Babson College (GPA, SAT and ACT Scores for Admission)

Babson College (GPA, SAT and ACT Scores for Admission) Babson College GPA, SAT and ACT Graph Babson College GPA, SAT Scores and ACT Scores for Admission. Data courtesy of Cappex. How Do You Measure Up at Babson College? Calculate Your Chances of Getting In  with this free tool from Cappex. Discussion of Babsons Admissions Standards: Far more applicants are rejected than accepted by Babson College. Successful applicants will need to have standardized test scores and high school grades that are well above average. In the graph above, the blue and green dots represent accepted students. You can see that most successful applicants had high school grades in the B / A- range or higher. Admitted students tended to have combined SAT scores of 1250 or higher (RWM), and ACT composite scores of 26 or better. Strong math scores are particularly important at Babson. Note that there are quite a few red dots (rejected students) and yellow dots (waitlisted students) mixed in with the green and blue in the middle of the graph. Many students with grades and test scores that were on target for Babson College did not get in. Also note that a few students were accepted with test scores and grades a bit below the norm. This is because Babsons admissions process is based on more than numbers. The college uses the Common Application and has holistic admissions. The admissions folks will be looking at the rigor of your high school courses, not just your grades. Also, they will want to see a winning essay, interesting extracurricular activities, an engaging short answer, and strong letters of recommendation. You can further strengthen your application by doing an optional interview, and all applicants must do a supplemental essay in the form of a letter to your Babson roommate. To learn more about Babson College, high school GPAs, SAT scores and ACT scores, these articles can help: Babson College Photo TourBabson College Admissions ProfileWhats a Good SAT Score?Whats a Good ACT Score?Whats Considered a Good Academic Record?What is a Weighted GPA? Articles Featuring Babson College: Top New England Colleges and UniversitiesTop Massachusetts CollegesBoston Area Colleges If You Like Babson College, You May Also Like These Schools   Bryant University:  Profile  |  GPA-SAT-ACT GraphVillanova University:  Profile  |  GPA-SAT-ACT GraphStonehill College:  Profile  |  GPA-SAT-ACT GraphUniversity of Connecticut:  Profile  |  GPA-SAT-ACT GraphFordham University:  Profile  |  GPA-SAT-ACT GraphProvidence College:  Profile  |  GPA-SAT-ACT GraphNortheastern University:  Profile  |  GPA-SAT-ACT GraphGeorgetown University:  Profile  |  GPA-SAT-ACT GraphBoston College:  Profile  |  GPA-SAT-ACT GraphUniversity of Pennsylvania:  Profile  |  GPA-SAT-ACT GraphNew York University:  Profile  |  GPA-SAT-ACT GraphBentley University:  Profile  |  GPA-SAT-ACT GraphDrexel University:  Profile  |  GPA-SAT-ACT Graph

Needs Analysis Essay †English For Tourism

Needs Analysis Essay – English For Tourism Free Online Research Papers Needs Analysis Essay- English For Tourism Needs analysis is the most important part of an ESP course. In fact, one of the main absolute characteristics of ESP, with which some of the most important authors such as Strevens or Dudley-Evans agree, is that ESP is designed to meet specific needs of the learner. In this paper I aim to stress the importance that a concept such as needs analysis has in a class of English for tourism. However, Esp teachers do not always pay the deserved attention to this feature. Many students usually expect a needs analysis in a class of ESP such as English for tourism. However, not many teachers feel that such a test is necessary for the course that is going to be taught. Teachers very often rely on already prepared materials to teach the course so they leave aside the students needs and the fact that, maybe, those students have some specific wants. If teachers conduct their courses with textbooks, which do not always have the specific contents to achieve the desired goals, the course will end up being a general English class. Therefore, in a class of English for tourism, a teacher should be able to analyse the target needs and the learning needs, which is something that is very important for the design and development of the course. Depending on the job a student wants to do, the teacher should analyse the target needs because tourism involves a very wide range of jobs such as hotel management or touristic guide. In this case, the student would need certain skills to express his or her knowledge in the target language. From here onwards, the teacher should design an appropriate syllabus taking into account those needs in order to include the activities for the learners to achieve those skills. However, one of the reasons why teachers do not normally use the needs analysis is that they very rarely have the appropriate knowledge in order to fill in those needs. Due to this, teachers use textbooks which are oriented to the subject of English for tourism, but only in the sense of vocabulary. It is also true that the role of the teacher has some requirements, that is, among others, he or she needs to have a basic knowledge of the main principles of the subject on which the ESP course focuses. In order to pay the right attention to needs analysis the teacher has to be able to solve those needs. As a conclusion, it is very important that an ESP teacher gives the deserved attention to the needs analysis. In order to achieve this, a teacher should use, not only textbooks, but also realia to teach the course. The teacher should also separate those needs into target needs and learning needs depending on the aims of the course and also, the teacher should have some basic notions of the basis subject. Teachers should really bear all this in mind so that an ESP course is successful for them and for all the students. Research Papers on Needs Analysis Essay - English For TourismStandardized TestingIncorporating Risk and Uncertainty Factor in CapitalPETSTEL analysis of IndiaTrailblazing by Eric AndersonAnalysis of Ebay Expanding into AsiaQuebec and CanadaBionic Assembly System: A New Concept of SelfThree Concepts of PsychodynamicOpen Architechture a white paperAnalysis Of A Cosmetics Advertisement

