America In The 19Th Century Essays - Labour Relations, Free Essays

America In The 19Th Century Essays - Labour Relations, Free Essays America In The 19Th Century In colonial America, most manufacturing was done by hand in the home. Some was done in workshops attached to the home. As towns grew into cities, the demand for manufactured goods increased. Some workshop owners began hiring helpers to increase production. Relations between the employer and helper were generally harmonious. They worked side by side, had the same interests and similar political views. The factory system that began around 1800 brought great changes. The employer no longer worked beside his employees. He became an executive and a merchant who rarely saw his workers. He was concerned less with their welfare than with the cost of their labor. Many workers were angry about the changes brought by the factory system. In the past, they had taken great pride in their handicraft skills; now machines did practically all the work, and they were reduced to the status of common laborers. In bad times they could lose their jobs. Then workers who would accept lower wages might replace them. To skilled craft workers, the Industrial Revolution meant degradation rather than progress. The Industrial Revolution was dawning in the United States. At Lowell, Massachusetts, the construction of many mills and factories began in the early 1800s. Factory owners were in desperate need of workers, and as most jobs in these factories required neither great strength nor special skills. In turn the owners thought women could do the work as well as or better than men. In addition, they were more compliant. The New England region was home to many young, single farm girls who might be recruited. The only thing that hindered many from working was the belief that sooner or later factory workers would be exploited and would sink into hopeless poverty. Economic laws would force them to work harder and harder for less and less pay. Factory workers were able to persuade the women to work by building decent houses for them to live and adult supervision to look after them. They were encouraged to go to church, to read, to write and to attend lectures. They saved part of their earnings to help their families at home or to use when thy got married. Faced with growing competition, factory owners began to decrease wages in order to lower the cost-and the price-of finished products. They increased the number of machines that each girl had to operate. In addition, they began to overcrowd the houses in which the girls lived. All of this to save as much money as they could. This caused many to leave and others to hold protests or strikes. As the factory system grew, many workers began to form labor unions to protect their interests. Labors tactics in those early times were simple. Members of a union would agree on the wages they thought were fair. They pledged to stop working for employers who would not pay that amount. They also sought to compel employers to hire only union members. In the next few decades, unions campaigned for a 10-hour long working day and against child labor. Meanwhile trade unions were joining together in cities to form federations. A number of skilled trades organized national unions to try to improve their wages and working conditions. The efforts brought about many strikes and protests. It was a fact; things were changing in America. Some people liked it and others felt they were going to be thrown out and de-skilled. Unions and protests proved to be successful in many cases but nothing could change the fact that this nation was involving to one large factory.

Explaining the Explanation Regarding than he

Explaining the Explanation Regarding than he Explaining the Explanation Regarding than he Explaining the Explanation Regarding than he By Maeve Maddox My post about the use of than as a preposition left a reader wondering about some of the grammatical terms used in the explanation: I’m†¦a bit unsure about the terms ‘demonstrative pronoun’, ‘conjunction’ and ‘preposition’ in this context. Could you please explain this a little more? The terms being asked about are from this statement: The OED has listings for than as a demonstrative pronoun and as a conjunction, but not as a preposition. However, it does include a note about the use of than as a preposition and states that this use â€Å"is now considered incorrect.† demonstrative pronoun English has four demonstrative pronouns: this, that, these, and those. Like any pronoun, a demonstrative pronoun stands for a noun. At the same time, it serves to point out or separate the noun it stands for from other objects: This is the one I meant. Those are yours. May I have these? Give me that! The OED entry for than as a demonstrative pronoun documents an obsolete use in which than was used where we now use that. preposition English has many prepositions. They are those little words that show a connection of some sort between a noun that follows it and another word in the sentence: That is the pen of my aunt. The preposition of relates aunt to pen, indicating ownership. The cat sat on the mat. The preposition on relates mat to sat, indicating a spatial relationship. The noun that follows a preposition is said to be governed by it. I sat by my father. The noun father is governed by the preposition by. When the word governed is a pronoun, the pronoun will be in the objective case: I sat by him. Him is the object form of he. conjunction Conjunctions are used to connect clauses or sentences: You may go with your friends after you have finished your homework. After is a conjunction introducing the second clause which tells when about the verb may go in the main clause. Conjunctions are used to co-ordinate words in the same clause: Take your books and your papers. And joins book and papers, words of equal importance. The conjunction than is used to introduce comparative clauses. The problem in the than he/than him controversy is that the second clause often remains unexpressed: Charlie is taller than I. You are kinder than he. English speakers of a certain age have learned to provide the missing clause mentally: Charlie is taller than I [am tall]. You are kinder than he [is kind]. Reader Rob Baker defends the use of the object form him after than in certain contexts: Sometimes than him is correct: She likes Johnny Depp more than  he (does). She likes Johnny Depp more than  him (more than she likes him). This is a valid defense of than him. However, the correctness of the second example depends entirely upon context. The speakers meaning of the him would be clear enough in conversation, but in writing, it would be ambiguous. It would also sound like nonstandard English. Another reader, Gloson, offers this suggestion: Just don’t use â€Å"than he† or â€Å"than him†. Simply just use â€Å"than he is†. This is sound advice. In writing especially, if a few extra words are needed to make ones meaning clear, why not use them? For example, the ambiguity of She likes Johnny Depp better than him, can be avoided by being specific: She likes Johnny Depp better than she likes Orlando Bloom. The fact that this is my second post to include a discussion of than he vs than him should be a clue that this distinction is in the process of breaking down. Until than/him becomes universally acceptable, writers are wise to consider their audience before following the conjunction than with an object pronoun. 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 Grammar category, check our popular posts, or choose a related post below:12 Signs and Symbols You Should Know75 Synonyms for â€Å"Talk†"To Tide You Over"

