WEEK 4 DQ 7 Assignment Example | Topics and Well Written Essays - 250 words

WEEK 4 DQ 7 - Assignment Example Legitimate, coercive and reward as forms of formal power. Personal power deals more with what other individuals see and regard of someone they respect or like, thus giving someone the ability to influence. Expert, information and referent power have been classified as personal power. An example of an unethical use of power was when I was instructed by my superior to perform a task that was supposed to be his. In this case, my superior exercised his formal power, and was able to influence me to do the work for him. My superior unethically used legitimate power over me, emphasizing that I should be the one following the orders. Such scenarios I believe are common in many organizations where the people in authority tend to abuse the power accompanied in the positions they fill in. Political behaviors are actions with which an individual or a group of individuals make to be able to influence others in the organization to get the result they want. The three dimensions of political behavior are: upward influence, downward influence and peer influence. Upward influence refers to the capability of the people at the lower level of the organization to influence the decisions of the people with authority in the organization. Downward influence is the capacity of a superior to influence those under his or her department, such as general managers influencing department managers and their subordinates. Peer influence is the most common and this usually occurs with people who are in the same level of the organization. In laymans term, this may also be seen as peer pressure. However, this kind of influence may be destructive if there is no common goal among the people involved. Individual and organizational antecedents greatly influence political behavior. Political skill, investment in organization, internal locus control and expectations of

