Internet as a Form of Communication and Its Misconception

One of the most talked, known and controversial issues today is the Internet. Internet is a large network made up of a number of smaller networks. Almost every computer in an educational facility and in home and small office use is connected to some type of a network. People spent a lot of time on the Internet, which may make them seem isolated. However, the Internet does not foster isolation, because it may be used for many different things like communication, education, problem solving and etc. The concept for the Internet was to make a link in to a new world, a world that has many different opportunities within its self. To gives the people options to go to China, Italy, and Egypt without spending a lot of money on the trip. To open new experiences and ideas that are just a click of a button away. The idea of going on to the internet for almost every thing may make the person seem isolated. Isolated from people, form culture, from education, from communication to other people, but in reality they are not isolated. The internet gives variety. It might not give physical opportunity to visit Japan or Russia, but it gives almost the same emotional and cultural experiences. A person does not have to read a newspaper on the train or go to an art gallery to be cultured and not seem isolated; a person just has to do what feels right at a certain time. The Internet also gives a misconception about communication. Internet is a different world that has the idea of communication in a different perspective. To communicate people don†t have to see one another, or hear one another they just have to be able to understand one another. The Internet provides just that. This may seem like isolation because no physical contact is present, and some or all of the things that are said might not be true. This is a misconception. People that are talking face to face with one another might be lying or might not be; the same is said for the Internet conversations. â€Å"People whose physical handicaps make it difficult to form new friendships find that virtual communities treat them as they always wanted to be treated† (Rheingold 206). Equality and understanding is the key, and the virtual community provides that and much more. Advice is also one of the keys for equality and understanding. As we all know advice in today†s world is not free, and most of the time you need to make an appointment to get that expansive help. The internet provides advice that is free and at the same time on the spot. In Urbana, Illinois, the Federal Department of Education has set up a network for parents, teachers, community workers, and etc. that have questions concerning children, financial assistance, educational assistance, and etc (Thomas). The Internet is not only for fun and games, but it is also for problem solving of all types. This is not the only site of this sort; Howard Reingold logged onto the Well, when he needed an answer in a matter of seconds. What amazed him when he logged on â€Å"wasn†t just the speed with which we obtained precisely the information we needed†¦it was also the immense inner sense of security that comes with discovering that real people†¦are available, around the clock, if you need them† (Rheingold 202). The idea of Internet advice may seem like isolation, but it is not. It helps people with real problems to get real advice. The ones giving advice once were getting some type of advice. The idea behind these help links are for real people to talk to real people not necessarily professionals, but with people who had real life experiences, and who see it on a more personal level. This gives emotional support to those who need it and trust that just comes along. Although the internet brings communication to different communities as well as different individuals, it also plays as an educational source. Many educational facilities are starting to conduct courses on the Internet. They are also using â€Å"Web pages to post class materials and other resources† (Mendels) for student on the Internet for faster and easier access by the students. Some educators are also requesting and requiring for their students to have an e-mail address. An e-mail address gives less paper work for the professor, and an easier access of the professor for questions and faster responses. Since the demand of computer knowledge has increased, this is a perfect way to start learning. The Internet also provides a wide variety of encyclopedias, newspapers, magazines, etc, for educational reasons, and the more people will use the Internet the more they will learn. Education does not have to be the old fashion way, it has to provide and teach different experiences th at may not otherwise be available. The Internet is a world that is available to each and every person, but how that person uses it, is how the opinion of isolation forms. If each and every person would use the Interne for education, than there would be too many educated people. We are all very lucky that we have so much opportunity in our access, but a lot of us don†t know how to use it, and for what. That†s where education plays a big role, it does two things at once gives general and computer knowledge. The more we learn the more we know, and isolation is not one of the thing that the Internet provides.