Learning style theory in post secondary education Research Paper

Learning style theory in post secondary education - Research Paper Example It is evidently clear from the discussion that the ideology of learning styles can be considered somewhat not yet established deduction regarding the observation that there is an exhibition of preference by many, over certain interactions of learning compared to others. Taking such a concept, the ideology of personalized "learning styles" was realized and afterwards popularized by the renowned â€Å"Howard Gardner's Multiple Intelligence Model†. There are many types of the models used in the implementation of learning styles. The occurrence of the auditory learning style involves the art of listening to the spoken word. The other model is the Kinesthetic learning that occurs via acting and interacting. Eventually, the visual learning involves looking at mind-maps, images, body language and demonstrations. The theory of learning models aims at explaining why school grades, classroom performance, and aptitude tests often than not, fail in identifying ones real ability. The Learn ing Style Profiler is a new measurement by Professor Chris Jackson that aimed at implementing a neuropsychological learning model in personality. The approach argues that Sensation Seeking presents a key biological motivation of learning, exploration and curiosity. He notes that a high exploration drive results in consequences of dysfunctional learning. Evidence regarding this argument alleges impression although it is yet to be verified through independent research. (Jackson, 2005). As early as the 70s, a research body on learning conducted a holistic exploration, active perspective of strategies and approaches – in contrast to styles – which accounts for the previous events’ effects, contextual feelings and experiences. This research body based in the UK has been operation for a period of twenty five years, drawing on the contributions of Marton and Saljo and Pask , additionally, from Northern Europe, there is a renowned model of learning, Vermunt’s is used. Vermunt’s model is referred to as the Inventory of Learning Styles (ILS). The model is influential especially in the institution of higher education (Vermunt, 1994). The ILS models in its broader view states that, learners are highly influenced by the contextual and strategies; there resultant is a multifaceted perspective of teaching. The ILS emphasis motivates a pedagogy approach that is broad thus encompassing institutional culture, subject discipline , previous experience of students’ and the manner of organizing and assessing the curriculum. Every other theory belonging to this learning family tend to elevate ‘styles’ as they favor ‘approaches’ and ‘strategies’ since past ideologies regarding styles improved the ideology of particular interventions with an intention of to matching existing styles or encouraging a styles’ repertoire (Honey & Mumford, 1992). The Entwistle’s model features a strategy describi ng the manner in which learners decide to address a particular task of learning. By adopting such a strategy, they account for the perceived demands. The approach is thus less fixed compared to a style; a style tends to be a wider characterization of the manner in which students show general preference in tackling tasks of learning (Entwistle, 1998). Some of the general support of ILS is that the application is on learning and thinking of students in the university. It implements new versions used in preparing for learning at work as well as 16–18 age group students. The approach is featured in studying various styles of learning for both the students and teachers themselves. Regarding the design of the model, the approach can be described as an experientially grounded approach that involved interviewing of students.

Theoretical Studies in Fashion Essay Example | Topics and Well Written Essays - 750 words

Theoretical Studies in Fashion - Essay Example The essay "Theoretical Studies in Fashion" concerns the Fashion Theoretical Studies. After visiting the Victoria and Albert Museum, we visited the shoe exhibition called ‘Shoes and Pleasure Pain’ where I learned about different types of shoes that reflect social construction for gender. In the shoe exhibition I chose to focus on Men’s Clubbing Boots which were produced between 1992 and 1996 in England. This type of shoe is a high heeled leather shoe designed for men. These shoes are long with tall laces from the feet up to the legs. They are sexy, and can be used by men to demonstrate sexiness in the English culture. The men’s clubbing boots fall under the category of seduction in the exhibition because they are considered as sexy shoes. They influence the movement of the body. These high heeled shows which affect body movements have been considered in most societies to be suitable for the female gender. However, in this specific exhibition men have also be en portrayed as a group that can titillate the audience and develop sensual feeling. However, the shoe also has several characteristics that reflect the male gender through social construction. For instance, the men’s clubbing boots are look big and heavy, indicating masculine aspects of the wearer. The bigness and heaviness of the men’s clubbing boots shows the distinct appearance of men and women in terms of social construction. In social perspective, men and women have different levels of social power. The power of women is manifested in their appearance.

Symbol of Shame Essay Example for Free

Symbol of Shame Essay Symbolism in literature is the hidden meaning in a piece of work. It is used to represent moral and/ or religious values and beliefs. As time goes on in the world, society and what makes up society changes. In today’s sense, pride is based on the individualism that one has developed. The diversity in today’s society allows for many different beliefs and social concepts. Looking back to the early years when Puritanism was an ongoing religion with many followers, tradition along with strict biblical standards were everything; but now many things have changed. The reality of change is seen in the book, The Scarlet Letter, written by Nathaniel Hawthorn whereby as society changes so to does the perception of all symbolism. The metaphorical meaning of the scarlet letter changes from this symbol of shame to a powerful symbol of identity to Hester; the transformation shows the changes Hester experiences in her life. These changes bring Hester power, power to stand for who she is, power to overcome the humiliation and pain. She then finds herself able, able of becoming herself, to become a representation of an individual with a strong sense of self-empowerment. The symbolism behind the scarlet letter changes throughout the novel. Initially the letter symbolizes the sin of adultery, the crime, the punishment, the humiliation that Hester has to endure because of the strict beliefs of the puritan society. This uncivil punishment causes Hester this â€Å"dreadful agony in feeling a human eye upon the token; the spot never grew callous; it seemed, on the contrary, to grow more sensitive with daily torture. (Hawthorne, 74) At the beginning of the novel the A causes Hester much â€Å"dreadful agony† and â€Å"torture. It causes her torture to live with this permanent mark of sin on her. The A is the symbol of her pure â€Å"agony† and suffering. A change of heart comes; Hester alters its meaning through the hard work she does in the town. Society begins to recognize that the scarlet letter has now begun to represent not sin, but holiness and righteousness instead of the unforgiving sin and â€Å"dreadful agony. † Some people now began to think that the letter stands for Able since Hester is such an able, individualistic and, powerful woman. This change in the A is caused by the perception that people have: this change enables Hester to stand up for herself to be an â€Å"Able† woman. It has the effect of the cross on a nun’s bosom. It imparted to the wearer a kind of sacredness, which enabled her to walk securely amid all peril, had she fallen among thieves, it would have kept her safe (135). The A is now a representation for sacredness and holiness. For Hawthorne to go from saying that the letter represents sin to representing holiness is a large step but is capable because of the strength and individual power Hester has gained thought the novel. For Hester the letter was meant for punishment but brought Hester sacredness, it brought Hester power, redemption and glory. The puritan society in the book Scarlet Letter is portrayed as a place of unchanging tradition and strict rules based upon religion. Those who went against society were punished strictly and looked down upon by the towns’ people. As time went on, those strict punishments turned into a source of identity to those who committed these cases of sin. The changes over taking the society are changing the metaphorical meaning of the scarlet letter, the â€Å"letter [first] was a representation of stigma in which attracted the world’s scorn and bitterness, [but then] became a type of something to be sorrowed over, and looked upon with awe, and yet with reverence†¦Ã¢â‚¬  (206). The transformation of the scarlet letter from this â€Å"scornfulness and bitterness† to this sense of something to be sorrowed over something, to awe over, shows the metaphorical transformation of Hester. From at first Hester being this representation of sin and Hester seeing the letter as a symbol of unjust humiliation; to where Hester takes control of her own identity, and in doing so becomes an example for others to follow by. She is not the example of sin that was once set upon her, but now an example of redemption and self-empowerment. The power of individualism allowed for Hester to become her own representation of self- power and control. The transformation of the scarlet letter from this repulsion of sin to this case of respect metaphorically represents Hester’s own changes from her embarrassment and anger to her sense of redemption. The scarlet letter has a metaphorical representation of Hester’s actual self. The reality of change is seen in the book whereby as society changes so to does the perception of all symbolism. These changes allow for Hester to become herself, it enables Hester to have this sense of pride instead of embarrassment and agony. The metaphorical meaning of the scarlet letter changes from this symbol of shame to a powerful symbol of identity to Hester; the transformation shows the changes Hester experiences in her life. Along with time comes change, not always in a good sense but it’s what one makes of the situation to where it becomes good or bad. Hester first is in agony and feels as if she is getting tortured, but then becomes determined; she finds that in order to get free of this pain she must become powerful. She is not the example of sin that once caused her pain, but now she is an example of redemption and self-empowerment. You can always find something good in life no matter the situation, you just have to make change, look at the positive and turn anything negative into redemption. Look past at what you’ve done and strive yourself to become better.