Right to Education Act Essay Example for Free

Right to Education Act Essay What is the act about? * Every child between the ages of 6 to 14 years has the right to free and compulsory education. This is stated as per the 86th Constitution Amendment Act added Article 21A. The right to education act seeks to give effect to this amendment * The government schools shall provide free education to all the children and the schools will be managed by school management committees (SMC). Private schools shall admit at least 25% of the children in their schools without any fee. * The National Commission for Elementary Education shall be constituted tomonitor all aspects of elementary education including quality.| | - History The present Act has its history in the drafting of the Indian constitution at the time of Independence[5] but are more specifically to the Constitutional Amendment that included the Article 21A in the Indian constitution making Education a fundamental Right. This amendment, however, specified the need for a legislation to describe the mode of implementation of the same which necessitated the drafting of a separate Education Bill. The rough draft of the bill was composed in year 2005. It received much opposition due to its mandatory provision to provide 25% reservation for disadvantaged children in private schools. The sub-committee of the Central Advisory Board of Education which prepared the draft Bill held this provision as a significant prerequisite for creating a democratic and egalitarian society. Indian Law commission had initially proposed 50% reservation for disadvantaged students in private schools. Provisions Of The Act * Children to be admitted to ‘age- appropriate’ class and they have the right to receive ‘special training’ to come at par with other children. * Ensure ‘good quality’ elementary education. * Aided and private schools: 25% reservation for weaker disadvantaged children. * Ensure that children from weaker and disadvantaged group are not discriminated against * Schools to get reimbursement for this expenditure. * Govt. may provide free pre-school education. * 25% reservation for weaker/ disadvantaged children applies here as well. * No capitation fee/ screening procedure for child or parents. * No child can be held back or expelled from school * No physical punishment/ mental harassment of children   * Teachers: Minimum qualifications needed. Assess learning ability of each child and regularly meet parents * School Management Committee-   * with 3/4th parents/ guardians Half the members should be women Why is the act significant and what does it mean for India? The passing of the Right of Children to Free and Compulsory Education (RTE) Act 2009 marks a historic moment for the children of India. This Act serves as a building block to ensure that every child has his or herright (as an entitlement) to get a quality elementary education, and that the State, with the help of families and communities, fulfils this obligation. Few countries in the world have such a national provision to ensure both free and child-centred, child-friendly education. What is ‘Free and Compulsory Elementary Education’? All children between the ages of 6 and 14 shall have the right to free and compulsory elementary education at a neighborhood school. There is no direct (school fees) or indirect cost (uniforms, textbooks, mid-day meals, transportation) to be borne by the child or the parents to obtainelementary education. The government will provide schooling free-of-cost until a child’s elementary education is completed. What is the role envisaged for the community and parents to ensure RTE? The landmark passing of the Right of Children to Free and Compulsory Education (RTE) Act 2009 marks a historic moment for the children of India. For the first time in India’s history, children will be guaranteed their right toquality elementary education by the state with the help of families and communities. Few countries in the world have such a national provision to ensure child-centered, child-friendly education to help all children develop to their fullest potential. There were an estimated eight million six to 14 year-olds in India out-of-school in 2009. The world cannot reach its goal to have every child complete primary school by 2015 without India. Schools shall constitute School Management Committees (SMCs) comprising local authority officials, parents, guardians and teachers. The SMCs shall form School Development Plans and monitor the utilization of government grants and the whole school environment. RTE also mandates the inclusion of 50 per cent women and parents of children from disadvantaged groups in SMCs. Such community participation will be crucial to ensuring a child friendly â€Å"whole school† environment through separate toilet facilities for girls and boys and adequate attention to health, water, sanitation and hygiene issues. How does RTE promote Child-Friendly Schools? All schools must comply with infrastructure and teacher norms for an effective learning environment. Two trained teachers will be provided for every sixty students at the primary level. Teachers are required to attend school regularly and punctually, complete curriculum instruction, assess learning abilities and hold regular parent-teacher meetings. The number of teachers shall be based on the number of students rather than by grade. The state shall ensure adequate support to teachers leading to improved learning outcomes of children. The community and civil society will have an important role to play in collaboration with the SMCs to ensure school quality with equity. The state will provide the policy framework and create an enabling environment to ensure RTE becomes a reality for every child. How will RTE be financed and implemented in India? Central and state governments shall share financial responsibility for RTE. The central government shall prepare estimates of expenditures. State governments will be