SWOT analysis of HP Inc Essay Example | Topics and Well Written Essays - 500 words

SWOT analysis of HP Inc - Essay Example , the company is able to easily enter into a business partnership with multi-national companies such as in the case of Starbucks in terms of using HP’s Wireless Connection Manager software for the Wi-Fi access of Starbucks’ clients. (Weinschenck, 2002) Aside from having good and loyal customer reputation in terms of patronizing HP’s PC-related products, the company continuously improves its global distribution network over the years. (BNET, 1998) By enhancing its global distribution network, the company is able to easily distribute its product and services across the world. Thus, strengthening the company’s ability to increase its annual sales and profitability. Since 1999, HP continuously exerted extra effort in protecting its product and services through the U.S. intellectual property law. (HP, 2008a) By actively registering its newly innovated products and brand name under patent and trademark, the company is highly HP’s Storage Division falls short of its client’s expectations. (Maitland, 2004; Vance, 2004) For this reason, the company has experienced a 5% decline in revenue because of HP’s server and storage division. Likewise, this causes the company’s share to fall down from $19.10 to $16.28 back in 2004. (Vance, 2004) HP continuously innovate new product and technology to satisfy the needs and wants of its target consumers. (Hoffman, 2007) Aiming to increase the business opportunity of HP, the company has recently designed and marketed a universal printer driver in order to increase its competitive advantages over other brands. In order to overcome the company’s weaknesses, HP entered into merger with Compaq in order to improve its storage division. (Stammers, 2004) In the process, HP should take it as a challenge to improve its Server and Storage Division by changing its existing storage landscape. (Maitland, 2004) Failure of HP to immediately act upon its weaknesses imposes a significant threat over its annual revenue and

Renewable Energy Project Financial Plan Coursework

Renewable Energy Project Financial Plan - Coursework Example Duke Energy alongside the plan will be depended on a current purchase by Duke Energy (DUK) within the solar energy. The goal is to debate on the project’s decision and cost evaluation process. This plan will entail project cost of capital, cash flows, cash flow statement, approximation of capital in every hazard classification, risk class of assets, exhaustive financial features of the enterprise, as well as the validation debate of whether the project must be undertaken. Black Mountain Solar Project Duke Energy currently bought an Arizona solar farm investment from Solon Corporation. The Black Mountain Solar Project is a 10-Megawatt (MW) 40,000 solar panel renewable energy farm located in Mohave County, Arizona. Project Cash Flow The ensuing spreadsheet indicates the cash flows, net present value (NPV), as well as the internal rate of return (IRR) for the Solar Farm Project that Duke Energy is interested in purchasing. Calculations for the Project Cash Flow Period Cash Flows NPV $35,366.48 Dec-08 453,000.00 Dec-09 556,000.00 Dec-10 128,000.00 Dec-11 440,000.00 Dec-12 550,000.00 Dec-13 740,000.00 NPV at 15% rate for a period of five years is $ 35,366.48 Cost of Project Capital The phrase cost of project capital is usually misunderstood. For instance, it is not the company’s past cost of finances like a coupon settlement of present stocks. The essential cost is a chance cost. This refers to the rate by which investors may offer funds for the capital budget project under concern now† Emery, Finnerty, & Stowe, 2007). Cost of capital: = %debt*After Tax Cost Of Debt + %equity*Required Return On Equity After Tax Cost Of Debt = (1-TaxRate)*Required Return On Debt Required Return On Equity = Risk Free Rate + Beta*(Return On Market – Risk Free Rate) = (313.38 + 0.16)/ 21.56 = 14.72 = 15%. Project Cost Flow Project cash flow PVIF@ 15% P.V Year 1 2 3 4 5 556000 128000 440000 550,000 740,000 0.8696 0.7561 0.6575 0.5485 0.4360 483497 96781 289300 364825 480395 Less initial capital 372000 +NPV 1342798 IRR using 15% Years Cash flow PVIF@ 15% P.V 1 2 3 4 5 556000 128000 440000 550000 740000 0.8696 0.7561 0.6575 0.5485 0.4360 483497 96781 289300 364825 480395 1714998 Using 10% Years Cash flow PVIF@ 15% P.V 1 2 3 4 5 556000 128000 440000 550000 740000 0.8696 0.7561 0.6575 0.5485 0.4360 505459.6 105779.2 330572 402657.9 512475.6 1856944.3 