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The impact of Imam Ghazali and Ibn-e-khuldun is still visible in our present day education system

AIOU Solved Assignments Cost Accounting 444 Autumn 2022
AIOU Solved Assignments Cost Accounting 444 Autumn 2022

The impact of Imam Ghazali and Ibn-e-khuldun is still visible in our present day education system

Question:

The impact of Imam Ghazali and Ibn-e-khuldun is still visible in our present day education system. Discuss it with real life examples.

Answer:

Imam Ghazali and Ibn-e-Khuldun are Muslim philosophers.

IMAM GHAZALI:

Abu Hamid Al-Ghazzali is one of the most important Muslim scholars of Islamic thought. He was a philosopher, a legal scholar, thinker. Imam Ghazali was an expert in the field of fiqh al-Syafii’ and Kalam al-Asy’ari. Imam Ghazali was remained a teacher at University of Nidzamiyah in Baghdad.

Al-Ghazali’s philosophy of education is based upon Islamic perspective on education.For Al-Ghazali, the aim of education is to care or protect the  human beings so that they abide by the teachings of religion and hence forward will be rewarded in the life. Children learn from society and from their surrounding environment. These elements play vital the development of their behaviors and personality. The children are also learn more from being under the influence of their families, their customs, traditions, language and religious traditions. Therefore, children’s education is the major responsibility of parents. This responsibility is also shared by the teachers.Because teachers are also play an important role in the development of children. A good brought up will result in a good character and help to live a good life; while, a bad brought up will spoil the character and life of children and then  it will be difficult to bring them back to the right path. Therefore, it is necessary to understand the significant characteristics, thoughts needs of the children. Al-Ghazali emphasized on early childhood education. He stressed that parents should observe their children’s education since birth. According to Al-Ghazali, children are the responsibilities of their parents. If they brought up of children is in a good manners and in a good environment, they will become good human beings. On the other hand, if children are exposed to bad behavior.

Al-Ghazali emphasized to reward children. He explained that when children demonstrate good manners, they should be rewarded and praised so that they would become happy and their performance also gets better. Moreover, when children accidentally commit mistakes, parents should pretend as if they have not notice the mistake and do not ever embarrass them by telling other people about the mistakes done. However, if children repeat the same mistake for the second time, parents should talk to them discreetly and tell them that they should not do such things.

At elementary stage, children must be trained to be obedient to their parents, teachers, and elders. They must also behave well towards their fellow students. Attention must also be paid on their company as it affects their character and behavior. Therefore, they must advise to have intelligent and truthful friends.

. Teachers must also play their role and concentrate on the religious education. children must also be taught everything they need to know about the precepts of religious law. Al Ghazali said that teachers should consider the differences in ability and character among students, and deal with everyone appropriately.

Classification of sciences:

Al-Ghazali has described following classifications of sciences according to:

  1. Classification according to ‘nature’
  2. . practical (politics, home economics and ethics),
  3. Classification according to their ‘origin’
  4. theoretical (religious and theological)

Al-Ghazali divides the philosophical sciences into six categories:

  1. logic
  2. Natural sciences,
  3. Mathematics,
  4. Politics
  5. Metaphysics

IBNE-KHULDUN :

Ibne Khaldun was a great Muslim philosopher of history and the first social scientist. Ibn e Khaldun has made three most significant contributions to social sciences. He obtained his basic education from his father who was a renowned scholar. He was keenly interested in tradition, grammer, poetry, language and law. He also studied Philosophy, theology, logic, and other many Islamic subjects. He learnt Quran by heart. Ibn e Khaldun was an expert in fiqh, nahu, hadith, poetry and philosophy. Ibne Khaldun had described the educational process in the perspective of the development of society. He illustrated his theory of education in the framework of Islamic society and pay more attention on the education from a religious and ethical point of view . The Muqaddima contains a systematic treatment of philosophy of history. Besides this it contains his views on the aspects of state, society and education.

According to Ibne Khuldun,:

“ thinking ability is human beings’ special gift of God”

The faculty of reflective thinking is the source of knowledge. It distinguishes man from

animals. It is of three types:

  1. Discerning intelligence
  2. Experimental intelligence
  3. Speculative intelligence

Ibne Khaldun believed that the attainment of knowledge was the natural need of human beings because they provide the power of reasoning and thinking. He believed that reality should be known by realisation instead of thinking effort as believed by philosophers. Therefore for Muslims the first condition for knowing the reality is the Quran and the Prophet Muhammad (P.B.U.H). The aim of education for Ibne Khalun is to make Muslims firm believers in God through the study of Quran and religious sciences. Knowledge of God and faith in Islamic laws will make Muslims know the reality which in turn will lead to good action and good character. Ibne Khaldun had described that children should not be taught in difficult manners. Ibne Khaldun had emphasized that children drill method and teaching aids must be used to make children learn.

According to Ibne Khaldun instruction must be started with calculation, because it is usually concerned with simple knowledge and systematic proofs. Moreover, calculation has a sound basis and requires self-discipline, soundness.

