at an organizational level. According to Nonaka, I. Takeuchi, H. (1995) knowledge is formed from the interaction between tacit and explicit knowledge. These four knowledge conversion processes interconnected by moving from tacit to explicit knowledge as it moves from socialization to internalization then return to socialization to shape a spiral model of knowledge creation. Hiscock, J. (2004) stated that the first generation earlier to 1995, completely dependent on technologies in their daily task often known technocratic, but this is the second generation of knowledge management, whe re knowledge exchange is illustrated as a spiral a thing to be managed and something which can be made explicit. As the purpose of this research it is to look at the barriers to knowledge management thus the only focal point from this model is to observe overall knowledge creation process. Nonaka, I. Takeuchi, H. (1995) discussed that how tacit and explicit knowledge interrelate to successfully create knowledge in an organization via four conversion processes: 2.7.1 Socialization tacit to tacit Socialization is the process through which tacit knowledge is passed to others; it is directly related to the group processes and organizational culture. Tacit knowledge is often attained through sharing experiences, observations and the processes that arises without formal discussions and using language for instance face to face interaction. Interviewing and focus groups techniques are also creating tacit knowledge amongst people. 2.7.2 Externalization tacit to explicit Externalization of tacit knowledge is the conversion of tacit knowledge to explicit. As tacit knowledge is embedded in the peoples mind and that is externalize or express by sharing of paradigms, metaphors and concepts through formal discussions. Nonaka, I Takeuchi, H. (1995) declared that we have conceptualized an image; we generally tend to express it in language. Externalization is developing notions which facilitate tacit knowledge to communicate. Redesign of existing information can escort to new knowledge in the shape of written statements. Wakefield, R. (2006) argued that when knowledge is externalized and turn into explicit it is in fact converted back into information or data. Both have values, but this cannot be out until the data and information is internalized again to form knowledge that is used for some productive purposes. 2.7.3 Combination explicit to explicit Combination is a process of systemizing concept into a knowledge system, at this level explicit knowledge merged with written reports and other strategic documents through formal discussions (i.e. meetings, documents etc.). This process includes gathering significant knowledge then sorting, editing and distributing it, which allows knowledge sharing within organization. Formal education and training are also comprise in this type of knowledge conversion. 2.7.4 Internalization explicit to tacit Internalization is a mechanism of altering explicit knowledge into tacit knowledge. It is achieved through individual expression and learning by doing. Once the explicit knowledge shared with individuals to internalize what they have experienced and then their understanding becomes tacit knowledge in the form of shared intellectual models or technological know-how which further become a valuable asset for the organization. For example: customer complaint are recorded and then read by other team members. 2.8 key components and its related barriers to Knowledge Management DuPlessis, M. (2008) point out that knowledge management is a holistic solution integrating mixture of perspectives: people, process, technology and culture perspectives and every single one should hold equal influence. According to Gillingham, H. Roberts, B. (2006), people, process and technology (soft and hard aspects) reveals the most essential features engaged in capturing, disseminating and sharing knowledge. These elements require to be balanced to guarantee that the complete benefits of knowledge sharing are exploited. Of course, people, process, and technology (PPT) are intertwined and no organizations get very far benefits without having a basic competency in all. But the tougher challenge in knowledge management is how to built PPT into an organization. Collison, C. Parcell, G. (2004) suggested that involving people who knows, and the behaviors to ask, listen and share, some processes to make things easier for sharing, validation, distillation, and a familiar, reliable te chnology infrastructure to facilitate sharing. Knowledge management is all concerning the integration of people, process, technology but strategy and structure too (Armistead, C. Meakins, M. 2002). According to Quinn, F. (2008) the development of knowledge managements exposes many issues that firms claim to have solved completely. The issues for example related to business benefits, people and culture, technology and process. These issues reflect all the main areas of concern in a knowledge environment and can be produce the barriers or road block to achieving the corporate success that most of would wish to inhabit. 