Blog Archive Beyond the MBA Classroom Formal Events at HBS

Blog Archive Beyond the MBA Classroom Formal Events at HBS When you select an MBA program, you are not just choosing your learning environment, but are also committing to becoming part of a community. Each Thursday, we offer a window into life “beyond the MBA classroom” at a top business school. Formal events are reportedly a big part of Harvard Business School (HBS) social life. As the name suggests, Holidazzle is HBS’s annual holiday party, which takes place in early December. According to the HBS Students Association, it is the business school’s longest-running event, and starts with first-year section dinners followed by drinks (open bar) and dancing. The Newport Ball is held each spring in tony Newport, Rhode Island, which is just a short drive from Boston. Students attending the ball enjoy dinner and dancing at a Newport mansion and typically decide to stay for the entire weekend, touring the city’s historically preserved estates, such as The Breakers, Rosecliff and Marble House, built by titans of the gilded age. For in-depth descriptions of social and community activities at HBS and 15 other top MBA programs, check out the  mbaMission Insider’s Guides. Share ThisTweet Beyond the MBA Classroom Harvard University (Harvard Business School)

Plato s View Of The City State - 993 Words

In â€Å"Plato Republic,† the view of Plato on achieving a true city with no injustice differs greatly from those of other philosophers. Although it is not conventional, the way that Plato creates a true city does work. By creating an entirely new city and adding guardians, Plato is effectively removing luxuries, thus removing the fever from the city. This is successfully transforming the city with a fever into a just and true city. In this paper, I will demonstrate that the methods that Plato exercises are effective and will create a true city-state. According to Plato, in the origin myth of the city-state, the rationale behind living in the city-state is that sharing with one another is more beneficial to individuals. This meaning that nobody is self-sufficient and that everybody needs the skills of someone else to survive. This is shown when Socrates says, â€Å"I think a city comes to be because none of us is self-sufficient, but we all need many things.†(Plato 369 b) Plato does not think that one person is able to be self-sufficient nor be a jack-of-all-trades. This is also true in the society we live in today. Dentists focus on providing health care, but give a dentist a gun to hunt for food, and chances are he will not be able to do it. Instead, Plato believes that everybody by nature is skilled to do one thing the best, meaning that somebody who is excellent at farming would make a bad doctor, and vice versa. With this theory in mind, that means that a farmer would depend onShow MoreRelatedPlato s Interpretation Of Utopia1630 Words   |  7 PagesPlato and Aristotle shared many differences despite also sharing a teacher student relationship. This essay will strive to establish their understandings of reason and the role reason plays in their comprehensions of politics, differentiating between the kinds of reason and politics produced as a result. Plato is regarded as the first writer of political philosophy while Aristotle is recognised as the first political scientist. Plato’s interpretation of Utopia is founded upon the existence of threeRead MorePersonal Philosophy : Al Farabi1684 Words   |  7 PagesAristotle, Plato, and Socrates were the main Greek influencers of Al Farabi. Al Farabi as well as Ibn Sina have been recognized as Peripatetics or rationalists. The best known Arabic source for Al Farabi s political philosophy is his work titled The Virtuous City. In many of Al Farabi’s philosophical works the practical use of philosophy is a major concern, and while the majority of his philosophy has been influenced by Aristotelian ethics, his practical philosophy is more closely related to Plato. Plato’sRead MoreThe Republic By Plato And The Prince By Machiavelli1617 Words   |  7 PagesAlthough written nearly two centuries apart, The Republic by Plato and The Prince by Machiavelli offer important views on political philosophies of rulers. Plato writes of a perfect society where status as ruler is naturally selected through innate abilities. These abilities are used to sustain the society, better it, and preserve it. Machiavelli writes of a society where anyone can be a prince; which for our purposes is a synonym for ruler, if they follow his instructions. These instructions areRead MoreComparing Aristotle and Plato Essays1325 Words   |  6 PagesComparing Aristotle and Plato Aristotle argues that in order for a polis to emerge, a union between man and women must convene. Later a household must be introduced which unites with other households to form a village, villages come together to form city-states. This theory is Aristotle’s natural view that an individual can not be self sufficient Plato argues that, in order to achieve absolute justice, a city-state is needed. In The Republic, Plato builds around the idea of Philosopher RulersRead MorePlato Was An Ancient Greek Philosopher Essay1698 Words   |  7 PagesPlato was an ancient Greek philosopher thought to have been born in 428 B.C, he was the son of Ariston and was brought up in an aristocratic way of life. Because of his social status and connections he obtained through his family, it was thought he would inevitably end up involved in Athenian political life, but this did not happen to such an extent, a friend of his, Socrates had an enormous effect on him and why he did not end up with a prominent role in politics. He explains this in his SeventhRead MorePlato, An Ancient Greek Philosopher1458 Words   |  6 Pages Plato, an Ancient Greek Philosopher by Carly Rittenmeyer Bible and the Ancient World Spring 2015 Plato, a Greek Philosopher, is known for his writings that impacted people in the Ancient Greek society. He was a free thinker and lived in a free city, Athens. He was taught by multiple teachers including Socrates who was frequently mentioned in his writings as the central character. Plato’s novel, The Republic, influenced the idea of government and shows his views on theRead MoreHistorical Events That Took Place During The Classical Period1458 Words   |  6 Pagessignificance there is no doubting that it had influenced the people born. Notorious philosopher Aristotle is no exception, contributing a great deal to the fields of mathematics, biology and ethics. His book titled Nicomachean Ethics contains his views on the ethics of mankind and how they can be applied on a daily basis. This essay will look critically at how the historical events that took place during the Classical Period may have influenced Aristotle’s work. Aristotle was born in Stagira, locatedRead MoreThe Formations Of The Mankind System1568 Words   |  7 Pagesof every individual, to ensure peace, to state the norms of social behavior; therefore they should be based on fairness and equality that are involved in the concept of justice. Since the years passed previously formed aspect of justice moved from the sphere of law and got more broaden meaning, certain definition of which was and still remains a topic of debate for theologians, philosophers and legislators. Nowadays the word justice, being on everyone s lips, is used so often that it may signifyRead MoreSocrates : The Suicide Of Socrates1405 Words   |  6 Pagestrial.Now why would anyone want to send an old man to court? Three answer is that Socrates was accused of refusing to recognize the gods recognized by the state and of corrupting the youth. Also if Socrates was convicted, he would be sentenced the death penalty(The Suicide of Socrates, 399 BC). The trial took place in the heart of the city, with a jury of 500 that sat on wooden benches surrounded by the onlookers. Socrates accusers were allowed three hours to present their case and Socrates wasRead MorePlato s Ideas For Making Life977 Words   |  4 Pagesthe yeah it is the perfect place to be at the time. This is also home to the world s first true and probably greatest philosopher: Plato. He born into a prominent and wealthy family in the city and devoted his life to one goal: helping people to reach the state of Eudimonia ( fulfillment). Plato is often confused with Socrates Socrates, he was an older friend whom taught Plato a lot, but didn t write any books. Plato wrote lots of them, 36 full dialogs beautifully crafted scripts of them imaginary