Ibne Khaldun dividing sciences into two categories:

  1. Primary sciences
  2. Secondary sciences

Compare the perspectives of Greek and Western philosophers on education

AIOU Solved Assignments Cost Accounting 444 Autumn 2022
AIOU Solved Assignments Cost Accounting 444 Autumn 2022

Compare the perspectives of Greek and Western philosophers on education

Question:

Compare the perspectives of Greek and Western philosophers on education.

Answer:

Greek and Western philosophers have different philosophies in education. Greek philosophers are:

  • Socrates
  • Aristotle
  • Plato

Western philosophers are as follows:

  • John Lock
  • John Dewey
  • Herbart

Greek philosophers

Different Greek philosophers are as follows:

Socrates: SOCRATES Born in Athens in 469 B.C. he was a great philosopher. Socrates was the son of poor parents. His father was a sculptor and his mother a midwife. His main topics of discussion were moral aims and ideals and virtues. His range of knowledge and discussion covered almost all aspects of life, theoretical as well as practical. He was not interested in the physical world. Socrates recognized the unscientific nature of the methods of the sophists, his own method was essentially systematic and founded on general principles.

Aristotle: he was born in 384 B.C in Stagira, a city of Greece, Aristotle had a silver spoon in his mouth right from his childhood. His father was the court physician. Aristotle entered the famous Academy of the great philosopher Plato at the early age of 17 years. He stayed there for almost 20 years as a student and a teacher. After the death of his master Plato, Aristotle left the academy and started traveling. He was called by king Philip to look after the education of his son Alexander the Great.

According to Aristotle, “what we meet first is pleased best, for which reasons children should be kept strangers everything” According to him there are two stages of education, from 7 years of age to puberty and from puberty to 21 years of age.

PLATO  Plato was born in 427 B.C  he was the son of noble parents. He first studied music, poetry, painting, and philosophy with other masters and became a pupil of Socrates in 407 B.C., remaining with him until the latter’s death. He founded a school in the groves of Academus, the Academy, where he taught mathematics and the different branches of philosophy, by means of connected lectures. The life of Plato can be divided into three ages.

  • first age he received the education
  • He lived with Socrates for eight years
  • received instruction and ideas in different fields of human

Aims of Plato is that man must have to remain active all the time and observe things around him. If the objects are beautiful then the child is automatically attracted to that object.

Western philosophers

JOHN LOCK: John Locke was born on 29 August 1632 at Wrington in the county of Somerset in the southwest of England. His father was a lawyer and small landowner. However, at the age of 15 in 1647, he was sent to Westminster School in London. He was a hardworking boy and in 1650 was elected to a King’s scholarship.

Locke’s purpose is to examine nature and human knowledge. He believed that it is important to know about children they’re thinking their mind their needs and all. According to Locke, food and dresses for children should be planned first.

JOHN DEWEY: John Dewey, greatest recognized as the most outstanding philosopher his country has yet produced, made significant contributions to virtually every field of philosophy as well as to such other areas of inquiry as education and psychology.

According to him, a reflective inquiry is most important to identify problems and provide solutions. Experience is also most important near Dewey such as the experience of nature.

HERBART: Herbart was born in 1776 in Germany. His parents were educated. Hence, the early education of Herbart was accomplished by his mother. This so much inspired child Herbart that he began to write about spiritual subjects from his early childhood. Herbart was the first person who combined Ethics with Psychology and gave rise to new educational science. With the help of Ethics, he formulated the aims of education with Psychology. he laid stress upon the methods of teaching. Herbart against the prevalent Faculty Psychology and, developing new psychological Ideology. Herbart had established that the mind is made up of three parts namely:

(1) Knowing

(2) Feeling

(3) Willing

Discuss in detail classical and modern philosophies in relation to education

Discuss in detail classical and modern philosophies in relation to education

AIOU Solved Assignments Cost Accounting 444 Autumn 2022
AIOU Solved Assignments Cost Accounting 444 Autumn 2022

Discuss in detail classical and modern philosophies in relation to education

Question:

Discuss in detail classical and modern philosophies in relation to education.

Answer:

in the philosophy of education, there are two types of classical and modern philosophies. These two are as follows:

  • Idealism
  • Realism

These two are explained below:

Idealism:

Idealism is a philosophical approach that has as its central belief that ideas are only based on true reality. In a search for truth, it is focused on conscious reasoning in the mind. Plato is the father of idealism, who exposed his views in his famous book about 400 years BC. He believed that there are two worlds:

  • The first is the spiritual or mental world, which is eternal.
  • The second is the world of appearance, which is external

Example:

Idealists have high expectations of the teacher. It is believed that students should be taught how to think in school. The teacher passes on knowledge to the students, and the students gain and adapt the knowledge and perform different actions. Idealists think the lecture is the most important method to deliver knowledge to students.

Types of Idealism:

There are three types of idealism. Which are as follows:

  • Self-realization
  • Subjective idealism
  • Phenomenalism

 Self-realization according to idealists the aim of education is self-realization. This is the individualist aim of education emphasized by the idealist. It requires the development of willpower.

Subjective Idealism It is termed subjective since it holds that all objects of knowledge are subjective in as much that they depend upon the mind. It is equivalent to a conceptual theory since it also holds the universe. Anything which cannot be the subject of mind cannot exist.

