Telephone TV Cable Television essays

Phone TV Cable Television papers In this day and age the limits of data innovation are being driven further and further each day. With Local Area Networks crossing into WorldWide Area Networks and globalization happening to each private company with an association with the Internet the requirement for choices is developing. Innovation and equipment are expanding quicker than individuals with the abilities to help them are. With this the approaches to associate and venture into the Internet are improving just as the speed of associations. There are numerous approaches to obtain entrance onto the present Internet and examined here will be three basic ways, for example, the modem, the link modem and Microsoft's WebTV. These three portray speak to the beginner, the middle of the road, and the progressed. One of the most well-known approaches to interface with the Internet is the modem or the dial-up connector. It is the most predominant of the three and was one of the primary bits of equipment used to interface with the Internet. The modem is fundamentally the same as a phone where the PC when educated will dial up a phone number given to you by your ISP (Internet Service Provider) and build up an association among you and your supplier permitting you access to the Internet. The modem has made a few advances from it's underlying stages and had figured out how to speed up, generally utilized when perusing and it's transferring speeds utilized all the more frequently when sending Email. As of now the modem is arriving at it's apex as velocities are reached at around 56 Kilobytes for every subsequent which is for download just and the transfers are at a progressively humble 28.8K or 33.6K. Sadly top speeds in the United States will be at first constrained to 53K as a result of FCC guidelines. The FCC doesn't really restrict modem speeds rather it constrains the measure of intensity that can be sent through the telephone line. So as to forestall obstruction with other electrical gadgets the FCC places impediments not on the modem yet on the server equipmen... <!

Assessing Change in Homeland Security Policy and Practices Case Study

Evaluating Change in Homeland Security Policy and Practices - Case Study Example Maryland reacted to the danger of psychological oppression in the United States during September eleven in expansive manner that connected its security organs, governing body and organization and there were changes in security organization and crisis the executives to suit the earnest circumstance after September 11. The province of Maryland didn't encounter a regional assault on the September eleven 2001. In any case, the occasion filled in as a chance to catalyze change in the state security organs making the need to rethink the security and crisis approach. Thusly, the related branches of the state related to government organizations were put to test in regards to their capacity to react to crisis all the more explicitly psychological warfare. Fundamentally, the state has an essential, massively observable armed force and insight office appearance that offers interesting security and confirmation matters during frequencies of sharp watchfulness making serious traffic support on the close by framework frameworks. Besides, basic connects to provincial participation in regards to foundation exist including government organization, Columbia, Maryland and Virginia at the vital Potomac River intersection alongside Baltimore Parkway. Attributable to the way that there was no regional assault on Maryl and, the response was just thought and expectant. This included increased careful keeps an eye on tunnels, roadways just as viaducts; measures to ensure framework security, congested road association, giving alarms and declarations and supporting Virginia DOT after the assault on pentagon. The State’s transport division was efficient and was focused on being responsive. What rose up out of the whole scene was that the applicable divisions of security and crisis reaction in Maryland were officially great, with impeccable however creating conventions and had the necessary capacity to react quickly to crisis at a

Information Systems For Managers (Report Assignment) Assignment

Information Systems For Managers (Report Assignment) Assignment Information Systems For Managers (Report Assignment) â€" Assignment Example > Social, ethical legal issues arising from the implementation and use of information systems at University of Southern Queensland (USQ)The society we live in today is being transformed by evolving technologies that changes the way we operate at the most fundamental levels, this transformation has been precipitated by a number of trends which directly affect our personal lives. But what is mostly ignored or rather forgotten amidst all the discussion is although Information technology comes with a number of solutions and benefits, it may as well come with its own unique problems at the USQ set up. Some of the problems associated with Information Systems implementation may include: IT-Lag time: According to Kraemer et al. (1980), USQ is likely to experience some wasted years from the time of project implementation, this is the time the university will take between introducing a new system to the time the system has been fully adopted and accepted in the university. This particular la g time is going to delay USQ’s return on investment on that particular information system and this may lead into politics transpiring at the board level which may dent the reputation and credibility of the university. There should also be real time connectivity which enables processes such as billing to be performed on demand regardless of the physical location while at the same time providing USQ’s Students, with real time financial information regardless of their location. Operational feasibility: this is the most critical but often overlooked during the procurement process, when dealing with the planning, acquisition and implementation, operational feasibility attempts to address how well the predetermined technical alternatives are going to be effective within the context of USQ day to day operations and the environment (Braithwaite, 1996). It is a measure of how well the system is going to address the problems mentioned, how well the proposed system is going to solve the p roblems addressed. The system has to properly function in order for it to be widely accepted within the community around it, and in this regard the USQ students and staffs. Employees: USQ insiders who may be the employees or contractors may access the users financial information via the universities information systems networks and this pose some risk to the university because employees who are experiencing some form of financial difficulties may abuse the system they work with and use it to commit fraud which is likely to put the entire universities reputation in jeopardy and present looming legal lawsuits (Cappelli et al. 2007). Technical employees who work at USQ may abuse their intimate knowledge of the university information system; they then may use technical loopholes in order to sabotage the university information system infrastructure which may be as a form of revenge for some office politics against them or some negative work related issues with their bosses (Cappelli et al. 2007). Phishing: Here fake emails are sent from an agency or individual who pretends to represent USQ, this email may be directed to USQ staff or students asking them for their sensitive personal information, if a user follows this particular malicious link and provides his personal information, the intruder is able to gain access to a users personal account or USQ sensitive information together with the financial details such as credit card numbers (US-CERT, 2008).

