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Free Space Optics Essay ABSTRACT: FSO may sound new and experimental but in fact it predates optical fiber and has its roots in wartime efforts to develop secure communication systems that did not require cable and could withstand radio jamming. FSO has been around for more than a decade, but it is only recently that interest in this technology has started to grow. Free Space Optics (FSO) communications, also called Free Space Photonics (FSP) or Optical Wireless, refers to the transmission of modulated visible or infrared (IR) beams through the atmosphere to obtain optical communications. Like fiber, Free Space Optics (FSO) uses lasers to transmit data, but instead of enclosing the data stream in a glass fiber, it is transmitted through the air. Free Space Optics (FSO) works on the same basic principle as Infrared television remote controls, wireless keyboards or wireless Palm ® devices. How Free Space Optics (FSO) Works Free Space Optics (FSO) transmits invisible, eye-safe light beams from one telescope to another using low power infrared laser in the terahertz spectrum. The beams of light in Free Space Optics (FSO) systems are transmitted by laser light focused on highly sensitive photon detector receivers. These receivers are telescopic lenses able to collect the photon stream and transmit digital data containing a mix of Internet messages, video images, radio signals or computer files. Commercially available systems offer capacities in the range of 100 Mbps to 2.5 Gbps, and demonstration systems report data rates as high as 160 Gbps. Free Space Optics (FSO) systems can function over distances of several kilometers. As long as there is a clear line of sight between the source and the destination, and enough transmitter power, Free Space Optics (FSO) communication is possible. [pic] Free Space optics (fso) technology Lasers are one of the most significant inventions of the 20th century they can be found in many modern products, from CD players to fiber-optic networks. A laser generates light, either visible or infrared, through a process known as stimulated emission. To understand stimulated emission, understanding two basic concepts is necessary. The first is absorption which occurs when an atom absorbs energy or photons. The second is emission which occurs when an atom emits photons. Emission occurs when an atom is in an excited or high energy state and returns to a stable or ground state – when this occurs naturally it is called spontaneous emission because no outside trigger is required. Stimulated emission occurs when an already excited atom is bombarded by yet another photon causing it to release that photon along with the photon which previously excited it. Photons are particles, or more properly quanta, of light and a light beam is made up of what can be thought of as a stream of photons. [pic] A basic laser uses a mirrored chamber or cavity to reflect light waves so they reinforce each other. An excitable substance – gas, liquid, or solid like the original ruby laser – is contained within the cavity and determines the wavelength of the resulting laser beam. Through a process called pumping, energy is introduced to the cavity exciting the atoms within and causing a population inversion. A population inversion is when there are more excited atoms than grounded atoms which then leads to stimulated emission. The released photons oscillate back and forth between the mirrors of the cavity, building energy and causing other atoms to release more photons. One of the mirrors allows some of the released photons to escape the cavity resulting in a laser beam emitting from one end of the cavity. Terrestrial Laser CommunicatIOns Challenges FogFog substantially attenuates visible radiation, and it has a similar affect on the near-infrared wavelengths that are employed in laser communications. Similar to the case of rain attenuation with RF wireless, fog attenuation is not a â€Å"show-stopper† for optical wireless, because the optical link can be engineered such that, for a large fraction of the time, an acceptable power will be received even in the presence of heavy fog. Laser communication systems can be enhanced to yield even greater availabilities by combining them with RF systems. Physical Obstructions Laser communications systems that employ multiple, spatially diverse transmitters and large receive optics will eliminate interference concerns from objects such as birds. Pointing Stability Pointing stability in commercial laser communications systems is achieved by one of two methods. The simpler, less costly method is to widen the beam divergence so that if either end of the link moves the receiver will still be within the beam. The second method is to employ a beam tracking system. While more costly, such systems allow for a tighter beam to be transmitted allowing for higher security and longer distance transmissions. Scintillation Performance of many laser communications systems is adversely affected by scintillation on bright sunny days. Through a large aperture receiver, widely spaced transmitters, finely tuned receive filtering, and automatic gain control, downtime due to scintillation can be avoided. FSO: Wireless, at the Speed of Light Unlike radio and microwave systems, Free Space Optics (FSO) is an optical technology and no spectrum licensing or frequency coordination with other users is required, interference from or to