_I TABLE OF CONTENTS
-
-I MODULE 01 - POPULATION STUDIES
-I LESSON #
PAGE
-l 01 What is DemograPhY
.02
...
How Population Differs Between Developed and Dev6loping
I
06
Theory
The Demographic Transition
16
iI
I
-t 09
10
Caribbean Population Growth Rate -
Population Fyramid
Lt+
2()
35
\
I
I MODULE 02 - SOCIAL ORDER, SOCIAL CONTROL AND DEVIANCE
LESSON #
;
41
14 What is Deviance
I 15
16
The Functionalist Perspective on Deviance ' '. ..
The Conflict Perspective ...
44
+t
49
l7 The Interactionist Perspective on Deviance .....
l,
ll 18 What is Official Punishment ......
54
J -fut .".:
MODULE 03 _ SOCIAL DEVELOPMENT AND POVERTY
LESSON #
23 The ModemizationTheory 6q
2s The GlobalizationTheory 75
26 What is Industrialization 7 6
27 What is Bureaucracy ... ffi
28 The Problem in Defining PovertY 82'
29 The Culture of Poverty Approach on the Causes and Persistence
of Poverty .. . ' .: .
\.'" " 85
30 Socio-economic Conditions that lead to Poverty sq
APPENDIX
2007 PastPaper 02 .... e+
2008 Past Paper 02 ....
qb
1 - d J qq
2oq ?w:? 9^b" oL - -r
'ff-ol
J-*ss ctr
focuses on the cornposition
This is the scientific study of population. Demography
gror,r,th and movement of population and their
implications'
I
1. Crude Birth Rate ^,\,\ -r-^-..-,^+:^
ffiberof1ivebirthsperl000ofpopulationinag1\renyear.
*
CBR: # of live births 1000
I Total PoPulation
I 8. Life ExoectancY
This is an estimate of the average number of .vear
given country.
a person ma-'v expect to lirre in a
I
l
I
10.Dependency Ratio
This ratio compares the number of dependents with the number of peoplc in tltc
working population. Dependents comprise those over 65yrs old plus those less tlran
l5yrs old.
DRO: Po-r+ * or, * 100
P rs- o<
r
"H;::"-::,:j:rPoPura'[iongrow'1h:
: population
Pr
:
earlier time.
at an i
B births that occurred since Pr
D : deaths that occurred since Pr t
I : those who joined the population since pr
E : those who moved out ofihe population since pr
f
One way to calculate the population growth rate \r ur\/ rD
(PGR) is by
L'J using rL
L,IE lbllowirrg
uDr,B the
formula: .'
:-,: :*"^ ::::";'"'rQLw
PGR:(B_p)+0_E)* 100
f
Total Population
'fo ascertain the present population size of a country you can use the formula:
f
p:-p, I (B_D)+fl_E) _l
12. Migration t )
This refers to the movement of a people across a specific geographical bounclaq
for the purpose of establishing a new residence. The can be-peimanent or scpri -,
J
I
permanent.
J
13. Types of Migration
r External or international migration which is the movenrent o1' t-
pcoplc |
between countries. -I
NB. External migration is categorized as in - migration and out - migration. L_.,
o country.
Internal Migration refers to the movement of people within a I
I
International migration is comprised of immigration and emigration.
I
Immigration refers to the number of people coming into a parlicular country in a L_
gir en year'.
I
year.
Emigration refers to the number of people moving out of a country in a givcn
I
Net migration is the difference between the figure fbr immigration unrl L-
emigration' It can be positive or negative
e
r=,l J
Net migration (M) : I - E. In a more complicated form net migration cau bc
calculated using the formula: (Pz - P,) - (B - D).
RESEARCH ACTIVITIES
L Calculate the relevant population statistics e.g. CBR, CDR, Net Migration.
II. Discuss some possible socio - economic conditions that these population
statistics may be indicators of. (implications)
ill. Define the terms -
o Population
o Population change
. Doubling time
IV. Discuss some of the main push and pull factors why Caribbean people arc
migrating to places such as the U.S.A, Canada and the U.K.
V. Explain how fertility, mortality and migration relate to population grow'th.
VI. Complete the 12 multiple choice items in the Mustapha's book P. 15 - 18.
LESSON TARGET
RECOMMENPED READINGS
t,
LESSON #02
Develoning Countries
and technologicaliy
Developed countries are those that are most industrialized
advancerl. This takes in countries suoh as the
u.s.A-, Canada, England, Japal
Developing countries refer to the
and the member states of the European union'
America, Africa and
poorer countries such as the Caribilean, South and Central
parts of Asia.
countries' A few
Fofrtutio, statistics differ between developed and..developing
quantitative measures will be used to dissuss the differences-
r crude birth rate - this tends to be much lower in the developed '
level of education'
countries. This is often due to the relatively higher
opportunities etc'
the wider use of contraceptives, Sreater ernployment
A
. Crude death rate -This is relatively lower in the developed countries'
to this, such as
number of socio-economic factors have contributed
of education, cleaner
better quality food is avarlable,the higher level
physical *n,i,on*"nt and gteater health eonsciousness.
o Life expectancy rate at birth - This is higher in the developed
lifestyle
countries due to better health care, houses, food, clothes,
jobs, higher level
choices, avaiiability of more and better paying
and a
of general sanitation,
o Migration - Developed countiies report a much higher level of in- --
pull
milation than develtping countries. This may be due to various
fu"to.. such as better *d.,"utio.t and job opportunities, higher wages,
health care'
better infrastructure, l0wer violent crime rate, better
o Dependency ratio - The overall dependency ratio tend to be much
the
higher in thi developing countries. In the developed countries
five years age category but
delendency ,Jlo is hgf,e. at the over sixty
lower at.th; under fouiteen years age catggory thy those
of the
developing countries. This is due to a higher level of life expectfficY,
low fertili!, rate, better health care facilities and programmes for
the
aged.
o Infant mortality rate - This tends to be much lower in the developed
due to a more comprshensive immunization
programme' better
";*iri"r
pre-nataland ante-natal healih care, low level of malnutrition etc'
developed
o General fertility rate - This tends to be much lower in the
considerably to
countries than in the developing countries' This is due
greaterjob opportunities, thl people are more educated, the
wider use of
contraceptives among oth'er factors'
t
L
E
L
RESEARCH ACTIVITIES
I.AnalyzethepolicyofanamedCaribbeanterritorytoaddressitfertility
that a named caribbean territory
c.uld usc trr
. II. frll;,r* a set of policies
out-migration'
curb its high level of
that may affect a caribbean
IlL Assess ,ori" of the likely "oir"qr"rrces
be having a hig! crude birth
rate'
territory *f iJ-"V
1y. Evaluate trr. oitrr" health programmes being currently
"rr""tiveness witir special focus on the
used in a named caribbean territory
dependentsorthosemostvulnerablewithinthesociety.
may be misleading'
V. Explain *flyit'" J"pendency ratio
Wo'rld
Population Statistics Across The
ncy at
I
sqLlarc
2oo1 1 000 1000 Increas lity rate I
milc
I
i
e o/o Rate Birth
(mill l Pop. Pop.
ion)
M F
r-
{t
J
1
IV. Discuss any recent Caribbean study on population control policies rvith
reference to a named Caribbean territory.
_]
LESSON TARGET
I
Lesson #04 targets objective 04 of module 01.
II
RECOMMENDBD READTNGS
-
l. Population, an introduction To concepts and issues by John weeks I)
-J
l 72 -76.
2. Sociology for Caribbean students by Nasser Mustapha (2006) p. 33
-
35.
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ANGOLA 12.3 50 25 2.5 198 6.9 37 39 26
57 2.9 s2 54 92
SOUI'II 43.6 25 14 1.1
AFRICA
ISRAEL 6.4 22 06 1.6 5.3 3.0 76 80 791
AFGHANIST 26.8 43 19 2.4 154 6.0 46 44 r06
AN '77
.IAPAN t27. 09 08 4.2 3.4 1.3 84 872
1
a1
NOR'I'H 22 21 07 1.4 88 L.J 67 t) 472
KOREA
11 75 80 635
T-]NIT'ED 60 12 11 0.1 5.7
KINDOM
Lesson Target
RECOMME,NDE,D READINGS
WI
1'
t
JI LESSON #03
I
.TheMalthusiantheoryisbasedontheworkofThomasRobertMalthus.an
the coneerfl''of lvtralthus wisr
l Englishman (1766-1834).
',lEhis theory'expl.ains
growth and'food supplye
ffiEewffii* relationship between population
l Malthus purported that the world's population
tends to grow more rapidly than
it'
l the fbod supply nesded to sustain
Malthus claimed that the world population
would increase exponentially (2' a'
(2,3,4,5). [{e argucd
l fbocl supply would increase arithmetica]tly
tl, l6) while
that if this trend is allowed to continue,
it would lead to widespread misery
lor
l the ma.iority of people. This misery would manifest itself in various tbrms
l as t-amine'
Malthusarguedthatmanisrationalandwillputinplacethenecessary
growth. Malthus made mention of two
typcs ol-
l These measures
eg' alcoholisrrr.
.I-hcsc
rates'
_1 measures will increase the death
I What
vYnaL Arq
These checks u..
r rvrvr'"-' - Ch
f,uE'., Preventiie
are these ---
O.,ig*O to lower the birth rates' In ttleory,
preventivc chccl<s
J
,.4.
and adultery is immoral, Ir{althus focused fully on rRoral restraint as the only
acceptable means of reducing population growth. He recommended celibacy,
delaying marriage and the spacing of children further apar1.
