What are the The Possible Contributors to the Great Recession in Essay

What are the The Possible Contributors to the Great Recession in relation with Mortgage - Essay Example Starting as a liquidity crisis which can be in a layman term defined as, â€Å"A state in which there is a short supply of cash to lend to businesses and consumers and interest rates are high.† (Caouette, 25) This gravely caused an imbalance that resonated great economic crisis all around the world. This global crisis also gave a room to policy makers to intervene, as it was being quite difficult for the economic experts to handle this situation. However, the after effects of the Great Recession are still perpetuating in the global economy and have also limited the economic growth in 2012-2013 and have not completely recovered from the Great Recession. How Great Recession was stimulated? The major causes of the Great Recession date back to the start of 2007, however, the world wasn’t fully aware of the crisis until mid-2008, which could also be the main reason why it couldn’t recover from the crisis because it took a lot of time to look into what caused this cris isand rectify it. The root cause can be highlighted as the decline in the US consumers’ demand because of the gradual decrease in the Federal Reserve’s interest which was predicted to reach nearly zero and it was believed to occur by the year 2008, therefore they could not provide debts for people who called for refinancing. What triggered the economic crisis on a level of instability was the breakdown of mortgage-backed security. Moving on, another cause that resulted in this crisis can be pointed as the massive debt levels, which has long been acknowledged as an agent and a contributive factor for recessions that further led to the domino effect and perturbed the entire economic situation. Other causes were believed to be Government deregulation, over-leveraging, credit default swaps, collateralizing debt obligations, increase in the oil prices, and overproduction of goods as resulted by the Globalization. These were the main factors due to which the process of the e conomic crisis was accelerated. What Great Recession resulted in? The three regions globally affected by the Great Recession were Household, Income and Labor Dynamics in economy of Australia being an adequate example. The rate of employment was gravely affected which could also be noticed in the survey conducted in late 2009, which showed a high rate of job dismissals from 3.5% in 2008 to 5.4% in 2009. The types of workers that were affected due to this as usually suspected to be are the low-skilled workers and labors working in the informal sector, instead it was the working who were the full-time employers relating to skilled occupations. Globally, the Trade & Industrial production went through a complete manufacturing crisis. Environment was adversely affected and the rate of pollution increased as the industrial emissions gradually sped up. Unemployment increased in the US as the employment rate then was 4.9%. Tourism, insurance, small-business lending and political instability stimulated throughout the globe because of the economic and financial crisis. Mortgage Lending Practices – How they were affected? Mortgage loan can be defined as, â€Å"A loan on real estate that is usually secured by a mortgage.† (Jacobus& Thomas, 567). This could also be used as a generic term for loan. Demand is absent in recessionary periods so the interest rates are brought down to trigger it, lower interest rates entice people to get new mortgages and previous ones refinanced at a lower rate. Real estate lending crisis was triggered by the subprime lending mechanism, i.e. below normal rates. Financial institutions offered real estate at

Celebrating Thanksgiving in America Annotated Bibliography

Celebrating Thanksgiving in America - Annotated Bibliography Example This web article was authored by David Barton. The source provides a detailed historical background to the Thanksgiving Day as celebrated in America today. The source relies on several primary sources to bring to life the events that led to the institution of the last Thursday of November as a public holiday and national day of celebration. According to the author, the celebration of Thanksgiving in America is a tradition that was introduced by European Americans more than four centuries ago. Barton notes that Thanksgiving Day traces its history to the arrival of the pilgrims from England to the New England. He notes that Thanksgiving Day is not only a day to celebrate by feasting but is dedicated to giving thanks to God for His blessings. According to the source, the first congressional resolution for the institution of Thanksgiving Day as a federal holiday was declared by President George Washington in 1789. The president declared November 26, 1789, as a holiday. In this book, Colman seeks to explore the origin the celebrations that are held in the U.S. every last fourth Thursday of November. Colman ideally seeks to answer the question as to whether the Thanksgiving Day really traces its origins to the arrival of the Pilgrims in Plymouth, Massachusetts as commonly stated. The author gives different accounts of past happenings that together point at different origins of the Thanksgiving Day. Pertinent to her discourse is the symbolic eating of turkeys on Thanksgiving Day. According to the author, many Americans love to celebrate together on Thanksgiving Day and often have turkey - a symbol of abundance - as part of their diet.