Therefore IRR = x[Z/-c = w – r/x – 7] + r = z = w – r + r x - c x -7 = z = 15% - 10% + 10% 569810.8 72232.8 72232.8 z = 2849054 z = 2849054 72232.8 = 39.44 + 10% IRR = 49.44 Cash Flow Statement Years Ended December (In millions) 2011 CASH FLOWS OPERATING ACTIVITIES Net Income $ 2,235 Changes to settle net income to net cash offered by functioning activities Depreciation and amortization (including amortization of nuclear fuel) 2,026 Equity component of AFUDC (260) Gains on sales of other assets (19) Impairment of goodwill and other long-lived assets 335 Deferred income taxes 602 Equity in earnings of unconsolidated affiliates (160) Contributions to qualified pension plans (200) Accrued pension and other post-retirement benefit costs 104 (Increase) decrease in Net realized and unrealized mark-to-market and hedging transactions (48) Receivables 2 Inventory (247) Other current assets 185 Increase (decrease) in Accounts payable 41 Taxes accrued 27 Other current liabilities (254) Other assets 12 Other liabilities (188) Net cash provided by operating

Nursing Education Around the Globe Research Paper

Nursing Education Around the Globe - Research Paper Example ya The major comparison in the government influence of the nursing education between China and Kenya is that; both countries’ initiative to establish nursing training and certification were started by the respective governments, with the Kenyan training and certification program running for 31/2 years, while the Chinese program took 4 years (Xu, Xu & Zhang, 2000). Political control has also characterized the nursing profession and development in both Kenya and China, where the respective governments, through the ministries of health, have been responsible for approving the nursing courses and certification programs in the countries (Klopper & Uys, 2003). The governments have been involved in establishing regulations and laws that governs and controls the nursing profession. Several laws and ordinances have been established by the two governments, to act as the tools through which the nursing profession is politically controlled. In Kenya, the 1946 June Ordinance No. 16 was est ablished to control the health activities of the nurses (Mule, 1986). Similarly, the political control of nursing profession in China can be traced back to 1949, when the education reform in China abolished the post-secondary nursing training, instead introducing the 3-year nursing training, following the 9 years of primary and secondary education (Xu, Xu & Zhang, 2000). Both countries have established Nursing organizations, responsible for uniting, developing, and promoting nursing professionalism, with the Nursing Council of Kenya (NCK) being the peak body of the nursing profession in the country, while the Chinese Nursing Association (CAN), is similarly the peak nursing organization in China (Xu, Xu & Zhang, 2000). Both the organizations are responsible for establishing the nursing syllabus... This paper approves that the Current System of Nursing Education in both China and Kenya occur in various cadres. Both China and Kenya have certification programs for ursing, in form of 3-years comprehensive training, which caters for the preliminary training, ward rotation and theory in clinical training. The comparison in both countries is that; the qualification for nursing certification program is the completion of secondary education. The characteristic of the current systems of nursing education in both countries is that; both countries have established post-basic nursing qualifications, which include diplomas, bachelor of nursing degree, and masters in nursing. The comparison is that the doctorate program in nursing is yet to be fully commissioned in both countries, following the governments’ regulations that have not yet approved the doctorate in nursing. All the post-basic nursing qualifications programs are undertaken in hospital-based training institutions, where the trainees in this profession are full-time based course attendants. this essay makes a conclusion that Nursing Education in both China and Kenya bears universal fundamental characteristics, in terms of government and Nursing organizations control, training and growth, notwithstanding that the nursing profession in both countries is a function of the western missionary arrival into the countries. Additionally, the high standards of qualifications are also eminent requirements in this profession for both countries, while the training period for the nurses and the areas of training are similar.