Ivlalthus strongly objected to the 'poor laws" which had granted welfare
bendfits to the poor. He thought this would only encourage poor people to
reproduce at a more rapid rate.
Criticisms of Malthus
II. He refused to accept other forms of birth control apart from moral
resfraint
J LESSOI{ TARGET
_l Lesson #03 targets objective#4 of Module 1.
J RECOMMENDED READINGS
J P. 63-68.
t
J
J
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LESSON # 4
Se.lgctive Procreation
l-,-
f' '['hc Eugenicist movement ernerged
in the nineteenth century. It prornotecl thc
I world view that only certain races should be allowed to have children eg. thc
r,vhitcs. Undesirable races such as blacks and Chinese shoulcl be prel,cnted lr"r:rrr
I having children, so that over time only whites woulel inhabit the earth.
l Planned Parenthood
'fhis cclncept was promoted by Margaret Sanger and Annie Besant in
the c:arl),
- i. twentieth century in the [J.S.A. 'Ihis proposal received significant llnancial
-tI support fiorn rnany firms and foundations to promote birth control espcciiil!_v
fbr peoplc in places such as Africa, L,atin America and the Caribbcan. -l-his
proposal rvas.justified by the claim that these countries sufTer the rnost fiorlr
aa_
rrassrve unernployfllent, poverty and malnutrition.
t and other birth control measures. Instead fertility increased. Anrong those
people was T'harnan Singh who believecl that lnany children rneant richcs.
In the 1960's and 1970's Garrett Har<iin and Paul trhrlich ll,ere the oncs
; \,r,lrr)
rnoral restraint.
It. 'l'he Neo-Malthusians proposed ttrat only certain races should bc
allowed to have children.
III. The Neo-Malthusians do not support Malthus' ideas of positive checks
where the forces of war, famine, diseases and overindulgences wcrLr
seen as means of controlling the population grorvth rate.
policies. Since 1925, Puerto Rican women have been used as guinca
.l
pigs for testing the effectiveness of various birth control tueasures. hi:-
has reportedly pushed up the rate clf wornen suff'ering fi'on-r cervical
cancer.
RESEARCH ACTIVITIES
planned parenthood.
ffi
LESSON #05
in
,qThe Demographic transition model (DTM) describes a transtbrmation
and death fates' This is
human condition associated with a decline in both birth
advancement that a country or
linked to the levels of social and economic
regionrnaybeexperiencing.Asacountryexperienceseconomicdeveloprncnt.
of living of its people increase' This theory
the lit-e expectancy and the standard
statesthatwhenthishappensthesizesoffamiliesstarttodecline.Someclfthc
reasons for this are as follow:
I. The delaY in mariage
IL More and more women becoming career oriented
III'Anin;reaseintheavailabitityanduseofbirthcontrollneasures.
deathrates,duemainlytoimprovementinfoodsupply,sanitation,healthcarc
fall into this stage where they
I
i
I ---l
trA
l-"'f'
I
Stage 3
At this stage birth rate starts to fa, significantly
arong with the death
rates' The decline in the birth rates
is due mainly to access to contraception.
thc
increase in wages, urbanization, increase
in the status of women and the
increase in parentar investment in
their children,s education.
The caribbean is mainry at this stage
of the transition
Stage 4
At this stage both the birth and death rates
are low, resulting in a sta6le
population growth' The Total fertility
rate (TFR) in 1997 is less than 2.5
Ibr
countries at this stage such as the
u.s.A ., canada,china, Brazir,Trinidad
and
most of Europe.
Stage 5
At this stage the birth rates fall below the
replacement level resulting in
depopulation. The popuration growth
rate goes berow zero insome instanccs.
Some of the countries incruded in
this category or stage are Germany. Itary.
the
U.K and Japan.
<q
-J RECOMMENDED READINGS
_] 1. Population, An Introduction To Concepts And Issues by John Wecks
P.77 *83
_]
2. Sociology For Caribbean students by Mustapha (2006) P. 36 44.
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LESSON # 06
rxist Populatio
This theory is based mainly on the work
of Karl Marx and Friedrich lingcls.
Marx argued that population growth is class related.
He argued that capital
accumulation is dependent upon the supply of
labour. The working class is
encouraged to have many chirdren to create
a great suppry of rabour for the
-]
capitalist.
I
enhance worker,s productivity levels.
l-he Marxist population theory was in response
to the work of Malthus. Marx
I L
II'
Marx saw nothing wrong with birth control.
l
t
IV. Marx rejected Malthus's claim that world population
cause of social ills, but that social ills
growth was rhe
resulted fiom capitalism.
v. Marx opposed the idea of morar restraint. He argued
I fairly organizedthen popuration rerated problems
that if society is
i
wilr disappear.
I
I
L: II. It assists with the evaluation of various social policies and programmes
l
i
What Is Census
J
A census is a systematic survey designed to find out demographic data about
-.J the whole population of a given country at a giventime. Census is usually done
every ten years.
-]
_] Information That May Be Obtained Through a Census
I. sex ratio IV. age distribution
-l II.
III.
size
population
income levels
V. types of households
VI. types of employment
J I. Some persons may not be seen by the census takers for various reasons.
IL People may submit false infonnation.
-t IIL Some data may not be recorded at all.
I IV. Some persons may refuse to cooperate with the census exercise.
I M
II. He down played the fact that rapid population growth can promote
' various social ills.
III. Marx ignored the fact that a person's lifestyle can contribute toward
poverty on his part.
RESEARCH ACTIVITIES
Candidates are required to:
l. Assess the relevance of the Marxist perspective on population gr<lwth to
a named Caribbean territory.
II. Explain what Marx meant when he said that population growth is class-
related.
LESSON TARGET
Lesson # 06 targets objective#A4 of Module 1-
RECOMMENDED READINGS
E)
How Does Census Differ From Other Surveys
surveys are based on a sample of the population while a census is usually
census is
based on the entire population. Surveys are done at any time while
HDI :
country
The HDI helps to determine the quality of life the people in a given
may be experiencing.
RESEACH ACTIVITIES
a named territory.
II. Discuss how population statistics is important to any three organizations
-t
Lesson #07 targets objective 3 of Module 1.
lJ RECOMMENDED READINGS
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1\ ,
l LESSON # 08
l
I This lesson will focus on the following social elements
religion and occupation
- age,sex, ethnicity.
I Asc
The Caribbean has a relatively young population with over 25o/o under tificcn
years of age' The life expectancy rate for most territories has significantly
N/B See Mustapha (2Wfr6)P. 47 for the 2015 projections for these Caribbean
territories.
Sex
Sex is determined basically by biological characteristics, as it distinguishes
male from female. sex composition significantly assists demographers to
predict population growth rates. The higher the percentage of females in thc
I5
- 49 aga category, the more likely the population growth rates will increase
rapidly.
The 2001 population census in Jamaica shows that females to males ratio is
approximately 50:50. The ratio is basically the same throughout the Ctaribbeap.
a
Ethnicitv
Ethnicity is not to be confused with race. Race is basically detennined by
physical characteristics while ethnicity is determined mainly by cultural
characteristics. It is socially constructed. One race can be associated with a
number of ethnic groups. Most of the English Speaking Caribbean territorics
are predominantly of afro Caribbean descent. flowever, Guyana and Triniclatl
are different as they have roughly the same number of lndo Caribbean People
as Afro Caribbean. This prornoted much racial tension between these twcr
groups. Many of these indo Caribbean people adopt the culture of the mainland
Religign
This refers to the existence of some supernatural being that has a controlling
influence on life. Christianity is the dominant religion in the Caribbean. Some
of the other religions practiced in the Caribbean are Islam, Hinduism and
Rastafarianism. Syncretism is a distinct feature of Caribbean religion.
Syncretism ref'ers to the fusing of beliefs, practices, attitudes and values frorn
diverse religions. Some of the main syncretic religious groups in the Caribbean
are - Voodoo in Haiti, Pocomania in Jamaica, Shango and spiritual tsaptist in
Occunations
During the early history of the Caribbean, occupation was defined according to
sex and race. Men controlled most of the jobs, while the women focused lrorc
on domestic work. With the over three hundred years of white occupational
dominance, the class system was based significantly one one's occupation. T'he
whites had all the top jobs and the blacks had the menial jobs. Derek (iordorr
argued that not much has changed in Jarnaica since the end of the white
supremacy regime. He claims that despite the expansion in education, blacks o1'
'Ihc
the lower class origin were not represented in top middle class positions-
-]
J C.L.R. James. James stated that "Our West lndian classes are for the rnost part
coloured people of some education in a formerly slave society." However. witlr
J the tremendous strides that our women are making in pursuit of education and
professional careers, the picture is changing somewhat. A number of top
J rniddle class jobs are now taken by women and men from humble beginning.
It is still clear, however, that most of the unskilled or semi-skilled jobs are:
J o
r
tertiay occupation
quaternary occupation
J occupations.
III. Discuss why a country's population composition is important with
J LESSON TARGET
-l SUGGBSTED READII{GS
l. Population - An Introduction To Concepts And Issues by .lohn Weeks l>. 257
-j 2.
-260.
Sociology For Caribbean Students by Mustapha (2006)P. 46 - 6A.
-J @
J
.Iamaica, Haiti, Guyana and the Turks & Caicos are the territories that tend tt-r
have the highest levels of out-migration, where economic factors form the
basis.