Phenomenalism This particular form of idealism was propounded by Kant the German philosopher. Its first discovery concerned the limits of man’s knowledge, and it led him to the conclusion that the only knowledge that is possible to man is knowledge of the phenomenon. An object is just as it appears to be its phenomenal appearance. There is direct knowledge of the phenomenal object, and this knowledge depends upon the construction of the mind.

Realism:

“Realism means a belief or theory which looks upon the world as it seems to us to be a mere phenomenon”.

Realism is associated with the study of the world we live in. It is a philosophy away from the world of ideas or spiritual thinking. In Realism the word ‘real’ denotes actual or the existing thing around us. It indicates those things or events which exist in the world in its own right. It opposes the thing or event which is imaginary. This philosophy is also known as objectivism.

Realism and Aims of Education:

Realism explains the aims of education from different perspectives. Such as

Preparation for a Happy and Successful Life: The first and most important aim of realistic education is to prepare learners for led a happy and successful life. Following are activities for achieving happiness in life:

  • Social activities
  • Leisure activities
  • Religious activities
  • Vocational activities
  • Activities of mental health

Preparation for Practical Life: Realism is usually concerned with preparing students for the real and practical life of the material world which can be gained through senses.

Training of Senses: Realism believes that the fullest development of personality can be possible through proper training of senses. The learners will not have proper knowledge about the material world unless their senses are trained and improved properly.

Developing Physical and Mental Powers: The physical and mental powers are required for developing intelligence, discrimination, and judgments by which learners will be able to face the different challenges of life.

Developing Vocational Efficiency: Realism is in favor of developing vocational efficiencies among learners so that they can prepare themselves for fulfilling their livelihood demands.

Types of Realism

The main types of realism are the following:

  1. Naive realism. This is the common sense according to which objects are independent of mind whether they are known or not. Objects have their own qualities. Knowledge does not affect the object.
  2. Representationism. This theory is the product of Locke’s mind. It states that the object’s existence is independent of knowledge but metaphysical thought depends upon the mind. Primary, objective, individual and secondary qualities in the object.
  3. Neo-Realism. In this theory, it is believed that the total object is not the subject of knowledge but its aspects are, and they are independent of knowledge. The qualities of the object are it’s own and knowledge does not affect them. Knowledge of the aspects of an object is direct while logical entities are universal.

Distinguish among classical or a priori probability

Distinguish among classical or a priori probability

AIOU Solved Assignments Cost Accounting 444 Autumn 2022
AIOU Solved Assignments Cost Accounting 444 Autumn 2022

Distinguish among classical or a priori probability

(a) Distinguish among classical or a priori probability, relative frequency or a posteriori probability, axiomatic Probability and subjective or personal speak probability, what is the disadvantage of each? Why do we study probability theory?

(b) Describe the general procedure to testing for testing a hypothesis about a population parameter

(c) Differentiate between regression and correlation by giving example also describe the property of correlation coefficient

Answer:

(a)

  • Classic or prior probability:

Classical and prior probability means the number of favorable cases divided by a total number of equally likely mutually exclusive and exhaustive cases. It bases on theory, not on Experiment

P(A)= No.of favorable cases / Total  number of equally likely, mutually exclusive, and exhaustive case

Example:

Through a dice

S=1,2,3,4,5,6

P(1)=1/6

Disadvantage:

  • the event should be equally likely
  • If the total number of cases becomes infinite then it cannot be applied
  • Relative frequency or posterior probability

The relative frequency of an event is the ratio of the number of outcomes in which a specified event occurs to the total number of trials, not in a theoretical sample space but in an actual experiment. In a general sense, the empirical probability estimates probabilities from observation and experience.

Formula:

If all events are likely:

P(A)= No.Of successful trail  /Total no of trail

Disadvantage/limitation:

  • No experiment can perform infinite no of time therefore P(A) remain unknown
  • Axiomatic probability:

Let S be a sample space, let C be the class of all events, and let P be a real-valued function defined on C. Then P is called a probability function, and P(A) is called the probability of event A when the following axioms hold:

Axiom 1:  0<P(A) ≤ 1 for each event A in S.

Axiom 2: P(S) = 1.

Axiom 3: If A and B are mutually exclusive events in S, then P(AUB) = P(A) + P(B).

  • Personal & subjective probability:

as its name describe a subjective or personal probability means someone’s personal judgment about whether a specific outcome is likely to occur

for example a forecaster forecast about the weather that tomorrow has a 60% chance of rain. Subjective Probability is not dependent on past experience it only depends on our personal judgment

Disadvantage:

  • Less Appropriation: It does not base on the experiment or observation its just and guess or an idea so it may be wrong

(b)

  • Hypothesis testing is a scientific process of testing whether or not the hypothesis is plausible.  The following steps are involved in hypothesis testing:
  • The first steps first step is for the analyst to state the two hypotheses so that only one can be right.
  • The second step next step is to formulate an analysis plan, which outlines how the data will be evaluated.
  • The third step is to carry out the plan and physically analyze the sample data.
  • The fourth step The fourth and final step is to analyze the results and either reject the null hypothesis, or state that the null hypothesis is plausible, given the data.
  • The fifth step is to draw a conclusion about the data and interpret the results obtained from There are basically three approaches to hypothesis testing. The researcher should note that all three approaches require different subject criteria and objective statistics, but all three approaches give the same conclusion.