10 Minerals That Have Metallic Luster

An Insight Into Either Ultrasound ( Us ) Or Magnetic...

Introduction The aim of this literature review is to gain an insight into either Ultrasound (US) or Magnetic resonance imaging (MRI) is the more suitable imaging modality into diagnosing and assessing a tear within the knee Menisci. Both within trauma and non-trauma adult patients. This section of the review will explain the topic and reasoning into why it was done. The process of its relevance into radiography in practise will also be outlined. This will provide background into positive aspects it could bring. The project targets and hypothesis will be demonstrated within this section. Background into the Menisus of the knee Within anatomy the Meniscus is a piece of cartilage located within the joints of the wrist, acromioclavicular,†¦show more content†¦Blood supply and age factors â€Å"At the time of birth, nearly the whole meniscus is vascularised† (Institute of anatomy 1995, Vol. 66, No. 4, Pages 308-312). The menisci of the knee gains its blood supply from blood vessels entering from the joint capsule accompanied by loose connective tissue. Within the second year of life this is reduced to a avascular region located within the inner fringe of the joint capsule. At the age of twelve the blood vessels are reduced again, being confined to the lateral third. (Institute of anatomy 1995, Vol. 66, No. 4, Pages 308-312). Finally after the age of fifty, only the lateral quarter of the meniscal base is vascularized (Institute of anatomy 1995, Vol. 66, No. 4, Pages 308-312). This creates problems in older patients with meniscus tear injuries, making it vital for having the best imaging modality in place to gain an early diagnosis which would lead to a faster treatment. Diagnostic Imaging role The severity of a tear with the knee Menisci can easily be identified through the use of diagnostic imaging. Modalities used are commonly; conventional radiography, ultrasound (US), magnetic resonance imaging (MRI), computed tomography (CT) and arthroscopy. Ultrasound and MRI are the most appropriate imaging modalities for meniscus tears, this is due to their high sensitivity or image quality and statistics. Ultrasound Ultrasound uses an oscillating sound pressure