provided a percentage of these costs. The central government may request the Finance Commission to consider providing additional resources to a state in order to carry out the provisions of RTE. The state government shall be responsible for providing the remaining funds needed to implement. There will be a funding gap which needs to be supported by partners from civil society, development agencies, corporate organisations and citizens of the country. What are the key issues for achieving RTE? The RTE Act will be in force from 1 April. Draft Model Rules have been shared with states, which are required to formulate their state rules and have them notified as early as possible. RTE provides a ripe platform to reach the unreached, with specific provisions for disadvantaged groups, such as child labourers, migrant children, children with special needs, or those who have a â€Å"disadvantage owing to social, cultural economical, geographical, linguistic, gender or such other factor.† RTE focuses on the quality of teaching and learning, which requires accelerated efforts and substantial reforms: * Creative and sustained initiatives are crucial to train more than one million new and untrained teachers within the next five years and to reinforce the skills ofin-service teachers to ensure child-friendly education. * Families and communities also have a large role to play to ensure child-friendly education for each and every one of the estimated 190 million girls and boys inIndia who should be in elementary school today. * Disparities must be eliminated to assure quality with equity. Investing inpreschool is a key strategy in meeting goals. * Bringing eight million out-of-school children into classes at the age appropriate level with the support to stay in school and succeed poses a major challenge necessitating flexible, innovative approaches. What is the mechanism available if RTE is violated? The National Commission for the Protection of Child Rights shall review the safeguards for rights provided under this Act, investigate complaints and have the powers of a civil court in trying cases. States should constitute a State Commission for the Protection of Child Rights (SCPCR) or the Right to Education Protection Authority (REPA) within six months of 1 April. Any person wishing to file a grievance must submit a written complaint to the local authority. Appeals will be decided by the SCPCR/REPA. Prosecution f offences requires the sanction of an officer authorised by the appropriate government. Substantial efforts are essential to eliminate disparities and ensure quality with equity. UNICEF will play an instrumental role in bringing together relevant stakeholders from government, civil society, teachers’ organizations, media and the celebrity world. UNICEF will mobilize partners to raise public awareness and provide a call toaction. Policy and programme design/implementation will focus on improving the access and quality education based on what works to improve results for children. UNICEF will also work with partners to strengthen national and state level monitoring bodies on RTE. Implementation * Financial Stats * Total budget alloted in next five years : 171,000 crores * Central to state sharing ratio : 65:35 * For nothern Eastern States:90:10 * However, in mid 2010, this figure was upgraded to Rs. 231,000 and the center agreed to raise its share to 68%. Market the Act * Objectively, This is a valuable product by the govt which is important to those who are not aware of it and in spite available at free of cost, they are not informed about the actual use of it. So, a strong and relevant Marketing channel is required to spread the awareness about the Act. * For this , Companies, majorly FMCG and corporate can be approached to spread awareness about the RTE through their products and other social acts. * A small portion of amount around .5% can be used to do In-house and outsource the marketing process through marketing companies. Marketing Strategies * Both Push and Pull strategy can be adapted to market about the Act. * For pull strategy, we can arrange camps in remote villages, arrange gatherings through local bodies, coordinate with NGOs to spread the Idea, use digital media and advertisement, celebrities to aware about the program. * For push strategy, adopt stringent policies like taken by China that 3rd children will not be given social rights to prevent population growth. On the same lines, Policies are needed to be enforced. * We can implement like No parent will get a job in say NREGA IF they are not sending children to school. Moreover, we can take help from Aadhar project that nobody will get privileges like subsidised food given by govt if they are not following as per act. * Organizational Hierarchy * * Like Lokpal bill, There should be a separate authority like Supreme court which is there to supervise the implementation of the act. * Bring PPP into the picture and hire well-experienced executives as mr Nandan Nilekani is chosen for adhar project. * There should be top down management from central to state level to district level to effectively look at the complete view of Implementation. * Operations * Outsourcing can be done for various process like surveying the actual no. of children illiterate, region wise density, no. of teachers, their performance and other statistics important for Analysing. * There should be a proper channel of reporting, which can be done with the help of IT from root level to top management to have a clear view of Execution. Role Of ICT * ICT-Challenges * Power deficit * PC availability per student * Updating the library * Maintenance of ICT hardware * Upgrading of software * Poor network connectivity in rural areas Conclusion * This is indeed a very Ambitious plan .So ,It needs a cooperation from all the stakeholders parents, teachers, children, Government and all the citizens to come up and take this Initiative as very crucial for Inclusive growth of India.