2. Urbanisation
Urbanisation refers to the movement of people from rural areas to towns and
cities, or the transformation of the rural areas to corrrnercial centers.
The U.N. Report of 1990 stated that 47oh of the Caribbean population live in
urban areas. This has further increased to 56oh in 2001 ,
Most of Caribbean Urbanisation took place after independence with the coming
of the multinational corporations. According to Lloyd Best of Trinidad, the
rnultinational companies brought a false sense of hope to the region as they
failed to provide the level of employment for the local people as was projected.
Instead the process of industrializrtion by invitation created several social
problems for the region.
3. Age
The life expectancy at birth for most Caribbean territories is steadily improving
to about 70 years at present. Ho*.r..,'*ith the exception of Barbados ancl
Cuba, most territories have less than 10% of their population over 65 years ol'
age. Despite the various population control measures in place, the Carihbean
E
LESSON #09
Some of the territories with the lowest population growth ,it" ur" Grenada 0.1,
Barbados 0.3, Cuba 0.7, St. Kitts 0.7, and Guyana 0'l '
Those with the highest population growth rate are Belize 2'l,Haiti 2'0,The
Bahamas 1.9 and St. Lucia 1.4'
In addition to natural means (births and deaths) there are other factors which
affect the population change of a particular society. These factors are-
1. Migration
Migration has been a historical process that has helped to shape the
composition and size of the Caribbean population. Migration has been driven
factors
by several pull and push factors. Histori cally, it is evident that economic
provide the main basis for rnigration' The push factors are more likely to
tri gger off out-rni grati on .
-l The state of health of the people for most Caribbean territories has improved
f
steadily for the past two or three decades. The level of malnutrition has
declined considerably for most territories. However, a2002 LNDP Report has
revealed that over 40 million people were living with HIV/AIDS world widc.
J and that the Caribbean region is a high risk area where HIV/AIDS is
concemed. Caribbean women are out living their male counter parts rnainly
J because they are more health conscious and lead a more restricted lifestyle. It is
J also established that people from the lower social class tend to die earlier lhan
those from the middle class. This is so because of several economic reasons
J RESEACH ACTIVITIES
J IL
ilL
Critically assess the pros and cons of international migration.
Apalyse some basic problerns caused by urbanization in a named
-I Caribbean territory.
IV.
J Explain how health and nutrition contribute to the population trends in a
J LESSON TARGET
rl Lesson #09 targets objective #5 of Module 1.
J RECOMMENDED READINGS
Sociology For Caribbean Students by Mustapha (2006) P. 6I
- 73.
J
1.
J
Ftes*ur'*sg: l'{utnari
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l SeEvfries
75-7$
80r"
l ?0-74
[c- ov
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4E_{o
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f6
50 -- 54 -g
f'rd fi*
45, 4$ l*-
40-+4 ffi
35-33
J 30*34
40- lY
afi*34
15- 1s
J '10
5--.S
CI--4
- 14
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T Berseffitfise #f p0pLli&ticlrT
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J'.. Besources: Human
tE+ 85+
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7:t- ?t 75-79
7l-71 7A -74
3t-09 65-69
T _84 60-64
55-S 55-59
s-51 g(s 50-54
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qr
E-8 25 -29
8 -21 20 -74
t5-19 15-19
10 -14 ffi -14
5-9 5-9
0-4 0-4
86 42024 86424246u
percentage of PoPulation percentage of PoPulation
(A) Increasing bifth rate (B) Decreasing bit{fi rate
J lation.
The pyramids A. B and C represent the
age : sex distributions of different populatiops.
75 -79
70
65-69
-74
Fyralirid.Arepresents a country with an 60-64
I increasing birth rat. T[is c]n be seen be-
cause the 0 - 4 year age group has a larger
55-59
50-54
o
population than any of the other age groups' 45-49
40 *44
(E
This charasteristic of a high bitth rate is common
o
: to developing countries such as the Caribbean'
35-39 (U E
(l,
30-34 E r.-
With a high birth rate governments must 25 -29
concem themselves with providing ed99g!9!9! 2g -24
and feqfeational facilities ful
15-19
;#;1.i6". Ii rnust be understooiltF-a-IJhE- 10-14
-VO-.-*g people will soon be joining the labour 5-9
more-job 0-4
t force, Strategies tn creato larQe-
entrants into the labour force must also be con-
8642 02 4
Percentage of population
sidered,
Pyramid B represents a country where
the birth rate is decreasing, This inference (C) Constant bilth rate
can be drawn by comparing the 0 - 4 year
Lesson # l0
The PoPulation
Thisisalsoknownastheage-sexpyramid'Itisaspecialbarchartthatshows
groups in a population. The males are usually
the distribution of the various age
right
vshile the females are shown on the
shown on the left side of the pyramid
hand side.
growth of the
The population pyamid will represent the specific population
2. Slow Growth
- frIirJdt. This indicates a
*ction of this PYramid is wider than the base' The U'S'A is
in life expectancy at birth'
decline in fertility and an increase
typical of this PYramid'
or convex in shape'
A population pyramid maybe concave
t ApyramidthatrepresentsabroadbaseandnalTowapexconstitutesa
concave plramid. il;;;;; ptramid has a smaller base and a wide middle
d.o"lroped countries are represented
section. The apex is also expanding
I by convex
concave PYramid.
pv.u-iirir,i];,il";#developing countries are represented
by a
I RESEARCU.CTIVTTIES
I II:...
revealed by a population
Identify four pieces of information that maybe
l
pyramid.
l
III. Discuss any three factors that could cause a country's population
LESSON TARGET
RECOMMENDED READINGS
"P
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IJ
./
LESSO]Y #11
J Despite all the modern technology that is now available and the socio-
economic advancements that have been achieved, the concems expressed by
J Malthus for urgent population control policies are still relevant today.
J the world. Almost 50oh of the Sub-sahara Africa population is under age I 5
yrs. This region is reported to have the highest incidence of the lowest lif-e
J INDIA
Since the 1960's, India has been ernbarking on a number of population policie:s.
J Some of these are:
J
I. A thorough family planning education in school and health clinics'
II. The reorganization of primary health care facilities in urban slum areas'
III. The reserve of specified number of hospital bed for tubal ligation
operations
IV, The renovation of intra uterine device (l.U.D.) rooms in rural fanrily
welfare centers attached to primary health care facilities.
V. Incentives are given to males who take the vasectomy operation.
SINGAPORE
I. Between 1969-1972. population disincentives were administered against
parents who had more than two children. They would lose certain
necessary as the fertility rate fell to 1.44 children per woman, below the
CHINA
I. The government introduced the one-child policy in 1979. Fines were
imposed on those who violate this policy. They could also lose their
bonuses at the workplace. However, Chinese nationals returning fi'onr
JAMAICA
l. The promotion of family life education in school'
too many'
II. Two-children policy under the slogan two is better than
use of
lII. A public education campaign promoting the availability and
Planning
various forms of contraceptives through the National family
Board.
IV. A national campaign on HIV/AIDS'
V. The promotion of primary health care services
VI. Migration Policies
eg' NI{F and
vII. National health and welfare programmes for the elderly
PATH.
The upgrading of the Registrar general Department
to provide greater
vIlI.
accuracy in national records'
J
J RESEARCH ACTIVITIES
Candidates are required to:
-l
Lesson # 11 targets objective#06 of Module l'
-
RECOMMENDED READINGS
I.ModuleslnSocialstudiesbyRamsawakandUmraw.P.lg3_199.
@(
J
_l IIL There is health care assistance for pregnant women.
-l
JAMAICA
-l
I
I. The prornotion of family life education in school.
II. Two-children policy under the slogan two is better than too many.
--l
i
III. A public education campaign promoting the availability and use of
various forms of contraceptives through the National farnily Planning
-l
J I
Board.
IV. A national campaign on HIV/AIDS.
_l V. The promotion of primary health care services
VI. Migration policies
J VII. National health and welfare programmes for the elderly eg. NI{F and
PATH.
_l VIII. The upgrading of the Registrar general Department to provide greater
: accuracy in national records.
-i
I RESBARCH ACTTVITIES
Candidates are required to:
il. Explain some of the basic population control policies of the U.S. A'
-l
II. Assess the effectiveness of the population control policies of a narned
Caribbean territory.
IV. Explain why people may not be willing to participate in sorne birlh
control programmes.
., I
LESSON TARGET
r- Lesson # 11 targets objective #06 of Module l.
- RECOMMENDED READINGS
I. Modules In Social Studies by Ramsawak and Umraw. P.1g3 - 1gg.
-J
Il.sociologyForCaribbeanStudentsbyMustapha(2006)P.82_83.
John Weeks P'
III. Population - An Introduction To Concepts And Issues'
127 - 163.
J
Jft LESSON # 12
Development
This can be defined as the progressive process of cultural, political and socio-
5 economic change which shapes people's lives- Development
generally leads to
J Population Density
J This refers to the average number of people living on every square kilorreter
in
a country.
