Ideal Types of Authorities

SOC 1301-01 Ideal Types of Authorities According to Max Weber, there are three kinds of authority: the legal rational authority, the charismatic authority and the traditional authority. President Nixon, Adolf Hitler and Moroccan Monarch Hassan II were all great leaders. However, the source of their powerful domination and their political leadership differ from one to another. In fact, considering a â€Å"Weberian† classification, we will consider Nixon as a legal rational leader, Hitler as a charismatic leader and Hassan II as a traditional leader.In this paper, we will try to emphasize the characteristics of each one of them based on their domestic or foreign policies. And then we will see their resemblance and similarities. Richard Milhous Nixon was sworn in as president on November 5, 1968 with only five hundred fifty thousand votes more than the Democratic candidate, and Vice-President under Johnson administration, Hubert Humphrey. (Strober & Strober, 2003) According to We ber: â€Å"Rulership is seen to rest on legal authority. As citizens of constitutional governments we assent to authority because its powers are based on procedures and institutions which have been legally enacted. (Whimster, 2004) Nixon is a legal rational leader since his authority is tied to the American government that is a rational and bureaucratic institution. As he was putting his administration together, â€Å"Nixon was always bringing in new people†¦this was one of the keys to his success. † He chose to work with a small group of assistants, advisors â€Å"and his longtime secretary Rose Mary Woods. † Nixon had a simple, but efficient philosophy: to bring in new blood to his administration. â€Å"He understood that people can perform up to a certain level; then they may lose interest, or may get bored. Moreover, one of his biggest strength was his political foresight. â€Å"Some of the best political minds of the past twenty years have been Nixonâ€⠄¢s finds. † (Strober & Strober, 2003) Domestically, Nixon believed in equality in the repartition of civil rights. He insisted that the country should help black people and that â€Å"the answer was to give them a chance to be capitalists – not just jobs† but figure out a way to have them involved in the American economy and the capitalist system. Afterwards, black people began to have more ‘office’ jobs and less hysical or illegal jobs, for instance â€Å"they became employers and tax payers,† which â€Å"shifts the whole burden in the economy. † Nixon also believed that although it was not necessarily a good political move because it will not get the administration any votes, they â€Å"will do it, because it’s the right thing to do. He had a conviction that that was something that needed to be done. † Subsequently, the program was called Minority Business and was expanded to â€Å"four ethnic groupings of people in th e United States that are considered by the Congress to be minorities: blacks, Hispanics, Asians, and American Indians. It was a success but what Nixon mostly saw in it was what he called â€Å"an equal Place at the starting line. † Nixon continued to fulfill his domestic policy, and one of his most remarkable works in this area is clearly the integration of the South. His â€Å"administration had to desegregate the school systems† they tend to do it in a diplomatic way in order not to impose radical changes on very conservative people in the South. â€Å"And by 1972, the South had some of the most integrated systems in the country. This whole integration issue made Nixon very popular in the South. (Strober & Strober, 2003) Furthermore, Nixon brought reforms to ex-President Johnson’s Health care system. In Nixon’s proposal on health care systems, he proposed a health insurance coverage that everyone would benefit from and created the Environmental Protect ion Agency. According to Max Weber â€Å"The charismatic leader gains and maintains authority solely by proving his strength in life. If he wants to be a prophet, he must perform miracles; if he wants to be a warlord, he must ‘prove’ itself in that those who faithfully surrender to him must fare well.If they do not fare well, he is obviously not the master sent by the gods. † (Weber, 1946) Thus, Weber’s notion of â€Å"Charismatic leadership† perfectly suits Adolf Hitler. Since he joined the German Worker’s Party in 1919, he generated a cult around his person. In 1933, Hitler became Chancellor of the third Reich and in the same year the Reichstag passed the â€Å"Enabling act of 1933† that gave Hitler full power. Moreover, after the death of the president Eidenburg, Hitler became Fuhrer of the 3rd Reich, which is the fusion of Chancellor and president. Nicholls, 2011) therefore, he was the leader of the â€Å"German nation defined in racial terms†¦he was the leader for whom people had been waiting: The Hitler Myth. † People placed him above every sacred