Understand how to manage electronic and paper-based information free essay sample

Assessment You should use this file to complete your Assessment. †¢The first thing you need to do is save a copy of this document, either onto your computer or a disk †¢Then work through your Assessment, remembering to save your work regularly †¢When you’ve finished, print out a copy to keep for reference †¢Then, go to www. vision2learn. com and send your completed Assessment to your tutor via your My Study area – make sure it is clearly marked with your name, the course title and the Unit and Assessment number. Please note that this Assessment document has 5 pages and is made up of 4 Sections. Name: ben brady Section 1 – Understand the purpose of information technology in a business environment 1. In relation to your current business environment (or one that you are familiar with), identify at least two different types of information technology that may be used when completing work tasks. We will write a custom essay sample on Understand how to manage electronic and paper-based information or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page internet printers 2. What are the benefits to businesses (and others) of using information technology for doing work tasks? work gets done faster and more efficient, makes communication easier and more productive. Section 2 – Understand how to manage electronic and paper-based information 1. Explain the purpose of agreeing objectives and deadlines when researching information. If possible, refer to specific examples from research tasks you have worked on to support your answer. The purpose of agreeing objectives and deadlines when researching, is to make sure the all the needed information is collected on time. 2. Identify the different ways of researching, organising and reporting information. research: internet, library, customer surveys organising: prioritising information, filing information reporting: through presentation or a written report 3a) For your own organisation (or one you know well), describe the procedures that need to be followed when archiving, retrieving and deleting information. Your answer should cover procedures for both electronic and paper-based information. paper work which is no longer needed gets shredded paper work which might be needed at a later date gets filed in the bottom half of filing cabinet. paper work which is needed is left either in a locked draw for easy access or put in the top draw of the filing cabinet. electronic information which is no longer needed gets deleted. electronic information which might be used again gets achieved to the server. electronic information which is been used gets stored on local computer which is password protected. when leaving the computer even for just 5 minutes, the computer has to be locked. 3b) When following the procedures outlined in Question 3a above, are there any legal requirements to consider? due to data protection, the workplace needs to be secure, and the way we dispose of data needs to be adequate enough so it cannot be retrieved by any unauthorised persons. 4. Why is confidentiality critical when managing information? if information got into the wrong hands, it could be used to commit crime, or give competitors inside information to what the company is doing. it is also a legislation that a persons personal details be kept secure. Section 3 – Understand the purpose of producing documents that are fit for purpose 1. Identify at least two reasons for producing documents that are fit for purpose. 1. it meets the company standards. 2. it has all the required information which needs to be there. 3. it is suitable for the people who are going to read it. 2. Use the table below to describe some of the different types and styles of documents that are produced in a business environment, and then explain when these different options may be used. DocumentsWhen they are used Emails To update customers orders, to get information to someone fast. or send attachments, files ect. Letters To appologise about an error Reports When none personal information needs to be given. Section 4 – Know the procedures to be followed when producing documents 1. In most organisations, time is taken to agree the purpose, content, layout, quality standards and deadlines for the production of documents. What are the reasons for doing this level of planning? to make sure proper format and sometimes correct template is used for the type of document being written. 2. Businesses will spend time checking finished documents for accuracy and correctness. a)How is this done? using spell check and grammar check in word documents to ensure accuracy. b)Why is this done? to ensure a professional error free and easy to read document is produced. 3. Explain the purpose of following confidentiality and data protection procedures when preparing documents. it is to ensure confidential and sensitive information is only sent to and read by them who it is intended. 4. In business environments, there is often a requirement to use notes as the basis for text and documents. a)Compare the different types of documents that can be produced from notes and include a description of the format of each document. notes from conversations, over phone or meetings. b)Explain the procedures to be followed when preparing text from notes. Once you have completed all 4 Sections of this Assessment, go to www. vision2learn. com and send your work to your tutor for marking.