(c)

COMPARISON CORRELATION REGRESSION
definition the degree and direction of the relationship between variables is called correlation It is the technique to investigate the dependencies of a variable on one or more variables for prediction and estimation
Usage To represent the linear relationship between two variables. To fit the best line and estimate one variable on the basis of another variable.
Dependent and Independent variables Both variables are the same Both variables are different.
Indicates The correlation coefficient shows the extent to which two variables move together. Regression indicates the impact of a unit change in the known variable (x) on the estimated variable (y).
Objective To find a numerical value expressing the relationship between variables. To estimate values of random variables on the basis of the values of the fixed variables.
Data representation In single point Represented by line

 

Property of Regression coefficient:

  • the geometric mean of two regression coefficients is equal to correlation Coefficient
  • two regression coefficients have the same sign
  • regression Coefficient is independent of origin but not scale
  • if one of regression Coefficients is greater than one then the other must be less than 1

Property of correlation coefficient

For variables x and y:

  • r is symmetrical with respect to the variable
  • r is a covariance of the value of the two variables measured in standard units
  • the magnitude of R is independent of change of origin and scale
  • r always lie between -1 and + 1
  • r is the charge metric mean of two regression coefficient

What is statistical error why does it differ from the mistake

AIOU Solved Assignments Cost Accounting 444 Autumn 2022
AIOU Solved Assignments Cost Accounting 444 Autumn 2022

What is statistical error why does it differ from the mistake

  • What is statistical error why does it differ from mistake explain the difference between absolute and relative error?
  • What is a different step of data presentation explain it in detail?
  • What are the principal criteria for a satisfactory average state giving reason to the circumstances in which it would be preferable to use mean the mode the median the geometric mean the harmonic mean?

Answer:

The difference between the actual value of the figure and its estimated value is called statistical error in the words of Professor Connor in a statistical sense “error means and the difference between the approximate value and true for ideal value accurate determination of which is not possible”

Example:

if a factory or office contains 125 employees but in round figure, it is written in 134  then the difference is called statistical error.

There is a big difference between statistical error and mistakes:

  • The difference between the real value and estimated value or we can say the difference between the real value and true value created error but the wrong statistical method used in research or we calculated in a wrong way that is called a mistake in stats
  • The error occurs at the time of collecting data analyzing in or at the time of interpretations but mistakes can be done at any level of research
  • We cannot stop errors because it is almost impossible but we can stop making mistakes in research by using the correct method.

Difference between Absolute & Relative Error:

Absolute Error Relative Error
The Numerical difference between measure value and actual value called Absolute Error

Formula:

Absolute Error =Measured value –actual value

When an absolute error is divided by  the true or actual value called Relative Error

Formula:

Relative Error=Absolute Error/Actual value

 

What is a different step of data presentation explain it in detail?

An easy way to find that it is a collection of raw facts and figures. This is the following step to present data

  • Collect the correct data
  • Present the data in such a way that it can attract The Reader mind at the first sight
  • That I should be concise but it contains all the possible details
  • After the data is organized the next steps to put the data in an attractive form
  • There Is 3 basic way to present the data in statistics
  1. Textual method
  2. tabulation
  3. chart and diagrams

Tabulation:

As its name defines its meaning. the Symmetric arrangement of the data in rows and columns means the presentation of data in a table is called the tabulations table containing row and column each row and column creating a cell. The statistical table contains at least four parts

  • Title
  • Stub
  • Box head
  • Body of table

The main purpose of tabulation in statistics is to present the data in an effective way so that the reader can read it easily understand it quickly

Graphs and diagrams:

Diagrammatic and graphical representation is a pictorial representation of data

  • graphics are useful for checking assumptions made about the data
  • Graphs often suggest the form of the statistical analysis to be carried out
  • the graphic gives a visual representation of the data which are easily understandable
  • graphics represent the drawing of unknown interesting data in form of an attractive picture

What are the principal criteria for a satisfactory average state giving reason to the circumstances in which it would be preferable to use mean the mode the median the geometric mean the harmonic mean?

We define average as a single value that represents the whole set of data

The principal criteria for a satisfactory average are as follows

  • it should be easy to calculate and simple understand
  • it should be clearly defined by mathematical formulas
  • it should not be affected by extreme values
  • it should be based on all the observations
  • it should be capable of the mathematical treatment
  • it should have simple stability

The Mean:

Arithmetic means are some of the values divided by the number of the value

  • it is well define
  • it is easy to calculate and simple to understand
  • it is based on all the observation
  • it has sampling stability
  • It is capable of further mathematical treatment

But there are some disadvantages of arithmetic means

  • Is generally affected by Extreme values
  • It is not suitable for open-end classes
  • It is not suitable for qualitative data
  • it is not suitable for highly secured distribution

The Median:

The median and average find the middle number in a given sequence of the number

  • it is suitable for qualitative data
  • it is suitable for skewed distribution
  • it is suitable for open classes

But it also has some disadvantages

  • it is not well defined
  • it is not capable of the method mathematical treatments
  • it is not based on all observation