thing in their lives; then it made â€Å"it possible for him to retain his status as charismatic leader. † Traditional authority rests on â€Å"an established belief in the sanctity of immemorial traditions and the legitimacy of those exercising authority under them. † (Swedberg, 2005) Hence, this kind of rulership â€Å"involves subjects accepting rule because the king or chief has always exercised power. (Whimster, 2004) This definition is applicable on the deceased king of Morocco Hassan II. His reign extended from 1961 until his dead in 1999 after he had inherited the throne from the Alaouite dynasty generally and from his father Mohammed V in particular. Hassan II was a conservative; he established the first Moroccan constitution in 1963 and it granted him with large powers. Hassan II and Adolf Hitler were both characterized by thei r strong rulership. Hitler was a dictator who transformed the Weimar Republic into a totalitarian regime known as the third Reich.Thereafter, he drove the whole nation into World War II. On the other hand, Hassan II whose methods also were too radical, if not to say dictatorial, was at the head of an authoritarian government or a disguised dictatorship. Under it people did not enjoy their civil rights, they lived a dark period called â€Å"years of lead† because of the brutality, the assassination such as the case of Ben Barka who was kidnapped from a pubic area in Paris, and the deportations to Tazmamarte prison.Otherwise, although Hitler was a dictator, he came to power in a legal manner when his party the National Socialist German Workers Party came at the head of the electoral vote with 43. 9% in 1933. Unlike Nixon and Hassan II, Hitler is very segregationist and he was willing to fulfill his pan-Germanist ideology to gather German origin people in one country. He eradica ted black people, Jews and the disabled while Hassan II gave the same rights to Moroccan Jews and Muslims, and Nixon established health care programs for ill and disabled people. Nicholls, 2011) Furthermore, Nixon, Hassan II and Hitler had different foreign policies. The keyword of Nixon’s foreign affairs was ‘overture. ’ As soon as installed in the White House along with Kissinger, his National Security Advisor, Nixon planned to withdraw from the War in Vietnam. Nixon firmly believed that â€Å"the American policy should be one that stressed the withdrawal of external forces. † (Lee & Haynsworth, 2002) Hassan II was an ally of the West especially the USA; he also was a intermediate between the Arab world and Israel. (Dalle, 2011).However, Hitler’s plan was to eliminate all Germany’s enemies especially France and the USSR. He also planed to make Germany economically self-sufficient by series of territorial conquests in Central Europe, France and USSR. (Nicholls, 2011) In conclusion, we may say that according to Weber notions of ideal types of authorities and kinds of leaders, Nixon is a rational legal leader, Hitler is a charismatic figure and Hassan II is a traditional leader. However, we also notice that these classifications are not radical; therefore, one leader can fit in two or all the types of Weber’s ideal type of authority.Consequently, in our case, Hassan II and Nixon are also charismatic figures in addition to their original classification. Even though people believe Hitler came to power with brutality and terror, he actually became chancellor in a legal democratic way. In 1933, the national Socialist German Worker’s party won the popular vote and then Hitler was appointed Chancellor. Then he used manipulative (Reichstag incendiary) and brutal ways (imprisonment of political opponent) to become the Reich Fuhrer. Thus, Hitler was also a legal rational leader once he became chancellor of Germany.O therwise, Weber’s classification of types of authorities does not mean that each category of leaders share the same values and govern with the same manner. Indeed, Both Hitler and Nixon were charismatic, and legal rational leaders, yet Nixon was an ardent defender of Human and civil rights. He launched programs of desegregations and health care systems, and withdrew the American troops from Vietnam. On the other hand, Hitler started World War II and invaded several countries such as France and Poland. Further, he was responsible of the holocaust and created a segregationist program of pan-Germanism to gather German people in Germany.References Dalle, I. (2011). Hassan II: entre tradition et absolutisme. Paris: Fayard. Nicholls, D. (2003). Adolf Hitler: A Biographical Companion.. Santa Barbara: ABC-CLIO. Swedberg, R. , & Agevall, O. (2005). The Max Weber dictionary: key words and central concepts. Stanford, Calif. : Stanford Social Sciences. Weber, M. , Gerth, H. H. , & Mills, C. W. (1946). From Max Weber: Essays in sociology . New York: Oxford University Press. Weber, M. , & Whimster, S. (2004). The essential Weber: a reader. London: Routledge.