other systems or equipment is not a concern, and the point-to-point laser signal is extremely difficult to intercept, and therefore secure. Data rates comparable to optical fiber transmission can be carried by Free Space Optics (FSO) systems with very low error rates, while the extremely narrow laser beam widths ensure that there is almost no practical limit to the number of separate Free Space Optics (FSO) links that can be installed in a given location. How Free Space Optics (FSO) can help? FSO’s freedom from licensing and regulation translates into ease, speed and low cost of deployment. Since Free Space Optics (FSO) transceivers can transmit and receive through windows, it is possible to mount Free Space Optics (FSO) systems inside buildings, reducing the need to compete for roof space, simplifying wiring and cabling, and permitting Free Space Optics (FSO) equipment to operate in a very favorable environment. The only essential requirement for Free Space Optics (FSO) or optical wireless transmission is line of sight between the two ends of the link. For Metro Area Network (MAN) providers the last mile or even feet can be the most daunting. Free Space Optics (FSO) networks can close this gap and allow new customer’s access to high-speed MAN’s. Providers also can take advantage of the reduced risk of installing an Free Space Optics (FSO) network which can later be redeployed. The Market. Why FSO? Breaking the Bandwidth Bottleneck Why FSO? The global telecommunications network has seen massive expansion over the last few years. First came the tremendous growth of the optical fiber long-haul, wide-area network (WAN), followed by a more recent emphasis on metropolitan area networks (MANs). Meanwhile, local area networks (LANs) and gigabit ethernet ports are being deployed with a comparable growth rate. In order for this tremendous network capacity to be exploited, and for the users to be able to utilize the broad array of new services becoming available, network designers must provide a flexible and cost-effective means for the users to access the telecommunications network. Presently, however, most local loop network connections are limited to 1.5 Mbps (a T1 line). As a consequence, there is a strong need for a high-bandwidth bridge (the â€Å"last mile† or â€Å"first mile†) between the LANs and the MANs or WANs. A recent New York Times article reported that more than 100 million miles of optical fiber was laid around the world in the last two years, as carriers reacted to the Internet phenomenon and end users’ insatiable demand for bandwidth. The sheer scale of connecting whole communities, cities and regions to that fiber optic cable or â€Å"backbone† is something not many players understood well. Despite the huge investment in trenching and optical cable, most of the fiber remains unlit, 80 to 90% of office, commercial and industrial buildings are not connected to fiber, and transport prices are dropping dramatically. Free Space Optics (FSO) systems represent one of the most promising approaches for addressing the emerging broadband access market and its â€Å"last mile† bottleneck. Free Space Optics (FSO) systems offer many features, principal among them being low start-up and operational costs, rapid deployment, and high fiber-like bandwidths due to the optical nature of the technology. Broadband Bandwidth Alternatives Access technologies in general use today include telco-provisioned copper wire, wireless Internet access, broadband RF/microwave, coaxial cable and direct optical fiber connections (fiber to the building; fiber to the home). Telco/PTT telephone networks are still trapped in the old Time Division Multiplex (TDM) based network infrastructure that rations bandwidth to the customer in increments of 1.5 Mbps (T-1) or 2.024 Mbps (E-1). DSL penetration rates have been throttled by slow deployment and the pricing strategies of the PTTs. Cable modem access has had more success in residential markets, but suffers from security and capacity problems, and is generally conditional on the user subscribing to a package of cable TV channels. Wireless Internet access is still slow, and the tiny screen renders it of little appeal for web browsing. Broadband RF/microwave systems have severe limitations and are losing favor. The radio spectrum is a scarce and expensive licensed commodity, sold or leased to the highest bidder, or on a first-come first-served basis, and all too often, simply unavailable due to congestion. As building owners have realized the value of their roof space, the price of roof rights has risen sharply. Furthermore, radio equipment is not inexpensive, the maximum data rates achievable with RF systems are low compared to optical fiber, and communications channels are insecure and subject to interference from and to other systems (a major constraint on the use of radio systems). Advantages A free space optical (FSO) system offers a flexible networking solution that delivers on the promise of broadband. Only free space optics or Free Space Optics (FSO) provides the essential combination of qualities required to bring the traffic to the optical fiber backbone – virtually unlimited bandwidth, low cost, ease and speed of deployment. Freedom from licensing and regulation translates into ease, speed and low cost of deployment. Since Free Space Optics (FSO) optical wireless transceivers can transmit and receive through windows, it is possible to mount Free Space Optics (FSO) systems inside buildings, reducing the need to compete for roof space, simplifying wiring and cabling, and permitting the equipment to operate in a very favorable environment. The only essential for Free Space Optics (FSO) is line of sight between the two ends of the link. âž ¢ Freedom from licensing and regulation leads to ease, speed and low cost of deployment. âž ¢ Since FSO units can receive and transmit through windows it reduces the need to compete for roof space, simplifying wiring and cabling. âž ¢ Only need is the line of sight between the two ends of the link. âž ¢ Providers take advantage of the reduced risk in installing FSO equipment, which can even be re-deployed. âž ¢ Zero chances of network failure. âž ¢ Virtually unlimited bandwidth. APPLICATIONS âž ¢ Metro network extensions – FSO is used to extend existing metropolitan area fiberings to connect new networks from outside. âž ¢ Last mile access – FSO can be used in high-speed links to connect end users with ISPs. âž ¢ Enterprise connectivity The ease in which FSO can be installed makes them a solution for interconnecting LAN segments, housed in buildings separated by public streets. âž ¢ Fiber backup FSO may be deployed in redundant links to backup fiber in place of a second fiber link. âž ¢ Backhaul – Used to carry cellular telephone traffic from antenna towers back to facilities into the public switched telephone networks. Free Space Optics (FSO) Challenges The advantages of free space optical wireless or Free Space Optics (FSO) do not come without some cost. When light is transmitted through optical fiber, transmission integrity is quite predictable – barring unforeseen events such as backhoes or animal interference. When light is transmitted through the air, as with Free Space Optics (FSO) optical wireless systems, it must contend with a complex and not always quantifiable subject the atmosphere. âž ¢ Fog and free space optics (fso) âž ¢ Physical obstructions and free space optics (fso) âž ¢ Free space optics (fso) pointing stability – building sway, tower movemen t âž ¢ Scintillation and free space optics (fso) âž ¢ Solar interference and free space optics CONCLUSION FSO enables optical transmission of voice video and data through air at very high rates. It has key roles to play as primary access medium and backup technology. Driven by the need for high speed local loop connectivity and the cost and the difficulties of deploying fiber, the interest in FSO has certainly picked up dramatically among service providers worldwide. Instead of fiber coaxial systems, fiber laser systems may turn out to be the best way to deliver high data rates to your home. FSO continues to accelerate the vision of all optical networks cost effectively, reliably and quickly with freedom and flexibility of deployment. REFERENCES 1)http://en.wikipedia.org/wiki/Free-space_optical_communication 2)http://www.freespaceoptics.org/freespaceoptics/default.cfm 3) http://www.freespaceoptic.com/

Civil Rights and Legislation in Mississippi Essay -- Black Civil Rights

The civil rights movement spurred the passing of much federal legislation throughout the 1950’s and 60’s. Although, race relations eventually changed in Mississippi due to federal force, civil rights legislation would pass but segregation continued in Mississippi because of unsupportive state government, lack of federal enforcement and white Mississippians continuous threats and intimidation. The civil rights movement in the 1950’s and 60’s was a monumental event in American history. The large amount of legislation passed in accordance with this movement was greatly outnumbered by the many horrendously, violent acts that occurred throughout it. Judicial decisions such as Brown v. Board of Education in 1954 should have been able to inspire hope within black communities. Yet the brutality of events such as the murder of Emmett Till and Medgar Evens, as well as staunch, white resistance like the Southern Manifesto, kept many African Americans desire for freedom repressed by their desire for safety. The civil rights movement was opposed with some of the most unrelenting resistance in the state of Mississippi. Organizations tackling integration in Mississippi were met with unyielding violence and discrimination, by both citizens and local officials. â€Å"†¦going into Mississippi to organize was not like going to any other state in the South. Mississippi w as the heart and soul of segregation. It resisted integration more fiercely than any of the other southern states.† Legislation passed and judicial decisions continued to be made in favor of civil rights but the federal government failed to enforce these successfully. As early as 1947 the President’s Commission on Civil Rights declared, â€Å"The very fact that these outrages [lynching] c... ...ce equal rights eventually became the standard in Mississippi and throughout the South. Works Cited 1. R. Edward Nordhaus, â€Å"S. N. C. C. and the Civil Rights Movement in Mississippi, 1963-64: A Time of Change,† The History Teacher, Vol. 17, No. 1 (November 1983), 95. 2. Eric Foner, "The United States and the Cold War, 1945 – 1953," in Voices of freedom: a documentary history. Third ed. (New York: W.W. Norton, 2011), 232. 3. Anne Moody, Coming of Age in Mississippi, (New York: Random House, 1968), 413. 4. Moody, Coming of Age in Mississippi, 403. 5. Nordhaus, â€Å"S. N. C. C. and the Civil Rights Movement in Mississippi,† 96 6. Eric Foner, "An Affluent Society, 1953 - 1960," in Voices of freedom: a documentary history. Third ed. (New York: W.W. Norton, 2011), 253. 7. Nordhaus, â€Å"S. N. C. C. and the Civil Rights Movement in Mississippi,† 97