J
J This refers to the number of people that a country or area can support
witl-rout
Overpopulation
This refers to the condition where the economic resources in a given area
are
J development and the vice versa. The general level of education of the
nray determine significantly the level of economic development that
a
people
I'ron]
the rural areas due to rural-urban migration. The caribbean also suffbrs
like tlrc
bfain drain due to the migration of several of its professionals to places
u.s. A., canadaand the U.K. This significantly affects labour productivity
adversely. W
l--
and an
a decline in its fertility rate
The caribbean has been experiencing
relatively high level of
in its life expectancy at birth rate' However' the
increase
unemploymentandcrimeposeaseriousthreattodevelopmentinanumberclf
The threat of
such as Jamaica, Haiti and Trinidad to a lesser extent'
territories
to
abuse also provide great hindrances
HIV/AIDS and the increase in substance
are mainly tiorn
caribbean development. This is especially so as these victims
theunderfortyyearsagegroup.Thesepeopleareintheprirneoftheirwork
lif-e.
caribbean
skills among the people of the
The general lack of relevant technical
tomeetthedemandsoftheworkplaceisalsoposingathreattothe
develoPment of the region'
made by the region,s women
in education
However, the recent strides being
andprofessionaltrainingarehavingapositiveimpactonCaribbean
develoPment. .
Caribbean
The lack of the father figure and
male margitalization among many
regiou's
development' Too many of the
farnilies is also hampering the region's
a sound education due to the
lack of financial
children are being deprived of
absence
support from their fathers or the
indiscipline caused by their frequent
in the home.
country is its people, and whatever
The most important resources of any
the human
heavily on the development of
development that will occur depend
capital.
II.Ana|yzetheimplicationsofoverpopulationtoanamedCaribbean
territory.
@
7 0f Module 1'
Irsson #l2tatgets objective
Here, the different social institutions carry out their functions effectively and
J cooperatively.
J . Primary socialization
. Sanctions
o Education
J . Force
. Religious values
J Threats To Social Order In Caribbean Societv 1
E
. Truancy in schools. *''t'-i**'ii' !'-' '' 1". I r''t h''ol'{' {; I
l1i '-11-
ild-n,r I "J;' J""!: 'stk
J . Labourunrest.-k!!'rr!x;;!;t "
i
J
Agents Of Sociat Control
.
. The Farnily
Education f
.
.
Religion
f
f
The Legal System
. The Government
fnformal Sanction
I
/
. This type of sanction does not folrow
fiom a teacher to a student.
a set procedure e.g. a stern rook
t
Positive Sanction
/
' This refers to the offering of rewards
society e'g' the awarding of aprizeto
for conforming to the nonns of
a student for good perfonnance at
a
n
school.
/
Negative Sanction
!
This refers to a punishment given
for not conforming to the nonxs of the
society or social group, e.g. a parent /
not doing his/her homework
denying his/her child some privirege for
:l
6il I
I
I_* =-t
J
J
J What Are Values
These are things that people in a particular society or group consider good and
J group.
J RESEARCH ACTIVITIES
J Candidates
.
.
will be required to:
Explain how the school and church can help to promote social order.
J Discuss the statement - "The police and the court have failed the people
of Jamaica as agents of social control.',
LESSOI\I TARGET
IJ
/ Lesson #13 targets objective 2 of Module 2.
RECOMMENDED READINGS
J .
Edition.
J
sociology For The caribbean students by Mustapha (p. 162-166).
tI
j
j
j
t-
"\ .' 'r
)i
LESSON # 14
What Is Deviance
conform to the norms and
Deviancedescribesanyactivitythatdoesnot
society'
t expectations of a particular
i Deviance [s Relative
Devianceisusuallydefinedwrthinaparticularcontextataparticulartime.
- Devianceisculturallydetermined.Devianceisrelativeinthesensethatan
activrtythatmaybesociallyacceptableinoneplacemaynotbesoinanother
<
place.Takeforexarnple,acommonlawunionmaybesociatrlyacceptablein
Somesocietiesbutmaybedeemedsociallyunacceptableinothersocieties.The
a same sex union' etc'
I
same may be said of
I
<
I
II.underminetrust,makingpeople'sbehaviourfarlesspredictable'
-' as to what is right and
what is wrong'
I
m. createconfusion
j rv.leadtounnecessaryusingupofvaiuableandlimitedresourcesofthe
societY.
-
J Deviance may be useful
to society as foilows - It may'
J IPromotesocialsolidarity.Suchwastheeasetnglllterroristattackon
J ,n"*onoTradeCenter.TheAmericansocietysoughtunitytoputm
placemeasures that may
II. Act as a
prevent any such future attack'
socialproblems.Taketruancyforexample,itmaybepointingtosome
at home or at school'
problem the child is having
Promote social change. The persistent efforts of freedorn fighters
such
III.
as Nelson Mandela and Desmond Tutu have resulted
in the disrnantling
What Is Crime
subject to
Crime refers to activities that break the laws of the land and are
official punishrnent by the court system.
Criure is relative to the time and place'
Categories Of Crime
L Crime against the person - murder, rape etc'
il. Crime against property - stealing, arson'
III. Crime against morality - prostitution, treason'
as peer pressure, ridicule or media reporting. All crimes are considered acts ol'
deviance but not all deviances are crime'
RESESARCH ACTIVITIES
Candidates are required to:
I. Analyzethe effects that crime is having on a named caribbean territory'
with
II. Discuss some of the main difficulties that crirne fighters are facing
regards to a named Caribbean society'
III. Discuss some reasons crime statistics can be misleading with reference
to a named Caribbean territory.
1V. Explain how deviance promotes social change, with reference to a
@I
LESSON TARGET
I-esson #14 targets objective 4 of Module 2.
RE,COMMENDED READINGS
J he argued that deviance is nonnal and may be useful for the society to survivc
J Robert Merton
J increased desire for material success. He suggested that all societies set clear
goals for people to achieve. These goals are based prirnarily on financial
J success such as money, material possession, status, power and an affluenl
lifestyle.
J According to Merton, society also prescribes approved means by which thr:sc
III. Ritualism - These people accept the goals set by society, but rnay
abandon these goals when they realize their jobs cannot allow thetn tcr
achieve these goals. They are usually frorn the middle class and woulcl
result, they reject both the goals set by the society and the means to
achieve them. These people drop out of society.
V. Rebellion - These people reject both the goals and the means of thc
society. They want to create a new society; therefore, they want to set
their own goals and the means to achieve thern. Political radicals.
religious fanatics, terrorists are some examples of this category ol-
deviants.
Criticisms of Merton
L He fails to explain why some people who are exposed to the efTecls ol'
anomie do not become crirninal or deviants.
II. He overemphasizes working class crimes and down plays white collar
crinres.
III. He does not explain why aparticular person chooses one fbrnr o{'
deviance over another.
RESEARCH OUESTIONS
l. Analyze Durkheim's claim that deviance is functional to socicty.
+
J
II- Discuss the rerevance of Merton,s
LBSSON TARGET
$
Hararambos (p. 330 _ 33g) Sixth
Edition.
2' Sociology For caribbean Students
by Mustapha (p. r37 - 143).
F
5
T
LESSON # 16
ruling class and the working class as they compete for dominance. l'his
J perspective claims that the people with the wealth and power make thc laws to
protect their own selfish interests. Therefore, what constitutes an ac1 of
J deviance depends significantly on which class of people is under the
J
I
this with the use of the ideology of false consciousness and the agents o1-social
control such as the police, the army, court and prison.
J Marx argued that the capitalist society is responsible for creating crime. Marx
claimed that deviance occurs at every level in society but people from the
J working class are referred to more often when crime statistics are quoted' ["lc
argued that it is the rich and influential who de{ine the behaviour of the }-}oor as
J criminal. The court systetn also reflects bias toward the rich, as they get away
I easily in the court while the poor is often subjected to harsh purrishrrent
including prison sentence.
J RESEARCH ACTIVITY
J
l&.
)
1
r
- Discuss the relevance of the conflict perspective on deviance to thc t'
Caribbean society
rI
LESSON TARGET
Lesson # 16 targets objective I of Module 2.
r/
d
RECOMMENDED READINGS
1.
2.
Sociology For Caribbean Students by Mustapha (P. 143
Sociology: Themes and Perspectives by Haralambos -
- 141).
Sixth Edition.
f
(P. 381 - 3e0).
LESSON # 17
HowardBeckercontributessignificantlytothistheory.ToBecker,nooneis
persons' I le
from labelling specific acts or
inherently deviant. Deviance results
it as such'
an act only becomes deviant when others perceive and define
feels that
nornral'
within their bedroom is considered
In the western society a nude couple
However,ifastrangershouldenterthebedroom,nudityinhisorherpresenco
u,ouldbeconsideredsociallyunacceptable'Beckerclaimsthathowanindividual
willbehavedependssignificantlyonhowheorsherespondstohowotherssee
on tl"re
her. Becker believes that the labelling of an act as deviant depends
hifir or
following:
or child'
I. Who performs the act eg' an adult
at work or at school
II. When the act is committed eg'
III'Wheretheactiscornmittedeg.atthebeachorinchurch.
IV. Who observes the act eg' a preacher or a tourist'
when it%ecornes known
that aperson has engaged
r
in deviant acts, he or
segregated from she is
society and,labelled ..thief,, ..homosexual,,
a
is labeled deviant, it etc. When a person
mayresult im a self-furfiring Fr
prophecy as the individuar
enters a eareff of 1_
deviance or becomes
what others expect. pfimarydeviation
refers to the original
deviation refers to
deviant acts before
deviant acts deveroped
they are publicly labelled.
Secondary r
Becker uses the tenn
sorleone' then all the
as a resurt of rabering.
'Master status,,to describe
activities of that person
how, once a laber is
appried 10
r
it is not so' That is why
suspect certain people
when cerlain crimes
are seen in light of
may warr to
r
due to the label they
carry.
r
The Effects of labelling
IH ff*
with a particutar rabel mavfind
it difficur*o find a rife parrner
or a
r-
t-
a
1' overemph asizehow
labeling create deviance
the effects of labeling.
whire payingrittre attention
t.