2 Easy Ways to Get Zinc Metal

2 Easy Ways to Get Zinc Metal Zinc is a common metallic element, used to galvanize nails and found in many alloys and foods. However, its not easy to get zinc from most of these sources and you may have trouble finding a store that sells it. Fortunately, its easy to obtain zinc metal from common products. All it takes is a bit of chemistry know-how. Here are two simple methods to try. Where to Find Zinc in a Penny Although pennies look like copper, they are really made with a thin copper shell that is filled with zinc. Its easy to separate the two metals because they have different melting points. Zinc melts at a lower temperature than copper. When you heat a penny, the zinc runs out and can be collected, leaving you with a hollow penny. To get zinc from a penny, you need: United States pennies (minted in 1982 for the right chemical composition)pliersa gas stove or torcha heat-proof container to collect the zinc Extraction Turn on the stove or torch so it will be hot enough to melt the zinc.Hold a penny with pliers and place it in the tip of the flame. This is the hottest part of a flame. If the metal is not melting, make sure its in the right part of the flame.Youll feel the penny start to soften. Hold it over the container and gently squeeze the penny to release the zinc. Be careful with this process, as the molten metal is very hot! Youll end up with zinc in your container and a hollow copper penny in your pliers.Repeat the process with more pennies until you have as much zinc as you need. Allow the metal to cool before handling it. An alternative to using pennies is to heat galvanized nails. To do this, heat the nails until the zinc runs off of them into your container. Use a Zinc-Carbon Lantern Battery Batteries are useful sources of several chemicals, but some types contain acids or hazardous chemicals, so you shouldnt cut into a battery unless you know exactly what kind it is. To get zinc from a battery, you need: a zinc-carbon batterygloves to protect your hands from sharp edgeswire cutterspliers Extraction Basically, youre going to break open the battery and dismantle it. Start by prying the rim or top off the battery.Once the top is removed, youll see four smaller batteries inside the container that are connected to each other by wires. Cut the wires to disconnect the batteries from each other.Next, youll disassemble each battery. Inside each battery is a rod, which is made of carbon. If you want carbon, you can save this part for other projects.After the rod is removed, youll see a black powder. This is a mixture of manganese dioxide and carbon. You can discard it or place it in a labeled plastic bag to use for other science experiments. The powder will not dissolve in water, so it wont do you any good to rinse the battery. Wipe out the powder to reveal the zinc metal. You may need to cut open the battery to completely remove the powder. Zinc is stable in air, so once you have it, you can put it in any container to store it. Safety Information The chemicals in this project are not particularly hazardous, but either method of obtaining zinc should be performed by an adult. Melting pennies presents a burn hazard if youre not careful. Getting zinc from batteries involves sharp tools and edges. Otherwise, this metal is one of the safest chemicals to obtain. Pure zinc metal does not present a health hazard. If all else fails, you could always buy zinc metal online. Its available as a metal ingot or as a metal powder from sellers.