Environmental Exploitation Resources

Environmental Exploitation Resources The effects of human exploitation of the natural resources are not limited to deforestation and pollution; it has also affected the diverse animal species of all the earths ecosystems. In recent years scientists have explored the possibility of breeding endangered species in captivity and releasing them into the wild to ensure the species survival in the wild. However, these sorts of programs are not easy to fund or carry out. Several implications ranging from operational problems, to inbreeding within the species make it hard for conservationists to carry these programs out. Captive Breeding of Endangered Animals for Release into the Wild. Humans are the dominant species on earth. We are considered to be one of the â€Å"newer† species, since our species did not evolve until recent times. It is out species ability to adapt and modify its surroundings that has made it the real â€Å"king of the jungle†. Our dominance on this planet makes us completely responsible for all the things that happen and are not directly caused by natural phenomena. Humans are to blame for driving our fellow animal species to the brink of extinction. Our lifestyles and need to consume goods like there is nothing else in the world to do but consume and produce wastes are some of the main causes for the destruction of our natural resources. In recent years the effects of our dwelling in the planet has become more obvious than ever, and the attitude of people is changing. Scientists suggest that a possible solution for the problem could be to have the endangered animals bred in sanctuaries or places where they can be safe and later released into the wild (Meffe and Carroll, 2007). Implications The idea sounds logical and most people think it is the best way to increase the wild populations of some of the most critically endangered species in the world. However, there are several implications that the general public is not well aware of. Ability to Breed in Captivity For example, not all species have the same ability to breed in captivity. Some require very specific conditions that cant be mimicked in captivity. It is estimated that out of all the recovery plans for endangered species captive breeding is only recommended in 63% of the plans in the USA (Mathews et al., 2005). Ability to Be â€Å"Wild† Besides these conditions, some animals lose their ability to be â€Å"wild† when they find themselves in captivity. They lose certain behaviors that are absolutely necessary for their success in the wild regarding their skills to find food, find a mate, successfully reproduce and care for their young. Scientists have attempted to teach captive-bred animals some of these behaviors and have found it extremely hard to do and in some cases impossible (McPhee, 2004). Some animals learn most of these abilities from their mothers or from the interaction with members from their own species. Highly sociable species have another problem besides those listed above; they behave differently to most wild social groups and struggle to be accepted in the group. Species with this problem include African Wild dogs, lions and ungulates in general. Ungulates are animals with hoofs (Gusset, Slotow, Somers, 2006). Hunters Even when the animals are successfully reintroduced into the wild they are not completely safe. When populations recover and they are considered stable, the government tends to take the species off the Protection Act that punished human aggressors. As soon as they are left without federal protection, hunters move in and the cycle begins all over again. Since these populations are not as â€Å"wild† as others of the same species, they may find themselves lacking of abilities to avoid humans. For example, the grey wolf population in Idaho, Wyoming and Montana has increased slowly and has remained stable for a few years now, so they are to be lifted from the Protection Act in those states. This will allow hunters to kill 950-1,500 animals in order to reduce the population to an estimated 1,250 wolves. This decision was reached in favor of the farmers in the area want to protect their livestock from the wolves, but other groups say that this is not a valid reason because farmer are allowed to kill any wolves that attack, or harass their animals as long as they notify authorities within 72 hours (Legislature of the State of Idaho, 2008). Inbreeding Other problems include inbreeding of the endangered species. Since the surviving populations of some endangered animals are small, the interbreeding gives room for inbreeding, which increases the chance of genetically inherited disease or genetic predisposition to health problems that may affect the animals ability to survive and reproduce. Reproduction in the wild once the animals have been released is key to the survival of the species. If they are unable to reproduce and link their genes with those of wild populations, inbreeding will be more likely to occur and affect their ability to succeed (Pluhà ¡Ã„ ek, Sinha, BartoÃ… ¡ Ã…  Ãƒ ­pek, 2007). For example the Florida panther, a subspecies of mountain lion, is highly endangered and despite the efforts of conservationists and zoos, their reproductive success was so low it was estimated that the population would decline to the point of extinction. In order to save this rare subspecies of mountain lion, scientists studied the genetics of other subspecies of mountain lions to find out which one was more closely related to the Florida panther. The findings showed that the panthers in Texas showed a high resemblance, genetically speaking, to the Florida panthers and their populations were linked. This increased the reproduction success rate in a short time, giving the species and new chance of survival (Stokstad, 2005). The Ecosystem When dealing with