2.8.1 People The biggest misunderstanding that the Information Technology (IT) leaders composed is that the knowledge management is all about technology. Gillingham, H. Robert, B. (2006) confirmed that people are the most central and complex element in knowledge management. It is a people who create and share knowledge, Since, (tacit) knowledge is set aside in the individuals the most essential thing for knowledge management is the system to allow the conceal knowledge within an individual be spread to others in order for them to share, exploit, and then alter it into (explicit) knowledge within an organization (Yeh, Y. et al., 2006). Knowledge management helps us do what we do better and its connect information and people, and people and people. Call, D. (2005) suggested that people are not being able to gain knowledge in a minutes and hours but they learn over days or weeks and one of challenge is to detained knowledge from what people said and did as part of their everyday job and to build it reachable to rest in an organization. According to Gundry, J. Metes, G. (1996) people behaviors is often manipulated by their beliefs, values, attitudes, and the organization culture. Influencing what people believe should direct to changes in values, attitudes and behavior in which knowledge is shared behavior. Gillingham H. Robert, B. (2006) stated that it is complicated to get people to do things in a different way because people can simply fall back on defensive routines. A state of willingness require from individuals to get people to modify the way that they do things, it is central to manage those who are willing to create and share their knowledge (Yeh, Y. et al., 2006). According to the Abell, A. and Oxbrow, N. (2001) people ask numbers of question in organization towards knowledge management for example: What is in knowledge for me? How does it make my job easier? What appreciation will I get for sharing my knowledge? Etc. It is important to identify what knowledge peo ple need and what knowledge people already possess and how to link people and knowledge process. In any system where information or knowledge is accessible, there must be adequate security to ensure that only appropriate people are able to see what knowledge is held and by whom, in that case confidentiality is the barrier to crafting a knowledge sharing culture in the organization (DuPlessis, M. 2008). But from the organizational point of view, one can comprehend that it is in national interest that the particular knowledge stays confidential. In other word the right information and knowledge should distributed to the right people at the right time and right place. For example in defense sectors and utilities provider such as countries like South Africa where they have one and only major energy provider, their key knowledge and information would be exceptionally secret hence it should be strongly managed (Sutton, S. Leech, S. 2002). Employee often does not know what is the concept of knowledge management their perception about knowledge as resources in not clear as capital assets resources. In the view of McCann, J. Buckner, M. (2004) people do not include knowledge into their work process to make final products and services and even do not feel responsible for sharing their own knowledge with colleagues. Kols, A. (2004) submitted that people do not even realize that they have knowledge worth sharing. Employees viewed knowledge management as an additional job, processes and formal channel of communications which is not incorporated into their daily working environment (DuPlessis, M. 2008). Another potential factor; employed turnover, where experienced employees transferred, promoted, retired, or fired from the organization, both their tacit and explicit knowledge may be lost unless the organization makes a concerted effort to assure that it is shared. Knowledge management setup and implementations requires sufficient time which is often claimed constraint. Time can be a difficult area or barrier, where employees are considered on the hourly basis, for example; accountants, lawyers, solicitors and engineers. For them, time is wealth and it is hard to modify the view that knowledge management be able to make them work smarter and quicker, even if they do expend some time on it upfront (DuPlessis, M. 2008). When the organization was steady and developing smoothly, it would be feasible for people to take extra time and effort to get involved in such knowledge management activities. Once the circumstances changed, these practices would be easily gone down because they were peripheral to business operations (Lin, L. Kwok, L. 2006). 