The Automotive Industry in the United States Essay

The Automotive Industry in the United States - Essay Example Most of the Japanese, Korean and India companies have assemblies in the U.S. such as Chrysler-Toyota, Hyundai Mercedes among others. Moreover, more companies are coming to set up manufacturing plants due to the highly demanding market in the country. The latest company to come to the U.S. is Volkswagen in 2011 (The Automotive Industry in the United States). The automotive industry has different sectors that define the success of the industry. The industry has an engine plant that solely manufactures engine for the companies. In addition, the companies have separately and jointly owned research and development department that researchers on the effective way of producing vehicles at cheap costs and for a better environment. In addition, the industry I characterized by design and testing autonomous departments. The automotive industry contributes approximately 4% to the country GDP. In addition, the industry directly employs 786,000 as of the end of 2012 (The Automotive Industry in the United States). Moreover, the automotive industry employs a high percentage of an indirect employee through distribution, suppliers and other service sectors. In 2012, the industry supplied vehicles and other parts for $225 billion to other countries of the world (The Automotive Industry in the United States). In total, the automotive industry is estimated to provide 3.62 million employment in the country as of 2012. For this reason, the automotive industry is viewed as the best manufacturing sector compared to other industries. The industry faces the problem of polluting the environment as most of the vehicles are made to use petroleum. The industry, therefore, faces a tough time researching for efficient vehicles that are made to use efficient energy.  

Organization Theory and Design by Daft, RL Essay

Organization Theory and Design by Daft, RL - Essay Example Rites of Renewal: The 'culture fit' after a long time in practice wanes its characteristics. To rejuvenate the organization with more or less the same culture-specific new rites are implemented from time to time. They are essentially system-supportive; and enthuse in the employees' mind a hope that their expectation is being realized, so that they reinforce their motivation in the organization as before. Rites of Passage: They help in new recruitments in the organization. The pre-training in the military and the police, extensive and intensive testing, screening, counseling, group discussion, interviews and assessment exercises are examples of these rites. Rites of Integration: These rites foster social co-relation by reviving common feelings and realsing individuals' commitment to the bound to the organization. They attempt at bringing people of different hierarchy through recreational activities like giving parties, picnic and joining en mass the common eating, drinking, dancing and other exchange performances. 1(b). Mission Culture: The 'mission culture' is as defined by D Denison in 'Corporate Culture and organizational Effectiveness' (1990) is a hypothesis that concentrates on certain values, goals and cultures (or subcultures) to achieve within a timescale. For this it lays a set of shared definition of the function and purpose for an organization. It is concerned with both internal factors and external environment to make the shared values positively effective. It has primarily two focused motivations. One, it instills in the mind of the employees non-economic reasons along with the economic targets, for employing their efforts for the well-being of the organizational set-up: there lies their own wellbeing. It sets a defined direction and cherished end-goals to follow for the organization. The Adaptability Culture: Adaptability culture is however more plastic in nature. It involves risk taking efforts, trusting each other. It follows a proactive approach to organizational life and is quick to recognize a possible hurdle and find its solution. It instills a positive confidence in the ability of the persons of all ranks and thus enthuse in them to achieve the 'mission culture'. Good examples of the 'mission cultures' which have made themselves a name to reckon with in the world are the McDonalds, Honda, Digital Equipment Corporation (DEC). McDonalds has a mission culture, while its varying menus for different cultures is the example of its adaptability culture. Therefore we may say that adaptability culture is more effective in achieving the target than the mission culture which is its mere identity with all unique technologies. 1(c). Culture strength: The strength that derives an organization is enshrined in a set of rules to be followed by strictly. Deviation is not tolerated. It rather makes people to instill assurance and certainty about the organization and is closely associated with durability of it. Only then the employees have faith in the organization and hence can be motivated to accomplishment. (Hmapden-Turner; 1990:13). Subcultures: They are just opposite of the culture strength in characteristics. Every dominant culture is characterized by some small homogeneous sets of beliefs, values and assumptions within it. The dominant culture