The mode:

It is described as a more common number in the data set

The circumstances in which we use the mode

  • is it is very quick to find
  • it can be formed even the data is qualitative
  • it is not affected by Extreme values means we can use extreme values

There are some demerits of mode

  • It is not well defined it may not exist in many classes
  • it is suitable to measure in the case of a small sample
  • it is not unique

The geometric mean:

  • It is not suitable for qualitative data
  • it is not suitable for open classes
  • it becomes zero if any observation 0
  • it is no it is easy to calculate
  • it is not simple to understand
  • it becomes imaginary if any value in the data is negative

The Harmonic mean:

  • it cannot be calculated if any of the observation is zero
  • it gives less weight to a large value and more weight to a small value
  • it is not suitable for qualitative data
  • it is not suitable proper in classes

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Changing Patterns of Socialization in Pakistan

AIOU Solved Assignments Cost Accounting 444 Autumn 2022
AIOU Solved Assignments Cost Accounting 444 Autumn 2022

Changing Patterns of Socialization in Pakistan

Changing Patterns of Socialization in Pakistan.

There is a reason why agents of conservatism are often called ‘reactionaries’. More often than not, their opposition to progress and reform does not come from a position of strength and is instead rooted in deep insecurities and fears about change. When religious extremists threaten their opponents with death and hellfire, and trolls on social media cry treason every time their nationalist narrative is challenged, they resort to vituperation and violence precisely because they sense the ground is shifting beneath their feet. Those with unquestioned dominance can afford to ignore and dismiss their opponents; it is fearful and the uncertain who lash out at the smallest provocation, desperately clinging to the last vestiges of their power.

There are subtle changes happening in Pakistan, many of which continue to fly under the radar but which may, over time, have tectonic implications for society in this country. Take, for example, the emerging consensus that, after years of inertia, poverty levels in Pakistan are finally starting to drop. There are numerous indicators that point towards this development, such as rising incomes and increased use of household appliances, and while poverty and inequality are still widespread progress seems to be being made. Perhaps more significantly, Pakistan’s mythical middle class also appears to be growing, fuelling increases in consumption across the countries towns and cities.

How and why this is being achieved remains a mystery. While Pakistan has experienced moderate levels of economic growth over the past decade, the mechanisms through which this has translated into poverty reduction are not immediately clear given the often anarchic and confused approach taken to policy formulation and implementation in the country. Putting this question aside, however, it is clear that these economic changes have the potential to fundamentally alter Pakistan’s social landscape. Rising incomes will inevitably mean higher levels of education, diversification of skills and occupations, greater social and geographical mobility, and the cultivation of wider tastes and interests. At a time when the Internet and media are facilitating ever greater exposure to the world, it can no longer be assumed that the values and traditions of the past will be unquestioningly carried forward by the young.

That these changes are taking place can arguably be demonstrated by looking at developments in marketing. Take any mass-market product targeting young people, such as soft drinks or packages for mobile phones. What you quickly discover is that, almost without exception, these goods project an aura that is radically divergent from the mainstream narrative that suggests Pakistani society is inherently conservative; on billboards and television screens, there is a constant deluge of young people partying, with men and women mixing and having fun, wearing Western clothes and shattering society’s traditional boundaries. Advertising has always had an aspirational element, but the very fact that millions of rupees are spent on selling this particular lifestyle suggests it has an appeal that is not entirely manufactured. Unless these marketing campaigns are entirely wrongheaded and misguided, it seems clear that there are lots of young people who desire to lead lives vastly different from those society expects them to adhere to.

There is obviously some cognitive dissonance at work here. Many of the young people who yearn to emulate what they see on television might, at the same time, take to social media to castigate women who refuse to conform to traditional gender roles. Some might even find the entire discourse to be repellant, turning towards religion and tradition as a means through which to make sense of an increasingly fragmented and chaotic world. But it is precisely these contradictions, this emergent clash between the old and the new, that have the potential to generate new ideas and ways of life. Far from being moribund and stagnant, Pakistan may be entering a new phase of social ferment.

It would be a mistake to fall into the trap of uncritically endorsing the ‘modernization’ thesis, which has long assumed that economic development and material progress are inextricably linked to social and political changes including democratization, secularisation, a decline in societal conflict, and the spread of more moderate political views. After all, modernization is often accompanied by tremendous costs – ranging from social and economic dislocation to environmental degradation – and the upsurge in support for populist demagogues and unabashed fascists parading as anti-establishment insurgents should demonstrate how the correlation between ‘development’, moderation, and enlightenment is fragile at best. As is always the case, it is the mix of institutional interventions and policy changes that matters more than the outcomes that are generated; economic growth can be achieved in a variety of ways, but a type that promotes inequality will obviously have effects that are different from a variant that emphasizes inclusion and redistribution.