State of Play by David Edgar Essay -- masculinity, power, gay men

David Edgar, in his book State of Play: Playwrights on Playwriting (1999) highlights the fact that in the mid 90’s there seemed to be an â€Å"over-arching theme† (edgar, 1999, p27) in contemporary British play that looked at ideas of masculinity. â€Å"Gay plays like Jonathan Harvey’s Beautiful Thing†¦ lad’s plays like Jez Butterworths Mojo†¦ [and] girls-in-a-boys’ gang plays like Irving Welsh’s Trainspotting†¦ address masculinity and its discontents’ (ibid, p.27). In this essay I will look at what ideas of masculinity are, and how these discontents have been addressed in contemporary theatre (and the idea of the â€Å"decline of the dominant role of men†(edgar, 1999, p.28)) and how the crisis of masculinity(ref) has been staged. I will do this by looking at performances from Ron Athey, Franko B, and Gregory Burkes’ Black Watch. Firstly however, I will look at a definition of what masculinity is, in order to discuss what representations of this idea are being performed in the selected pieces of work. Perhaps one of the main reasons as to why there is thought to be a ‘crisis’ of masculinity, is because the term itself is so hard to define, in a sociological sense. Jack Kahn in his book ‘An Introduction to Masculinities’ states that â€Å"masculinity is a hypothetical construct because, in and of itself, it cannot be directly observed and measured† (2009, p.3). This is because â€Å"masculinities and male behavious are not the simple product of genetic codings or biological predispositions† (Whitehead and Barrett, 2001, p.16), it is instead a conceptual idea that is used to explain a collection of behaviors, attitudes, thoughts and emotions that make up a specific identity. masculinity is not just one idea, nor is it specifically a male thing, it is an inte... ...h it had some recognisable substantive basis† (Whitehead and Barrett, 2001, p.53) Works Cited Brittan, A. 1989. Masculinity and power. Oxford, UK: Basil Blackwell. Burke, G. 2007. Black Watch. London: Faber and Faber. Edgar, D. 1999. State of play. London: Faber and Faber. Kahn, J. S. 2009. An introduction to masculinities. Chichester, U.K.: Wiley-Blackwell. Petersen, A. R. 1998. Unmasking the masculine. London: Sage Publications. Phelan, P. 1993. Unmarked. London: Routledge. Reeser, T. W. 2010. Masculinities in theory. Chichester: Wiley-Blackwell. Richards, M. 2003. Ron Athey, AIDS and the politics of pain. Body, Space and Technology, 3 (2). Sierz, A. 2011. Rewriting the nation. London: Methuen Drama. Walsh, F. 2010. Male trouble. Houndmills, Basingstoke: Palgrave Macmillan. Whitehead, S. and Barrett, F. J. 2001. The masculinities reader. Cambridge, UK: Polity.

Inclusive Learning – Ptlls

Unit 009 Understanding inclusive learning and teaching in lifelong learning I currently teach yoga to adults at the level of beginners, I have been teaching yoga classes for the past eighteen months. I have another year of study to undertake on the British Wheel of Yoga Diploma. My typical class sizes ideally should be between seven and fifteen students. Unfortunately I did not have enough students for my adult education course to run last term.My ideal yoga class would be ninety minutes in length as this allows for adequate time to settle the class, physical posture work, pranayama (breathing control) and finally relaxation and reflection at the end of the session. Whilst I wouldn’t ordinarily use ice breakers when teaching a physical practice, I can definitely see the benefits of using them if I was teaching a workshop or session which involved academic type of learning such as ancient yoga philosophy, kriyas (cleansing techniques) or understanding the chakra system.During t his course we have learned that ice breakers are a good way to relax people and breakdown the barriers to learning and are best used at the start of the course. (1. 1) At the start of a term I do establish some ground rules with my students. As it’s a yoga class these rules usually centre around what is appropriate clothing, practicing in barefoot on a suitable mat, not eating a heavy meal before class, turning off mobile phones and discussion around working within their own physical capabilities.Before undertaking this PTLLS course I did not understanding this information exchange to be ground rules. However I can now clearly see that these are indeed ground rules. They serve as a means of guiding the student through what is expected of them and making the class a safe lace to learn. (Daines et al 1993) suggest that people will learn best they feel secure and can try things out safely. (1. 2)My main style of teaching is to offer a theme to the class and interweave that theme to promote learning in the students as well as them performing the physical postures and breathe control techniques. It is safe to say that the main strategy is to demonstrate the postures and then lead the students in active learning in the form of them practicing the postures. I do circulate around the class and offer adjustments and positive feedback where appropriate.Whilst some students are well practiced in yoga others may need extra tuition. This can be done in a way that allows for differentiation a simple and classic way is by layering the way a posture is taught. This style of teaching ensures that everyone in the class can achieve something in a posture. It also ensures that the more advanced students feel challenged by the class. The methods which I commonly use are tutor led demonstration, verbal instructions and handouts.These different methods of teaching are aimed at meeting the needs of the different styles of learners, thereby ensuring the maximum amount of studen t participation in the lesson. (Spillman 1991 p30) â€Å"The key to differentiated curriculum is the flexible use by teachers of a wide range of activities and lesson organizations†. (1. 3) (Word count 529) References Daines et al. (1993) Adult Teaching Adult Learning. Continuing Education Press: Nottingham Spillman,J. (1991) Differentiation – An approach to Teaching and Learning. Pearson Publishing: Cambridge