2.8.2 Process Armistead, C. Meakins, M. (2002) declared that knowledge management is a process rather than an asset, and hence to facilitate maximize its value an organization must have to form an environment that facilitates the flow of knowledge. The argument between technology and people is about the ways of managing knowledge processes. Barnes, P. (2007), Probst et al., (2000) categorizes knowledge management in six core processes; knowledge identification, knowledge acquisition, knowledge expansion, knowledge sharing or distribution, knowledge exploitation and knowledge preservation. In order to share knowledge, one requires tools or processes: Expert locater systems, communities of practice (formal and informal), distance learning information-sharing tools, emergent expertise, storytelling, knowledge repositories, conferences/workshops/ seminars, e-learning applications and virtual communities are some of the methods organizations can use to disseminate knowledge. Abell, A. Oxbrow, N. (200 1) believed that people make process work, often through informal steps- how can these be formalized and how to build communities around business processes. Process must learn how to achieve the commitment of people to the learning process and how to integrate knowledge creation and utilization into business process. Processes need technology support- how to integrate business benefits and technology capability, it also require formal and informal communication between employees. Lack of communication, non-standardized processes and information systems and not knowing where to get knowledge. Gillingham, H. Roberts, B. (2006) stated that location and distance (geographical, legal, cultural and lingual) to access of vast organization knowledge can be a bottleneck Informal communication outlook as just chitchat or chatty activity, managers do not see the advantage of (tacit) knowledge process or transfer from one employee to another hence often employees are restricted to engage in discussing projects or ideas at meeting places such as near to water coolers or coffee machines (Webb, S. 1998). However organization confusion over the focus of the initiative often creates barriers to knowledge management: information or knowledge management; knowledge management or learning organization; which should lead human resources (HR) or information technology (IT). However there is danger in attempting to identify and collect everything available. According to Giannetto, K. Wheeler, A. (2000) if too much detail is gathered, it is impossible to distinguish what might be of value to employees and it will become a huge unmanageable, bureaucratic nightmare Organizations focus on collection not connection and attempt to capture all organization knowledge in repositories, often creating electronic bucket in place of physical filing cabinets also misunderstand the difference between tacit and explicit knowledge and treat it in the same way. 2.8.3 Technology The role of technology is significant; it is ultimately a facilitator of human knowledge in the organization. Technology or IS does not hold tacit knowledge, as it is held in the human brain (Rock, S. 1998), although it is transfer medium of tacit into explicit knowledge to some extend because tacit knowledge alters with each new experience and technology should be updated frequently. Armistead, C. Meakins, M. (2002) affirmed that information technology can enable speedy search, access and retrieval of information, and can support collaboration and communication between organizational members. In real meaning, it can undoubtedly play a variety of roles to support an organizations knowledge management processes. Technologies and knowledge management are strongly tied, because both assist the circulation of structured knowledge vertically and horizontally in the organization. (Yeh, Y. et al., 2006) argued that technology plays following roles in knowledge management: acquiring knowledge; classify, store, index, and tie knowledge related digital items; search and identify related content; and flexibly communicate the content based on the different utilization backgrounds. Knowledge management classifications are broadly defined technologies which improve and enable knowledge generation, codification and transfer. Peoples experiences and interpretations that add value, transforms into knowledge by using technologies. Knowledge management (technology) tools for instance: e-mail, document systems, groupware, the internet, intranet and video conferencing are all knowledge collaboration tools which can be use for gathering, organizing and sharing knowledge in the organizations (Gillingham, H. Roberts, B. 2006). Not everyone is computer literate and that sort of illiteracy become a cause which brake knowledge management processes also people finds that working with complex systems is not easy (DuPlessis, M. 2006). Sometimes it is more challenging for the organization to get people trained to using the KM tools (technologies) to facilitate knowledge sharing and retention. Holland, J. Johanson, U. 2003) recognized that organization consideration towards technological costs sometimes restrain in respect of installing knowledge management softwares and hardwares. Perhaps both are very expensive in terms of getting licenses for every member in a large organization. Since knowledge is an