Know that Emile Durkheim, Max Weber, and Karl Marx are considered the three great classical sociologists. Know that each of these three early theorists was alive in the 1800s and preoccupied with studying and explaining the enormous social changes going on Western Europe as a result of the Industrial Revolution that began in the mid-eighteenth century. This long process of change that society was undergoing is known as modernization?

Answer:

In the U.S. government, there are four general types: cabinet departments, independent executive agencies, regulatory agencies, and government corporations

Explanation:

Models of Bureaucracy

Bureaucracies are complex institutions designed to accomplish specific tasks. This complexity, and the fact that they are organizations composed of human beings, can make it challenging for us to understand how bureaucracies work. Sociologists, however, have developed a number of models for understanding the process. Each model highlights specific traits that help explain the organizational behavior of governing bodies and associated functions

The Weberian Model

The classic model of bureaucracy is typically called the ideal Weberian model, and it was developed by Max Weber, an early German sociologist. Weber argued that the increasing complexity of life would simultaneously increase the demands of citizens for government services. Therefore, the ideal type of bureaucracy, the Weberian model, was one in which agencies are apolitical, hierarchically organized, and governed by formal procedures. Furthermore, specialized bureaucrats would be better able to solve problems through logical reasoning. Such efforts would eliminate entrenched patronage, stop problematic decision-making by those in charge, provide a system for managing and performing repetitive tasks that required little or no discretion, impose order and efficiency, create a clear understanding of the service provided, reduce arbitrariness, ensure accountability, and limit discretion

The Acquisitive Model

For Weber, as his ideal type suggests, the bureaucracy was not only necessary but also a positive human development. Later sociologists have not always looked so favorably upon bureaucracies, and they have developed alternate models to explain how and why bureaucracies function. One such model is called the acquisitive model of bureaucracy. The acquisitive model proposes that bureaucracies are naturally competitive and power-hungry. This means bureaucrats, especially at the highest levels, recognize that limited resources are available to feed bureaucracies, so they will work to enhance the status of their own bureaucracy to the detriment of others.

This effort can sometimes take the form of merely emphasizing to Congress the value of their bureaucratic task, but it also means the bureaucracy will attempt to maximize its budget by depleting all its allotted resources each year. This ploy makes it more difficult for legislators to cut the bureaucracy’s future budget, a strategy that succeeds at the expense of thrift. In this way, the bureaucracy will eventually grow far beyond what is necessary and create bureaucratic waste that would otherwise be spent more efficiently among the other bureaucracies

The Monopolistic Model

Other theorists have come to the conclusion that the extent to which bureaucracies compete for scarce resources is not what provides the greatest insight into how a bureaucracy functions. Rather, it is the absence of competition. The model that emerged from this observation is the monopolistic model.

Proponents of the monopolistic model recognize the similarities between a bureaucracy like the Internal Revenue Service (IRS) and a private monopoly like a regional power company or internet service provider that has no competitors. Such organizations are frequently criticized for waste, poor service, and a low level of client responsiveness. Consider, for example, the Bureau of Consular Affairs (BCA), the federal bureaucracy charged with issuing passports to citizens. There is no other organization from which a U.S. citizen can legitimately request and receive a passport, a process that normally takes several weeks. Thus there is no reason for the BCA to

Answer:

The probability that the child will have red hair color is 0.75.

Thus, the probability that a child of these parents will have the blond / blond genotype is 0.25.

Explanation:

It is provided that each parent has the genotype red / blond which consists of the pair of alleles that determine hair color, and each parent contributes one of those alleles to a child.

The possible outcomes for the hair color of the child are:

S = {R/R, R B, B/R and B/B}

There are four possible outcomes.

Compute the probability that the child will have red hair color as follows:

[tex]P(\text{R})=P(\text{R/R})+P(\text{R/B})+P(\text{B/R})[/tex]

         [tex]=\frac{1}{4}+\frac{1}{4}+\frac{1}{4}\\\\=\frac{3}{4}\\\\=0.75[/tex]

Thus, the probability that the child will have red hair color is 0.75.

Compute the probability that a child of these parents will have the blond / blond genotype as follows:

[tex]P(\text{B/B})=\frac{1}{4}=0.25[/tex]

Thus, the probability that a child of these parents will have the blond / blond genotype is 0.25.

Answer:

The probability that the child will have red hair color is 0.75.

Thus, the probability that a child of these parents will have the blond / blond genotype is 0.25.

Explanation:

It is provided that each parent has the genotype red / blond which consists of the pair of alleles that determine hair color, and each parent contributes one of those alleles to a child.

The possible outcomes for the hair color of the child are:

S = {R/R, R B, B/R and B/B}

There are four possible outcomes.

Compute the probability that the child will have red hair color as follows:

Thus, the probability that the child will have red hair color is 0.75.

Compute the probability that a child of these parents will have the blond / blond genotype as follows:

Thus, the probability that a child of these parents will have the blond / blond genotype is 0.25.

Answer:

The probability of picking two ancient computers is 96.04% .

Answer:

64% or 16/25

Explanation:

To calculate probability, we first find the fraction for the number of books that are fiction.

[tex]80= \frac{4}{5}[/tex]

To find out what the probability of choosing a fiction book twice, we multiply 4/5 with 4/5 to get our probability if we selected a book twice.

[tex]\frac{4}{5} *\frac{4}{5} = \frac{16}{25} \\0.64[/tex]

The probability of choosing two fiction books is a 16/25, or 64% chance.

Answer: the worth of the essay portion is, scored from 200 to 800 points. (including the multi-choice answer questions)

Explanation: I hope that helps you understand it more!<3

Answer:

The SAT writing section is scored from 200 to 800 points, based on the combined results of the essay and multiple-choice questions. According to the College Board, the essay portion of the writing section counts for about 30 percent of the total writing score.

Explanation:

Refer to College Board's "Getting Ready for the SAT" booklet for the official conversion chart showing the relationship between the essay score and multiple-choice writing section score. For instance, an essay score of eight and a multiple-choice score of 27 yields a composite writing score of 520 points. The difference of just one point on the essay can bring the writing section composite score up or down by 10 to 20 points, so writing a good essay can really help bump up your overall SAT score

Answer:

10 in³

Explanation:

given:

square box = 4 in²,  length = 16 in

bar diameter = 2 in,   length = 16 in

box volume (in solid) = 4 in² * 16 in = 64 in³

bar volume = pi * d² / 4 = 3.14 * 2² / 4 *  16 in = 50.24 in³

Volume of slotted box = 64 - 50 = 10 in³