conservation biology, every single niche of the ecosystem has to be taken in consideration before taking any course of action. When an element of the ecosystem is removed, it affects the other elements of the symbiotic community. Success Stories Black-Footed Ferrets. For example, when Prairie Dogs were exterminated by farmers and the government in the Great Plains area, the Black-Footed ferret, the only mammal of its class native to North America, was the one who suffered the most. These small mammals have one of the most specialized diets of all the mammals. They feed entirely on prairie dogs and live in their burrows underground. These particular species was thought to be extinct until the 1980s when a colony was sighted. Since their re-discovery the have proven to be a real success for conservation biologists. Their numbers are increasing steadily and education has made farmers aware of the importance of protecting these critters and their needs in the wild. They succeeded because not only did the federal government provided funds and resources for the protection of the species. Farmers were also educated and collaborated by protecting their lands and the ferrets living in it (Cubie, 2006). Przewalskis Horse. Another success story is that of the Przewalskis horse, or Mongolian wild horse. These horse species is the only â€Å"true† wild horse species left in the wild. This is the only species of horse that has never been tamed. They suffered the loss of their territory and pasture lands to the hands of the Mongolian farmers and their livestock. These beautiful horses lost their territory and suffered from diseases carried by the farm animals that had contact with them. Several zoos worldwide made a great effort to adopt the remaining individuals in the wild and started breeding programs. By 1960 the species was extinct in the wild and was kept alive in zoos. Their breeding programs started slow but steady and they have been reintroduced into the wild in new territories where they are not to be disturbed (Souris, Kaczensky, Julliard, Walzer, 2007). Scimitar Horned Oryx. A similar case happened with the Scimitar Horned Oryx. This antelopes were hunted for their horns, which are the largest of all the antelopes, to the brink of extinction. These magnificent animals live in the northern African deserts and the Middle East. Their population in the Middle East was affected by the constant armed conflicts that have taken place in the region for over 40 years. The dwellings of this antelope were protected and some individuals were captured to breed them in captivity. Their population recovered greatly thanks to the combined efforts of local park rangers who protected the reserves in which they were relocated to and the breeding programs. It is estimated that if scientists had not stepped in, the species would have become extinct by now (Campbell, 2007). Tigers. Tigers are among the most endangered species on earth and conservation efforts in the wild do not seem to be making any progress. In fact there is no population recovery. The different subspecies are still as endangered as ever and their numbers keep dropping every year. Some tiger sanctuaries in India have not had a single sighting of a tiger in years. These are situations that have pushed conservation biologists to take desperate measures and embark on controversial projects to save the critically endangered species (Ranganathan et al., 2008). Figure 1: Tigers in the Wild by Species (WWF, 2008) A very ambitious project a few years ago broke the scientific world when a pair of captive bred Bengal tigers was â€Å"trained† to become wild in a game reserve in South Africa. These tiger species is the second largest of all the big cats and it is native to Bangladesh and India. The biologists in charge of the project, Dave Salmoni and John Varty, decided to take them to Africa, because it is the continent with the highest success of large predator population recovery in the world. The tigers were taught to hunt, and avoid dangerous prey that was new to them such as Cape buffalo (Living with Tigers, 2004). This particular release project has proven to be effective yet very controversial. Tigers are not native to Africa, so their introduction to this new continent was seen as a bad choice since it would only mean more competition to the native predators. South Africas native predators include other vulnerable species, mainly big cats, such as cheetahs, African lions, and leopards. These felines compete against each other for hunting grounds and prey. The introduction of the much larger Bengal tiger will only increase competition and favor the introduced species since its characteristics make it a better and stronger predator (Living with Tigers, 2004). The second major issue regarding the introduction of tigers into Africa is the fact that the pioneer animal behaviorist, who was head of the project, hand raised the tigers and â€Å"trained† them to be wild. Therefore, the constant contact with humans during their development is more likely to make them seek human contact in the future. The tigers would not be afraid of humans and the villagers of the region could find themselves in dangerous situations with these mighty predators. Villagers are concerned because in case the Tiger Project releases more tigers, it would mean one more predator to watch out for (Living with Tigers, 2004). These issues have been addressed by one of the biologists in charge of the tiger project in South Africa, Dave Salmoni. Salmoni (2007) explains, that the â€Å"unfortunate reality is that tiger conservation in Asia is in a disturbing state. The problems facing the tiger are ones that cannot be overcome at a whim. We would be acting unethically if we started introducing tigers into an area that has not yet solved its conflicts with the tiger. Therefore, a project like this needs to take seed in another country. Once a working model for tiger conservation is established it is then possible to motivate decision makers to begin to start rectifying the problems the tiger faces. [†¦]In my opinion, if I were given the choice to save the tiger in Africa or see it vanish from the earth, I would choose Africa. Saving the tiger in Africa is not the goal of the project. We hope to use the sanctuary as a model for conservation in Asia.