Systematic Approach of World Wide Web

Getting your course onto the World Wide Web (WWW) is best done using a systematic approach. There are a number of steps that need to be taken prior to starting any of the actual web work. Meetings should be held with various groups within your institution. Once the actual coursework is begun, there are some essential components and some optional components. There are specific skills and talents that you either need to acquire or you need to access. Each web-based course is unique, but they often have many components in common. Some are essential, others may be optional. Resources can be found on your campus, from the many web companies and from the web itself. World Wide Web, WWW, Distance Education, HTML, Web-Based Instruction The number of degree credit courses available on the World Wide Web (WWW) has increased at the same astonishing rate as other activities on the WWW. There are some specific steps that can be taken that will help to transport the professor from the idea stage to the delivery of a course over the WWW. Also, just like any other educational technology, web-based instruction works better for some situations than others. Web-based instruction is useful when you want to create a virtual environment which is not easily or, perhaps, safely accessible. An example is sending learners to a virtual nuclear lab or on a â€Å"virtual tour† of the Louver in Paris. Web-based instruction it allows learners to gain knowledge and skill more effectively than traditional methods. Simply transferring material such as lecture notes to the web is not using the technology to its best advantage. Lengthy text such as lecture notes are, in fact, best printed because most learners experience eye strain and sensory disinterest reading long passages of text on a screen. Some specific situations tend to lend themselves to web-based instruction. You want to encourage communication through conferencing. Through internet conferencing learners may participate in discussions or group work with one another with or without the participation of the instructor. Role plays, simulations of historical events and debates are also examples of how learning can be facilitated through the conferencing option. You want learners to use â€Å"source documents† to complete assignments such as conducting an analysis or designing a project. These source documents may not be readily available to learners or perhaps, based on the assignment, will not be equally significant to all the learners. For example, you may ask learners to research and analyze issues pertaining to Canadian elections. To complete the assignment, various learners may access archived information such as newspaper and journal articles which specifically relate to their particular interest or point of view. One example is a site operated by the University of Victoria (http://web.uvic.ca/history robinson/index.html) which contains letters, maps, biographies and newspaper articles about the murder of William Robinson committed on Saltspring Island in 1868. The information at the site allows learners and the public to pursue their research as they please and to access original documents which are not generally available. Individuals are free to interpret the meaning of the documents and reach their own conclusions. You want to provide maximum flexibility to allow learners to undertake learning and research in the order which best suits them. Because the web allows learners to â€Å"move around† at will, they do not need to follow a structured hierarchy. Generally learners need and want some direction but the web allows a more flexible approach. You want learners to pool data and/or analysis to find patterns and trends or to undertake further study. For a starting point and to keep us on track in this paper, I will discuss degree credit courses delivered by the University of New Brunswick. I will assume that for your case there is ready WWW web access for the professor as well as web access for students. Again, for consistency, I expect my students to have at least Netscape 3 (or its equivalent), their own internet service provider (ISP), and the skills necessary to access the WWW. These are my starting points – but most concepts discussed will transfer across institutional lines. There a number of things that you should do before you begin to do any coding, contracting or late night computer hacking. There are meetings to setup, there is paper work to be done and decisions to be made. Then, and only then, do you get to â€Å"play† with the computer. I would advise that you consider the following meetings as part of your endeavors. They will help you set the ground rules, help you avoid some of the mine-fields, and start you off on a working relationship with groups that can be either wonderful allies or formidable combatants, and hopefully help keep you on track as you work towards a finished product. 