intangible asset, it is more complex for organization to calculate return on investment in hard form (cash), therefore step back from any initiative; however Collison, C Parcell, G. (2001) believed that knowledge benefits can be defined in qualitative and quantitative measures. Another barriers occur when technology is not up to date with the business processes as well as with the improvements in the technological world then knowledge and information might become rapidly old-fashioned and if maintenance and back-ups is not done regularly, knowledge can be vanished in a catastrophe situation, which is not only costly but also irretrievable. The advance type of communications for example; intranet if organizations only rely on this then it will be a huge barrier to the exchange of tacit knowledge. Davenport, T Prusak, L. (2000) suggest that knowledge sharing events happen when people connect via communities of practice and in person meetings. 2.8.4 Culture Chen, C. Huang, J. (2007) described organizational culture as shared value, beliefs, and work atmospheres that could have considerable impacts on the behaviors of employees. According to Yeh, Y. et al., (2006) culture is the combination of value, core belief, behavior model, and emblem. Culture is normally reflected in the form of organizations corporate structure, management and leadership style, learning from experience, norms, and practices, trust, rewards and recognition, networks and community of practices etc (DeLong, DW. Fahey, L. 2004, Al-Hawamdeh, S. 2003). Culture can play a role for organizational learning and every organizations culture is an independent entity different than any other organization. Alavi, M. Leidner, D. (2001) suggested that it is significant to comprehend that knowledge management is not as much of technical problem, but it is more of cultural problem. Culture is not only intangible and illusive, but it can also be observed at multiple levels in an o rganization. Trust and honesty are elements of culture sometime not clearly visible, Davenport, T. Prusak, L. (2000) confirmed that without these elements knowledge management would not function properly between individuals. Employees ask many questions themselves for instance; if I share knowledge will others misuse it, can I belief the knowledge that others created (Abell, A. Oxbrow, N. 2001). Another familiar barrier point out by Kols, A. (2004) knowledge as a source of power or authority and therefore hoarding it, similarly organizations are naturally unwilling to share their skills and know-how with rivals. Employees possibly will not willing to share their knowledge because they might lose control/power, they spotlight on continued existence in the organization rather than willingness to share knowledge (Clegg, S. Palmer, G. 1996). The following Chinese sayings depicting this philosophy with influences from such widespread beliefs, knowledge sharing becomes more complex. A good mastery of a single skill ensures a lifetime employment (Lin, L. Kwok, L. 2006). Internal divisions are general obstacle. Each department, field office, service delivery site, or project team tends to focus on its own problems, have limited contact with outsiders, and unaware of what other subdivisions are doing. Davenport, T. Prusak, L. (2000) stated that employee often assumes that the people in top of organizational hierarchy have greater knowledge and expertise and this difference amongst individual may be seen as a barrier. Employees on different hierarchical or designations frequently struggle to share knowledge between these levels, as they feel they may have much or more knowledge on a particular subject but not consulted or totally ignored because of their position in organization. Furthermore Webb, S. (1998) revealed that managers often try to avoid consult subordinates because they might fear for losing face. If skills are greatly diverse within professional areas and/or within ranks, it might obstruct the tools and practice through the knowledge is s hared between levels. Organization consists of multiple genders and seeking assistance from same gender whether the person is helpful or not is normal cause and may be a barrier. Bartram, S. (2005) stated that women in managerial position often seen as one of the cultural barrier. Also assorted age makes a differentiation at the point of exchanging knowledge. Webb S. (1998) believed that employees are unwilling to share knowledge if the future economic growth of organization is unstable and they strive to secure their position by retention of tacit knowledge as power. The overall organization instability may spoil social networks and reduce flow of knowledge from one corner to another in an organization (Lesser, E. Prusak, L. 2001). Management emphasis on individual rather than team, disincentive to knowledge sharing, competition between employees, motivational limitations, lack of acknowledging for the supplier of knowledge, sub-standard physical layout of work space, and fewer management commitments could be a constraint for knowledge sharing environment (Chase, R. 1997). 