† Conclusion Most of the examples I have listed so far may seem to be all failures, but when we take into consideration that all other measures taken have failed, their results are not too bad. Governments around the world tried to protect their wildlife by designating reserves or protected lands. Poaching. The problem with these is that poachers and black-market traders can easily access the endangered animals and hunt them down. The truth is that there are not many options available when dealing with wild animals, especially those whose populations are so small, any sort of disturbance could be fatal. One of the biggest problems is that once the populations begin to recover and scientists back down and let nature take its course, human greed returns to claim their victims. Recent studies suggest that the populations of some of the most endangered animals are declining once again due to poaching and habitat destruction. For example, tigers, leopards and other big cats are killed for their furs, bones and claws. Elephants, rhinoceros and many species of antelope are killed for their tusks and horns. All of these products are used in the production of traditional Chinese medicine remedies, or sold as trophies or art pieces (WWF, 2008). Captive Breeding Solution. It may seem that captive breeding is not the best solution for this problem; nevertheless, it is the only solution that seems to be giving positive results in the long run. Protected areas can only help so much, especially in third world countries which do not have the resources to pay personnel who protect these wildlife reserves and they lack human resources to patrol the large extensions of land to make sure poachers are not entering the protected lands. Zoos help, but the interaction between humans and the wild animals ends up being a problem. Animals raised by hand are less likely to fear humans and therefore become easy prey for hunters or even other animals. Studies show that the loss of â€Å"wildness† of captive animals is not only limited to their learnt behaviors, some species show these changes by losing some â€Å"instincts† that are invaluable in the wild like their ability to avoid predators or techniques for finding food (Mathe ws et al., 2005). Some of these â€Å"learnt† behaviors can be eliminated by introducing the captive bred animals to wild populations from an early age so that they can learn from those who have better developed instincts and survival skills. This can be very hard to do because wild populations are not always receptive to outsiders and may see the additions as threats or future competition and get rid of it. But since there is no other plausible way to teach the captive bred individuals, their gradual introduction to wild populations is the best way to ensure their survival and later reproduction in the wild in order to increase the numbers of a population (Gusset, Slotow, Somers, 2006). In conclusion, no other conservation practice seems to be providing any positive results and captive breeding and releasing into the wild of endangered species are the only projects that have shown tangible results in the last few decades. It may not be the best way to ensure the survival of the many endangered species, but it is the only method that seems to be producing positive results and increasing wild populations numbers. It is important to understand the importance each creature plays in the world and its extinction will only cause changes in ecosystems that will end up affecting human beings as well.

Transvestic Fetishism :: science

Transvestic Fetishism Introduction Someone you know-any male close to you-could be having a secret "affair" behind closed doors and you may not even be aware of it. Not to worry, it may not involve another woman. This man may be having an affair with female clothing. If so, it is safe to say that this man is suffering from a transvestic fetish. What is a transvestic fetish? Transvestic Fetishism is a psychosexual disorder found mostly in men. To better understand this disorder, we must first look at the definition. Transvestism is defined as dressing in the clothing of the opposite sex to achieve sexual arousal, excitement, and gratification. Fetishism is the reliance on nonhuman objects as the preferred or exclusive method of achieving sexual excitement. The major symptom of fetishism is the use of nonliving objects to obtain sexual arousal. The most common fetish objects are articles of women's clothing such as bras, underpants, stockings, shoes and boots. The individual will often masturbate while fondling, kissing, or smelling the fetish object. In other cases, the individual's sexual partner will wear the object during sexual encounters, thereby providing an arousing stimulus that enables the fetishist to participate in otherwise normal sexual behavior. Thus, men suffering from transvestic fetishism gain sexual pleasure from dressing in women's clo thing, a behavior defined as cross-dressing. Cross-dressing can range from wearing only one article of women's clothing while alone to dressing completely in women's clothing and appearing that way in public. In some cases, the cross-dressing is so effective that it is difficult to distinguish a cross-dressed transvestite from a woman. However, the person's goal is not to "pass" but to achieve arousal. Cross-dressing seems to