Examining Theories On Deviance And Deviant Behavior Criminology Essay

Examining Theories On Deviance And Deviant Behavior Criminology Essay The conditions under which deviant behavior exists have presented an enduring question for researchers. Within the literature the majority of definitions of deviance share one commonality: that social norms and values subjectively label behaviors as deviant. Similar to the number of theories of deviance there exist a number of motivations why individuals choose to engage in deviant behavior. Existing theories-general strain, anomie, labeling, control, and learning-examine these factors and attempt to clarify the hows and whys of deviant behavior. The most common factors which facilitate individual deviance include personal strain, social disorganization, a lack of self-control, and the perception that the benefits for engaging in deviance outweighing the potential costs. Because of these variations there is currently no universally-accepted theory of deviance. Introduction An urgent question in contemporary social sciences is how and why certain behaviors, attributes, or classes of individuals come to be defined as deviant.  [1]  Since social groups make the rules, deviant behavior results from individuals who fail to adhere to said rules. When behaviors are defined as deviant it is assumed that they will either promote or inhibit individual motivation to engage in such acts and will evoke certain social responses which serve to influence subsequent behavior by those within said society.  [2]  A number of theorists attempt to identify a commonality to the different types of deviant behavior. The underlying theme is that this type of behavior offends societys normative order and deviance becomes a theoretical construct of this consensus. There exist a number of theories which seek to define how individuals and their behavior are identified as deviant. Definitions of and Motivations for Deviant Behavior Despite a wide variety of definitions of deviance there is consensus that deviance refers to behaviors or attributes manifested by specified kinds of people in specified circumstances that are judged to violate the normative expectations of a specified group.  [3]  This consensus perspective serves to promote collective agreement as to what core values, norms, and goals should be. Behavior that falls outside of the specified parameters are deemed deviant. The degree of deviance is directly correlated to the perceived serious of the punitive response it elicits. Many questions abound as to individual motivations to engage in deviant behavior. Fundamentally, if one anticipates that satisfaction will ensue from engaging in the behavior then he will do so. Hirschi (1969) asserts that the motivation for deviance is always present and that research should examine the circumstances which permit individuals to act on these motivations.  [4]  In another view, Merton (1938) argues that societal strain increases motivation for deviance in order to achieve certain unattainable culturally-sanctioned goals.  [5]  Where the majority of individuals will embrace conformity as a response to strain others resort to deviance. Similarly, Tittles (1995) control balance theory assumes that individuals have a strong need to exercise control over themselves and to escape having control exerted over them by others while Katz (1988) argues that the motivation to deviance occurs to protect ones self esteem, encourage a desired reputation, establish autonomy, [ or] demonstrate competence, for example.  [6]   These theories all share the presumption that deviance is motivated by the need to adapt to psychological distress which results from the failure to achieve desired goals through conventional means. Accordingly, when pushes, or psychological impulses which compel an individual to engage in deviant behavior, and pulls, or the attraction of deviant opportunities, interact then motivation for deviance increases.  [7]  Deviance results from individuals motive to engage in deviant behavior being stronger than the motive not to amidst the existence of the opportunity to do so. Theoretical Foundations There are two primary types of theories to explain deviance: structural and processual. Structural theories are labeled sociological theories while processual ones are termed social psychological theories due to the differences in goals and scope.  [8]  Structural theories emphasize the relationship of deviant behavior to particular structural conditions within society and attempt to explain why deviance is higher in certain areas, such as those with lower socioeconomic status.  [9]  On the other hand, processual theories seek to describe the processes by which people engage in deviant behavior by attempting to explain the conditions which lead to the commission of deviant acts.  [10]  With respect to scope, structural theories address the epidemiology, or distribution in time and space of deviance and processual theories focus upon the etiology, or specific causes, of deviance.  [11]   Specific Theories of Deviance General Strain Theory (GST) GST addresses the interrelatedness of strain and its emotional response, individual coping mechanisms, and deviance.  [12]  As a theory it focuses not upon strain itself but upon individual responses to strain and seeks to identify those characteristics which enable non-deviant responses amid strain. Sharp, Brewster Love (2005) argue that certain types of strain create certain actions which influence delinquent behaviors. Anger, for example is an emotional response which has a high likelihood of encouraging deviant behavior. Therefore, where there is a strain-particularly one perceived as unfair-low social control creates pressure which, in turn, causes deviant behavior.  [13]  Research indicates that gender is a strong predictor of strain-induced deviance with males more overt in their responses than females who tend to internalize strain. GST has been used considerably in the study of juvenile deviance. Repeated exposure to stressful life experiences has been found to both escalate and accelerate juvenile delinquency and depending upon when during ones life-course trajectory the strain occurs different implications ensue. The literature suggests that involvement in delinquency begins to increase during early adolescence, peaking around age 16 and 17, and followed by a decline in such behavior.  [14]  Agnew (1997, 2006) claims that this life-course trajectory highlights that adolescence is a period of high transitions, that adolescents perceive their environment as negative more so than adults, and that there is an increased propensity for juveniles to react to adversity through deviant behavior.  [15]  The lack of useful coping mechanisms in juveniles makes it difficult to react to strain more effectively. Anomie Theory According to anomie theory-much like GST-deviance results from social disorganization in that elements in society promote deviant behavior by making such behavior a feasible adjustment to society. Where the earliest form of this theory hypothesized that anomie results from a failure to achieve positively-valued goals Agnew (2001) expanded upon this theory by including that anomie can also result when positive stimuli are removed and when negative stimuli are applied.  [16]  One criticism of anomie theory is that it assumes universality in what should be defined as deviant and how most individuals should behave; however, in reality, deviance is a relative concept so this universality is erroneous.  [17]   Labeling Theory Labeling theory presents an interactionist perspective to the study of deviant behavior by stressing the importance of the processes through which society labels a particular act as deviant and the subsequent negative social sanctions which influence the individual to engage in further deviance.  [18]  Becker (1973) claims that deviance is a consequence of the application by others of rules and sanctions to an offender.  [19]  Therefore, while the act or the person may not be inherently deviant, existing social controls create deviance by defining acts that the majority believes to be so and, consequently, labeling individuals who engage in such acts as deviant. This creates a self-fulfilling prophecy by amplifying the very phenomenon that it is intended to suppress.  [20]  Of primary importance is that subsequent events serve to reinforce the deviance because an individual internalizes the label attached to him by societys stigmatizing and creates secondary, or tertiary, deviance. The labeling itself serves to ensure that every society has a percentage of deviants which is critical to maintain the majority consensus.  [21]   Control Theory Control theory is similar to anomie and social disorganization theories to the degree that deviance results from the lack of social controls on individual restraint to engage in deviant behavior.  [22]  Durkheim (1933) asked why people conform to social norms instead of why they engage in deviant behavior. Under this theory it is assumed that everyone would engage in deviant behavior if given the chance, that a small amount of social controls will increase deviance, and that there exists a central value system which defines deviance in society.  [23]  There are four components of an individuals societal bond which serve to prevent deviance: attachment to specific groups through affection, respect, and socialization; commitment to accepting conforming behavior; involvement in non-delinquent behavior; and a belief in the dominant value system of any particular group.  [24]  When social bonds are reestablished or strengthened then the deviant behavior ceases. Accordingly, individuals who engage in deviant behavior do so due to low self-control. Under this theory low self-control is comprised of six personality traits: anger, impulsivity, preference for simple tasks, risk-seeking, being more physical than mental, and being self-centered.  [25]  Gottfredson Hirschis (1990) self-control theory asserts that inadequate child-rearing results in lowered self-control which facilitates a predisposition to engage in deviant behavior.  [26]  They also claim that individuals who engage in one type of deviant act will commit other deviant acts. Learning or Socialization Theory These theories suggest that deviance is a learned behavior similar to how non-deviant individuals learn conforming behavior. By attempting to distinguish variations in behaviors theorists assume that differences in rates of deviance among various groups can be determined. One of the most widely-cited learning theories is Sutherlands (1947) differential association theory which postulates that deviant behavior results from normative conflicts in neighborhood structures, peer group relationships, and the organization of family in society.  [27]  The fundamental tenets of Sutherlands theory are that criminal behavior is learned, that learning is a result of personal interaction, that primary learning occurs in intimate group settings, that people learn that socially-normative attitudes are either favorable or not, that deviant behavior results when conditions favorable to deviance exceed those unfavorable to violating the law, and that deviant behavior cannot be explained by general needs and values.  [28]  Accordingly, an individual learns various motives which are favorable to engaging in deviant behaviors as well as rationalizations and techniques for achieving them. While the behavior may be defined as deviant to the rest of society, within a particular individuals in-group the behavior may adhere to the groups norms. Akers (1985, 1989) expanded upon Sutherlands work by adding that deviance results when a person learns definitions that portray some conduct as a desirable, even though deviant, action.  [29]  If an individual is rewarded for a deviant act by his in-group then he becomes socialized to continue the behavior under the expectation of similar positive experiences for subsequent acts. Other Theories Deterrence theory asks whether the expectation of certain, severe, and swift punishment for engaging in deviant behavior would deter such behavior.  [30]  Rational choice theory addresses an individuals anticipated cost-benefit ratio of acting on deviant impulses. A greater expected or perceived benefit increases the likelihood that the individual will commit the act. Finally, conflict theory asserts that the development of formal social controls and laws are legitimized by the more powerful societal groups.  [31]   Conclusion The wide variation of social psychological theories of deviant behavior seeks to answer why individuals become motivated to engage in deviant behavior, how behaviors and attitudes are defined as deviant, what factors facilitate deviant behavior, why some deviant behavior is escalated, and what consequences exist.  [32]  Despite the number and variety of theories of deviance the commonality is that this concept is a socially-defined construct utilized to maintain a societys normative values. The disparities in definitions of deviance among societies make it difficult to establish an all-encompassing theory to explain the existence of deviant behavior in contemporary society.