Definition and Examples of Hyperbaton in Rhetoric

Definition and Examples of Hyperbaton in Rhetoric Hyperbaton is a  figure of speech that uses disruption or inversion of customary word order to produce a distinctive effect. The term may also refer to a figure in which language takes a sudden turn- usually an interruption. Plural: hyperbata. Adjective: hyperbatonic. Also known as anastrophe, transcensio, transgressio, and tresspasser. Hyperbaton is often used to create emphasis. Brendan McGuigan notes that hyperbaton can tweak the normal order of a sentence to make certain parts stand out or to make the entire sentence jump off the page (Rhetorical Devices, 2007).The grammatical term for hyperbaton is inversion. Etymology From the Greek, passed over, transposed Examples Object there was none. Passion there was none. I loved the old man.(Edgar Allan Poe, The Tell-Tale Heart)From Cocoon forth a ButterflyAs Lady from her DoorEmerged- a summer afternoon- Repairing everywhere.(Emily Dickinson, From Cocoon forth a Butterfly)Some rise by sin, and some by virtue fall.(Escalus in William Shakespeares Measure for Measure, Act II, scene one)And a small cabin build there, of clay and wattles made(W. B. Yeats, The Lake Isle of Innisfree)pity this busy monster manunkind not(e.e. cummings)One swallow does not a summer make, nor one fine day.(Aristotle) Types of Hyperbaton One of the most common ways to use hyperbaton is to put an adjective after the noun it modifies, rather than before it. While this might be a normal word order in languages like French, in English it tends to give an air of mystery to a sentence: The forest burned with a fire unquenchable- unquenchable except by the helicopter that finally arrived.Hyperbaton can also put the verb all the way at the end of the sentence, rather than between the subject and the object. So rather than, She wouldnt, for any reason whatsoever, be married to that smelly, foul, unlikable man, you could write, She wouldnt, for any reason whatsoever, to that smelly, foul, unlikable man be married.Not the force hyperbaton carries with it.​(Brendan McGuigan, Rhetorical Devices: A Handbook and Activities for Student Writers. Prestwick House, 2007) Effects of Hyperbaton Most theorists . . . have been content to return to the definition of hyperbaton as an inversion which expresses a violent movement of the soul (Littre).Hyperbaton may well be considered to result from inversion because it is possible to recast the sentence so as to integrate the added segment. But the effect characteristic of hyperbaton derives rather from the kind of spontaneity which imposes the addition of some truth, obvious or private, to a syntactic construction apparently already closed. Hyperbaton always consists in an adjacent assertion . . . . This appears all the more clearly when the grammatical link seems loosest, as in the case of and preceded by a comma. Ex: The arms of the morning are beautiful, and the sea (Saint-Jean Perse, quoted by Daniel Delas, Poà ©tique-pratique, p. 44).​(Bernard Marie Dupriez and Albert W. Halsall, A Dictionary of Literary Devices. University of Toronto Press, 1991) The Lighter Side of Hyperbaton Maddie Hayes: Well, let me remind you Mr. Addison, that one case does not a detective make.David Addison: Well, let me remind you Ms. Hayes, that I hate it when you talk backwards.(Cybill Shepherd and Bruce Willis in Moonlighting, 1985) Pronunciation: high PER ba tun

Early child education Essay Example | Topics and Well Written Essays - 500 words

Early child education - Essay Example The nature of the statement we get from those around us will affect our attitude in dealing certain matter. In my third grade, I gave a wrong answer to a simple mathematics question in class. Our teacher called me the most stupid student embarrassing me in the classroom. I felt that I will never be good in mathematics for the rest of my life and did not feel like attending his classes anymore. Besides, I never participated in the class after the incident due to fear of embarrassment again. The negative statement affected my grades since I had an attitude that every question in mathematics was hard. Most teachers fail to consider the impact of their words or action to students (Grotewell and Yanus 17). In situations when I faced my relative or friend due to anger or frustrations, I wanted get their understanding and comfort. The understanding would show that they care how I feel and may be able to help if possible. Confiding in them may be necessary because they can provide support to help in solving the problem causing frustration or anger. If they say, â€Å"use your word,† means they do not want to understand my situation and do not care about my feelings and what is happening. The phrase will make the situation worse by causing more anger and frustration. The problem mainly arises due to lack of support and comfort from the person I trusted with my feelings. Confiding to the same person in future may be hard due to the frustration of the previous experience. The attitude towards the person handling how I feel will be negative that I will not be able to trust them in the same situation. When getting to the unwelcoming environment, the people tend to show facial expression to you such as frowning and raising the upper lip and nose to show disgust in your presences. Some of them will also smirk as you approach. The tone of their voices also changes to low tones as they communicate between one another and others have sarcastic tones to