be exclusively male behavior, and there is really no explanation for it. There is no evidence of any hormonal or genetic abnormality. One explanation is that childhood experience with cross-dressing may have been associated with sexual play and arousal. One sample of transvestites found that 78 percent were either married or formerly married, and marital friction is one of the main reasons that transvestites seek therapy. A man with a transvestic fetish will often masturbate while dressed in women's clothes and will fantasize about other men being attracted to him while he is dressed in those clothes. In a very limited number of cases, homosexuals may cross-dress to attract other men, but the homosexuals do not gain sexual pleasure from the cross-dressing and are therefore not diagnosed as having a transvestic fetishism. Transvestic Fetishism :: science Transvestic Fetishism Introduction Someone you know-any male close to you-could be having a secret "affair" behind closed doors and you may not even be aware of it. Not to worry, it may not involve another woman. This man may be having an affair with female clothing. If so, it is safe to say that this man is suffering from a transvestic fetish. What is a transvestic fetish? Transvestic Fetishism is a psychosexual disorder found mostly in men. To better understand this disorder, we must first look at the definition. Transvestism is defined as dressing in the clothing of the opposite sex to achieve sexual arousal, excitement, and gratification. Fetishism is the reliance on nonhuman objects as the preferred or exclusive method of achieving sexual excitement. The major symptom of fetishism is the use of nonliving objects to obtain sexual arousal. The most common fetish objects are articles of women's clothing such as bras, underpants, stockings, shoes and boots. The individual will often masturbate while fondling, kissing, or smelling the fetish object. In other cases, the individual's sexual partner will wear the object during sexual encounters, thereby providing an arousing stimulus that enables the fetishist to participate in otherwise normal sexual behavior. Thus, men suffering from transvestic fetishism gain sexual pleasure from dressing in women's clo thing, a behavior defined as cross-dressing. Cross-dressing can range from wearing only one article of women's clothing while alone to dressing completely in women's clothing and appearing that way in public. In some cases, the cross-dressing is so effective that it is difficult to distinguish a cross-dressed transvestite from a woman. However, the person's goal is not to "pass" but to achieve arousal. Cross-dressing seems to be exclusively male behavior, and there is really no explanation for it. There is no evidence of any hormonal or genetic abnormality. One explanation is that childhood experience with cross-dressing may have been associated with sexual play and arousal. One sample of transvestites found that 78 percent were either married or formerly married, and marital friction is one of the main reasons that transvestites seek therapy. A man with a transvestic fetish will often masturbate while dressed in women's clothes and will fantasize about other men being attracted to him while he is dressed in those clothes. In a very limited number of cases, homosexuals may cross-dress to attract other men, but the homosexuals do not gain sexual pleasure from the cross-dressing and are therefore not diagnosed as having a transvestic fetishism.

Ganhi, King, and Mandela: What Made Non-Violence Work?

Ferdinand Magellan was a Portuguese explorer who started his voyage in Spain and was the first explorer to circumnavigate, meaning to travel all the around the world. He was killed on April 27, 1521 by the natives on the island of Cebu in the Philippines while many of his own men stayed on the boat despite knowing their captain was in trouble. The question being asked was whether or not this captain was worth defending. This question could be answered either way but in this essay we are going to argue that Magellan was not worth defending.Ferdinand Magellan was not worth defending because he was unorganized, he forced and threatened natives in the Philippines to convert to his religion of Catholicism and lastly, he was bossy and could care less about the crewmembers needs. Magellan wasn’t organized as a leader because during their voyage after they had crossed the Atlantic Ocean and had sailed down the coast of what we now call the countries of Brazil and Argentina, he noticed that the supplies might not last them the rest of their trip. Because of this Magellan put each crewmember on a limited about of food that they could have each day.Many of the men grew ill, were very unhappy with this decision and wanted to return home, but Magellan refused to listen to any of their needs. This shows that Magellan was not a very organized leader because he didn’t bring enough food and supplies that could last for each and every crewmember during their many long years on sea. A mutiny was also organized against Magellan, and in self-defense he killed everyone who was against him including leaders and captains on the other ships. This shows he was not organized because if he was, his own men would not have gone against him and tried to kill him.The decision that Magellan made that changed his life was also a very important reason that could support the argument that he was not worth defending. Magellan was killed in the Philippines after he forced all the nati ves to convert to Catholicism. Those who didn’t were threatened just like the village on Mactan that he burned down after they did not convert. If Magellan did not make that horrible decision he could have been with his remaining men as they completed the voyage. This decision he made shows he was probably not a very good leader, it