2.9 How the barriers of knowledge management can be managed? Knowledge management is a lengthy and iterative process and its related benefits realized over a period of time. There are no rapid fix solutions to counter these barriers. However to overcome these barriers an organizations require to undertake essential approaches and actions. According to Du Plessis, M. (2008) knowledge management barriers directly line up with organizational, national and personnel culture. Top and senior managements can play a significant role for instance by raising the awareness of knowledge management activities and its benefits into work place (Birkinshaw, J. 2001). At any level of knowledge management it is compulsory to make sure that employees trained on the basis of knowledge management, once the knew the insights of knowledge management they are enough able to see how its adds value into their routine jobs and how organization can create social and intangible capital. However if employees ignore or do not understand the notion of knowledge management th en they will not be capable to leverage it completely, even though organizations have elegant knowledge management plans and systems. Flexibilities between departments could span knowledge sharing boundaries. Employees should not reserve by position in a hierarchy and retain by resources. Davenport, T. Prusak, L. (2000) stated that the components of knowledge management: people, process and technology must be uniformly supplied in terms of time and money. The most powerful force in knowledge management is people because they can able to change their environment so trust in people is an extraordinary phenomenon in managing people and their knowledge. Milton, N. (nd) described two other ways to manage knowledge called connect and collect, however these terms are vastly similar to the Nonaka, I. Takeuchi, H. SECI model (see section 2.7). The S mean Socialization and it begins through the connecting people into social networks where they can able to talk, to share dialogues with other people where the other three boxes named Externalization, Combination and Internalization is all about revolving tacit knowledge into explicit into tacit knowledge. For example knowledge is documented, recorded into knowledge system or knowledge repository in an organized way thus the othe rs can access it. Organizational culture should abide for mistakes by recognizing and gratifying innovative errors, also there should be no fear of losing position from not knowing the entire thing (Gillingham, H. Robert, B. 2006). In the view of Barnes, P. (2007), decentralize structure gives opportunities to know where the decisive knowledge is located and able to make more accurate decisions. Incentive and reward systems not only influence members to support knowledge management activities but it also encourage their willingness to take part in the creation and sharing knowledge (Yeh, Y. et al., 2006). Lack of trust alters into culture of trust and confidence get by face to face interactions; its not only the way of transferring tacit knowledge between individuals but it allows to evaluating the trustworthiness of both the giver and the receiver. Use of technology in knowledge management stipulates user training and members should have skills available other than technical ones such as interpersonal skills. According to the Abell, A. Oxbrow, N. (2001) technologies should not be the driver and substitute of social interactions; neither should it be a barrier. 2.10 Summary Every organizations is a knowledge based and they possesses particular knowledge in various forms such as in human capital, structure capital, intellectual capital etc. and the issue of knowledge management is essential because organization lives in uncertain world. The above literature has been identified potential barriers to knowledge management which was categorized into organizational culture, people perceptions, ineffective processes and obsolete technologies. There is no cause to believe that those barriers will not impact on knowledge sharing to a more or fewer extent within an organization and between personnel. However the rationale of this study was not to classify an extensive organizational barrier profile but the principle was merely to recognize a set of commonly studied barriers in knowledge management which can be apparent in various means across an organization. When organizations managed and implement knowledge in a logical and structure way it can add value to bot h the employees and organizations effectiveness. The literature review also fascinated that knowledge management is a social activity or relies on social models, even though sharing of knowledge can be possible from technologies but recipient and sender of knowledge are still humans. Organizational culture, employees perceptions and their characteristics, sources of knowledge creation and the context in which knowledge is shared are key consideration in knowledge management.