6.2.1 Your initial meeting with your own department I feel it is imperative for any relationship you and your delivering agency (Department of Extension, Continuing Education or â€Å"University of the World†) to start with a good relationship with your own department. In this meeting you may need to get the approval of the supervisors of your department to be able to deliver in something other than the traditional face to face, on campus mode. Those in authority may have to guarantee the academic support for some period after the first start of delivery of the course (at UNB, the period is three years). At the University of New Brunswick, instructors delivering courses through the Department of Extension are recommended by the faculties. This is something you might also wish to discuss with your own department at this time. It is often assumed that the person(s) developing a course will be the one(s) that wish to teach the course and the one(s) that the faculty will appoint to teach the course. This is not always the case. You should also discuss possible sources of help for the development of your course. There are times when stipend relief may be available from various sources. There may also be funds available from other agencies. 6.2.2 Your first meeting with your delivering agency Having gained the approval of your faculty, you should next meet with your delivering agency. In this meeting, you should discuss the ways that they can help you in the development of your course. They may also share with you what they know about possible funding sources. As Web-based learning is different from regular face-to-face lecture learning, they will want you to make use of good instructional design methodologies. This is often an area where they can help. Here are some items you may wish to discuss at that meeting: a. possible methods of web-based delivery for your course, b. method of payment to the instructor, c. ancillary support materials and their delivery to the students, d. how the materials, assignments, marks and communications flow between parties g. on-going checkpoint meetings with your delivering agency. At regularly scheduled intervals, you should meet with your delivering agency as they will wish to monitor the development of the course. Your delivering agency should be checking with you to: * keep abreast of your time lines. They need this to be able to best market your course and to see that it receives the coverage it deserves, * ensure the consistency of an Academia â€Å"look and feel† * ensure the consistency of any standards for web-based courseware development (for an example, please see http://www.unb.ca/home/webinfo/guide.html) * keep abreast of your needs and successes. These meetings are intended to insure the standards and formats consistent with the delivery of your institute's courses, and should in no way be an attempt to interfere with your teaching. There is an ongoing debate as to whether one should do all or some of the web work oneself, or if the work should be jobbed out. I enjoy working with the web, I have instructional design training and have been involved in courseware development for quite a few years and so, as long as I have more time than financial resources, I will do the work myself. There are many very good professional agencies that can be contracted to produce courseware for you. These agencies can be contracted to do a wide range of the jobs necessary to complete any type of web-based application. There are probably agencies within your institution who specialize in instructional design and courseware development. These units should be consulted. For certain areas of the development that you do yourself, you will need some specific skills. You will need to be very familiar with these or will need access to people who are and can do these aspects of the job for you. 7.1.1.1 HyperText Markup Language – HTML Stands for HyperText Markup Language, and on a scale of one to ten, learning the basics of HTML is about a three. The web is a great resource (see the Resource list below), and there are a plethora of good books on the subject. I keep the most current version of Teach Yourself Web Publishing with HTML in a Week by Laura Lemay near my computer. As with all aspects of the WWW, the print support is changing constantly, but the most recent edition is usually the best. Again, there a large number of excellent resources and my favorite is Jerry Kemp's The Instructional Design Process (New York: Harper & Row, 1985). It is however, out of print, and this is one case where I do think the next edition was not as good as the first. Another good choice is, Robert Branch's Common Instructional Design Practices Employed by Secondary School Teachers, Educational Technology, 34, (Englewood Cliffs, NJ: Educational Technology Publications, 1995). The more familiar you become with HTML, the more you will be able to enhance your course's web site. This can be a good thing, and it can also be not so good. Adding components and extra â€Å"bells and whistles† to your web site should be done as a conscious choice to support your educational objectives and not just because the â€Å"bells and whistles† are there. Stands for Common Gateway Interface and is the coding that allows the information collected from forms on webs sites to be manipulated. This can be as simple as allowing students to send specific assignments to you, or can be as elaborate as on-line registration. Every Web-delivered course will have a number of components. These will vary depending upon your needs, your style and the degree of interactivity in the course. There are some components that should be part of your site, in order to make the course appealing to your customer. I feel that some components of a web-based course