Organizational Analysis Groups and Leadership Case Study

Organizational Analysis Groups and Leadership - Case Study Example The teams are small from 3 to 16 members and are formed on a temporary basis as needed. The role of team leader rotates through the team members (Clawson 2005 p.7). FMC Green River is a task-oriented environment where employees are restricted by their job description. The manager of FMC Green River would like to begin utilizing the team concept to see if it can improve production and employee satisfaction. The leadership at FMC Aberdeen has seen a succession of delegated authority and empowered employees. The management style is relationship oriented and involves a great amount of trust. The FMC Green River plant has a larger employee base. Though the manager, Kenneth Dailey, feels he has an interactive style he would like to improve management's relationship with the employees. The scope of the operation is such that it limits relationship building. FMC Aberdeen has a solid communication network that can disseminate information very rapidly to the necessary people. FMC Green River would like to improve their company communications but face several challenges. The team concept used at FMC Aberdeen may not be able to be implemented at FMC Green River. Green River is a highly industrialized environment that works around heavy machinery that is spread out over a large area. They currently work in a group structure. Machine operation may be too specialized to be spread out over a team responsibility. Forming large teams simply for the sake of a 'team in name only' would not have any beneficial effect (Robbins 2003 p.263). However, administrative workers may be able to form teams and share responsibilities. Dailey has a small management team at the FMC Green River plant. This limits the time and amount of employee involvement they can have. FMC Aberdeen is a close knit organization that has an opportunity to see and talk to one another on a daily basis. FMC Green River does not enjoy this and has thus limited Kenneth Dailey's ability to empower the employees or delegate authority based on trust. He may have an unrealistic view of his interactive style. The close geographical environment at FMC Aberdeen makes it easy for quick communications between team members. Communications networks are well established. FMC Green River is more challenged in this area as the employees are spread out and separated from one another both geographically and technically. FMC Green River is also hindered by their computer system (Clawson 2005 p.22). Most employees do not have access to e-mail or the company Intranet. They have also never created or fostered an environment of open communications. Recommendations FMC Green River should begin to form teams in the administrative area as a way to introduce the concept to the facility. Training will need to be conducted to assure that the workers are skilled at team leadership as well as educated in regards to what is expected of the members. Rules will need to be implemented to prevent 'social loafing' and norms for the team will need to be enforced (Robbins 2003 p.269). As systems are replaced in the manufacturing area, they need to be designed with the team concept in mind. It will not be possible for Kenneth Dailey to undertake the management style at FMC Aberdeen. The employee base is too large and installing more middle managers that

Correlation of the light scattering properties of transparent Dissertation

Correlation of the light scattering properties of transparent conducting oxides to PV efficiency - Dissertation Example As the results show that, there is a difference between the thicknesses of the two samples, the difference between thicknesses of the two samples is due to the passes, as 236 has 18 passes and 238 has 20 passes. The more the number of passes the more will be the thickness of the surface. At 870 nm wavelength of light, the transmission remains at 79.7%, Hf (Io) is 2.5%, Hf (T) is 3.1%, Hr (Io) is 1.9%, Hr (Sp) is 40.5%, Is remains at 2.8% while absorption is 15.5%. As the wavelength decreases to 627 nm, the transmission increases to 80.3%, Hf (Io) increases to 4.6%, Hf (T) increases to 5.7%, Is increases to 9.2% while Hr (Io) decreases to 1.4%, Hr (Sp) decreases to 13.0% and absorption decreases to 9.2%. As the wavelength decreases to 530 nm, the transmission decreases to 77.9%, Is decreases to 8.3% while Hf (Io) increases to 7.1%, Hf (T) increases to 9.1%, Hr (Io) increases to 2.1%, Hr (Sp) increases to 20.0% and absorption increases to 11.7%. As the wavelength decreases to 455 nm, the transmission decreases to 74.3%, Is decreases to 5.1% while Hf (Io) increases to 13.1%, Hf (T) increases to 17.6%, Hr (Io) increases to 4.2%, Hr (Sp) increases to 45.0% and absorption increases to 16.4%.... As the wavelength decreases to 455 nm, the transmission decreases to 74.3%, Hf (Io) increases to 17.8%, Hf (T) increases to 24.0%, Hr (Io) increases to 5.7%, Hr (Sp) increases to 59.0%, absorption increases to 16.1% while Is decreases to 4.0%. And for sample 238 Wavelength Transmission Hf (Io) Hf (T) Hr (Io) Hr (Sp) Is Abs 870 82.4% 2.0% 2.4% 1.5% 11.2% 11.5% 4.6% 627 81.1% 6.3% 7.8% 2.9% 28.6% 7.3% 8.7% 530 78.0% 10.2% 13.0% 3.4% 34.8% 6.4% 12.3% 455 74.3% 17.8% 24.0% 5.7% 59.0% 4.0% 16.1% B- Transmission as a function of wavelength: For sample 238, the transmission is directly proportion to the wavelength of the projected light. As the wavelength increases, the percentage transmission increases but a rapid increase in the percentage transmission can be seen by the projection of light from wavelength of 455nm to 627nm. But for the sample 236, the percentage transmission increases in response to the light projection having wavelength from 455nm to 627nm and from 627nm to 870nm, the p ercentage transmission decreases from 80.2% to 79.8%. The little decrease in the percentage transmission provides great characteristics to indentify the material. Figure show transmission with respect to wavelength for sample 238. Figure show transmission with respect to wavelength for sample 236. C- Summery The thickness of the thin film influences the percentage transmission. As the sample 238 has less thickness as compared to the sample 236. The efficiency in terms of percentage transmission for the sample 238 is more than the sample 236. With the help of optical scattering system, which utilizes different wavelengths of light to analyze the optical properties of the thin film, it

