what is the difference of effectiveness to efficiency?
140204
In practical terms, an employee or process can be effective if they do their job will, and can demonstrate measureable results.\n\nEfficiency means that the metrics used to define an employee's or process's effectiveness show improvement over time.\n\nFor example, say that Suzie is able to meet her basic business goal of programming software on schedule (the metric is programs delivered in the schedule required).  So Suzie can be defined as effective.\n\nThen one day, Suzy develops an application library that enables her to re-use some software code from her previous work when she gets a new project to do.  So now, she can do twice as much programming, or, conversely, can deliver the same amount of programming in half the time. So she's both effective and efficient.\n\nRemember...efficiency is always associated with a tangible metric...something you can count.
488005
IMA assumes 100% efficiency, that no energy is lost. IMA = Distance in / Distance out\nAMA = Force in / Force out. takes into account energy lost due to friction
26771
Advantages compared to what apparatus?? Please be precise...
905016
Productivity is measured or computed based on resources, manpower-time required and how much product is being produced. Productivity is essentially how much of product is being made per amount labor spent.\n\nThe equation I would use is\n(Quantity of product) / (Cost of resources + cost of labor) assuming that the cost per unit is the same we have.\n\nForest 4.7/ (7.5+6.2) = .34\nVillage 3/(7.2 + 5.6) = .23\n\nThe higher the number of items produced  (antelopes in this case) the more productive is the group so forest is more productive.
1149170
Effective meetings are those which are, well, effective.  The meeting serves its purpose.  So there are two important things to keep in mind here.\n\n1) You need to know what the purpose of the meeting is.  And you should make that clear to everyone else involved in the meeting as well.  There should be an agenda listing the specific things that need to be discussed, the order in which they need to be discussed, and the amount of time allotted to the discussion of each item (if needed).\n\n2) Keep the meeting focused on that purpose.  When people start to wander off topic, draw them back.  You can do this politely, but you need to be firm.  After all, the point of the meeting is to get something accomplished, and that won't happen if people are losing their focus.\n\nThese are the two most important elements of handling a meeting effectively.  And those involved will appreciate your efforts.
727450
i think efficiency is expressed as ratio of power inputed/power outputed\n\nie if the compressor was rated at 800w( uses 800w) and gave out 800w in useable power then its efficiency is said to be 1/1 or 1, but no machine is that efficient, due to heat , vibration and friction etc.\n\nif the compressor was rated at 800w and gave out 200w of usable energy it would be an efficiency of 1/4 or 0.5
57932
Effective interfaces are visually apparent and forgiving, instilling in their users a sense of control. Users quickly see the breadth of their options, grasp how to achieve their goals, and do their work.\n\nEffective interfaces do not concern the user with the inner workings of the system. Work is carefully and continuously saved, with full option for the user to undo any activity at any time.\n\nEffective applications and services perform a maximum of work, while requiring a minimum of information from users.
555974
In economics, a measure of productive efficiency calculated as the ratio of what is produced to what is required to produce it.\nAny of the traditional factors of production\nland, labour, or capital can be used as the denominator of the ratio, though productivity calculations are actually seldom made for land or capital since their capacity is difficult to measure. Labour is in most cases easily quantified\nfor example, by counting workers engaged on a particular product. In industrialized nations, the effects of increasing productivity are most apparent in the use of labour. Productivity can be seen not only as a measure of efficiency but also as an indicator of economic development. Productivity increases as a primitive extractive economy develops into a technologically sophisticated one. The pattern of increase typically exhibits long-term stability interrupted by sudden leaps that represent major technological advances. Productivity in Europe and the U.S. made great strides following the development of such technologies as steam power, the railroad, and the gasoline motor. Later in the 20th century, advances in productivity stemmed from a number of innovations, including assembly lines and automation, computer-integrated manufacturing, database management systems, just-in-time manufacturing, and just-in-time inventory management. Increases in productivity have tended to lead to long-term increases in real wages.