Nonetheless, there is something to be said about how these large-scale processes of economic and social change cause all that is solid to melt into the air. It would be extremely naïve, and perhaps even dangerous, to blithely assume Pakistan is a society in which the custodians of parochial tradition have no power, but it would also be misleading to suggest their position is uncontested. It would also be inaccurate to believe that Pakistan’s little bubbles of elite, liberal privilege are the only carriers of progressive change in the country. As more and more women enter the public sphere to learn and to work, as the number of protestors coming together to demand freedom of expression grows, as the transgender community becomes more assertive in its demands for rights and recognition, as students and activists come together to hold seminars and study groups, as retail outlets crop up selling increasingly ‘modern’ fashions and products, and as received truths are increasingly upended by alternative ideas and viewpoints, it is only a matter of time before these incremental changes aggregate into broader processes of social transformation. Pakistan’s conservative reactionaries have good reason to be worried; they may continue to win their battles today, but triumph in the long war is far from guaranteed.

Conformity and Deviance

Conformity and deviance are two responses to real or imagined pressures from others. Conformity means going along with one’s peers—individuals of a person’s own status. A recruit entering military service will typically conform to the habits and language of other recruits. Conformity is opposite to social deviance which implies obedience to the norms that make a person acceptable in a particular society, group, or social setting. The concept of conformity was also used by Robert Merton (1957) to refer to the acceptance of cultural goals and the legitimate or approved means of achieving them. In his scheme of adapta­tions to the goals and means, only conformity to both indicates non-deviance.

Deviance is a behavior that violates the standards of conduct or expecta­tions or social norms of a group or society. Alcoholics, gamblers, sex deviants, drug addicts, or latecomers in the class are all classified as deviants or deviant acts.

Deviance involves the violation of group norms. It is a very compre­hensive concept that includes not only criminal behavior but also many actions not subject to prosecution. Standards of deviance vary from group to group and also vary over time. Moreover, deviance can be understood within its social context.

A society must have social order if it is to function smoothly. But no society succeeds in getting all its members to behave as expected all the time. When a person fails to conform to the social norms of society, social deviation arises. If societies are to survive, they must have ways of making people conform to social norms.

This situation gives rise to different types of controls—planned and unplanned or persuasive and coercive. Control works on two levels internal and external. Internal controls are those that exist inside individuals. It is sometimes referred to as self-control. It differs from social control. Self-control works from within while social control is from without.

What do you understand about the criminal justice system?

AIOU Solved Assignments Cost Accounting 444 Autumn 2022
AIOU Solved Assignments Cost Accounting 444 Autumn 2022

What do you understand about the criminal justice system?

What do you understand about the criminal justice system?

How does sociology explain the deviant behavior of individuals in society?

The criminal justice system is the set of laws and principles which are applied to convicted ones on their transgressions. It is one of the most important ingredients of any society in the world. It describes the offenses, punishments, procedures, and ways to punish those who violate the laws of society.

The criminal justice system in a country comprises the legislature, the enforcement agencies, the courts, and correctional services. Its basic objective is to provide protection to the life and property of citizens and to ensure order in society. It has three main phases; investigation by police, trial by Courts, and execution by jail authorities. It stands upon three pillars: investigation, prosecution, and trial.

The criminal justice system has many aims and objectives. It mainly aims at enforcing the criminal law, protecting the public by preventing and deterring crime, advising people how to avoid victimization, and, finally, an efficient and fair application of the law, ensuring the proper treatment of suspects, defendants, and those in custody. Above all, the prime objective of the criminal justice system is to ensure that the innocent are acquitted and that the guilty are punished; respecting the basic theme of criminal jurisprudence that no offense should go unpunished and no innocent should go to jail. We may safely say that the three main components of the criminal justice system are police, prosecution, and courts.

PILLARS

The entire criminal justice system in Pakistan is aimed at the judicial dispensation of criminal justice. It stands on three pillars:

The investigation, prosecution, and trial.

Only by the appropriate and balanced working of these pillars and within the respective domain can the effective and smooth functioning of the system be possible.

ADVERSARIAL SYSTEM

The Courts in Pakistan work under. Under this system, the job of the Courts is only to decide whether the person accused of an offense is guilty or not. For instance, if a Court comes to conclude that a certain offense has been committed but the accused alleged of having committed so, does not prove to be the offender beyond a reasonable doubt, it is not for the Court to find the real culprit. The duty shall lie on the police or the complainant as the case may be.

In adversarial proceedings, the parties play a dominant role. The onus of preparations of the proceedings is on the parties, and, the judge plays a passive role and functions like an umpire. As stated above, there are three main components of the criminal justice system are;

  1. Police
  2. Prosecution
  3. Courts
  4. Police

In this system, the investigation is undertaken by the police. It is believed that the police have a tendency to become psychologically committed to bringing home the guilt of their chosen suspect. In Lal Khan Versus SHO, Police Station Kotwali, Jhang, Lahore High Court stated the job of investigation is to

– spot inspection,
– ascertain facts and circumstances touching the offense under investigation,
– collect evidence and

Prosecution

The prosecution is the agency that plays an intermediary role between the judiciary and the police. It is they who take the police”s case forward to the courts.

As interpreted by courts, the job of prosecution is to:

– thoroughly scrutinize challans in connection with the arrest of the offenders,
– present the prosecution case in the Court,
– contest the claims of defense and ensure the observance of the provisions of law,
– guide the Investigation Officer to remove lacunas left, if any, during an investigation.2

Court

The criminal court is the core of the criminal justice system. It preserves the “due process of law” throughout the arrest-to-release procedures in criminal justice. The job of the Court is to:

– initiate proceedings after a charge have been drawn up,
– give full information to the accused as to the offense he is charged with,
– convict the accused if his guilt is proven and acquit him if any reasonable doubt is created.