Global Threat Assessment Essay -- Global Threat Intelligence

I. Introduction The United States is in an era where technology is advancing at a quicker pace than the education of society and its users can understand. This is a problem because the economic woes and critical infrastructures are included in every aspect of this fast paced evolution of technology. Threat topics will be discussed using multiple sources from the Internet and online library. An additional main source will be pulled directly from reports from the Director of National Intelligence, James R. Clapper. Discussions will Start with what a threat is and how a threat is assigned into categories; then moving to a discussion about the global threat landscape and which areas are critical to the United States shall be talked about along with what is necessary for the United States to keep up with the rapid pace of growth. At the top of the U.S. intelligence community’s 2013 assessment of global threats is cyber, followed by terrorism and transnational organized crime, weapons of mass destruction proliferation, counterintelligence and space activities, insecurity and competition for natural resources, health and pandemic threats, and mass atrocities ("Defense.gov News Article: Cyber Tops Intel Community’s 2013 Global Threat Assessment", n.d., p. xx-xx). Another topic that shall be discussed is critical infrastructure requirements and how cyber security is an important aspect in the planning and maintenance. Further discussion will identify what state and non-state actors are and which state and non-state actors threaten the United States. With this information, a conclusion on how these global threats affect how the policy makers try to defend the United States from these types of global threats. II. Whic... ...forcement, and Federal Protective Service. Policy makers are responsible for performing a never ending task of adapting to the global threats and how they pertain to critical infrastructure in the United States. Works Cited 2013 Global Threat Intelligence | Solutionary Press Release. (n.d.). Retrieved from http://www.solutionary.com/news-events/press-releases/2013/03/2013-global-threat-intelligence/ Defense.gov News Article: Cyber Tops Intel Community?s 2013 Global Threat Assessment. (n.d.). Retrieved from http://www.defense.gov/news/newsarticle.aspx?id=119776 Top 7 developments in the global threat landscape - CXOtoday.com. (n.d.). Retrieved from http://www.cxotoday.com/story/top-7-developments-in-the-global-threat-landscape/ USA Patriot Act of 2001. (2001, Oct. 26). Retrieved from http://www.gpo.gov/fdsys/pkg/PLAW-107publ56/pdf/PLAW-107publ56.pdf Global Threat Assessment Essay -- Global Threat Intelligence I. Introduction The United States is in an era where technology is advancing at a quicker pace than the education of society and its users can understand. This is a problem because the economic woes and critical infrastructures are included in every aspect of this fast paced evolution of technology. Threat topics will be discussed using multiple sources from the Internet and online library. An additional main source will be pulled directly from reports from the Director of National Intelligence, James R. Clapper. Discussions will Start with what a threat is and how a threat is assigned into categories; then moving to a discussion about the global threat landscape and which areas are critical to the United States shall be talked about along with what is necessary for the United States to keep up with the rapid pace of growth. At the top of the U.S. intelligence community’s 2013 assessment of global threats is cyber, followed by terrorism and transnational organized crime, weapons of mass destruction proliferation, counterintelligence and space activities, insecurity and competition for natural resources, health and pandemic threats, and mass atrocities ("Defense.gov News Article: Cyber Tops Intel Community’s 2013 Global Threat Assessment", n.d., p. xx-xx). Another topic that shall be discussed is critical infrastructure requirements and how cyber security is an important aspect in the planning and maintenance. Further discussion will identify what state and non-state actors are and which state and non-state actors threaten the United States. With this information, a conclusion on how these global threats affect how the policy makers try to defend the United States from these types of global threats. II. Whic... ...forcement, and Federal Protective Service. Policy makers are responsible for performing a never ending task of adapting to the global threats and how they pertain to critical infrastructure in the United States. Works Cited 2013 Global Threat Intelligence | Solutionary Press Release. (n.d.). Retrieved from http://www.solutionary.com/news-events/press-releases/2013/03/2013-global-threat-intelligence/ Defense.gov News Article: Cyber Tops Intel Community?s 2013 Global Threat Assessment. (n.d.). Retrieved from http://www.defense.gov/news/newsarticle.aspx?id=119776 Top 7 developments in the global threat landscape - CXOtoday.com. (n.d.). Retrieved from http://www.cxotoday.com/story/top-7-developments-in-the-global-threat-landscape/ USA Patriot Act of 2001. (2001, Oct. 26). Retrieved from http://www.gpo.gov/fdsys/pkg/PLAW-107publ56/pdf/PLAW-107publ56.pdf