J
T
' fl|:ffw
!
to ignore the effects
"nd' of sociery and sociar izationon
thc
l.Itdoesnotadequatelyexplainwhyeveryonewhocomesincontactwith
criminals does not become criminals'
about
2. It does not state how the first criminal came
the betterment of the gang. It is done to destroy rather than to build up society.
Cohen states that the delinquent subculture takes the norms from the dorninanl
culture and turns them upside down eg. They place a high value on acts such as
stealing, vandalisrn and truancy. It must be noted that some of these deviant acts
gain recognition and praise from their peers. This, in a sense, addresses the
problem of status frustration, as some gangsters are seen as heroes or as a 'Robin
hood'.
Recommended Readings
1. Sociology: Themes And Perspectives by Haralambos (P. 356- 362) (P. 372-
379) Fifth Edition.
t
E
LESSON # 18
I. Probation *'
II. Fine
III. communiry service ;^ t* '*?nt } n
ulqvK ,h frrd
re' Fux F
-?b rf4rar$'
IV. suspended sentence -
60hauruqr 4o{t relue.- *\r N'
{ruun'
v. Restitution -* Lhraq^er reftrencg G Cun rT r.rpue bo*,rrdr"J baat'lo{hae)
VL Refo,n camps \ Oir,n hol
&h*oi
Vll. House arrest
- I
-T u l{
,,,i,'iJs',r,', " #'rf "
,,Iiii ''G_fr)
JCrnrltr6 It7;c*';':trt
i J:
I. Corruption fi ,n*do 4,
-
II' Political interference % c*""h'Uht bulb'?'i''5. Lxct-t'' *l 1ol,k*t rnt,p
RESEARCH ACTIVITIES
Pupils will be required to:
I' Analyze argument for and against
corporar punishment.
II. Discuss thoroughry the statement .,Imprisonment
- in the Caribbcan
society is a waste of time,,.
III' Critically assess the effectiveness of the police
force in a named
Caribbean territory.
IV' Discuss the statement
- capitar punishment has rost its significancc..
LESSON T.ARGET
Lesson # 18 targets objective
3 of Mod ule 2.
I,
LESSON # 19
Social Distribution Of Crime
il social class. One's involvement in certain crime such as street crirne and gangs
may prevent one from attending certain schools and getting certainjobs. This
rvill eventually result in one rernaining in the working class.
-=
*-
Ethnici8 And Crime
In rnost industrialized countries such as the U.S.A.-and the
U.K., most ethnic i-
In the caribbean society, most of the prison imates are people of African j
IV'
survival.
Males are more willing to take chances in illegal activjties
such as
I
gangs, drug pushing and anned robbery.
I
h,
depri'""ations
I'he depressed inner city communities tend to suffer from many
eg. poor housing, poor roads, poor sanitation,
poorly-runned schools' fiequent
Their children are
water lock-off etc. these people suffer much discrimination.
and from getting
often hindered from attending the more prestigious schools
lor
good paying jobs. unemployment is usually high and the opporfunity
upward and social mobiiity is very limited'
young boys are
In the inner city comrnunities a gun culture prevails' Here
introduced to gang affairs, Rivalry between these gangs resuits
in frequent acts
oflen sub^iccts
of violence and crimes. The people fiom these communities are
within
of police brutality and affest. This confrontation breeds further violence
the communities.
RESEARCH ACTI\TITIES
Candidates are required to:
' -'Lv9"'"",
within the schools of a named caribbean territory'
IIl. Discuss the reasons that may be responsible for the high spate
of
violence in the Jamaican schools.
LESf,ON TARGET
Lesson #19 tatget objective 3 of Module 2'
tr
Drug Abuse
Dffi;sQeenaglobalproblemforthepastthreeormoredecades.Drug
economic, and cultural factors'
abuse is fuelled by a combination of social,
Peer pressure
ganja and cocaine
Economic- the monetary returns from the selling
o Leisure- people use drugs to get high
purposes
Cultural-Rastafarians use ganja for religious
from iuvenile
mnmit more serious crimes within two years of their release
this
il*rrs. The U.K has a 70-78% a\erageand Barbados, a 38o/o average rvhere
does not act as a deterrcnl
mcerned. The record shows that institutionalization
since re-offendi
ng rates remain high r . those
-L for .r
who receive custodiar sentences.
There has to be a review
of the custodial sentence polices,
as custodial punishment
disrupts the-iuvenile's
attachment to his family,
comm*nity and education.
the juvenile is deprived when
of a good education this leads
to fewer chances of him
getting a good job and
increases the risk of him
turning to crime. Further
costs a lot to keep these juveniles more, it
in institutions. Barbados
suffers a lot from
juvenile crimes as
the rest of the Caribbean.
Domestic Violence
This refers to violent
crime committed against
family members and otherpersons
who are close to or known
by the perpekators. These
offences incrude physicar,
emodonal and child abuse'
Domestic violence is
a major sociar problem
the caribbean society. affecting
It is responsible for a high
spate of murder, w_o,nding
rape' It is more prevalent and
in the depressed inner city
communities.
The offenders are difficult
to be prosecuted as they
either bribe or threaten
victims from even reporting the
the of,fences.
.,) a Itintermingleswithlegitimatebehaviouroti3htb.llb
d
-31
c|-
Corporatecrimeissimilarinoffencetowhitecollarcrime,onlythatitisthe
responsibilityofanorgalizattoninsteadofanindividual.Corporatecrimes
*l't'
includetaxevasions,co{poratefraud,pricefixing,misrepresentationin
' ''s ..'fr *'?'$' '
breach of nade reguration etc' * 'd ,^ {
' '' '
advertising,
RESEARCH A ddsffirffi,ffifij%ufnj;Lffuu
to: -t'('" !" ^r' '.*l rq "' \'(-i
Candidalgs are required
"**-1]r"-d**e ='a .
..
Caribbean t
impact the drug trade is
having on a named ':T*o ''.!.
oDiscusstheeffectsthatdomesticviolenceishavingontheeconomic,.*.\' '
Caribbean territory'
development of a named
affecting- the
., -
. re,- .in which
,r :^r- -.,r-ir
white collar crrme 1s a dversely
i .,) Analyze ways
econoilIlc development
of a named Caribbean territory'
{
-
l
LESSON TARGET
Lesson # 20 target objective 4 of Module 2
RECOMMENDED READINGS
)
Sociology For Caribbean Students by Mustapha Vol.2 P. 180-187.
Sociology:
>ocrorogy: Themes
l nemes ano
and rerspectrvE by H.arlarnbos
Perspectivq by t-tprtam (Siixth Edition) (P .3 43 -3 46)
'' h ,rF ..l
C..hJ,'", ea I
L
hdJ prou'dt q:PP':,'*"*rl*., G )
rt ,o o.' .-,*
Oru,16olt
t\nt
r\r-t L*ttut
1o'tcl L;
"L r-+latd
' 'r t'] t {**
$,",^ o ' '
i
o^y [nc-,rlt,tt-
OnY [n-, ,t unh . L- ,**^ r-.r ,
fhE pAir'"t6/"r^rt r"l*rg
r-.,,,[r'*.-rr]^rt
c{:>}r'Yrrt^t r"l&g J
7
[ \r,,,i{{;bnr D,ra.^tu t o(e ' l^lt ha'r bnt'"uofud 'r'r*'0
S,,tu&r:q-t fr",r*ti c'r,rq? n! bL) Qtrr'n3
-. 'tnt
,*stlr,;-?:1t^ilr'',
'-\ &{
ot"lb q'
fr:{ l
cLtrr\ \o rs
,4r.,r* =T:,:* 1
I'r -J
1
lht. S
1
{ 7
B 7
tL
J
lr
L
J 1L
!I
i
LESSON # 21
Concepts of Development
l. Development
social
of cultural' economic' political' technological and
This refers to the process
is not
that shapes the life of its people' DeveloPrrent
change within a society'
its outcome'
clear way of guaranteeing
predictable as there is no
2. Under-development
Thisrefertothestateofacountrywhereitsresourcesareunderutilized'These
resultsinthepaceofdevelopmenttobeslowerthanitshouldbe.Sorneofthe
jobs opportunities' health carc'
is the lack of:
rnain evidence of under-development
technology.
water, food, education opportunities, housing and
drinkable
3. Modernization
socictY
economic and cultural transformation from a traditional
This refers to the a
change involves an irnprovement in technology.
to a modern one. This social
etc'
new value sYstem, wbanizalion'
JJ 4. Industrialization
Tlrisisaprocessofsocio-economicchangewhichinvolvesthetransfortrration
fiom a traditional society to an industrial society.
The use of modern technology
{!
r
l. Health care
r
rhe percentage of ehildren
for irnmunization, the number
r
l:::1-::rn
L,,,' l;llr*:::^::
llvine rvith HIV/ AID'.
rhe society, the tife expect
of docrors
ancy rate,rhe number ofpeople
the percenrage of the popurations
r
!
1
that can arrbrd essenlial )
drugs etc.
2. Education
;::,:T:'.l,l::.r*.1ofpubric
spending on education,
heatth care, rhe needy, e1c..