Ethical neutrality Essay Example for Free

Ethical neutrality Essay In what follows, when we use the term â€Å"evaluation† we will mean, where nothing else is implied or expressly stated, practical value-judgments as to the unsatisfactory or satisfactory character of phenomena subject to our influence. The problem involved in the â€Å"freedom† of a given discipline from evaluations of this kind, i. e., the validity and the meaning of this logical principle, is by no means identical with the question which is to be discussed shortly, namely, whether in teaching one should or should not declare one’s acceptance of practical evaluations, regardless of whether they are based on ethical principles, cultural ideals or a philosophical outlook. This question cannot be settled scientifically. It is itself entirely a question of practical evaluation, and cannot therefore be definitively resolved. With reference to this issue, a wide variety of views are held, of which we shall only mention the two extremes. At one pole we find (a) the standpoint that there is validity in the distinction between purely logically deducible and purely empirical statements of fact on the one hand, and practical, ethical or philosophical evaluations on the other, but that, nevertheless – or, perhaps, even on that account- both classes of problems properly belong in the university. At the other pole we encounter (b) the proposition that even when the distinction cannot be made in a logically complete manner, it is nevertheless desirable that the assertion of practical evaluations should be avoided as much as possible in teaching. This second point of view seems to me to be untenable. Particularly untenable is the distinction which is rather often made in our field between evaluations linked with the positions of â€Å"political parties† and other sorts of evaluations. This distinction cannot be reasonably made: it obscures the practical implications of the evaluations which are suggested to the audience. Once the assertion of evaluations in university lectures is admitted, the contention that the university teacher should be entirely devoid of â€Å"passion† and that he should avoid all subjects which threaten to bring emotion into controversies is a narrow-minded, bureaucratic opinion which every teacher of independent spirit must reject. Of those scholars who believed that they should not renounce the assertion of practical evaluations in empirical discussions, the most passionate of them – such as Treitschke and, in his own way, Mommsen- were the most tolerable. As a result of their intensely emotional tone, their audiences were enabled to discount the influence of their evaluations in whatever distortion of the facts occurred. Thus, the audiences did for themselves what the lecturers could not do because of their temperaments. The effect on the minds of the students was to produce the same depth of moral feeling which, in my opinion, the proponents of the assertion of practical evaluations in teaching want to assure – but without the audience being confused as to the logical distinctiveness of the different types of propositions. This confusion must of necessity occur whenever both the exposition of empirical facts and the exhortation to espouse a particular evaluative standpoint on important issues are done with the same cool dispassionateness. The first point of view (a) is acceptable, and can indeed be acceptable from the standpoint of its own proponents, only when the teacher sees it as his unconditional duty – in every single case, even to the point where it involves the danger of making his lecture less stimulating – to make absolutely clear to his audience, and especially to himself, which of his statements are statements of logically deduced or empirically observed facts and which are statements of practical evaluation. Once one has granted the disjunction between the two spheres, it seems to me that doing this is an imperative requirement of intellectual honesty. It is the absolutely minimal requirement in this case. On the other hand, the question whether one should in general assert practical evaluations in teaching – even with this reservation – is one of practical university policy. On that account, in the last analysis, it must be decided only with reference to those tasks which the individual, according to his own set of values, assigns to the universities. Those who on the basis of their qualifications as university teachers assign to the universities, and thereby to themselves, the universal role of forming character, of inculcating political, ethical, aesthetic, cultural or other beliefs, will take a different position from those who believe it necessary to affirm the proposition and its implications – that university teaching achieves really valuable effects only through specialised training by specially qualified persons. Hence, â€Å"intellectual integrity† is the only specific virtue which universities should seek to inculcate. The first point of view can be defended from as many different ultimate evaluative standpoints as the second. The second – which I personally accept – can be derived from a most enthusiastic as well as from a thoroughly modest estimate of the significance of â€Å"specialised training†. In order to defend this view, one need not be of the opinion that everyone should become as much a pure â€Å"specialist† as possible. One may, on the contrary, espouse