New System Proposal Essay

Riordan Manufacturing is a global plastics manufacturer employing 550 people with projected annual earnings of $46 million. The company is wholly owned by Riordan Industries, a Fortune 1000 enterprise with revenues in excess of $1 billion. Its products include plastic beverage containers produced at its plant in Albany, Georgia, custom plastic parts produced at its plant in Pontiac, Michigan, and plastic fan parts produced at its facilities in Hangzhou, China. The company’s research and development is done at the corporate headquarters in San Jose. Riordan’s major customers are automotive parts manufacturers, aircraft manufacturers, the Department of Defense, beverage makers and bottlers, and appliance manufacturers. As you can see Riordan is a large company with offices worldwide and communication and travel can be a major expense for the company especially when implementing new lines and technology at one of their facilities. Future statements made by Riordan, We will maintain an innovative and team oriented working environment. By assuring that our employees are well informed and properly supported, we will provide a climate focused on the long term viability of our company. We must be focused in achieving and maintaining reasonable profitability to assure that the financial and human capital is available for sustained growth. As Riordan moves forward with their mission statements the cost of implementing new technology and training employees to operate and manage these new systems costs hundreds of thousands of dollars. The company’s most recent expansion took place in 2014 when it opened its operations in China. At that time, the entire fan manufacturing operation was moved from Michigan to China and the Pontiac, MI facility was retooled for the manufacture of custom plastic parts. During the first quarter of the  expansion travel costs alone just for the training of the ongoing systems integration project surpassed one hundred thousand dollars. We know that Riordan will always be on the forefront of applying new technology and systems to keep up with market trends in the future. This is why implementing the creation, deployment, and support of effective interactive distance learning and communication systems to improve business, is crucial to the ongoing success of the company. The CADE system will reduce thousands of dollars of travel expenses directly related to the training required with each new system at all of the company’s facilities. Developing a distance learning system that will allow Riordan to provide effective training through teleconferencing from their headquarters in San Jose CA to facilities all over the world will reduce expenses by millions of dollars over the long term. The Need for Training and Communication The cornerstone of a competitive organization is its highly trained workforce. In today’s market, product life-cycles are shorter, more complex. The available time for training is greatly reduced. Many companies are downsizing and the responsibilities of those that remain are increased, jobs are consolidated. Corporate communication and training needs have never been more important†¦ Time becomes one of the most limited resources. Regardless of the industry, many of these issues are very much the same: (Velocedge Inc, 2014). High cost and increased difficulty of travel Inability to reach all employees anywhere, anytime High cost of training, continuing education Lack of qualified instructors or presenters Time it takes to get a message to all employees Expensive to develop effective training and communication programs Loss of productivity when employees take off work for travel, training, or meetings Difficulty in transferring knowledge throughout the organization The CADE System The Communications And Distance Education (CADE) system is designed to  facilitate live, interactive programs over a satellite, Internet, or streaming video network as well as capture those programs for later playback. Interactive Satellite Delivery During an interactive broadcast, the instructor or presenter can ask multiple choice, true/false, yes/no, numeric, and multiple selection questions and participants can respond with either wireless remote controls in a classroom setting or through a personal computer. The PC at each remote location collects participant responses from the wireless remotes and transmits them back to the presenter over an intranet or Internet connection. Participants may also speak with the presenter, using voice over IP, PBX, or standard telephone line, and everyone in the broadcast can listen to that conversation. Interactive Web Delivery With CADE eTutor, interactive training and communication programs can be delivered over the Internet/Intranet. It provides the same capabilities of the satellite delivery system, as well as a few extra features, in a desktop version using highly compressed audio and video over IP. Capture All Interaction Participant responses are captured, time-stamped, and stored in a web-based learning management system. In addition to capturing the satellite based information, the CADE system also supports web based training, classroom, paper based, and is fully SCORM compliant. All data in the CADE system is created, managed, and accessed through this web-based portal to the database. CADE System Components The CADE system is comprised of a number of software applications. These applications include: Studio Control System – The instructor or presenter’s interface Virtual Classroom – The remote site control program eTutor – The web-based interactive delivery system Learning Management Web – The web-based learning management system New System Flow Diagram for CADE System at Riordan Manufacturing The new CADE is a free standing system that has virtually no effect or interaction with any of the present Information systems or processes currently in use by Riordan Manufacturing. The CADE system is designed to facilitate live, interactive programs over a satellite, Internet, or streaming video network as well as capture those programs for later playback. CADE is primarily a software based product but it represents a new paradigm in software development, utilizing an effective integration of world-class software components and Internet technologies in an adaptive architecture. To keep pace with today’s rapidly changing world, CADE was designed to incorporate change as quickly as an organization realizes the need for change. Corporate management faces many issues that can keep an organization from being as competitive and profitable as it needs to be†¦ CADE won’t be one of them. As a new or better technology solution is identified, an idea to improve a feature, or a new function desired, that change can be easily incorporated into the CADE products keeping your system continually up to date, meeting each new requirement, and keeping your investment protected. Satellite -Live -On-demand -Prerecorded Interactive Web Training Audio/Video -Live -Prerecorded Web Courses SCORM Classroom Video On Demand Desktop Classroom CADE Advantages to Riordan Interactive Distance Learning Even though there is a lot of talk about distance education, over 90% of all formal training continues to use classroom delivery. The major cost driver of training is delivery. Satellite or web based, Interactive Distance Learning (IDL) provides the benefits of classroom without the large cost. (Velocedge Inc, 2014). . Faster Deliver to more people in less time, Concept to delivery time in hours or days, Cut classroom delivery time in half, Deliver to entire target population in one broadcast Cheaper Fewer experts needed to deliver message, Deliver to more people with less cost, Low cost to develop and deliver content, Incalculable cost savings: time off work, travel, per diem, etc. Better Over 25% improvement in student retention, Most consistent message delivery, one voice Standardized design , Utilize only the most qualified instructors, Provides detailed tracking and reporting (Velocedge Inc, 2014). Presently Riordan’s first quarter number’s pertaining to the General & Administrative line item is over budget one hundred thousand dollars due to travel and per diem expenses related to emergency training of the new systems that have been added. By incorporating the new CADE system to provide long distance training this will eliminate any additional over budget expenses caused by the new systems and also provide low cost long distance training for any future systems that are put in use by the company. The new CADE system will reduce company expenses in many ways: reducing or eliminating travel and per diem costs, reducing course development costs, reducing the number of trainers, reducing the time off work, reducing the time to develop a course, and many other ways. Pricing is based on the number of remote sites you have and the Presentation Studio System that is specified. However, the cost is a fraction of what you are spending now to train your employees. References Velocedge Inc. (2014). velocity and knowledge. Retrieved from http://www.velocedge.com/ Learn.net. (2014). The CADE System. Retrieved from http://www.velocedge.com/CADEnew/Products/index.htm