Understanding The Conditions Required For Creative Play...

In this essay I will be writing about the differences of play and creativity as well as referring back to relevant theorists which relate to it. I will also be understanding the conditions required for creative play and evaluate a play provision. Play is a natural process a child goes through and it is the process of the way a child thinks and feels. When children are playing, they are being creative and imaginative. They are able to invent different things as they are free. Play is a process which children have to use both their mind and body for. For children play is satisfying and it gives the child excitement, and the chance to explore, find new things out and how they work. The excitement children have when playing is the ability which links the child’s inner mental world to the real world. It is a big task for a child to take in and make sense of the world, as they are continuously of being risk at being stunned by major events. Children are able to come to terms with the real world when events are repeated, as well as their own feelings being played out. Through play children are able to express their feeling such as anger without hurting any other child within a setting such as a pre-school (Russ and Russ, 1993 ). Playing is important for children’s development and is fundamental for their wellbeing, including the social, physical and emotional health. Children are able to develop resilience which contributes towards their physical and emotional wellbeing. Play is aShow MoreRelatedCache Level 3 Award, Level 3 Certificate and Level 3 Diploma in Child Care and Education15197 Words   |  61 Pagesintroduction to working with children Development from conception to age 16 years Supporting children Keeping children safe The principles underpinning the role of the practitioner working with children Promoting a healthy environment for children Play and learning in children’s education Caring for children Research into child care, education and development Care of sick children Nutrition and healthy food for children Child, family and outside world Working with children with special needs DevelopingRead MorePrescriptive Approaches For Conflict Management2197 Words   |  9 Pagesarts approaches to conflict, we can observe how various approaches can help to raise our understanding of the conflict and lead to a constructive resolution. Art therapy is an effective tool for conflict resolution because it gives individuals the ability to create alternative solutions by role-playing, creative story telling/drawing, and group projects, etc. Art therapy is based on the idea that the creative process of art making facilitates recovery and is form of a nonverbal communication of thoughtsRead MoreTeaching Assistant Level 2 (Assignment 3)6057 Words   |  25 PagesLevel 2 Teaching Assistant Certificate - Assignment Three Unit 3 Supporting the Curriculum TASK 9: Using subject headings together with a brief summary of the subject, describe the range and main provisions of the relevant National curriculum in the school where you are employed. Creative Development: This Area of Learning relates to the development of children’s individual ways of developing and representing their notions and emotions in an imaginative way through assorted mediums andRead Moremarketing plan Essay21150 Words   |  85 Pageseducational purposes – see www.aesharenet.com.au/FfE2. In addition to the disclaimer contained on the Training Support Network website, Registered Training Organisations are reminded that under the Australian Quality Training Framework they are required to ensure that resources they use comply with the endorsed components of the Training Package and/or accredited curricula. BSB51207 Diploma of Marketing and BSB60507 Advanced Diploma of Marketing Category/type of resource Delivery StrategiesRead MoreCurriculum : A Definition Of Curriculum2050 Words   |  9 Pageson their interpretation of that curriculum to the students. The experienced curriculum then defined as anything that encompasses the intended and implemented curriculum experienced by the students in the classroom activity (UNESCO-IBE, 2009). Understanding all of those aspects are crucial for a meaningful teaching and learning activities. Whether intended curriculum has addressed the knowledge, skills, and value that shaped students to contribute to the community (Bekalo Welford, 2000)? 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I will also define service user empowerment in the planning of their care and explore how care management policy aims to empower those in need. I will then look at risk management, and explore what risks are associated with care and support, and evaluate how risk can be minimised, managed andRead MoreUnderstand Child and Young Person Development7997 Words   |  32 Pagesarms about * Begins to hold objects when placed in hand * Grasp reflex diminishes as hand and eye co-ordination begins to develop * Enjoys finger play * Learns to roll from side to back * Sees best at a distance of 25cm then gradually starts watching objects further away * Needs opportunity to play and exercise (soft toys, cloth books, play mat) | 3-9 MONTHS | * Establishes head control; moves head round to follow people and objects * Begins to sit with support; from about 6 monthsRead MoreLeadership for Health and Social Care and Children65584 Words   |  263 Pagessocial care or children and young people s setting (O43) 131 Develop and evaluate operational plans for own area of responsibility (B1) 133 Manage physical resources (E8) Understand partnership working (M2a) Understand how to manage a team (LM1a) 135 137 138 Unit 522 Unit 523 Unit 524 Unit 525 Unit 526 Unit 527 Unit 528 Unit 529 Unit 530 Unit 531 Unit 532 Unit 533 Unit 534 Unit 535 Unit 536 Unit 537 Understanding professional supervision practice (LM2a) 140 Understand the process and experienceRead MoreEarnings Management3502 Words   |  15 Pagesearnings management behavior? In order to discuss earnings management and what its affects are on business and whether or not its a good thing, one must first understand what earnings management really is. Earnings management is often referred to as creative accounting or income smoothing. By definition, earnings management is strategies used by the management of a company to deliberately manipulate the companys earnings so that the figures match a pre-determined target (Investopedia.com). One of

Effects Of Depression On Mental Illness - 1383 Words