it because one does not wish to see the ultimate and deepest personal decisions which a person must make regarding his life, treated exactly as if they were the same as specialised training. One may take this position, however highly one assesses the significance of specialised training, not only for general intellectual training but indirectly also for the self-discipline and the ethical attitude of the young person. Another reason for taking this position is that one does not wish to see the student so influenced by the teacher’s suggestions that he is prevented from solving his problems in accordance with the dictates of his own conscience. Professor von Schmoller’s favourable disposition towards the teacher’s assertion of his own evaluations in the lecture room is thoroughly intelligible to me personally as the echo of a great epoch which he and his friends helped to create. Even he, however, cannot deny the fact that for the younger generation the objective situation has changed considerably in one important respect. Forty years ago there existed among the scholars working in our discipline, the widespread belief that of the various possible points of view in the domain of practical-political evaluations, ultimately only one was the ethically correct one. (Schmoller himself took this position only to a limited extent. ) Today this is no longer the case among the proponents of the assertion of professorial evaluations – as may readily be observed. The legitimacy of the assertion of professorial evaluation is no longer defended in the name of an ethical imperative resting on a relatively simple postulate of justice, which both in its ultimate foundations as well as in its consequences, partly was, and partly seemed to be, relatively unambiguous, and above all relatively impersonal, in consequence of its specifically trans-personal character. Rather, as the result of an inevitable development, it is now done in the name of a motley of â€Å"cultural evaluations†, i. e. , actually subjective cultural demands, or quite openly, in the name of the teachers’ alleged â€Å"rights of personality†. One may well wax indignant over this point of view, but one cannot- because it is a â€Å"practical evaluation† – refute it. Of all the types of prophecy, this â€Å"personally† tinted type of professorial prophecy is the most repugnant. There is no precedent for a situation in which a large number of officially appointed prophets do their preaching or make their professions of faith, not, as other prophets do, on the streets, or in churches or other public places- or if they do it privately, then in personally chosen sectarian conventicles – but rather regard themselves as best qualified to enunciate their evaluations on ultimate questions â€Å"in the name of science† and in the carefully protected quiet of governmentally privileged lecture halls in which they cannot be controlled, or checked by discussion, or subjected to contradiction. It is an axiom of long standing, which Schmoller on one occasion vigorously espoused, that what takes place in the lecture hall should be entirely confidential and not subject to public discussion. Although it is possible to contend that, even for purely academic purposes, this may occasionally have certain disadvantages, I take the view that a â€Å"lecture† should be different from a â€Å"speech†. The unconfined rigour, matter-of-factness and sobriety of the lecture declines, with definite pedagogical losses, once it becomes the object of publicity through, for example, the press. It is only in the sphere of his specialised qualifications that the university teacher is entitled to this privilege of freedom from outside surveillance or publicity. There is, however, no specialised qualification for personal prophecy, and for this reason it should not be granted the privilege of freedom from contradiction and public scrutiny. Furthermore, there should be no exploitation of the fact that the student, in order to make his way in life, must attend certain educational institutions and take courses with certain teachers with the result that in addition to what he needs, i.e. , the stimulation and cultivation of his capacity for understanding and reasoning, and a certain body of factual information – he also gets, slipped in among these, the teacher’s own attitude towards the world which even though sometimes interesting is often of no consequence, and which is in any case not open to contradiction and challenge. Like everyone else, the professor has other opportunities for the propagation of his ideals. When these opportunities are lacking, he can easily create them in an appropriate form, as experience has shown in the case of every honorable attempt. But the professor should not demand the right as a professor to carry the marshal’s baton of the statesman or the cultural reformer in his knapsack. This, however, is just what he does when he uses the unassailability of the academic lecture platform for the expression of political – or cultural-political- sentiments. In the press, in public meetings, in associations, in essays, in every avenue which is open to every other citizen, he can and should do what his God or daemon demands. The student should obtain, from his teacher in the lecture hall, the capacity to content himself with the sober execution of a given task; to recognize facts, even those which may be personally uncomfortable, and to distinguish them from his own evaluations. He should also learn to subordinate himself to his task and to repress the impulse to exhibit his personal sensations or other emotional states unnecessarily. This is vastly more important today than it was 40 years ago when the problem did not even exist in its present form. It is not true – as many have insisted – that the â€Å"personality† is and should be a â€Å"whole†, in the sense that it is distorted when it is not exhibited on every possible occasion. Every professional task has its own