James Joyces Araby - An Analysis of Araby :: Joyce Dubliners Araby Essays

An Analysis of Joyce's Araby "Araby" is a short complex story by Joyce that I believe is a reflection of his own life as a boy growing up in Dublin. Joyce uses the voice of a young boy as a narrator; however the narrator seems much more mature then the boy in the story. The story focuses on escape and fantasy; about darkness, despair, and enlightenment: and I believe it is a retrospective of Joyce's look back at life and the constant struggle between ideals and reality. I believe Araby employs many themes; the two most apparent to me are escape and fantasy though I see signs of religion and a boy's first love. Araby is an attempt by the boy to escape the bleak darkness of North Richmond Street. Joyce orchestrates an attempt to escape the "short days of winter", "where night falls early" and streetlights are but "feeble lanterns" failing miserably to light the somberness of the "dark muddy lanes"(Joyce 38). Metaphorically, Joyce calls the street blind, a dead end; much like Dublin itself in the mid 1890s when Joyce lived on North Richmond Street as a young boy. A recurrent theme of darkness weaves itself through the story; the boy hides in shadows from his uncle or to coyly catch a glimpse of his friend Mangan's sister who obliviously is his first love. Araby is about escaping into the world of fantasy. The narrator is infatuated with his friend's sister; he hides in the shadows, peering secluded from a distance trying to spy her "brown figure"(Joyce 38). She is the light in his fantasy, someone who will lift him out of darkness. I see many parallels to my life as a boy growing up in the inner city of Jersey City. We looked for escape also, a trip uptown to Lincoln Park, or take a train ride to New York City where we would gaze at the beauties on 7th Ave. The boy sees the bazaar at Araby as an opportunity to win her over, as a way to light the candle in her eyes. However, the boy is more awkward then shy, his adolescence is an impediment to his quest and he lost for words to speak. I vividly recall those times in my young life, driven by desires and struggling with the lack of experience to get through the moment. He fantasizes about her, how bringing her a gift from the bazaar will capture her heart.

Attention Climbing Hold Consumers :: Economy Consumerism Essays

Attention Climbing Hold Consumers The climbing hold industry can be a complicated world. There are so many different companies that make a lot of the same products. In this paper it will be discussed what a consumer can look for in a website to determine if the climbing hold company would be the right one for them. Three companies of different sizes were researched when doing this comparison. The first company that will be looked at is Edge Climbing Walls System. This is a real small company based out of Canada. They are a company that has little direct effect on the market, but many other companies like it as whole are having a large impact on the market. The second company that will be discussed is a company that is on its way up in the industry. They have been in business for a few years but seem to be having a large share of the market. Morganic holds is an Iowa based company, believe it or not, that got its start in a dingy garage in Nevada, Iowa. The last one is Nicros. Nicros is the world’s largest manufacture and distributor of climbing holds. They have been in business for many years and distribute holds globally. When looking at Edge Walls website it can be seen as a small company. The website is only one page. There are also very little links to other of there own pages. When first entering the site, the name of the company is not on the top of the page for easy viewing. Displaying the company name at the top of a webpage would be a lot more useful. When scrolling down the page it next list the uniqueness of there company. They discuss why they feel that they have a good product and whose opinion that might be. Next part of the page climbing hold can be seen. When scrolling down more holds appear. On the page the holds are displayed in a format that can be deceiving to the eye. When scrolling down the holds become a blur of color.