IT
--;.*^ r:' 7,.
meapures and in providin
;;,;; ;;"i"*:; v(,-t
g financiar assistance to vicrinis of
0I
::::'*ting
cflInes. vari.rus
-lhis
includes the Ievel of gender
equa lity withrespects
to education, prorbssio,,
politics' etc' The availability
of good job opportunities,
the avairabilityof variety
@
LESSON # 22
volvement and
This theory argues that society becomes more complex and intricate as it develops,
similarly to biological evaluation. Living organisms develop from simple to
complex by adapting to their environment. The chance of complex organism
surviving in their environment is greater than that of simple organisms. The same
way the more complex societies tend to survive greater than simpler societies.
2. Social Darwinisryr
This theory is based on the work of Andre Frank and Samir Amin. It explains
thep richer societies. The poorer countries make up the periphery while the richer
countries forming the core. To Frank the wealthy nations of the world need a
periphery of poorer countries to remain wealthy. This theory states that the
poverty of ttre countries in the periphery is not because they are not integrated into
the world system but how they integrated. The poorer nations provide the cheap
The richer countries that make up the core actively perpefuate a state of
-1
dependency among the poorer countries, using various world policies and
:
iniiiative. Frank claims that the core societies would exploit the countries of the
i-
periphery through unfair trade of good. and service, media control, politics,
. )
finance, education, etc. ,
l
After receiving cheap natural resources and cheap labour from the poorer
l
countries, the core countries sell their goods back to those of the periphery at
exorbitant prices.
l
,When they invest in the periphery they withdraw the bulk of the profit and send it
l
I,
back to theu home land leaving those counties even more destitute than before any -_l
attempt to resist the influence of these core societies on the periphery could result
.l
in economic sanctions and/ or military invasion and occupation. The trade
embargo on Cuba and the invasion of kaq and Afghanistan by the USA are some -l
example of how core societies fiy to impose their influences on these poorer J
countries. Samir Amin argues that for the peripheral countries to develop, they
-=t
must break their link with the core societies and expand regional cooperation.
o This theory ignores the economic effort of rich countries by claiming that
their wealth comes by exploiting the poorer countries. l
-l
-.l
-l
whiletheCaymanlslandsarestillacolonyofBritain'Thesecounhesare
growth and development'
experiencing rapid economic
oThistheoryfocusestoomuchoneconomicfactorsasthecauseofpoverty
cultural
peripheral counties while ignoring political and
among
of interest in
such as comrption, crime, higfu fertil tty rate,lack
malpractices
educationandtheneglectofwomenandtheilcontributiontosociety'
.ExplainwhatareSomeofthethingstheCaribbeansocietyneedstodoto
reduce it dependency on the core soclety'
LESSON TARGET
RECOMMENED READINGS
.SociologyforCaribbeansfudentsbyMustapha,Vol.2P.Lg6-|91,200.203. Edition)
r"r*ionis/ Plummer (Second
o Sociology, A Global Introduc-tio"
"Jv
P.219 -221.
capital for investrnent
and a sound education
system. Middre income
counfries such as
Thailand and Indonesia
are now at this stage
3. Drive to technological
matr
or growth,
.
is wi dery
"*.oII;Tffi:?Hi f#;, i. : ",:*,
standard. M*y toaditions w
scare quest ror educati";
1. Assisting in population
control _ where
they export birth
technology and promote-rxrusep. control
They promote social
advance the social prograrnmes fhat
stafus of women
2. fncreasing food supply _
here
introduced t"
; ffi,##;::ff":ff*:ffi:s
techniques incrude rhese
new hybrid seeds,
modern irrigation
chemi cal fertrlizers system,
and pesticides
T
(
1..
'sal4rmoc
f
Surdolanep aql m tusrluuedun pue ursrleruolocgro lcedun eg1 saror61l1 -n I
'X'n aW puu V'S'n eqlJo sellle ssu[3 ar? [oersl pue Buoy Buo11
r
'u?,\trBl 'arodeSurS s3 qcns solsrmo]
se ,{lqe4red,,noqs suoqpu
o11e1rdec luerulsaAur eprnord suo4eu qrIJ eqr - plB u31ero3 3urp1,ror6 'V
'ssacord s5p rtllr\e lsrsss r(8o1ouqca1 uorlerruoJul prre frarmtrceur
l-
Research Activities
l
be
blamed?,, Make
reference to the
Modernizafion Theory.
I,esson Tarret l
Lesson #23 targetsobjective
2 of Module 3.
Recommended Readings
1. Sociology For Caribbean
, Student
rntrodu,r*,]lf;r:#il:r,3J
::::,";,;;obar
-
L/.
ffiT p 216
arnoes ol JapJo {n uoqpu rlcu erl}Jo crsmu oql o} {e1d o1 aneq {aq1 'srsuc }qap rrarp or
anp suoqeu qcp eql o1luepuedap aroru auocaq suo4eu lereqdFrod aqJ - lqap u8ra.rog -s
ol soul
'eoro)
v'S'n
rprol{}}rtry6Ft"se qcns aseeld ol fSolouqca}Jo peerds eqt tua.rard
eql 'sar4rmoo eruos m pe,&olle sr ,{Solouqcol pocrrulpe aFqAA 'senlal prru
t
seJrsep 'slsorelur 4aql llns 01soqorcos oJoc ,(q pelepuuoJ oJE sercqod plJo,'tr }?ql sumir
droeql slr{J 'X'n oqt puu 'V'S'll rprm saq prcads rrery ot onp ,{Eolouqoat poorruApe
ponrocoJ IIB e^eq laersl prre eeroy gnog 'erode8urg '8uoy Euog 'ue,u1e1 'seu1tmol
tl
I rarood aq] o1slgeuoq ro ltrau4uel lenba apr,rord lou op solqunor rood ptre qcF /
u3a&qeq seq ,ftuouoca l"ql sanSru,&oeqt urelsd5 plrolll er{J 'se4 pcprlod pu? cfluouoce
neql uo Eurpuedep '.{8o1ouqce} oserp aArocor ppdql3egunoc qcry.&r otuuuo}op ,(eqJ
r
'dSoiouqcel plroffi aqlJo lsoru
io4uoo sor$rmoc aroc ai11 'epe+ uoltoc 4erll qllflr erBq
ol sFIt prp puelSug sree,{ ro4 ,,fudqduad aql ot {cuq secud qBH 1e plos eru qclq^^ spoo8
Jo'uos il? o{Bur 0} lr 3sn orlllr suo4uu pozqel.4snpq aql ol rfideaqc sleuo}ellI,e\BJ nerp
fies o] saurmoi rood eq] so^eol,srgJ
'sor4snpu] rrorl] ololrord ppo.u 1eq1 .(8o1ouqce]
umuar Smssecce urog p.eueq sr.,{reqdF?d erIJ - z{lrcrder JulrtsnpuJJo {rBA 't"
Ir
'slgord afnq p ,fteqdued eqt o1pt0sar pue spooS
,
poqsruq olm pernlceJrureru ere {eq} eJoq,e\ ser.urmoc aroc oq} o} slerro}B{tr.v\er aseq},{:rec
s,JNtr\tr esarlJ 'suo4erofuoc luuorteu-p1nur neql g8norp serqrmoc q3u atp o, ,{ldeeqc
slcnpord esaql gas ,(sqg'slcnpo.rd peseq d;pmqncuSe pue sl?uoluru ,lrsr,laoJ BJo
d
uoqcnpo:d oW uo soleguocuoc dreqdued eql * sd[ffio-iroea pafucyo - fiodxo',morri;g 'I
If
ecJoII eq1 uo{: s{nsar luaruclolenop-roprm pue lueurdolaAap }Bq} e}ou o} }ueuodut sr U
'qsepupuug pue ueaqqlru3 oqI ?cuaurb-
urleT 'ecrryy srBrIBS - qns sB qcns sel4rmoc sopnlcur dreqdued aqJ 'spoo8 prRsnpm 4eW rql
lo{reru }seA e prre rnoql dueqc,'sleue}eru rv'e-r deeqc qlur' sCIu1rmoc qclr srp.,{1ddns .&aqduad
eqJ 'elrl[o]es ro freqdued eq] tueserder sor4rmoc oruoc(n,,vrol oIIJ 'orode8urg pIrB Farg
?Ipq 'Burrl3 'eeloy qmos epnlcur sor-Brmoc esor{I 'se4llqoe 8r}prrt roJ sot4tmoc eroc arp uo
pusdap seulunoc ssoqJ 'freqduad-r-uros ,T ort sor-4rmoc eruocul elppry aql fnd urelsualle-\\
,fueur;a5_pue uedel ''X':] et11
'V'S'fl eq1 '3'e 'aroc aql rn selqrmoc pez{er$snpu} pu? qclr aql paceld eH 'seuoz cmrouol3
epql olrn plrol',r erpJo serqrmoc aq} pepr^rp uretsuellel6 'droaql sH} q}l^{ po}Blcosse ,i1aso1l
f,
sr tnalsuell?16 Isnueruu{ lsregu plJo&r eq}Jo &\eIA }srxJBN - rod e slueserder.,{.roaql srql
,a'mffiT
debt reschedure' debt
forgiveness and other
assistance.
o
I.
,TffiI|f,uttt'
cultural, "'
political and social
factors.
apart from economic
reasons, e.g.
2.
Xffi J"ffi l,'.T:Jfin
and incompetence
:H:ffi
gor.**"rrt.-."-comrprion,inrernarsociarstrarincarioo,r*.*,
iffi i:lffi :;i;.::fi ,:r#:,::i:f:o,ormodernizanonbecauseitinvorvesthe
inkoduction of Western r$cl
culture on fhem
n ., Research Activities
rupils are required to:
1. Discuss
,"n has experienced such
,Unr*
colonies' Make enorm
reference *'*,
rerevanr roriorogll;I[".t"T:*
in contrast to its former
1.