The legal basis of the criminal justice system of Pakistan includes the Criminal Procedure Act of 1898 and Pakistan Penal Code 1860 (PPC) which lay out the foundations, procedures, and functions of all components of the system starting from reporting of the case to police, its trial by courts, appeals, and correction at jails.

The CrPC is the procedural law providing the mechanism to be followed in every investigation, inquiry, and trial for every offense under the PPC or other substantive criminal law. It is divided into three stages: investigation, inquiry, and trial.

The investigation includes

All the proceedings under the Code for the collection of evidence by a police officer or by any person (other than a Magistrate), who is authorized by a Magistrate in this behalf.4
Inquiry

Consists of satisfaction of the facts a Magistrate either on receiving a police report or upon a complaint by any other person.5
Trial

Refers to a judicial proceeding that ends in conviction or acquittal.

There are many cardinal principles of the administration of criminal justice that have been laid down by the higher courts through their judgments pronounced from time to time for the guidance of the subordinate courts. A few of them are given below:

  1. The prosecution has to succeed on its own merits. It has to prove the case against the accused beyond a reasonable doubt if any dent is created by the defense, it is to be resolved in favor of the accused.
  2. It is a cardinal rule of criminal law that an accused is presumed to be innocent until the prosecution proves its case against him beyond the shadow of reasonable doubt. If the prosecution fails in its duty, which never shifts to the defense, the accused is entitled to benefit of the doubt.
  3. Accused has no vested right to be tried by a particular Court. If the bare reading of allegations leveled against him, prima facie make out a case to be tried by a Special Court to which it is sought to be transferred, then no exception can be taken to it. Any other interpretation would lead to an anomalous situation and would result in parallel proceedings.
  4. While deciding a criminal matter it is the quality and not quantity of the evidence which matters.
  5. Each criminal case would stand on its own footing. Facts and circumstances in one case could not be quite similar or on all fours towards the other.

Critically analyze social stratification and inequality

AIOU Solved Assignments Cost Accounting 444 Autumn 2022
AIOU Solved Assignments Cost Accounting 444 Autumn 2022

Critically analyze social stratification and inequality

Critically analyze social stratification and inequality. Exemplify by keeping in view Pakistani societal structure.

Social stratification is a system of ranking individuals and groups within societies. It refers to a society’s ranking of its people into socioeconomic tiers based on factors like wealth, income, race, education, and power. You may remember the word “stratification” from geology class. The distinct horizontal layers found in the rock called “strata,” are an illustrative way to visualize the social structure. Society’s layers are made of people, and society’s resources are distributed unevenly throughout the layers. Social stratification has been a part of all societies dating from the agricultural revolution, which took place in various parts of the world between 7,000-10,000 BCE. Unlike relatively even strata in rock, though, there are not equal numbers of people in each layer of society. There are typically very few at the top and a great many at the bottom, with some variously populated layers in the middle.

Social inequality is the state of unequal distribution of valued goods and opportunities. All societies today have social inequality. Examining social stratification requires a macro-sociological perspective in order to view societal systems that make inequalities visible. Although individuals may support or fight inequalities, social stratification is created and supported by society as a whole through values and norms and consistently durable systems of stratification.

Most of us are accustomed to thinking of stratification as economic inequality. For example, we can compare wages in the United States to wages in Mexico. Social inequality, however, is just as harmful as an economic discrepancy. Prejudice and discrimination—whether against a certain race, ethnicity, religion, or the like—can become a causal factor by creating and aggravating conditions of economic inequality, both within and between nations.

Gender inequality is another global concern. Consider the controversy surrounding female circumcision (also known as female genital mutilation or FGM). Nations favoring this practice, often through systems of patriarchal authority, defend it as a longstanding cultural tradition among certain tribes and argue that the West shouldn’t interfere. Western nations, however, decry the practice and are working to expose and stop it.

Inequalities based on sexual orientation and gender identity exist around the globe. According to Amnesty International, a range of crimes are commonly committed against individuals who do not conform to traditional gender roles or sexual orientations. From culturally sanctioned rape to state-sanctioned executions, the abuses are serious. These legalized and culturally accepted forms of prejudice, discrimination, and punishment exist everywhere—from the United States to Somalia to Tibet—restricting the freedom of individuals and often putting their lives at risk.

For centuries, sociologists have analyzed social stratification, its root causes, and its effects on society. Theorists Karl Marx and Max Weber disagreed about the nature of the class, in particular. Other sociologists applied traditional frameworks to stratification.

Karl Marx based his conflict theory on the idea that modern society has only two classes of people: the bourgeoisie and the proletariat. The Bourgeoisie are the owners of the means of production: the factories, businesses, and equipment needed to produce wealth. The Proletariat is the workers.

According to Marx, the bourgeoisie in capitalist societies exploit workers. The owners pay them enough to afford food and a place to live, and the workers, who do not realize they are being exploited, have a false consciousness, or a mistaken sense, that they are well off. They think they can count on their capitalist bosses to do what is best for them.