Three Social Media Aggregators That Bring It All Together Essay Example for Free

Three Social Media Aggregators That Bring It All Together Essay Social media services facilitate connection of people via Facebook, Twitter and Flickr, for example, have opened enormous opportunities for people to interact and share ideas. As Pash (2009) puts it, managing the many updates is not an easy task; hence, must provide a viable way of managing the different social media services. In the article, 3 Social Media Aggregators That Bring It Altogether, Pash (2009) asserts that social media aggregators are the solution to the challenge of managing the different social media services that keep people connected. According to the author, social aggregators are significant in ensuring that there is a single entry point to access one’s social networking sites. This has long-term benefits by enabling one to keep monitoring his social network streams and keeping them in one dashboard. Through this, it will be possible for social network users to establish flexible ways of managing the network sites by categorizing them in terms of importance. People who rely on social media as a communication platform, for instance, business owners will find the concept extremely significant. This is because they have to communicate with their clients and expand their customer base. Through the social aggregator processes, it is possible for business owners to prioritize on their activities and establish long-term connections with clients. On a personal level, the idea of social media aggregation is important in enhancing the ability to monitor social media tools in my jurisdiction. The need to improve communication networks will certainly trigger me to join the social media aggregation exercises. Indeed, this is a valuable way of examining one’s social media influence. Reference Pash, A. (2009). Three Social Media Aggregators That Bring It All Together. Retrieved from: http://www.pcworld.com/article/169515/social_media_aggregators.html Source document

The Dramatic Setting of the Gorgias :: Gorgias

The Dramatic Setting of the Gorgias ABSTRACT: I analyse the dramatic setting of the Gorgias by contrasting it with that of the Protagoras. The two dialogues are closely related. In the Gorgias Socrates states that the rhetorician and the sophist are basically indistinguishable in everyday life. In both the Protagoras and the Gorgias, his confrontation with his interlocutors is metaphorically related to a descent to Hades. However, while the events in the Protagoras are narrated by Socrates himself, the Gorgias has readers face the unfolding events without mediation. The temporal and spatial framing of the Gorgias is indeterminate, while both aspects are described in detail in the Protagoras. I maintain that the magical passage from an indeterminate "outside" to an indeterminate "inside" in the Gorgias is significantly related to the characters' attitude towards the boundaries of each other's souls, which are constantly ignored or attacked. As a matter of fact, the dialogue presents a very impressive amount of anger and exchange of abuse, which never ceases until the end. I suggest that the temporal framing demonstrates that the beginning and the end of the dialogue are closely connected. Socrates unexpectedly arrives and refutes Gorgias by asking him unexpected questions. The last myth of judgment indicates that Gorgias' attitude is comparable to that of the mortals who lived during Kronos' age, while Socrates brings about a liberation from appearance which is analogous to the innovations brought about by Zeus. The Gorgias has been often characterized by commentators as a remarkably bitter dialogue. After all, the dialogue presents a war between philosophy and rhetoric. Socrates is involved in three discussions of growing length and complexity with characters who, to various degrees, defend the power of rhetoric and the superiority of political life over philosophical life. It is a "fighting dialogue", as is also suggested by its incipit: "to war and battle." One would expect Socrates to win against his non-philosophical interlocutors. However, this is not the case. The more the conversations proceed, the more they are infiltrated by anger and misunderstanding, the more one is under the impression that Socrates may well silence his interlocutors but he hardly persuades them. His last interlocutor, Callicles, not only is not persuaded by him, but at one point even refuses to talk to Socrates and leaves him with the choice between abandoning the discussion altogether and performing a monologue. The myth of last judgment, which concludes the dialogue, is addressed to Callicles.