Depression is a disabling condition that impacts a person’s relationships, life, and health (Nardi, Francesconi, Catena-Dell’Osso, Bellantuono, 2013). People develop depression from many life stressors, including loss of a loved one, low self-esteem, lack of social support, job loss, natural life stressors, and many more. Many types of therapy can alleviate the symptoms of depression for an individual. However, Cognitive Behavioral Therapy has been shown to have the most consistent enduring effects in relation to other efficacious interventions (Hollon, Stewart, Strunk, 2006). CBT helps the individual suffering from depression learn how to change their negative thinking and behavioral patterns and teaches the individual how to change†¦show more content†¦Therefore, lacking social support increases the risk of having poor mental health and poor parenting skills. The study performed by these clinicians included a sample of adolescents between the ages of 15-18 years, in three waves (in third trimester, when their child was 10 months old, and when the child was 24 months old). The study used interviews as a way to assess the level of support adolescent mothers receive from their own mothers while transitioning into and out of pregnancy. Again, the study concluded that a strong support system led to a more positive educational experience and more positive parenting skills. Additionally, childhood sexual abuse or assault can have an impact on one’s ability to establish and maintain health relationships. Experiencing childhood sexual abuse may also contribute to developing poor relationships, impulsiveness, helplessness, and problems forming stable and supportive friendships (Liang, Williams, Siegel, 2006). Furthermore, adolescents going through pregnancy are at a higher risk of developing depression and a poor quality of life (Pires, Araà ºjo-Pedrosa, Canavarro, 2013). The lack of support clearly shows a correlation to developing depressive symptoms. This lack of support can lead an individual to feel hopeless, alone, and feelShow MoreRelatedDepression And Its Effects On Mental Illness1070 Words   |  5 Pagespleasurable than to live through each day with depression. Several societies consider mental health a topic of taboo in today’s society. Due to the lack of education and conversation about mental illnesses and how to properly handl e them, many people are ignorant to the subject. Depression, in particular, is an incredibly common disorder and, according to the National Alliance on Mental Illness (NAMI), about 1 in 5 adults are diagnosed with a mental disorder (3). A mind-baffling number, one in fiveRead MoreDepression And Its Effects On Mental Illness Essay1060 Words   |  5 PagesJK Rowling once said It s so difficult to describe depression to someone who s never been there, because it s not sadness. In today’s world, more than 350 million people suffering from depression. It can be easily seen as big part of the truth from JK Rowling. We as a society suffering more from our approaches and how we define our problems. In United states more than 15 million Americans, or 9.5% of the population in any given one-year period. At one or more points in their lives, 10%-25% ofRead MoreMajor Depression And Its Effects On Mental Illness Essay769 Words   |  4 PagesOne in four adults−approximately 61.5 million Americans experiences mental illness in a give year. One in 17−about 13.6 million live with a serious mental illness such as schizophrenia, major depression or bipolar disorder (The National Alliance on Mental Health,2013). 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Depression is a mental illness and condition that influences the brain. The mental illness affects an individual’s feelings and thoughts negatively which results in the lowering of one’s mood. 2. Describe the nature of the mental illness. Depression is a real mental condition that affects many people around the world. It affects all ages, social backgrounds and genders. There are many signs and symptoms of depression. Common symptoms of depression are sleepingRead MoreTaking a Look at Teenage Depression1434 Words   |  6 PagesDepression: severe despondency and dejection typically felt over a period of time and accompanied by feelings of hopelessness and inadequacy. Depression: a debilitating mental and physical disorder. Depression: an illness that has an uncountable amount of treatments within reach of anyone who suffers, yet in the US alone over 2000 children between the age of 10 and 19 completed in ending their life (National Alliance on Mental Illness). 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Max Weber Free Essays

Max Weber on Religion Max Weber, a German social scientist born in 1864, felt religion played an important role in society. Weber attended the University of Berlin where he studied economics and law, along with several other subjects including philosophy, religion and art. He had three tools of sociological inquiry that focused on explaining human actions. We will write a custom essay sample on Max Weber or any similar topic only for you Order Now Weber’s first principle of Verstehen is the German term for â€Å"understanding. † This principle states that we cannot explain the actions of humans because they are not driven by external factors but by internal values held by the individual. The second is Ideal-Typus, which states that we form a purposeful exaggeration of what should be. And lastly, his principle of Values states that when dealing with science, values should not be mixed in. Also facts and values are very different things. In Weber’s first major work on religion, The Protestant Ethic and the Spirit of Capitalism, he claim’s â€Å"that there is a close connection between religion, the rise of economic capitalism, and the birth of modern civilization in Western Europe† (Pals 160). He observed that the Protestants were leading in business and he concluded that they did everything following the will God in their lives. Therefore, Weber believed that religion does affect ones behavior causing it to affect the economy. In, Sociology of Religion, Weber focuses on three different religious leaders. The first is a magician. For Weber, religion is something that is fixed with special experiences, or â€Å"ecstatic states†, and magicians are those that are put â€Å"beyond the realm of everyday activity and disclose themselves to another realm of reality† (Pals 166). Magicians would be called to cure illnesses or assist in the growth of crops. Weber thinks that they are â€Å"permanently endowed with charisma† which is key in a religious leader. The second religious leader that Weber talks about is a priest. They are usually in charge of religious rituals held in a temple. And lastly, the third of the religious leaders is the prophet. They are the bearers of charisma. Weber’s theory on religion is not one that I completely agree with but it is one that I found interesting. How to cite Max Weber, Essay examples Max Weber Free Essays string(133) " ideal lying behind this is that if the official has any source of income apart from a salary he will not reliably follow the rules\." POL264 Modern Political Theory MAX WEBER: ON BUREAUCRACY John Kilcullen Macquarie University Copyright (c) 1996, R. J. Kilcullen. We will write a custom