2. ffi,ff,,i::*Y1d"l' bv Mustaphu p
rnte;;il ffi:Il,ltffi - 204 2os
il ::"il
**oorrrr
Lesson Thrset
Lesson #24 tragets
#,obar
IiIl-9Ff i.; ilh,, 221 - 224.
objective 2 of Module 3.
L
Ia lr '.'{:f
t-f,
-1O
4
J
rd
,', i
ir.,ltf \.rIir,r.tfirrr
- r. U., rl qi vQ1.(\i i ' I
N1
j
i.t r! -
1..',
.", l triirl {r,,e,i " '-1t, o
*- r.a.l
' I r , .'
, \ -
dll\ ,
rVfiqCltr -
.!,
_1 tis\
j
-
-\__+_
'suorsrsep
luerulue^oS umues esuenuw ol3ur.&1 'eleN
eqlJo sreuBrrr f,4se(uop oql ur eJoJjeltrt o1i{rBAL plnolA s.)Nr\[ aq]Jo eruos AI
'.{4snpur eurump/elr-xneq aq1 '3a
'uo4urado;o esJnoc reqt Smrnp r.uJoJ prrul eql for]sap s.JNW oserpJo aruos m
'sJeryo.u Buoure
.II
lsrulJo Iosl pue cured Eursnm ',{lueppns uor8er er11 sAcel IIp\ s.JNIAi eseql
etuoq lues sl s.JNI\i asaqt,,(q epetu lgord ar#Jo {lnq sql .I
1uaur,(oldrua eprAoJd'I
epr.rord p1no.A& uor1ezqeulsnpul s? 'sJolsea.ur u8prog eql urog epe4 org rrreol plnoqs
sro$e^w lecol or.Il 1uqt pen8re eH 'saryrsqns puu s.(upqoq xel sE qcns seluuecu] qtpr
tuar11 cpilord pue srolsenur u8reroy e]raur uor8er oql 1eq] pa6e33ns sl&eT 'esrpedxa
pembel eql pue ptrdec go {cel eq} ,(q pereduruq su,r 'Jeae.Aroq '}decuoc srU.I-
'Z reN\plro/l& rerJe lrlSg tnoqe etuuc ueeqqlruf, erp roJ uortezrpulsnpulJo tdecuoc
sI[{ 'rrBeqqr.rsJ eql ult{ll.a{ uortszllBlrlsnpulJo e}Pco^pB lsrg erfl sB.,\{raT rruilrv rrs
uollrzllBI4snpul sI lBrtral
97, # NOSSflT
What ls Urbanisation
'l-his retbrs to a shift in focus among a country's population where an increase number o1'thc
people flock to the town centers and suburbs for residential purposes.
developing countries is due mainly to rural-urban drift and high fertility rate.
IL Slurns are rlore visible in the cities of developing countries than in those of developcd
countries.
IIL The means of transportation is more organized in the developed countries rvhich lroast a
better road and railway system than that of the developing nations.
IV. Undenvorld activities, such as drug pushing, armed gangs and extortion. are rrore
visible in the cities of the developing countries.
V. A higher percentage of people in developed countries live in high-rise apartrtrcnt
buildings.
VI..lob and educational opportunities are much greater in the developed nations.
VII.Healthcare and other social services are relatively better in developed countries.
IES
are required to:
enough to Caribbcan
I- Discuss the argurnent-" Foreign investrnent has not contributed
development".
- II. Explain how urbanisation has contributed to various sociological problems affbcling thc
Caribbean societY.
N,f,SSON TARGET
# 26 targets objective 3 of Module 3.
MENDED READING
I- Modules in Social studies by Ramsawak/umraw (p.206-207).
II. A level Sociology by Stephen Moore (1991)P.294-299.
tII- Sociology For Caribbean Students by Mustapha vol-2' P.201-211
LESSON # 27
Pu roose of Bureauerasll
fo designed to be an agent of social control. It serves to stamp out or prevent corruption and
Bureauc Inhibits Ca
I- It is costly to maintain.
to process ccrtain
|I. It can frustrate i$vestors due to,the lengthy delays it may cause
docutnents.
healthcare anrl
III.lt may,cause delafs of certaii social projects eg. Road construction,
housing facilities.
I)c<tplc
IV.lt may give rise to comrption due the lack of accountability and transparencl"
'l'hcr/ \\/crc
prior to the 1970,s, Caribbean women were subject to rruch gender discrilnination'
paid the same wages filr thc s,rlc
eirher barred fiom entering certain profession or were not
.iobs done by rlen. They were not encouraged to attend colleges and universities.
I-Iorvever, since the 1970's, Caribbean women started to dominate the enrollmen I at all tcrtiary
institutions. Caribbean women have made significant progress in entering, what orrc considcrs.
male-dominated professions such as medicine, law, engineering, construction and tlre policc
fbrce. The necessary legislations are now in place that entitle women to equaljob and cducalion
opportunities, equal pay for similar jobs etc. They are also protected against sexual harassincnt
at the work place.
adverse impact on Carjbbean labour force. The region is regarded as a high risk area lor
6k
t",tt
l-llV/AIDS. This fbrlbT6ts rnost prevalent among people who are in the prime of their work li1b.
This afl'ects the proOuctirity level of those who suffer frqm the disease. Diabetes, high hlood
pressure and heart disease are very prevalent among many Caribbean workers. These ilhicsses
put untold pressure on the lirnited resources within the health system. A lot ol'rnoney has 1o bc
spent on tnedical supplies and personnel. The high spate of violence and motor vehiclc
accidents also affbcts Caribbean developrnent for the same reason that money tl-rat could irc
used for special development projects eg. Road construction, education and skill trainirrg. has
sorts of crime.
CHA IV
are required to:
developrnent in the
the statement- " health and tourism are the key to
Discuss
Caribbean".
development"'
is a road block to Caribbean
Assess the argument- " Bureaucracy
N ARGE
3'
#27 targets Objective 3 of Module
ADINGS
Vol' 2' by Mustaphap'213-216'
Sociology For Caribbean Students
p' 421-459 '
Modules in Social Studies by Ramsawak/Umaraw
LESSON #28
this lesson:
+f. Absolute or.SubsisteLce Povert"v
'l'hisrelerstoanindividualsinabilitytoaffordthebasicgoodandlorservit:es'
^society.tl'heindividual,isunabletoafford'wllatothersintiis/hersocictycotrsidr:r'
necessary.
{. Subiective Poverty
-T.hisrcf-erstoasituationwhereanindividualperceiveshimselt7herselfttlbeptltlt"
atford certain goods or services in relaticl,
t. hisilicr srLrlLr:'''
because he or she cannot
5. Chronic Poverty
,l.his remain in poverty tbr nrost or all
of thcir lit''':'r'
reters to a conndition where people
-l
so bc'causc cull.ttr':
-fhe rvhore concept of measuring poverty presents a real probrern. This is
tnitr'
to country and with time. what constitutes poverty in one s.ctcty
roaries tiom country
poverty Line Model will be used to n,casure po\'t':i',1' '
differ in another society. However, the
i
J
tirne.
-l
ltorvntree totals the amounts outlines above and uses this level of income to lre eclaullr:e] io iirr.:
-i
povertl' line. The Poverty Line Model is a measure of the nrinimur{ainount of in,jornc
necessary for basic subsistence in a society.
-j
-l
1
Elrau'backs Of The Por.ert!, Line \{odel _l
*t
EI
2. Cender Employment Measure.
T'his fbcuses on the ability of the women to participate and make decisions on political
and economic issues.
RES-EARCH ACTIVITY
Candidales are required to:
1. Assess the problerns experienced by sociologists in defining ancl measuring poricrtr'.
LESSON TARGET
I-csson #28 targets Objective 4 of Module 3.
RECOMMENDED READINGS
-lhernes
L Sociology: and Perspectives by Flaralambos (2004) p.236 - 242
2. Sociology For Caribbean Students Vol. 2 by Mustapha p. 223 - 224.
J
J I
T
l
J
J
I
J
LESS*ru #3S
{}f Pm
cf p*=+er1jr lvas leff*duced- bir, the Ai{ieri*an ans.hn"o3:*!*gist Gsear Le1,i,is iti thm trate
Ele devel*per* t&as iuiea fi*ix hisfietr* =,vofii atl1*ltg tI're r::"han i]**r x& fu{*xic+: and Fue,lts
.is
Accc,rding tCI i-ewis, th* poveffy c*nsisted *f ttae f'c1tr*"',a.i-ug tlaa"ee nevetrs:
The {
g} di4 #}e &L-{.-f,}L
3. Tke -Cutgg:e#-ttv*I.syeA
r Laek ot- ef{e*ti.:e p*:tieipat'i+a iu the reaj*r sii*'i*[ kr*titalti*ns
. Refusal tri becqrna* sneryahers of tra.d.e Erai*ms and *ther s$qh ass aiatrqrus.
kwis eisimeeJ ?hat thr culrrirc o{'Xrr::er$r, *I'!re f;stabiis}reqi, tends ta: prer'p666aie itse}f'
-b*ing
generation tc: generati*n, Chilck"f;fi ar* taugtrt by their par**ts tq: see pevf;rq/ es
aad t* ac**pt. it as a prral *f ttteil'iega*i, * fat*iislta. Lewis algr.;fis tka{ eui*'lr* of
best explai*s or Sesc;ffil:*$ the sit!;ati{i$ ci iirc p,t*r i.ll post c*Xumiai s*:ri*tios *r
c+r:iitrics" F{*rrye',,*r, he *gt-tes titat n*t e'rrely*I?f, rrd*pto s*efu a c*Ltul'c, as on}:r f 07e
poor ia the USA arf*pi the carEtuie *{p*v*rty li{*sfytre "
Fal'0s}i f.a::::iie-s, i;tfiF-; pl'ur:;tige acdlr,,,ra.ith. E*rar.lsc *f,th*ir= loar sta'fij,s, Ehe mfi**altffinLfies
'br-#*r
f-r,r pai,J, _i*3:s ar* iirmit*,j.