also supports the reason he was norganized. Magellan should have made a better decision, which was to leave the natives alone in their home and try to accomplish his goal, which was to reach the Spice Islands. The fact that when the natives went up against Magellan and his men stayed in the ship knowing he was in danger shows his men disliked him and that he may of done other horrible things to them that we are not aware of. The last explanation that can support the argument on whether or not Magellan was worth defending was that he was very bossy, and careless of his men’s need.The men on board played a very important role and greatly help ed him become the first leader to circumnavigate. Without the men, this might have not been possible. In the documents there is no evidence that shows he was ever thankful for them. We are also not given much information on the men who liked him and thought of him as a great leader. The documents just explain to us how he was bossy and didn’t care about them. In Document D we are told how many of the men got very sick and their gums swelled up causing them to be unable to eat.In these documents we are not told Magellan was ever starving or sick, that gives evidence that makes us predict he was selfish and kept the good food for himself and tried to keep only himself as healthy as possible. In conclusion, Ferdinand Magellan was once again, not worth defending. He was unorganized, made horrible decisions and was a very inconsiderate and selfish leader. The reasons explained above give evidence that can answer the question of whether or not Magellan worth defending.

Organizational Learning Essay

1. 0 Introduction The title of this journal is Organizational Learning Practices in the Project Management Environment. The author is Timothy G. Kotnour from University of Central Florida, Orlando, Florida, USA. This journal focuses on understanding how project managers continuously improve their project quality and performance by building knowledge through learning. Beside that, for the project organization to learn, organizational members must create, share and apply knowledge. The organizations members will create new knowledge for learning experiences. Learning-by-doing occurs when a problem solver associates plans and actions to accomplish positive results and avoid negative results (Anzai, 1987). While, the plan-duty-study-act (PDSA) cycle, is used to represent the learning process in a project environment. There have two learning cycle in this journal which is Inter-project learning cycle and Intra-project learning cycle. Inter-project learning is the combining and sharing of lessons learned across projects to apply and develop new knowledge. Tools to support inter-project learning include information technology tools and employee groups aimed at sharing knowledge across the organization provides a detailed example of an online system for recognizing, documenting, validating and making available lessons learned for an organization. While, intra-project learning is the creation and sharing of knowledge within a project. Intra-project learning focuses on tasks within a single project and supports the delivery of a successful project by identifying problems and solving them during the project. Learning take place when a project team members discuss approaches for completing a task or overcoming problems. The intra-learning occurs throughout routine reporting cycle such as weekly or monthly status and review meetings, project deliverables or major occurrences in the project. 2. 0 Research Methodology & Framework The research methodology involves a lessons learned oriented survey was completely by 43 project managers who were attending a chapter meeting of the Project Management Institute. The survey used to lesson learned terminology because it is more familiar to project managers than organization learning. The survey contained four question sets. The first set asked project manager their background in project management. The second set focused on how project managers produce lessons learned which is including when, what about, how know, what to produce a lesson learned about and what is included in a lesson learned. While, the third set asked respondent to describe, using five-point Likert scale ( 5 = strongly agree, 4 = agree, 3 = not sure, 2 = disagree, 1 = strongly disagree ), which is the degree to which they practice project management learning practices. Next the fourth set asked respondent to describe using a five-point Likert scale the degree to which their organization is achieving the learning outcomes. Factor analysis was performed on the third and fourth data sets. There are five general steps to factor analysis which is assessing applicability of the factor analysis process, determining the number of factors through factor extraction, grouping the variables into factors according to factor loading, producing weighted factor scores and lastly each factors reliability was computed using Cronbach’s alpha 3. 