essay sample on Max Weber or any similar topic only for you Order Now See Marx on Capitalism Reading Guide 8: Max Weber ‘GM’ refers to H. H. Gerth and C. Wright Mills (trans. and ed. ), From Max Weber (New York, 1946) (H/33/. W36). ‘SEO’ refers to Max Weber, The Theory of Social and Economic Organization, tr. Henderson and Parsons (New York, 1947) ((HB/175/. W364). ‘ES’ refers to Max Weber, Economy and Society, ed. G. Roth and C. Wittich (New York, 1968) (HM/57/. W342). Beetham’ refers to David Beetham, Max Weber and the Theory of Modern Politics (London, 1974) (JA/76/. B37). In this lecture I want to look at what Weber says about bureaucracy, in G and M, p. 196 ff, and in SEO, p. 329 ff. First, something about the word. ‘Bureau’ (French, borrowed into German) is a desk, or by extension an office (as in ‘I will be at the office tomorrow’; ‘I work at the Bureau of Statistics’). ‘Bureaucracy’ is rule conducted from a desk or office, i. e. by the preparation and dispatch of written documents – or, these days, their electronic equivalent. In the office are kept records of communications sent and received, the files or archives, consulted in preparing new ones. This kind of rule is of course not found in the ancient classifications of kinds of government: monarchy, aristocracy, democracy – and bureaucracy? In fact it does not belong in such a classification. It is a servant of government, a means by which a monarchy, aristocracy, democracy, or other form of government, rules. Those who invented the word wanted to suggest that the servant was trying to become the master. Weber is of course aware of this tendency; in fact he attacked the pretensions of the Prussian bureaucracy to be an objective and neutral servant of society, above politics, and emphasized that every bureaucracy has interests of its own, and connections with other social strata (especially among the upper classes); see Beetham, chapter 3. But formally and in theory the bureaucracy is merely a means, and this is largely true also in practice: someone must provide policy direction and back the bureaucrat up (if necessary) with force. At the top of a bureaucratic organization, there is necessarily an element which is at least not purely bureaucratic’, SEO, p. 335, to give policy direction. In the middle ages the most effective kings ruled from horseback: they travelled round the country, armed, accompanied by armed men, and enforced their will. They were prepared if necessary to enforce their will on their armed companions by personal combat, though their prestige was such that t his was seldom necessary. The king was accompanied also by ‘clerks’, i. e. lergy, who could read and write, who took along a chest containing records and writing materials; the modern bureaucracy developed from this. In modern countries the ruler does not have to fight in person, or travel round much; he or she rules by sending messages, through a bureau. The messages are usually acted on mainly because of the government’s moral authority or prestige (a ‘status’ phenomenon), but also because they can be backed by force, by a ‘staff’ of police or soldiers. As Weber points out (e. g. SEO, pp. 330-1), armies have been bureaucratized. Napoleon had to watch his battle from horseback, but the modern general receives and sends messages. Napoleon had a ‘staff’, officers who galloped off with written messages, the modern army has a ‘general staff’; the Prussian general staff was in Weber’s time regarded with pride one of the key institutions of the German empire – it was in Weber’s terms a bureaucracy. As he also points out, not only government services but also political parties, churches, educational institutions, and private businesses, and many other institutions have ureaucracies. That is, they all have a professional staff for keeping records and sending communications which will be regarded, at least by other staff of the same institution, as authoritative directions. Bureaucracies are found in ancient Egypt, ancient Rome, in the middle ages (notably the bureaucracy that served the pope). Bureaucracy is a pervasive feature of modern societies, ever growing in import ance, Weber believed. Weber sets out an ‘ideal type’ (see last lecture) for bureaucracy, characterised by an elaborate hierarchical division of labour directed by explicit rules impersonally applied, staffed by full-time, life-time, professionals, who do not in any sense own the ‘means of administration’, or their jobs, or the sources of their funds, and live off a salary, not from income derived directly from the performance of their job. These are all features found in the public service, in the offices of private firms, in universities, and so on. Let me comment on these points, starting with the ‘economic’ features. There have in history been governments whose members made no distinction in resources, income, expenditure, etc. between public and private. Weber calls these ‘patrimonial’ (from the Roman law term for property that can be bought or sold). In Europe in the middle ages, for example, ‘jurisdiction’ was often as much a piece of property as a building or a horse. A kingdom might change hands as part of a marriage settlement. This was not true of jurisdiction and property in the Church, which did distinguish the prelate’s private property from that of his church, and did not allow jurisdiction to be inherited or transferred as property; it forbade ‘simony’ (buying and selling office in the church), and enforced celibacy to keep church office and property from falling into the patrimony of families. Weber also speaks of ‘prebends’ or ‘benefices’ (terms used in the medieval Church), meaning an office to which is attached some income-yielding property, e. g. farm, or tithes, or tax-gathering rights, from which the office holder lives–but this property does not belong to the beneficiary/prebendary and cannot be sold or bequeathed. The modern bureaucrat is even further removed from property: he or she does not have a prebend, but is paid a salary. Bureaucrats are not allowed to charge fees for themselves (if fees are charged they belong to the government, fi rm, etc. ), or to accept gifts. The ideal lying behind this is that if the official has any source of income apart from a salary he will not reliably follow the rules. You read "Max Weber" in category "Papers" Reliable following of the official rules is one of the highest values in a bureaucracy. The modern bureaucrat does not own his job (SEO, p. 332). Some governments have sold offices, to raise money. This was true, for example, of judicial positions in 18th century France, of commissions in the army and navy in most European countries into the 19th century. The vested rights of office holders were an obstacle to reorganization, an impediment to efficiency; so they were bought out, or expropriated with compensation. Bureaucrats do not own the ‘means of administration’ – the computers, the furniture, the files, etc. Weber suggests a parallel with capitalist productive enterprise (GM, pp. 81-2). Similarly, in modern armies the soldier does not own his weapons, whereas in ancient armies he did (GM, pp. 221-2). For example, in ancient Rome when the army was called together the ‘classes’ were expected to come equipped to a certain standard at their own expense – ‘classification’ was a form of taxation. Soldiers were expected to bring money to buy food from the locals (when they did not take what they wanted by force); they got no pay or provisions. In modern educational institutions teachers do not own what they use (in medieval universities originally they did, and in fact each ‘master’ owned a school which was a private business enterprise). ‘The bureaucratization of†¦ the universities is a function of the increasing demand for material means of management†¦ Through the concentration of such means in the hands of the privileged head of the institute, the mass of researchers and docents (lecturers) are separated from their â€Å"means of production† in the same way as capitalist enterprise has separated the workers from theirs’, GM, pp. 23-4. In the modern army, public service, private firm, the equipment is provided by the organization partly because this is more efficient now that it is so elaborate and expensive. The modern bureaucrat is a full-time, life-time professional; this requires a sufficient salary and job security, because otherwise people will not stay in the job full ti me for life. Unless they do, the organization will not be efficient. It takes time and experience to learn the job, not so much because it is difficult to perform the particular task, but because it all has to be coordinated. An elaborate division of labour requires stability of staff. Because of the nature of bureaucratic work, and also perhaps because of the importance of training and coordination in the job, the bureaucracy wants educated recruits. Their education will be attested by some certificate (partly just to prove they have been educated, but also perhaps because a bureaucracy likes to work with clear impersonal criteria). Weber speaks of ‘credentialism’, the preoccupation evident in modern societies with formal educational qualifications. All these things – credentials, fixed salary, tenure, stability of staffing, Weber incorporates into his ideal type. They are all required, he believes, for the efficient functioning of an administrative machine. Another feature is the impersonal application of general rules, both to the outsiders the organization deals with, and to its own staff. The Taxation Commissioner’s staff impersonally, objectively, apply the rules to the taxpayer, and their own duties and rights within the organization are defined by rules applied to them impersonally by their superiors. In Weber’s mind this is the most important feature of bureaucracy. It underlies the features we have been commenting on up to this point: bureaucrats do not own their equipment or their job, and receive a fixed salary etc. , because these things ensure reliable rule-following. In ESO he treats of bureaucracy under the heading of Types of Legitimate Authority. There are three types: rational, traditional and charismatic. Charismatic authority is regarded as legitimate, and works, because followers are personally devoted to the ‘gifted’ leader. Traditional authority is regarded as legitimate because everyone has always obeyed whoever was in the leader’s position, and no one thinks of disputing his authority. Rational authority is the ‘rule of law’: it exists in a community in which there is a moral attitude of respect for the law as such, or because the law has been arrived at in a way that is regarded as legitimate. Rulers are recognised and obeyed if they can show a warrant in the law. Bureaucracy obviously exists within such a framework: even in the bureaucracy of a private firm, subordinates want to be assured that orders are properly authorised. Bureaucracy is the most efficient way of implementing the rule of law: the legal rules are recorded, studied, and applied in a carefully considered and reliable way to individual cases. Why does Weber regard the rule of law as ‘rational’? One possible answer is suggested by his statement that ‘any given legal norm may be established†¦ on grounds of expediency or rational values or both, with a claim to obedience’, SEO, p. 329. ‘Expediency’ is, in Weber’s thinking, one of the two main forms of rationality, and ‘rational values’ is the other. So he is saying that law may be rational in either or both of those ways, and (therefore? ) claim obedience. Insofar as the law is rational, obedience is rational, and the rule of law is rational. In other places he emphasises the rationality of bureaucracy in precisely the first of those two senses. So let me explain the two senses more carefully. He distinguishes the ‘zweckrationell’ from the ‘wertrationell’, the ‘goal-rational’ and the ‘value-rational’ (SEO, p. 115). ‘Zweck’ means end, purpose, goal. Goal-rational behaviour is whatever course of conduct is well-adapted as a means to one’s ends, whatever they may be; i. e. it is economic efficiency from the actor’s point of view – given that these are my goals, and these are the resources available to me, what is the effective way of achieving these goals? The Nazi ‘final solution’ might be said to be rational if it really was an efficient solution to what its proponents saw as a problem, whether they were right to see it as a problem or not, and whether it was moral or immoral. And very often Weber writes as if the intelligent choice of means is all that rationality can be. But from time to time he says that the rationality of actions is not always determined by their effectiveness in furthering goals, but sometimes by some other sort of relation to values that are not goals, and that goals and other values also can be rational or irrational. For example, to tell a lie may be an effective means of furthering one’s goals, but it may violate a moral value, a value that truth-telling serves in some sense other than as a means to achieve a goal; and truthfulness is not a goal, but a ‘value’ of some other sort (we also ‘value’ ultimate goals). So occasionally he distinguishes between ‘goal-rationality’ – effectiveness in serving one’s goals whatever they are, rational or irrational – and ‘value-rationality’, the rationality of goals (and not merely as means to some ulterior goal) and other values, and of actions in their relation (otherwise than as means) to some value. But only occasionally: often he treats rationality as synonymous with efficiency. And it is in this sense, I think, that he means that bureaucracy is rational in the following: ‘Experience tends universally to show that the purely bureaucratic type of administrative organization†¦ is†¦ capable of attaining the