are essential and others are optional. These can be divided into static and dynamic. These components change very little. They can be put on your web site and only updated as needed. This will often come directly from your University calendar. This can be as informal or as formal as you like. What kind of first impression do you wish to make? How much do you wish to add? Do you wish to link to your own personal Web site (if you have one)? Again, this can often come from your university calendar. It is always a good point to specify any particular computing hardware, software or skills that will be required for students to be able to take your course. Here is a nice place to put a scanned cover of the text – along with the ISBN, the publisher and all of the information needed for your potential students to acquire this text. Here is a good place to put a link to your institute's bookstore – assuming it has a web site. This is where you put as much information as you can about how students can reach you. Will you have office hours? Virtual office hours? Can they reach you via Email? How do they reach each other? Is there a listserv, a secure server? Students all seem to want to know what they have to do to get a mark. This is a good place to tell them about assignments, quizzes, mid-terms and finals, and any other expectations you have of them. These components may change often. They might be updated, or supplemented once a week or every few days. This gets used much more in the first part of the class. As the class gets â€Å"into it† this seems to be used less frequently. These can be placed on the web site before the class begins for all assignments, or can become readable at given times or as new assignments are given. These are the actual components of the web site that allow interactivity in the course. The real power of the WWW is global communication. And this is what makes web-based courses so exciting. Your course's communications may include any number of the following: These use standard Email to allow all members of the class to send and receive messages from any other member of the class, including the instructor. Messages are automatically sent to all of the individual's personal Email addresses. These are places where people can interact. Student-to-student, student-to-teacher and teacher-to-student or teacher to the entire class. These are sections on the web that students go to and are able to read messages and participate in on-line, asynchronous ‘conversations.' 7.2.1.2.6 Interactive ‘real time' two-way audio or video There are numerous pieces of software available now that allow desktop two-way video and audio. These tend to require very high bandwidth, and because they are ‘real-time' they require the participating parties to all be on the web at the same time. This is a place where your marking scheme can be listed. It is also a place where you can post marks or assignments in (if you have a secure server that only your class can access). As each week progresses, or just prior to each week's work, students may need to have the equivalent of lecture notes to supplement what is covered in the text book, or what has been assigned on the web. Some web software will allow you to put the all the notes on the web site – and as certain dates arrive, students then have access to the notes. These may be essential, depending upon your requirements. These may be as sound files (.WAV or .AU), audio streaming (Real Audio, Soundstream, Shockwave) or MIDI files. These may be as animated .GIFs, QuickTime, Shockwave or Java applications. 7.2.2.3 Quizzes, especially â€Å"self-correcting† quizzes These may be as part of a web educational software (WebCT) or can be developed by yourself or your institution. These may be as included as text pages or may be referenced to other sites. This is one area where copyright can really come into play. The cost of clearing copyright on a set of Harvard business case studies can be out of the question. These may be as QuickTime © video or may be done with the new Real Video that allows real-time video streaming. These will allow you to maintain and provide access to databases over the web. These may be as simple as step-by-step instructions for any topic with branching provided to additional sites. They can also be we intelligent tutorials with on-line interactive testing. An â€Å"open server† will allow anyone, anywhere on the web to access your information. A â€Å"secure server† will only allow persons with some type of authorization code to access your information. (This list does not constitute an endorsement on anyone's part. These resources are a jumping off points to help you get your course on the web.) Please do not overlook the many resources on your own campus. This site has links to courses, resources, helper sites that aid you in choosing which type and format of media to use, sites that check your HTML for errors or idiosyncrasies, and much more. http://www.unb.ca/web/wwwdev/resources.html 8.2 Conferences, on-line or face-to-face NAWeb '98 – The Virtual Campus (October 3-6, 1998). This international conference is in its fourth year. It is intended solely for those developing courseware for delivery on the WWW or for those delivering courseware over the WWW. http://www.unb.ca/web/wwwdev/naweb98/ 8.3 Books, listservs and associations Badrul Khan's Web-Based Instruction (Englewood Cliffs, NJ: Educational Technology Publications, 1997) is