Marx foresaw a workers’ revolution. As the rich grew richer, Marx hypothesized that workers would develop true class consciousness or a sense of shared identity based on their common experience of exploitation by the bourgeoisie. The workers would unite and rise up in a global revolution. Once the dust settled after the revolution, the workers would then own the means of production, and the world would become communist. No one stratum would control access to wealth. Everything would be owned equally by everyone.

Marx’s vision did not come true. As societies modernized and grew larger, the working classes became more educated, acquiring specific job skills and achieving the kind of financial well-being that Marx never thought possible. Instead of increased exploitation, they came under the protection of unions and labor laws. Skilled factory workers and tradespeople eventually began to earn salaries that were similar to or in some instances greater than, their middle-class counterparts.

Max Weber

Max Weber took issue with Marx’s seemingly simplistic view of stratification. Weber argued that owning property, such as factories or equipment, is only part of what determines a person’s social class. Social class for Weber included power and prestige, in addition to property or wealth. People who run corporations without owning them still benefit from increased production and greater profits.

Prestige and Property

Weber argued that property can bring prestige since people tend to hold rich people in high regard. Prestige can also come from other sources, such as the athletic or intellectual ability. In those instances, prestige can lead to property, if people are willing to pay for access to prestige. For Weber, wealth and prestige are intertwined.

Power and Wealth

Weber believed that social class is also a result of power, which is merely the ability of an individual to get his or her way, despite opposition. Wealthy people tend to be more powerful than poor people, and power can come from an individual’s prestige.

Example: Arnold Schwarzenegger enjoyed prestige as a bodybuilder and as an actor, and he was also enormously wealthy. When he was elected governor of California in 2004, he became powerful as well.

Sociologists still consider a social class to be a grouping of people with similar levels of wealth, prestige, and power.

Davis and Moore: The Functionalist Perspective

Sociologists Kingsley Davis and Wilbert Moore believed that stratification serves an important function in society. In any society, a number of tasks must be accomplished. Some tasks, such as cleaning streets or serving coffee in a restaurant, are relatively simple. Other tasks, such as performing brain surgery or designing skyscrapers, are complicated and require more intelligence and training than simple tasks. Those who perform the difficult tasks are therefore entitled to more power, prestige, and money. Davis and Moore believed that an unequal distribution of society’s rewards is necessary to encourage people to take on the more complicated and important work that required many years of training. They believed that the rewards attached to a particular job reflect its importance to society.

Differentiate between social group and association

AIOU Solved Assignments Cost Accounting 444 Autumn 2022
AIOU Solved Assignments Cost Accounting 444 Autumn 2022

Differentiate between social group and association

Differentiate between social group and association.

What are the positive and negative aspects of group dynamics? Explain.                                         

The points of difference between social groups and associations are given below:-

1) Society is a system of social relationships whereas an association is a group of people.

2) Society is abstract. It cannot be seen or touched. But the association is concrete.

3) Society is natural, but associations are artificial. It is deliberately formed by the people for achievements of some definite interests.

4) Society may be organized or unorganized but the association must be organized.

5) Membership of the society is compulsory. Man cannot live without society. On the other hand, membership in an association is voluntary. The man many live without being a member of any association at all.

6) Society is marked by both co-operation and conflict whereas the association is based on co-operation alone.

7) Society is almost permanent. It will exist as long as man exists. But association may be transitory.

8) Society comprehends all conscious and unconscious relations. But the basis of the association consists of conscious feeling and thought.

9) The aim of society in general. It comes into existence for the general well-being of individuals. But the aim of the association is particular. An association is formed for the pursuit of some particular purpose or purpose.

10) Society is older than the association. It comes into existence since men appeared on the earth. But association arose at a later stage when people learned to organize themselves for the pursuit of some particular purpose.

11) Society is an end in itself. Association, on the other hand, is merely a means to an end.

Group leaders and team members can contribute to a negative group dynamic. Let’s look at some of the most common problems that can occur:

  • Weak leadership: when a team lacks a strong leader, a more dominant member of the group can often take charge. This can lead to a lack of direction, infighting, or a focus on the wrong priorities.
  • Excessive deference to authority: this can happen when people want to be seen to agree with a leader, and therefore hold back from expressing their own opinions.
  • Blocking: this happens when team members behave in a way that disrupts the flow of information in the group. People can adopt blocking roles such as:
  • The aggressor: this person often disagrees with others, or is inappropriately outspoken.
  • The negator: this group member is often critical of others’ ideas.
  • The withdrawer: this person doesn’t participate in the discussion.
  • The recognition seeker: this group member is boastful, or dominates the session.
  • The joker: this person introduces humor at inappropriate times.
  • Groupthinkthis happens when people place a desire for consensus above their desire to reach the right decision. This prevents people from fully exploring alternative solutions.
  • Freeriding: here, some group members take it easy, and leave their colleagues to do all the work. Free riders may work hard on their own, but limit their contributions in group situations; this is known as “social loafing.”
  • Evaluation apprehension: team members’ perceptions can also create a negative group dynamic. Evaluation apprehension happens when people feel that they are being judged excessively harshly by other group members, and they hold back their opinions as a result.