highest degree of efficiency, and is in this sense formally the most rational known means of carrying out imperative control over human beings. It is superior to any other form in precision, in stability, in the stringency of its discipline, and in its reliability. It thus makes possible a particularly high degree of calculability of results for the heads of organization and for those acting in relation to it. It is finally superior both in intensive efficiency and in the scope of its operations, and is formally capable of application to all kinds of administrative tasks’, ESO, p. 337. Weber is thus not one of those who regard bureaucracy as synonymous with inefficiency: quite the reverse, it is the supremely efficient way of conducting administration. This is why is has been adopted by capitalistic firms, and in every institution. An institution served by a bureaucracy will out-perform its competitors, and prevail in the struggle for survival: bureaucracy has spread and continues to spread because of its survival value for social institutions. ‘When those subject to bureaucratic control seek to escape the influence of the existing bureaucratic apparatus, this is normally possible only by creating an organization of their own which is equally subject to the process of bureaucratization’, GM, p. 38 – because they can’t beat a bureaucracy except with the aid of another one. (This is the theme of the book on Political Parties by Weber’s protege Roberto Michels; his book shows how the Marxist Social Democratic Party, despite its belief in internal democracy, had become thoroughly bureaucratized and undemocratic. Later Trotsky explained Stalinism as a ‘bureaucratic deformation’ of Marxism. ) Just as Adam Smith’s pin makers who divide their labour will make more pins and sell them more cheaply than their ld-fashioned competitors, and will drive them out of the market, so an army with a general staff, a government with a bureaucracy, a pope with a chancery, a firm with an efficient office, will prevail over their competitors. Bureaucracy is in fact the division of labour applied to administration, and bureaucracy occupies the same place in Weber’s account of the development of modern civilization as division of labour in general occupies in Adam Smith’s account. For Weber this species of division of labour is more fundamental than the others because it initiates and orders other divisions of labour. Instructions come to the factory floor from the office. Just as Adam Smith saw division of labour in general as the cause of progress toward modern, generically commercial, society, so Weber sees bureaucracy as one of the most important causes of the development of capitalism specifically. He points to many cooperating causes (see Collins), and in The Spirit of Capitalism puts some emphasis on the moral causes – on the factors that made people strive for ever increasing profit, and to use their profits not for consumption but for further investment. But among the causal factors he often mentions the adoption of rational accounting methods: no amount of will to make a profit, or willingness to invest, would have had the desired result if investment and management had not been guided by systematic accounting, carried on of course increasingly by a bureaucracy. Once some began to be systematic others had to follow suit or go under. Labourers were ‘separated’ from the old-fashioned means of production by the superior effectiveness of production guided by systematic accounting – they could get a better living as employees. Capitalists adopted machinery and other innovations when their bureaucracy analyzing the possibilities of investment found that such innovation would be profitable. In fact a bureaucracy finds its own capitalists. As modern Weberians have pointed out, modern firms are run, not by owners, but by their managers, who often initiate the issuing of shares to raise capital, or seek loans or investments. But although Weber regards bureaucracy as supremely efficient, he regards its inevitable triumph with distaste. Paralleling the distinction between ‘goal-rational’ and ‘value-rational’ (and perhaps the same distinction in other words) is a distinction between ‘formal’ and ‘substantive’ rationality. Society is ‘formally’ rational when things are organized to maximise the attainment of people’s goals, whatever they are. But it may be formally rational without being ‘substantively’ rational, because this organization is inimical to values rationally paramount over the goals actually served. One of these values is personal freedom, to which bureaucracy is inimical. The quality which best guarantees promotion [in a bureaucracy] is a measure of pliancy toward the apparatus,†¦ of â€Å"convenience† for his superior’, ES, p. 1449. Socialism would mean one unified bureaucratic system: at least now there are alternative and competing bureaucracies; see ES, pp. 1402-3, 1453-4, and Beetham, pp. 82-9. So for Weber bureaucracy occupies the place capitalism has for Marx, of the admired enemy, spreading inexorably throughout the world and into every department of life. But Weber foresees no ‘death-knell’. Bureaucracy is inescapable. But Weber does not believe that there is no point in resisting the inevitable. He was himself politically active, in a despairing kind of way – he did not expect to have success, but he went on ‘resolutely’, like a Stoic. Weber as politician takes his stand on certain values although (as a scientist) he cannot rationally justify them, and takes ‘responsibility’ for organising action aimed at realising those values although he knows that action may fail. Weber contrasts the status honour of the bureaucrat with the responsibility of politician; see ES, pp. 1403-4, 1417, 1438. If a bureaucrat’s superior gives him a directive he considers wrong he should object, but if the superior insists ‘it is his duty and even his honour to carry it out as if it corresponded to his innermost conviction’, On the other hand ‘the politician must publicly reject the responsibility for political actions that run counter to his convictions and must sacrifice his office to them’. A genuine political leader will be ready to accept responsibility for morally dubious action, since the different parts of our value system are irreconcilably in conflict; GM pp. 118-28, 147ff. ‘The essence of politics is struggle’ (ES, pp. 1415, 1450) to attain power; political leaders must be selected through competitive struggle. They will enter parliament only if that is the way to real power; see ES, pp. 1409, 1414, 1420-1, 1450. The real leader’s task is not merely to compromise interests as if politics were like a market place, but to take a stand on issues that transcend material interests; see Beetham, pp. 222-6, 144-7. A person is more likely to care about such issues, and be willing to sacrifice office to conviction, if he is financially independent – he must