4 Tips for How To Double Major in 4 Years

4 Tips for How To Double Major in 4 Years SAT / ACT Prep Online Guides and Tips One of the hardest parts about going to college is deciding on a major. Most universities offer tons of majors in many different fields, so it can be tough to choose just one! Good news, though: many universities allow students to earn a double major. It’s a great option for students who want to gain in-depth knowledge in a second field of study. But while many people have heard of double majoring, many aren’t quite sure how to double major. That’s why we’re going to introduce you to the general requirements for double majoring, then give you two real world, step-by-step guides for how to double major at two top universities. Finally, we’ll wrap things up with four top tips for finishing a double major in four years. So let’s dive in! Albert Herring/Wikimedia Commons The Double Major: A Brief Introduction Before we jump into the ins and outs of how to double major, let’s look a little more closely at why someone would double major in the first place. What Is a Double Major? In order to graduate from your university, you’ll have to declare a major and fulfill all of its requirements to earn a degree. Your major places you within a specific degree field, which is the degree you’ll ultimately earn when you graduate from college. Here’s what we mean: Mark and Stephanie have just been accepted to Columbia University, one of the top schools in the nation. Mark wants to design incredible buildings, so he’s decided to major in architecture, which will ultimately earn him a Bachelor of Arts degree when he graduates. Stephanie, on the other hand, wants to help communities take better care of the environment. That’s why she’s decided to major in sustainable development. Even though her major is very different from Mark’s, it is also part of Bachelor of Arts degree program at Columbia. In other words, even though Mark and Stephanie have different majors, they will both earn B.A. degrees when they graduate from school. A student can earn a double major when they fulfill all the requirements for two separate majors within one college or school! So let’s go back to our example above. Mark decides that he’s specifically in designing buildings that are good for the environment. To learn about both architecture and sustainability, he decides to double major in architecture and sustainable design, since they are both part of the same degree program and housed in the same college (i.e. they both earn a Bachelor of Arts degree from Columbia College at Columbia University). The best part about double majoring is that it’s super flexible. You can pick any two majors as long as they’re within the same school or college. Here are a few double majors you could choose at Columbia: Physics and philosophy (Bachelor of Arts) Applied mathematics and data science (Bachelor of Arts) Electrical engineering and engineering mechanics (Bachelor of Science) So when it comes to double majoring, the sky’s the limit! Ken Treloar/Unsplash Why WouldYouWant to Double Major? When you decide to double major, you’re committing to studying two different fields in depth. Often, that means you’ll be taking on more work with extra classes, more advising sessions, and more study time. But earning a double major has some pretty awesome perks, too. Here are our top three reasons for #1: It Helps You Stand Out From the Crowd Because double majoring is challenging, not very many students opt to do so. In fact, the 2015 American Community Survey census data showed that only 12.5% of the people between the ages of 20 and 29 had a double major. Perhaps more importantly, this percentage has decreased even though the number of people with college degrees has been increasing from year to year! That means that earning a double major can help you stand out in a competitive job market. It’s also a testament to your ability to plan ahead, work hard, and achieve your goals. #2: It Makes You a Better Problem Solver When you double major, you have to learn to problem solve in different ways. For example, the way you have to think about a physics problem isn’t necessarily the way you’d tackle an economic one! Double majoring teaches you to look at things from new and inventive perspectives. In fact, many of the world’s best inventions happened when someone looked at a problem through fresh eyes. Take the invention of Coca-Cola, for instance. John Pemberton, the inventor, was a pharmacist who had created â€Å"Pemberton’s French Wine Coca† as a cure for headaches. But when Atlanta banned the sale of alcohol, he removed the wine from his medicine and turned it into the world’s most popular soft drink brands. This story just shows you how looking at a problem in a new way can change the worldand double majoring gives you the tools to do just that. #3: It Opens up More Career Opportunities Many students choose to double major because they have a specific career in mind. For instance, double majoring in psychology and biology would be useful for a student trying to get into a competitive psychiatry program! Having a double major has the potential to make you a better, more specialized candidate for your dream job (or your top grad school program)! Additionally, when you double major, you gain the knowledge you need to enter two different career fields. So not only does a double major make you a more impressive job candidate, it qualifies you for more jobs than a single major would! Can You Double Major at Every University? While most schools allow students to double major, not every school has a double major program in place (Princeton doesn’t, for example). Additionally, not every school calls a double major the same thing (we’ll look at Stanford, that refers to a second major as a â€Å"secondary emphasis† in just a moment). So if you have your heart on two majors, make sure you check that your dream school allows for double majoring. A little research now can save you a lot of frustration in the future. Glenn Carstens-Peters/Unsplash General Requirements for a Double Major Now that you’re familiar with what a double major is, let’s talk a little more about how to double major. A good way to get a sense for what double majoring requires is to start with some of the general requirements. (Don’t worry: we’ll give you real world examples of double majoring at two schools with different requirements in just a minute!) #1: The Core Courses In general, universities require students to have completed at least 120 course hours- or around 40 classes- in order to graduate. A chunk of those hours come from your core courses, or the cycle of classes that every student must complete before graduation. Most liberal arts universities create a core that asks students to take a variety of classes from across multiple disciplines, including math, science, and the humanities. Actually, your core courses are kind of like high school: you’re taking a variety of classes to learn more about many different subjects to build up your knowledge in many different areas. And just like high school, the goal of your core courses is to help you learn more about the world around you to prepare you to â€Å"deal with complexity, diversity, and change.† This helps you become a more well-rounded person, which is always a good thing! So the first step of double majoring is to understand your university’s core requirements and make a plan to complete those courses. Want to see some examples of universities’ core requirements? Look no further! Check out the core requirements for Purdue and Georgetown here. #2: The Major Courses On top of your core courses, you’ll have to take more advanced classes in your specific major in order to graduate. Once you choose a major, your university will give you a list of requirements you’ll need to fulfill to complete your major and earn your degree. In general, you’ll have to take somewhere between nine and 14 classes to complete your major. These are generally a mix of low- and upper-level courses designed to give you comprehensive knowledge in your chosen field. (Quick note: the number and difficulty of classes you’ll need to take in your major field varies between programs, so it’s very important that you double check on the requirements for your specific major at your specific university.) Okay...so what does all of this mean for a double major? Well, unlike a student with just one concentration, a double major will need to complete every requirement for two separate majors! That means you’ll have some additional courses to take before you graduate. The second step to double majoring, then, is taking a close look at the requirements for both of your majors and understanding what you’ll have to do to complete the programs in a reasonable amount of time. Are you not sure what major requirements look like? Take a minute and glance through what it takes to major in chemistry at Northwestern, MIT, and Duke. (You’ll notice that it’s a little different at each school, which is why you have to do your research!) #3: The Elective Courses At this point, double majoringespecially in four yearsmight sound impossible. Trust us: it isn’t! That’s why the third step to double majoring involves your elective credits. One of the biggest tricks to getting it done is putting your elective course requirements toward your second major. But first, a little about electives. Your electives are a series of classes (usually somewhere between five and 10), that are included in your core curriculum. Unlike your other credits, which have to come from a certain subject, your electives are essentially â€Å"freebies†: you can take almost any class on campus and use it to fulfill one of your elective credits! Because there are no stipulations on how you spend your electives, you’re free to use them however you’d like. With a little planning, you can knock out some maybe all!of your second major with elective credits. For example, let’s say Vivian has decided to pick up a second major in Chemistry at Northwestern. A chemistry major requires 16 classes, but she’s allowed to take 5 elective courses as part of Northwestern’s core curriculum. If Vivian puts her elective credits toward her chemistry major, she’ll only have to take â€Å"additional† chemistry courses to earn her second major! Double-dipping is for more than just ice