African Philosophy Essay

INTRODUCTION The problem is that we have a learner who has come from a different province to attend our school and has a problem socialising with the other children. She does not have any friends and is always alone. As a teacher, I believe it is my duty to try and help her. Nobody should have to be left feeling alone and out of place. She needs to fit in with the other learners. I would have to show them that they need to treat one another with kindness. African philosophy teaches us to build communities so I decided to use it in trying to solve this problem. It also teaches us to treat others with respect and dignity. I will focus on the central ethical idea in traditional thought which is Ubuntu. It encourages us to be humble human beings. CONTENT African philosophy stems from tradition and emphasises on the community and puts that at the centre of life. It is a way of thinking. It promotes  African identity and provides cultural unity. It is the response of the troubles of Africa, where intellects rejected the westerner’s domination by proving them wrong with regards to their belief that Africans were unable to develop a rational and scientific thought. African philosophy instils decent values in people and teaches us to love our neighbours and that we have a duty towards them. It consists of four different methods. Firstly, Ehtnic philosophy –also defined as â€Å"the philosophy of Africa â€Å", consists of religious and moral beliefs and contains people’s view of life and the experience of human beings. Secondly, Sage (wisdom) philosophy- focuses on individuals who are wise and far sighted and can think critically. Thirdly, Political philosophy -is very unique and different from the others. It is expected to be an African political philosophy, unlike capitalist, socialist or communist politics. Lastly, Pure philosophy -is philosophy done in areas such as empiricism, critical rationalism and existentialism. African philosophy also includes the principles of Ubuntu. Ubuntu, meaning â€Å"humanity† is related to well being and happiness. It is about caring and sharing, and forgiveness and reconciliation. It promotes peace and unity, and discourages discrimination. A fuller meaning of ubuntu is â€Å"I am because you are†. This means that we exist and develop only in relationships with others. It teaches us to live in harmony irrespective of our differences. Everybody should be made to feel important. Ubuntuism is meant to instil good values in a person, where you put the needs of other people before your own. African philosophy and ubuntuism emphasises on the importance of being kind and considerate to others. By making the learners aware of the ubuntu principles, I most certainly believe that it would make a huge difference in the way they behave and react towards the new learner. A community is expected to make any person feel welcome and in the same way, so should the learners. They need to make her a part of the group. She should be able to fit in comfortably and feel a sense of belonging. CONCLUSION The advantages of African philosophy are that it encourages the building of communities. It gives us a deeper understanding of ourselves. It teaches us the importance of culture and tradition and the need for it in our life. It shows us that we should love and appreciate all human beings. We should treat everyone equally. It promotes African identity and makes us feel proud to be Africans. However, there are also disadvantages to the African philosophy. It does not encourage critical thinking. It does not challenge power structures. It is unable to accept women and men as equals. It also tends to ignore the needs of the individual. It tolerates superstitious practices and is not widely accepted. It relies too much on tradition. Children should be taught from an early age to show love and respect to all people irrespective of colour and creed. I would make the children aware of how important it is to follow the ubuntu principles so that everyone can be happy and feel more relaxed. African philosophy would be the best method indeed to solve this problem as it promotes peace and harmony and should be practiced by every human being. BIBLIOGRAPHY Higgs, P. & Smith, J. 2012. Rethinking our World. Cape Town: Juta. Theoretical Frameworks in Education. Study Guide. Pretoria Wikipedia, the free encyclopaedia