The Return of Depression Economics and The Crisis of 2008 Essay

The Return of Depression Economics and The Crisis of 2008 - Essay Example The book draws parallel between the great depression and 2008 financial crisis and it explores depression economics through lenses of the Japan’s Lost Decade and 1997 Asian financial crisis (Krugman, 45). In the book, he analyzes the history of market crashes, like the panic of 1907 and the Tequila Crash in the mid-1990s; through demonstrating how banks exposed themselves too much risk, hence resulting to loss of confidence thereby causing capital fight and panic. In The Return of Depression Economics and the Crisis of 2008; Krugman warns that, just like a disease can become resistant to a vaccine, the economic difficulties that lead to great depression have made a comeback in the global economy. He argues that the 2008 financial crisis is because of the failure to properly regulate the financial sector thereby turning around the world economy hence deep recession. Through this book readers can understand the history of financial crisis, its effects and possible resolutions th e current financial problems. There were major financial crisis prior to 2008 financial crises. These include: the 1907 panic, the Great Depression, the Latin American Crisis of mid 1990s. The Savings and loans problems of the 80s, the Japan’s lost Decade and the Asian flu of the late 90s. ... Loss of confidence played a big role in fueling these financial crises. To get the economy moving especially during economic booms, the economic agents have a great deal of confidence, so much that large bets are placed on the prediction of continued success during the economic expansion. But a financial crisis starts with a minor change that reduces the level of confidence, hence leading to economic panics. The power of speculators can be felt in all aspects of the economy especially when there has been a collapse in confidence. Krugman demonstrates that speculators always hedge funds; however they rarely do much in the way of equivocation. Their main focus is to make profit and they are willing to do so whenever such opportunity presents itself even if it means sacrificing the welfare of the entire community. They leveraged their positions up to 100 to 1 with an aim of devaluing the country’s currency for their own benefit. Their basic strategy is to exploit markets by short ing safer assets and then buying the riskier assets. However, when the market faces a financial crisis, these hedgers and speculators will create trades that will alter the stability of a nation’s financial markets with the local currency being the targeted element. The devaluation of the currency will cause great pain and hardship to the citizens but this social cost is not relevant to the speculators. According to Krugman, the hedge funds are in most situations unregulated and the speculators take the necessary actions to stay away from the regulators (Krugman, 108). The shadow banking system also parallels the speculators in fueling the financial crisis. In both cases, the profit maximization was the motivator. Leverage was used at mind boggling levels each

Reflective Practice in Nursing Professional Portfolio Essay

Reflective Practice in Nursing Professional Portfolio - Essay Example While Redman (1994) indicates that a portfolio is a tangible record of what someone has done. In the case of your Nursing Professional Portfolio (NPP) it is a record of what you have done both clinically and in terms of links to your academic achievements over the course of study. Much of the information it contains will be private and confidential and you do not have to share it with anyone unless you choose to do so or as part of the evidence you offer in relation to the MHC417 unit or during discussions with your preceptor or tutors. However, your Nursing Professional Portfolio must be handed up at the conclusion of this unit (on the due date) for assessment. Completing a portfolio may seem like a daunting experience at first, principally because you will have so much information to include. It is suggested that you begin by completing the factual sections first and then move on to areas which require you to evaluate more. It may be helpful to prepare a rough draft when reviewing your study so that an accurate record of your experience and learning is recorded. It is more than a straightforward recording device. It is also a way for you to develop skills of critical and reflective practice; to consider experiences in your professional and personal life and to evaluate the contribution those experiences make to your development and to improvements in patient care. Provides care to persons with disorders of the eyes including blindness or visual impairment; functions range from patient teaching to assistance in surgery; knowledgeable about the effect of ophthalmic disorders on the body as well as the emotions of patients who often must adapt to blindness or visual impairment; may make pre- and post-operative home visits I am writing to express my interest in serving as an RN at King Fahad Central Hospital. I will be graduating in July with my B.S.N. from the Curtin University of