â€Å"responsibilities† and should be fulfilled accordingly. In the execution of his professional responsibility, a man should confine himself to it alone and should exclude whatever does not strictly belong to it – particularly his own loves and hates. The powerful personality does not manifest itself by trying to give everything a â€Å"personal touch† on every possible occasion. The generation which is now coming of age should, above all, again become used to the thought that â€Å"being a personality† is a condition which cannot be intentionally brought about by wanting it and that there is only one way by which it can – perhaps- be achieved: namely, the unreserved devotion to a â€Å"task†, whatever it – and its derivative â€Å"demands of the hour†- may be in any individual instance. It is in poor taste to mix personal concerns with the specialised analysis of facts. We deprive the word â€Å"vocation† of the only significant meaning it still possesses if we fail to adhere to that specific kind of self-restraint which it requires. But whether the fashionable â€Å"cult of the personality† seeks to dominate the throne, public office or the professorial chair – its effectiveness is only superficially impressive. Intrinsically, it is very petty and it always has injurious consequences. It should not be necessary for me to emphasise that the proponents of the views against which the present essay is directed can accomplish very little by this sort of cult of the â€Å"personality† for the very reason that it is â€Å"personal†. In part, they see the responsibilities of the university teacher in another light, in part they have other educational ideas which I respect but do not share. For this reason we must seriously consider no only what they are striving to achieve, but also how the views which they legitimate by their authority influence a generation with an already extremely pronounced predisposition to overestimate its own importance. Finally, it scarcely needs to be pointed out that many ostensible opponents of the academic assertion of political evaluations are by no means justified when they invoke the postulate of â€Å"ethical neutrality†, which they often gravely misunderstand, to discredit cultural and social-political discussions which take place in public and away from the university lecture hall. The indubitable existence of this spuriously â€Å"ethically neutral† tendentiousness, which in our discipline is manifested in the obstinate and deliberate partisanship of powerful interest groups, explains why a significant number of intellectually honorable scholars still continue to assert personal preferences in their teaching. They are too proud to identify themselves with this spurious abstention from evaluation. I believe that, in spite of this, what in my opinion is right should be done, and that the influence of the practical evaluations of a scholar, who confines himself to championing them on appropriate occasions outside the classroom, will increase when it becomes known that, inside the classroom, he has the strength of character to do exactly what he was appointed to do. But these statements are, in their turn, all matters of evaluation, and hence scientifically undemonstrable. In any case, the fundamental principle which justifies the practice of asserting practical evaluations in teaching can be consistently held only when its proponents demand that the proponents of the evaluations of all other parties be granted the opportunity to demonstrate the validity of their evaluations from the academic platform . But in Germany, insistence on the right of professors to state their preferences has been associated with the very opposite of the demand for the equal representation of all tendencies- including the most â€Å"extreme†. Schmoller thought that he was being entirely consistent when he declared that â€Å"Marxists and the Manchester school† were disqualified from holding academic positions, although he was never so unjust as to ignore their intellectual accomplishments. It is exactly on these points that I could never agree with our honoured master. One obviously ought not in one breath to justify the expression of evaluations in teaching – and when the conclusions are drawn therefrom, point out that the university is a state institution for the training of â€Å"loyal† civil servants. Such a procedure makes the university, not into a specialised technical school- which appears to be so degrading to many teachers- but rather into a theological seminary, although it does not have the religious dignity of the latter. Attempts have been made to set certain purely â€Å"logical† limits to the range of evaluations which should be allowed in university teaching. One of our foremost professors of law once explained, in discussing his opposition to the exclusion of socialists from university posts, that he too would be unwilling to accept an â€Å"anarchist† as a teacher of law since anarchists, in principle, deny the validity of law – and he regarded this argument as conclusive. My own opinion is exactly the opposite. An anarchist can surely be a good legal scholar. And if he is such, then indeed the Archimedean point of his convictions, which is outside the conventions and presuppositions which are so self-evident to us, could enable him to perceive problems in the fundamental postulates of legal theory which escape those who take them for granted. The most fundamental doubt is one source of knowledge. The jurist is no more responsible for â€Å"proving† the value of these cultural objects which are bound up with â€Å"law†, than the physician is responsible for demonstrating that the prolongation of life should be striven for under all conditions. Neither of them can do this with the means at their disposal. If, however, one wishes to turn the university into a forum for discussion of practical evaluations, then it obviously is obligatory to permit the most unrestricted freedom of discussion of fundamental questions