cream! Rachael Gorjestani/Unsplash #4: The Double Dip The fourth step to double majoring involves what we like to call the â€Å"double dip,† which is taking classes that fulfill two separate requirements. Most universitiesbut not all, so double check!allow for one course to count toward fulfilling two different majors. By double dipping, you can maximize the efficiency of your course load! So what courses can be counted twice? The short answer is: it depends on your university’s requirements. While most schools allow your elective courses to count toward a second major, that’s not the case everywhere! The same goes for core coursessome universities allow core courses to count toward a second major while others don’t. And neither of those scenarios accounts for programs specifically designed to help students double major (like Rice’s double major in Art and Art History). So it boils down to this: while most universities allow for some amount of double-dipping, how this works varies from school to school. So be sure to check on your university’s specific requirements. Okay, now let’s look at an example of double-dipping can work: Christen has decided to double major in economics and political science. The political science offers a junior-level class on international economics, which the economics department has listed as accepted elective. If Christen takes that class, she can double dip by counting it toward both her political science and her economic major! That makes double dipping like a two-for-one deal, and it can help reduce both the time and financial burden of double-majoring. #5: The Time Frame The fourth step to double majoring is planning how long it will take to complete your double major. Many of the top universities, like Yale, require students to get approval before double majoring to make sure they can complete their studies in a reasonable amount of time. Other schools, like Brown University, only allow double majors that can be completed in four years. While most universities understand if it takes you extra time to finish a double major, it’s important that you’re aware that more time in school can translate to more expense. Knowing how much time it will take you to finish your degree is important for your education and your budget! #6: The Verification The last step to double majoring is actually the most important. While a lot of the general guidelines for double majoring are the same across universities, the specificslike which classes count for credit and if one class can count toward two majorsdiffers not only by university, but by program. That’s why it’s important to double-check with each department to understand their individual requirements for double majoring. That’s why you’ll need to meet with your academic advisors early and often, too. They’ll be your guides (and sometimes, your advocates!) on your journey to a double major. A bird's-eye view of Vanderbilt University Real Life Example: How to Double Major at Vanderbilt Okay, now it’s time to take what you’ve learned and apply it to a real-world example. We’re going to walk you through the entire process of declaring a double major at two of the top universities in the United States. We’ll kick things off by looking at double majoring at Vanderbilt University, which is ranked as one of the top 20 universities in the nation by U.S. News and World Report. Vanderbilt has four different undergraduate schools, so for this example, we’ll focus on the largest: the Vanderbilt College of Arts and Science. #1: The Core Courses Like most universities, Vanderbilt requires students to have taken at least 120 credit hours (or between 30 and 40 courses) to graduate, and the first block of courses students have to tackle are in the school’s core curriculum. Vanderbilt’s core is called the AXLE program, which requires every student regardless of major to take three to four writing courses (depending on AP credit) and thirteen other liberal arts courses in six different categories. Vanderbilt gives students a lot of leeway in which courses they can take to fulfill the core requirements as long as it falls in the six general categories specified, which is good news for double majors! #2: The Major Courses Now it’s time to take a look at what the College of Arts and Sciences requires for double majoring. (Remember: these differ between colleges and programs, so it’s important to do a little research!) Luckily, the College of Arts and Sciences gives students a clear outline on their website about what it takes to double major. They write that students who choose to double major â€Å"must include at least 24 credit hours that are being counted solely toward the major.† Okay, let’s break that down a bit. First, we know that Vanderbilt does allow double majoring, which is great news! Second, they require a certain number of courses be specific to each major. In other words, a student will have to take somewhere between six and eight courses that only count toward each major. That gives a little space for double dipping, which we’ll talk about in step #4 below. Lastly, the outline points out that 24 hours is a minimum requirement. That means most departments will require more than 24 hours of coursework to complete a major. This is where it’s important to visit each department’s website and look closely at the major requirements. (Vanderbilt’s College of Arts and Science has 54 majors to choose from, so this might take a little time. But trust us...it will pay off in the long run!) #3: The Elective Courses Vanderbilt doesn’t specifically list electives as part of their core curriculum, but a little simple math reveals that on average, a student will have about five classes of elective credit, or hours they need to take to graduate that aren’t accounted for as part of the university core or major. That means that a double major can use those five classes to fulfill part of the requirements for their second major. #4: The Double Dip Vanderbilt does allow for some double dipping, meaning some of your classes can count toward both majors. As long as each major has a minimum 24 hours of dedicated credit, students can double dip with their remaining classes. (Again, the minimums are different from program to program, so this number might go up depending on your majors.) Here’s an example of how this might work: if Marco is double-majoring in English and Creative Writing, he’s required to take courses in the History of Literature and Diverse Perspectives in Literature to fulfill each degree. An English degree requires 12 hours of these courses, and a Creative Writing degree requires 6 hours of these courses. So instead of taking 18 hours, Marco can take the requisite 12 hours and fulfill the basic requirements for both degree tracks. He can do this as much as possible, but he’ll have to have 24 hours of coursework that only counts toward his English degree and 24 hours of coursework that only counts toward his Creative Writing degree. So depending on whether a student’s chosen majors overlap, they will be able to double dip on a few classes to kill two birds with one stone! #5: Declaring the Double Major Once you’ve decided to double major at Vanderbilt, it’s time to declare your double major to the school. This happens after you’ve enrolled at the university because Vanderbilt doesn’t allow students to declare a double major as part of the admissions process. In fact, double majors are usually declared when a student is either a sophomore or a junior. When you decide that a double major is right for you, the first step is to print off a Declaration of Major form. Once you fill it out, you need to deliver it to three places: the College of Arts Science and both departments you want to major in. You can’t just drop the form off, eitheryou’ll have to meet with a college advisor to go over your declaration. This is to make sure that your plan is feasible and reasonable. If everything looks good, the advisors will sign off on the form. Once you’ve collected the necessary approval and signatures, you file the completed form with the College of Arts Science, and you’re good to go! The beautiful Stanford Commons at Stanford University King of Hearts/Wikimedia Real Life Example: How to Double Major at Stanford At Stanford, things work a little differently. Unlike Vanderbilt, you can only declare a double major within the same bachelor degree program. So if you’re already working toward a Bachelor of Arts, you can declare a second major that will also earn a Bachelor of Arts. You can’t declare a second major that would earn a Bachelor of Applied Science. So for this example, we’ll focus on the steps it takes to double major and graduate with a Bachelor of Science from the Stanford School of Engineering. #1: The Core Courses In order to graduate from Stanford, students must complete 180 units of University work. This starts, of course, by tackling the school’s core courses. Like Vanderbilt, Stanford gives students a lot of flexibility in fulfilling their core curriculum. Every Stanford student has to complete what Stanford calls their â€Å"General Education Requirements,† which include sixteen different courses in four different categories. (Stanford accepts AP and IB credit, so this number might be less depending on what classes you took in high school.) While it’s important for to explore all the opportunities Stanford has to offer, the School of Engineering cautions students to take math and science credits early so they can hit the ground running when they start to work on their major. #2: The Major Courses The College of Engineering separates the major coursework into two categories: the engineering core courses and the Depth of Major courses. Every engineering student, regardless of major, has to take a series of core courses that are unique to the school. These would include: 36 units in mathematics and science Three units (or one course) in technology and society Two courses in engineering fundamentals Like Stanford’s General Education Requirements, these engineering core courses will count toward both majors. That means you only have to take the core courses once while earning your Bachelor of Applied Science degree. Once those are complete, a student can begin tackling their Depth of Major courses! The Depth of Major courses are the classes that are specific to each engineering major and must be