7 Reference Resources for Writers and Editors

7 Reference Resources for Writers and Editors 7 Reference Resources for Writers and Editors 7 Reference Resources for Writers and Editors By Mark Nichol What guides and handbooks does a careful writer (or editor) rely on? I’ve consulted many resources, but the ones on this list have pride of place and show the most wear and tear. 1. The Associated Press Stylebook Associated Press style and Chicago style (see below) differ in some respects, but many of the listings in this alphabetically organized resource will set you straight about how to treat many common and proper nouns. 2. The Chicago Manual of Style This is the primary resource, after a house style guide, for many American publishing companies and other companies that produce publications, providing guidance about grammar and usage as well as topics like abbreviation, capitalization and other emphasis (such as italics or boldface), numbers, and punctuation. It’s only one of many, but it’s preeminent. 3. The Copyeditor’s Handbook This paperback guide, originally conceived as a companion to Chicago, is similar in organization but formatted more like a textbook (I’ve used it as such with great success), with exercises at the back of each chapter. It’s more accessible but not as comprehensive than the preceding book. 4. Garner’s Modern American Usage Language maven Bryan Garner’s authoritative, encyclopedic tome about proper use of words is the definitive specimen of this type. 5. Merriam-Webster’s Biographical Dictionary This is a handy resource for double-checking names of famous people or their life spans (and years in office or on a throne). The publisher’s general dictionary includes in its appendixes both biographical and geographical dictionaries, but the listings in the stand-alone publications are much more extensive. 6. Merriam-Webster’s Collegiate Dictionary Actually, I generally use Merriam-Webster Online, but the print version is handy for finding all the words that start with a certain prefix, or coming up with an alliterative adjective. 7. Merriam-Webster’s Geographical Dictionary Find out the current spellings of foreign cities and the official names of countries and their land area and population. The latter figure will be out of date, and you can find this information (and that available in the biographical dictionary) online, but you may prefer flipping pages to clicking through sites. This list is not a purchasing guide don’t blindly buy any of these books. Visit your local library and take a look at them, then decide which are good investments for your needs. 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 Book Reviews category, check our popular posts, or choose a related post below:How to Format a US Business LetterUsed To vs. Use ToPrepositions to Die With