The role of Women in Greece :: essays research papers

Greek women, as depicted as in their history and literature, endure many hardships and struggle to establish a meaningful status in their society. In the Odyssey, Penelope’s only role in the epic is to support Odysseus and remain loyal to him. She is at home and struggles to keep her family intact while Odysseus is away trying to return to his native land. The cultural role of women is depicted as being supportive of man and nothing more. Yet what women in ancient Greece did long ago was by far more impressive than what men did. Unfortunately though, they were still placed at a level that was below man because he is depicted as being the root of the family. This fact not only holds true for The Odyssey but in the ancient Greek way of life, too. For example, women did not have such a meaningful role in Greek drama as the men did. The parts of women would be played by men in the majority of the plays. The reason this took place was because all of the playwrights were men. There were cases in which women were used in plays but they were used solely as models. Nonetheless, all of the types of women that lived in ancient Greece were depicted in all of the playwrights. The women in these plays were depicted by the role of a sinner, saint, poetess, coward, heroine, and many more. This was purposefully done in an attempt to make the audience relate to a certain character. In doing so, they could imagine that they were indeed a part of the play to some extent. As a result, these characters have significant religious meanings and serve as a form of inspiration to other women. This would mainly apply to those women who were in attendance. This would include women of all classes that simply wanted to watch a play.   Ã‚  Ã‚  Ã‚  Ã‚  Their limitations amongst society can also be noticed by the amount of education that they are entitled to. Plato’s Republic mentions how the role of women is determined by the status of their spouse. For instance, if a woman were to be the wife of a guard, then she would be expected to live at the level of that status, too. She is expected to be able to contribute to society a great deal more rather than stay at home and take care of her children and household.

A Worn Path Short Story Research Paper Essay

Many obstacles can be taken when one desired the most is at risk. Phoenix Jackson is an old woman who has the right intentions, but meets many conflicts on the way. In the short story, â€Å"A Worn Path†, Eudora Welty predicts that one never knows where a path will end up leading them through conflict and symbolism. Phoenix Jackson warns that one never knows where a path will end up leading to. In the short story â€Å"a Worn Path†, Phoenix Jackson goes through many obstacles on the path to find medicine for her â€Å"grandson† (Welty). Phoenix is on a mission to retrieve treatment for her grandson. She is willing to face anything that gets in the way of her path leading to her destination. As Phoenix faces her journey she will reach conflicts beyond the way. While on the path to complete her mission phoenix stumbles upon many conflicts. In the short story â€Å"a Worn Path†, Phoenix comes encounter with intimidation of a â€Å"young hunter† in the woods (Heller). The hunter tests the old lady of weakness as he boasts of himself throughout the scavenged woods. Although the hunter has a gun with any possible chance to use it on Phoenix, she resembles courage upon the conflict for going about her business and continuing about her quest. In the short story â€Å"a Worn Path†, old woman Phoenix struggled up a hill â€Å"extricate[ed] herself from a thorn bush†, and crossed a log over a creek (Piwinski). As the woman struggles to get out of the bush she chooses to not give up and continue forward her path. The woods may have brought conflict and obstacles to Phoenix, but that won’t stop her from reaching the end of her journey.

The Unfortunate Dys

The Unfortunate Dys The Unfortunate Dys The Unfortunate Dys By Sharon The prefix dys- derives from the Greek and has a number of unfavourable meanings. In Greek, using this prefix denoted the opposite of anything that was easy, favourable or fortunate, according to the Oxford Dictionary of Etymology. Connotations include: impaired, defective, difficult, slow, wrong, ill, harsh, disordered and bad. There are a number of common words which use this prefix: dyscalculia: difficulty in solving mathematical problems dysentery: an intestinal disorder dysfunction: abnormal or impaired function; hence, dysfunctional dysgraphia: inability to write correctly because of impairment in brain function dyskinesia: impairment of the the ability to make voluntary movements dyslexia: difficulty with processing written language, resulting in reading and spelling difficulties A longer list is available on the WordQuests site. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Punctuating â€Å"So† at the Beginning of a SentenceBroadcast vs Broadcasted as Past Form10 Varieties of Syntax to Improve Your Writing