from all standpoints. Is this feasible? Today the most decisive and important political evaluations are denied expression in German universities by the very nature of the present political situation. For all those to whom the interests of the national society transcend any of its individual concrete institutions, it is a question of central importance whether the conception which prevails today regarding the position of the monarch in Germany is reconcilable with the world interests of the country, and with the means- war and diplomacy- through which these are pursued. It is not always the worst patriots nor even anti-monarchists who give a negative answer to this question, and who doubt the possibility of lasting success in both these spheres unless some profound changes are made. Everyone knows, however, that these vital questions of our national life cannot be discussed with full freedom in German universities . In view of the fact that certain evaluations which are of decisive political significance are permanently prohibited in university discussion, it seems to me to be only in accord with the dignity of a representative of science and scholarship to be silent about such evaluations as he is allowed to expound. In no case, however, should the unresolvable question – unresolvable because it is ultimately a question of evaluations – as to whether one may, must, or should champion certain practical evaluations in teaching, be confused with the purely logical discussion of the relationship of evaluations to empirical disciplines such as sociology and economics. Any confusion on this point will hamper the thoroughness of the discussion of the logical problem. However, even the solution of the logical problem will provide no aid in seeking to answer the other question, beyond the two purely logically required conditions of clarity and an explicit distinction by the teacher of the different classes of problems. Nor need I discuss further whether the distinction between empirical propositions or statements of fact and practical evaluations is â€Å"difficult† to make. It is. All of us, those of us who take this position as well as others, come up against it time and again. But the exponents of the so-called â€Å"ethical economics†, particularly, should be aware, even though the moral law is unfulfillable, it is nonetheless â€Å"imposed† as a duty. Self-scrutiny would perhaps show that the fulfillment of this postulate is especially difficult, just because we reluctantly refuse to approach the very alluring subject of evaluation with a titillating â€Å"personal touch†. Every teacher has observed that the faces of his students light up and they become more interested when he begins to make a profession of faith, and that the attendance at his lectures is greatly increased by the expectation that he will do so. Everyone knows furthermore that, in the competition for students, universities when making recommendations for promotion will often give a prophet, however minor, who can fill the lecture halls, the upper hand over a much weightier and more sober scholar who does not offer his own evaluations. Of course, it is  understood that the prohet will leave untouched the politically dominant or conventional evaluations which are generally accepted at the time. Only the spuriously â€Å"ethical-neutral† prophet who speaks for powerful groups has, of course, better opportunities for promotion as a result of the influence which these groups have on the prevailing political powers. I regard all this as very unsatisfactory, and I will therefore not go into the proposition that the demand for abstention from evaluation is â€Å"petty† and that it makes lectures â€Å"boring†. I will not go into the question as to whether lecturers on specialised empirical problems must seek above all to be â€Å"interesting†. For my own part, in any case, I fear that a lecturer who makes his lectures stimulating by the intrusion of personal evaluations will, in the long run, weaken the students’ taste for sober empirical analysis. I will acknowledge without further discussion that it is possible, under the guise of eliminating all practical evaluations, to insinuate such evaluations with especial force by simple â€Å"letting the facts speak for themselves†. The better kind of parliamentary and electoral speeches in Germany operate in this way – and quite legitimately, given their purposes. No words should be wasted in declaring that all such procedures in university lectures, particularly if one is concerned with the observance of this separation, are , of all abuses, the most abhorrent. The fact, however, that a dishonestly created illusion of the fulfillment of an ethical imperative can be passed off as the reality, constitutes no criticism of the imperative itself. At any rate, even if the teacher does not believe that he should deny himself the right of rendering evaluations, he should make it absolutely explicit to the students and to himself that he is doing so. Finally, we must oppose to the utmost the widespread view that scientific â€Å"objectivity† is achieved by weighing the various evaluations against one another and making a â€Å"statesman-like† compromise among them. The â€Å"middle way† is not only just as undemonstrable scientifically – with the means of the empirical sciences – as the â€Å"most extreme† evaluations: in the sphere of evaluations, it is the least unequivocal. It does not belong in the university – but rather in political programmes, government offices, and in parliament. IThe sciences, both normative and empirical, are capable of rendering an inestimable service to persons engaged in political activity by telling them that (1) these and these â€Å"ultimate† evaluative positions are conceivable with reference to this practical problem; and (2) that such and such are the facts which you must take into account in making your choice between these evaluative positions. And with this we come to the real problem.