178322
There is certainly some relationship between teacher effectiveness and student achievement.  If there was no realationship, then we could hire anyone to be a teacher.  An effective teacher can stretch a student to his maximum potential, can motivate unmotivated students.  However, a number of other issues and factors need to be considered.  \n\nHow do we define student acheivement?  Other posters have touched upon this issue.  For example, who is the better teacher - the one who is finally able to teach the sixteen year old to tie his own shoes or the one who teaches 30 AP students to all get A's in their math course?  Who was the more effective teacher?  From my experience, it is much easier to teach the AP students, less demanding in terms of patience and ideas and strategies.\n\nYes, mechanics may be judged by how well they keep cars running, but they are not expected to turn a manual transmission into an automatic transmission for example.  Nor are they expected to turn a car that uses fuel injection into one that uses a carburator.  They are not expected to make a 15 year old car get the fuel mileage of a new car.  When people talk of evaluating teacher effectiveness on the basis of student achievement and make comparisons to the work of a mechanic, I cringe.  How can we compare the workings of a hunk of metal to the workings of a child's mind?  A car does whatever you program it to do - if you do the adjustments as suggested in the  manual, the car behaves in a predictable manner.  Not so with children - they are individual little beings, with their own personalities and issues.\n\nSo if student achievement is to be a measure of teacher effectiveness the powers that be must understand that not all of us are capable of A's.  Not every child is capable of learning to read.  Some learn faster than others.  For some kids high achievement will be learning to tie their shoes at 16 years of age.\n\nAnother factor that has been mentioned is that all of us are good at some things and not so good at other things.  How do we tease out that factor in evaluating teacher effectiveness?  How do we allow for the differences caused by living in poverty?  What about the differences caused by a poor command of English?  What about the differences caused by emotional turmoil in the home or violence in the home?  How does overall school climate affect teacher effectiveness?  How about administrative support - does that have a role in teacher effectiveness?  What about "truancy and tardiness"?  There are statistical ways to make some allowances for some of these factors, of course, but then we are talking about very large samples. \n\nThere is no doubt that student achievement and teacher effectiveness can be improved.  There are "best practices" that will make a huge difference.  Interestingly enough, smaller class size has been identified as one of the best predictors of improved student achievement, but teacher quality does matter.  \n\nThis is a complex issue, not readily answered definitively. The research suggests that investing in teachers - better training, better support, better resources, better pay - can make a difference in student achievement.  However, evidence-based research in education presents many problems because of the human factor.\n\nThe bottom line is that multiple sources of information must be used for assessing teacher effectiveness. \n\nI've included a number of sites that discuss the issue.
885056
try comparing (energy sources/cleanliness/behavior) betwween two things
628911
In economics, business, and accounting, a cost is the value of inputs that have been used up to produce something, and hence are not available for use anymore. In business, the cost may be one of acquisition, in which case the amount of money expended to acquire it is counted as cost. In this case, money is the input that is gone in order to acquire the thing. This acquisition cost may be the sum of the cost of production as incurred by the original producer, and further costs of transaction as incurred by the acquirer over and above the price paid to the producer. Usually, the price also includes a mark-up for profit over the cost of production.\n\nEffectiveness means the capability of, or success in, achieving a given goal. Contrary to efficiency, the focus of effectiveness is the achievement as such, not the resources spent, so anything that is effective is not necessarily efficient.\n\nAn ordinary way to distinguish between effectiveness and efficiency:\n\neffectiveness: doing the "right" things \nefficiency: doing the things "right"
1144317
both are important they works differently
622826
Since this question is in the "Investing" category, I'll assume that it pertains to investing.\n\nThe answer is...it depends.  There is a theory that the markets are efficient, meaning that new information is digested and reflected in, for example, a stock price the moment it becomes availble.  Under that theory, new information is not helpful because the stock price will already reflect that information by the time you read it.\n\nOn the other hand, for general investment advice, strategic long-term plans and other such things, information can be extremely helpful.  You can see a variety of viewpoints and approaches, then decide on which fits your particular financial situation.  Hope that helps.
962535
a-faster\nb-no difference
874716
greater input for lesser ouput?\nmechanical advantage?\n\nyou would rather have a small input to produce a much greater output...\nthat's advantage...
317129
You said it's effective.  Why change it?
43656
both are equally effective