How is 1984 terrifying? Essay

This brings in the relationships between Winston and Oi Brien. At first, they seem to have taken to each other, but in the end we find out that Oi Brien double-crossed Winston and that he couldni t trust someone he thought was his friend. The party did not want people to trust or have feelings for one another. A perfect example is, in the ministry of love, where a chinless man dropped a piece of bread for a starving fellow inmate. The man (who dropped the bread) was immediately punished, by being beaten until he bled. A normal person, in the ‘starving inmatei s positioni would have felt indebted to the man, as he was punished for trying to feed him, but moments after guards came in to take the inmate who was given the bread immediately betrayed the man who gave him the bread. Telling the guards to take him (chinless) to room 101 instead. This would have surely pleased Big Brother, as the eradication of friendship would be the partyi s main goal. When the request was not replied, the man pleaded that they rather slit throat of his wife and all his children than send him to room 101. This man was betraying his own family members. This would have pleased Big Brother. People came to the conclusion that one could not trust anybody in fear that they would report them to the thought police, where one would be vaporised. This was true when dealing with peoplei s families. In the ministry of love when Winston meets Parson who tells him how his daughter betrayed him when she heard him talking of overthrowing the party in his sleep. Other families were destroyed by the loss of respect between parents and children. People were refusing to obey their parents, as Big Brother encouraged them to do. The relationships between lovers were also controlled by the party, as they annihilate all the pleasures and desires of having sex and even promote artificial insemination. The party did not like sex as when two people share the experience they begin to love each other. The party then begins to put negative thought behind the idea of sex. This is illustrated during the two minutes that Winston describes Julia as â€Å"sexless†. During the relationship, Julia and Winston have to meet in secret. When they meet in secret from directions passed to each other on a note, so the prying eyes of the Telescreen do not catch them. This is particularly scary as nowadays, love is seen as a beautiful thing, not a secret affair. The last and final terrifying aspect of â€Å"nineteen eighty-four†, is the idea of all the power that Big Brother holds. Big Brother is a dictator with so much power that he is able to make people love him and fear him all at the same time. He controls them. The most dangerous thing about it is that Orwell does not really tell us whether or not Big Brother exists as he is Hitler, Stalin and Lenin all rolled into one, this time unstoppable, making it more real to readers as these are real people. Orwell believed that there would be a communist leader that would practise capitalism and still rule. This is exactly what Big Brother did. Orwell blends the terrifying aspects that the people experienced of communism and capitalism in his portrayal of Big brotheri s totalitarianism. Orwell describes the situation of the people in great detail when he wrote the description of the lives led by the people. Although the conditions were very poor, The party convinced people conditions fourty years ago, conditions were worse and that Big Brother was improving things. ‘Day and night, the Telescreen bruised peoplei s ears with news and information of how [people] were better off than people fourty years ago. i Because of all this propaganda making Big Brother seem like a God, Big Brother was able to scare people into hating the people that were a threat to the party. People like Goldstein. This was the reason of the two minutes hate. The two-minute hate was another example of the lack of individuality. Every party member was forced to take part. During the two minutes hate, people were watched for signs of â€Å"Unorthodox behaviour. † In the event, Winston sees Julia. He then has fantasies about her. These fantasies, although full of hateful thoughts, illustrate the passion he feels for her, but the fact that he thinks of being with her in these horrible scenarios, shows the way that Big Brother is able to control feelings. What I mean is when one person lusts after another, they have fantasies of being together in a place they would describe as paradise. They do not want to rape them in horrific scenes. The amount of passion he feels for Julia makes him want to be with her, but because he cani t, he has built up anger and hatred inside him. The picture of Goldstein shown in these two minutes, conjures up hate for the people. This is important, as people like Goldstein and his followers, the proles, were the biggest threat to the party. The people saw the proles as outcasts and propaganda made the people hate them. This is similar to the propaganda Hitler used against the Jews in the late 1930i s, so the people are able to relate. It was easy for Big Brother to make the people do this, as the people could not remember what life was like without a ruler (like Big Brother) to tell them what to do. Big Brother eliminated the past by destroying records and rewrote it. People, especially party members could not have memories. They were completely under Big Brotheri s control. In conclusion there are many terrifying aspects, but none more terrifying than the other is. Each is terrifying in iti s own way and all point to the fact that most of these things did, could have, and could still happen. Orwell realised this and that inspired him to write an ‘account of the futurei which is what â€Å"nineteen eighty-four† was to him and others living in 1949. Although terrifying now, these things would have been more terrifying in 1949, because, the things Orwell described had happened to them in some form. For example, the threats of labour camps, them being told that the Jews (Goldstein) were the enemy, capitalist dictatorship. So this book would have been the terrifying reality to the people of that time. At the time this novel was written, the Russian revolution and World War II was the reality and these things were happening in Russia. So in answer to the question, this novel would have been much more terrifying in 1949, because to them this book was real life.