fulfilled separately in order to graduate. For instance, if you’re double majoring in Electrical Engineering and Mechanical Engineering, you’d have to fulfill these requirements separately. Even if a class is listed as counting for both majors, you’d have to apply it to one major over the other. That means you’ll have to take around 60 additional creditsor somewhere between 15 and 20 additional coursesto get a double major in engineering from Stanford. #3: The Elective Courses Also like Vanderbilt, Stanford does not include a set number of elective courses as part of their core curriculum. Additionally, the major requirements for each program vary quite a bit! Because engineering programs are so intensive, most students only have a few elective units available, so it’s important to make each one count! #4: The Double Dip As we discussed earlier, Stanford’s rules are very clear: they don’t allow students to double dip to fulfill their major requirements, no matter what college they’re enrolled in. So while the General Education Requirements and the engineering core courses can count toward both majors, the specific, additional criteria for each major has to be completed independently. In other words, you’ll have to take all the classes for each major with no overlap! #5: Declaring the Double Major To declare a double major, you have to do this after you’ve already declared your first major through the Office of the University Registrar. Double majors are approved through the same office by submitting the Major-Minor and Multiple Major Course Approval form. Unlike Vanderbilt, there’s no formal departmental approval process, though it’s very important you independently meet with departments to get advice for success. As a school, Stanford is very picky about letting students double major. They are committed to helping students graduate in four years regardless of how many majors a student wants to tackle. In fact, Stanford reserves the right to limit a student to a single major if it’s taking too much time even if the school previously approved a student’s double major. Here’s the explanation from the registrar’s website: â€Å"If the pursuit of multiple majors (or joint majors or secondary majors, or minors) unduly delays an undergraduate's progress through Stanford, the University reserves the right to limit a student to a single major, and/or to confer a degree on a student who has completed all of the requirements for a degree even though the student has not applied to graduate; such an individual would then be subject to the University's usual rules and restrictions regarding future enrollment or registration. That means it’s super important for a double major to map out their coursework ahead of time! We've got some great tips for how to fast-track your double major George Hodan/PublicDomainPictures 4 Tips to Double Major in 4 Years One of the most frequently asked questions is can you double major in four years. The answer is absolutely, but it takes some planning and a lot of hard work! Here are four ways you can make sure that you finish your double major in four years. Tip 1: Start in High School You can get a double major done in four years once you get to college, but it’s even better if you start that work in high school! Here are a few ways that you can maximize your time now to save you time later. Take Dual Credit Courses Some high schools allow students to enroll concurrently in a local college to earn freshman course credit for basic classes like composition or math. Enrolling in a program like this can help you earn transferable college credit that counts toward your university core! However, we advise that if there’s an option, you take AP/IB courses instead of dual credit since AP/IB courses are generally accepted by all universities, whereas dual credit is awarded on a case-by-case basis. (This is because AP/IB tests are standardized, whereas the rigorousness of dual-credit courses varies between schools.) If you want to make sure you’re getting the credit you deserve, AP/IB courses and tests are the safer bet. Take AP/IB Courses AP and IB courses are often referred to as â€Å"college prep† courses for a reason. Not only are these classes designed to prepare you for the college workload, they also give you the opportunity to test outand sometimes even earn credit!of certain college courses. Loading up on AP and/or IB classes in high school can help save you time and money as a double major. Don’t Be Afraid to Test Out If your high school didn’t offer college prep courses, there’s still hope! Many universities offer exams (like the CLEP test) that you take the summer before your freshman year. These function a bit like AP tests, only you don’t have to take an AP class to qualify for the exam! Depending on your score, you can be exempted from or earn credit for certain college courses. The availability of these tests varies from school to school, so be sure to check with your university to see which ones they offer. Tip 2: Plan Ahead As Antoine de Saint-Exupà ©ry, the author of The Little Prince, said, â€Å"A goal without a plan is just a wish.† In order to double major in four years, you need to have a solid plan. Here are three tips for building a road map for your double major. Map Out Your Ideal 4-Year Graduation Plan as Soon as Possible Planning your courses out early is key to maximizing your time and effort. Meet with your advisor and departmental advisors to build a plan of action. They help students pursue double majors all the time, so they’ll have excellent insight and advice to help you graduate on time. Stick to the Plan Once you have your road map, stick to it! If you have any issueslike overlapping class timesbe sure to meet with an advisor. But working your plan is a key component to managing your workload while graduating on time. (And hey, lots of students find that a four-year plan makes things less stressful since they know exactly what to take every semester!) Double Dip Whenever Possible If your university allows for double dipping, take advantage of it at every possible moment. Take a look at the course catalog and departmental websites to figure out which classes, if any, can count toward both majors. Also don’t be afraid to talk to your professors and advisors about whether your university has independent study or interdisciplinary programs that can help you customize your degree while still graduating on time! OTA Photos/Flickr Tip 3: Be Smart About Picking Your Majors In order to double major, you first have to choose which two majors you want to study. This can be a bit tricky, especially if you’re curious about many different fields. Here are three tactics that can help you narrow down your choices. Pick a Passion and a Profession One way to pick a double major is coupling one of your passionswhich might not have many career optionswith a professional field. For example, you may love to sing, but you don’t want to become a professional singer; you’d much rather work as a financial planner. A double major is a perfect choice for you since it lets you study your passion (vocal performance) while coupling it with a major that will help you in your future profession (business finance). Work Toward a Specific Career Like we mentioned earlier, there are some career paths that require very specialized knowledge. A double major is a good way to study both fields while earning a degree that sets you apart in a competitive job market! A good example of this is someone who wants to be a museum curator. Often, museums look for curators with knowledge about the museum’s subject as well as a background in public education, so a double major in art history and education would be especially valuable! When building your double major, ask yourself how you can create a â€Å"customized† course of study that will land you your dream job. Choose Majors That Naturally Overlap There are some majors that naturally fit with one another, so much so that many of the courses overlap. These are natural fits for a double major, since a student will often take classes that count toward both degrees regardless of whether they actually plan to double major or not! This usually happens with related fields, like English and journalism, or international relations and foreign language. In some cases, students can find themselves just a few classes shy of double majoring with little extra effort. Be sure to check your departmental website to see if there are complementary majors that you can take advantage of. Tip 4: Get to Know Your Advisor This might seem scary when you first get to college, but remember: your advisors are people who are passionate about helping you chase your dreams. They’re specially trained to help students like you! Here are some of the ways your advisors can help you on your path to double majoring: They Can Approve Your Course of Study At some schools, your advisors have to sign off on your double major before you can start working on it. This is to make sure students are in the best possible position to succeed! Getting to know your advisors is an important step in making sure you’re approved for your double major in the first place. They Provide Guidance You aren’t the firstor the laststudent to double major, so your advisor already has a good sense of how to help you finish two majors on time. They will be able to help you pick classes, balance your schedule, and declare your major. They Can Help Override You Into Classes Classes can fill up fast! If your advisor knows you, they can work to make sure you get into the classes you need to finish on time. This includes the ability to enroll you in a â€Å"full† class to make sure you take the courses you need when you need to take them. Crystal/Flickr What’s Next? Now that you know what a double major is, you might be more interested in a dual degree. Here’s a great explanation of the similarities (and differences!) between the two. If you’re a junior or senior in high school thinking about double majoring, make the most of your time now. A good place to start is learning more about how universities treat AP credit. Did you know you can earn transferable college credits while in high school? Take a look at how those courses differ from AP classes to learn more about whether a college credit course is for you. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in.