quite good. I host the WWWDEV listserv. This listserv hosts the NAWeb conferences, and has 1400 members from around the world – developing for delivery over the WWW or actually delivering courseware over the WWW. The DEOSNEWS listserv is involved in all aspects of distance education. You can join that one by sending this message DEOS-L is a service provided to the Distance Education community by The American Center for the Study of Distance Education, The Pennsylvania State University. Opinions expressed are those of DEOS-L subscribers, and do not constitute endorsement of any opinion, product, or service by ACSDE or Penn State. The Canadian Association for Distance Education (CADE) can often help The Association for Media and Technology in Education – Canada (AMTEC) is another favorite of mine. Use every and any resource you can. Join groups for support, and support others in similar projects. This is a rapidly emerging field, and it is evolving and growing just as fast as it is emerging. Here is where you add ideas you pick up at the conference. This site has links to courses, resources, helper sites that aid you in choosing which type and format of media to use, sites that check your HTML for errors or idiosyncrasies, and much more. http://www.unb.ca/web/wwwdev/resources.html 8.2 Conferences, on-line or face-to-face NAWeb '98 – The Virtual Campus (October 3-6, 1998). This international conference is in its fourth year. It is intended solely for those developing courseware for delivery on the WWW or for those delivering courseware over the WWW. http://www.unb.ca/web/wwwdev/naweb98/ 8.3 Books, listservs and associations Badrul Khan's Web-Based Instruction (Englewood Cliffs, NJ: Educational Technology Publications, 1997) is quite good. I host the WWWDEV listserv. This listserv hosts the NAWeb conferences, and has 1400 members from around the world – developing for delivery over the WWW or actually delivering courseware over the WWW. The DEOSNEWS listserv is involved in all aspects of distance education. You can join that one by sending this message DEOS-L is a service provided to the Distance Education community by The American Center for the Study of Distance Education, The Pennsylvania State University. Opinions expressed are those of DEOS-L subscribers, and do not constitute endorsement of any opinion, product, or service by ACSDE or Penn State. The Canadian Association for Distance Education (CADE) can often help The Association for Media and Technology in Education – Canada (AMTEC) is another favorite of mine. Use every and any resource you can. Join groups for support, and support others in similar projects. This is a rapidly emerging field, and it is evolving and growing just as fast as it is emerging. Here is where you add ideas you pick up at the conference.

The Neoclassical Organizational Theory Essay - 633 Words

The neoclassical organizational theory, which evolved as a reaction to the rigid, authoritarian structure of the classical organizational theory, focuses on the importance of human relations and behavior in the workplace (Docherty et al., 2001). According to the classical organizational theory, there is a single best method to designing an organization. Based on this theory, a manager must have close control over their subordinates, resulting in an organization with tall hierarchies and a narrow span of control (Scott, 1961). In contrast, the neoclassical organizational theory argues that both economic effectiveness and employee satisfaction should be priorities in an organization. Based on this theory, a manager should have loose control†¦show more content†¦The behavioral movement was designed to help employees find satisfaction in their jobs. The pioneers of the behavior movement, Abraham Maslow, Douglas McGregor, Frederick Herzberg and David McClelland, all researched fo r ways to help motivate employees based on their individual skills, capabilities and needs (Hindle, 2008). In the 1960s, Douglas McGregor developed two contrasting theories on human motivation called Theory X and Theory Y. Theory X assumes that the average employee is lazy, has an inherent dislike for work and therefore, will try to do as little as possible and/or avoid it whenever possible (Hindle, 2008). Based on this assumption, managers must closely supervise and control their employees with a precise system of rewards and punishments. In contrast, Theory Y assumes that the average employee is not lazy and will do what is best for the organization when given the opportunity (Hindle, 2008). As a result, managers should develop a work environment that produces sufficient opportunities for employees to exercise initiative and self-direction. This approach of decentralizing authority should not only help increase their participation levels but also empower them to become personally invested in the success of the organization. After all, human beings haveShow MoreRelatedNeoclassical Organizational Theory: An Overview536 Words   |  2 PagesNeoclassical Organizational Theory: An Overview Neoclassical organizational theory was born around World War II. In a way, it could be viewed as reactionary to the classical organizational theory which developed earlier in the twentieth century as industry exploded. The rise of classical organizational theories had emphasized the organization as the machine and the workers as the gears (Yang, Liu, Wang, 2013). 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