live ‘for’, not ‘off’ politics; see ES, pp. 1427, 1448, and GM pp. 84-5. See Max Weber on Capitalism Return to Politics, Philosophy and Medieval Studies How to cite Max Weber, Papers Max Weber Free Essays This paper intends to highlight the facts concerning Max Weber. This includes general history, his education, major contributions, theories, as well as, the critical contributions he made. General History Max Weber was born in Erfurt, South Germany in 21 April 1864 (Morrison, 1995). We will write a custom essay sample on Max Weber or any similar topic only for you Order Now He passed away in June 1920 (Morrison, 1995). He brilliantly finished school at an early age and then went on to teach at several universities in Germany while delivering thought-provoking lectures and writing what are to be considered his major contributions to politics, sociology, economics etc (Morrison, 1995). Education Max Weber was an outstanding student (Morrison, 1995). Furthermore, he holds a bachelor’s degree in law and a doctorate in political economy which he both earned in Berlin (Morrison, 1995). Moreover, he also attended University of Heidelberg, as well as, University of Gottingen (Morrison, 1995). Major Contributions Max Weber’s contribution to the world of economy, law public administration, philosophy, political economy, politics, as well as, sociology include the following: 1) Major research projects on capitalism, methodology, and religion like the â€Å"The Protestant Ethic and the Spirit of Capitalism† specifically â€Å"The Religions of the East† wherein he looked into the relationship between religious and philosophical ideas in the east and the development, (as well as, inadequacy of it) of capitalism in that geographical area; 2) â€Å"Economy and Society† which is taken to be Max Weber’s most ambitious theoretical and historical work; 3) theory of bureaucracy; 4) types of legitimate domination; 5) concept of rationality; 6) etc (Morrison, 1995). Theories Max Weber’s theories are categorized under â€Å"bureaucracy† (Morrison, 1995). For him, this concerns the continuous, rational, professionalized, as well as, rule-governed form of administration (Morrison, 1995). In addition to that, Weber believes that bureaucracy is a   form of an administration that do not entail any kind of personal, irrational, or emotional feelings (Morrison, 1995). Furthermore, he associated the phenomenon of bureaucratic development or bureaucratization with rationalization, as well as, modernization (Morrison, 1995). Moreover, he also claimed that bureaucratic development is related to the division of labor or specialization, in terms of administration and not economic production (Morrison, 1995). Also, he said that bureaucracy is excellent since it is characterized by efficiency, impartiality, as well as, efficiency but from it also arise dangers including its incompatibility with democracy, as well as, alienation of the public from the processes of bureaucracy (Morrison, 1995). Critical Contributions One of the most critical contributions of Max Weber is known as the legitimate types of authority (Morrison, 1995). First of all, he claims that legitimate authority and legitimate domination is one and the same (Morrison, 1995). Second, he states that domination is not similar with power (Morrison, 1995). Explaining further, â€Å"power according to Max Weber is the capacity of an individual to do something even if resistance comes into play while domination is a right of the ruler to command and to be obeyed (Morrison, 1995). Third, according to him the three types of legitimate domination or authority are the following: 1) rational-legal, which is based on legal precepts and rules and that obedience is something that is impersonally owed and obligatory wherein an order is the source of authority; 2) traditional, which is established on what norms are acceptable and practiced, including rites and rituals which are carried out wherein the family is the source of authority; and 3) charismatic, which is instituted in the qualities of the leader considered to be extraordinary especially when it comes to the capability of the leader to inspire his followers eventually making his followers obey him (Morrison, 1995). References Morrison, K. (1995). Marx, Durkheim, Weber: Formations of Modern Social Thought. London: Sage Productions.       How to cite Max Weber, Essay examples

Literature Review on Instructional Design-Free-Samples for Students

Question: Write a Literature Review on Instructional Design Models. Answer: Introduction Instructional design model helps to understand the abstract learning procedures and empower the real world application. These are used for the learning experiences and in case of complex design problems these procedures are used in different principles and patterns (Tess 2013). Models provide different structure and all these structures perfectly execute the entire possible effective manner to develop the instrumental design. In case of e-learning process, these are the relevant process to build the level of performance for students. Literature Review In this paper, a systematic approach for using these instructional design models have been discussed and also a thoughtful approach has been highlighted to show comparing and contrasting idea of the models within the paper. Understanding of Gagnes Model Robert Gagne is the foremost contributor of this kind of systematic approaches and instructional design and training process. As mentioned by Gagne et al. (2005) the main attention is the change in behavior and that focus on the outcomes. There are nine steps of learning and identifying the condition and these nine steps are called as the Events of Instruction. The first step is to engage the learner through gaining attention towards the lesson. Then inform the learner about the objectivity and then stimulate the prior learning process. If there is some good amount of learning experience can extract then it is quite useful for students also. Then the usefulness of content comes in concern and with the present stimulation of knowledge and guidance students know about the real learning curve (Gagne et al. 2005). Practice is another step that provides a good feedback for students. Some of the students are performing better if they practice a lot and that also reflected in their post-per formance access (Chai, Koh and Chin-Chung 2013). In case of retaining this knowledge and to access the mind of learning is presented in that model and that justifies the resources as well as also maintains the transfer of knowledge from experts or teachers to their students. Gagnes design of instructional design model clarifies the seeking of knowledge and provides good feedback at the end of result through different levels of practices. (See Appendix 1) Thoughtful research on Dick and Carey Model Walter Dick and Lou Carey stated about this instructional model