Word Choice Wail vs. Whale

Word Choice Wail vs. Whale Word Choice: Wail vs. Whale What is the difference between a cry of pain and a 190-ton marine mammal? Well, not a huge amount when it comes to pronunciation! The words â€Å"wail† and â€Å"whale† sound identical, which means that they’re easy to mix up. But these terms also refer to very different things, so check out our guide to make sure you always pick the right word in your written work. Wail (Cry or Scream) The word â€Å"wail† can be either a noun or a verb. In either case, it refers to a high-pitched cry or scream of pain, grief, or anger: Noun Usage: They heard the wail from upstairs. Verb Usage: She wailed in sadness when she saw the news. More rarely, â€Å"wail† is also used to mean â€Å"play a tune exceptionally well.† However, this is largely an old piece of jazz slang and not found in most modern English writing. Whale (Large Sea Mammal) â€Å"Whale† is almost always a noun and can refer to a number of large sea mammals. For instance: We are going to sea to watch the whales later today. There are many different types of whale, ranging from the relatively small dwarf sperm whale (usually around 9ft long) to the massive blue whale (up to 98ft long). But all of them are â€Å"whales.† Except this guy, who despite being called a killer whale is actually a dolphin.(Photo: skeeze/Pixabay) â€Å"Whale† can also be used as a verb to describe the act of hunting for whales (i.e., whaling or whale fishing). But this is illegal in most countries now, so it is not commonly used. Summary: Wail or Whale? â€Å"Wail† and â€Å"whale† might sound alike, but they look very different written down. As such, it should be easy to tell these terms apart once you know what they mean. Remember: Wail can be a verb or a noun and refers to a cry of despair or grief. Whale is almost always a noun and refers to a large sea mammal. As a final note, try not to get either of these words confused with â€Å"Wales,† which is part of the UK. And if you’d like any more help with the spelling in your writing, feel free to get in touch today.

CIPD NO.3 Essay Example | Topics and Well Written Essays - 1000 words

CIPD NO.3 - Essay Example sions in appropriate time while keeping in consideration the important factors that can help in making better decisions or factors that can be effected due to a certain decision made. It is more than often that decisions go wrong and business suffers (Kurtz & Snowden, 2003). This dilemma is not new in organizations and it is important that while making decisions one must; The objective of the learning session is to enhance the decision making abilities of middle and senior managers of the organization, enabling them to make efficient decisions while keeping important environmental factors in consideration. Decision making is the most valued commodity these days and successful leaders aspire to improve their decision making abilities and consistently look for variables that can help them in making more informed decisions. Bad decision making can hurt the repute of the company, result in loss of revenue and lower down the employee morale while good decision making can bring wonders to the organization (Kurtz & Snowden, 2003). Using Cynefin framework, the trainer shall introduce the four decision making situations with appropriate action plans for each while differentiating between ordered and unordered scenarios (Snowden. 2000). A further explanation of how a particular decision delayed can move the issue in to complicated, complex or chaotic situations. Such a transition in situations occur due to wrong assessments, delays and conservative actions. The session also includes use of technology where employees are introduced to software that can help in making better decisions. Software like Microsoft office including project server, Visio and others. Identifying the context is an important aspect of decision making once identified the problem can be resolved by devising the appropriate solution. The learning and development activities used in the learning session on framework for decision making are appropriate because they promote experiential learning, by