Organisation Learning Essay

Where Argyris and Schon were the first to propose models that facilitate organizational learning, the following literatures have followed in the tradition of their work: Argyris and Schon (1978) distinguish between single-loop and double-loop learning, related to Gregory Bateson’s concepts of first and second order learning. In single-loop learning, individuals, groups, or organizations modify their actions according to the difference between expected and obtained outcomes. In double-loop learning, the entities (individuals, groups or organization) question the values, assumptions and policies that led to the actions in the first place; if they are able to view and modify those, then second-order or double-loop learning has taken place. Double loop learning is the learning about single-loop learning. ?March and Olsen (1975) attempt to link up individual and organizational learning. In their model, individual beliefs lead to individual action, which in turn may lead to an organizational action and a response from the environment which may induce improved individual beliefs and the cycle then repeats over and over. Learning occurs as better beliefs produce better actions. ?Kim (1993), as well, in an article titled â€Å"The link between individual and organizational learning†, integrates Argyris, March and Olsen and another model by Kofman into a single comprehensive model; further, he analyzes all the possible breakdowns in the information flows in the model, leading to failures in organizational learning; for instance, what happens if an individual action is rejected by the organization for political or other reasons and therefore no organizational action takes place? ?Nonaka and Takeuchi (1995) developed a four stage spiral model of organizational learning. They started by differentiating Polanyi’s concept of â€Å"tacit knowledge† from â€Å"explicit knowledge† and describe a process of alternating between the two. Tacit knowledge is personal, context specific, subjective knowledge, whereas explicit knowledge is codified, systematic, formal, and easy to communicate. The tacit knowledge of key personnel within the organization can be made explicit, codified in manuals, and incorporated into new products and processes. This process they called â€Å"externalization†. The reverse process (from explicit to implicit) they call â€Å"internalization† because it involves employees internalizing an organization’s formal rules, procedures, and other forms of explicit knowledge. They also use the term â€Å"socialization† to denote the sharing of tacit knowledge, and the term â€Å"combination† to denote the dissemination of codified knowledge. According to this model, knowledge creation and organizational learning take a path of socialization, externalization, combination, internalization, socialization, externalization, combination . . . etc. in an infinite spiral. ?Nick Bontis et al. (2002) empirically tested a model of organizational learning that encompassed both stocks and flows of knowledge across three levels of analysis: individual, team and organization. Results showed a negative and statistically significant relationship between the misalignment of stocks and flows and organizational performance. ?Flood (1999) discusses the concept of organizational learning from Peter Senge and the origins of the theory from Argyris and Schon. The author aims to â€Å"re-think† Senge’s The Fifth Discipline through systems theory. The author develops the concepts by integrating them with key theorists such as Bertalanffy, Churchman, Beer, Checkland and Ackoff. Conceptualizing organizational learning in terms of structure, process, meaning, ideology and knowledge, the author provides insights into Senge within the context of the philosophy of science and the way in which systems theorists were influenced by twentieth-century advances from the classical assumptions of science. ?Imants (2003) provides theory development for organizational learning in schools within the context of teachers’ professional communities as learning communities, which is compared and contrasted to teaching communities of practice. Detailed with an analysis of the paradoxes for organizational learning in schools, two mechanisms for professional development and organizational learning, (1) steering information about teaching and learning and (2) encouraging interaction among teachers and workers, are defined as critical for effective organizational learning. ?Common (2004) discusses the concept of organisational learning in a political environment to improve public policy-making. The author details the initial uncontroversial reception of organisational learning in the public sector and the development of the concept with the learning organization. Definitional problems in applying the concept to public policy are addressed, noting research in UK local government that concludes on the obstacles for organizational learning in the public sector: (1) overemphasis of the individual, (2) resistance to change and politics, (3) social learning is self-limiting, i.e. individualism, and (4) political â€Å"blame culture. † The concepts of policy learning and policy transfer are then defined with detail on the conditions for realizing organizational learning in the public sector. Organizational knowledge What is the nature of knowledge created, traded and used in organizations? Some of this knowledge can be termed technical ? knowing the meaning of technical words and phrases, being able to read and make sense of economic data and being able to act on the basis of law-like generalizations. Scientific knowledge is ?propositional’; it takes the form of causal generalizations ? whenever A, then B. For example, whenever water reaches the temperature of 100 degrees, it boils; whenever it boils, it turns into steam; steam generates pressure when in an enclosed space; pressure drives engines. And so forth. A large part of the knowledge used by managers, however, does not assume this form. The complexities of a manager’s task are such that applying A may result in B, C, or Z. A recipe or an idea that solved very well a particular problem, may, in slightly different circumstances backfire and lead to ever more problems. More important than knowing a whole lot of theories, recipes and solutions for a manager is to know which theory, recipe or solution to apply in a specific situation. Sometimes a manager may combine two different recipes or adapt an existing recipe with some important modification to meet a situation at hand. Managers often use knowledge in the way that a handyman will use his or her skills, the materials and tools that are at hand to meet the demands of a particular situation. Unlike an engineer who will plan carefully and scientifically his or her every action to deliver the desired outcome, such as a steam engine, a handyman is flexible and opportunistic, often using materials in unorthodox or unusual ways, and relies a lot on trial and error. This is what the French call ? bricolage’, the resourceful and creative deployment skills and materials to meet each challenge in an original way. Rule of thumb, far from being the enemy of management, is what managers throughout the world have relied upon to inform their action. In contrast to the scientific knowledge that guides the engineer, the physician or the chemist, managers are often informed by a different type of know-how. This is sometimes referred to a ? narrative knowledge’ or ? experiential knowledge’, the