0 Framework, Independent Variable (IV) and Dependent Variable (DV) The learning framework offer an implications for a project manager to use in focusing the learning activities of a project team which is first, the opportunity for learning is an inherent part of the project management process. The project management process parallels the learning process. The steps in the process provide the foundation for learning. In a discussion with a project manager, most of the them viewed producing lessons learned as a valuable and important exercises. However, they felt that they did not have time to complete a formal lesson learned and viewed the learning as a separate activity. This situation showed that, there has a weak relationship between IV and DV. Second, the use of lessons learned can be conducted throughout a project life-cycle, not just at the end of the project. Using the intra-learning cycle, lesson learned can be produced for each cycle in a project to carry on learning to the next cycle and to the next project. And the lastly is the learning process can break down at any stage of the intra- or inter-learning PDSA cycle. For example, the break down can happened in the learning process if there have not using the project management process and tools in a systematic fashion on the model of intra- and inter-project learning. Other than that, the learning process also can fail in the â€Å"plan† step by not reviewing past plans and lessons learned to apply to the current project. In the â€Å"do† step, learning can break down as a result of the project team not following the plan or collecting data on the performance and changes to the plans. While learning also can fail in the â€Å"study† step by not analysing project performance with project tools and not competing lesson learned. Finally, in the act â€Å"step†, learning process can fail because there have no sharing with or incorporating lessons learned into the next project. 4. 0 Result of the Journal The results of survey analysis in this journal are divided into two areas. First, hypothesis testing is completed and second descriptive analysis is completed on how project managers produce lesson learned. Table III contains the result of regression analysis for hypothesis testing. [pic] 4. 1 Project Performance As shown in Table III, project management performance is positively associated with project knowledge. Having knowledge about what could be wrong, ways to ensure success and ways to avoid problems supports the organization in delivering better products and services and managing projects better regarding plan a project and meet cost, schedule and performance requirements. 4. 2 Project Management. As shown in Table III, intra- and inter-project learning practices are directly associated with project knowledge. Producing lesson learned is hypothesized to support the intra- and inter-project learning activities by providing a mechanism to reflect on the project and sharing the knowledge across the project. 4. 3 Learning Practices. Based on Table III, producing a lesson learned is related to inter-project learning. The important factor to increase inter-project learning is not just to produce a lessons learned but to conduct multiple activities for producing lesson learned. 4. 4 Learning Support According on Table III, learning support is needed for each of the learning activities such as inter, intra and lesson learned. Collecting data about the set of steps on a project supports intra-project learning by providing the data and information to compare against the plan and identify mistakes. Being willing to openly and honestly address the mistakes helps drive the learning for intra-project learning and produce lessons learned which can be shared across the organization through inter-project learning. 5. 0 Suggestion/Recommendation There have some recommendation for organizational practices in the project management environment. Project organizations are faced with continuously improving the quality and performance of their products and services to compete in the competitive environment. To learning such an integrated in the project management environments from project experiences to improve knowledge and performance, there must have provide a learning framework which defines the learning processes in a project management environmental. Beside that, analysing the survey result of practicing project manager’s perception on learning outcomes and practices. Other than that, by integrating and sharing the experiences and learning across project, the organizational will have a greater knowledge. While, project team members must need support for learning to enable them to learn from experiences. Next, for developed organizational practices in the project management environment, the factor analysis and reliability results for the project management learning practices should be provided. This included how project manager share knowledge from one project to next, how project managers create knowledge during a project and the action project managers take to support the learning process. There also recommend to provides the factor analysis and reliability results for the learning outcomes. There have 2 factors for learning outcome which is the increased knowledge by sharing lessons learned across projects and how to learning process helps the organization improve in managing a project and delivering products and services. 6. 0 Conclusions As a conclusion, project organization should focus on building knowledge because increased knowledge is associated with increased project performance. To support knowledge building the organization must focus on the learning both and between projects. However, the learning process needs to support by using management tools to plan and monitor results. There also needs to be supported with an environment which allows team members to admit mistakes and openly discuss solutions to problems. All of this needs to be completed to lead to project management success. 7. 0 References Kotnour, T. G. , Orr, C., Spaulding, J. and Guidi, J. (1997), â€Å"Determining the benefit of knowledge management activities†, 1997 International Conference on Systems, Man and Cybernetics, October 12-15, pp. 94-9. Anzai, Y. (1987), â€Å"Doing, understanding, and learning in problem solving†, in Klahr, D. , Langley, P. and Neches, R (Eds), Production System Models of Learning and Development, MIT Press, Cambridge, MA, pp. 55-98. Argyris, C. and Schon, D. A. (1978), Organizational Learning: A Theory of Action Perspective,Addison-Wesley, Reading, MA. Abdullah, H. S. Research Method Guide. Gido, C. Effective Project Management, 5th Edition.