Lieutenant General James Gavin in World War II

Lieutenant General James Gavin in World War II James Maurice Gavin was born March 22, 1907, in Brooklyn, NY as James Nally Ryan. The son of Katherine and Thomas Ryan, he was placed in the Convent of Mercy orphanage at age two. After a brief stay, he was adopted by Martin and Mary Gavin from Mount Carmel, PA. A coal miner, Martin barely earned enough to make ends meet and James went to work at age twelve to help the family. Wishing to avoid a life as a miner, Gavin ran away to New York in March 1924. Contacting the Gavins to inform them that he was safe, he began looking for work in the city. Enlisted Career Late that month, Gavin met with a recruiter from the US Army. Underage, Gavin was unable to enlist without parental consent. Knowing this would not be forthcoming, he told the recruiter he was an orphan. Formally entering the army on April 1, 1924, Gavin was assigned to Panama where he would receive his basic training in his unit. Posted to the US Coastal Artillery at Fort Sherman, Gavin was an avid reader and an exemplary soldier. Encouraged by his first sergeant to attend a military school in Belize, Gavin received outstanding grades and was selected to test for West Point. Rising in the Ranks Entering West Point in the fall of 1925, Gavin found that he lacked the basic education of most of his peers. To compensate, he rose early each morning and studied to make up the deficiency. Graduating in 1929, he was commissioned as a second lieutenant and posted to Camp Harry J. Jones in Arizona. Proving to be a gifted officer, Gavin was selected to attend the Infantry School at Fort Benning, GA. There he trained under the guidance of Colonels George C. Marshall and Joseph Stillwell. Key among the lessons he learned there was not to give long written orders but rather to provide subordinates with guidelines to execute as the situation warranted. Working to develop his personal style of command, Gavin was happy in the schools educational environment. Graduating, he wished to avoid a training assignment and was sent to the 28th 29th Infantry at Fort Sill, OK in 1933. Continuing his studies on his own, he was particularly interested in the work of British World War I veteran Major General J.F.C. Fuller.   Three years later, in 1936, Gavin was sent to the Philippines. During his tour in the islands, he became increasingly concerned about the US Armys ability to withstand Japanese aggression in the region and commented on his mens poor equipment. Returning in 1938, he was promoted to captain and moved through several peacetime assignments before being posted to teach at West Point. In this role, he studied the early campaigns of World War II, most notably the German Blitzkrieg. He also became increasingly interested in airborne operations, believing them to be the wave of the future. Acting on this, he volunteered for the Airborne in May 1941. A New Style of War Graduating from the Airborne School in August 1941, Gavin was sent to an experimental unit before being given command of C Company, 503rd Parachute Infantry Battalion. In this role, Gavins friends convinced Major General William C. Lee, commander of the school, to allow the young officer to develop the tactics of airborne warfare. Lee agreed and made Gavin his Operations and Training Officer. This was accompanied by a promotion to major that October. Studying other nations airborne operations and adding his own thoughts, Gavin soon produced FM 31-30: Tactics and Technique of Air-Borne Troops. World War II Following the attack on Pearl Harbor and US entry into the conflict, Gavin was sent through the condensed course at the Command and General Staff College. Returning to the Provisional Airborne Group, he was soon dispatched to aid in converting the 82nd Infantry Division into the US Armys first airborne force. In August 1942, he was given command of the 505th Parachute Infantry Regiment and promoted to colonel. A hands-on officer, Gavin personally oversaw the training of his men and endured the same hardships. Selected to take part in the invasion of Sicily, the 82nd shipped out for North Africa in April 1943. Dropping with his men on the night of July 9/10, Gavin found himself 30 miles from his drop zone due to high winds and pilot error. Gathering up elements of his command, he went without sleep for 60 hours and made a successful stand on Biazza Ridge against German forces. For his action, the 82nds commander, ​​Major General Matthew Ridgway, recommended him for the Distinguished Service Cross. With the island secured, Gavins regiment aided in holding the Allied perimeter at Salerno that September. Always willing to fight beside his men, Gavin became known as the Jumping General and for his trademark M1 Garand. The following month, Gavin was promoted to brigadier general and made assistant division commander. In this role, he aided in planning the airborne component of Operation Overlord. Again jumping with his men, he landed in France on June 6, 1944, near St. Mà ©re Église. Over the next 33 days, he saw action as the division fought for the bridges over the Merderet River. In the wake of the D-Day operations, the Allied airborne divisions were reorganized into the First Allied Airborne Army. In this new organization, Ridgway was given command of the XVIII Airborne Corps, while Gavin was promoted to command the 82nd. That September, Gavins division took part in Operation Market-Garden. Landing near Nijmegen, Netherlands, they seized bridges in that town and Grave. In the course of the fighting, he oversaw an amphibious assault to secure the Nijmegen bridge. Promoted to major general, Gavin became the youngest man to hold that rank and command a division during the war. That December, Gavin was in temporary command of the XVIII Airborne Corps during the opening days of the Battle of the Bulge. Rushing the 82nd and 101st Airborne Divisions to the front, he deployed the former in the Staveloet-St. Vith salient and the latter at Bastogne. Upon Ridgways return from England, Gavin returned to the 82nd and led the division through the wars final months. Later Career An opponent of segregation in the US Army, Gavin oversaw the integration of the all-black 555th Parachute Infantry Battalion into the 82nd after the war. He remained with the division until March 1948. Moving through several high-level postings, he served as assistant chief of staff for operations and Chief of Research and Development with the rank of lieutenant general. In these positions, he contributed to the discussions which led to the Pentomic Division as well as advocated for a strong military force that was adapted to mobile warfare. This cavalry concept ultimately led to the Howze Board and influenced the US Armys development of helicopter-borne forces. While comfortable on the battlefield, Gavin disliked the politics of Washington and was critical of his former commander- now president- Dwight D. Eisenhower, who wished to scale back conventional forces in favor of nuclear weapons. He likewise butted heads with the Joint Chiefs of Staff regarding their role in directing operations. Though approved for promotion to General with the assignment to command the Seventh Army in Europe, Gavin retired in 1958 stating, I wont compromise my principles, and I wont go along with the Pentagon system. Taking a position with the consulting firm Arthur D. Little, Inc., Gavin remained in the private sector until serving as President John F. Kennedys ambassador to France from 1961-1962. Sent to Vietnam in 1967, he returned believing the war to be a mistake that distracted the US from the Cold War with the Soviet Union. Retiring in 1977, Gavin died on February 23, 1990, and was buried at West Point. Selected Sources PA History: James Gavin New York Times: James Gavin Obituary World War II Database: James Gavin