kind of knowledge that comes from experience and resides in stories and narratives of how real people in the real world dealt with real life problems, successfully or unsuccessfully. Narrative knowledge is what we use in everyday life to deal with awkward situations, as parents, as consumers, as patients and so forth. We seek the stories of people in the same situation as ourselves and try to learn from them. As the Chinese proverb says â€Å"A wise man learns from experience; a wiser man learns from the experience of others. † Narrative knowledge usually takes the form of organization stories (see organization story and organizational storytelling). These stories enable participants to make sense of the difficulties and challenges they face; by listening to stories, members of organizations learn from each other’s experiences, adapt the recipes used by others to address their own difficulties and problems. Narrative knowledge is not only the preserve of managers. Most professionals (including doctors, accountants, lawyers, business consultants and academics) rely on narrative knowledge, in addition to their specialist technical knowledge, when dealing with concrete situations as part of their work. More generally, narrative knowledge represents an endlessly mutating reservoir of ideas, recipes and stories that are traded mostly by word or mouth on the internet. They are often apocryphal and may be inaccurate or untrue – yet, they have the power to influence people’s sense making and actions. Individual versus organizational learning Learning by individuals in an organizational context is a well understood process. This is the traditional domain of human resources, including activities such as: training, increasing skills, work experience, and formal education. Given that the success of any organization is founded on the knowledge of the people who work for it, these activities will and, indeed, must continue. However, individual learning is only a prerequisite to organizational learning. Others take it farther with continuous learning. The world is orders of magnitude more dynamic than that of our parents, or even when we were young. Waves of change are crashing on us virtually one on top of another. Change has become the norm rather than the exception. Continuous learning throughout one’s career has become essential to remain relevant in the workplace. Again, necessary but not sufficient to describe organizational learning. What does it mean to say that an organization learns? Simply summing individual learning is inadequate to model organizational learning. The following definition outlines the essential difference between the two: A learning organization actively creates, captures, transfers, and mobilizes knowledge to enable it to adapt to a changing environment. Thus, the key aspect of organizational learning is the interaction that takes place among individuals. A learning organization does not rely on passive or ad hoc process in the hope that organizational learning will take place through serendipity or as a by-product of normal work. A learning organization actively promotes, facilitates, and rewards collective learning. Creating (or acquiring) knowledge can be an individual or group activity. However, this is normally a small-scale, isolated activity steeped in the jargon and methods of knowledge workers. As first stated by Lucilius in the 1st century BC, â€Å"Knowledge is not knowledge until someone else knows that one knows. † Capturing individual learning is the first step to making it useful to an organization. There are many methods for capturing knowledge and experience, such as publications, activity reports, lessons learned, interviews, and presentations. Capturing includes organizing knowledge in ways that people can find it; multiple structures facilitate searches regardless of the user’s perspective (e. g. , who, what, when, where, why,and how). Capturing also includes storage in repositories, databases, or libraries to insure that the knowledge will be available when and as needed. Transferring knowledge requires that it be accessible to everyone when and where they need it. In a digital world, this involves browser-activated search engines to find what one is looking for. A way to retrieve content is also needed, which requires a communication and network infrastructure. Tacit knowledge may be shared through communities of practice or consulting experts. It is also important that knowledge is presented in a way that users can understand it. It must suit the needs of the user to be accepted and internalized. Mobilizing knowledge involves integrating and using relevant knowledge from many, often diverse, sources to solve a problem or address an issue. Integration requires interoperability standards among various repositories. Using knowledge may be through simple reuse of existing solutions that have worked previously. It may also come through adapting old solutions to new problems. Conversely, a learning organization learns from mistakes or recognizes when old solutions no longer apply. Use may also be through synthesis; that is creating a broader meaning or a deeper level of understanding. Clearly, the more rapidly knowledge can be mobilized and used, the more competitive an organization. An organization must learn so that it can adapt to a changing environment. Historically, the life-cycle of organizations typically spanned stable environments between major socioeconomic changes. Blacksmiths who didn’t become mechanics simply fell by the wayside. More recently, many fortune 500 companies of two decades ago no longer exist. Given the ever-accelerating rate of global-scale change, the more critical learning and adaptation become to organization relevance, success, and ultimate survival. Organizational learning is a social process, involving interactions among many individuals leading to well-informed decision making. Thus, a culture that learns and adapts as part of everyday working practices is essential. Reuse must equal or exceed reinvent as a desirable behavior. Adapting an idea must be rewarded along with its initial creation. Sharing to empower the organization must supersede controlling to empower an individual. Clearly, shifting from individual to organizational learning involves a non-linear transformation. Once someone learns something, it is available for their immediate use. In contrast, organizations need to create, capture, transfer, and mobilize knowledge before it can be used. Although technology supports the latter, these are primarily social processes within a cultural environment, and cultural change, however necessary, is a particularly challenging undertaking. Learning organization The work in Organizational Learning can be distinguished from the work on a related concept, the learning organization. This later body of work, in general, uses the theoretical findings of organizational learning (and other research in organizational development, system theory, and cognitive science) in order to prescribe specific recommendations about how to create organizations that continuously and effectively learn. This practical approach was championed by Peter Senge in his book The Fifth Discipline. Diffusion of innovations Diffusion of innovations theory explores how and why people adopt new ideas, practices and products. It may be seen as a subset of the anthropological concept of diffusion and can help to explain how ideas are spread by individuals, social networks and organizations.