in their book The Systematic Design of Instruction in 1978. The design is so relevant in this modern era that latest complex designs also consider the significance of this model. As explained by Dick, Carey and Carey (2005) the model is talking about the entire system and the focusing on the instruction that makes inter-relationship between contexts, learning skills and instructions. This systematic approach to model delivers the importance of performance and tries to convey the instruction analysis result for the students. Performance objectives are one of the purposes that evaluate the learning outcome and present students participation in the development of the assessment (Dick, Carey and Carey 2005). The entire model is considering as the description of behavior and all instructions are deliberately addressing on the better performances that test the thoughtful process of understanding and influence the better practi ce that provides better learner participation for conduct the model. The model also set their target audience as well, students who are poor in skills and do not have any prior knowledge about the performance can consider as the target people. The performance, objectivity, content presentation, development of the assessment and the sectional area that imposed under unidentified reason have to evolve and that brings better chances for students as well as for encouraging them to make the simple outcome of a complex situation. (See Appendix 2) Importance of Merrills Model The First Principles of Instruction is the effective learning process and problem-based involvement that David Merrill had stated in this part. The section is comprisedof programs, practices and variables and all these principles of design addressing to the variety of instructional programs and practices. As stated by Merrill (2002) the learning phase has segregated there in four phases like activation of prior experience, demonstration of skills, application of skills and integration of these skills in case of real-world activity. All the skills are important for students as the learning cycle based on the principles of the facilitated foundation of knowledge those outcomes in a strategic approach which demonstrate better chances for leaning system (Merrill 2002). Existing knowledge needs to be found the new knowledge programs and through the demonstration of learner better facilities can be gained by the students or learners. To make easy access to gain knowledge integrated learnin g procedures are important and focus on the problem-solving scenario. (See Appendix 3) Analysis of ADDIE Model ADDIE model is basically the acronym of five phase of development which isinterrelated. The five phases are Analysis, Design, Development, Implementation, and Evaluation. For providing effective training and instructional development this model is effective enough to justify the possible objectives of learning. Analysis of the identified problem is the basic goal of this segment. Identify the learning outcome and provide demographical presence during the phase is the most effective scenario for this model. As mentioned by Molenda (2003) the model also instructs the methods and activities that provide better results in development. In case of development use of audio, of the use of photography is the main aspect and that develop the better extension of learning during the course. In case of graphical representation, students love analysis the thing in aright way so this process of learning is the productive one for the students (Cook et al. 2013). Implementation of the learning tools and procedures are also important. Learning management team has to take care of that situation. There are some training facilities and instructors instruct their level best to analyze the process to students (Molenda 2003). The last step is all about the course completion process that means the evaluation of the student. There are two phases as well likely formative and summative. These phases identify the development process and evaluation that help instructional design and analytical phase. In case of learning interaction students used to know about some training and development, but as per their knowledge and dimension they develop the content and formulate better study arena for students. (See Appendix 4) Conclusion Therefore it can be concluded that all the training issues and development measures are applicable for students enhancement. All possible models are developing the level of understanding for students and showing the easy way of making programs and practices. Analysis Table of key characteristics Resources Key Aspects Gagne et al. 2005 Change in behavior and identify the prior learning process. There are nine steps of learning and identifying the condition and these nine steps are called as the Events of Instruction. All the events are addressing to the objectivities that help to get better progress for students. Dick, Carey and Carey 2005 The model focuses on the inter-relationship between content, contexts and also provides fare knowledge about the behavioral change. The model also set their target audience as well, students who are poor in skills and do not have any prior knowledge about the performance can consider as the target people. Merrill 2002 Program, practice, and variables are sectioning head of this and that showcases better opportunities for learning and providing belief for students. Existing knowledge needs to be found the new knowledge programs and through the demonstration of learner better facilities can be gained by the students or learners. Molenda 2003 Methods and activities like demographical presentation, picture and audio will represent the more chances of understanding for students. Identify the learning outcome and provide demographical presence during the phase is the most effective scenario for this model. References Chai, C.S., Koh, J.H.L. and Chin-Chung, T., 2013.A review of technological pedagogical content knowledge.Journal of Educational Technology Society,16(2). Cook, D.A., Hamstra, S.J., Brydges, R., Zendejas, B., Szostek, J.H., Wang, A.T., Erwin, P.J. and Hatala, R., 2013. Comparative effectiveness of instructional design features in simulation-based education: systematic review and meta-analysis.Medical teacher,35(1), pp.e867-e898. Dick, W., Carey, L. and Carey, J.O., 2005.The systematic design of instruction. Gagne, R.M., Wager, W.W., Golas, K.C., Keller, J.M. and Russell, J.D., 2005.Principles of instructional design.Performance Improvement,44(2), pp.44-46. Merrill, M.D., 2002. First principles of instruction.Educational technology research and development,50(3), pp.43-59. Molenda, M., 2003. In search of the elusive ADDIE model.Performance improvement,42(5), pp.34-37. Tess, P.A., 2013. The role of social media in higher education classes (real and virtual)A literature review.Computers in Human Behavior,29(5), pp.A60-A68.