Student Giving Intramuscular Injections

Student Giving Intramuscular Injections This paper particularly focuses on my experience of learning from reflection on giving intramuscular (IM) injections, using Gibbss (1988) reflective model. I demonstrate how practice anxiety, as a student nurse, can be dealt with through effective mentoring. I chose the seminal theory of Gibbs reflection on practice, as it illustrates six significant stages; description, feelings, evaluation, analysis of the incident, conclusion and an action plan Ghaye and Lillyman (1997). Gibbs cycle is used throughout the process of reflecting on the incident to help me make sense of my practice and understand what l could do differently to enhance good practice. I use my experience from a placement simulation as I could not be on actual placement due to unforeseen circumstances. Reflection is a process through which healthcare practitioners and students can learn from experience and use the knowledge to inform and improve practice Schon, (1983). The ability to reflect on ones actions is particularly imperative in clinical practice and discourse. As Jarvis (1992) asserted, there is no consensus on the definition of reflection as it is a broad concept. Reid (1993, p305.) define reflection as; a course of action reviewing an occurrence of practice to describe, analyse, evaluate and so inform learning about practice Schon (1983) identified two types of reflection which are; reflection in action, which takes place during the event where the practitioner may not be aware that it is happening and reflection on action, which takes place after the event. Jasper (2003) concluded upon the vitality of reflecting on action, as it transforms experience into knowledge which enhances good clinical practice. Description During my first placement simulation, I practised giving intramuscular injection, is the best tolerated form or injection, and the safest way of injecting medication into a patient Shepherd, (2002). Within the first week of my placement simulation, I was offered the opportunity to practise administering an injection on a dummy. However, as a student, I was cautious and anxious, feeling that I was not competent enough. I discussed my concerns with the lecturer who was empathetic and helped formulate a plan to conquer my doubts. The plan involved a step-by-step conversation of the procedure of administering intramuscular medication, preparing the medication on numerous occasions and practising the injection technique on a dummy. Throughout these stages I was given the opportunity to discuss any questions, feelings or concerns that arose. Once confident enough to do so, under the supervision of the lecturer, I administered an IM injection to a dummy. I recorded my intervention in a refl ective journal. After giving the injection, I was given feedback and the opportunity to discuss my feelings which was valuable and of significance. Feelings As a novice, I never really enjoy giving injections, but after my second practise, good compliments from colleagues and lecturer my confidence increased. Most importantly, l kept thinking, if l gave the injection to an unwilling patient, how awful would I feel? I reminded myself, ethically, what is it like to carry out a therapeutic procedure that inflicts pain on another human being? All these challenges came to my mind before giving the injection. I began to feel quite anxious and nervous, wanting to delay the procedure for as long as possible hoping my anxiety would decrease. I believe the build up of nervousness beforehand is common, particularly for beginners like me. I prepared the injection using the necessary mathematical calculations, picked the right syringe and the right injection for the procedure. I then administered with my lecturer observing my technique, confidence and competence. Evaluation My preliminary anxiety about administering the injection was normal but as a student nurse, I ought to learn the technique and procedure of IM injections. This anxious behaviour could be explained in relation to the Joharis Window (Luft 1969). As in Joharis window, before being confronted with having to administer injection, I experienced an unknown area, whereby my fears and anxieties were anonymous to me and to others [my lecture]. Because I lacked self-awareness regarding these anxieties, I was unable to begin addressing my anxieties around administering the injection. This made me continue to avoid this area of practice, and as a result I did not develop this clinical skill before this incident. By the end of the incident, my feelings were known to me and others [my lecturer]. By disclosing my anxieties and fears to my lecturer and receiving feedback, my awareness of these issues increased. My lecturer commented on what l did right, wrong and what l could have done differently. R esultantly, I was able to address my feelings, areas of strengths, weaknesses and begin to develop the skill of administering injections. Analysis Department of Health (2008) identified lecturers as qualified nurses, who facilitate learning and supervise students. Mentoring also involves the assessment of the student in the practice setting NMC (2008). The interaction between mentor/lecturers and students is answer to minimise practice anxiety and professional intervention is often required to reduce any anxieties. This was resonant in my experience with my mentor while carrying out this procedure. Critically reflecting and understanding my feelings around giving the IM and after the procedure makes me think and evaluate what l ought to do differently in the future. This will enhance my technique and practice while also benefiting patient care. I am now aware of my competence as my mentor highly commended on my confidence, technique quality and the communication that l maintained with her throughout the procedure. Conclusion The description given in this paper is a general and subjective one that attempts to address my feeling and experience of giving the IM. It also aims at indentifying patterns and schemes in the experience of individuals in a similar context of giving IM for the first time. I believe, my experience will help educators to better understand the meaning of the anxiety that is observed as students undertake the act of giving their first injections. It will also help other students reflect and come to understand the meaning of that experience and not feel overwhelmed by this crucial initial experience. Action Plan I created an action plan to improve my practice and set out a course of action should a similar incident occur? Recording an entry in a reflective journal enabled me to record areas of practice that I want to develop and will allow me to track my progress regarding the administration of IM injections (Jack and Smith 2007).I also developed listening skills. Stickley and Freshwater (2006) argue that effective communication, which involves active listening, is an essential nursing skill, because of its beneficial effects on the patients experience. Word Court: 1100