A Brief Timeline of Events in America - 1851-1860

A Brief Timeline of Events in America - 1851-1860 The time between 1851 and 1860 was one of great upheaval in United States history.   1851   The Treaty of Traverse des Sioux is signed with the Sioux Indians. They agree to give up their lands in Iowa and almost all of Minnesota.  The New York Daily Times appears. This will be renamed the New York Times in 1857.  A fire occurs at the Library of Congress, destroying 35,000 books.  Moby Dick is published by Herman Melville.   1852   Uncle Toms Cabin, or Life Among the Lowly is published to great success by Harriet Beecher Stowe.  Uncle Sam appears for the first time in a comic publication in New York.  Franklin Pierce wins the presidency.  The Know Nothing Party is created as a Nativist party opposed to Catholics and immigrants.   1853 The Coinage Act of 1853 is passed by Congress, reducing the amount of silver in coins smaller than a dollar.  Vice President William King dies on April 18th. President Pierce does not appoint a new Vice President for the rest of his time in office.  Mexico gives land along the southern border of present-day Arizona and New Mexico in exchange for $15 million.   1854 The Kansas-Nebraska Act is proposed that would separate the central Kansas Territory into two with the idea that the individuals in the territories would decide for themselves whether they would be free or slave. However, this was opposed to the Missouri Compromise of 1820 because they were both above latitude 36 °30. The act is later passed on May 26th. Eventually this area would be called Bleeding Kansas due to the fighting that would occur over the question of whether the area would be slave or free. In October, Abraham Lincoln gives a speech condemning the act.  The Republican Party is formed by anti-slavery individuals who oppose the Kansas-Nebraska Act.  Commodore Mathew Perry and the Japanese sign the Treaty of Kanagawa opening ports up to trade with the US.  The Ostend Manifesto is created declaring the US right to purchase Cuba or take it by force if Spain does not agree to sell it. When it is published in 1855, it meets with negative public reaction.Walden is publis hed by transcendentalist Henry David Thoreau.   1855 Over the course of the year, a virtual civil war happens in Kansas between pro- and anti-slavery forces.  Frederick Douglass publishes his autobiography entitled My Bondage, My Freedom.  Walt Whitman publishes Leaves of Grass.   1856 Charles Sumner is beaten with a cane by Preston Brooks on the floor of the Senate for an anti-slavery speech. He does not recover fully for three years.  Lawrence, Kansas is the center of violence in Kansas when pro-slavery men kill an anti-slavery settler. Anti-slavery men led by John Brown then retaliate killing five pro-slavery men leading to the name Bleeding Kansas.  James Buchanan is elected as president of the United States.   1857 A pro-slavery legislature in Kansas passes the Lecompton Resolution which an election of delegates to a Constitutional Convention. Buchanan supports the eventual Convention even though it favors pro-slavery forces. It is later approved and then rejected. It becomes a point of contention with the president and Congress. It is finally sent back to Kansas for a popular vote in 1858. However, they choose to reject it. Therefore, Kansas will not be admitted as a state until 1860.  The Supreme Court decides in that slaves are property and that Congress has no right to deprive citizens of their property.  The Panic of 1857 begins. It will last two years and the failure of thousands of businesses.   1858 Minnesota becomes the 32nd state to the enter the Union. It is a free state.  Abraham Lincoln and Stephen Douglas meet in seven debates across Illinois where they discuss slavery and sectionalism. Douglas will win the election, but Lincoln becomes a key figure in national politics.   1859 Oregon joins the Union as a free state.  Silver is discovered in Nevada leads more people out west to make their fortune.  The first American oil well is created when Edwin Drake finds oil in Pennsylvania.  John Brown leads a raid at Harpers Ferry to seize the federal arsenal. He is a devoted abolitionist who wishes to create a territory for fugitive slaves. However, he is captured by a force led by Robert E. Lee. He is found guilty of treason and hanged in Charlestown, Virginia.   1860 The Pony Express begins between St. Joseph, Missouri and Sacramento, California.  Abraham Lincoln wins the presidency after a hard fought campaign centering on the issues of sectionalism and slavery.  South Carolina decides to secede from the Union. The state militia takes over the Federal arsenal at Charleston.

The Many Cognates of Cede

The Many Cognates of Cede The Many Cognates of Cede The Many Cognates of Cede By Mark Nichol The word cede and words with the syllable -cede share an origin with other similarly spelled words that in some sense refer to withdrawal. This post lists and defines those terms. Cede, meaning â€Å"assign,† â€Å"grant,† or transfer, is just one of multiple words descended from the Latin verb cedere, meaning â€Å"go† or â€Å"yield.† The term cession, which refers to an act of ceding, or yielding is rare. Concession is more common in that sense; the verb form is concede, and concessional and concessionary are the uncommon adjectival forms. (â€Å"Concession stand† and the plural form of the noun describe business operations in which one party grants another party the right to sell goods on the first party’s property.) Accede (â€Å"go to†) means â€Å"agree,† â€Å"approve,† or â€Å"consent,† with the sense of doing so reluctantly, or â€Å"take an office or position,† and the noun form is accession. To intercede (â€Å"go between†) is to intervene or mediate; the act of doing so is called intercession. Precede (â€Å"go before†) can refer to being ahead of or in front of, earlier, or more important. The noun form precedence applies to the quality of priority; another noun form, precession, is rare but is seen in â€Å"precession of the equinoxes,† a reference to an astronomical phenomenon. To recede (â€Å"go back†) is to move away or slant backward, or to decrease (it can also mean â€Å"give something back to the former owner†); most references to the noun form recession pertain to a general decline in economic prosperity. Recedence is a rare term for the act of going back. To secede (â€Å"go apart†) is to separate, as part of a nation from the whole; the noun form is secession. Several other words share the root -cede, but with altered spelling, such as proceed (â€Å"go before†), which means â€Å"advance,† â€Å"come forth,† or â€Å"continue.† The noun procedure describes a set of steps, or a way, to accomplish something, and proceeding can be both a form of the verb or, in plural form, a noun describing a sequence of events. The noun proceeds refers to money brought in, and procedural serves both as an adjective and as a noun describing a work of written or recorded fiction that focuses on a sequence of procedures such as the steps taken in solving a crime. Two other nouns derived from proceed are process, a synonym, as a verb, of proceed and, as a noun, of procedure (in addition, the noun process refers to a prominent part of an organism), and procession refers to a forward movement, especially an orderly, often ceremonial parade of people. (It can also be a verb referring to such a movement.) Processable and processability, meanwhile, refer to the capability or suitability of something to be processed. Succeed (â€Å"go after†) means to do well (and the act of succeeding is called success), but it also pertains to inheriting from or following another person in order; this action is known as succession, and one who follows is a successor. To exceed (â€Å"go from†) is to go beyond or extend outside of or to be greater than; excess refers to the act of going beyond but has a negative connotation. Words that don’t seem at all related but are include abscess (â€Å"go away†), which refers to pus collecting in a cavity within inflamed tissue, and ancestor (â€Å"one who goes before†), which means â€Å"one from whom one is descended†- the adjectival form is ancestral, and the noun ancestry refers to one’s forebears- and antecedent (â€Å"go before†), which means â€Å"something that precedes.† To cease (â€Å"hold back†) is to stop (and cessation refers to the act of stopping), and decease (â€Å"go from†) means â€Å"death,† though it is much more often used as a verb to mean â€Å"die.† (One who dies is a decedent.) Predecessor (â€Å"one who goes before†) refers to someone who has preceded another person in a position; it is an antonym of successor. Necessary (â€Å"not go†), too, derives ultimately from cedere; it means â€Å"inescapable† or â€Å"required.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Grammar Test 1The Letter "Z" Will Be Removed from the English AlphabetOne "L" or Two?

