NBC News Scripts
WBAP-TV (Television station : Fort Worth, Tex.)
1954-12-31
Search results
You search for ability and 171,111 records were found.
The article presents certain ways of understanding a learning organization and its characteristic features. It also contains the results of a study of twenty-seven Polish enterprises facilitating diagnosis of their learning ability. It has been shown that learning ability is connected with the performance of the enterprise. The study results make possible the drawing of the conclusion that the learning ability of the examined companies tends to be mediocre.
The article presents certain ways of understanding a learning organization and its characteristic features. It also contains the results of a study of twenty-seven Polish enterprises facilitating diagnosis of their learning ability. It has been shown that learning ability is connected with the performance of the enterprise. The study results make possible the drawing of the conclusion that the learning ability of the examined companies tends to be mediocre.
Anchoring Cognitive ability Experiments Willingness to pay
Educational economics , signalling , human capital formation , tracking , sorting , ability grouping
In games with incomplete information, more information to a player implies a broader strategy set for this player in the normal form game, hence more knowledge implies more ability. We prove that, conversely, given two normal form games G and G′ such that players in a subset J of the set of players possess more strategies in G′ than in G, there exist two games with incomplete information with normal forms G and G′ such that players in J are more informed in the second than in the first. More ability can then be rationalized by more knowledge, and our result thus establishes the formal equivalence between ability and knowledge.
In games with incomplete information, more information to a player implies a broader strategy set for this player in the normal form game, hence more knowledge implies more ability. We prove that, conversely, given two normal form games G and G′ such that players in a subset J of the set of players possess more strategies in G′ than in G, there exist two games with incomplete information with normal forms G and G′ such that players in J are more informed in the second than in the first. More ability can then be rationalized by more knowledge, and our result thus establishes the formal equivalence between ability and knowledge.
This article explores the reasons that schools choose to group their students by ability. A mathematical model suggests that high diversity of achievement and a large number of students in a school will cause a school to be more likely to group. Less legitimately, some schools may choose to use ability grouping to segregate students by race or class within a school. Copyright 2006 American Journal of Economics and Sociology, Inc..
Historically, musical ability was conceptualised in relation to aural abilities. Recently, this view has been challenged. Musical ability is now viewed by many as a social construction, acquiring different meanings in different cultures, sub-groups within cultures and at the individual level. This study aimed to explore these constructions. Based on an earlier qualitative study, a series of statements were developed describing aspects of musical ability to which participants responded on a five point rating scale. Participants were drawn from five groups, musicians, non-musician educators, other adults, children with experience of extra-curricula music and children with no such experience. The findings showed that musical ability was most strongly conceptualised in relation to rhythmic ability, organisation of sound, communication, mot...
Historically, musical ability has been conceptualised in relation to aural abilities. Recently, this view has been challenged. Musical ability is now viewed by many as a social construction, acquiring different meanings in different cultures, sub-groups within cultures and at the individual level. This study aimed to explore these constructions. One hundred and twenty nine musicians, 80 non-music educators, 112 adults in other occupations, 60 students involved in extra-curricular music and 34 not involved in extra-curricular music were asked to complete in writing the statement "Musical ability is:" The statements were analysed using an iterative process of categorisation. Musical ability was conceptualised in relation to: aural skills, receptive activities, generative activities, the integration of a range of skills, personal qualitie...
Bayesian games Asymmetric information Value of information