& e]*lr"l;:etiti*E &.lni-{t;g :':,,crkcts i'c,rs"1{,}r=r 1vfr.,Ees t*l fue patd ul-.tl--
TFra caprtalact s**i*fy pl*ati*'feo s.otiai utu-qnalities, themf.bre, ti:* i:oc*. slrffbe"c ;r la*k of'
,t
s'*-cigi itroi:lility tJe* l.o *tr:lr;i11c3.rcfi?-lt, lovr. i4i*Sfl-q, p*ol" it*alttt
*tly*, {j*t-x" diei, ri*"
Cr Tj'i; Cl-oit r',1i1 ar.i ill'ji,,,C, i ,it tl,* Ir.iitllS r;14.SS.,f,:l A r*S:ljt, gt,,r;rr,lll(*j1[ \ti iii ,j,i iliti.: te
;.lle lnste ; ,: rie:-i,r
7. Ixr'f-h* *,t'*pi:[:x1iot r,ar;irqy, fia* ar,iorl,,-*r *nly lus l+b+ui f6 srll f*r
l-r.as a.r,,,,ag*, ftfi*ul iigtles
fliais is 3l*raght e]ramp,iy, fu* i.+ t]ae irrck ,+f jo!:o.
{:q:*.qqigry*r
i. Tfuis'rir*'.:iY has fs;k,q.3. tr: a;tpEalm *3*emi;7 wfu*f ffrll-lcfis Fr"atierrlm gr#i"npc im s*.riepr t+ be
Pd'Li'
2' Tfue 6:arop*efi;,'e is vu,;i sertsit:vctc tla* r,*saa.fi*tt im fuacc:rae e:ristiarg1:ar.{iiran tilr lq,;-.iki*t*:
elsss.
4'" F*v*tty ts fkiirtj*&an ila rfunt it siirya,s tfo* *nsl,itii+,J -ra.+sk*.s t* +e*ept icvr-pa3;ieg jaL-s
m
Dfly be r**$t*, ii'tt*, aead rSar:g*t'':r;s" ma'y be
it fbffiels a yard stlek hy wkieh s$oq*s5 sf the frorl-poi-r{
rrtv is i:nctrsnal as
ve T'ru Tha-il-cffig
ffiing*1*,ssfuavec!t,w*x-pedea*er1upavmrdsq,ai.a].*t*h.iii@ot+ttrae
ils Class.
bost pa'ytlrg wifi tlt*
ar* **t alwa.1's heialg re"'varded
mCIst taleetes and *i.ueated a1- jr'1bs'
.l..,.1.
ti-i'=!v pa;5'irig
to e=nunie{ p*v*r11" irrsteaet *'f' ar':cei:ti11g '}r:h's"
ies
*tlnec' r"*n:rarur grcor
sor'e peopre may suf,fc r pwr*rtlilue {o t,teic ae*etr1tanqe *f'ta're,
a*d3u:b opg:*r*-*.ttitlas'
tg &e lack ef *duer'tioual
ue requiled t*;
p+verty'p*lspe*tin'r to a taaratcel {lEu:'['b*ean
n*" &e relevan*e o'f rhe cr*itus* cf
E
Ergrts Crbjectiv* 5 *f ivi*'1lrta
3'
ASING&
i:Therr.esardFerspeeti:t,'eshyF{ar"axaamLl*u(Zi3tt,i}p"265-2fu*
ForCaribbeaastudentsbyhAustapitap'j25..22.8
t
@
Lesson # 30
I. 'Ihose with special needs, eg. the blind, dumb, deaf and the physically
challenged.
tt. The elderly
lt I. Children and women
w. The unemployed
-Y- Single-parent faini I i es
Indigenous people
I Needs
category of the poor tends to be the subject of social isolation" sexual
physical discrimination, etc. They are also deprived o1'acces$ to.ioh
ional opportunities, good health care, proper lood and she:lter. S(rr:rc tll'
iduals resort to living on the street.
these poor people suffer from loneliness as their children rnove out [o
Enily of theil orvn. They are also subject to social isolation and rneag.rc
E
they cannot afrord aclec*ratc
suffer tiom chronic ill
health as
state pension. Many
healttr care.
children childrcri
I r-^] to poverty in vanous ways' A number.f
4n
children are subject
Many of our of proper
pregnancy. They are often depri,ed
are the product of
umvanted
are 1r*nr
parentar supervision. Many of these childrcn
nutriti'n. health care and
good education'
often deprived of
large t-arnilies and are
Elre Unemployed
-lhesepeopleareoftenuneducatedandunskilted.Theyoftengetinvolr,edinttrc
ii'r-rr'
gangs' robberies u'-"1
and other crirninal activities such armed "t111f
drug trade
-I.eerragepregnancytendstobehighestamongthiscategcrryofthepoor"
Depcndingonwheretheylive,corporateinvestorstendtoshyawayfrtlmhirirtg
reason or the other'
thcse people for one
Poor
Itmaypushstudentstoworkrealhardinschooltogetagoodeducationas
rnobility'
avehicle of upr,'ard social
Itmayinstillorcausepeopletodevelopthedesiretosavetheirincorrre",and
not to become reckless'
care of their property'
People may better take
CH ACTI
es are required to:
named Caribbcan
imPact of PovertY on the development of a
I. Discuss the
societY.
6 of Module 3'
I-esson #30 targets Ob-iective
@
assisting thc ltlttst
by the Jamaican Government and the World Bank. It is geared tou'arcl
arc clrilclrcn' lltc
needy in the society. The main beneficiaries of the PAIH Programmc
poor ailtrlts' slrue ial
elderly, pregnant and lactating women, persons with disabilities ancl
health care and education benefits are provided to these individuals'
. tiorir
3. The National Health Fund (NHF). This provides health care tbr perhons sutl'cring
heart diseascs arrd
certain sicknesses such as diabetes, asthma, high blood pressure'
kidney disorder.
4. Jamaica Drug For The Elderly Programme (JADEP) provides assistancc ltrr thc
tirne.
Research Activity
Caribbean territory.
SECTION A
SECTION B
MODULE 2 - SOCIAL ORDE& SOCIAL
CONTROL AND DEVI.A.NCE
Answer ONE question from this section.
SECTION C
l
caribbean.,, present an
I T
argument either supporting or
opposing this view.
p5 marksJ
END OF TEST
l\-4AAn46r^ /
#31 targets Objective 6 of Module 3'
SociologyForTheCaribbeanStudentbyMustapha(Vo1.2)1,.236.237
^
-.L-
SECTION A
' 1' Trends point to a reduction in population growth rates in the Caribbean over the past
thirry
years. Discuss the reasons for this trend. Support your response with reference to a
named
caribbean society. Izsmarksl
2' Population census data show that Caribbean populations are agelng. With reference to
this
statement, discuss the implications for social and economic developmlnt in a named
Caribbean
society. [25 marks]
f6-
"^. 1
'a '',-"
t- ,t n
SECTION B
'r ..r, e.,
(
t'"pJ
' . Examine the extent to which any TWo of the key social institutions have
been efflective as
agents of social control in a named Caribbean society. Support your
response with reference to
any studies of deviance in the caribbean.
I25 marksl
,f i, Examine the extent to which alternatives to imprisonment provide a
better approach to dealing
with confolling crime and maintaining social order iu CariUUean societies.
[25 marks]
SECTION C
END OF TEST
aaa A ,,lan lf1 I hF ,t^n o
E ^
a
- L-
SECTIONA
MODULE 1 - POPULATION
STUDIES
Answer ONE question from
this section.
J _
f,br at least rhe next 25 years,the
t25 marks]
older
*XHT;:
s;;;;' *,i, wiir ..il; H.lI :#,U :Jff:ffJffi ',':ffi
ffi IilTi;"rJ::I
Discuss TWO ec
caribbean,.;#',ffi,::l#:;tr,#,:i#1,ffi::XTl,il?"H,:",r;:Ti#"H:I",
[25 marks]
SECTION B
MODULE 2 _ SOCIAL ORDER,
SOCIAL CONTROLAND
DE\TANCE
Answer ONE question
from this section.
SECTION C
of the under-
fovestrnent, NOT aid, will contribute to reducing the dependency
ies on the develoPed countries-
and investment
$aEment with reference to a socioiogical explanation of the trade
world-
relations between the caribbean and any country of the developed
[25 marks]
rion of unemployed workers in productive jobs is the only way to bring about a
Facts
reduction of poverty''- (UNCTAD 2008, Development and Giobalization:
p-62)-
firis statement with reference to the poverty reduction strategy implemented in a named
reduction strategy
hem society. In supporting your answer you must outline the poverty
for
cryIoyed, the socio-e"onomic conditions in the society and available opportunities
[25 marks]
END OF TEST
022440201CAPE 2009