Debate essay Example | Topics and Well Written Essays - 1500 words

Debate - Essay Example R. Bork, in his work, Inconvenient Lives, argues that taking the life of an individual deliberately has never been considered as a matter regarding meaningful indifference. Abortion has now been turned to be a constitutional right, and this clearly indicates the attitude towards life by the society is on a sinking ship. It is an indicator of radical individualism and a development in public immorality. Many abortion supporters fail to understand that taking the life of a fetus is killing a human being with a potential. It is often crucial to persist in moral respect despite the circumstances (Ashton 34). This reality brings about moral anguish, yet it’s a certainty that such acts are grave wrong. No arguments justify the killing of helpless humans, not even overpopulation. Abortion can never be smothered through the use of euphemism. All terms are inadequate to describe the ending of an individual’s rights. In this context, terms such as medical procedures and reproductive rights are most inadequate. Those who seek the right to commit abortion to prevent a future harm are no different to those who plan to sin on the basis that they will plan to seek redemption afterwards. There is no justification that corresponds to this. There is no necessary evil (Pell 320). The burdens that may accrue later in future does not justify taking the life of a person. Putting the child for adoption after birth could help solve the dilemma. Abortion can never serve as a technique for birth control. One can never kill for convenience purposes, or even contemplate in the creation of embryos to be destroyed in research or even consider removal of organs from living babies. That is crossing the lines by disregarding human life. Ellen Willis, in his work regarding Abortion Backlash reproduces a very scarifying police photo of a deceased woman botched of an

Excersice Essay Example | Topics and Well Written Essays - 500 words

Excersice - Essay Example Then, there is need to acknowledge counterarguments from opponents which would then be factually refuted to support the thesis (Axelrod and Cooper 201). This convinces the audience of the argument. I have applied this understanding, not just in writing argumentative essays, but also in leisure writing. I have strived to back up all my writing works with credible evidence. I now appreciate that I write best in a quiet environment and when I have adequate time. Quietness enables me to understand the arguments I would want to raise and passing across such arguments in written form. The need for adequate time is informed by the need to proofread and appropriately revise the given work. As such, I have better understanding on writing. Furthermore, the course made me more aware of critical writing aspects. First, I have gained knowledge on how to effectively support my ideas. Whereas I could have ideas, effective writing would require that I support such ideas with evidence from other sources. Among the many possible sources, credibility of such sources would directly impact on the credibility of my writing hence the need to support my arguments with evidence from credible sources. Scholarly sources are credible. Such evidence could be borrowed word for word from the source of evidence. This would require such evidence to be under quotes if not more than forty words. If more than forty words, then it would be cited in block form and indented without quotation marks (Axelrod and Cooper 433). Of importance is to attribute it to the author(s) and indicating the page from which such was borrowed. Even when paraphrasing, it is important to indicate the author and the page from which the information was borrowed from. A cquiring this knowledge has made me more aware about academic writing. To become a better and effective writer, I seek to continue honing my writing skills. During my leisure, I intend to pick random